Annotations: This workshop was focused on supporting students to engage in learning about their own health and promoting safe and healthy practices (focus areas 4.1.1 and 4.4.1). This workshop is recognised as professional learning and required interaction and engagement with peers and colleagues to develop practice (focus areas 6.2.1 and 6.3.1). An emphasis in this workshop was education delivery that accords with the state codes of ethics and conduct and the legislation and organisation requirements surrounding the teaching profession (focus areas 7.1.1 and 7.2.1). Finally this workshop helped to develop understanding of the interrelationship between school, external education providers and the wider community.
Justification - Sample 7
Standard 4: 4.1.1 and 4.4.1 This workshop was focused on developing strategies for delivering safe and respectful sexual health and relationships education. A key focus for this workshop was the importance of inclusive education that supports safety and health for the diversity of students, including students with diverse cultural and family backgrounds, sexual orientation, gender identity and physical ability.
Standard 6: 6.2.1 and 6.3.1 This professional learning experience was directed towards improved delivery of education through understanding current information and practicing inclusive and respectful language and learning activities. The workshop required engagement with colleagues in order to share and evaluate current practices, develop understanding of less familiar methodologies and identify ways to improve future practice.
Standard 7: 7.1.1, 7.2.1 and 7.4.1 An emphasis in this workshop was situating sexual health and relationships education within the NSW Education Standards Authority Code of Ethics and Conduct (and other state equivalents) and legislation such as the Anti-Discrimination Act 1977 (NESA, 2017), which require that teachers behave with integrity, respect and accountability. Similarly, sexual health education should consider the ethos of the school community and the ethical expectations of teacher as professionals, including respecting and acknowledging all students as individuals (Marsh, 2008, p. 317). Finally, this workshop was helpful in developing knowledge of the relationships that may exist between schools and external education and health providers, community groups and broader communities of educators.