Declaration
I certify that all assignment work that I submit for this unit is my original
work. No other person’s work or ideas have been used without
acknowledgement. Except where I have clearly stated that I have used
some of this material elsewhere, I have not presented this for
assessment in another course or unit at this or any other institution. I
have retained a copy of this assignment. I have read and understand the
Curtin University of Technology document Academic Integrity at Curtin:
Student guidelines for avoiding plagiarism.
Name/signature
Michelle Perkins (14619827)
Date 07/10/2009
Student details
Name
Michelle Perkins
Course
Bachelor of Education (Primary)
Unit details
Unit code
311790
Unit name
Professional Practice in Primary Education
Unit lecturer or tutor
Penny Wheatly
(WORD COUNT 1409… not including reference list, citations, quotations, EDP 133
Professional Practice in Primary Education
Assignment 1 Assessment Sheet: Document Analysis (30%)
Student:
Criteria
Key points in
policy
Michelle Perkins
Possible
Marks
4
Unacceptable
Has not provided a
sufficiently broad
coverage of the key
points of the policy.
Developing
Mentions some or most
of the key ideas in the
policy.
Acceptable
Proficient
Totals
Covers the key points
with some description of
each aspect.
Succinctly and
systematically describes
the key points in each
section of the policy.
2
Three
Appropriate
scenarios
4
Most scenarios are not
specifically related to the
intent of the policy
document.
Scenarios are clear but
very similar in nature,
and links to the policy
may be tenuous.
Scenarios described are
relevant to the policy and
briefly described.
Appropriate
plans for action
6
Plans of action are
vague and no detail or
specific examples are
provided.
Plans of action are
briefly described with
examples.
Relevance of
policy
document
4
Has not shown an
understanding of why the
policy has been devised
Clarity, flow
structure and
phrasing
4
Paragraphing is poor &
general structure makes
the work hard to follow.
Plans of action are
described but specific
examples are lacking
and/or links to policy
may be tenuous.
Acknowledges that the
policy is necessary but
provides no example or
depth.
Significant deficiencies in
structure but clarity &
flow is reasonable.
Referencing
technique etc.
4
Some limited use of intext referencing but
formatting and listing
needs attention.
Good use of in-text
referencing but attention
needs to be paid to
referencing format.
Editing of work
2
N/A
Required
format and
length
2
Significant amounts of
source material are not
cited & in-text
referencing is nonexistent.
Contains an
unacceptable number of
typographical, spelling &
punctuation errors
Significantly under or
over the word limit
and/or with use of
inappropriate viewpoint.
The work contains a
small number of
typographical, spelling &
punctuation errors.
Word limit is satisfactory
but style & viewpoint are
not consistent
throughout.
N/A
Provides a description of
the rationale behind the
policy but lacks real
depth.
Some minor errors or
deficiencies in structure,
Each of the 3 scenarios
is clearly outlined &
highly relevant to the
policy document.
Examples of action are
linked to policy.
Distinctly different action
plans are identified with
very specific details and
examples provided.
3
Clearly and succinctly
explains the reasons for
the policy in the current
teaching context.
Well organized structure
of sentences &
paragraphs gives high
degree of clarity & flow.
In-text referencing uses
the APA format & source
material is cited & listed.
2.5
The work contains
virtually no typographical
or spelling & punctuation
errors.
Word limit +/- 10% is
adhered to & the work is
written in the third
person viewpoint.
2
3
2
2
2
Grade and Mark Equivalents
High Distinction (24+)
Distinction (21-23)
Credit (18-20)
Pass (15-17)
General Comment and Grade/Mark
Good first up effort. Document analysis is readable but would be considerably
enhanced by using sub-headings to guide the reader as to the content that follows.
This section needed to be supported with better use of specific examples from the
policy being cited within the summary paragraphs. Scenarios were linked to the
document and action plans briefly described.
marking key, cover sheet)
18.5
The topic of this report is centred on the Excursions Policy by the NSW Department of Education and
Training
https://www.det.nsw.edu.au/policies/student_admin/excursions/excursion_pol/PD20040010.shtml?level=Sc
hools(2009a) and the implementation of this policy in the NSW Department of Education and Training’s
Excursion Policy Implementation
Procedureshttps://www.det.nsw.edu.au/policies/student_admin/excursions/excursion_pol/implementation_1
_PD20040010.shtml (2009b). Three hypothetical scenarios and how these reports and any subsequent
reports influence themare included. Briefly, the three scenarios chosen for this report are: 1) an excursion
that takes place atan ice rink, 2) an excursion to a zoo and 3) a small group science excursion, within
walking distance from the school, to a local park where the local river runs through it.These three scenarios
will evidence the different sections of the policy and show the vigilance required by schools and their
teachers to adhere to such policies.
Broadly speaking, the Excursions Policy (NSW Department of Education and Training, 2009a) has a few
key points that are designed to protect and minimalise risks to students as well as ensure quality learning and
development. These include objectives such as ensuring the educational value to the student, offering a duty
of care to the students and ensuring safety of all students under the care of supervising teachers (NSW
DET,2009a). “This policy applies to all schools” (NSW DET,2009a.Section 2.1.). When reading the policy
it is clear that it was designed to formulate procedures to manage risks associated with school excursions. In
Section 3.1, “Context” (NSW DET,2009a) it expands on this initiative with ideas such as “…providing a
safe, secure, disciplined and quality learning environment…” and “Excursions are part of quality teaching
and learning programs.” It clearly expresses the duty of care that all students are entitled to, cannot be
delegated by the school to volunteers, parents and/orcaregivers (NSW DET,2009a. Section 1.4.) This last
point is further emphasised in the pertaining document Excursions Policy Implementation Procedures (NSW
Department of Education and Training. 2009b) under Section 1.4 “Delegations for Approval of Excursions”,
where in summary, it states that all excursions partaking within the bounds of Australian States (i.e. not
overseas) are to be organised and supervised by school staff and also must be approved by the school
principal. Further to organising and ensuring safe learning environments for all students on excursions, is the
need to review and update procedures incorporated within the school’s own policies. “Schools are to
regularly review and update their procedures for the safe conduct of excursions on the basis of
implementation experience… and evaluation of teaching and learning outcomes.” (NSW DET, 2009a.
Section 5.2.) Within the framework of theExcursions Policy are concise points regarding the overall care,
inclusion and educational value of and to all students, as well as incorporating important safety concerns
such as consent, restrictions and compliance. All of these points and more will be discussed in the following
three scenarios, utalising the Excursion Policy Implementation Procedures (NSW DET, 2009b) document,
an elaboration of the Excursions Policy.
To help express the meaning of some particular points within the Excursions Policy for the NSW
Department of Education and Training (2009a), consider the following three hypothetical scenarios:
1) Ice Rink Excursion, just for fun during last week of school: Twenty students, comprising of twelve
year olds, and one teacher. Bus required to transport students
2) Zoo Excursion, bus and train required for an all day excursion. Just over sixty students, five teachers
and five parents going.
3) Science Class Local Excursion: Small group of ten students, can walk to park close to school, to
analyse pollution of local river running through the park.
From these three scenarios, you can take aspects of the Excursion Policy and particularly the
Implementation Procedures within it, and draw educated conclusions as to the validity, safety and risks
associated with each excursion.
For example, a first point to look at would be the educational value of the excursion. To a principal who is
ultimately to make the decision regarding the excursions, as mentioned in the second paragraph of this
report, he/she may view the Ice Rink scenario as non-educational, when compared with the Zoo or Science
Class excursion. “The rationale for any excursion should reference the school’s curriculum objectives”
(NSW Department of Education and Training, 2009b, Section 2.1.1). In addition to the principal’s ultimate
decision for an excursion of this nature must be the acknowledgement that not all students may be able to
participate, due to disability or impairment, and as stated in Section 3 “Excursions are inclusive, and all
students in the specific learning group, including those with disabilities, are given the opportunity to
participate” (NSW DET, 2009b). The Zoo excursion is more likely to offer inclusion for all students, when
compared to the ice rink scenario.
As one reads through the Excursions Policy, the point about Duty of Care being “owed to students in the
school environment and while on excursions” (NSW DET, 2009b. Section 4.1) is made very clear and has
ramifications for any type of excursion being organised. If you take Section 4.1.2 (DET NSW, 2009b), it can
be applied to all three of the scenarios mentioned above. It notes that teachers must adopt risk management
procedures, in relation to and ready for situations such as medical emergencies, weather forecasts, and
emergency response. It is foreseeable then, that all excursions need to have a member of staff whose
qualifications are current in “emergency care training” (NSW DET, 2009b. Section 4.1.3), and in direct
correlation to scenario three, the excursion where the local river runs through the park and the children are in
close proximity to the water, the teacher involved in this excursion would need to be aware that they need to
possess “current accreditation in cardiopulmonary resuscitation and emergency care” (NSW DET, 2009b,
Section 4.1.4).
“Parents/care-givers will frequently volunteer to assist in excursions” (NSW Department of Education and
Training, 2009b, Section 5.1.1) and schools generally welcome this. Teachers do, however, remain
ultimately responsible for the children’s supervision. (NSW DET, 2009b) and of course, pertinent to Section
5.1.4, 5.1.5 and 5.1.6 of the Excursions Policy Implementation Procedures (NSW DET, 2009b), a child’s
safety is paramount and a principal must ensure all volunteers complete a “Prohibited Employment
Declaration” (NSW DET, 2009b) and if required, the principal should consult referees, before a volunteer is
allowed to go on any excursion. This also leads in to the point under Section 6.1.1 (NSW DET 2009b),
where teacher’s need to be aware that the same regulations of reporting suspected child abuse on an
excursion, apply as they do in a classroom. Principals and teachers need to be hyper vigilant when it comes
to all types of protection of children.
Risk management is the focus on effectively predicting possible outcomes and planning to avoid them. In
the examples of this report, something as simple as ensuring all the science students from scenario three
have adequate shoes and gloves as set out in Section 7.2.2 (NSW Department of Education and Training,
2009b). Prior experience of the site of the excursion is also useful when creating risk management plans, and
teachers should have some knowledge of where they are leading their students. In relation to the zoo
excursion example, hats, water, sunscreen should be considered essential items and fall under the “Special
requirements including special protective equipment” section 7.2 .1(NSW DET, 2009b). This also relates to
the ice skates used by the students in the scenario one example, in this report.
Consent and Transport are two more key areas when it comes to excursions and the safety of them. No
student should be allowed on an excursion without the prior consent of a parent or caregiver and no parent is
able to waive rights of parenting completely over to the school, just with a signature. Consent forms are
there to give as much information as possible to the parent, where they then can make an informed decision
about whether they are happy with their child attending the excursion. (NSW Department of Education and
Training, 2009b, Section 8)Transport for the three scenarios listed in this report varies, but the responsibility
by the school and teacher does not. “Safe transport or a safe walking route is to be organised for
excursions.” (NSW DET, 2009b. Section 9.1) Whilst the transport does vary between the excursions, the
overall premise remains the same; knowing the boundaries of distance, knowing the numbers of students
attending and knowing the restrictions of time, traffic and location, are all factors a principal and/or teacher
organising the excursion need to consider.
Interestingly, within three individual and fairly different scenarios for a school excursion, as evidenced in
this report, it can be derived from one policy, the fairest, the most educational, the safest, and the most
pragmatic methods to move forward with the organising and running of excursions. By drawing from each
section of the policy, principals and teachers can protect, not only the students, but also themselves when not
on school grounds. The presumption of Duty of Care that follows all teachers can be itemised into a
‘checklist’ of how to carry out the most successful excursion possible, through risk management, and
primarily ‘common sense’. Excursions can indeed be a huge tool for all teachers in their extended
classrooms, allowing for a hands on approach to teaching and by keeping students enthused, and the NSW
Department of Education Excursion Policy (2009a) and the Implementation Procedures (2009b) within that
policy,outlines that a good, safe and just excursion; an excursion prepared for all the potential issues that
may occur; and a teacher ready to take control of those situations, would be the one excursion that would be
the most memorable for all students. In today’s teaching environment, good teachers need to pay attention to
policies created to protect both the school against future litigation, and the students under its care. This
excursions policy created by the NSW Department of Education and Training clearly identifies the
importance of compliance by all concerned parties.
References
NSW Department of Education and Training. (2009a). Excursions Policy. Sydney: NSW State
Government. Pages 1-3. Retrieved October 5, 2009, from
https://www.det.nsw.edu.au/policies/student_admin/excursions/excursion_pol/PD20040010.shtml?level
=Schools.
NSW Department of Education and Training. (2009b). Excursions Policy Implementation Procedures.
Sydney: NSW State Government. Pages 1-20. Retrieved October 5, 2009, from
https://www.det.nsw.edu.au/policies/student_admin/excursions/excursion_pol/implementation_1_PD200
40010.shtml