Key Aspects of Legislation Regulatory Requirements and Codes of Practice Relating to Own Roles and Responsibilities
- Submitted by: wiseowl91
- Views: 2255
- Category: Other
- Date Submitted: 12/23/2013 07:53 AM
- Pages: 10
- Report this Essay
Unit 4 – Roles, responsibilities and relationships in Lifelong Learning.
Outcome 4.1.1
As a visiting tutor working within a further education institution I am responsible for keeping up to date with many key aspects of legislation, regulatory requirements and codes of practice which may affect my role as a tutor.
Although dependant on the context (age of learners, subject being taught), or institution (school, FE, HE, workplace) legislation can generally be broken down into two categories:
“Generic, ie relating to your role as a teacher, and specific, ie relating to your
specialist subject.” (Gravells, 2012)
The first generic piece of legislation I will look at is The Children Act 2004. Government is continually striving to improve the quality of life for all children and young people by providing access to education and other cohesive front line services which allow children and young people to fulfil their full potential. Children or young people with particular sensitive issues or problems are not ignored; in fact they are fully supported in trying to overcome the issues/problems they may have in life. “The Children Act (2004) provides the legislative foundation for whole-system reform to support this. It outlines new statutory duties and clarifies accountabilities for children’s services.” (DfES, 2004). It is expected that education establishments, along with front line services such as Youth Offending Teams, Drug Action Teams and local government initiatives, effectively meet the needs of children, young people and their families. Section 11 of the Children Act 2004 places responsibility on these services to safeguard children and young people and promote their welfare. The act also encourages services to highlight any early signs regarding the safety and welfare of children or young people and to ensure preventative action is in place before a problem escalates out of control.
“Everyone who works with children - including teachers, GPs, nurses,...
Outcome 4.1.1
As a visiting tutor working within a further education institution I am responsible for keeping up to date with many key aspects of legislation, regulatory requirements and codes of practice which may affect my role as a tutor.
Although dependant on the context (age of learners, subject being taught), or institution (school, FE, HE, workplace) legislation can generally be broken down into two categories:
“Generic, ie relating to your role as a teacher, and specific, ie relating to your
specialist subject.” (Gravells, 2012)
The first generic piece of legislation I will look at is The Children Act 2004. Government is continually striving to improve the quality of life for all children and young people by providing access to education and other cohesive front line services which allow children and young people to fulfil their full potential. Children or young people with particular sensitive issues or problems are not ignored; in fact they are fully supported in trying to overcome the issues/problems they may have in life. “The Children Act (2004) provides the legislative foundation for whole-system reform to support this. It outlines new statutory duties and clarifies accountabilities for children’s services.” (DfES, 2004). It is expected that education establishments, along with front line services such as Youth Offending Teams, Drug Action Teams and local government initiatives, effectively meet the needs of children, young people and their families. Section 11 of the Children Act 2004 places responsibility on these services to safeguard children and young people and promote their welfare. The act also encourages services to highlight any early signs regarding the safety and welfare of children or young people and to ensure preventative action is in place before a problem escalates out of control.
“Everyone who works with children - including teachers, GPs, nurses,...