Standards of Business Conduct 1. Our Standards of Business Conduct make clear that it is wholly unacceptable for our companies and employees to be involved or implicated in any way in corrupt practices.
But it is a framework rather than a detailed plan. This means that while every school curriculum must be clearly aligned with the intent of this document, schools have considerable flexibility when determining the detail. In doing this, they can draw on a wide range of ideas, resources, and models.
In years 1—10, schools are required to provide teaching and learning in English, the arts, health and physical education, mathematics and statistics, science, the social sciences, and technology. They embody beliefs about the nature of the educational experience and the entitlement of students; they apply equally to all schools and to every aspect of the curriculum.
Schools should be able to clearly demonstrate their commitment to the principles and to articulate how they are given effect in teaching and learning. Schools need to consider how each of these aspects of the curriculum will be promoted and developed in teaching and learning.
They can do this in different ways. Schools may, for example, decide to organise their curriculum around one of these three aspects values, key competencies, or learning areas and deliberately weave the other two through their programmes.
Alternatively, they may decide to organise their curriculum around central themes, integrating values, key competencies, knowledge, and skills across a number of learning areas. Or they may use another approach or a combination of approaches.
The values, competencies, knowledge, and skills that students will need for addressing real-life situations are rarely confined to one part of the curriculum. Wherever possible, schools should aim to design their curriculum so that learning crosses apparent boundaries.
Values Every school has a set of values. They are expressed in its philosophy, in the way it is organised, and in interpersonal relationships at every level. Following discussions with their communities, many schools list their values in their charters.
These values are to be encouraged and modelled, and they are to be explored by students. Schools need to consider how they can make the values an integral part of their curriculum and how they will monitor the effectiveness of the approach taken.
Key competencies The key competencies are both end and means. They are a focus for learning — and they enable learning.
They are the capabilities that young people need for growing, working, and participating in their communities and society. The school curriculum should challenge students to use and develop the competencies across the range of learning areas and in increasingly complex and unfamiliar situations.
Opportunities for doing this can often be integrated into existing programmes of work. Use can also be made of opportunities provided by the ways in which school environments and events are structured.
There will be times when students can initiate activities themselves. Such activities provide meaningful contexts for learning and self-assessment. In practice, the key competencies are most often used in combination. When researching an issue of interest, for example, students are likely to need to: When designing and reviewing their curriculum, schools will need to consider how to encourage and monitor the development of the key competencies.
They will need to clarify their meaning for their students. They will also need to clarify the conditions that will help or hinder the development of the competencies, the extent to which they are being demonstrated, and how the school will evaluate the effectiveness of approaches intended to strengthen them.
With appropriate teacher guidance and feedback, all students should develop strategies for self-monitoring and collaborative evaluation of their performance in relation to suitable criteria. Self-assessments might involve students examining and discussing various kinds of evidence, making judgments about their progress, and setting further goals.
Schools are then able to select achievement objectives to fit those programmes. None of the strands in the required learning areas is optional, but in some learning areas, particular strands may be emphasised at different times or in different years.
Schools should have a clear rationale for doing this and should ensure that each strand receives due emphasis over the longer term.
others have discussed and defined principles and standards for public involvement. The review draws out commonly identified public involvement principles and describes the values that underpin them. Constructivism is a philosophical viewpoint about the nature of attheheels.comically, it represents an ontological stance.. There are many flavors of constructivism, but one prominent theorist known for his constructivist views is Jean Piaget, who focused on how humans make meaning in relation to the interaction between their experiences and their ideas. Health and Safety Executive Leading health and safety at work Page 2 of 16 In this guidance The following pages set out: a four-point agenda for embedding the essential health and safety principles; a summary of legal liabilities; a checklist of key questions for leaders; a list of resources and references for implementing this guidance in detail.
Links between learning areas should be explored. This can lead, for example, to units of work or broad programmes designed to: Future-focused issues are a rich source of learning opportunities. These desirable levels of knowledge, understanding, and skills represent progress towards broader outcomes that ultimately amount to deeper learning.
When designing and reviewing their curriculum, schools choose achievement objectives from each area to fit the learning needs of their students.Legislation, policies, standards and advice. This page lists whole of government sources, including legislation, policies, standards, advice and guidance, that impact on the information and records management responsibilities of most Commonwealth attheheels.com sources identify regulatory and sound records management practices, which enable agencies to meet legislative requirements and.
1 Identify guidance and standards that underpin the principles and values. 1 Describe why those who access services should be valued as individuals.
2 . This guidance is part of a suite of revised volumes of Regulations and Guidance issued in relation to the Children Act , and supersedes The Children Act Guidance and Regulations Volume 3: Family Placements.
The New Zealand Curriculum is a statement of official policy relating to teaching and learning in English-medium New Zealand attheheels.com principal function is to set the direction for student learning and to provide guidance for schools as they design and review their curriculum.
Core principles, values and shared standards of practice form the foundation for effective, collaborative child protection activity.
While different agencies will have differing codes of practice and responsibilities, a shared approach to values and standards will bring clarity and purpose to. News & Advocacy. AHA Announcements; AHA in the News.
Advertising in FNN; Statements and Resolutions of Support and Protest. Guiding Principles on Taking a Public Stance.