Teacher student relationship laws nzqa

Physics - annotated exemplar Level 3 AS » NZQA

It is vital that agents act with the utmost integrity at all times so it is develop transparent business relationships with students and signatories through the use of .. Involve teaching staff, other students/buddies, the local. Our role · Our structure · Official Information Act requests · Make a complaint An annotated exemplar is an extract of student evidence, with a commentary, It assists teachers to make assessment judgements at the grade boundaries. relationship (); AS - Demonstrate understanding of physics relevant to a . The following guidelines are supplied to enable teachers/tutors to carry out valid and because students may have access to the assessment schedule or student exemplar civil and criminal law in terms of subject matter, burden and standard of proof. the hierarchy and inter-relationship of the New Zealand courts;.

The tables unpack the Health and Physical Education achievement objectives with a sexuality education focus. The letter and number at the start of each indicator reference the relevant strand and achievement objectives. Teachers should refer to The New Zealand Curriculum,Health and Physical Education Achievement Objective chart, to become familiar with achievement objectives at each level.

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Key A — Personal health and physical development B — Movement concepts and motor skills C — Relationships with other people D — Healthy communities and environments Number relates to related achievement objective.

Describing changes in growth patterns and identifying body parts A3: Identifying safe and unsafe touching and the importance of respect B2: Playing together in positive ways with others A4: Respecting self and others C1: Expressing ideas and feelings.

Setting classroom rules A4: Describing different types of families A4: Describing stages of growth and development needs, including hygiene practices A1: Playing in positive and inclusive ways with others and describing benefits to well-being A3: Identifying risks and planning safety strategies A4: Describing unique personal qualities A2: Promoting a positive and inclusive body image A4: Identifying shared and different personal and social characteristics C2: Affirming diversity, questioning gender stereotypes C3: Expressing and affirming needs and feelings, and listening to others D1: Considering and demonstrating respect, manaakitanga, aroha, and responsibility B2: Questioning and discussing gender stereotypes in games and physical activities C1: Planning and demonstrating ways to enhance family, classroom, and wider school relationships D1: Identifying locally available health care services D3: Contributing to developing a supportive social environment D3: Describing school values related to inclusion and diversity Level 3 Knowledge, understandings, and skills relating to sexual development — physical, emotional, and social Knowledge, understandings, and skills to enhance sexual and reproductive health Personal and interpersonal skills and related attitudes Understandings and skills to enhance relationships; think critically about sexuality in society A1: Developing knowledge of puberty, and growth and development needs A2: Developing positive body image A3: Affirming diversity and enhancing relationships in games and physical activities A4: Describing personal characteristics and gender identities C1: Making friends and supporting others.

Demonstrating assertive responses to pressure D1: Choosing, making, maintaining, and changing friends B4: Exploring how media representations of games and sport can reinforce gender stereotypes C2: Exploring and critiquing online, social, and popular media representations of gender, sexual orientation, and body image C2: Recognising discrimination and acting to support others D2: Developing strategies for enhancing family well-being D2: Exploring community events that celebrate and affirm diversity D3: Developing harassment policies, including strategies for social media and online contexts D4: Affirming diverse gender identities Level 4 Knowledge, understandings, and skills relating to sexual development — physical, emotional, and social Knowledge, understandings, and skills to enhance sexual and reproductive health Personal and interpersonal skills and related attitudes Understandings and skills to enhance relationships; think critically about sexuality in society A1: Exploring concepts of love, attraction, and romance A1: Developing knowledge about conception and contraception A4: Identifying how social messages regarding body image and gender affect self worth A4: Describing personal gender identity and critiquing media messages about gender, relationships, and sexuality A1: Managing pubertal change D2: Participating in physical activities and reflecting on the links between various physical activities and gender norms B4: Exploring different cultural perspectives on gender and sport A3: Planning strategies for supporting self and others in online environments A4: Identifying the influence of gender and sexuality stereotypes on self worth C2: Supporting the rights and feelings of self and others C3: Identifying pressures in intimate relationships and developing assertiveness skills C3: Identifying the importance of positive and supportive intimate and family relationships C3: Demonstrating assertiveness and problem-solving skills applicable to family relationships, friendships, and intimate relationships D1: Recognising lifestyle factors, media influences, and stereotypes A3: Dealing with harassment A4: Recognising the effects of changing roles on relationships D1: Critiquing gendered and sexualised media images D1: Critiquing heteronormative messages and practices in the school and media D3: Developing policies for supporting diversity of gender and sexual identities Level 5 Knowledge, understandings, and skills relating to sexual development — physical, emotional, and social Knowledge, understandings, and skills to enhance sexual and reproductive health Personal and interpersonal skills and related attitudes Understandings and skills to enhance relationships; think critically about sexuality in society A1: Developing knowledge about sexual maturation — physical, mental, emotional, social A1: Identifying strategies for building resilience A2: Describing how physical activity contributes to positive body image A3: Developing knowledge about decision making in intimate relationships, including sexual intimacy, conception, and contraception A3: Identifying risks in online and social media environments and acting in ways to enhance well-being A4: Managing sexual health A3: Investigating health services D3: Investigating gender and sexuality issues in sport and physical activity, and instigating inclusive practices C2: Understanding the influence of attitudes and values on the safety of self and others C1: Identifying a wide range of issues in intimate relationships and planning strategies for positive outcomes D1: Evaluating societal including online messages about bodies, gender, and sexual identity, and questioning and discussing stereotypes and narrow social norms D3: Identifying legalities in relation to sex and relationships, including issues of consent D4: Planning and carrying out actions that support diverse gender and sexual identities D4: Evaluating the availability of health and student support services in the school and local community Level 6 Knowledge, understandings, and skills relating to sexual development — physical, emotional, and social Knowledge, understandings, and skills to enhance sexual and reproductive health Personal and interpersonal skills and related attitudes Understandings and skills to enhance relationships; think critically about sexuality in society A4: Celebrating individuality and affirming diversity A1: Reflecting on personal values and choices A1: Maintaining and enhancing well-being in intimate relationships, including rights and responsibilities A1: Making choices about sexual activities A3: Identifying risks and developing skills for safer sexual practices, including preventing pregnancy and sexually transmissible infections D2: Evaluating community sexual health and support agencies A1: Problem-solving and decision-making in relation to sexual activity and changes A3: Demonstrating understanding of personal identity factors: Identifying influences and pressures, including family, media, youth cultures, online C2: Demonstrating interpersonal skills for responding to needs, changes, and challenges C3: Analysing influences affecting pregnancy, screening, and other aspects of sexual health A1: Investigating the reasons for choices that other people make C2: Recognising different values and taking responsibility C3: Planning strategies and demonstrating interpersonal skills for responding to needs and challenges D1: Advocating for health services and the promotion of diversity in the school and community D3: Investigating community initiatives and organisations, human rights, and laws related to gender, equity, and sexual diversity Level 7 Knowledge, understandings, and skills relating to sexual development — physical, emotional, and social Knowledge, understandings, and skills to enhance sexual and reproductive health Personal and interpersonal skills and related attitudes Understandings and skills to enhance relationships; think critically about sexuality in society A1: Identifying lifespan issues A3: Identifying risks in intimate relationships A4 and C2: Critically evaluating beliefs, attitudes, and practices that reinforce stereotypes and influence choices A4: Critically evaluating how social and historical gender and sexuality norms continue to affect identities and practices A4: Evaluating and managing personal identity in changing relationships A1: Identifying sexual health needs and developing strategies to ensure well-being A3: Understanding safer sexual practices D1: Understanding how community events and organisations promote sexual health D2: Advocating for community agencies and student health centres D3: Evaluating human rights and school policies C4: Evaluating information, making informed decisions, and demonstrating relationship skills C3: Using personal, interpersonal, and societal strategies to address issues related to gender and sexuality A4: Evaluating societal and cultural influences on partnerships, families, and childcare relationships A4: Explaining influences on gender and sexual identities C1: Analysing close friendships, partnerships, and social interactions C2: Analysing beliefs, attitudes, and practices that reinforce stereotypes and influence choices such as sexism, homophobia D2: Advocating for diversity Knowledge, understandings, and skills relating to sexual development — physical, emotional, and social Knowledge, understandings, and skills to enhance sexual and reproductive health Personal and interpersonal skills and related attitudes Understandings and skills to enhance relationships; think critically about sexuality in society A1: Critically evaluating data and devising strategies to meet current and future sexual health needs A4: Critically analysing gender and sexuality in society A1: Evaluating future sexual health needs A3: Analysing ethical issues and dilemmas that influence sexual health D1: Critically analysing practices and legislation D2: Justifying equitable access to services C1: Critically analysing effective relationships in diverse contexts C3: Analysing and evaluating interpersonal skills and issues of social justice and equity D1: Critically analysing attitudes, practices, and legislation for promoting safer sexual practices and well-being A1: Critically analysing the impact of parenting and child care A3: Critically analysing new technologies and current legislation C2: Critically analysing gender, sexuality, and equity issues and advocating for sexual justice D1: Critically evaluating health practices and policies and advocating for equitable distribution of resources D3: Using health promotion strategies to enhance sexual health and affirm diversity Sexuality education content at different levels of the curriculum The levels here are a guide.

Decisions will be informed by student needs and school goals. Level Sexuality education content Junior primary years 1—3 At these levels, sexuality education will focus on learning about growth, development, the human body, friendships, and family relationships. Students will discuss family relationships and affirm and show respect for diverse family structures. The story will probably be carried by the news media. There may eventually be a lawsuit.

What to do to minimize chances of this happening?

Provider responsibilities for international students » NZQA

Administrators are called upon to manage these students in an environment that is politically charged and filled with legal complexities. We will share strategies to develop best practices. Child Custody and Student Information Privacy Karen Piper, JD This presentation covers fundamental child custody issues — legal and physical custody — which every administrator should know, and protection of student information from third party requests for student information; courts and subpoenas; law enforcement, child protective services and emergency response personnel; prospective schools; and more.

Legal Implications Sarah Watson, Ed. D Where were you when Kennedy was killed? If you're a Boomer, you're remembering John and Jackie in the convertible.

Because most school faculties range in age from early twenties through late sixties, perceptions of and attitudes toward communication, technology, duties, and professional development will differ dramatically! This session will address how to manage generational differences within the faculty to lessen negative morale issues and increase productivity.

Supervising Marginal Teachers Sarah Watson This presentation will discuss the difficulties of dealing with teachers who present problems for a school and suggest strategies for arriving at solutions that avoid litigation. Learn about the new law and what to do in the consultation process to maximize the equitable share of these benefits. The participants will tell their stories; how they dealt with them and offer advice. This session lends itself to discussion and sharing.

Be ready to share a story. Legal Issues Sarah Wannemuehler, Ed. This session will provide information regarding the components needed in a legally sound Faculty Handbook.

Examples of Faculty Handbook Components will be provided. The focus will be on the implementation of the law and regulations as they apply to the inclusion of Catholic school students and ways to maximize their participation.

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Time for questions and answers will be provided. Legal and Practical Issues David J. Many Catholic schools have welcomed international students into their buildings.

This is a somewhat recent phenomenon.