Current Legislative Requirements

Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and type of organisation within which you work. In future, I would like to teach a group of children in a primary or a secondary school.

So, the current legislative requirements and codes of practice relevant to my subject area are as follows: The Children Act 2004 (also known as ‘Every Child Matters’) is specifically aimed at children, young people and vulnerable adults, but many of its provisions are widely applicable (its key aims are: be healthy, stay safe, enjoying and achieving, making a positive contribution and achieving economic well-being) to all of its teaching courses. Ann Gravells summarises some of the other relevant primary legislation, much of it dealing with equality, diversity and inclusivity (Gravells, 2008: p19).

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This includes: The Equality Act (2010) which aims to eliminate discrimination, reduce inequality, protect human rights and to build good relations, ensuring that everyone has a fair chance to participate in society. The Disability Discrimination Act (DDA) (2005) requires that all learners must be given the necessary adaptations to allow them to participate fully in their learning. The Special Educational Needs and Disability Act (2001) (SENDA) amended the DDA to bring education specifically within its remit.

The Data Protection Act (1998) has important implications for record keeping, particularly disclosure, which are relevant to individual teachers and learners. The Health and Safety at Work Act (1974) imposes obligations throughout the workplace on the organisation, managers, and teaching and other staff. All are required to take responsibility for the health and safety of themselves and others ( learners) commensurate with their position and responsibility. The Protection of Children Act (1999) creates a system for identifying persons considered to be unsuitable to work with children.

It introduces a ‘one stop shop’ to compel employers designated under the Act (and allows other employers) to access a single point for checking people they propose to employ in a child care position. There are several health and safety codes of practice and statutory instruments (additions to Acts of Parliament), which may impact on my teaching role. Some examples are: * Manual Handling Operations Regulations 1992. * The Control of Substances Hazardous to Health Regulations 2002. Health and Safety (DSE) Regulations 1992 as amended by the Health and Safety (Miscellaneous Amendments) Regulations 2002. Codes of Practice: Codes of Practice also govern the way in which people work although without the force of law. The Institute for Learning (IfL) is a professional body with responsibility for teachers and has published a Code of Professional Practice which includes advice about professional integrity, respect for learners and others, reasonable care and ‘continuing professional development’ (IfL, 2008).

Susan Wallace (2007) relates such external professional codes to our own internal values and says, in respect of appropriate behaviour, that, “… our internalised set of values… will be telling us exactly the same [as the external requirements of the Code]”. If not, then we are probably in the wrong profession (pp67-68). For large educational establishments the set of rules will cover general behaviour and procedures and also, for teaching staff, regulations that apply to the ways in which learners are taught and how teaching courses are delivered.

I also ensure I would follow all regulations relating to my subject to ensure both myself, and my learners are safe. Bibiliography Gravells A. (2008) Preparing to Teach in the Lifelong Learning Sector 3rd edition, Exeter: Learning Matters Ltd. Wallace S. (2007) Teaching, Tutoring and Training in the Lifelong Learning Sector 3rd edition, Exeter: Learning Matters Ltd. http://www. allfreeessays. com/essays/Ptlls-Theory-Task-2/101997. html http://www. anqdevelopment1-linux. co. uk/04-TheoryTasks/Theory2. htm