7General principles of Act

7 General principles of Act (1) Everyone involved in the administration of this Act, or in the education of children in the ACT, is to apply the following principles: (a) a child learns from birth; (b) the parents of a child are the child’s first teachers; (c) every child has a right to receive a high-quality education. (2) Without limiting subsection (1) (c), a high-quality education is based on the following principles: (a) a high-quality early childhood education— (i) provides long-term benefits for, and is important for the future wellbeing of, the child; and (ii) should promote the objectives and guiding principles of the national education and care services quality framework under the Education and Care Services National Law (ACT); (b) school education and home education provide a foundation for a democratic society; (c) school education and home education should— (i) aim to develop every child’s potential and maximise educational achievements; and (ii) promote children’s enthusiasm for lifelong learning and optimism for the future; and (iii) encourage parents to take part in the education of their children, and recognise their right to— (A) enrol their child in a government school in which the child is eligible to be enrolled; or

General principles and objects Part 1.2 (B) apply to enrol their child in a registered non-government school; or (C) register their child for home education; and (iv) promote respect for and tolerance of others; and (v) recognise the social, religious, physical, intellectual and emotional needs of all students; and (vi) aim over time to improve the learning outcomes of students so that the outcomes are free from disadvantage because of economic, social, cultural or other causes; and (vii) encourage all students to complete their senior secondary (viii) provide access to a broad education; and (ix) recognise the needs of children who are Aboriginal or Torres Strait Islander people; (d) innovation, diversity and opportunity within and among schools should be encouraged; (e) effective quality assurance mechanisms should be applied to school education; (f) government funding should be directed to students through their schools or school system; (g) the partnership between the home, community and educational providers should be recognised; (h) school communities should be given information about the operation of their schools.

(3) Everyone involved in the administration of this Act, or in the school education of children in the ACT, is to apply the principle that school education— (a) recognises the individual needs of children with disabilities; and (b) should make appropriate provision for those needs, unless it would impose unjustifiable hardship on the provider of the school education. (4) Corporal punishment is not allowed in ACT schools. (5) Sharing of information relating to a child’s education and care— (a) allows the child to receive education and care services that are well-coordinated; and (b) enables the best educational outcome for, and promotes the wellbeing of, the child; and (c) facilitates the child’s transition between education and care service providers. corporal punishment means physical force applied to punish or correct, and includes any action designed or likely to cause physical pain or discomfort taken to punish or correct.