Mble_Teta_1029

Managing and Responding to Behaviours in as Learning Environment TETA 1029 Task 1- the context of behaviour issues i. Describe and discuss the aspects of national legislation which have relevance to behaviour in the learning environment (300 words) Any attempt to improve behaviour must be in accordance to the school or college regulatory framework backed up by national legislation. This provides such framework for both educational institutions and teachers. These acts include the Children Act 2004 which is the legal foundation for ‘Every Child Matters: Change for Children’ (2004). This policy sets guidance to provide an inclusive environment for children by promoting five core outcomes which cater for children’s health and emotional well-being, ensuring that they are safe, i.e. complying with child protection legislation, ensuring that they get the support they need to achieve, the development of positive attitude and economic well-being regardless of race, gender and religion The Education and Inspections Act 2006 (2009), included, for the first time, a specific power for teachers to discipline pupils – for breaking a school rule, failure to follow instructions or other unacceptable behaviour. This gives teachers legal powers to discipline students which can only help to manage behaviour in the learning environment, protecting students and teachers alike. These powers include the ability to carry out these powers beyond the institutions’ gates, if set by the in-house policies plus the power to take punitive action such as exclusion for disruptive behaviour. Power to detain students under the age of 18 with prior notice to parents and the ability remove items that are deemed disruptive, harmful or dangerous, plus head teachers can search students and their belongings for the above items. This act includes cover for educational institutions as a whole to include safety and security at work, including bullying and harassment either physically or through cyberspace, legal contact through educational institution administrative channels with the parents, where failure to respond/comply can attract fines. Support of other educational institutions in helping with behaviour issues with access to police and youth offender units and their help in tracking and tackling criminal offences of students. References 1. Every Child Matters Outcomes Framework, Department of Children, schools and families, DCSF-00331-2008.pdf, www.dcsf.gov.uk/index.htm 2. SCHOOL DESCIPLINE: Your Powers and Rights as a Teacher - DCSF-00464-p: 2009 available at: http// publications. teachernet.gov.uk /default.aspx' PageFunction= productdetails&PageMode= publications& ProductId = DCSF-00464-2009, accessed 10/10/2010 3. Education and Inspections Act 2006 http://www.legislation.gov.uk/ukpga/2006/40/contents Bibliography 1. The Equality Act 2010 (replaces the Disability Discrimination Act 2005) http://www.direct.gov.uk/en/DisabledPeople/RightsAndObligations/DisabilityRights/DG_4001068 2. Health and Safety at Work Act 1974 http://www.hse.gov.uk/legislation/hswa.htm 3. Race Relations (Amendment) Act 2000 http://www.legislation.gov.uk/ukpga/2000/34/contents 4. The Children Act 2004 http://www.legislation.gov.uk/ukpga/2004/31/contents 5. The Sex Discrimination Act 1975(amended by The Equality Act 2006) http://www.legislation.gov.uk/ukpga/1975/65/contents 6. Racial and Religious Hatred Act http://www.legislation.gov.uk/ukpga/2006/1/contents .