Teaching and Learning Environment

Summarise Key Aspects of Legislation, Regulatory Requirements and Codes of Practice that directly impact on your teaching and on your learning environment

The legal aspect has to do with laws while the regulatory requirements are mostly specific to certain industries or organisation. The codes of practice differ from one organisation to the other, that been said It is then very vital and relevant to be up to date with current skills, knowledge and understanding of the any new changes that has taken place in a given organisation.

CITATION Gra17 l 2057 (Gravells, 2017)

Legislation

Legislation is set of laws that have been passed by parliament of a country. It is made to prevent breach of duties, responsibilities etc. of those that is made for so that there is equilibrium all that takes place. It can also be defined as set of law suggested by the executive arm of government and made official by a parliament. CITATION Jac101 l 1033 (Beere, 2010).

• The Education and Inspection Act (2006): this particular legislation gives the teachers the right to impose disciplinary penalties or sanction for any inappropriate behaviour and gives Head Teacher the power to control the learners' behaviour outside of school 'to such extent as is reasonable".
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  This allows for bullies who wait until after school to be punished by the school.

• The School Inspection Act (1996): It provides the guidelines for school inspector. It is the duty of inspector to report on the quality of education and the spiritual, social, cultural and moral development of the learner in school.
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• The Education Act (1996): it consolidates the Education Act of 1944 and other amendment relating to Education.Citizenship Curriculum (2008): It focuses on educating learners about how to become informed learner. This includes learning about diversity and the effect of bullying.
• Every Child Matters (2003): It encourages schools to be proactive in supporting the needs of LGBTQ learners. Its declare that schools are expected to support learners to stay safe, achieve, and enjoy, healthy, make positive contribution and achieve economic wellbeing regardless of their situation.
• Stand Up for Us (2004): was established in 2004 by the department for education and schools and the department of health to help schools to solve and address homophobic bullying by using a whole school approach.
• The Criminal Justice and Immigration Act (2008): It provides legal protection against incitement to hatred on grant of sexual orientation. It covers serious act of hatred directed towards lesbian and gay people including homophobic song lyrics, available to buy in Britain which encourage the torture and murder of gay people and violently homophobic publication and websites.
• The Civil Partnership Act (2005): It allows lesbian and gay couples to effectively get married. It grants all the legal protection that marriage provides to straight couples like automatic right to inheritance, certain tax benefits and next of kin status.
• Youth Matters (2005): It uses this part of every child matters, along with safe to learn, guidance to demonstrate the importance of every child matters to LGBTQ learners.
• Personal, Social and Health Education Curriculum (PSHE): It recognises the significance of PSHE education for lesbian and gay learners and stresses the difficulty that lesbian, gay and bi-sexual learners possess because of social exclusion, lack of support and homophobic bullying.
• Sex and Relationship (Ofsted) (2002): It is cover by the general gender equality duty to promote gender equality and eliminate harassment and discrimination.
• Seal: This is the social and emotional aspect of learning, guidance that outlines the roles of schools in promoting the achievement and progress of every learner.

Safe to Learn

• Embedding Anti-Bullying Work in Schools (Homophobic Bullying) (2007): It is created by the department of children, schools, and families. (DCSF) IN Partnership with stonewall and educational action challenging homophobia (EACH) outlines how schools should respond to homophobic bullying.
• Universal Declaration of Human Rights (UDHR) (1948): It has no legal force and is not particularly a law but as such its moral power is immense and it is the reference point from which all UK equalities legislation stems from. It is based on freedom from wants and fear and freedom of speech and beliefs.

Regulatory Requirements

We would be looking at the various regulatory requirements covering food technology and how non-compliant can impact or affect the way we do things. Regulations unlike legislations are made under the HSC which is Health and Safety at Work Act and approved by parliament. Sometime some of these regulations can be home-grown (UK) or from the EC Directive pending when Brexit becomes effective. CITATION Foo18 l 2057 (Food Standard Agency, 2018)

The Food Safety Act 1990

Under this act, it is an offence to sell any foods which does not meet the safety requirement set as standard. Environmental officers has power according to law to inspect food premises and monitor the level of hygiene, practices and the food quality offered. This Act and subsequent regulation has to do with areas involving with food preparation, labelling, storing. Not abiding to this regulation can have negative impact in the teaching and learning environment for instance if the employer is fined or suspended due to lack of compliance from staff.

The Food Information Regulation 2014

Under this act all local authorities has the power to enforce the European Food Information to Consumers Regulations. All business to business transaction is to abide and follow this regulation failure to comply will attract penalty. Details of information must be provided and made available when consumers buy food. CITATION Eur11 l 2057 (European Union Journal, 2011)

General Labelling

Under this act all food either Multipack or prepacked must have the display of a mandatory food information on a label attached. This label must be made easy to read and must not be easily removal in order not to put at risk the accessibility of the food information to the consumer.

Code of Conduct

This can be a set out rules which explains how an individual should or is expected to behave in a particular profession.

In food technology the code of conduct according are as follows according to CITATION Ins17 l 2057 (Institute of Food Science Technology, 2017):

• To uphold and refrain from any conduct which detracts from the reputation of food and science technology.
• Make sure to follow and comply with the most current regulations and legal requirements and to ensure best practice where food safety is applicable.
• Always maintain and develop professional knowledge and skills while also making sure to work within the limits of my skills, competence and knowledge.
• Always act in a trustworthy, respectful and diligent way.
• Making sure all information is treated with the appropriate confidentiality.
• Raise concern when the safety and the health of the public is at risk.

BIBLIOGRAPHY

1. Beere, J., 2010. The Perfect (Ofsted) Lesson. California, United States: Crown House Publishing.European Union Journal, 2011. Legislation. Official Journal of the European Union, Volume 25. Food Standard Agency, 2018. Food Standard Agency. [Online] Available at: 30 March 2019].
2. Gravells, A., 2017. Principles & Practices of Teaching & Training. SAGE, p. 62.Institute of Food Science Technology, 2017. IFST. [Online] Available at: 31/03/19 March 2019].