DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING

DEPARTMENT OF EDUCATION

GUIDELINES
General Principles for Selecting Suitable Resources in Schools
Responsibility of:
Effective Date:
Next Review Date:

School Policy and Operations

September 2010
September 2012

DoE File: 2008/2280

DOC 2010/06555
VERSION NUMBER: 1

1 INTRODUCTION
These guidelines are designed to assist schools in exercising their duty of care in the
selection of suitable resources to enhance teaching and learning programs by providing:

general principles and advice to assist schools in making decisions about the
suitability of educational resources in schools

guidance about the roles and responsibilities of schools

suggested procedures for resolving issues regarding objections to particular

educational resources.

Principles for selection of resources to enhance teaching and learning programs

In making decisions about the educational activities which constitute the school
curriculum, each school should consider the particular needs of its students to ensure
that they all have the opportunity to experience success at school. The following
principles, along with these guidelines, should be used by schools to guide the selection
process for resources to enhance teaching and learning programs:

Schools are neutral grounds for rational discourse and objective study.

Schools are places where students are preparing for informed and reasoned
involvement in community life, including its politics, through calm and cooperative
study of social issues.

Schools must ensure a balanced and reasonable consideration of all issues

presented through the use of resources. The school's educational policies and
programs, developed within departmental policies and guidelines and according to
local needs, guide learning experiences within the school.

Teachers and visiting resource persons in schools have a privileged position. They
have the opportunity to influence students and therefore they have a special
responsibility to maintain objectivity, to avoid distortion of discussions and to
acknowledge the right of students and parents to hold a different viewpoint.

The school is responsible for that part of the educative process which it institutes,
or which is conducted in school time. The school cannot transfer its accountability,
wholly or in part, to people from outside the school. This includes the publishers
and manufacturers of teaching and learning materials used in the school.

www.det.nt.gov.au

DoE Guideline: General Principles for Selecting Suitable Resources in Schools

Students have the right to hold and express views in relation to issues. They also
have the right to have issues presented to them in a balanced and unbiased
manner with consideration of various viewpoints. Students must not be subjected
to any form of indoctrination.

Student activities devoted to consideration of political or other social issues are

acceptable within schools but partisan groups organised on restricted party lines
are not acceptable.

Components of the Northern Territory Certificate of Education and Training

(NTCET) have learning outcomes designed to encourage students to think
objectively and develop opinions based on facts. It is appropriate, in line with
these guidelines, to address issues and materials that are sometimes contentious.

2 DEFINITIONS
Resources to enhance teaching and learning programs - refers to any spoken,
written or visual text, objects and artefacts or activity used by or conducted by schools.
This includes text books, novels, films/videos, plays, internet texts and images, radio
programs, multimedia, computer materials, lectures, speeches and performances.
Highly offensive or obscene - describes unacceptable materials about which there is
usually a consensus view.
Controversial or contentious - the term/s used to describe materials about which there
are opposing opinions or where there is strong disagreement.
Parent - includes the person who has the actual custody of a child, the person with
whom a child currently resides or a person caring for the child at any given time and this
may include biological parent(s), grandparents, uncles/aunties and other extended
family.

3 RESPONSIBILITIES
It is most important that all schools consider their primary duty of care as well as the
educational value for students when selecting resources to enhance teaching and
learning programs or planning educational activities. In providing, for example, textbooks,
novels, guest speakers, films, internet access and public performances, schools should
ensure that resources are appropriate and suitable for the relevant age groups.
As schools select their own materials, it is the responsibility of each and every school to
ensure that its students are not exposed to highly offensive or obscene materials or
themes while participating in school programs, activities or events.
It is essential to maintain communication between the school and parents in relation to
the school's educational program and the principles on which it is based. The school has
a responsibility to inform parents, prior to the occasion, of the specific details of programs
covering potentially contentious issues. This allows parents to request that their child be
withdrawn from a particular course of instruction in accordance with section 23 in the
Education Act.

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DoE Guideline: General Principles for Selecting Suitable Resources in Schools

Principal
The principal has responsibility for ensuring the teaching and learning materials selected
for use in schools are appropriate. It is the responsibility of the principal to ensure:

compliance with these guidelines

that all staff are familiar with the substance of these guidelines

that all staff are familiar with school specific procedures for selecting appropriate
teaching and learning resources.

Any school specific procedures for selecting resources (including planning of public
events) should contain instructions for teachers or coordinators to inform the principal of
the proposed use of possibly controversial or contentious resources to enhance teaching
and learning programs.
It is also the responsibility of the principal to inform the school community that parents of
students at their school have a right, under section 23 of the Education Act to request
that their child be withdrawn from the whole or part of a specified course at the school.
Parents may also object to the use of teaching and learning resources in accordance
with the procedures outlined in these guidelines.
Teachers
Teachers are responsible for using their professional judgement in selecting appropriate
resources in accordance with any school specific procedures and these guidelines.
Teachers have a right to hold views on issues and to express them in appropriate
forums. They do not have a right to present these views in a biased manner in the
classroom.
Teachers should ensure that opinions are expressed and evidence is presented
impartially. The teacher is not committed to unnatural neutrality but rather to preserving
objectivity and avoiding special advocacy.

4 SELECTING SUITABLE RESOURCES TO ENHANCE TEACHING AND

LEARNING PROGRAMS
When making decisions about the suitability of resources to enhance teaching and
learning programs, teachers and principals should take into account local community
standards and consider:

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the standards of morality, decency, and propriety generally accepted by

reasonable adults within the school community

the potential impact on persons from different ethnic, religious, social or cultural
backgrounds

the potential impact on the audience age group

how parents might react to their children being exposed to the resource

the context in which the resource will be used

DoE Guideline: General Principles for Selecting Suitable Resources in Schools

the intention of the author(s) and general character of the resource

the literary, artistic or educational merit (if any) of the resource.

Expectations for student learning for students in Transition to Year 10 are described in
the Northern Territory Curriculum Framework (NTCF). Expectations for student learning
for students in Years 11 and 12 are determined by the Northern Territory Certificate of
Education and Training (NTCET), Vocational Education and Training in Schools and
school based apprenticeship frameworks.
With the exception of some EssentialNT Learnings and NTCET studies, the department
does not prescribe particular texts, materials, activities or themes for study.
Highly offensive or obscene materials or themes
If the proposed materials or themes contained in the resource are likely to be regarded
as highly offensive or obscene by the school community, then the resource cannot be
used irrespective of any possible educational value.
Controversial materials or themes
It should be emphasised that controversial topics will often be appropriate and important
subjects of study in schools and, at times, cannot be avoided in the context of teaching
and learning. It is not within the scope or intention of these guidelines to provide rigid
definitions of offensive, objectionable or inappropriate materials. However, the contexts
of controversial topics or themes about which objections can be anticipated include:

sexual activity, nudity and related themes

drug misuse or addiction

crime, violence and cruelty

racial and religious themes

suicide and excessively bleak scenarios

satirical or comparative perspectives on race, religion or gender

themes related to magic or fantasy

images of deceased persons in the case of Aboriginal or Torres Strait Islander

students/staff.

Where appropriate, the principal should liaise with the schools cultural advisor and /or
relevant director school performance regarding the use of material which they consider
may be viewed as highly contentious or controversial by the school community.
If the materials or themes contained in the resource are controversial and likely to be
regarded as inappropriate by some students using the resource or by their parents, then:

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the school should inform the students and their parents of the controversial nature
of the resource and inform them that an alternative is available if students or
parents hold a genuine and reasonable objection.

In the event of individual students being given alternative materials or activities,

teachers should endeavour to integrate the alternative study or activity into the

DoE Guideline: General Principles for Selecting Suitable Resources in Schools

classroom program and ensure that the student is supported in his or her position
and not isolated from other classmates.
NTCET texts
In relation to the NTCET, the South Australia Certificate of Education (SACE), Board
which administers the NTCET, lists suggested texts and other resources for each of the
NTCET subjects. Some NTCET study areas require students to study a selection of texts
from a list of prescribed texts. Schools have the flexibility to choose suitable texts from
the lists provided by the SACE Board.
Materials prescribed or suggested for NTCET studies by the SACE Board are
appropriate for students studying NTCET subjects. However, selection procedures
should include consideration of the appropriateness of NTCET materials when they are
proposed for use by students in the years/age groups preceding NTCET studies.
Film, television, computer games and radio
The use of film, television, computer games and radio during normal classroom hours
should be restricted to materials that have a clear relevance to the schools educational
program. Prior to the use of these materials, teachers should ensure they are familiar
with the content and satisfied as to its suitability for the intended purpose and audience.
If the proposed film, television or computer game resources have classifications which
indicate their unsuitability for certain age groups this age-group classification must be
followed. In addition, teachers programs should demonstrate how the resource being
used directly supports the stated outcomes.
X and R rated materials must not be used in schools.
The prior approval of the principal must be obtained prior to using any resources that are
not rated for a general audience (G).
Parental permission must be obtained for students under fifteen years to use PG or M
materials. In seeking parental permission prior to the use of these materials, parents
should be advised of the purpose, title and censorship classification of the material(s).
Where parental permission has been sought but not obtained, students should be
excluded by teachers from the classroom or area in which the material is to be
shown/used and provided with an alternative resource.
MA15+ materials are legally restricted and cannot be shown to students under fifteen
unless they are accompanied by their parent or adult guardian. Parents and adult
guardians cannot delegate this responsibility to school staff.
Parental permission is not required prior to showing any materials rated M and MA15+ to
students over fifteen. However, a letter could be sent home advising parents that such
material is going to be viewed by the students. This gives the parents an opportunity to
respond if they decide they do not want their children viewing these materials.
Radio warnings concerning offensive or disturbing topics must also be heeded.

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DoE Guideline: General Principles for Selecting Suitable Resources in Schools

Internet resources
Access to the Internet is available to all NT schools. Internet access and usage is filtered
through central content filters. By utilising content filtering the department seeks to
ensure that students are not exposed to web sites that may be offensive, upsetting or
inappropriate while at school.
At the systemic level, identified categories of web sites and services have been blocked,
these categories are listed on the Information Services Sharepoint site.
If specific sites that fall under blocked categories are needed for educational purposes,
school staff can request to have these sites made available using the procedure outlined
on the Information Services Sharepoint site.
In addition to content filtering, schools should ensure appropriate procedures and
supervision for students accessing the internet at school as per acceptable use
agreements.
Social networking sites such as Facebook, YouTube and Twitter may be used as part of
planned resources to enhance teaching and learning activities in a range of areas
including media studies. The appropriate use of such sites during planned activities, and
at all other times, must be monitored according to these guidelines and relevant school
and departmental policies.
Unsolicited materials
Principals and teachers have a responsibility to ensure that unsuitable and/or offensive
material is not inadvertently provided to students as a result of unsolicited material being
forwarded to a school. All such material should be carefully examined to ensure that it is
in line with these guidelines, relevant and approved educational programs and activities.
Where doubt as to the suitability of any material arises the matter is to be referred, in the
first instance, to the relevant director school performance.
Classmate
Schools should be aware that there may be occasions where the content of newspapers
delivered to schools under the Classmate contract is inappropriate for some student
audiences.
It is expected that principals and teachers will use their judgement about whether they
remove those pages containing inappropriate content or distribute only the Classmate
section before making the newspapers available to students.
Public performances at schools
Public events staged by schools and open to the school community (including small
children in family groups) must be suitable for general exhibition. Where there is a doubt
as to the suitability of public performances, the principal should consult teachers to
consider whether the material is suitable to be performed or displayed before audiences
of any age.
If the material is considered unsuitable for some age groups, the principal may either:

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not permit the performance, event or display, or

DoE Guideline: General Principles for Selecting Suitable Resources in Schools

consider recommending restricted entry.

All artists should be made aware of these guidelines and the standards expected by the
school so that these can be respected.
Some materials or themes may be considered to be an appropriate focus of study for
some students, for example, Year 11 and 12 students, but inappropriate for others. In
this event, the principal, in consultation with teachers, may approve the staging of the
performance, display or event provided that:

the school community is informed well in advance of the event that the material is
inappropriate for some age groups

the warning is repeated immediately prior to the performance, display or event.

Warnings, if required, should explain the reason for the restriction in general terms, for
example, inappropriate language, sexual references, violence.
Care must be taken to ensure that students are not unnecessarily exposed to indecent
language or content that is sexually explicit and/or drug related.
Visiting speakers
The principals prior approval is required for the introduction of a visiting speaker to the
school. On issues that the principal considers may be viewed as highly controversial by
the school community the approval of the relevant director school performance should
also be obtained.
Prior to giving approval for a visiting speaker the principal or director school performance
will have ascertained the broad scope of content of the proposed address.
Visiting speakers must be made aware of these guidelines and their application in terms
of the school's aims and methods. If visiting speakers will not guarantee to adhere to
these guidelines, access to the school must be declined.
Generally the initiative for the introduction of speakers on controversial material
presenting a particular viewpoint must come from the school in accordance with its
education program and not from partisan or pressure groups seeking to use the school
as a forum to advance their cause. A scheme initiated outside the school may be
presented to the principal who will exercise his/her discretion with reference to these
guidelines.
Speakers addressing the school on controversial matters should only do so in
circumstances where these matters form part of a program organised by the school and
controlled by a teacher.
School /Teacher created resources
Resources created by teachers and the school, including photographs and videos,
should be managed and disposed of appropriately. This is especially relevant with
regard to culturally sensitive images. Schools should comply with Records Management
Standards for Public Sector Organisations in the NT.

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DoE Guideline: General Principles for Selecting Suitable Resources in Schools

5 OBJECTIONS TO CURRICULUM RESOURCES

Principles for dealing with objections to curriculum resources
In responding to objections to curriculum resources from students or parents, the nature
of the objection should be ascertained. At all times schools should demonstrate respect
for the views of objectors.
Before considering action in relation to objections, it should be established that the
objection is based on a feeling or belief that the material is inappropriate in terms of the
objectors moral values. That is, it will appear that there is a perception on the part of the
objecting student or parent that the material will harm the student in some way.
Determining the bona fides of objections to curriculum resources
In determining that an objection to a curriculum resource is reasonably held, principals
and teachers do not imply agreement with the objection. In upholding objections to
materials, teachers and principals accept that the objectors position is genuinely held
and is reasonable and credible.
Procedures for dealing with objections to curriculum resources
In response to an objection to curriculum resources made by a student or parent, the
school principal should be notified and provided with details of the objection.
Initial discussion with relevant parent or student
When principals or teachers or the relevant coordinators are approached by an objecting
student or their parent, they should endeavour to resolve the matter with the relevant
student or parent through discussion.
However, regardless of the outcome of initial discussions, details of the objection should
be circulated to the relevant teachers and principal for information and further action as
required.
Considering the nature of the objection
If after initial discussions, the objection is not withdrawn, the principal, in liaison with the
relevant teachers should consider the nature of the objection.
Subsequent school actions and obligations
If the principal, in liaison with the relevant teachers determine that the objection is
reasonably held, appropriate action should be taken as follows:

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If the materials are found to be highly offensive or obscene, regardless of any

possible educational value, it is the responsibility of the principal to ensure that it is
removed from the school curriculum.

In the case of materials that could be reasonably held to be objectionable or

inappropriate to the objecting student or parent, alternative material should be
offered.

If the offer of alternative material is unacceptable to the relevant parent or student

and the issue remains unresolved, under section 23 of the Education Act the
parent may request the school to withdraw the student from the whole or part of a
specified course. The principal must comply with a withdrawal request if the
course of instruction specified is a course of religious instruction, or the parent

DoE Guideline: General Principles for Selecting Suitable Resources in Schools

claims to have a conscientious objection to the student attending a specified

course or part of a course.
Through discussion and conciliation the school should make every effort to resolve the
issue to the satisfaction of the objector(s). If resolution cannot be achieved at the school
level parents and others have the opportunity to escalate the complaint as outlined in the
departments Complaints Policy.

6 USEFUL INFORMATION
Exemption Authority to Exempt Students
Classification of Publications, Films and Computer Games Act
Office of Film and Literature Classification
Complaints Policy
SACE Board
Records Management Standards for Public Sector Organisations in the NT

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