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Policies and Procedures - The Department of Education Tasmania

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Introducing our new Policy Library We've changed the way we deliver policy information online - making things simpler, faster and easier to use. Policies, procedures and guidelines can now be found in our Policy Library. Many of these documents are currently being revised as a result of the new Education Act 2016 which comes into effect 10...

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Northern Territory Policies including guidelines for practices

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Northern Territory Policies including guidelines for practices

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Links to the new Education Act and Regulations that commenced in 2016.

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Here is a link to the Assignment 1 Collaborate session, which was held on Monday 12th November.
https://au-lti.bbcollab.com/recording/4fe6da76c71c4d33af13f53d31b3174a
Attached are the PowerPoint slides used.

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*This is a guide only. Feel free to structure your essay and allocate your words differently.

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Unfortunately, the video file is too large to upload here. Below is a link to the Announcement in Canvas where the video is located:  https://swinburneonline.instructure.com/courses/687/discussion_topics/165976
Please also find attached here the PowerPoint slides used in the video.

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Individual Education Plans

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Assignment 1: Flipped Collaborate: Monday 12th November 8pm AEDT

Recording of collaborate sessions
Recording 1:

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The Disability Standards for Education 2005 (DSE)clarify the obligations of education and training providers under the Disability Discrimination Act 1992 (DDA). The DSE seek to ensure that students with disability can access and participate in education on the same basis as students without disability.

The Australian Government has released:

Information resources to help students with disability and their caregivers understand their rights under the DSE

Information resources for education providers and educators explaining their obligations under the DSE.

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The Department of Education works to ensure Australians can experience the wellbeing and economic benefits that quality education provides.

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Word limit: 1200 (+/- 10%)

Weighting: 30%

Due date: 5pm AEDT
Monday 26 November 2018 (Week 4)

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The Bullying. No Way! website for Australian schools is managed by the Safe and Supportive School Communities Working Group which has representatives from all states and territories, including the Catholic and independent schooling sectors.

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legislation policy jurisdiction state territory bullying harassment violence behaviour

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The Bullying. No Way! website for Australian schools is managed by the Safe and Supportive School Communities Working Group which has representatives from all states and territories, including the Catholic and independent schooling sectors.

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South Australia: Students with a disability

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South Australia: Students with a disability

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Children and students with disability policy | Department for Education

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This policy aims to ensure that all children and students with disability who are attending a Department for Education site, program or service are provided access to an appropriate learning program that meets the needs and requirements of the Early Years Learning Framework and the Australian Curriculum and clearly sets out the legal responsibilities of department personnel in providing appropriate learning programs and/or services to children and students with disability.

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To support the inclusion of students with disabilities and additional needs in government schools.

The Department is committed to embedding inclusive education in all school environments for students with disabilities and additional needs. All Victorians, irrespective of the school they attend, where they live or their social or economic status, should have access to high quality education.

For information and resources on Education for all, the Department's vision for inclusive education, see: Inclusive Education for Students with Disabilities

For an Easy English version of the policy, see:

An inclusive education system enables all students to be welcomed, accepted and engaged so that they can participate, achieve and thrive in school life. Inclusive education:

ensures that students with disabilities are not discriminated against and are accommodated to participate in education on the same basis as their peers

acknowledges and responds to the diverse needs, identities and strengths of all students

occurs when students with disabilities and additional needs are treated with respect and are involved in making decisions about their education

benefits students of all abilities in the classroom and fosters positive cultural change in attitudes and beliefs about disability, in and beyond the school environment

contributes to positive learning, engagement and wellbeing outcomes for students.

The following principles provide guidance for all members of the school community on the main features of inclusive education.

S: Student-centred

Inclusive education involves students, in collaboration with their peers and/or carers, in decision-making processes as respected partners in education.

H: Human rights focused

Inclusive education is supported by and is the realisation of a human rights based approach to education. International human rights principles and Victoria's Charter of Human Rights and Responsibilities Act 2006 provide a framework for every Victorian to be treated with dignity and respect and to enjoy their human rights without discrimination.

A: Acknowledges strengths

Inclusive education recognises that each child and young person is unique. It focuses on a strengths-based, personalised approach to education that celebrates and welcomes difference to maximize learning, engagement and wellbeing outcomes.

R: Respects legal obligations

Inclusive education enables schools to uphold legal obligations to make reasonable adjustments for all students with disabilities. Reasonable adjustments assist all students to participate in education on the same basis as their peers without a disability.

E: Evidence-based

Inclusive education uses contemporary evidence-based practices known to be effective in responding to individual student needs and improving student outcomes..

All schools, as education providers, must comply with the Equal Opportunity Act 2010 (Vic), the Disability Discrimination Act 1992 (Cth) and also the Disability Standards for Education 2005 (Cth) (the Standards), see: Disability Standards

The Standards cover enrolment, participation, curriculum development, student support services and the elimination of harassment and victimisation, and provides guidance for schools on:

the rights of students with disabilities

the legal obligations on education providers

some of the measures that would demonstrate compliance.

The Standards apply to all students with disabilities, not just those who are eligible for support under targeted funding programs. Additional resources provided to schools do not define or limit the support provided for student disabilities.

Under both State and Commonwealth laws schools must make 'reasonable adjustments' to accommodate students with disabilities or additional needs. An adjustment is a measure or action taken to assist all students to participate in education and training on the same basis as their peers without a disability.

When planning an adjustment for a student, the school should consult with the parent/guardian/carer(s) and the student, through the Student Support Group process.

For more information on the Victorian Certificate of Education and Victorian Certificate of Applied Learning specifically Section 7 - Satisfactory Completion of Units and Section 11 - Special Provision see: VCAA's VCE and VCAL Administrative Handbook

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To support the inclusion of students with disabilities and additional needs in government schools. The Department is committed to embedding inclusive education in all school environments for students with disabilities and additional needs. All Victorians, irrespective of the school they attend, where they live or their social or economic status, should have access to high quality education.

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Education Queensland: Inclusive Education policy

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Education Queensland: Inclusive Education policy

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Over the past 30 years the Commonwealth Government and the state and territory governments have introduced laws to help protect people from discrimination and harassment.

The following laws operate at a federal level and the Australian Human Rights Commission has statutory responsibilities under them:

Age Discrimination Act 2004

Australian Human Rights Commission Act 1986

Disability Discrimination Act 1992

Racial Discrimination Act 1975

Sex Discrimination Act 1984.

The following laws operate at a state and territory level, with state and territory equal opportunity and anti-discrimination agencies having statutory responsibilities under them:

Australian Capital Territory - Discrimination Act 1991

New South Wales - Anti-Discrimination Act 1977

Northern Territory - Anti-Discrimination Act 1996

Queensland - Anti-Discrimination Act 1991

South Australia - Equal Opportunity Act 1984

Tasmania - Anti-Discrimination Act 1998

Victoria - Equal Opportunity Act 2010

Western Australia - Equal Opportunity Act 1984.

Commonwealth laws and the state/territory laws generally overlap and prohibit the same type of discrimination. As both state/territory laws and Commonwealth laws apply, you must comply with both. Unfortunately, the laws apply in slightly different ways and there are some gaps in the protection that is offered between different states and territories and at a Commonwealth level. To work out your obligations you will need to check the Commonwealth legislation and the state or territory legislation in each state in which you operate.

You will also need to check the exemptions and exceptions in both the Commonwealth and state/territory legislation as an exemption or exception under one Act will not mean you are exempt under the other.

For example, see the attached schedule of coverage.

See the tables below for detailed information on each federal, state and territory Act.

Federal laws

Legislation and grounds of discrimination

Areas covered

Australian Human Rights Commission Act 1986

Discrimination on the basis of race, colour, sex, religion, political opinion, national extraction, social origin, age, medical record, criminal record, marital or relationship status, impairment, mental, intellectual or psychiatric disability, physical disability, nationality, sexual orientation, and trade union activity.

Also covers discrimination on the basis of the imputation of one of the above grounds.

Discrimination in employment or occupation.

Age Discrimination Act 2004

Discrimination on the basis of age - protects both younger and older Australians.

Also includes discrimination on the basis of age-specific characteristics or characteristics that are generally imputed to a person of a particular age.

Discrimination in employment, education, access to premises, provision of goods, services and facilities, accommodation, disposal of land, administration of Commonwealth laws and programs, and requests for information.

Disability Discrimination Act 1992

Discrimination on the basis of physical, intellectual, psychiatric, sensory, neurological or learning disability, physical disfigurement, disorder, illness or disease that affects thought processes, perception of reality, emotions or judgement, or results in disturbed behaviour, and presence in body of organisms causing or capable of causing disease or illness (eg, HIV virus).

Also covers discrimination involving harassment in employment, education or the provision of goods and services.

Discrimination in employment, education, access to premises, provision of goods, services and facilities, accommodation, disposal of land, activities of clubs, sport, and administration of Commonwealth laws and programs.

Racial Discrimination Act 1975

Discrimination on the basis of race, colour, descent or national or ethnic origin and in some circumstances, immigrant status.

Racial hatred, defined as a public act/s likely to offend, insult, humiliate or intimidateon the basis of race, is also prohibited under this Act unless an exemption applies.

Discrimination in all areas of public life including employment, provision of goods and services, right to join trade unions, access to places and facilities, land, housing and other accommodation, and advertisements.

Sex Discrimination Act 1984

Discrimination on the basis of sex, marital or relationship status, pregnancy or potential pregnancy, breastfeeding, family responsibilities, sexual orientation, gender identity, and intersex status.

Sexual harassment is also prohibited under this Act.

Discrimination in employment, including discrimination against commission agents and contract workers, partnerships, qualifying bodies, registered organisations, employment agencies, education, provision of goods, services and facilities, accommodation, disposal of land, clubs, administration of Commonwealth laws and programs, and superannuation.

Fair Work Act 2009

Discrimination on the basis of race, colour, sex, sexual orientation, age, physical or mental disability, marital status, family or carer responsibilities, pregnancy, religion, political opinion, national extraction, and social origin.

Discrimination, via adverse action, in employment including dismissing an employee, not giving an employee legal entitlements such as pay or leave, changing an employee's job to their disadvantage, treating an employee differently than others, not hiring someone, or offering a potential employee different (and unfair) terms and conditions for the job compared to other employees.

State and territory laws

Legislation and grounds of discrimination

Areas covered

Victoria: Equal Opportunity Act 2010 (VIC)

Discrimination on the basis of age, breastfeeding, disability, employment activity, gender identity, industrial activity, lawful sexual activity, marital status, parental status or status as a carer, physical features, political belief or activity, pregnancy, race (including colour, nationality, ethnicity and ethnic origin), religious belief or activity, sex, sexual orientation, and personal association with someone who has, or is assumed to have, any of these personal characteristics.

Sexual harassment is also prohibited under this Act.
Victoria: Racial and Religious Tolerance Act 2001 (VIC)
Vilification on the basis of race or religion is prohibited under this Act.

Discrimination in employment, partnerships, firms, qualifying bodies, industrial organisations, education, provision of goods and services, disposal of land, accommodation (including alteration of accommodation), clubs, sport, and local government.

Western Australia: Equal Opportunity Act 1984 (WA)

Discrimination on the basis of sex, sexual orientation (including by association), marital status, pregnancy, breastfeeding, race, religious or political conviction, age (including by association), impairment (including by association), family responsibility or family status, gender history, and publication of relevant details on Fines Enforcement Registrar's website.

Sexual harassment and racial harassment are also prohibited under this Act.
Western Australia: Spent Convictions Act 1988 (WA)
Discrimination on the basis of having a spent conviction is prohibited under this Act.

Discrimination in employment, including against applicants, commission agents and contract workers, partnerships, professional or trade organisations, qualifying bodies, employment agencies, application forms, advertisements, education, access to places and vehicles, provision of goods, services and facilities, accommodation, clubs, and land.

These documents provide general information only on the subject matter covered. It is not intended, nor should it be relied on, as a substitute for legal or other professional advice. If required, it is recommended that the reader obtain independent legal advice. The information contained in these documents may be amended from time to time.

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A quick guide to Australian discrimination laws

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Over the past 30 years the Commonwealth Government and the state and territory governments have introduced laws to help protect people from discrimination and harassment. The following laws operate at a federal level and the Australian Human Rights Commission has statutory responsibilities under them: Age Discrimination Act 2004 Australian Human Rights Commission Act 1986 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Sex Discrimination Act 1984.

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Fact Sheet 1: Disability Discrimination Act 1992 | Department of Education and Training - Document library, Australian Government

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This fact sheet summarises the Disability Discrimination Act 1992 and how it applies in schools.

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National Framework for Protecting Australia's Children 2009-2020 | Department of Social Services, Australian Government

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Improving the lifetime wellbeing of people and families in Australia.

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Overview

This resource sheet provides a brief overview of child protection legislation across state and territory jurisdictions in Australia.

Child protection in Australia

Child protection is an area of public law where authorities may intervene in family settings because of an allegation of harm or significant risk of harm to a child (Titterton, 2017).

In Australia, state and territory governments are responsible for the administration and operation of child protection services. Legislative acts in each state and territory govern the way such services are provided. The main child protection acts in each Australian state and territory are listed in Table 1. The table also outlines other acts of Parliament that are relevant to the operation and delivery of various services to children and families across Australia. For an overview of these acts, grouped by topic, see the Appendices.

Jurisdiction

Principal act

Other relevant acts/legislation

Child Protection Act 1999 (Qld)

Adoption Act 2009 (Qld)

Child Employment Act 2006 (Qld)

Child Protection and Education Legislation (Reporting of Abuse) Amendment Bill 2017

Child Protection (International Measures) Act 2003 (Qld)

Child Protection (Offender Reporting) and Other Legislation Amendment Bill 2017 (Qld)

Child Protection Reform Amendment Act 2017 (Qld)

Child Protection Reform Amendment Act 2014 (Qld)

Commission for Children and Young People and Child Guardian Act 2000 (Qld)

Director of Child Protection Litigation Act 2016 (Qld)

Domestic and Family Violence Protection Act 2012 (Qld)

Education and Care Services Act 2013 (Qld)

Education (General Provisions) Act 2006 (Qld)

Family and Child Commission Act 2014 (Qld)

Family Responsibilities Commission Act 2008 (Qld)

Guardianship and Administration Act 2000 (Qld)

Ombudsman Act 2001 (Qld)

Police Powers and Responsibilities Act 2000 (Qld)

Public Guardian Act 2014 (Qld)

Public Health Act 2005 (Qld)

Working with Children (Risk Management and Screening) Act 2000 (Qld)

Youth Justice Act 1992 (Qld)

Children, Young Persons and their Families Act 1997 (Tas.)

Adoption Act 1988 (Tas.)

Child Care Act 2001 (Tas.)

Child Protection (International Measures) Act 2003 (Tas.)

Children, Young Persons and their Families Amendment Act 2009 (Tas.)

Commissioner for Children and Young People Act 2016 (Tas.)

Community Protection (Offender Reporting) Bill 2016 (Tas.)

Education Act 1994 (Tas.)

Family Violence Act 2004 (Tas.)

Registration to Work with Vulnerable People Act 2013 (Tas.)

Youth Justice Act 1997 (Tas.)

Children and Community Services Act 2004 (WA)

Adoption Act 1994 (WA)

Child Care Services Act 2007 (WA)

Children and Community Services Act 2004 (WA)

Commissioner for Children and Young People Act 2006 (WA)

Community Protection (Offender Reporting and Registration) Act 2004 (WA)

Family Court Act 1997 (WA)

Restraining Orders Act 1997 (WA)

Working with Children (Criminal Record Checking) Act 2004 (WA)

Young Offenders Act 1994 (WA)

For information on the state or territory agency responsible for child protection see CFCA publications Reporting Child Abuse and Neglect: State and Territory Departments Responsible for Protecting Children and Developments to strengthen systems for child protection across Australia (Wise, 2017).
Key principles guiding legislation

Australia is a signatory to the United Nations Convention on the Rights of the Child (United Nations, 1989) and many of the principles of the convention are included in Australia's child protection legislation. Key pieces of Commonwealth (Cth) legislation provide guidance to states and territories, particularly the Family Law Act 1975 (Cth) and the Australian Human Rights Commission Act 1986 (Cth). This act contains the functions of the Human Rights Commission relating to the convention. The convention can be accessed online.

Human rights guidance for child protection is also applied in some state and territory legislation, including:

Human Rights Act 2004 (ACT);

Human Rights Commission Act 2005 (ACT);

Human Rights Act 2004 (NSW); and

The Charter of Human Rights and Responsibilities Act 2006 (Vic.).

Together with policy frameworks, which show the nature and extent of services and interventions to be provided, legislative principles reflect the service goals governments aspire to.

Child protection legislation in each state and territory across Australia differs according to local needs (Bromfield & Holzer, 2008; Fernandez & Atwool, 2013; Wise, 2017). However, legislation across all states and territories has similar guiding principles in several key areas. These principles include:

best interest of the child;

early intervention; and

the participation of children and young people in decision-making processes.

An overview of these three guiding principles in state and territory legislation is provided below. Provisions for out-of-home care and culturally appropriate child protection responses for Aboriginal and Torres Strait Islander people also guide state and territory legislation, and are summarised below.

A best interest principle

Legislation in all jurisdictions identifies the best interests of the child as the primary principle. Each jurisdiction has policy provisions to guide decision making in line with this principle.

Early intervention

While all jurisdictions identify the use of early intervention services to prevent entry or re-entry into the statutory system, delivery of these services varies. For example, how much non-government service providers are involved in, or responsible for, the delivery of services and their funding.

Participation of children and young people in decision making

Legislation in all Australian jurisdictions supports involving children and young people in decision making (to the extent that their age and maturity allows). This includes consulting with and seeking the views of children on issues affecting their lives. For example, section 8(3) of the Children, Young Persons and Their Families Act 1997 (Tas.) states "in any exercise of powers under this Act in relation to a child, if a child is able to form and express views as to his or her ongoing care and protection, those views must be sought and given serious consideration, taking into account the child's age and maturity."

Out-of-home care

Out-of-home care is the extreme end of statutory child protection. Other protective options are typically exhausted before alternative care arrangements are made for children seen to be at risk of maltreatment. Although there are provisions for children to be placed in out-of-home care voluntarily by parents (e.g., for respite), most children are placed there by an order made by the relevant court.

Culturally specific responses to Aboriginal and Torres Strait Islander people

Each jurisdiction has general provisions for maintaining a child's sense of cultural identity and community connectedness for all children-both Indigenous and non-Indigenous. There are specific provisions for Aboriginal and Torres Strait Islander children, young people and their families for those going into out-of-home care. All relevant acts make reference to placement principles for Aboriginal and Torres Strait Islander children (often referred to as the "Aboriginal Child Placement Principle") either in legislation, policy or other forms of delegated legislation such as regulations.

Key differences in state and territory legislation

Key issues that are less consistent with several variations in each state and territory include after-care support, and permanency planning and stability of care, as detailed below:

After-care support

After-care support is based on the understanding that young people will continue to need support after leaving out-of-home care, as they make the transition to independence. Legislative provisions for after-care support are detailed in all jurisdictions in Australia; however, variations exist in the ages at which young people are eligible to receive after-care support from child protection departments. For example, in Victoria and Queensland legislation provides for after-care support for young people up to 21 years of age. Comparatively, New South Wales, South Australia, the Northern Territory and Western Australia provide support for young people up to 25 years of age. Although the Australian Capital Territory and Tasmania have provisions for after-care support, no age limit is stated. More information about after-care support is available in the Supporting Young People Leaving Out-Of-Home Care paper (Campo & Commerford, 2016).

Permanency planning and stability of care

Permanency planning is a relatively recent area of development in Australian child protection, and is now a major consideration in providing future stability for children in out-of-home care. Permanency planning is the process of developing long-term care arrangements for children when there is no possibility for them to be safely reunited with their families (AIHW, 2016). As a recent development, not all jurisdictions have implemented legislative provisions around this type of service planning and delivery. Nonetheless, in jurisdictions without specific mention of permanency planning in legislation, policy frameworks often provide guidance in this area.[1]

National Framework for Protecting Australia's Children 2009-2020

The National Framework for Protecting Australia's Children 2009-2020 was developed by the Council of Australian Governments and uses a public health approach to place children's interests at the centre of all policy and legislative development. The National Framework and associated documents can be accessed online.

While child protection legislation is the jurisdiction of state and territory governments, the National Framework is a cooperative document that aims to provide a shared, national agenda for change in the way Australia manages child protection issues. The framework seeks to resolve the differences that exist across state and territory jurisdictions, some of which are outlined above. While there has been no nationally consistent legislation implemented at the state or territory level, there is work at a policy and practice level to address these discrepancies.

For example, uniformity across the ways in which Working with Children Checks are carried out is a priority of the National Framework. At a policy level, National Standards for out-of-home care have been implemented that influence policy and practice, although this is not currently represented in the legislation.

Appendices

Overview of key pieces of Australian child protection legislation

Note: *The Australian Human Rights Commission Act 1986 (Cth) is included here as it contains the UN Declaration of the Rights of the Child (Schedule 3).

Relevant legislation

Police and criminal justice

Legislation on police powers and responsibilities relates to child protection in matters including sexual abuse, female genital mutilation of girls and young women, and the abduction of a child. It specifies the extent of police powers under separate acts related to child protection, particularly with child abuse and neglect.

Legislation on youth justice guides criminal justice proceedings for children and young people. Most states and territories have dedicated youth justice acts, except for the Australian Capital Territory, which has made provisions for youth justice matters in the Children and Young People Act 2008 (ACT).

Legislation about sex offender registration and reporting requires certain individuals who have committed sexual offences to notify police of their personal details, such as home address and employment. This is to prevent registrable offenders from causing harm or risk of harm to children. See the CFCA resource on Offender Registration Legislation in each Australian State and Territory for more information.

Legislation on working with children ensures that adults who work with, or care for, children are subject to screening processes to protect children from physical and sexual harms. All states and territories have made legal provisions for adults working with children. See the CFCA resource on Pre-employment Screening: Working With Children Checks and Police Checks for more.

Legislation on family services and child care services includes provisions for the licensing of, and placement of children in, out-of-home care facilities and support services for children. All states and territories have made legal provisions for family services and child care services in Australia.

Family and domestic violence

All states and territories have legislation on child protection matters in family and domestic violence. Family and domestic violence legislation affects children, as they are often included on applications for Family Violence Protection Orders or Restraining Orders, which can be made on behalf of a parent and/or a child.

Child protection in international contexts

Most states and territories rely on Commonwealth regulations on child protection in international contexts and intercountry adoption. However, New South Wales, Queensland and Tasmania have developed their own dedicated legislation on child protection in international contexts.

Adoption and guardianship

All states and territories have dedicated legislation about adoption. With the exception of the Northern Territory, all states and the Australian Capital Territory have made legal provisions to allow for the adoption of children by same-sex couples.

Note: a The Northern Territory does not currently allow the adoption of children by same-sex couples.

Children's commissioners, guardians and advocates generally advocate for children's rights and protect their interests and wellbeing. State- and territory-appointed commissioners also review laws and policies that affect children, working to protect children from harm or risk of harm, within an independent statutory body. For more information regarding children's commissioners in Australian states and territories, please see the CFCA resource sheet Children's Commissioners and Guardians.

Child employment and related services

State and territory legislation restricts the types of work a child can undertake and the conditions regulating that work. While only New South Wales, Queensland and Victoria have dedicated child employment laws, provisions for child employment are found in all states and territories (Workplace OHS, 2009).
References

Australian Institute of Health and Welfare 2016. Permanency planning in child protection. Child welfare series no. 64. Cat. No. CWS 58. Canberra: AIHW.

Bromfield, L. M., & Holzer, P. J. (2008). A national approach for child protection: Project report. Melbourne: Australian Institute of Family Studies. Retrieved from <aifs.gov.au/cfca/publications/national-approach-child-protection>.

Fernandez, E., & Atwool, N. (2013). Child protection and out of home care: Policy, practice, and research connections Australia and New Zealand, Psychosocial Intervention, 22 , 175-184.

Titterton, A. (2017). Indigenous access to family law in Australia and caring for Indigenous children. University of New South Wales Law Journal, 40 (1), 146.

United Nations. (1989). Convention on the Rights of the Child. Geneva: Office of the High Commissioner for Human Rights.

Wise, S. (2017). Developments to strengthen systems for child protection across Australia (CFCA Paper No. 44). Melbourne: Child Family Community Australia (CFCA) information exchange, Australian Institute of Family Studies. Retrieved from <aifs.gov.au/cfca/sites/default/files/publication-documents/44_child_protection_reforms.pdf>.

Workplace OHS (2009, 7 October). Employment of young persons and child labour laws. Canberra: Workplace OHS. Retrieved from <workplaceohs.com.au/hazards/vulnerable-workers/news/employment-of-young-persons-and-child-labour-laws#.WcsQLq1L2i4>.

The Child Family Community Australia (CFCA) information exchange endeavours to ensure that information is accurate and up-to-date. A time delay may exist between legislative change and the update of this sheet. If you are aware of information in a CFCA information exchange resource that is incorrect or out-of-date, please contact us.

[1] See the Developments to strengthen systems for child protection across Australia paper (Wise, 2017), which provides information about recent developments in the permanency principle in all states and territories.

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A brief overview of child protection legislation across state and territory jurisdictions in Australia

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Yours, mine, ours

Who we are, who others think we are, and what it means to belong and not belong in Australia.

First Impressions

Can labels be helpful? Are they as accurate as we like to think? Do they mislead us?

People Like Me

Why do we need to belong? Who do you belong with?

People Like Them

Who fits in? Who doesn't? And who gets to decide?

Timeline

This timeline traces how prejudice has affected who we are, how we govern and what we believe.

Objects in the exhibition

Over 150 objects are included in the exhibition. Popular culture, racist and anti-racist ephemera, religious and sporting items, Aboriginal historical and contemporary cultural material, and an eclectic mix of artworks are combined and interpreted creatively to challenge visitors beyond conventional stories of migration.

Immigration to Victoria

This timeline provides a brief overview of key moments in Victoria's immigration history by highlighting significant policy and social developments, shifts in population and demographics, and the impact of immigration upon Indigenous Australians.

Origins

What are your origins? Where have Victorians come from? Why did they come?

Origins is based on government census information gathered in Victoria since 1854. Origins contains information about Victorian communities from 85 countries of origin selected on the basis of population size.

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Who we are, who others think we are, and what it means to belong and not belong in Australia. Can labels be helpful? Are they as accurate as we like to think? Do they mislead us? Why do we need to belong? Who do you belong with? Who fits in?

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It's hard to imagine it, but in the early 1900s, child labor was still extremely common in the United States. All across the nation children would spend their days slaving away in mines and cotton mills, far away from the school rooms that the National Child Labor Committee wanted them to be in.

The NCLC had been trying to put a stop to child labor since it was founded in 1904, but statistics weren't having the effect they had hoped. So, in 1908, they decided to enlist the help of Lewis Hine and his camera to get their message out.

Over the next decade and a half, Hine traveled to half of the continental United States, taking photos of everything from the Breaker boys in the mines of Pennsylvania - whose job was to separate coal from slate - to the children working in cotton mills in Georgia and Alabama.

Hine later called what he did for the NCLC "detective work," and in many ways he had to be as discreet and sneaky as a detective. Photo historian Daile Kaplan offers some insight into how Hine operated:

Nattily dressed in a suit, tie, and hat, Hine the gentleman actor and mimic assumed a variety of personas - including Bible salesman, postcard salesman, and industrial photographer making a record of factory machinery - to gain entrance to the workplace.

When unable to deflect his confrontations with management, he simply waited outside the canneries, mines, factories, farms, and sweatshops with his fifty pounds of photographic equipment and photographed children as they entered and exited the workplace.

Here's a selection of photos from the Library of Congress' NCLC collection, complete with the original, often very detailed captions:

It was these photos, along with the detailed captions, that the NCLC distributed to try and educate and convince the public that child labor should be illegal. They would put the photos in newspapers, progressive publications, circulars and stereopticon slide shows.

In all, the Library of Congress has over 5,100 photos taken for the NCLC between 1908 and 1924, the majority of them taken by Hine. To learn more about Hine's important work in stopping child labor, head over to the collection's main page. And afterwards, be sure to browse through the 5,100+ photos in the collection by clicking here.

(via MetaFilter)
Image credits: Photographs by Lewis Hine courtesy of the Library of Congress

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Lewis Hine's Photography and The End of Child Labor in the United States

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It's hard to imagine it, but in the early 1900s, child labor was still extremely common in the United States. All across the nation children would spend their days slaving away in mines and cotton mills, far away from the school rooms that the National Child Labor Committee wanted them to be in.

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UNICEF Photo essay - The Rights of Children

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The United Nations Children's Fund - UNICEF - Photo essay: The Rights of Children 20 November 2009: The photography book 'The Rights of Children' celebrates the 20th anniversary of the Convention on the Rights of the Child.

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1. Identification of historical bias or stereotype.

2. Critical reflection upon identified bias or stereotype.

3. Evaluation of policies, practices and legislation in relation to diversity, equity and inclusion practice.

4. Use of appropriate writing conventions.

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Your essay should be written in first person.

All observations in your essay should be supported by the use of scholarly literature and/or policy and legislation, and appropriately cited in APA style.

All resources referred to in your essay must be included in a reference list, appropriately formatted in APA style. This reference list will not be included within the word count for the assignment.

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This assignment assesses the following unit learning outcomes:

1.Identify and critically reflect upon historical bias and stereotypes through a social justice lens.

2. Critically evaluate policies, practices and legislation in relation to diversity, equity and inclusion.

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'Over the past 30 years the Commonwealth Government and the state and territory governments have introduced laws to help protect people from discrimination and harassment' (Australian Human Rights Commission, para. 1, 2014).                                                                                                                                                                          In your future profession as a teacher you will model and demonstrate ethical practice that is free from bias, prejudice and discrimination. By doing this, you will  illustrate an ability to teach in a diverse, equitable and inclusive manner.                                                                                                                                            The purpose of this essay is to identify and critically reflect upon bias and stereotypes through a social justice lens.                                                                               In particular, you will demonstrate your developing understanding of policies, practices and legislation in relation to diversity, equity and inclusion. 

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'Over the past 30 years the Commonwealth Government and the state and territory governments have introduced laws to help protect people from discrimination and harassment' (Australian Human Rights Commission, para. 1, 2014).                                                                                                                                                                          In your future profession as a teacher you will model and demonstrate ethical practice that is free from bias, prejudice and discrimination. By doing this, you will  illustrate an ability to teach in a diverse, equitable and inclusive manner.                                                                                                                                            The purpose of this essay is to identify and critically reflect upon bias and stereotypes through a social justice lens.                                                                               In particular, you will demonstrate your developing understanding of policies, practices and legislation in relation to diversity, equity and inclusion. 

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Don't forget that in addition to your eLAs who provide discipline-specific content advice, you can access the 24/7 draft writing service from Studiosity.

If you need assistance with academic feedback on a draft of your assignment task see Assignment support: Studiosity.

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SOL Referencing & Plagiarism
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APA Style Guide
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Log into the Student Portal. The following resources will assist you with completing this assignment:

1. Referencing guide (this includes guidelines on how to cite and reference ACARA and ELYF).

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3. Essay writing guide Logon

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Write an essay that uses reflections and observations to identify and critically reflect upon bias and stereotypes through a social justice lens.

Describe and evaluate any relevant policies, practices and legislation that apply to your chosen example.

Begin by identifying an example of historical bias or stereotyping related to primary education. This might be:

1. a photograph, or series of photos

2. a video example

3. an example from your own past

4. an incident from your placement.

Note: If you are using such an example, make sure you follow the correct ethical guidelines. Be anonymous, non-judgemental and free from bias, discrimination and prejudice.

If you are having trouble finding an appropriate example, communicate with your eLA.

Within your essay, you must do the following:
1. Define the key terms that underpin the unit: diversity, equity and inclusion.

2. Describe your chosen example and identify the historical bias or stereotype demonstrated.

3. Critically reflect on your chosen example through a social justice lens.

Consider questions such as the following:

How does this example align with your understanding of the key terms: diversity, equity and inclusion?

What social, cultural or historical factors may have been an influence in your example?

How might theories of social justice apply to your example?

What are the implications for the affected groups or individuals?

What are the implications for educators?

4. Describe and evaluate any relevant policies, practices and legislation that apply to your chosen example.

Make sure you consider:

the key elements of the policy, practice or legislation

the strengths and limitations of the policy, practice or legislation

how well the policy, practice or legislation addresses your chosen example

what issues might be raised through application of the policy, practice or legislation.

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This working paper describes a series of recent "student voice" projects undertaken by the New Zealand Council for Educational Research (NZCER). Although these projects varied in terms of their specific contexts and processes, each sought to elicit young people's perspectives (about learning, education and/or other aspects of their lives), and support the young people to represent their perspectives and insights in forums that included adults, such as teachers, parents, policymakers or others who work with youth. The projects had multiple goals, the most profound of which was to create space for future-focused dialogue about doing education "differently" to better fit learning needs for the 21st century. Looking back across these projects, we ask ourselves two questions. First, how successful was each project as a learning opportunity for the young people? Second, how successful was each project in engaging adult audiences who might be potential collaborators with, and advocates for, involving young people in educational decision making? Based on our analysis, we argue that the way forward requires us to dispense with the clichéd notion of "student voice", and instead reframe our past and future work in terms of "youth-adult partnerships". Analyses of some of our other research projects suggest that youth-adult partnerships can and do already occur in some school contexts. However, we speculate that the concept of youth-adult partnerships may prove challenging for some schools, as it contradicts common "school ways" of thinking about the roles of adults and youth.

New Zealand Council for Educational Research

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From "student voice" to "youth-adult partnerships": lessons from working with young people as partners for educational change

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This working paper describes a series of recent "student voice" projects undertaken by the New Zealand Council for Educational Research (NZCER). Although these projects varied in terms of their specific contexts and processes, each sought to elicit young people's perspectives (about learning, education and/or other aspects of their lives), and support the young people to represent their perspectives and insights in forums that included adults, such as teachers, parents, policymakers or others who work with youth.

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers