Task 5B - Ethics in the Workplace (taken from online sources)

As the school I teach for does not have a specific code of conduct or set of guidelines to follow, I have looked online into what code of conducts, rules, guidelines and expectations teachers are expected to have and to follow.

After reading these, they seem to be common sense and are things I would do as a teacher anyway, without have them as a set of rules to follow. Obviously some of them would not apply to dance teaching directly, but many of them can be adapted to relate to my work.

I am not surprised to see what is included in the rules and expectations for teachers, and feel like some of these I covered in task 5A. And some of the things that I found, were not things I covered in task A, but I feel that I do in my practice anyway.


Safeguarding is the action that is taken to promote the welfare of children and protect them from harm. Safeguarding means: protecting children from abuse and maltreatment. preventing harm to children's health or development. ensuring childrengrow up with the provision of safe and effective care.

The Disclosure and Barring Service (DBS) helps employers make safer recruitment decisions and prevent unsuitable people from working with vulnerable groups, including children. It replaces the Criminal Records Bureau (CRB) and Independent Safeguarding Authority (ISA).

Gov.co.uk - A teacher must:

1. 1  Set high expectations which inspire, motivate and challenge pupils
    establish a safe and stimulating environment for pupils, rooted in mutual respect
    set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
    demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
   
2. Promote good progress and outcomes by pupils
   
   •   be accountable for pupils’ attainment, progress and outcomes
     
   •   be aware of pupils’ capabilities and their prior knowledge, and plan
     teaching to build on these
     
   •   guide pupils to reflect on the progress they have made and their
     emerging needs
     
   •   demonstrate knowledge and understanding of how pupils learn and
     how this impacts on teaching
     
   •   encourage pupils to take a responsible and conscientious attitude to
     their own work and study.
4. Plan and teach well structured lessons
   
   •   impart knowledge and develop understanding through effective use of lesson time
     
   •   promote a love of learning and children’s intellectual curiosity
     
   •   set homework and plan other out-of-class activities to consolidate
     and extend the knowledge and understanding pupils have acquired
     
   •   reflect systematically on the effectiveness of lessons and approaches
     to teaching
     
   •   contribute to the design and provision of an engaging curriculum
     within the relevant subject area(s).
     
5. Adapt teaching to respond to the strengths and needs of all pupils
   
   •   know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
     
   •   have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
     
   •   demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
     
   •   have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.