The NSW Cultural Diversity and Community Relations policy (NSW DET 2005: online) is a document which aims to outline the responsibilities which NSW schools have to provide teaching and learning programs which will enable students across many different cultures and communities the opportunity to be able to identify with‚ and as‚ Australians. This policy should aid schools in developing students from all cultures and communities across NSW to develop the knowledge‚ skills and values for participation
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NSW DEPARTMENT OF EDUCATION & TRAINING August 2008 nt sme for Lea rn portin Re g Principles of Assessment and Reporting in NSW Public Schools in of g Ass es to p a re nts Preamble Background Underpinning the development of the following principles of assessment is the model of pedagogy presented in the Quality teaching in NSW public schools: An assessment practice guide (NSW Department of Education and Training June 2006). The model incorporates three dimensions of assessment practice
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wellbeing of Aboriginal and Torres Straight Islanders. Another on going issue as a result of European settlement is racism. Due to past discriminatory policies and legislation‚ Aboriginal people have been denied access and participation in education‚ access to information‚ training and employment and health‚ resulting in grief and substance abuse. It is important in a childhood education and care service to take into account these historical/contemporary issues and the culture of the Aboriginal/Torres
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“What drives you? Values‚ Dreams‚ and Goals”‚ with measurable objectives/strategies to meet goals. The thing’s that drives me in life is to fulfill my dreams and goals. Education is a means of learning new ideology and it empowers wealth because knowledge is been gained‚ it is a means of reaping what one sows or grow. I am motivated by seeing my hard work and struggles coming to a reality of accomplishments. I always procrastinate hoping to register for classes in the next semester but
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The education of Aboriginal and Torres Strait islander has become a focus of the NSW Department of Education while making policies of education in Australia as the nation strives to bring equality for them. The education of Aboriginal students has faced a number of challenges in the past which led to their continuous educational failure. The overt or covert form of racism has always remained a feature of Aboriginal educational polices‚ which has always marginalized these students. Any member of the
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Education and Australian Aboriginals Nelson Mandela once stated‚ “Education is the most powerful weapon which [one] can use to change the world.” Mandela‚ a former South African president and philanthropist‚ could not understate the importance of education. Denying a group of people proper education can have powerful effects on their future. In Australia‚ the term Aboriginal traditionally refers to those who were indigenous to the continent. Aboriginal people face challenges getting fair treatment
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Indigenous students opposed to seventy four percent of non-Indigenous students complete year twelve’. (Australian Bureau of Statistics‚ 2008). The above statistics imply that current Indigenous Education is affected detrimentally by western colonisation‚ inequitable government policies‚ and the variation of cultural beliefs. Aboriginal participation and education in Western schooling is far below the standard of academic achievement of non-indigenous Australians. This is resulting from a history
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Introduction The Catholic Education Office Melbourne (CEOM) is a leading provider of school education in Melbourne. It represents the sixth-largest education system in Australia‚ operating in the third-largest Catholic diocese in the world. In 2012 about 146‚400 students are enrolled in 329 Catholic schools in the Archdiocese of Melbourne‚ supported by more than 16‚700 teaching and non-teaching staff. The CEOM is the central bureaucracy supporting these Catholic schools and teachers with operational
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considering Aboriginal Education. How has your thinking about your role in reconciliation as a teacher developed since you entered PDP? What PDP goals do Aboriginal Principles of Learning and Aboriginal content address? What excites you about this challenge? What struggles are you having? What are your next steps? After the visit to the Aboriginal center I feel empowered and like I would be able to "authentically‚ transparently‚ and honestly" ( Goal 4) teach my students about what took place
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1. Access the following policies on the Department of Education & Training WA website‚ http://www.det.wa.edu.au/education/ Staff Conduct: The purpose of this policy is to outline the Department of Education’s expectation & requirements for the standard of behaviour of staff at work. It provides instruction & direction for the appropriate behaviour in ethical risk situations and areas. It provides information for staff to recognise their rights‚ where to go for help in resolving breeches or complaints
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