Assessment Task 1: Letter to the School (Avatar 16)

To whom it may concern,

I am writing this letter in response to the refusal of my son Kevins enrolment at Chandler
Park Primary, as he is a gifted child. I have great appreciation for the teachers, the
schools reputation and facilities. Subsequently, encouraging Kevin to chase his dreams and
aspirations at your school.
For a cachet school, I thought that you could provide Kevin with an inclusive education,
which is described; to be a school that can serve for all needs of all children (UNESCO,
1994). By not providing an inclusive culture, Chandler Park is losing the most efficient way
of eliminating prejudiced attitudes to build a warm community which aids in succeeding
education for all (UNESCO, 1994). For a school to be inclusive they must ensure that every
child has a right to be valued but most importantly have a right to an education, which is
being hindered for Kevin. It does not mean that every individual is identical to one another
but that every child has access to education at an applicable level for them to thrive
(UNESCO, 1994).
Under the UN Convention on the Rights of the Child, article 28 underlines Kevins right to
an education. The party should recognize in order to fulfill this; it is on the foundation of
equal opportunity (UNICEF, 1989). In particular, Chandler Park must make primary learning
essential and open to all. Kevin has the right to good quality education. The Convention
values education highly and encourages schools to support students to achieve the peak of
learning of which they are competent (UNICEF, 1989). Article 29 focuses on how schools
should help students, like Kevin, develop their abilities and to learn to live respectfully in
relation to the environment and others (UNICEF, 1989).
The Victorian Teaching Profession Code of Conduct emphasizes that schools main focus
should be on student learning (Victorian Institute of Teaching, 2008). Teachers should
display their duty by not only respecting students because of their distinctive differences
but accommodate for their individual abilities. In Kevins case, Chandler Park is not only
overlooking the code but also not recognizing Kevins unique abilities and talents that he
could convey into the school (Victorian Institute of Teaching, 2008). The code also stresses
that teachers need to work mutually and courteously with parents in making choices that
have an effect on the education of the child (Victorian Institute of Teaching, 2008).
Chandler Park reflected qualities of professional practice including the duty of care, mutual
respect, fairness and positive modeling with students to create relational trust (Lovat,
n.d.) but the exclusion of Kevins enrolment has left me second guessing. According to
Lovat (n.d.) these features and values create the core of quality teaching. Without
relational trust, creating an environment that innovates a childs learning is impeded.

The school is breaching the Equal Opportunity Act 1995 (Vic). The act welcomes everyone
to join uniformly in all areas, including education; which is a service that Kevin is entitled
to. It emphasizes the importance of treating all people fairly and equally and providing
others with a fair go meaning decisions are made on a persons value not on irrelevant
aspects (Equal Opportunity Act, 1995). This act coincides with the Charter of Human Rights
and Responsibilities Act 2006 (Vic), which requires all public powers including schools to
act dependably with the rights in the Charter. An applicable right to Kevin is the right to be
treated both fairly and equally in the enrolment process (Charter of Human Rights and
Responsibilities Act, 2006).
Kevin has a primary right to education and to be given the chance to attain a certain level
of learning. The UNESCO Salamanca Statement (1994) highlights that every child has
unique characteristics, interest, abilities and learning needs. Chandler Park should have
education programmes initiated to cater for the wide range of characteristics and needs of
students like Kevin. Students with unique educational needs should have access to schools
that are focused and striving to meet their needs (Larkins, n.d.). The central value of the
inclusive school is supporting and encouraging students to work together regardless of the
dissimilarities they may have (UNESCO, 1994). An inclusive school would provide for Kevin
and act to his diverse needs, provide all extra support that is required and accepting not
only his different learning style but the speed of his learning (UNESCO, 1994). By a school
fostering an inclusive environment teachers are incorporating social justice through the
learning process, which ensures that students dont only flourish intellectually, but become
socially and culturally conscious (personal communication, March 5, 2014).
The ACT Gifted and Talented Students Policy recognizes that both the school principal and
community are responsible for the documentation and establishment of developing suitable
programs for all gifted and talented students (ACT Government Education and Training,
2008). Chandler Park has the responsibility of liaising with us, as Kevins family in providing
valued education for him. The policy also stresses that schools are to convene the
education needs and abilities of gifted and talented students in order for their learning
goals to be enhanced. This includes extra-curricular outside of school (ACT Government
Education and Training, 2008). In particular, Kevins areas of giftedness involving music and
debating. The school must also endeavor to differentiate the curriculum as it supports
learning opportunities and fulfilling Kevins educational needs. This includes employing
correct teaching strategies for him and also ensuring to acknowledge his giftedness (ACT
Government Education and Training, 2008).
Good quality education is fundamental in achieving the vision of the National Framework
for Values Education in Australian Schools. Education stipulates the underpinning for
Kevins academic, ethical and social development (Department of Education, Science and
Training, 2005). By impeding Kevins enrolment he is at a shortcoming because of the lack

of understanding and values for a fulfilling life in a cultivated society. I understand that
Chandler Park will acquire their own way of approaching the values to education but the
framework emphasizes that the values that the school accept should be clear and
consistent in the practices of the school (Department of Education, Science and Training,
2005). One of the guiding principles of the framework is for the school to outline a
curriculum that meets the needs of students and the value of doing your best encouraging
students to undertake something admirable and to chase excellence and value (Department
of Education, Science and Training, 2005) although these are seemingly difficult for Kevin
to achieve if the school does not support his educational needs.
By refusing Kevins enrolment, Chandler Park is not meeting element 2 under the National
Safe Schools Framework. The element urges schools to create an understanding and uniting
school society that upholds positive standards and fosters civil relationships within the
school (National Safe Schools Framework, 2010). By not supporting Kevins educational
differences and learning, ultimately the school is not appreciating the unique needs of
gifted and talented students in the school community.

Thank you for your attention to this matter, and I look forward to your positive reply.
Kind Regards,
Alison Khun.

Word count 1170

In-text citations: 98
Total word count: 1072