Page 343 - Week 01 - Thursday, 14 February 2019
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(2) What selection criteria or other requirements apply for students wishing to participate.
(3) In relation to instrument tuition, (a) who delivers the tuition, (b) what qualifications must they have and (c) what employment conditions apply to them.
(4) Is there insurance cover for loss, damage or theft of musical instruments; if so, who is liable for that cover; if not, what happens in the event of an instrument being lost or damaged.
Ms Berry: The answer to the member’s question is as follows:
(1) In 2018 the Instrumental Music Program (IMP) delivered 103 bands/classes across 53 primary schools and six band classes across six high schools.
(2) The selection for band classes in primary schools involves a listening assessment carried out by IMP staff at the start of the year; a review by classroom teachers from year four (where available) on work habits, reading skills, group work skills and home task completion; and, an aural test which is used to make offers of a place to parents/students.
Note, this program supplements and complements existing music programs in schools.
(3) IMP teachers deliver the tuition and hold teaching qualifications, are registered for teaching in the ACT with the Teacher Quality Institute and hold a Working with Vulnerable People card.
(4) The Directorate is self-insured for IMP musical instruments. Parents are asked to sign an asset loan form for each instrument. An extensive asset list is maintained by the IMP and a stocktake of location and condition is performed for assets in every school/class twice a year.
Schools—language teaching
(Question No 2078)
Ms Lee asked the Minister for Education and Early Childhood Development, upon notice, on 30 November 2018:
(1) How many teachers employed in ACT government (a) primary schools, (b) high schools and (c) colleges teach a language and on what basis are they employed, ie, full-time, part-time, casual etc.
(2) For each teacher identified in part (1)(a) to (c), what languages do each of them teach.
(3) For each teacher identified in part (1)(a) to (c), how many teach in more than one school.
(4) For each teacher identified in part (1)(a) to (c), what hours per week are they employed.
(5) For each teacher identified in part (1)(a) to (c), how many are employed exclusively to teach language subjects; if none are employed only to teach language, (a) how many hours a week are spend teaching a language and (b) what other subjects to they teach.
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