PS / HRC Teaching Diploma

Lesson 4 Legislation, Codes of Practice, Equality and Diversity.

Part 1

In todays session we are looking at :-

Legislative Requirements and Codes of Practice

Equality and Diversity

By the end of this session, you will be able to

Summarise the key aspects of relevant legislation, regulatory requirements and codes of practice relating to your own role and responsibilities.

Explain and analyse your own responsibilities for promoting equality and valuing diversity.

By the end of this session, you will be able to

Summarise the key aspects of relevant legislation, regulatory requirements and codes of practice relating to your own role and responsibilities.

Explain and analyse your own responsibilities for promoting equality and valuing diversity in your lessons.

 As a professional teacher you will need to be aware of key aspects of current legislation and codes of practice.

Activity 1- Class Discussion

Health and Safety at Work Act 1974

What Health and Safety considerations might there be when you are delivering learning?

Noise Levels Our responsibilities

control or reduce exposure to noise at work without stopping people from enjoying music.

We, as teachers, need to devise, promote and maintain simple and cost-effective actions to reduce our average daily and / or weekly exposure to noise for us and our learners.

Noise Exposure
The noise exposure level (often referred to as the noise dose) takes account of both the sound pressure level and how long it lasts. Generally the potential for hearing to be damaged by noise is related to the noise dose a person receives. Being exposed to a noise level of 105dB (Fortissimo singing, Brass or Woodwind at full blast) for 5 Mins would be the same as being exposed to 94dB (a loud bar) for an hour.

Hearing damage video

file://localhost/Users/user/Dropbox/Teaching Diploma/Lesson Plans and Resources/Week 4/theHearingVideo.mov

Symptoms of Hearing Damage

Hearing Loss can be temporary or permanent. Hearing of young people can be damaged as easily as old. Hearing loss is usually gradual because of prolonged exposure to noise. Musicians suffer from loss of discrimination between tones. A Danish study reported that 27% of musicians suffer hearing loss (24% tinnitus, 25% hyperacusis)

Ways to cut down noise levels in lessons.

Avoid highly reverberant rooms loud instruments in bigger rooms. Positioning when teaching - some instruments are highly directional (stay out of the line of fire!)

Avoid back-to-back scheduling without respite periods.

Content of lessons other learning based activities) Avoid playing along to keep noise levels lower

When teaching in groups avoid group practice

Wear ear protection.

Other ways to protect your hearing

Tell your learners (an parents) about the dangers of noise. Think about size of practice rooms. Encourage learners to play more quietly. Use practice mutes, pads and smaller amps on lower settings. Pianists can turn down or keep lids down. Consider off-hours of sound exposure quiet time.

Break
20 Mins

Equality Act (2010)

Strengthens, harmonises and streamlines 40 years and 116 pieces of separate legislation. - eg. The Disability Discrimination Act

These measures help protect minority groups and those who may be discriminated against.

Parliament says
Age Disability Gender Reassignment Marriage / Civil Partnership Pregnancy / Maternity Race Religion/Belief Sex Sexual Orientation

Ofsted Say
Promote equality, support diversity and tackle discrimination, harassment, stereotyping or bullying.

Use materials and teaching methods that foster good relations and are sensitive to and promote equality of opportunity.

Effective E&D Strategies

Materials

Assessment Methods

What are the characteristics and considerations of effective E&D practice?

Social Emotional

Teaching and Learning methods

Environment

Role Model (teacher as)

Every Child (Learner) Matters

The murder of Victoria Climbie in Feb 2000 occurred although she had been seen by a range of health, social, education and police authorities

Lord Laming produced a damning report on what had happened and how all professionals needed to co-ordinate their approach to children at risk

His recommendations were called Every Child Matters and resulted in The Children Act 2004

Who does EC(L)M cover?

Multi-agency approach for learners aged 0 18 Extended to include vulnerable adults unable to protect themselves from exploitation or harm
Drug dependency Mental health problems Learning difficulties/disabilities Looked after/carers At risk of underachieving Statemented

ECM 1

Be Healthy

ECM 5 Achieving economic well-being

Every Child Matters

ECM 2 Staying Safe

ECM 4 Making a positive contribution

ECM 3 Enjoying and achieving

Your responsibilities
You have a legal responsibility to report disclosures to a senior designated person
This means that you cannot guarantee to keep such things confidential

It is not your role to investigate, interrogate, prove, disprove or judge what has been said
Take it at face value, record it and report it

Equality, Diversity and Inclusivity

Activity 2 Define and Describe the differences

Equality

The rights of students to attend and participate, regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age

Diversity

Valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have

Inclusivity

Involving all students in relevant activities rather than excluding them for any reason either directly or indirectly

As a teacher, you need to take diversity into account when delivering learning to : Acknowledge and Respect the individual needs of your learners. Give support to ALL of your learners where appropriate, without favoritism.

All students are entitled to be treated with respect and dignity

As a tutor, you should challenge bullying, stereotyping and discrimination and recognise different learning styles

Every student is an individual, with different experiences, abilities and needs

Differentiation
Recognising that each learner in a teaching group differs in many ways.

Once this concept has been recognised it is a matter for the teacher to plan and deliver the learning and teaching sessions, despite these differences, so that all learners learn and ultimately achieve the learning goals