7.2 Comply with legislative, administrative and organisational requirements
AITSL Standard 7.2 Example 1
I comply with legislative requirements and implement mandatory policy documents. I understand that it is a requirement to teach protective behaviours. Protective behaviours education focuses on developing the skills of empowerment, communication, self-esteem, resilience, social skills and other life skills to prevent abuse, reduce violence and promote life-enriching rather than life-depleting experiences. It encourages students to:
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assert their right to feel safe
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listen to what their body tells them
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follow up by taking action to either solve problems on their own or to seek assistance from other people.
I understand that in Western Australia, teachers are required by law to report a belief, formed on reasonable grounds in the course of their work, that a child or young person has been the subject of sexual abuse to the WA Department for Child Protection and Family Support.
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Below is an example of my Daily Work Pad showing lessons on protective behaviours, see Figure 1.
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The below protective Behaviour lessons included:
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Early Warning Signs on your body
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discussion of different situations: safe, fun to feel scared, risking on purpose and unsafe
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safe surprises and unsafe secrets
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5 people we can share unsafe secrets with.
Figure 1 - Examples of protective behaviours lessons
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1, 2, 3, 4, 5, 6 & 7
Domains: Language, Personal, Social, Emotional, Cognitive & Physical
AITSL Standard 7.2 Example 2
I understand the implications of and comply with relevant administrative and organisational requirements, policies and processes. My classroom behaviour policy reflects the Caralee Community School Positive Behaviour Support Process, please see Figure 2. I use the class behaviour chart, see Figure 3, to follow the response process using steps 1, 2, 3 and 4 of the Caraless Community School Positive Behaviour Support Process. At the beginning of the week all students start on Ready to learn on the class behaviour chart. Students progress up the chart for positive behaviour and down the chart for negative behaviour according to the 'minor behaviour' section of the Caralee Community School Positive Behaviour Support Process. For major behaviour students move to Thinking time or Consequence depending on the severity of their behaviour.
Figure 2 - Caralee Community School Positive Behaviour Support Process
Figure 3 - Class behaviour chart
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1, 2, 3, 4, 5, 6 & 7
Domains: Language, Personal, Social, Emotional, Cognitive & Physical
AITSL Standard 7.2 Example 3
I comply with legislative, administrative and organisational requirements. At a professional development on gifted and talented students the presenter outlined that as teachers it is our job to cater for gifted and talented students in the classroom. The presenter outlined a number of documents that outline teachers accountability requirements, two documents were the Melbourne Declaration on Educational Goals for Young Australians and the United Nations Convention on the Rights of the Child, please see Figures 4 and 5.
Melbourne Declaration on Educational Goals for Young Australians
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become:
– Successful learners
– Confident and creative individuals
– Active and informed citizens
Achieving these educational goals is the collective responsibility of governments, school sectors and individual schools as well as parents and carers, young Australians, families, other education and training providers, business and the broader community.
Figure 4 - Melbourne Declaration on Educational on Educational Goals for Young Australians
Figure 5 - United Nations Convention on the Rights of the Child
I have accommodate for gifted and talented students in the classroom by:
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using an Exit Pass for phonic lessons in which the gifted and talented students who knew the content of the lesson could exit the lesson and work independently on CVC words
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researching using Google - gifted and talented students used the voice to text button on the iPad to ask Google questions on our inquiry-based learning on spiders. I read the information to the student and they came up with a sentence or two to answer their question. I scribed their response on a whiteborad and the student wrote it into our Floorbook, see Figure 6
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using words with pictures at the writing table based on gifted student's interest in dinosaurs, see Figure 7 and 8
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exposing gifted and talented students to more words and writing, I set up a shop in the home corner with real food containers. In a mat session I demonstrated how to write a list, I added lists with clipboards to the home corner and gifted and talented students wrote list, gathered food items and played 'shops', see Figure 9
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introducing a 'Write the Room' activity in which the students had to find items around the room which were labelled with a photo and word, see Figure 10, and copy the label onto the 'Write the Room' laminated activity sheet on a clipboard, see Figure 11. This resource was customised to the student's environment as the photos were of furniture, toys and objects around the classroom, see Figure 12 of gifted student's work
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introducing gifted and talented students to a home reading program
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providing leadership positions for gifted and talented students in a science experiment lesson in which they recorded the group's results
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exposing gifted and talented students to critical and creative thinking activities, see Figure 13, in which they used loose PVC piping of different sizes and joiners of different angles, some with a screw cap to allow for 3 way exit points, see Figure 13. The students created different combinations and variations and tested them to see if 'Incy Wincy' (a plastic spider) could travel through the pipes. This was a hands on activity involving problem solving and critical and creative thinking, please gifted student's creations in Figure 14.
Figure 6 - Gifted students' responses to inquiry questions after investigating on Google
Figure 7 - Dinosaur words with pictures for gifted students interest in dinosaurs
Figure 8 - Example of gifted student's writing
Figure 9 - Students exposed to new words and writing by using shopping lists while playing shop together
Figure 10 - Example of a chair in the room labelled with a photo and word
Figure 11 - Write the room activity sheet
Figure 12 - Example of gifted student copying and writing the words in the room
Figure 13 - Loose PVC piping of different sizes and joiners of different angles, some with a screw cap to allow for 3 way exit points
Figure 14 - Examples of gifted student's creative thinking
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1, 2, 3, 4, 5, 6 & 7
Domains: Language, Personal, Social, Emotional, Creative, Cognitive, Physical & Spiritual
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