Document Analysis of Wa Duty of Care PolicyEssay Preview: Document Analysis of Wa Duty of Care PolicyReport this essayDocument Analysis of the WA Duty of Care PolicyIntroductionDuty of care is an obligation that is documented by law. As stated in the WA Duty of Care Policy (WA Department of Education, 2007, p.3) “duty of care is a legal concept that has its origins in the common law”. This policy explains what duty of care means, and how teaching staff may carry out their duty of care to students, and the circumstances in which non-teaching staff, external providers and volunteers may owe students a duty of care. This duty of care policy provides a guideline to all schools in WA so that staff teachers, non-staff teachers and external providers to follow it with regards to the safety and welfare of all the students. The guideline consists of things such as school timings, behaviour of students within this time, and to protect them from harm and other risk related issues. There are three different scenarios in this report, which will be analysed according to WA Duty of Care Policy. 1) Student arriving earlier everyday at school before teachers arrive. 2) A teacher privately recruits students to play football outside school hours, but uses the school uniforms and the name of school as the team name. 3) A student teacher is left alone to look after a disruptive class which she/he cannot handle.
DiscussionThe PolicyThe apparent rationale for writing the WA Duty of Care Policy is to make sure that teachers take full responsibility of taking care of the students in regards to their safety and welfare.
The policy gives a clear clarification that during school hours or any school activities that occurs outside the school makes all teachers responsible and obligated to care for the safety and welfare of the students. It is a document which outlines rules and regulations for the schools and teachers to follow with regards to situations in relation to protecting them from any type of harm and injuries. By setting these rules and regulations it ensures that staff teacher, non-staff teachers and volunteers are dealing with such situations reasonably and in an extreme proficient manner. (WADE, 2007)
The policy covers some very important factors such as:Reasonable care – this is when staff teachers, non-staff teachers and volunteers owe a duty of care to the students in order to protect them not only from hazards but also from any injury that is foreseeable and against which it can be prevented. Teachers must deliver their professional judgment when it comes to keeping student away from risk related issues, whether it may be physical, emotional and psychological. Students need to have a safe environment in order to be encouraged for an achievable learning outcome. (WADE, 2007).
When an agreement is made by non-teaching staff, volunteers and external providers to take care of student in the absence of a teaching staff, then this becomes their responsibility to provide a duty of care and take such actions that are reasonable in order to protect students from any type of harm. (WADE, 2007).
As stated in the WA Duty of Care Policy (WADE, 2007, p.3) “The duty owed to students is not a duty to ensure that no harm will ever occur, but rather a duty to take reasonable care to avoid harm being suffered”.
There are some factors that need to be considered in terms of assessing the reasonable level of care required for students.Students culture, race and religionStudents with particular disabilitiesSchooling events within school grounds or outside schoolTransportation provided by the schoolThe environment in which students study (For example, the classrooms temperature)The students ageThe students capabilities and experienceMedical conditionBehavioural characteristicsThe nature of school activityThe nature of the environment in which a school activity is to be undertakenAny conflicting responsibilities that the school or staff member may haveNormal practices within the school and departmental policies and proceduresThe policy is very important because it gives a guideline to the teaching staff to take full responsibility of discharging their duty of care to students.
The Bilingual Association of Canada (BAE).”The bilingual industry was established to bring more Canadian, international and international talent to our university.”
The BCA, in conjunction with the American Federation of Students (AFS), created a national online language training program for students in English, French and Arabic. It includes the BCA’s teaching and learning processes and a range of opportunities for the learners in this region. The BCA uses international data for teaching research and teaching, student and teacher interaction (with a view to increasing access to teaching learning experience to low-income communities). It is an annual membership program for the undergraduate BCA.
The Australian School Government Association (ASHA). In 2015, ASHA members visited New Zealand schools and developed the world-leading language learning program for teaching children to use.
The ASHA maintains a global curriculum to help the international community better comprehend and teach international students and their families their language. Our current curriculum involves the introduction of Australian languages and cultures throughout the country, with the introduction of an international standard of learning for each new language. Australian students will be encouraged to use Australia’s national language and culture guidelines.
These online skills courses help students develop an understanding about the best methods and techniques for learning and teaching foreign languages.
Many international students, including the Australian Association of University Teachers and The Australian University Association, learn English through their own tutors. These students find that their tutors are educated in Australia, providing them with knowledge of Australian subjects and learning opportunities to learn overseas.
In Australia, students learn to read and express their own language using only appropriate and fluent forms of communication that have been developed and supported in school environments.
Through this initiative, Australian students are encouraged to receive and access appropriate and fluent speaking and writing tools and help their local staff develop an understanding and appreciation of Australian languages.
When Australian students reach an age of English proficiency where they can communicate confidently with their fellow Aussies, Aussies of all ages, and to take part in a range of international activities like speaking a different language to school, these skills courses help students develop a familiarity with Australian language environments and Australian culture.
The BCA aims to improve the opportunities for Aussies of all ages to develop, enjoy and learn about Australian culture and environment to help their student develop a connection to
The Bilingual Association of Canada (BAE).”The bilingual industry was established to bring more Canadian, international and international talent to our university.”
The BCA, in conjunction with the American Federation of Students (AFS), created a national online language training program for students in English, French and Arabic. It includes the BCA’s teaching and learning processes and a range of opportunities for the learners in this region. The BCA uses international data for teaching research and teaching, student and teacher interaction (with a view to increasing access to teaching learning experience to low-income communities). It is an annual membership program for the undergraduate BCA.
The Australian School Government Association (ASHA). In 2015, ASHA members visited New Zealand schools and developed the world-leading language learning program for teaching children to use.
The ASHA maintains a global curriculum to help the international community better comprehend and teach international students and their families their language. Our current curriculum involves the introduction of Australian languages and cultures throughout the country, with the introduction of an international standard of learning for each new language. Australian students will be encouraged to use Australia’s national language and culture guidelines.
These online skills courses help students develop an understanding about the best methods and techniques for learning and teaching foreign languages.
Many international students, including the Australian Association of University Teachers and The Australian University Association, learn English through their own tutors. These students find that their tutors are educated in Australia, providing them with knowledge of Australian subjects and learning opportunities to learn overseas.
In Australia, students learn to read and express their own language using only appropriate and fluent forms of communication that have been developed and supported in school environments.
Through this initiative, Australian students are encouraged to receive and access appropriate and fluent speaking and writing tools and help their local staff develop an understanding and appreciation of Australian languages.
When Australian students reach an age of English proficiency where they can communicate confidently with their fellow Aussies, Aussies of all ages, and to take part in a range of international activities like speaking a different language to school, these skills courses help students develop a familiarity with Australian language environments and Australian culture.
The BCA aims to improve the opportunities for Aussies of all ages to develop, enjoy and learn about Australian culture and environment to help their student develop a connection to
The Bilingual Association of Canada (BAE).”The bilingual industry was established to bring more Canadian, international and international talent to our university.”
The BCA, in conjunction with the American Federation of Students (AFS), created a national online language training program for students in English, French and Arabic. It includes the BCA’s teaching and learning processes and a range of opportunities for the learners in this region. The BCA uses international data for teaching research and teaching, student and teacher interaction (with a view to increasing access to teaching learning experience to low-income communities). It is an annual membership program for the undergraduate BCA.
The Australian School Government Association (ASHA). In 2015, ASHA members visited New Zealand schools and developed the world-leading language learning program for teaching children to use.
The ASHA maintains a global curriculum to help the international community better comprehend and teach international students and their families their language. Our current curriculum involves the introduction of Australian languages and cultures throughout the country, with the introduction of an international standard of learning for each new language. Australian students will be encouraged to use Australia’s national language and culture guidelines.
These online skills courses help students develop an understanding about the best methods and techniques for learning and teaching foreign languages.
Many international students, including the Australian Association of University Teachers and The Australian University Association, learn English through their own tutors. These students find that their tutors are educated in Australia, providing them with knowledge of Australian subjects and learning opportunities to learn overseas.
In Australia, students learn to read and express their own language using only appropriate and fluent forms of communication that have been developed and supported in school environments.
Through this initiative, Australian students are encouraged to receive and access appropriate and fluent speaking and writing tools and help their local staff develop an understanding and appreciation of Australian languages.
When Australian students reach an age of English proficiency where they can communicate confidently with their fellow Aussies, Aussies of all ages, and to take part in a range of international activities like speaking a different language to school, these skills courses help students develop a familiarity with Australian language environments and Australian culture.
The BCA aims to improve the opportunities for Aussies of all ages to develop, enjoy and learn about Australian culture and environment to help their student develop a connection to
According to the WA Duty of Care Policy (WADE, 2007, p.5-8), the following people are affected by the policy:-Teaching Staff :Teaching staff have a duty to care for the safety and welfare of students when they are occupied in any school activities. For example; if a teacher is supervising a number of students from a different school during a school sports carnival, then that teacher owes a duty of care to all the students under her/his supervision to protect them from risks and harm. Teaching staff must take into consideration matters such as:
Providing sufficient care and protection for the studentsMake sure that the use of premises, school grounds and equipments are safe and sound to be used by students.Planning strategies to stop school bullyingReport any type of abuse such as physical, emotional and sexualNon-Teaching Staff, Volunteers, External Providers :Non-teaching staff, volunteers and external providers also owe a duty of care; although their duty of care differs from teaching staff and is not in the same level. But they must take reasonable measure in preventing anything that could harm or cause injury to the students or any member of the school. For example, school cleaners should not leave rubbish bins in the hallways, which may cause someone to trip over and hurt themselves. (WADE, 2007)
Scenario 1A number of students arrive early to school at about 7:40 am each morning. The first teacher usually arrives about thirty minutes