DET September 2019 Unit 34 Report: Education Framework

This report, prepared by a student, delves into the national policies, current provisions, and legal frameworks that govern educators working with students aged 14-19. It begins by exploring key national initiatives such as "Widening Participation" and "Each Child Matters," analyzing their goals and impact on educational practices. The report then examines current provisions like work-based learning and structured work experience, highlighting their role in preparing students for the workforce. Furthermore, it provides a comprehensive overview of the legal framework, including the "Duty of Care," the "Equality Act of 2010," and "CRB Requirements," emphasizing teachers' responsibilities in ensuring student safety, promoting equality, and adhering to legal mandates. The report concludes with a reflective section addressing the author's role and responsibilities as an educator, particularly in promoting inclusive practices and responding to safeguarding concerns. This assignment offers a thorough analysis of the educational landscape for this age group, providing valuable insights into policies, provisions, and legal obligations for educators.

Running head: ADEJOKE OLALERE
ADEJOKE OLALERE
Name of the Student:
Name of the University:
Author note:

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Introduction:
To confirm that that standard quality of teaching is being delivered to the
students belonging to the age group of 14 to that of the 16, a numerous number of
policies and initiatives were being taken. These policies and initiatives were being taken
so that the students get a better form of education leading towards a better life in the
upcoming future. In this assignment, the initiatives, present provisions, policies, as well
as the lawful framework that are being taken, concerning the teachers who are working
with the students belonging to the age group of 14 to that of the 19, will be discussed.
Part A National policies and initiatives
Participation which is widening
This is the kind of policy that is being initiated by the UK government. This policy
aims at increasing the number of participants in higher education. A group was
established in the year 1997, whose chairman was Helena Kennedy. It was established
to perceive the inconsistencies in the total number of young students who tend to
pursue higher education. The studies that have been done showed that there is
inconsistency in the number of young children to take higher education, especially
among low-income families. It is also seen among the people who are suffering from
some form of dysfunction and also is from some minority group (Hubble et al, 2018).
The study suggested that a national strategy must be created by the government
for post 16 learning so that the young students from the underrepresented groups
progress. The strategy that is being included is a supply of the resources to them who
have very much limited success in the earlier form of the learning. One of the other

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strategies is that the encouragement should be given to the employers to give centers
of learning which are connected to the University for an Industry. It must also tasked the
universities to advance and type the structures easily available to the dysfunctional
students (Kennedy, 1997).
This strategy had a great impact on the schools and providers of higher
education embracement of equality and even on the diversity in the process of the
admission, teaching, assessment and even in the methods of the learning. It
significantly had a great positive impact in schools leading to the establishment of
enhanced education in the UK. It challenged the barriers for the sake of taking up higher
education in the underrepresented groups (Department for Education, 2018)
Each child is important
This is the policy of the government whose focus was on reforming and on the
improvement of the care of the child. However, it must be noted that this policy is meant
to be implemented for every child ranging to the age group of 19. Five principals who
are significant in this policy are as follows:
 Staying safe
 Staying healthy
 Enjoying and achieving
 Contributing ins something positive
 Achieving financial well-being.
However, in the year 2010, the present administration stimulated away from this
strategy and even absolute even to alteration the vocabulary to “safeguarding” (Lang,

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2019). Presently, the provider of every education that is in connection with the children
of the age group of 18years must possess a policy of safeguarding in place to defend
the offspring from harm and that of the abandonment.
The protection aims to work collected and even help all the children and young
people to gain their full power of capability.
Part B Current Provisions
Learning post 16 which is based on work
This strategy is based on education and tends to give its learners the
experiences of the real-life so that the learners can implement their talents and enhance
or progress upon their employability. However, it can be said that this is technical
education which is based in the college. It is a response that is given to the Sainsbury
appraisal of the practical education by the government for which the government had
drawn plans that tends to take the young students following the routes of the technical
education to take up a work placement. The strategy aims to make the student’s
qualified for a higher degree of education to make sure that success lies in the
programs of the study. It must also be ensured that there must be possibilities open for
the studies related to the post-graduation which will finally help them for the
enhancement or progress of their level of employability (Learning and Work Institute,
2017).
Structured work experience
The experience in work is perceived as a significant way to support the adult as
well as the young students so that they develop, practice and even master the skills or

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talents that they already have. However, these works are often not paid and are done
voluntarily. On the other hand, the structured experience of the work is designed for the
new people and it is salaried hands-on involvement along with the managers through
the work-study, apprenticeships or through the seasonal occupations. The
administration leads the facility and the main aim of the facility is to motivate the
employers to produce high quality of the experience of work to support the employability
of the young people along with the talents and aspirations (CIPD 2012).
On the other hand, with the help of the CIPD and through the section of the
pension and work, the administration of the UK produced a work experience that is very
much structured. The employer puts in what the guide sets out and what experience is
got out through the participants. The guide works as per the needs of the people and
as per the need of the circumstance. The young people must find out what is expected
by the young people out of the placement. They must even know about the skills that
young students want to develop. And they must even know the barriers that are faced
by the learners and even about the aspirations of the career. It is under the monitor; the
proprietors are estimated to familiarise the young individual to the framework of the
employed life where the young people must tend to learn and even develop their
respective assistances that will be contributing to their employability (Learning and Work
Institute, 2017).
Part C legal framework and key legislation
Duty of Care
It is a lawful compulsion that is being forced upon the person to make sure the
security of others while they are a part of their maintenance (Collins Dictionary, 2019).

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It is the duty of the school t care about the students during the time of education and
training. It can be said that the teachers are not doing their duty when they are not
observing the students belonging to the age group of 14 to that of the 19 significantly
(Citizens information, 2019).
The care that a teacher gives to its learners must be similar to that of the parents.
However, the type of care that must be given to the learner depends upon the age of
the learner. Hence, a good framework of practice that is being approved by the
organization must be implemented by the teachers towards the care of the learner.
Equality Act of 2020
According to the law, it is very much wrong to make any distinction that is based
on the nine characteristics like disability, marriage, gender and age and civil
partnership, religion,race,Pregnancy, maternity. Belief, sexual orientation, and
sex(Legislation.gov.uk, 2010).
On following the various legal laws that are aimed at indorsing parity and
assortment in the UK like the equality act 20210, it is being expected that the schools
and the colleges must reflect the variety of diversity that is present in the community in
which they tend to live. No discrimination must be made on the process of the
admission, method of assessment, methods of teaching and even in the development of
resources alongside any student that is based on the nine features that must be very
much protected.
Concerning the education and training, it is the responsibility of the teachers to
maintain and even promote diversity and equality in various ways by creating

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awareness, by creating differences among the learners and making sure that they
endorse the completeness finished their type of practice.
CRB Requirements
The bureau of the illegal record, which is also known as the exposé without
provision was set up by the home-based office to progress the admission to illicit
highest checks for the resolutions that are related to that of the business. It is also
meant for employers to make increasingly secure decisions. This is also applicable for
the staffs who can access to the learners under the age group of18 years to other ages
as well (GOV.UK, 2014).
Based on the DBS requirement, the training and the education that is being
conducted must go through the Enhanced checks of the DBS. It must, however, be
noted that the DBS checks tend to involve four dissimilar types of checks, which are the
elementary, improved, typical, and improved check with the striped lists (GOV.UK,
2014). Though the various checks are mainly used for engagement, the improved
check is mainly needed in terms of education and training.
The enhanced check is mainly needed because it tends to include the details of
both what is spent and of the unspent opinions, warnings. Warnings that are held on the
computers of the police nationals. This information is very much important for the sake
of helping providers of education to make decisions that are informed in the process of
recruitment.
Task 18

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Part A Address at least 4 of the following role and responsibilities in your
reflective writing:
The role that is played by me as an educator is very, much complex in its
characteristics as I tend to have a various number of roles and responsibilities towards
young children ranging in the age group of 14 to that of the 16 in the range.
Working within the organizational policies and that of the procedures.
The school must care for its students. It can be said that the teachers are not
doing their duty of taking care of the students of the age group of 14 to t16 if they are
not following the standard framework of caring (Citizens information, 2019). The
teachers must care towards the learners just like that of the parents. On the other hand,
it can be said that the care varies and even depends as per the age of the learner.
Therefore the teacher has to implement the good standard and practices that are being
approved by that of the organization.
While doing the practice of teaching, I tend to make sure that I abide by the
policies of the organization. However, I also make sure that none of the shadows tends
to dominate my actions or judgments. it is also made sure by me that I tend to practice
the policies that are being approved by the school in which I tend to work.
One of the students who are 15 years of age confessed to me that her stepfather
was sexually harassing her in her household. As a teacher, it is the responsibility of
mine to guard her which is under the responsibility of the care legislature. I directly felt
like calling up her mother and confronting everything. However, following the procedure
of duty care, I first informed the headteacher of the school who informed the police and
even involved all the social service of the organization, which ultimately involved the
parents involved in the case. According to the policy of the organization, it is not my
duty to inform the parents. No matter how much I was deeply involved or touched over
the issue, I could not talk with the parents. I had to abide by the rules, regulations or the
policies of the organization in which I tend to work.
Promoting inclusive practice and the inclusion of the students

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The approach that is undertaken by me for teaching is that I tend to make no
distinction among the students irrespective of the seven characteristics, as stated in the
equality law 2010 (Legislation.gov.uk, 2010).
Educators must, it is my charge to motivate all-inclusive practice and even the
enclosure of the students by simply identifying the needs of the individuals, and the
preferred style of the individuals. It is the responsibility of mine as a teacher to create an
environment where such needs of the students are being fulfilled. As the session tends
to start, I take the initiative in learning about the needs of the student through a
diagnostic assessment of the student. In situations where I need to deal with the
learners of disability, I tend to work with the learners as well as the right professional
groups to motivate them to acquire talents one at a period.
To instruct the students belonging to the age group of 14 to 19 who have
different kinds of needs, I tend to use different methods of teaching and activities of
learning so that the learners remain engaged as per their needs. The resources that are
being used are accessible to others. The course that I tend to teach tends to reflect the
diversity and the lessons are planned which are designed to celebrate the differences. It
also tends to engage them in group tasks, which gives equal chances to others. It also
gives the chances to the students to ask questions as well.
The final aim of mine was to include all the students in learning, irrespective of
the difference’s that one tends to have among each other.
Challenging inappropriate behaviors
The wrong behavior tends to have a negative impact on the experience of the
student’s learning. Students who tend to have problems in their behaviors disrupt the
other students from learning. It is my duty as a teacher to correct the students who have
inappropriate behaviors by simply motivate them to behave properly and even counsel
them towards the right behavior. To make the students have the right behavior, I try to
understand the reason that lies behind their wrong attitude, and I try to mentor them
accordingly. In situations where special treatment is needed, references are being
included.

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One of the influences of the fairness act on my school is that there are zero
broad-mindednesses in mistreatment and harassment in the school premises. In
situations where such things tend to take place, I tend to investigate things by my owns
self before I tend to report it to the management. In situations where the rules tend to
remain unfit for the situation, counseling sessions tend to take place accordingly. These
policies made sure that the students respect one another and value each other’s
differences and diversities. These tend to create an environment that is fit for learning
and where one tends to feel safe and even valued.
Acting in Loco Parentis
Acting in the Loco Parentis means that it is the responsibility of the teachers to
direct the actions of the parents towards their children. As per the rule of the care
legislation, it is my duty as a teacher to take care of my children just like that of a
teacher (Cambridge University, 2019). It is very much required for teaching the age
group of students of14 to that of the 16. Underneath the youngsters’ act 1989, it is the
duty as a teacher to take care of my children and keep them under my watch. The care
is compared to the care that the parent takes to take.
One day a video was being circulated among the school about a boy fighting with
others to control his behavior and direct him towards the good, I had a one to one
conversation with him. Later I involved his parents by seeking his permission, and we
came up with a plan for the betterment of his personality.
Part B the legal requirement impact on my practice
Various form of lawful necessities and obligations tends to influence my practice
as a teacher out of which only three will be discussed below
Sector Specific DBS checks
The criminal record bureau which is also known as the revelation excepting
service was established by the home office to enhance the admission to the checks of
the criminal records for the purpose related to that of the business and even to
authorize the employers to make secure employment decisions.

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In the organization in which I work, and based on the DBS prerequisite, every
operator who is working in the organization has to pass through the enhanced BS
checks. It can be noted that the DBS checks include the enhanced, basic and standard
and the enhanced checks with the barred lists (GOV.UK, 2014). All the other forms of
the checklist are employed to employ, but the enhanced check is utilized for the
profession of a teacher.
The group in which I work as a teacher requires the improved check to have a
detailed analysis of both the spent and the unspent beliefs, warnings, cautions, and
even the rebukes that are being held on the nationwide computer of the police. This
material was very much significant for the employer for the making of the decisions in
the time of the process of the recruitment as it helped them by giving information about
the applicants like me who may create risks to the young learners of the age group of
14 to 19 who tend to fall under the vulnerable group. It can, therefore, be said that the
DBS checks are an important part for safeguarding the framework in the organization
Identifying the qualified status of teaching for the age group of 14 to 19 age
group
As per the wolf report and the review made by the vocational education, it
becomes very much difficult for the recruitment of new teachers when there is already a
teacher who are made permanent in the school. In such situations, it becomes very
difficult to recruit teachers with higher qualification (Department for Education, 2012).
Taken this report into account, the subdivision of education created a momentum
that changed the regulation of 2003 that created restrictions.
According to the memorandum, provisions were being made which permitted
holders of the QTLS to get chosen in the enduring situations as the competent teachers
to teach the age group of 14 to 19 without taking further kind of training.
Though I am being appointed as a learner teacher in the DET, I can only secure
a permanent position if I get the QLTS status and be intelligent to teach the students of
the age group of 14 to 19.

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Updating individual and specialized talents while dealing with undeveloped
people
The QTS framework stated out the skills and talents that can be expected from
the teachers. However, these expectations are about the ability of the teachers to
enhance the relationship professionally, to enhance the skills of the communication,
understanding the framework which is relevant and it also helps in understanding the
progress of the children and the young people (Department for Education, 2012).
As a trainee teacher of the age group of 14 to 19, I must enhance my skills for
teaching, accessing, monitoring and even forgiving reactions to young students. it is my
duty as a teacher to encourage a positive attitude towards scholarship and discipline
and even create an environment which is safe for learning
Task 2:
The new reform that took place among the students of the age group of 14 to 19,
many pathways were presently available for pursuing higher education; as a result, the
students are choosing from different kinds of pathways. The various alternatives that
lie asides the conventional pathways, which are the GSCE and the A levels, it tends to
include the learning of the other providers. Hence, the universities and the other
providers of knowledge must come together and make sure that transition is smooth
among the learners of the age. it is required by the schools to support the young
learners for the making of the right decisions from the various choices that are
available while establishing links of buildings to progress the transition of those whose
conduit which is chosen is the another to theoretical for those wishing to endure from
the official teaching of the vocational level
Widening choices
The changes in the age group of 14 to 19 in the present years mean that the
undeveloped individuals have to style the conclusions for the taking up of advanced
instruction across the many paths
- GSCEs and A levels
- Apprenticeships