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National Legislation and Frameworks for Student safety and wellbeing

Disability Discrimination Act (1992) & The Disability Standards for Education (2005) :

designed to:

Remove discrimination against people with a disability.

Continue to promote awareness and acceptance of people who have a disability have the same
fundamental rights as all humans.
Ensure that people who have a disability are provided the same rights in relation to equality
before the law and as all other human beings (Australian Human Rights Commission 2017).

Human Rights and Equal Opportunity Commission (HREOC) Act 1986 Covers

International Covenant on Civil and Political rights (ICCPR).

Convention Concerning Discrimination in Respect of Employment and Occupation (ILO111)
Convention on the Rights of Person with Disabilities.
Convention of the rights of the Child.
Declaration of the Rights of the Child.
Declaration on the Rights of Disabled Person.
Declaration on the Rights of Mentally Retarded Persons.
Declaration on the Elimination of all Form of Intolerance and of Discrimination Based on
Religion or Belief (Australian Human Rights Commission 2017).

Racial Discrimination Act 1979 aims to Eliminate All Forms of Racial Discrimination. The major
aims are

Promote equality for all persons.

Regardless of race, Colour, nationality and ethnic origin,
Considered unlawful if done (Australian Human Rights Commission 2017).

Sex Discrimination Act 1984: Designed to eliminate all forms of Discrimination against women and
specific aspects if of the International Labor Organization. this act then moves to promote.

Promote equality between men and women.

Eliminate discrimination basis.
Sex.
Marital status.
Pregnancy.
Relates to the dismissals.
Family responsibilities.
Eliminate sexual harassment (Australian Human Rights Commission 2017).

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Education Services for Overseas Students (ESOS) Act 2000: legal framework governing deliver for
international students in Australia. Covers the

Registration process
obligation of registered international education providers (Australian Human Rights Commission
2017).

AHRC Act and the Native Title Act,1993.

Monitor the human rights of Indigenous people (Australian Human Rights Commission 2017).

National Frameworks

The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008)

Provides a policy framework for the National Australian Curriculum (ACARA, 2014).

The National Safe Schools Framework

The National Safe Schools framework is an Australian Department of Education and Training framework
that was published to provide Australian Schools with guiding principles to provide school communities
the support and assistance to create and develop practical student safety and wellbeing policies (The
National Safe Schools Framework | Department of Education and Training, 2016). The framework gives
schools a set of guiding principles, practical tools and various resources to build a positive school culture
(The National Safe Schools Framework | Department of Education and Training, 2016). This framework
was designed based around the 2013 framework for new changes that have occurred within our society
(The National Safe Schools Framework | Department of Education and Training, 2016). The framework
was founded on the goal that All Australian schools are safe, supportive and respectful teaching and
learning communities that promote student wellbeing (The National Safe Schools Framework |
Department of Education and Training, 2016).

The National Safe Schools framework has nine key areas: These areas outline the role of educators,
parents, careers and the wider community while working with schools to create and maintain safe
environment. The Framework is also aligned to the Australian Curriculum (The National Safe Schools
Framework | Department of Education and Training, 2016).\
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Each key area provides and introduction, the key characteristics of the area, case studies and support
materials for Stakeholders.

Leadership commitment to a safe school:

A supportive and connected school culture
Policies and procedures.
Professional learning.
Positive behaviour management.
Engagement, skill development and safe school curriculum.
A focus on student wellbeing and student ownership.
Early intervention and targeted support.
Partnerships with families and communities (The National Safe Schools Framework | Department
of Education and Training, 2016).

Furthermore, the student wellbeing hub Where these resources can be accessed

Professional Learning Modules (PLMs). This allowed educators to strengthen practice, while
keeping up to date with new technologies, provides new evidence based research in specific area.
This in turn allows educators to build their capacity to be effective and make a positive difference
(The National Safe Schools Framework | Department of Education and Training, 2016).
School audit tool to self-assess how the school envrionmnet is meeting these guidelines (The
National Safe Schools Framework | Department of Education and Training, 2016).

National Quality Framework Early Childhood education (note this framework will be updated and
changed October 1st 2017)

The National Quality Framework (NQF) designed to provide better educational outcomes for children. It
provides a range of quality standards to improved education in early childhood settings (National Quality
Framework, 2017). This includes

Long day care.

Family day care.
Preschool/kindergarten.
Outside school hours care (National Quality Framework, 2017).

The NQF includes:

National law and National regulation.

National Quality Standards.
An explanation of the assessment and quality rating process.
National Learning frameworks (National Quality Framework, 2017).
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Australian Curriculum and reporting agency (ACARA, 2014)/ Curriculum

ACARA is a national curriculum built for all students and is founded on biding equity and quality
education for all students while addressing all students individual learning needs. ACARA recognized
the holistic approach needed to support students learning including cognitive, physical, social and
aesthetic learning experience (ACARA, 2014). ACARA outlines the ability that

Each student has the capacity to learn, and individual learning needs are vital.
Students have a right to knowledge, understanding and to develop skills.
High expectations for all learners.
Teachers plan based around current ideas and students thinking.
The curriculum is comprised on learning areas, general capabilities and cross-curriculum
priorities. this allows for the catering of all diverse needs of students through personal learning
(ACARA, 2014).