Describe how you might react to incidents of bullying and violence? All signs of bullying or violence should be taken seriously, reported and logged with the teacher or other school staff. It is also essential to act upon this behaviour quickly and correctly to minimize the possibility of it happening again in the future. The schools policies and rules are regularly reinforced by the school staff to the children in their classrooms, in assemblies and around the school. During Anti-bullying week the school will have special assemblies to demonstrate the types of bullying and how children can report this behaviour.
The purpose of this report is to analyse the Western Australia Department of Education, Duty of Care for Students Policy, 2007, and to highlight how the policy can be applied using specific scenarios, how the policy can be implemented, and what preventive measures can be taken to ensure that students are protected from harm through reasonable care. The Western Australia’s Department of Education Duty of Care for Students Policy, defines a set of principles, that are imposed by law, that specify the care that should be taken to minimise the risk of harm to another (Western Australia Department of Education, 2012, p. 9.). The Duty of Care Policy leverages off three basic statements that define exactly what the policy is; (a) Teaching staff
The vital abilities that each child must pick up are to understand necessary instructions. This is an important age that children are attempting to guess who they are. Educators will have to help the students if they need it because certain circumstances that students will rely on the teacher more than their own parents. I am certain that Ron’s conduct has a lot to do with the new surroundings. When a student is in new surroundings they will search and test the grounds on which they can and cannot do.
329 Supervise children and young people on journeys, visits and activities outside of the setting 1.1 Explain the organisational and legal requirements for supervising children and young people on journeys, visits and activities outside the setting. There are various organisational and legal requirements for supervising children on journeys, visits and activities outside of the school setting. These include policies and procedures which should be carried out by the school including risk assessments of areas that will be visited. Risks assessments will identify any hazards and/or dangers and who might be harmed and how this may happen, allow the risks to be evaluated and check if the precautions are sufficient. They also allow staff to record their findings and review and revise assessments if necessary.
They have to be prepared to both support and challenge the head teacher and staff by gathering views asking questions and deciding what is best for the pupils. Senior Management Team This is usually the Head Teacher, Deputy Head and Heads of Departments, Special Needs Coordinators are sometimes members too. Their role is to set and manage the strategic direction of the school. They also lead any changes in the school and make sure the school is doing its best to deliver the strategic direction for the pupils attending the school. They are aware of the current state of the school and are key in launching new initiatives that can motivate the whole school and keep track of these initiatives once implemented.
The Education Act sets out the responsibilities Children’s Act 1989 This act identifies the responsibilities of parents and professionals who must work to ensure the safety of a child. Two important sections focus specifically on child protection. The local authority has a duty to investigate when ‘they have reasonable cause to suspect that a child who lives, or is found in their area is suffering, or likely to suffer, significant harm’ services must be put in place by local authorities to ‘safeguard and promote the welfare of children within their area who are in need. Education Act 2002 This sets out the responsibilities of local education authorities (LEA’s), governing bodies, head teachers and all those working in schools to ensure those children are safe and free from harm. Children Act 2004 This provides the legal framework 1.2 Describe the different agencies involved in safeguarding the welfare of children and young people The different agencies involved are: Social Services Police Health Services NSPCC Children’s social care Social Services They are there to work with the families.
| High Stakes Testing | (Standardized Testing) | | EDL 619 Social Foundations of Education Summer 1-2011 An explanation and descriptions of “High Stakes Testing” and how what the impact is on present day education in the United States. | High Stake Testing What is “High Stakes Testing?” High-stakes test are tests with important consequences for the test taker. These achievement tests are known as "high-stakes" when results are used to make crucial educational decisions, such as grade placement, granting high-school diplomas. scholarships, or as a measure of teacher effectiveness. Failing has important disadvantages, such as being forced to take remedial classes until the test can be passed, The use and misuse of high- stakes tests are a controversial topic in public education, especially in the United States SAT’s SAT no longer stands for ‘Scholastic Aptitude Test’ which was the original name of the test.
Document Analysis on Duty of Care Policy Introduction This document analysis will address the Western Australian Duty of Care for Students Policy. The policy describes the different types of duty the teacher has towards their students and clarifies the point at which a teacher does not have a duty of care.The purpose of the policy is to identify what ‘duty of care’ means, what a teacher’s duty of care towards their students actually are, the ways in which this policy should be applied within the school environment to minimise harmful risks to students, the circumstances where school volunteers and helpers may owe a duty of care and the implications that may arise should duty of care be neglected. This policy is important as it aims to
Causal Factors and Models of Interventions of Students with EBD Causal Factors and Models of Interventions of Students with EBD Kanousha Burton Grand Canyon University: SPE 558 December 20, 2011 Causal Factors and Models of Interventions of Students with EBD The term emotional behavior disorder has very different meanings and it can be difficult to determine which suits the term best. Aside from the different meanings there are various factors that could have caused this disorder. It had to take observation, evaluation, research and facts to determine what causes this disorder in children. The disorder may result from biological factors, cultural factors, school and family. Examining and looking closely into
Functional behavior assessment (FBA) has been found to be a useful tool in developing effective individualized interventions for persons with severe disabilities who exhibit challenging behavior. However, this research typically has been conducted in settings that might be described as controlled (i.e., hospitals, special schools, etc.) (Nelson, Roberts, Mathur, & Rutherford, 1999). With the passage of the Individuals with Disabilities Education Act (IDEA) in 1997, FBA is now a required procedure for all students with disabilities in public educational programs under specific conditions (e.g., weapons or drug possession, when behavior warrants consideration of a change in educational placement). Since the adoption of these “discipline amendments,” descriptive accounts and limited research data on FBA for students with mild disabilities in more inclusive and public environments have appeared in the literature (e.g., Dunlap, Kern, Dunlap, Clarke, & Robbins,1991).