01 - Department of Education and Communities - NSW Government

The Hon J J Aquilina MPMinister for Education and TrainingMinister Assisting the Premier on Youth AffairsParliament HouseSYDNEY NSW 2000Dear MinisterIt is with pleasure that I submit the Department of School Education’s Annual Report for the period 1 January 1997to 3 December 1997. On that date the newly established Department of Education and Training took over the workof the Department of School Education. The Annual Report has been prepared in accordance with the requirementsof the Annual Reports (Departments) Act, 1995.The Report contains details of the Department’s performance in implementing the strategic initiatives outlined inAgenda 97. One of the highlights of the year was the significant development in the teaching of literacy through theState Literacy Strategy. We also made considerable further progress in ensuring student welfare, particularly throughthe extensive procedural review and related training in the area of child protection. Our commitment to excellencein teaching through the use of technology continued with the distribution of 25,000 new computers to schools.Plans have also been developed for the provision for a further 30,000 in 1998.I am grateful for the outstanding contributions to quality education in 1997 made by staff, parents and schoolcommunities. With their continued support we will be able to provide the fully integrated Government educationservice which is the challenge facing the new Department of Education and Training.Yours sincerelyKen BostonMANAGING DIRECTOR OF TAFE NSWDIRECTOR-GENERAL OF EDUCATION AND TRAININGDSE Annual Report 1997 1

OUR MISSION…to educate the public school students ofNew South Wales for the benefit of eachindividual, the community and the nationWho we areThe Department of SchoolEducation operates under a numberof Acts of Parliament and isresponsible to the Minister forEducation and Training for theprovision of public education.In 1997 the Department consistedof 2221 schools serving 764,173students. There were over 50,000teachers and 9700 administrativeand support staff employed inschools as well as 2400administrative support staffemployed in state office and across40 district offices. Well over halfof these offices serve rural areas ofthe state.As well as regular primary and highschools, the Department of SchoolEducation provides schools andservices for students with particularneeds. For students remotefrom centres of population andfor those with physical, emotionalor intellectual disabilities, orbehavioural disturbance, theDSE provides alternative accessto schooling. This includes distanceeducation centres, the School of theAir, hospital schools, communitycare schools, schools for blind anddeaf children and other schools forspecific purposes.In addition to its comprehensivehigh schools, the DSE alsoprovides a range of specialist highschools for students with specialinterests or talents and field studiescentres which provide locations inNSW for a variety ofenvironmental studies.What we doThe principal concern of the DSEis to offer the children of NSW highquality education which is:• relevant to their needs andaspirations• responsive to communityexpectations• effective in its implementation• efficient in the use of availableresources• based on good discipline andeffective learning.We are also conscious of the needto provide equal opportunitieswithin public schooling. We dothis by having regard for sex,race, creed, socio-economiccircumstances, geographic locationand physical and intellectualability.The Department delivers acurriculum which serves students’personal needs and the needs ofsociety and which is adaptable andresponsive to the wide range ofstudent abilities and to changes inthe community.We recognise the importance ofeach student being able tocommunicate effectively throughspeaking, listening, reading andwriting; being competent in the useof mathematical processes; beingable to analyse situations criticallyand solve problems; havingopportunities to develop theknowledge and skills necessary toparticipate in and contribute tosociety; and having opportunitiesto undertake studies in preparationfor employment or as prerequisitesfor tertiary education.Our schools are concerned for thephysical and personal welfare ofeach student. Acceptable behaviourfor students and staff is clearlydefined and there are appropriatecounselling procedures to ensurethe welfare of individual students.We have established close linkswith parents, school communities,business and industry. These arepowerful partnerships in theeducation of our students and themanagement of our schools.2 DSE Annual Report 1997

DIRECTOR-GENERAL’S REPORTThe following report from the Director-Generalof School Education, Dr Ken Boston,outlines the highlights and challenges of 1997.This year has certainly been a most successful and eventful year for school education in New SouthWales. It is tempting to use the cliche historic.Most significantly, this is the last annual report for the Department of School Education which wasformally disestablished on December 3rd, 1997. The creation of the new Department of Educationand Training is certainly a milestone in the history of public education in New South Wales. The newDepartment will allow for a seamless provision of education services for the citizens of the state fromtheir earliest days for the rest of their lives.One of the major challenges for 1998 will be the creation of an integrated education service acrosstraining and schools and adult and community education sectors but I am confident that in my nextreport substantial progress will have been made towards that goal.The year began, however, with school education attempting some fundamental changes to its ownservices. Agenda 97 outlines the major areas of emphasis for us this year and the full report of itsimplementation forms the majority of this publication.Of particular note though are the new strategies for managing child protection in the Department, theconnection of every school in the public school system to the Internet, the introduction of the EnglishLanguage and Literacy Assessment (ELLA) test in Year 7 and the review of the Higher SchoolCertificate. All were major initiatives in 1997.The findings of the Royal Commission’s Paedophile Inquiry were shocking. In response to theinadequacies highlighted in the Commission’s Report, the Department initiated a thorough andcomprehensive program of reform of the way it managed child protection.Significant elements in this program include:• developing procedures and guidelines in child protection which are consistent across allagencies who have work in this area. These procedures and guidelines were issued to everymember of the department’s staff and compulsory training was conducted on their contents• establishing a specialist Case Management Unit to conduct investigations into allegations ofchild sexual abuse by members of staff• instituting the tightest possible procedures to prevent child sexual abusers from being employed• having trainee teachers learning about child protection issues during their training, and• reissuing a number of significant policies with strengthened child protection components.With these internal procedures combined with the new National Strategy on Child Protection theDepartment is in a much sounder position to protect the children in its care than ever before in itshistory.DSE Annual Report 1997 3

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DIRECTOR-GENERAL’S REPORTthe expansion of the pilot from 80-100 schools scheduled to participate to a total of 361 schools whichrequested inclusion. All secondary students in government schools will sit the ELLA test from 1998.We also increased the consultancy support for literacy by 400 per cent and allocated significant resourcesfor training and development, including the development of a CD-ROM for teachers of Years 5-8.Teaching numeracy is another fundamental element in our work.Just as in literacy, we fielded four times the number of numeracy consultants as in 1996. The CountMe In project was highly valued by teachers. It concentrated on numeracy in the very early years ofschooling. One interesting development in numeracy teaching was a project called Maths on The Net.It supported small isolated schools through the Internet.In August the Premier launched the Government’s White Paper on the HSC Securing Their Future.This Department worked extensively in support of the consultation process which formed the basis ofthe Paper.The reforms will make the Higher School Certificate stronger and more flexible. All courses will bereported on a single scale and for the first time English will be able to be studied as four units. Therewill be a substantial increase in the quality and status of vocational education. Most significantlyperhaps will be the abolition of the TER as a single number descriptor of a student’s achievement afterthirteen years of schooling.The TER will be replaced by much more information about what students know and understand inaddition to subject based information about their performance relative to that of other students. Thosestudents seeking university entrance will receive a confidential Universities Admission Index directlyfrom the university authorities.The 1997 HSC results for government schools were splendid. Whilst a more detailed list of resultslies elsewhere in this report I will mention a few highlights.In the 149 courses examined in the 1997 HSC, 94 students from government schools came first orequal first. Of the 39 courses with more than 1000 candidates, 26 were topped by students fromgovernment schools. Of those 26, all five Mathematics courses and five of the six Science courses hadour students in first place in the state.These results speak volumes about the quality of public education in this state.In the wider world there is an enormous concentration by the media on elite sports and on those whoparticipate. The Department of School Education has a commitment to increase the health and fitnessof all our students while still catering for those who have particular sporting talents.Until this year we had no real data about the fitness levels of our students. There certainly were data,some anecdotal, some scientific, but none that matched closely enough the demographics of the hugepopulation of students in our schools. In 1997 we were able to establish benchmarks in relation to thefitness levels of our students in Years 2, 4, 6, 8 and 10.DSE Annual Report 1997 5

DIRECTOR-GENERAL’S REPORTWhat we now know is that while the majority of students at each age level have satisfactory or betterlevels of health related fitness, the mastery of fundamental motor skills ( run, catch, throw…) waspoor across all age groups and particularly so for girls. These data will now allow us to focus ourresources more precisely and to see trends in the health and fitness of our students.The S’Cool Sport program is broadcast by the ABC and is coordinated through the Department’sSports Unit. The show features elite sports stars in government schools and is thought to be the onlynationally televised program devoted to school sport in the world.I have always had a belief in the central role of civics education as a force for cohesion in a pluralistand culturally diverse society. This year saw a significant development in civics education with theintroduction of the Discovering Democracy program. It is aimed at students from Years 4-10 and itteaches them about Australian political and legal institutions, about ideas and events which haveshaped our society and about the framework of rights and civic responsibilities we have developed.That the world beyond the school gates is getting more complex and often violent is probably atruism. What is not really as widely understood is that these non- school problems are the genesis ofmuch of the disruption that occurs in schools. In order to improve schools’ abilities to minimisedisruption this year the penalties for school intruders and offensive behaviour on school propertywere doubled.Students need to learn to manage conflict constructively and to that end we have put in place a peermediation program . We conducted an evaluation of the establishment phase of the Dispute ResolutionProject and were very heartened by the results.New measures in Drug Education were also taken in 1997 to further protect students and schools fromillegal drug taking. Most significantly, all teachers in New South Wales government schools hadspecialist training about drugs this year. Students suspended for drug offences must now agree tostringent conditions and to undergoing counselling before they will be able to return to school.I have long been concerned with the special needs of Aboriginal and Torres Strait Islander (ATSI)students. They have been under represented in the last two years of schooling and their results in theBasic Skills Tests remain a major concern. What is pleasing is that the differences between theperformance of the state as a whole and of the ATSI students is narrowing. What is even moreencouraging is that the differences between the Year 3 and Year 5 literacy scores for ASTI studentsindicates that ATSI students are improving more than the state as a whole. We are still some way fromachieving the same outcomes for ATSI students as for other students, but these data show that themeasures we are taking are starting to make a real difference.The year was certainly one which marked a watershed in public education in this state. Next yearpromises to be fascinating. The challenges posed by the integrating of education services will beconsiderable but certainly not insuperable. I look forward to reporting our progress in effecting thischange while continuing to conduct our work with no interruption to services.6 DSE Annual Report 1997

OUR LEGISLATIVE CONTEXTThe DSE operates under a numberof Acts of Parliament and isresponsible to the Minister forEducation and Training for theprovision of public education.The Education Act 1990 providesfor the establishment and operationof government schools. It is fromthis Act that the Department ofSchool Education derived most ofits powers, functions andresponsibilities.Four other Acts have directrelevance to the Department ofSchool Education:• The Teaching Services Act1980 makes the Director-General responsible to theMinister for the generalconduct and the effective,efficient and economicalmanagement of the functionsand activities of the teachingservice• The Public SectorManagement Act l988 makesthe Director-Generalresponsible to the Minister forthe general conduct and theeffective, efficient andeconomical management ofthe functions and activities ofthe Department• The Education (AncillaryStaff) Act 1987 allows theDirector-General to appointpersons to be employed in theservice of the Crown asmembers of the schooladministrative staff of theDepartment in anyclassification.Although there were no new Actsor substantive regulations withinthe Department’s responsibilitypassed in 1997, significantamendments were made to theEducation Act 1990, the EducationReform Regulation 1996 and theTeaching Services (EducationTeaching Service) Regulation1994.The amendments to the EducationAct included changes to therequirements relating to the SchoolCertificate and Higher SchoolCertificate, the Board of Studiesand the publication of the resultsof basic skills testing, SchoolCertificate and Higher SchoolCertificate examinations or otherassessments.The major amendments to theEducation Reform Regulation werecontained in the Education ReformAmendment (Publication ofResults) Regulation 1997. Thechanges prevent the results ofSchool Certificate and HigherSchool Certificate examinationsand related assessments andbasic skills testing beingpublicly revealed except in certaincircumstances. The prohibitiondoes not prevent the publicrelease of results where the schoolconcerned has not publishedan annual report of schoolperformance by the required date.The amendments to the TeachingServices (Education TeachingService) Regulation concerned theretention of records of unprovendisciplinary charges involvingalleged improper conduct of asexual nature with students.DSE Annual Report 1997 7

SENIOR OFFICERS, 1997Photo No.______Screen and reduceto 39.37 mm x 27.36 mm(Delete keyline)Ken Boston Director-GeneralDr Ken Boston took up the post of Director-General of School Education in January 1992. He was previously Director-General of Education in South Australia and held several senior positions in the Victorian Public Service. He has worked asa teacher, lecturer and education administrator. Dr Boston is a member of the Australian Council for Education Research, theCurriculum Corporation, the Civics Education Group, the Australian International Education Foundation Council, the EnterpriseEducation Committee and the NSW Centenary of Federation Committee. He was awarded the 1997 Medal of the AustralianCollege of Education.Photo No.______Photo No.______Photo No.______Photo No.______Screen and reduceScreen and reduceScreen and reduceScreen and reduceto 39.37 mm x 27.36 mmto 39.37 mm x 27.36 mmto 39.37 mm x 27.36 mmto 39.37 mm x 27.36 mm(Delete keyline)(Delete keyline)(Delete keyline)(Delete keyline)Terry BurkeDeputy Director-GeneralJan McClellandDeputy Director-GeneralStephen BuckleyAssistant Director-GeneralKimble FillinghamAssistant Director-GeneralDr Terry Burke occupiedexecutive positions in schoolsbefore his appointment asInspector of Schools. He held anumber of senior positionsincluding Assistant Director,Director and Assistant Director-General before becoming DeputyDirector-General (Teaching andLearning).Jan McClelland occupied seniormanagement and advisorypositions in the New South Walesand Australian Public Services.She held senior executivepositions in the Departments ofSchool Education and Healthprior to her appointment in 1991as Deputy Director-General(Resources).Stephen Buckley worked inprimary schools in the State’s farwest before his appointment asCluster Director. He wasappointed as Assistant Director-General for South Coast Regionbefore his appointment asAssistant Director-General(Corporate Performance).Kimble Fillingham taught insecondary schools beforeworking in the development ofassessment and examinationsystems. He was a ClusterDirector before becoming anAssistant Director-General. Hehas also worked as a consultantto the World Bank in TheGambia, West Africa.Photo No.______Photo No.______Photo No.______Photo No.______Screen and reduceScreen and reduceScreen and reduceScreen and reduceto 39.37 mm x 27.36 mmto 39.37 mm x 27.36 mmto 39.37 mm x 27.36 mmto 39.37 mm x 27.36 mm(Delete keyline)(Delete keyline)(Delete keyline)(Delete keyline)George GreenAssistant Director-GeneralGeorge Green occupiedexecutive positions in schoolsbefore his appointment asInspector of Schools. He heldpositions as Assistant Directorand Assistant Director-General inboth rural and metropolitanregions prior to his appointmentas Assistant Director-General.Alan LaughlinAssistant Director-GeneralDr Alan Laughlin taught inschools and the University ofNSW before joining theinspectorate on the North Coastof the State. He was appointedas a Regional Director, thenAssistant Director-General(Region) prior to his appointmentas Assistant Director-General.Gillian ShadwickAssistant Director-GeneralGillian Shadwick taught inschools, TAFE and the Instituteof Technical and AdultTeacher Education beforeleading the Staff DevelopmentUnit in 1989. She held twopositions as Assistant Director-General (Region) beforebecoming Assistant Director-General.John SuttonAssistant Director-GeneralJohn Sutton occupied executivepositions in schools prior toappointments as Inspector ofSchools and Regional Director.He was appointed AssistantDirector-General (Region) in1989 prior to his current positionof Assistant Director-General.His career has been spent inregional and rural areas of NSW.8 DSE Annual Report 1997

NSW Department of School EducationDIRECTOR-GENERALDEPUTY DIRECTOR-GENERAL(Teaching & Learning)DEPUTY DIRECTOR-GENERAL(Resources)AUDITASSESSMENT ANDREPORTINGCURRICULUMSecondary EducationPrimary EducationEarly Childhood EducationDISTANCE AND RURALEDUCATIONSPECIAL EDUCATIONSPECIFIC FOCUSPROGRAMSSTUDENT WELFARETRAINING ANDDEVELOPMENTSchool ProgramsVOCATIONAL EDUCATIONCOMMUNICATIONS AND MARKETINGEXECUTIVE SERVICESASSISTANT DIRECTOR-GENERAL(Corporate Performance)5 ASSISTANT DIRECTORS-GENERALADMINISTRATIONFINANCEManagement AccountingFinancial Accounting and PayrollSchool Financial SupportLEGAL SERVICESPERSONNEL ANDEMPLOYEE RELATIONSPersonnel Policy and PlanningPersonnel ServicesEmployee RelationsSchool StaffingPROPERTIESProperties ProgramsProperties OperationsTECHNOLOGYApplicationsSchool TechnologyTechnology Infrastructure40 DISTRICT SUPERINTENDENTSDSE Annual Report 1997 9

THE DEPARTMENT AT A GLANCE1995 1996 1997Government Schools 2,226 2,220 2,221Primary and Infants Schools 1,651 1,648 1,648Central Schools 64 65 65High Schools 388 389 390Schools for Specific Purposes 104 99 98Field Studies Centres 19 19 20Students 755,907 761,037 764,173Primary 446,722 450,465 451,560Secondary 305,396 306,823 308,923SSP 3,789 3,749 3,690ATSI students 22,522 23,592 25,127NESB students 148,148 152,268 164,147Government students sitting HSC 36,925 37,392 37,862Staff 61,729 62,115 62,442No. of staff in schools 59,398 59,841 60,022No. of staff out of schools 2,331 2274 2420Student teacher ratiosprimary 17.7 17.6 17.6years 7-10 13.7 13.5 13.5years 11-12 9.9 10.4 10.21994-95 1995-96 1996-97Total Recurrent Payments ($m) 3,366 3,568 3,771DSE Annual Report 1997 11

FINANCIAL OVERVIEWThe activities of the Department ofSchool Education largely relate tothe provision of primary andsecondary education in governmentschools although assistance to nongovernmentschools is alsoprovided through the Department.The Financial Overview focuses onthe Department’s program servicedelivery and therefore reflects theState Budget Paper presentationrather than the more traditionalFinancial Statement format foundlater in this report.The Department’s program budgetstructure comprises four separateprogram areas: Core EducationServices, Equity Services, StrategicPlan Programs and ␣ NonGovernment School Services. Totalcurrent and capital payments by theDepartment of School Education in1996-97 were some $3,922m andin 1997-98 are expected to rise bysome 6 per cent to $4,158m.Payments over the past four yearsare shown below.Current payments for education areestimated to have increased bysome seven per cent between the1996-97 and 1997-98 financialyears. See chart below.During 1997 the Departmentcontinued with its key financialstrategy of increasing fundingfor school based activitieswhile maintaining an efficientadministrative arm. The growth inthe number of out of school staffbetween 1996 and 1997 was due toincreases in consultancy servicesfor a range of targeted programs,for example, literacy andtechnology.Core EducationServicesDSE Payments 1994-95 to 1997-98Core Education Services cover thegeneral funding requirements ofgovernment schools including staffsalaries and school global budgets.Core Education Services in generalrise or fall in line with enrolmentsunless the Government provides94-95 95-96 96-97 97-98Act. Act. Act. Est.Core EducationServices 2,489,850 2,654,365 2,771,231 2,943,941Equity Services 427,181 460,071 475,525 497,553Strategic PlanPrograms 154,079 135,913 186,892 222,957Non-gov’tSchoolServices 295,432 317,847 337,424 363,852Total DSERecurrentPayments 3,366,542 3,568,196 3,771,072 4,028,303Capital Payments 201,846 174,416 151,300 129,800DSE Currentand CapitalPayments 3,568,388 3,742,612 3,922,372 4,158,103enhanced funding. The number ofgovernment school studentsincreased by 0.4 per cent in 1997while current payments for CoreEducation Services increased bysix per cent from $2771m in1996-97 to $2944m in 1997-98.Equity EducationServicesEquity Services provide asupplement to core services toaddress identified needs includingprograms targeting students withdisabilities, students in ruralareas, Aboriginal students, studentsfrom non-English speakingbackgrounds, and studentsdisadvantaged by socio-economicfactors. Government schoolsreceive varying amounts of equityfunding depending on the needsexisting in each school. The totalrecurrent equity funding in 1996-97 was $476m and in 1997-98 willbe some $498m, an increase of fiveper cent.The number of students receivingspecial education support in regularschools continued to increase.Since 1993-94, the number ofstudents with disabilities beingintegrated into regular schoolshas increased by some 16 percent. Over 5500 students withdisabilities received support inregular classes through specialeducation services. These servicesincluded state integration supportand itinerant support teachers. Inaddition, special education serviceswere provided through supportclasses in regular schools and inspecial schools. Special educationconsultants and learning difficultiescoordinators in district officessupported schools in meeting theneeds of students with disabilitiesor learning difficulties.Current funding for Aboriginaleducation increased significantly inrecent years in recognition of the12 DSE Annual Report 1997

special needs of these students.Funding was $20m in 1996-97 andis projected to rise to $21m in1997-98.Current funding for rural educationprograms has remained constantwith some $51m to be spent onrural programs in 1997-98.Core Education Recurrent Services, 1996-97Years 11 & 1215.8%Pre-School0.4%Strategic ProgramsThis funding is used to supportdirectly the initiatives outlinedin the Department’s prioritiesdocument. These programs changein focus as the agenda is updatedeach year to reflect new andemerging priorities. Total currentpayments on strategic planprograms were $187m in1996-97. Total current paymentson strategic plan programsare projected to be $223min 1997-98. This is an increaseof 19 per cent, reflecting theGovernment’s targeting ofprograms in literacy, studentwelfare, technology, communitylanguages, small schools, drugeducation and for HSC students.Non GovernmentSchool ServicesFunding is mainly in the form ofstudent per capita grants, secondarytext book allowances and theinterest subsidy scheme forcapital projects. Schools must beregistered in terms of the EducationAct 1990 to be eligible forgovernment assistance. Totalcurrent payments on theseprograms were $337m in 1996-97and $364m in 1997-98.Years 7 to 1035.6%Equity Programs inGovernment Schools13%Program for Socio-Econ. DisadvantagedStudents9%Strategic PlanPrograms inGovernment Schools5%Current Payments, 1996-97Non-GovernmentSchool Assistance9%Equity Program Recurrent Funding, 1996-97Aboriginal EducationProgram4%Program for N.E.S.B.Students14%Kindergarten toYear 648.2%Core Education inGovernment Schools73%Other EquityPrograms1%Capital ExpenditureThere is currently a surplus ofschool accommodation in someparts of the Sydney metropolitanarea and demand outside of thisarea is being met by newRural EducationProgram11%Special EducationProgram61%DSE Annual Report 1997 13

FINANCIAL OVERVIEWaccommodation or demountableclassroom provision. Capital worksprojects are provided in schools onthe basis of identified needsconsistent with the statutoryresponsibilities of the Minister forEducation and Training. Theplanning of facilities is undertakenwithin a framework of formalschool facilities standards and costbudget procedures and has regardto economic appraisal and assetmanagement guidelines.The Department’s capital strategyis focused on the need to provideboth additional educationalfacilities in new and developingareas of the state and to ensure theprovision of essential facilities toexisting schools. Total capitalpayments were $149m in 1996-97and are projected to be $131.8m in1997-98. Over the five years to1996-97 capital expenditures havefluctuated in line with overallcapital program priorities.Audit ReportThe Auditor-General madequalifications relating toDepreciation and Carrying Valuefor School Buildings and toSchool Financial Transactions andBalances. An explanation of theseitems can be found in Notes1(a)(ii), 1(b) and 1(k) to theFinancial Statements in theAppendix of this Annual Report.The staged implementation ofthe Asset Management Systemwill ultimately provide acondition assessment of each ofthe Department’s approximately16,000 school buildings. Thisinformation will enable anaccurate measure of the extent towhich the service potential ofschool buildings is beingconsumed and enable the Auditor-General’s requirements regardingdepreciation and carrying value tobe met.In relation to School FinancialTransactions and Balances theAuditor-General has concludedthat each school’s financialstatement needs to be consolidatedwithin the Department’s financialstatements. The Departmentand Treasury’s view, basedon interpretation of AustralianAccounting Standards andStatements of AccountingConcepts, is that schools do not fitthe definition of either controlledentities or reporting entities. TheDepartment and Treasury are of theopinion that schools are branchesof the Department and should nothave to produce general purposefinancial statements subject toannual attest audit and the issue ofan audit opinion thereon. Similarlyschool global budgets do not needto be allocated in the Department’saccounts to the individual expensesto which they have been used byschools. However, in order tofulfil necessary accountabilityrequirements, the Department andTreasury agree that schools shouldcontinue to prepare special purposecash based financial statements atthe end of each school year forsubmission to the Department andthe local school community.Future ExpenditureTrendsA restructuring of administrativesupport was implemented in 1996.Savings from the restructureamounted to $6m in 1996-97 andwill reach $17m in 1997-98 andthereafter.Total recurrent payments in1997-98 are estimated at over $4billion, an increase of $236m on1996-97 levels. The estimatesincorporate a four per cent salaryincrease for teachers, as a secondstep of salary increases awardedunder the Crown Employees(Teachers and Related Employees)Salaries and Conditions Award.The award provides for anincrease of almost 17 per centpayable in four instalments withthe final instalment to be paidon 1 January 1999. The awardincorporates two per cent fundingfrom DSE productivity offsets.Financial PlanningThe Department’s programstructures reflect Core, Equity andStrategic Education services. Theselink to the Department’s strategicobjectives identified through theAgenda 97 document and to theDepartment’s strategic budgetprogram in Budget Papers. Thisallows the Department to plan andreport on a matrix basis.The DSE program budgetswere developed as part of theFundamental Review of Programsin 1992. This promotes theintegration of planning, budgetingand performance reporting. Theobjectives and program structure ofthe DSE is under review as a resultof the restructuring of educationservices in schools and TAFE. Thiswill ensure that program objectivesand the initiatives to be achievedin the current year are more clearlylinked.14 DSE Annual Report 1997

FINANCIAL OVERVIEWCommonwealthFunding IssuesThe Commonwealth Governmentintroduced the States Grants(Primary and Secondary EducationAssistance) Act in 1996. The Acthas major implications forCommonwealth funding ofgovernment and non-governmentschools. The Act abolished theCommonwealth’s New SchoolsPolicy which had supportedthe development of new schoolsin line with population growth. Theeffect of the Act is that newnon-government school placeswill be automatically funded bythe Commonwealth. Additionally,through a formula calledthe Enrolment BenchmarkAdjustment, for each additionalnon-government enrolment, 50 percent of the cost of providing agovernment school place will bededucted from Commonwealthgrants to NSW.The Enrolment BenchmarkAdjustment has cost NSW some$4.3m for 1997 despite enrolmentsin government schools actuallyincreasing. It is expected that theEnrolment Benchmark Adjustmentcould generate a net cost to NSWas high as $50m for every 2 per centshift in enrolment betweengovernment and non-governmentschools.The additional incentivesestablished by the Commonwealthare likely to stimulate morerapid growth of non-governmentschools. The accompanyingarbitrary reduction of grants togovernment schools poses a seriousthreat to the long term funding ofpublic education.Proportion of Govt Education Funds Spent in Schools by State orTerritory (Government Schools, 1996)96.0%94.0%92.0%90.0%88.0%86.0%84.0%82.0%80.0%NSWVicQldWASource: Steering Committee for the Review of Commonwealth/State Service Provision, 1998Expenditure per Student 1993-94 to 1996-971993-94 1994-95 1995-96 1996-97TOTAL ($) 4766 4988 5122 5282In School (%) 95.2 95.5 95.5 94.6Out of School (%) 4.8 4.5 4.5 5.4Source: Based on MCEETYA National Schools Statistics Collection DataCore Recurrent Payments per Student by School Level1994-95 to 1997-981994-95 1995-96 1996-97 1997-98 (est)Primary 2677 2898 3013 3188Jnr Secondary 4022 4236 4401 4659Snr Secondary 5139 5400 5736 6006$ per student70006000500040003000200010000SATasACTNTNote: Excludes targeted equity and strategic programs.AustPrimary Jnr Sec Snr Sec1994/95 1995/96 1996/97 1997/98 (est)DSE Annual Report 1997 15

FUTURE DIRECTIONS: AGENDA 98The progress in implementingAgenda ’97 was reviewed in mid1997 and a set of priorities andIn 1998 publicschool students willbe equipped withthe skills to be:• effective lifelonglearners• responsible andcaring citizens.initiatives developed for 1998.These were made available to allteachers and school communitiesin September, 1997. This gaveThey will beassisted andsupported by:• quality teachersand the besttechnology• well informedand involvedparents.schools time to include the systeminitiatives in their school planning.There will be acontinuingcommitment to:• a fair go for all.16 DSE Annual Report 1997

REPORTING ON AGENDA 97The following section describes the Department’s performance in implementing the statewide prioritiesfor 1997. They detail what we achieved during the year.Getting the Foundation RightLiteracy ................................................................................................................................................. 18Numeracy .............................................................................................................................................. 22Student physical fitness ......................................................................................................................... 24Citizenship and civics ........................................................................................................................... 28Higher School Certificate ...................................................................................................................... 32Excellence in Teaching and LearningEffective classroom practice ................................................................................................................. 36Teachers using technology .................................................................................................................... 40Technology for learning ........................................................................................................................ 43School leadership and management ...................................................................................................... 46Languages ............................................................................................................................................. 50Partnerships in Public EducationReporting student learning outcomes .................................................................................................... 54Student participation in decision making .............................................................................................. 56Parent and teacher partnerships ............................................................................................................. 58Reporting school performance .............................................................................................................. 62Quality and customer service ................................................................................................................ 64Safe, Challenging and Creative SchoolsChild protection ..................................................................................................................................... 66Student welfare...................................................................................................................................... 69Drug education ...................................................................................................................................... 71The working environment ..................................................................................................................... 73School attendance.................................................................................................................................. 76A Fair Go for AllAboriginal education ............................................................................................................................. 78Special education .................................................................................................................................. 82Gender equity ........................................................................................................................................ 84Equitable resource allocation ................................................................................................................ 86DSE Annual Report 1997 17

GETTING THE FOUNDATION RIGHTLITERACYPut inplace acomprehensiveliteracystrategy forprimary andsecondaryschools toimproveliteracy levels.Effective Teaching forLiteracyThe DSE’s state literacy strategywas launched in February 1997. Itis a comprehensive systemwideapproach to literacy which aims toraise students’ overall performanceand ensure their successfultransition from one phase ofschooling to the next. TheGovernment provided $50m tosupport literacy learning inclassrooms in 1997. In 1998 theGovernment will provide $60m tofund the literacy strategy further.In 1997, 40 district literacy teamswere established and trainedto assist NSW public schools toimplement the state literacystrategy. District support duringthe year included assistingschools to develop literacy plansand providing professionaldevelopment for teachers. It alsoincluded developing networksacross schools and providingsupport for parents in assisting theirchildren’s literacy development.Literacy support materials weredeveloped and distributed toschools. These materials includedliteracy modules and a variety ofteaching resources.Training and development alsoplayed a major role in supportingprimary and secondary teachersto improve their literacy teachingskills during 1997. Training anddevelopment strategies includedschool-based training initiatives,the use of technology throughsatellite broadcasts, video tapes andCD-ROM, on-line discussionsthrough the Internet and face to faceinvolvement through coursesand conferences. Training anddevelopment strategies encouragedthe formation of collegial teams ineach school. The school teams weresupported by district and statewideteams.A state literacy conference washeld in August, bringing togetherover 500 people, including fourrepresentatives from each district.Prof. Alan Luke, a keynotepresenter at the conference,remarked that “New South WalesGovernment school teachersseemed more informed than theircounterparts in other countrieswhen it comes to the teachingof literacy”. The conferencedemonstrated best practice in theteaching of literacy in schools.An on-line literacy discussionwas introduced and provedsuccessful as an initial step in usingelectronic communication to shareeffective approaches to literacydevelopment.A major emphasis in 1997 wassupport for literacy in the middleyears of schooling. This was thetheme of a two day state conferencein June for school, district and stateoffice staff. It was also the focusfor over 250 action researchprojects from all parts of the state,funded to a total of $300,000. Theprojects brought primary andsecondary schools together in theinvestigation of language andliteracy.A CD-ROM for Years 5-8 was alsomade available to teachers acrossthe state at a cost of $215,000. TheCD-ROM dealt with a range ofaspects of language and includedcase studies of six school-basedprojects.Evaluations of the effectiveness oftraining and development programsshowed that teachers valued theopportunity to participate in action18 DSE Annual Report 1997

esearch projects with an academicmentor, and to hear from otherpractitioners. They also found theinteractive nature and flexibility ofCD-ROM technology valuable.Expansion of ReadingRecoveryDuring the year, priority was givento the early identification of literacyneeds. A total of $50m over fouryears has been provided for theimplementation of the ReadingRecovery program. ReadingRecovery is for students in Year 1identified as the most in need ofextra assistance with reading.Children who are not making agood start with reading and writingthrough regular instruction receivea short term individually designedprogram of instruction that allowsthem to succeed before they entera cycle of failure.In the Reading Recovery program,students are involved in one to onetutoring by a specially trainedteacher five days per week for 30minutes each day. In 1997 a further100 teaching positions wereestablished in 195 schools, makinga total of 397 schools nowreceiving this support. Twenty-twotutors provided professionalsupport for all the ReadingRecovery teachers in NSW.Reading Recovery lasts an averageof 12-16 weeks. At the end of thisperiod, most students havedeveloped a variety of strategies toread increasingly difficult texts.In 1997, 4725 students participatedin the program, an increase of morethan 1000 on the previous year.Evaluations show that ReadingRecovery has been very successful.Over 87 per cent of students goingthrough the program required nofurther remedial literacy support.To meet future demands of thisexpanding program, a tutor trainingcourse was established at theNepean campus of the Universityof Western Sydney. During 1997eight cadet tutors completed theirtraining to become ReadingRecovery tutors in 1998.In 1998, 29 tutors will trainteachers in Reading Recovery andan additional 100 reading recoveryteaching positions will be allocatedto 199 schools. This will make atotal of 596 schools targeted toreceive the program.Monitoring students’literacy progressIn 1997 the DSE launched a Year 7language and literacy assessmenttest. The Year 7 English Languageand Literacy Assessment (ELLA)will show teachers what literacyskills students have learnt in theprimary years and guide them in thedevelopment of strategies toprovide additional support tostudents who are at risk. ELLA willprovide each school with anunderstanding of the literacy needsof its Year 7 students.ELLA was piloted in March 1997in participating schools. A followuptest will be given to the samestudents in Year 8 in March 1998.The test is broadly based on theliteracy competencies found inEnglish K-6 and assesses aspectsof literacy in the secondary KeyLearning Areas. The test coveredreading, language and writing andis designed to follow on from theYear 3 and 5 Basic Skills Tests.A sample of secondary schools wassurveyed to examine the impact ofthe ELLA test. A sample of primaryschools was also surveyed in 1997to establish benchmarks forexamining the impact of the 1997literacy materials on teacherknowledge and practice.Personnel Supporting the StateLiteracy StrategyLiteracy consultants 40Reading Recovery teachers 397Reading Recovery tutors 22Primary and secondarysupport teachers (learningdifficulties) 1120Learning difficultiescoordinators 40Early learning consultants 10Middle years literacyconsultants 8Early literacy initiativefacilitators 10Multicultural/ESL consultants 13Aboriginal Educationconsultants 10Special education centrecoordinators and six countryareas program consultants 10❝There has been a significant rise inliteracy levels for Year 3 students andthe school’s Reading Recoveryprogram has recorded a success rate ofmore than 90%. In addition, teachershave recorded an 89% success rate inimproving the literacy levels ofstudents with learning difficulties andare providing one-to-one targetededucational programs for those whoneed further assistance❞.PrincipalNowra Public SchoolMean ELLA Scores by StudentGroups in Pilot Test, 1997Writing Reading LanguageAll 87.0 86.6 86.4Boys 85.5 85.6 84.9Girls 88.6 87.6 87.9DSE Annual Report 1997 19

GETTING THE FOUNDATION RIGHTExamples of Excellence in SchoolLiteracy ProgramsThe following schools won the Director-General’s School Achievement Award fortheir innovative literacy programs:Bayldon Primary School: ❝a strongcongruence between home and school isachieved through whole school commitment,intensive school-based training anddevelopment, and strong partnerships withthe community.❞Birrong Girls High School: ❝acommitment to improving the literacystandards for all its students has resulted insignificant levels of achievement across theschool’s population.❞Boorowa Central School: ❝Majorachievements have occurred in areas relatedto the enhancement of literacy outcomesacross the school.❞North Ryde Public School: ❝The wholeschool program aims to support the needs ofall students, from those who have specialneeds to those who are excellent readers.❞Vincentia Public School:} Their program,RAP (Reading Action Program)… is anoutstanding, unique combination programwhich is specifically related to achievementof individual outcomes for Years 1-6students ❞Yarrawarrah Public Schools: ❝Since1992, Yarrawarrah has developed andimplemented exemplary programs in earlyliteracy. The outcomes achieved by thestudents are at the highest level possible.❞Meeting Students’Literacy NeedsA Distance Education LiteracyDevelopment Package wasdeveloped to give greater supportto students with learningdifficulties. The production ofvideo support materials enableddistance education teachers tocreate a closer bond with theirisolated students as they taughtfunctional literacy.Distance education studentsusually send their work in everyfour weeks but students with lowliteracy skills worked with theirteacher weekly, home visitsincreased and special training wasprovided for the students, parentsor supervisor.The Disadvantaged SchoolsProgram in NSW focused onimproving literacy outcomes in 481schools. The program wasreviewed and will subsequentlyfocus on three interrelated areasof action to improve literacyoutcomes:• quality teaching and learning,to implement and investigatethose practices which arethe most effective inimproving students’ learningoutcomes• classroom school organisation• congruence of home andschool – supporting schoolcommunities to develop analignment between the culturallanguage and literacyexperiences of the home andthose of the school.Support materials were alsodeveloped for schools servingstudents from Aboriginalcommunities. The ESL programwas focused to meet the Englishlanguage and literacy needs ofNESB students.Parents were given opportunitiesto join in the teaching and learningpartnership through increasedparticipation in school activitiesand through the provisionof support for home readingprograms.Support for literacy developmentbefore students entered school wasprovided by programs such asParents as Teachers and the Inter-Agency Community Centres. TheParents as Teachers Program isdesigned to help parents to provideactivities which promote thelanguage development of childrenup to three years. At June 1996,571 families were full members,receiving regular home visits.Approximately 500 additionalfamilies attended monthly groupmeetings and received printedinformation.Training programs for parents, suchas the Talk to a Literacy Learner(TTALL) program, provided linksbetween home and school practicesin the development of literacy.Schools worked with parentsto enhance students’ literacydevelopment by:• providing parents withinformation about literacyteaching and learning• assisting parents andcaregivers in their support ofstudents’ literacy at home• promoting access to qualityliterature at home and atschool• training parents and caregiversto assist as tutors in theclassroom.20 DSE Annual Report 1997

GETTING THE FOUNDATION RIGHTStudent LiteracyOutcomesThe Basic Skills Test for Years 3and 5 was an important part of theoverall Literacy Strategy as itprovided two snapshots of students’achievements in the primary yearsof schooling. The BST provideddetailed information aboutindividual student performance aswell as summary information abouthow the school performed inaspects of literacy. The results arereported in five skill bands for Year3 and six skill bands for Year 5.Skill Band 1 is the lowest level ofachievement.Students are tested in the areasof reading and language. Animportant feature of the literacytest is that, while it is largely basedon the English K-6 syllabus, itdraws upon the literacy skillsrequired in all KLAs of the primarycurriculum. This ensures that theprogram is a test of basic skillsrather than a set of tests in Englishand mathematics.An example of a literacy questionin the 1997 Basic Skills Test isshown in the box below.Analysis of 1995 and 1997 resultsshows that more than half of Year3 students who were placed in thelowest skill band in 1995 moved tohigher levels after being tested in1997. At Year 5 in 1997, ten percent of students needed additionalassistance in literacy compared to16 per cent requiring intensivesupport in Year 3 in 1995.Because the results from every yearof testing have been placed on thesame scale, it is possible and validto look at trends over time. For bothYears 3 and 5, the results can beseen to be fairly stable. The 1997scores are the highest in the fouryears since both Years 3 and 5 havebeen tested.Detailed results of the Basic SkillsTests can be found in the sectionMonitoring Student Progress laterin this volume.Examples of Student Performance inthe 1997 Literacy Basic Skills Tests• 96% of Year 3 students can locatespecific information in simple text• 92% of Year 3 students canrecognise that a full stop is thecorrect punctuation at the end ofa statement• 90% of Year 5 students can extractinformation from narrative text• 92% of Year 5 students canrecognise the need for a capitalletter to begin a sentenceExamples of Literacy QuestionsThese questions were included in both the Year 3 andYear 5 Aspects of Literacy tests.1. What is the softest part of the tooth?the rootthe pulpthe crownthe dentine2. Where is the dentine?Colour it in.Question 1 uses multiple choice format. Students wererequired to use a label to locate and compare specificinformation in a text which is organised undersubheadings.In Year 3, 66% of students answered correctly.In Year 5, 85% of students answered correctly.Question 2 required students to shade in part of thediagram to show their answer.Students were asked to use a label to identify a specificfeature on a diagram.In Year 3, 74% of students answered correctly.In Year 5, 85% of students answered correctly.DSE Annual Report 1997 21

GETTING THE FOUNDATION RIGHTNUMERACYEnsure thenew primarymathematicssyllabus isimplementedin classroomsand delivereffectiveimplementationof Mathematics,K-6.Effective Teaching forNumeracyIn 1997, a major focus was ontraining and the work of the 40district Mathematics consultantswho provided in-school strategicsupport in early numeracy.Key activities of the districtmathematics consultants includedcoordinating workshops on thedraft Mathematics K-6 outcomesfor over 1100 teachers andproviding classroom based supportfor early numeracy.A new early numeracy projectfor primary schools, Count Me InToo, was implemented in over 80schools by district consultants andteachers. The program aimedto get the foundations of numeracyright in the early years. It involvedteachers in assessing students’number knowledge and using thisinformation to design teachingactivities to improve the solutionstrategies students use.Studies of the effectiveness of theseprograms revealed that teachersfound working in an inquiry modelto develop units of work rewarding.The primary mathematics syllabuswas amended by the Board ofStudies to include clear statementsof the expected standards. It isthe first primary syllabus toincorporate outcomes in stages.However, the timetable for therelease of a syllabus addendum andwork sample documents changedsignificantly after Agenda 97 hadbeen promulgated. This change ledto less activity being appropriate inthe area of Mathematics than hadoriginally been planned for 1997.A variety of support documentswas developed and distributedto schools. The draft EarlyLearning Foundation Outcomes forMathematics were distributed toall Kindergarten teachers andrepresentative peak bodies forconsultation.Student NumeracyOutcomesThrough the Basic Skills Test,students are tested in aspects ofnumeracy involving number,measurement and space. Thenumeracy skills assessed include:• counting, addition,subtraction, multiplication anddivision• using fractions, decimals andmoney• estimating and measuringlength, area, volume, mass,temperature and time• using graphs• using and interpreting 2D and3D space and drawings• understanding position anddirection.The 1997 Basic Skills Test resultsfor numeracy indicate that:• almost all Years 3 and 5students demonstrateachievement of the skillsexpected of them• among Year 3 students, 89 percent achieved in Band 2 orabove and 70 per cent are inBand 3 or above22 DSE Annual Report 1997

GETTING THE FOUNDATION RIGHT• by Year 5, the percentage atBand 3 or above has risen andmore than half of the studentsin need of additionalassistance in Year 3 havemoved up into the competentrange, Band 3 and above• among Year 5 students, 94 percent achieve in Band 3 orabove and 80 per cent are inBand 4 or above• a majority of students are inthe upper skill bands fornumeracy – that is, doing wellor very well in the skillsexpected of them.For both Years 3 and 5 numeracy,the results are fairly stable with theexception of an atypically highmean for Year 3 in 1996. The Year3 1997 mean is 1.5 points lowerthan 1996, but very close to themeans of other years.Detailed results of the Basic SkillsTests can be found in the sectionMonitoring Student Progress laterin this volume.An example of a numeracyquestion included in both the Year3 and Year 5 Aspects of Numeracytests is shown in the box below.Examples of Numeracy QuestionsSchool and DistrictAchievements inNumeracyDeniliquin District joined withBroken Hill District to implementa program called Maths on the Net.The aim was to support smallisolated schools in both districts.The program utilises the Internet asa communication medium to allowstudents to pose and respond toopen-ended mathematics problemswhich are shared between theschools. Students were supportedin developing imaginative andthoughtful solutions to theproblems posed.The program has:• helped break down theisolation of small schools• encouraged communicationusing the Internet• developed students’cooperative skills• increased teachers’ awarenessof the method of open-endedproblem posing and solving• challenged students in the areaof mathematics• raised the technology skills ofstudents, teachers and parents.This question was included in both the Year 3 and Year 5 Aspects of Numeracy tests.21. This chart shows the number of students at the sports carnival.hundreds tens ones1997 BST Numeracy Achievements• 84% of Year 3 students can interpretgraphic information• 69% of Year 3 students can divide agroup of objects into three equalparts• 89% of Year 5 students can use theirknowledge of tables to solve aproblem• 59% of Year 5 students can useknowledge of compass directions todescribe a path taken.❝Teachers found the assessmentprocess highlighted the way thatchildren attack mathematical problems.It also illustrated weaknesses in theirmathematical knowledge. The teachingstrategies put forward by the programwere helpful in correcting lack ofknowledge and promoting conceptdevelopment in areas of need.❞Classroom Teacher Year 2Pacific Palms Public Schooltalking about the Count Me In TooprojectHow many students were there?This question required students to interpret this place value chart and write a number containinghundreds, tens, and ones (369).In Year 3, 67% of students answered correctly.In Year 5, 86% of students answered correctly.DSE Annual Report 1997 23

GETTING THE FOUNDATION RIGHTSTUDENT PHYSICAL FITNESSProvidestudents with aPhysicalFitnessProgram aspart of theirschooling anddeliverimprovedlevels ofstudentsfitness.Quality of K-6 PDHPEprovisionIn 1997, 20 consultants wereappointed to work across twodistricts supporting schoolsto improve student outcomesin Personal Development, Healthand Physical Education (PDHPE).The consultants focused onworking with primary schoolsto help them implement theGovernment’s physical activityinitiatives.The PDHPE consultants workedwith school staff and communitiesto:• review their current provisionfor student involvement inphysical activity• provide teacher professionaldevelopment on teachingfitness• help them plan and teach thePE aspect of their PDHPEprograms and school sportprograms.The consultants also ran courses tointroduce teachers to the K-6PDHPE syllabus and the place offitness, drug education and roadsafety in school PDHPE programs.Evaluations from these coursesindicate they were extremely wellreceived by teachers across thestate.The Board of Studies developedand released a support module tothe K-6 PDHPE syllabus titled,Physical Activity for Health andFitness, to assist primary schoolsimprove student fitness andactivity as part of their PDHPEprograms. In addition, the DSEcommenced work on a professionaldevelopment package for bothprimary and high schools dealingwith ways in which schools couldpromote physical activity in theirschool communities. The packagewill be released early in 1998.Levels of StudentFitnessThe NSW Schools Fitness andPhysical Activity Survey wasconducted in 45 primary and 44high schools across the state,involving a total of 5518 studentsin Years 2, 4, 6, 8 and 10.The survey set out to collectbenchmark data and to identifyareas where the Department couldtarget support to schools in 1998.The benchmark data collected fromthe 1997 survey will allow theGovernment to test over timeclaims that fitness levels in childrenare declining. It will also bepossible for the Department tomeasure progress towards its longterm goal of contributing toimproved levels of student fitness.The survey measured students’body composition, health relatedfitness, motor skills, self reportedphysical activity and attitudes tophysical activity participation. Italso collected data on teacherperceptions of how aspects of theirschool environment promotestudent physical activity.Some key findings of the surveywere:• student levels of bodycomposition were consistentwith expected patterns ofgrowth and development inchildren24 DSE Annual Report 1997

GETTING THE FOUNDATION RIGHT• the majority of students ateach age level were found tohave satisfactory or abovesatisfactory levels of healthrelated fitness (i.e. aerobiccapacity, muscular endurance,muscular strength, flexibility)• the mastery of fundamentalmotor skills (i.e. run, catch,throw, kick, jump, strike) waspoor across all age groups andparticularly poor for girls incomparison to boys• the majority of boys and girlsare adequately active, with asmaller proportion of girlsthan boys vigorously active,particularly during winter• schools currently offer a widerange of activities to meetstudent interests in their PEand Sport programs, butexpressed concern at thecurriculum time available forphysical activity in school andthe lack of use of schoolfacilities outside school hoursfor physical activity programs.Time Spent in PhysicalActivityThe Department’s minimumrequirement for sport in Years 3-6is 60 minutes per week. In Years7-11 between 80 and 120 minutesis allocated to sport.A Sports Audit of all secondaryschools was conducted during theyear and found:• eighty-five per cent ofprincipals agreed that theschool’s sport programprovided positive experiencesfor most students. Eighty-fourper cent considered the parentbody to be supportive ofschool sport• the major inhibitors to schoolsport appear to be the cost ofstudent travel and the timetaken to travel to venues.Access to facilities and venueswas found by a significantnumber of schools to be amajor constraint to theprovision of quality schoolsport programs• the traditional afternoon ofsport was heavily favoured byschools, particularly for Years9-12 where in excess of 82 percent operate this model. Thirtyper cent of schools operatedintegrated sport for year 7 and17 per cent for Year 8• house/recreational sport as aneffective part of the sportprogram ranked a distant fifthwith principals. Schoolcarnivals were considered themost effective, slightly aheadof Combined High SchoolKnockouts, inter-school sportand integrated sport. Eightysixper cent of principalsconsidered the competitiveinter-school programcontributed to a positive schoolimage and pride in the school• while the vast majority ofschools timetable well inexcess of the required time forsport, time allocations neededto be consistent and regularacross all years.A minimum of 300 hours acrossYears 7-10 is specified for PersonalDevelopment, Health and PhysicalEducation, with a minimum of100 hours devoted to PE.In Years 11-12, a 25 hour PersonalDevelopment and Health course ismandatory for government schools.Participation for SecondaryCompetitions and Programs(No. of students)1997February 536March 12,828April 3,329May 1,842June 16,195July 3,465August 6,001September 57,915October 9,752November 3,406TOTAL 114,723Participation in Primary SchoolKnockout Competitions(No. of teams)1997Australian Football 53Basketball Boys 245Girls 235Cricket Boys 407Girls 120Hockey Boys 168Girls 177Netball 427Rugby League 246Rugby Union 56Soccer Boys 410Girls 230Softball Boys 267Girls 320Tennis 176Total 3,537❝the majority of students at each age levelwere found to have satisfactory or abovesatisfactory levels of health relatedfitness.❞Findings of NSW Schools Fitness andPhysical Activity Survey, 1997DSE Annual Report 1997 25

GETTING THE FOUNDATION RIGHTExcellence in Personal Development,Health and Physical EducationBotany Public School received a Director-General’s School Achievement Award forits excellent Personal Development,Health and Physical Education programs.❝The student outcomes in this KLA havebeen achieved through balancedcomprehensive programs that havegenerated much pupil excitement over along period of time.❞Participation Rates in ProgramsRelated to the Olympic 2000Schools Strategy1996 1997Pierre de CoubertinAwards 185 214Network of FriendshipPrograms 330 369‘Adopt an Athlete’Program 82 96Teacher developmentcourses 23 87620 766School SportThe Sport Policy was revised inlight of significant changes thathave occurred since its release in1986. New guidelines will bereleased in Semester 1, 1998.The sport participation program hascontributed to an increase in thequantity and quality of sportactivities available to studentsthrough:• implementation of the ActiveYouth Program as acomponent of the SchoolSport 2000 Foundation. Thisprogram assisted schools topromote active and healthylifestyles for Years 7-10students• working with externalproviders of sport programs,including the Department ofSport and Recreation.The School Sport 2000 Foundationpromoted and supported avariety of DSE school sportprograms, ranging from elite staterepresentative teams through tograssroots participation. A total of141 schools received grants in 1997totalling $156,000. Grants of up to$2,000 were allocated to schoolsthroughout NSW to implement adiversity of fitness and healthinitiatives.The NSW Primary Schools SportsAssociation (PSSA) programprovides students with theopportunity to compete at threelevels. Throughout the year, theNSWPSSA conducted 20 statecarnivals involving more than5000 students. At the completionof each of these carnivals aNSWPSSA team was selected tocompete in the Australian SchoolsSports Council Exchange program.The NSWPSSA also conducted 15statewide knockout competitionswhich attracted more than 3500team entries in 1997.The NSW Combined High SchoolsSports Association (CHSSA)program provides students with theopportunity to compete in schoolbased knockout competitions, statecarnivals, state championships, allschool matches, Australianchampionships and internationalexchanges and visits.Over 600 primary schools andnearly all central and high schoolsparticipate in statewide interschoolsport competitions. Participationin all primary school carnivalsand knockout events has increased.Participation in competitions forsecondary schools has remainedfairly constant over the past fouryears.Special SwimmingSchemeThe $1.7m Special SwimmingScheme caters for students whoare unable to swim 25 metresconfidently and unaided in deepwater. In 1996-97 a total of 104,000students from 1150 primaryschools, special schools andIntensive Language Centresparticipated in the scheme.A pre and post test of studentsinvolved in the program revealedthat 80 per cent of complete nonswimmersat the beginning of thecourse progressed to be able toswim one to five metres by the endof the course. Of students in the 11to 20 metres group, 99 per centprogressed beyond 25 metres bythe end of the program. Noticeableimprovements were also evident instudents who could swim greaterdistances than five metres at thebeginning of the course.The School Sport Unit worked withAUSTSWIM (NSW) to developtraining initiatives for classroomteachers who assist in theswimming scheme. These programswill be in place for the 1999 season.26 DSE Annual Report 1997

GETTING THE FOUNDATION RIGHTOlympic 2000 SchoolsStrategyThe Olympic 2000 SchoolsStrategy included ongoing schoolprograms and special initiativesacross all curriculum areas.Initiatives in 1997 included Sharethe Spirit Schools Art Program,teacher development courses andan Internet site.Winners of the inaugural Share theSpirit Schools Art Program wereannounced at a presentation atNSW Parliament House. TheMinister for Education andTraining, John Aquilina andSydney Organising Committeefor the Olympic Games(SOCOG) President, MichaelKnight acknowledged the successof the program which attracted1500 entries from 125 schools. Thewinning designs will feature onlimited edition Sydney 2000consumer products.There were increased participationlevels across all Olympic educationprograms in 1997. Participationin the programs increased by 20per cent in 1997 when comparedto 1996.School AchievementsThe sporting prowess of youngathletes in NSW has beenrecognised through the granting ofsports high school status toEndeavour High School by theMinister for Education andTraining. This recognition brings tofive the total of government sportshigh schools offering emergingathletes better support andopportunities to pursue academicand sporting endeavours.Westfield Sports High School(Fairfield district) led the way in1991 and has been followed byNarrabeen (Northern Beaches),Berkeley (Wollongong), Hunter(Newcastle) and now Endeavour(Sutherland). These schools workclosely with the NSW Institute ofSport to offer flexible timetables,access to quality coaching andsporting facilities so that NSWstudents are better able to developtheir sporting talents.The S’Cool Sport program istelevised on the ABC andcoordinated through the DSE’sSchool Sport Unit. This highlightsschool sporting events of interestand profiles our sports stars. It givesthem a chance to have their eliteperformances and team effortsrecognised on television.The program is believed to be theonly nationally televised programdevoted to school sport in the world.❝The topics covered on S’Cool Sportsranged from profiles on elite studentathletes and state and national schoolsporting championships to issues suchas the danger of steroids. ❞Dr Alan LaughlinAssistant Director-General1997 State BluesState Blues are awarded to students foroutstanding achievement in sport.SportNo of RecipientsAthletics 4Australian Football 2Basketball 4Canoeing 1Cricket 3Cross Country 3Golf 3Rythmic Gymnastics 1Gymnastics 2Hockey 4Netball 2Rowing 2Rugby 2Sailing 2Soccer 4Softball 4Squash 1Swimming 3Tennis 1Touch Football 4Trampoline Sports 1Triathlon 1Volleyball 3Water Polo 3DSE Annual Report 1997 27

GETTING THE FOUNDATION RIGHTCITIZENSHIP AND CIVICSPreparestudents torecognise theirrights andresponsibilitiesas citizens andpromotegreaterawareness ofthe elementsof goodcitizenship.Improving levels ofcivic knowledgeThe Civics Education Group wasappointed to extend the work of theCivics Expert Group with the aimof boosting the study of civics andcitizenship in schools.The Discovering Democracyprogram was released in May andaims to teach students in depthabout Australian history andpolitical and legal institutions withthe cooperation of states andterritories.Discovering Democracy isprovided for students from Year 4to Year 10. The program willinclude four main themes:• the Principles of Democracy –where students study theorigins and principles ofdemocracy and analysevarious systems ofgovernment• the Government in Australia –where students consider therole of the state andCommonwealth parliaments,the executive and the judiciary• the Australian Nation – wherestudents learn about the ideas,events and movements whichhave defined civic society inAustralia• Citizenship – where studentscan investigate the frameworkof laws, rights and civicresponsibilities which providea context of civic society inAustralia.Over the next four years, a total of$17.5m will be allocated on anational basis to raise the levels ofcivic knowledge of students.This will involve the four sectorsof education: schools, highereducation, vocational educationand training and adult andcommunity education.Student achievement incivics and citizenshipeducationThe NSW DSE, the NSW Board ofStudies and the University ofSydney are working together on theCivics and Citizenship EducationBenchmarking Project, a researchproject to establish descriptions ofstudent achievement in civics andcitizenship education at the end ofYears 6, 10 and 12.Consultation occurred witheducation and communityorganisations interested in civicsand citizenship education. Afirst draft of the benchmarkswas prepared and circulated tothe consultative group. Thebenchmarks were trialled inschools in 1997. From the trials,work samples were collected toillustrate the standard of eachbenchmark.The next stage of the project is tocollect further work samples fromtrialling and to include examples ina second edition of the benchmarks.During 1998, a number of casestudies of implementation will bedocumented and work on theassessment instruments will begin.28 DSE Annual Report 1997

GETTING THE FOUNDATION RIGHTTraining and support incivics and citizenshipeducationCivics and citizenship educationwill be covered by the Board ofStudies syllabuses in Years K-6and 7-10.A draft writing brief for theK-6 Human Society and itsEnvironment syllabus wasdistributed to schools forconsultation. The syllabus will notbe available for schools until late1998. The syllabus will haveexplicit content in civics andcitizenship education.The Years 7-10 History andGeography syllabuses are to berevised in 1998 to incorporate civicsand citizenship education.Greater awareness ofthe elements ofresponsible behaviourPrograms to assist students todevelop a greater awareness of theelements of responsible andproductive working life wereprovided. Examples includestudent information forums andenterprise education initiativessuch as Young People in Business,‘E’ Teams and Transition Teams.One of the NSW StudentRepresentative Councils (SRC)goals for 1997 was to increaseawareness of the potential of SRCsto teach students about democraticprocesses and citizenship. Therewas an expansion of student liaisonroles between NSW SRC membersand community initiatives,including the Australia DayCouncil Youth Committee.Over the past ten years, studentsfrom NSW schools have helpedsave the lives of countless peopleby making more than 60,000donations of blood through theNSW Blood Bank. In 1996, therewas a huge increase in the numberof donations from senior high schoolstudents from 286 schools acrossNSW, an increase of 36 per centcompared to 1995. The number ofschools participating across NSWincreased by 28 per cent from 224to 286.The Student CommunityInvolvement Program (SCIP)enabled students to take partin community programs andbecome Environmental YouthAmbassadors. The aim of theprogram was for students to stepout of their classrooms and beinvolved as participants in thecommunity.Ten Environmental Ambassadorsfrom James Cook Technology HighSchool took part in an AustralianTrust for Conservation Volunteerstree and grass planting project atGenaren Reserve southwest ofDubbo. The students planted 400trees and 600 wet land grasses,tested soil and analysed vegetationand plant interaction and visited anemu farm.In recognition of their communitycontribution, two of theAmbassadors, Ted Roche andJoseph Borbagello, were presentedwith SCIP certificates at ParliamentHouse.Twelve students from six highschools also took part in theAboriginal environmental artproject, spending two days atTranby College exchanging viewswith Aboriginal students. Theproject culminated with thecreation by the group of two largeacrylic paintings, incorporatingAboriginal environmental motifs.The Celebrating Diversity andLearning by Living Togetherexhibition was launched inOctober, affording students andteachers recognition for the workthey are doing in multiculturalRecipients of Order of AustraliaAssociation certificates ofcommendation for service to thecommunity – students fromGovernment secondary schools• Amanda Abad, Randwick GirlsTechnical School, for services tothe Australian Teenage CancerPatients Society• Anna Bilsten, Ballina HighSchool, for promoting therecognition of past generations ofservice men and women• Heidi Clerk, Narrandera HighSchool, for concern for theenvironment• Ben Croker, Tamworth HighSchool, for community service• Kate Lithgow, Whitebridge HighSchool, for involvement in youthforums• Chrystal Musgrave, TamworthHigh School, for adopting a childthrough World Vision andfundraising for Tamworth basehospital, McKay Nursing Home,Children’s Hospital, Westmead,Combined Ambulance and theCancer Council• Jenny Nam, Sydney Girls HighSchool, for student leadershiptraining, Student EnvironmentalExpo, involvement in St John’sAmbulance and charityfundraising• Ross Pulido, Pendle Hill HighSchool, for assistance inorganising Cleanup AustraliaDay and fundraising for RedShield, Port Arthur Appeal and40 hour famine• Katherine Stork, Hornsby GirlsHigh School, for services to theHand in Hand Program forpeople with mild intellectualdisability• Nicole Swan, Kiama HighSchool, for services as a cubinstructor, involvement with StJohn’s Ambulance, Apex, BomboHeadland Reafforestation andcharity fundraising.DSE Annual Report 1997 29

GETTING THE FOUNDATION RIGHTExamples of Excellence in SchoolCitizenship ProgramsThe Director-General’s School AchievementAward for their outstanding programs incitizenship, environmental education and theArts:Ashcroft High School ❝The school hasconducted an outstanding program in interculturalunderstanding over a number ofyears. ... The result has been improvedlanguage learning, the promotion oftolerance through inter-culturalunderstanding, and reduced racism throughstudents and community involvement.❞Barraba Central School: ❝...proud to beassociated so closely with the elderlymembers of the rural community ... Theelderly and the young both benefit from thisspecial relationship.❞Chatham, Taree and Wingham HighSchools: ❝... contribution towardsreconciliation through their involvement inthe production of 1788 Great South Land.❞Kelso High School: ❝The KelsoEnvironment Centre and associatedenvironmental education programs arewidely recognised for quality andcomprehensiveness.❞Maitland High School: ❝The school’sEnvironmental Education programs haveinvolved a large proportion of the school’spopulation in a range of integrated projectswith extensive support from the broadercommunity.❞Mimosa Public School: ❝Over the past25 years the school has become widelyknown for its success in maintaining anatural bush environment.❞education and anti-racism. Theexhibition was part of a statewidecampaign to counter racism andcelebrate cultural diversity.Over 150 departmental officerswere provided with training toenable them to train personnel inthe Anti-racism Policy andGrievance Procedures and in use ofWhole School Anti-racism Projectresource material. A total of 110schools have also developed theirown anti-racism educationprograms.More than 100 government schoolstudents performed on the forecourtof the Opera House on UniversalChildren’s day including theChinese Folk Dance ensemblefrom Campsie Public School, aKorean Folk Dance ensemble fromKingsgrove North High School anda Pacific Island Dance group fromGranville Boys High School. Theperformance, organised by the DSEPerforming Arts Unit, illustratedthe diversity of backgrounds ofstudents attending NSWgovernment schools.EnvironmentalEducationA number of key projects focusedon the development of soundenvironmental understandingamong students and developedstudent commitment to caring forthe environment:• Penrith Lakes EnvironmentalEducation Centre was openedto join the other 19 FieldStudies Centres (FSC)providing fieldwork skills andenvironmental understandingto schools throughout NSW• Learnscapes program wasestablished, in which schoolsare encouraged to enhancetheir local environments andlink any subsequent activitiesto the key learning areas• The Environmental SchoolsProgram was published anddistributed to all schools. Thedocument provides casestudies on the implementationof environmental education inschools• NSW was appointedAustralian coordinator of theOECD-CERI Environmentand School Initiativesprogram. An Eco SchoolsProgram was established inwhich selected schools will belisted on a website anddevelop contacts withoverseas schools• A new training anddevelopment course, StartingFrom the Ground Up -Introduction to EnvironmentalEducation, was distributed toall Field Studies Centres andkey teachers in the schoolenvironmental educationnetwork.Involvement in the ArtsPerforming Arts programscontinued to expand in 1997with a rapid increase in levels ofstudent participation, standardsof achievement and audienceparticipation.As well as the major state levelprograms such as the OperaHouse Concert Series, Dance andDrama Festivals and the SchoolsSpectacular, 250 interdistrictprograms were funded andprovided with a comprehensivesupport network.Opportunities for studentparticipation and recognition werebroadened by establishing linkswith the Olympic Arts Festivalsand designing new curriculumsupport projects with a view to thespecial events of 2000 and 2001.30 DSE Annual Report 1997

GETTING THE FOUNDATION RIGHTAn “All Star Stage Band” wasformed through statewide auditionsand achieved renown at theMonterey Jazz Festival in the USAand at several local events.ARTEXPRESS is an annualexhibition of artworks selectedfrom those submitted as part ofthe HSC examination in VisualArts. The works encompass abroad range of media includingpainting, sculpture, drawing,design, graphics, photography,textiles, film/video, computergenerated works, ceramics,collections and integrated studies.In 1997 ARTEXPRESS exhibitionswere held at three Sydney venuesand in eight regional centres.The works of 216 studentswere exhibited from over 12,000submissions for the HSCexamination. ARTEXPRESSrepresents the high standards anddiversity achieved in the VisualArts by senior high school studentsin NSW. It reflects not only thetalent of individual students butalso the strength of the curriculumand the excellence of Visual Artsteaching in NSW.The Talent Development ProjectIncorporated is a careers-basedprogram preparing students forwork in the entertainment industry.The project is a joint initiative ofthe NSW Government and theprivate sector. Members of theperforming arts sector work closelywith participants in the project tohelp them hone their talents forentry into one of the mostdemanding industries in Australia.In the period commencing June1996, the project auditioned 70students from around 200prospective entrants. Twenty-fivetalented young people from publicschools were then selected for theinitial phase of instruction andworkshops. At the end of 1996, themost improved of these were chosento advance to graduation. Prior totheir graduation in August 1997,these performers concentrated onpolishing and developing theirtalents to further their careers in theindustry. In September 1997, 30new participants commenced withthe project.The theme of the 14th annualSchools Spectacular was “TheEdge”. The production team puttogether an innovative program inwhich the spotlight was on schools’and teachers’ creativity.Students from remote centres suchas Norfolk Island and Enngoniajoined with 2400 others toperform new and energeticsegments at the “cutting edge” ofstudent achievement. This yearseveral items were developedwithin school communities and“stood alone” as examples of localtalent and commitment. Over 150schools participated and audiencesmembers travelled from across thestate to join in the experience. Theperformance was televisednationally on the Nine Network.Graduates of the Talent DevelopmentProgram, 1996-97Trevor Ashley, Sydney Technical HighSchoolNathan Foley, Newtown High School ofthe Performing ArtsLeesa Gentz, Alstonville High SchoolLuke Gilmour, Lockhart Central SchoolRichie Gudgeon, Gulgong High SchoolSuzanne Leask, Davidson High SchoolCamielle Mullings, Kooringal High SchoolMelissa Preston, Grafton High SchoolAnthony Snape, Gunnedah High SchoolDSE Annual Report 1997 31

GETTING THE FOUNDATION RIGHTHIGHER SCHOOL CERTIFICATEContribute tothedevelopmentof a stronger,simpler HSCthroughsuccessfulprogress in thedevelopmentof the HSCWhite Paper.Reforming the HigherSchool CertificateIn August 1997, the Premierlaunched the Government’s WhitePaper, Securing Their Future,which sets out the reforms tosecondary education in NSW. TheDSE made provision for schools toreceive bulk copies of the WhitePaper and for school principals inevery district to be briefed by HSCTask Force members. The WhitePaper was also made available onthe Internet.Securing Their Future is the resultof the most comprehensive openand consultative review of the HSCin its 35 year history. Theconsultation process includeddistribution of 11,000 copies of thereport, 38 public meetings in 14locations with 4000 participants, 30meetings with special interestgroups, and 1000 submissions ofmore than 6000 pages. Commentswere received from schools, schoolcouncils, employers, representativegroups, universities and manyindividuals including parents andteachers.The review builds on the bestfeatures of the current HSC. Thereforms will enhance its intellectualrigour, fairness and relevance to theneeds, interests and abilities of allsenior secondary students.The Government’s reform willbenefit students sitting for the HSCin 2001 by:• improving curriculumstandards• creating more flexible studyrequirements• strengthening English throughthe introduction of a range ofnew courses• enhancing the quality andstatus of vocational studies• developing explicit standardsagainst which achievement canbe measured, and• reforming university entrancearrangements.The School Certificate will berestored as a significant milestoneof schooling – reference tests willbe replaced with external examsand students will receive their ownmarks. The tests will be held inNovember 1998 in English literacyand Mathematics. In 1999 Sciencewill become compulsory, and in2001 Australian History, AustralianGeography, and Civics andCitizenship will also becomecompulsory following optionalimplementation in earlier years.School-based assessment will bestrengthened with the introductionof course performance descriptorsin English, Mathematics andScience.The DSE particularly supportedchanges to the way in which theTER is set out and calculated,standards-based assessmentand reporting, and the move tomore rigorous and challengingvocational subjects which do notclose off the university option.These reforms will improve thecurriculum, encouraging studentsto test themselves by taking higherlevel courses.The way students’ achievementsare assessed and reported willbe improved so that everyone,particularly parents and employers,will for the first time have accurateand detailed information aboutwhat students know, understandand can do.32 DSE Annual Report 1997

GETTING THE FOUNDATION RIGHTCourses designed to help studentsget a job will be improved.Over the next three years, theGovernment will commit $24m tothe implementation of thesereforms, including an extensivetraining package for all teachersacross the state.Changes to the School Certificatewill begin in 1998. HSC reformswill be fully implemented for thestudents who graduate at the endof 2001 – the current Year 8students. Our Year 9, 10, 11 and 12students will continue the currentHSC program. However, somechanges such as those to the TERwill begin immediately.Progress in theImplementation of HSCand SC ChangesAn intensive process of discussion,investigation and trial will precedethe full implementation of changesto the HSC, to be sat by the currentYear 8 students in 2001.Given the significance of theproposed 2 unit curriculum, aninvestigation into the application ofthis model began in October 1997.Key groups consulted includedprofessional associations, theuniversities, the Board of Studiessyllabus advisory committees andsubject experts. The final coursestructure and content for eachsubject will only be determined aftera subject by subject evaluation iscompleted in 1998-99.An assessment of how schools canaccommodate the 2 unit structurewithin existing school resourceswas also conducted in more than35 schools, representing a broadcross-section of all schools. Year 11students will select courses basedon the 2 unit curriculum model andschools will draft new timetables.Changes to improve the relevanceand rigour of the Year 10 SchoolCertificate will begin 1998 with atrial of both the Science test andAustralian History, Geography andCivics test in participating schools.Students sitting the trial tests willreceive a separate mark for thesein addition to the official record ofachievement.All students will sit the Science testin 1999 in addition to Englishliteracy and Mathematics. TheAustralian History, Geography andCivics tests will be mandatory inNovember 2001. Unlike the currentreference tests, students will receivetheir own marks for each test tocomplement the school-basedassessment of a student’s level ofachievement in the subject studied.Support for StudentsUndertaking the HSCHSC On-Line was launched on theInternet in 1997. Over 14,000 hitswere made on the Internet siteduring the first month of itsoperation.HSC On-Line, a joint venturebetween the NSW Departmentof School Education andCharles Sturt University wasdesigned to give students acrossNSW unprecedented access toinformation which will help themprepare their HSC exams.The site contains specially preparedsubject and course material,including tutorial study tipsand past HSC exam papers. Italso has special information forteachers, including professionaldevelopment data.HSC On-Line currently containsinformation about 16 subjectsincluding Agriculture, ComputerStudies, Drama, English,Geography, Japanese andMathematics.Excellence in Expanding the HSCand SC CurriculumBallina High School received a Director-General’s School Achievement Award forits work in pioneering the establishment ofMarine Studies as one of the fastestgrowing School Certificate and HigherSchool Certificate courses. ❝As well as coauthoringcourses for Board of Studiesapproval, teachers at the school initiatedthe first ever Marine Studies StateConference and the establishment of aprofessional association and a MarineStudies Centre.❞DSE Annual Report 1997 33

GETTING THE FOUNDATION RIGHTGovernment Student Participation inVocational Education, 1995-1997Participation in VETAB CoursesAll Related CoursesCourseFemale Male TotalIndustry Studies – Retail 141 64 205Industry Studies – Hospitality 528 208 736Industry Studies – Metal andEngineering 3 201 204Hospitality – Vocational 1050 412 1462Furnishing – Vocational 20 226 246Building and Construction –Vocational 6 411 417Rural Studies – Vocational 21 85 106Electronics – Vocational 0 68 68Office Skills – Vocational 594 153 747Retail – Vocational 216 120 336School Delivered VocationalEducation TrainingCourse1995 1996 1997JSSTAFE 17,954 20,770 20,152IndustryStudies 1,634 2,711 3,669VocationalContentEndorsed 4,896 9,206 10,568Total 24,484 32,687 34,389No. of No. of StudentsTeachers ClassesTrainedCEC Building andConstruction 156 140 1463CEC Electronics 53 33 320CEC Furnishing 136 95 776CEC Hospitality 608 396 4327CEC Office Studies 264 225 2508CEC Retail 251 84 837CEC Rural Industries 80 52 337Industry Studies Hospitality 199 2339Industry Studies - Retail 63 676Industry Studies - Metal andEngineering 138 76 654Totals 1686 1363 14237The site was demonstrated at aCommonwealth Conference onEducation and Technology inBotswana and generated greatinterest among the delegates.The HSC Advice Line is aninitiative of the Board of Studiesand began in 1995 to provideHSC students with support andassistance. On its first day the HSCAdvice Line received double thenumber of calls in 1997 comparedto 1996 indicating the 1997 Year12 students were making full useof this expert advisory service.This year the number of teachersproviding support and assistancewas boosted by 116 teachers from564 to 680 with the number oftelephone lines expanded from 61to 79.The Department was happyto support the Board of Studiesin providing students with anopportunity to gain additionalacademic support when they begintheir final revision of work.Higher SchoolCertificate 1997A total of 37,000 governmentschools students received the 1997HSC. Of the 149 courses examined,94 students from governmentschools throughout NSW came topor equal top.The Government announced that itwould not permit the release ofTERs (Tertiary Entrance Rank) forthe 1997 HSC because of a pressingneed to separate the HSC from theTER and ensure that the HSCremains the principal record ofstudent achievement. Nevertheless,more information than ever beforewas made available to the publicthrough the identificationof the 8042 government andnon government students whoachieved outstanding results in oneor more of their HSC courses.James Ruse Agricultural HighSchool had by far the largestnumber of students on the CourseOrder of Merit List with 241. Ofthe 20 schools with the highestnumber of Order of Merit students,14 were government schools.Of the 39 courses with candidaturesof more than 1000, 26 were toppedby students from governmentschools. Penrith High School andJames Ruse Agricultural HighSchool were the only schools in thestate with three students comingfirst in one of the 39 courses.Courses topped by governmentschool students included all fiveMathematics courses and five ofthe six Science courses.A total of 16 students fromgovernment schools were placedon the Board of Studies list ofoutstanding performers. Thesestudents scored more than 90 in allof the courses studied for the HSC.Vocational Educationand the HSCThree types of vocational coursesare available as part of mainstreamsenior secondary education. Apartfrom their content, they differmainly in terms of accreditationand examination.Joint secondary schools/TAFE(JSSTAFE) courses are written,developed and delivered by TAFE.School students attend TAFEcolleges to participate in thesecourses. JSSTAFE courses areaccredited by the Board ofStudies for the purposes ofobtaining the HSC. They arealso accredited by the VocationalEducation and TrainingAccreditation Board (VETAB) andmay be counted towards furtherTAFE studies.The Industry Studies course andvocational content endorsed coursesare developed by the Board of34 DSE Annual Report 1997

GETTING THE FOUNDATION RIGHTStudies and are taught in schoolsby the Department’s teachers. LikeJSSTAFE courses, Industry Studiesand vocational content endorsedcourses are accredited by both theBoard of Studies and VETAB.While both types of courses can becounted towards the award of theHSC, only Industry Studies can beincluded in the calculation of astudent’s TER.The number of students enrolled invocational courses continued to risein 1997. Over 29 per cent of all Year11 and 12 students completed avocational course as part of theirstudies in 1997. The major area ofgrowth in 1997 was with schooldelivered vocational courses.Student DestinationsAn important outcome of schoolingto HSC level is student success ingaining further education oremployment.Of 1996 HSC candidates, 61 percent applied for a university place,and 33 per cent actually enrolledin university in 1997, comparedwith 31 per cent the previous year.The proportion of studentsemployed fulltime and not ineducational training also increased.About 8.4 per cent of graduatesdid not enter the workforce orenrol in further training, downnearly a percentage point from theprevious year.HSC Enrolment by Key Learning Area(KLA), 1995-1997KLA 1995 1996 1997% % %Creative Arts 6.5 6.7 7.1English 17.7 17.6 17.5HSIE 23.6 23.8 23.3Languages 2.8 2.6 2.5Mathematics 19.1 18.9 18.8PDHPE 5.0 5.3 5.7Science 13.3 12.8 12.31997 Destinations of 1996 Candidates in Government Schools *Technology andApplied Studies 12.0 12.2 12.81996 School Students Awarded HSC33454 (100%)School studentsawarded HSCin 1996▼Eligible for TER28999 (86.7%)▼Not Eligible for TER4455 (13.3%)▼Application forUnviersity in 1997▼Applied for a UniversityPlace through UAC20277 (60.6%)▼Did not apply for aUniversity Place throughUAC 13177 (39.4%)Post School Destinations ofGovernment School HSC GraduatesUniversity Offersfor 1997▼Offered a UniversityPlace 14129 (42.2%)▼Not offered aUniversity Place6148 (18.4%)1996 1997University 31.6% 32.7%UniversityEnrolmentin 1997Training andLabour ForcePathways in 1997University Enrolmentin 1998 from 1996HSC CohortEnrolled atUniversity Interstate(Other than ACT)423 (1.3%)▼▼Enrolled inuniversity in 19981052 (3.1%)Enrolled at NSW orACT University in1997 10524 (31.5%)Enrolled intraining in 199712354 (36.9%)▼▼▼▼▼▼ ▼ ▼ ▼Repeated HSC inschool or TAFE in1997 541 (1.6%)Employed F/Tand not ineducation ortraining in 19973309 (9.9%)Employed P/Tand not ineducation ortraining in 19973499 (10.5%)▼ ▼ ▼ ▼Unemployed ornot in labourforce and not ineducation ortraining in 19972804 (8.4%)▼ ▼ ▼ ▼ ▼Training 36.2% 36.9%Employed FT 8.6% 9.9%Employed PT 12.9% 10.5%Repeated 1.5% 1.6%Other* 9.2% 8.4%100% 100%*Includes unemployed, or not in the labour forceand not in education and training.*Source: Department of Training and Education Co-ordinationDSE Annual Report 1997 35

EXCELLENCE IN TEACHING AND LEARNINGEFFECTIVE CLASSROOM PRACTICEConcentratetrainingprograms onimprovingclassroompractice toimproveclassroomteaching.Training andDevelopment OverviewDuring 1997 the Department spent$7.4m directly on training anddevelopment programs. Of thisamount, about $3m was granteddirectly to schools, and a similaramount used to fund projects ofthe Training and DevelopmentDirectorate. The remainder wasprovided to district and stateoffices.Grants to schools were calculatedon a formula involving a baseamount of $500 per school plus aper capita allowance for staff. Forthe majority of staff the per capitaallowance was $25.30. However inmore isolated areas grants wereincreased to $168 and $673 tocompensate for the considerablyhigher costs of providing trainingin these locations.In total, schools, district and stateoffices reported spending $16.5mon training and development duringthe year involving a commitmentof 2.7 million hours. Well over90 per cent of training anddevelopment time and expenditurerelated directly to one or more ofthe five departmental prioritiesidentified in Agenda 97. Across thesystem, schools reported a 13.1 percent increase in the number ofhours spent in training anddevelopment activities.In all types of workplaces abouthalf of all training and developmentactivities took the form of directworkplace programs and integratedlong term sequences of plannedactivities delivered locally. Afurther one third of all programsinvolved formal courses, whilethe remainder were awards,placements and informal activities.A voluntary survey was distributedto 442 schools in 1997 and to 40district training and development/curriculum coordinators. Thesurvey provided reflectionson a range of training anddevelopment issues includingthe success of major statewideinitiatives, delivery modesand implementation strategiesand training and developmentachievements.The findings indicated that schoolsrated highly a range of schoolfocusedtraining and developmentprograms. Schools indicated thatthe programs were particularlysuccessful because they:• were school-based andencouraged team learning• encouraged and resourcedaction research into improvingstudent learning• offered support from outsidethe school, especially from thedistrict office• were seen as practical,relevant, well-presented andadaptable to local needs.School DevelopmentDaysSchool Development Days arestaff only days devoted to thedevelopment of staff and parents.In 1997 the structure and timing ofschool development days weremandated with child protection andliteracy set as the key topics.Departmental worksites surveyedduring the year reported spendinga total of over $700,000 on schooldevelopment days, with an averageparticipation of 61,100 employeesand parent and communitymembers.36 DSE Annual Report 1997

Beginning TeacherInduction ProgramThe Beginning Teacher InductionProgram is a school-focusedtraining and development initiative.It provides a framework withinwhich school personnel withresponsibilities for the induction ofteachers can support beginningteachers in their critical first yearin the profession.In 1997 more than 1900 newlyappointedteachers commencedwork in government schools. Eachbeginning teacher was given thepublication Information forBeginning Teachers in preparationfor their first weeks in school. Thebooklet contains informationabout the Department, professionalpractice and information onclassroom and playgroundmanagement and classroomprogramming. Induction ofBeginning Teachers, acomprehensive resource kit, wasprovided to schools to supportschool-based induction programs.In a study of induction practices ina sample of schools, all beginningteachers who received strongsupport from formal mentors andsupervisors reported high levels ofprofessional satisfaction andachievement.School-FocusedTraining andDevelopment –A Coordinator’s GuideSchool-Focused Training andDevelopment – A Coordinator’sGuide enhanced student learningthrough school-based research.The central purpose of theprogram was to coordinate andfocus school-based training anddevelopment initiatives on thoseareas identified by a school ascritical to the enhancement ofstudent learning. The programprovided opportunities forinteraction, was developmental,modelled effective training anddevelopment processes and linkeda school’s organisation, cultureand structure to training anddevelopment.In 1997, following involvementin the program, five schoolsparticipated in a research project todevelop a plan for ongoing schoolbasedevaluation. The participatingschools developed a corporatelearning portfolio as the principalresearch tool and were supportedby an academic colleague and stateoffice personnel throughout theprocesses.The outcomes of the corporatelearning portfolio weredocumented by capturing theprocesses of whole school change.Each school recognised theimportance of time for teacherand student reflection, valueddeveloping a shared languageto speak about their school’spractices, rethought theircurriculum and pedagogicalprocesses, and gathered evidenceof students’ learning and students’reflections on their learning.Teachers in the research projectcommented on their enhancedprofessional learning andunderstanding by focusing onschool-based research. The schoolfocusedprocess gave them astructure in which to look at theeffects of the professionaldevelopment strategies theyimplemented.A version of the project designedfor small schools was piloted inthree non-metropolitan districtsin 1997. An evaluation of thepilot program involved focusdiscussions on key issues andformal evaluation at a planningconference where responses werecollated and evaluated. Thefindings indicated that the programSome Key Training and DevelopmentStatisticsBudgetSchools $3.0m 40%DistrictOffices $1.1m 15%State Office $0.2m 3%T&DDirectorate $3.1m 42%Hours SpentDuring workinghours 1.6m 61%Outside workinghours 1.0m 39%TOTAL 2.7mMeeting DSE PrioritiesAgenda 97 Time ExpenditureGetting theFoundation Right 24% 23%Excellence in Teachingand Learning 31% 41%Partnerships inPublic Education 10% 6%Safe, Challenging andCreative Schools 19% 12%A Fair Go for All 8% 10%Other 8% 8%DSE Annual Report 1997 37

EXCELLENCE IN TEACHING AND LEARNINGTeacher Retraining, 1996-1997Area 1996 1997Technology andApplied Studies 24 35Teacher Librarians 76 42Counsellors 33 33CommunityLanguages 29 21Overseas TrainedTeachers 87 132Careers Advisers 31 32Special Education 318 165ESL 58 38LOTE 472 489Total 1128 987}An excellent program. It assists headteachers to train new staff, raises awarenessof responsibility and provides a formalprocess for training and development.This training program was a great learningcurve especially for people working inscience without prior knowledge.~Participant comments onthe Job Skills for SchoolAssistants Working in theScience Area PilotProgram.} The Certificate of AdministrativeLeadership allowed me to put my learninginto practice and enabled me to understandthe roles of various members of staff andparents that make up our extremelysuccessful school community.~Participant in theCertificate course.provided an opportunity for schoolcommunity participation in theprocesses of identifying schoolneeds and planning for wholeschool change.The Certificate ofTeaching and LearningThe Certificate of Teaching andLearning (CTL) providedexperienced teachers withopportunities for professionallearning undertaken in their school.Teachers were able to choose alearning pathway supported bymaterials which focused on currentresearch, learning theories andeffective teaching practices. TheCTL is a two to three semesterprogram with a K-12 focus.Materials dealt with such topics asthe learning continuum, teachingroles and relationships, assessment,evaluation and reporting, andlanguage and learning.The CTL materials were finalisedand distributed to districts in 1997.A core of 26 graduates completedpilot programs commenting on theconfidence the materials gave themin validating their professionaljudgment.Teacher RetrainingIn order to ensure that the teachingworkforce is able to meet emergingeducational needs, the Departmentprovides for teacher retraining in avariety of areas.During 1997 a total of 987 teacherswere retrained, compared with1128 in 1996. Teacher retrainingprograms are linked directly tolabour market needs. By far thelargest number of retrainedteachers are in the area ofLanguages Other than English. Justunder half of all retrainingconcentrated on this area.Quality Teaching andLearning MaterialsQuality Teaching and LearningMaterials are practical, succinctlearning materials which supportschools to improve student learningoutcomes. Over 300 schools areparticipating in a trial of thecompleted modules Assessmentand Reporting, Teaching andLearning in Focus, Language andLearning: Making the Links.Modules to be completed anddistributed to districts for localimplementation in 1998 includeAnalysing and Responding toStudent Learning Outcomes Data,Planning for Improved LearningOutcomes, Equity and Pedagogy.Studies of the effectiveness of thesetraining and development programsshowed that teachers believe thattheir professional learning andunderstanding was enhancedthrough the focus on school-basedresearch. School-focused processesprovided a structure for schools tolook at the effects of theprofessional developmentstrategies they had implemented.School Administrativeand Support Staff(SASS)School Administrative and SupportStaff (SASS) make an importantcontribution to student learningoutcomes through their support ofmanagement, teaching practice andrelationships with parent and localcommunity groups. In 1997, 800SASS participated in theCertificate of AdministrativeLeadership (CAL) which is nowaccredited towards a Bachelor ofProfessional Studies throughSouthern Cross University.Job skills training for SASS ensurethat staff have the skills andunderstanding to undertake their38 DSE Annual Report 1997

EXCELLENCE IN TEACHING AND LEARNINGroles. Job skills training programshave been developed to supportseveral aspects of the work ofSASS.Job Skills for School AssistantsWorking in the Science Area wasdeveloped and piloted during 1997.This program provided opportunityfor the target group to evaluate theprogram and make changes tosupport student classroom learningoutcomes more effectively.Job Skills for School AssistantsWorking in the Library wasdeveloped during 1997 and will bepiloted during first term 1998. Thisprogram is multi-phased leading toa Certificate of Job Skills (Library)and supports workplace learningthrough self-paced modules, actionresearch, workshops andnetworking opportunities acrossschools and districts.Job Skills for School Assistantswas developed and piloted in a nonmetropolitandistrict. A metropolitanpilot is planned for 1998.Over 90 per cent of SASS havecompleted the school-basedprogram Administration ofPrescribed Medications andAsthma Treatments which wasreleased in 1997. During 1997 over300 teacher aides undertooktraining in Health Care Proceduresto acquire the skills and knowledgeto undertake duties involving thespecial procedures of suction, tubefeeding, catheter care and the careof the epileptic. Evaluation of thetraining programs delivered by theNSW Ambulance Service indicatedthat the program met all the needsof participants to ensure theireffectiveness as aides.Minister’s Awards forExcellence in TeachingIn 1997, 43 outstanding NSWGovernment school teachersreceived the prestigious Minister’sAward for Excellence in Teaching.The Award is granted for a rangeof achievements and is presentedto teaching and executive staffnominated by school communities.The recipients had been involvedin a wide range of exemplaryteaching, across all ages and KLAs,and outside the normal curriculum.Recipients of 1997 Minister’s Award for Excellence in Teaching• Ms Carol Bagnell, Penrith Public• Ms Janice Bool, Bombala High• Mr Stephen Boulus, Peel Technology High• Ms Maree Brandau, Kelso High• Mr Gary Brown, Picton High• Mrs Colleen Dagworthy, Sydney SecondaryDistance Education Centre• Mrs Veronia Davies, Tumut High• Ms Susan Doran, Dulwich Hill Public• Ms Robyn Ellis, Sefton High• Ms Sharon Fewings, Port Macquarie Public• Mr Brendon Fotheringham, Illawarra SeniorCollege• Mrs Marjory Freeman, Blacktown Boys High• Ms Jane Fulcher, Bankstown Girls High• Mrs Helen Gee, Armidale City Public• Mr Andrew Geering, Queanbeyan EastPublic• Mr Ian Geyer, Woodenbong Central• Mrs Dianne Hamilton, Warren Central• Mrs Teresa Healy, Narromine Public• Mrs Janine Holden, Moruya High• Mr Dennis Houghton, Balgowlah Boys High• Ms Karen Ives, Liverpool Boys High• Mrs Helen Johnson, Warragamba Public• Ms Joy Julian, Sefton Infants• Mrs Gail Kemp, Gateshead Sports High• Ms Carol Kilner, Nowra Technology High• Mrs Pamela McAlister, Kincumber High• Ms Janine McDermott, Granville South High• Mrs Kairen McDonald, Lockhart Central• Mr Greg McGrath, Menai High• Ms Jan McIsaac, Crawford Public• Mrs Dailene Nelson, Telopea Public• Mrs Trish Quigley, Kings Langley Public• Mr Stephen Quinn, James Cook BoysTechnology High• Ms Robyn Reynolds, Wingham Public• Ms Colleen Roche, Asquith Girls High• Mrs Dianne Rohde, Gol Gol Public• Ms Annetta St Louis, Burwood Girls High• Ms Anja Schuette, Mt Pritchard East Primary• Mr James Shadlow, Macintyre High• Ms Elizabeth Stair, Mullion Creek Public• Ms Christine Timmins, Grafton High• Ms Jennifer Whitlock, Hillvue Primary• Ms Jayne Wright, Clare PublicExamples of Excellence inClassroom PracticeThe following schools won a Director-General’s School Achievement Award fortheir outstanding classroom practice:Auburn Girls High School: }planned andimplemented a Middle Schools TeamProject in order to meet the needs of juniorsecondary students more effectively .. theproject has wide endorsement fromstudents, parents, staff and the educationalcommunity.~Casino West Public School: }Theimplementation of Learning Centres is avaried form of school organisation thatcombines elements of a single teacherprimary school and multi-teachersecondary school and is responsive tochanging circumstances.~Blacktown Boys High School: }Thebreadth and depth of change has requiredenormous courage, persistence, energy andcommitment from all staff as the schoolchanged its culture to focus on thecontemporary learning needs of boys.~East Hills Girls Technology High School:}…quality teaching programs with anemphasis on collaborative learning, mixedability teaching and problem solvingstrategies. The school has an excellentreputation for high student achievement inacademic, creative and physical studies.~Noumea Public School: }The school hasdeveloped a professional culture thataspires to enhance individual student andwhole school outcomes in learning andbehaviour.~Nyngan High School: }an innovativevertically integrated curriculum across thewhole school ... allows students to progresstowards the School Certificate and HigherSchool Certificate at a pace and rate suitedto their abilities, needs and interests.~Other WinnersBallina High SchoolBotany Public SchoolBonshaw Public School.DSE Annual Report 1997 39

EXCELLENCE IN TEACHING AND LEARNINGTEACHERS USING TECHNOLOGYGive teachersopportunitiesto improve skilllevels in theuse oftechnology.Internet TrainingAll schools were connected to theInternet in 1996 and began the newschool year ‘on-line’. In 1997activity was directed towards theeffective use of the Internet inschools. Each school had anInternet Contact Person (ICP) whosupported the Internet in the school.In 1997 ICP training wasundertaken by 2632 teachers. Thetraining was conducted by 18training institutions (involving allNSW universities and some TAFEcolleges) using 30 sites across thestate. One person in each schoolwas funded to attend the programand 429 additional teachers anddistrict office personnel attended attheir school or district’s expense.Several one day Making the NetReturns Worthwhile workshopswere held across the state duringSemester 1, 1997. A total of 307teachers, teacher/librarians andInternet contact people from 194schools took part.The workshop focused on thedevelopment of information skillsneeded for teachers and students tosearch effectively and to analyseinformation found on the Internet.The printed workshop material wasdistributed to all schools across thestate. General feedback fromparticipants indicated that they feltmore confident about Internetsearching.The DSE established a home pageon the Internet to enable teachersto access course material andsupport personnel, support forschool-based programs andinitiatives, and assistance in usingand locating information on theInternet.By Term 4, 1997 access to WorldWide Web resources had grown to500,000 requests per day. The useof electronic mail provided by theservice enables teachers andstudents to communicate andcollaborate more easily withinterstate and internationalcolleagues.The Technology inLearning and TeachingProgramThe Technology in Learning andTeaching Program (TILT) isdesigned to develop the technologyskills of teachers and to promote theapplication of technology inteaching and learning across thecurriculum, K-12. The TILTtraining and development programhas six components which coverthe following areas:• applications software andkeyboard skills• the Internet and other on-lineservices• computer and relatedtechnologies• using technologies in allsubject areas• classroom teaching practicesand classroom managementissues• future directions.Each of the six componentscomprises a one hour video, a twohour hands on workshop and inschoolfollow up activities.In 1997, 6826 teachers undertookthe TILT program. A surveyconducted on the effectiveness ofthe program revealed that the mostuseful activities in the TILTprogram were accessing the40 DSE Annual Report 1997

EXCELLENCE IN TEACHING AND LEARNINGInternet and e-mail facilities andthe introduction to keyboard skillsand word processing.Ninety seven per cent ofparticipants affirmed the highquality of their TILT facilitator indelivering the program, while 74per cent were very pleased with thefollow-up support provided by theirTILT facilitator.The majority of respondentsreported that their confidence inusing computers had increased asa result of TILT and that they feltmore confident about usingcomputers with their students.These respondents described theirown gains in self-esteem andenjoyment when using computersand a subsequent reduction in fearand anxiety.Just over 40 per cent of respondentsfelt more knowledgeable aboutusing a computer and varioussoftware applications and weremore aware of the applications forcomputer technology in theclassroom.Participants were invited tocomment on any aspect of theiradministration or teaching whichhad changed as a result of theirparticipation in TILT. The mostfrequently reported change was inthe teachers’ use of wordprocessing for administration andthe planned use of computertechnology with their students.TILT Hub Groups aimed tofacilitate the establishment ofteacher networks for TILTparticipants. An amount of $313per participant was allocated toschools with an extra $500 forteachers undertaking a hub groupcoordination role. The programencouraged TILT graduates tocontinue developing and extendingtheir technological skills as well asenabling teachers to shareexperiences, ideas and solutions toproblems.A TILT Internet Site wasestablished to provide TILTparticipants with access toadditional technology supportmaterials and on-line assistance. Itincludes information on creating aweb page, Internet searchingtechniques, creating overlays forconcept keyboards, SpecialEducation references, computerterminology and teaching/learningideas and activities.The site is being updated toinclude TILT extension activitiesand a discussion forum whereparticipants can share ideas andexperiences.Two CD-ROMS, Internet on aStick and Future Directions wereproduced as part of the TILTfacilitator’s kit to support TILTworkshop activities. The firstprovides the opportunity forparticipants to develop the skillsassociated with the Internet and thesecond provides participants withaccess to a variety of resources usedto create multimedia presentations.The TILT satellite broadcastswere reproduced on video anddistributed to TILT facilitators foruse by participants. In addition, theone hour broadcasts were re-editedfor broadcasting as 30 minuteprograms on SBS TVED. Theseprograms created Australia-wideinterest from teachers, parents andcommunity members evidenced byrequests for information followingeach broadcast.Parent Involvement inSupporting Learningthrough TechnologySupporting Learning ThroughTechnology: A Parent Packagewas developed for parents byparents as a project in the NationalProfessional Development Program. Itaims to support, consolidate andimprove student learning by}Internet enabled me to link with schoolsin Australia and overseas to promote LOTEexperiences and to access overseas mediaarticles.~LOTE Teachermetropolitan high school} TILT program has given me theconfidence and basic knowledge to goforward and expand the use of technologyin our Creative Arts faculty. I will be ableto encourage and lead other teachers in theuse of our computer music programs andam already helping senior music studentswith their classroom work.~Advanced Skills Teachernon-metropolitan high school}I am definitely more conscious of theneed for students (including many in Year12) to improve their technology skills andto feel more comfortable with technology,It has also given me greater variety inlearning options for students.~Head Teachernon-metropolitan high school}the wordprocessing has enabled me to getlots of work completed and I’ll now be ableto guide children through this.~Year 2 Teachernon-metropolitan primary school}Hands-on using wordprocessing andvarious programs have given meconfidence to use computers in theclassroom computer room with children.~Teachermetropolitan primary school}I found the spreadsheets useful for me,as the level of my students is not up to usingother facilities.~Executive TeacherSpecial Educationmetropolitan primary school}Prior to TILT, I had little computerknowledge and competence. TILT hasbroadened my experience and increasedmy confidence.~Teachermetropolitan high schoolDSE Annual Report 1997 41

EXCELLENCE IN TEACHING AND LEARNINGQuotes from parents who attendedSupporting Learning ThroughTechnology: A Parent Package}After this presentation, I felt confidentthat I could become computer literate.~}It’s a very good idea, students benefitfrom it as well as parents.~}It certainly opened my eyes.~}The Internet Introduction was a great wayto become familiar with the basics.~increasing parents’ understandingof the role of computers and relatedtechnologies in schools. Thepackage includes:• a 20 minute video that showsstudents K-12 in a variety ofeducational environments andidentifies relevant issues• a booklet that provides generalinformation, workshopframeworks, handouts andother support material• a disk containing the resourcesin the booklet to facilitateadaptation of the materials tosuit local needs and interestsof the local community• a disc-based interactivetutorial on the Internet.The resources contained in thepackage can be used in a variety ofways to cater for the needs andinterest of the parent community.It can be used by individuals or ingroups with or without a presenter.It can be presented by parents,teachers or both in collaboration.Feedback from the trial in 17schools revealed that parentparticipation resulted in a high tovery high increase in the level ofconfidence of parents to supporttheir children when they usecomputers to learn, benefits forstudents in the use of computertechnology, and an appreciation ofthe changes in learning andteaching practices associated withthe use of technology in theclassroom.Computer Skills ofTeachers: FutureDirectionsThe DSE will require new teachersto have a minimum proficiency inthe educational use of computers.Future graduating teachers willneed to be able to:• perform the basic functionse.g. retrieve information froma CD-ROM, understand anduse a variety of softwareincluding spreadsheets, wordprocessing and desktoppublishing• find information from theInternet and use e-mail• organise and present relevanteducational material usingcomputer technology• evaluate the educational valueof software and itsappropriateness for theclassroom curriculum• use computers to createstudent-centred learningenvironments to promotecreativity and interaction• understand the values andethics of computer use.These proficiencies are based onthe report, Computer Proficiencyfor Teachers involving a survey of35 government and nongovernmentprimary and secondaryschools. The report was presentedto the Minister by the MinisterialAdvisory Council on the Quality ofTeaching set up by the StateGovernment to address the statusof teachers and the quality ofteaching practices.The Advisory Council comprisedrepresentatives from the state’suniversities, unions, employees andparents. Its task was to examine thecurrent use of computers and tosuggest minimum levels ofcomputer proficiency for newteachers to keep abreast of thetechnology needs of the classroom.The Government will work withthe Vice-Chancellors of the state’suniversities to implement thereport’s recommendations.42 DSE Annual Report 1997

EXCELLENCE IN TEACHING AND LEARNINGTECHNOLOGY FOR LEARNINGComputers for SchoolsA total of 25,000 computers wasmade available to schools in 1997under the first phase of theGovernment’s $186.4m Computersin Schools Strategy. This phaseaddressed equity issues associatedwith schools which had limitedcomputer resources.A further 30,000 computers will bedistributed to schools by June 1998.In this second phase notionalcomputer entitlements will enableschools to select desktop,notebook, palm top or fileserverequipment according to local need.All computers distributed under theprogram are leased to ensure thatthey will be upgraded with newtechnology every three years.Support for Internet inClassroomsDuring 1997 the Internet became,for the first time, a major resourcefor student learning. A resourcecalled connect.edu: Internet inteaching and learning wasdeveloped to support teachers in theuse of the Internet in classactivities. The document providesexamples of activities and step bystep advice on how to use aspectsof the Department’s Internetservice.The document was distributed toevery school and is also availableon the Department’s Internet site,with regular updates provided online.The Minister launched the DSE’sNetwork for Education website inMay, offering the most extensiverange of resources ever compiledby the Department. The websitewill assist classroom teaching andlearning, encourage participationin classroom projects andcollaborative research and allowcommunication among students,teachers and parents around theworld.The new website has more than2000 pages and links to more than350 external sites. The site iscompletely interactive and is oneof the largest Australian educationsites on the Internet. It includes fourmajor segments: areas for teachers,departmental head office, parentsand the community, and aninformation fun area for students.The website can be found atwww.dse.nsw.edu.au.Nine student projects wereestablished in phase one ofNetwork for Education. Theseprojects addressed a range ofcurriculum areas and providedopportunities for students to usethe Internet to participatein collaborative activities,communicate with others andpublish to a wider audience.A growing number of studentprojects are being developed in eachKLA, as schools realise theInternet’s potential to provide astimulus to purposeful activities.Internet site reviews assist teachersin selecting quality, appropriatesites to support teaching andlearning across all KLAs and inpriority areas such as literacy,technology and AboriginalEducation.The choice of sites and theinformation contained in the reviewsalso assisted classroom teachers inselecting sites for use with students.Developsupportmaterials fortechnologyenhancedlearning.DSE Annual Report 1997 43

EXCELLENCE IN TEACHING AND LEARNINGUtilisation of the InternetIn aggregate, schools are currently using3,500,500 minutes of connect time to theInternet each month during school term.Internet usage rose from 100,000 webrequests per day at the commencement ofthe school year, to nearly 600,000 requestsfor web pages each school day.HSC On-LineThe NSW HSC On-Line projectwas launched by the Minister atCharles Sturt University inBathurst in July 1997.The project is a joint venturebetween Charles Sturt Universityand the Department. The siteprovides students with originalresources and links to carefullyselected sites on the Internet.There were sixteen subjectson-line: Agriculture, Biology,Computing Studies, Drama,English, Geography, Japanese,Ancient History, Modern History,Mathematics, Design andTechnology, French, Music,PDHPE, Visual Arts andCosmology.The site houses communicationfacilities such as newsgroups whichallow teachers and students tointeract on-line. It also providesstudy methods and examinationtechniques and information relatedto post-school options. A teachingand learning area allows users toaccess an electronic journal, join incurrent debates or exchange ideas.Computing Studies andAwareness CoursesAll students in NSW governmentschools undertake a 50 indicativehour study devoted to learningabout and using computers. Beyondthis, 16,993 students completed a200 hour Computing Studies 7-10course, and a further 2471completed a 100 hour course.Participation in HSC Computingcourses continued to grow. A totalof 3524 students completed theGeneral Computing Studiescourse, an increase of nearly 1000on the previous year. There wasalso a increase in the numbertaking 2 Unit Computing Studies(4014) and 3 Unit ComputingStudies (957).Provision of supportmaterials in the use ofcomputer-basedtechnologiesEight draft KLA specific secondarydocuments and a draft integratedprimary document were developedand distributed to all schools forconsultation.The documents provide a widerange of practical activities andideas to assist teachers incorporatecomputer-based technologies intotheir teaching practice. The focusis on enhancing the achievement oflearning outcomes and thedevelopment of students’technological capabilities.The support document, Studentaccess: developing a schoolInternet policy was distributed toall schools and provides guidelinesand practical ideas for developingan Internet usage policy. Includedis a suggested process of policydevelopment and workshopresources to promote awareness anddiscussion of Internet issues withinthe community.Final documents will be distributedto every teacher at the beginning of1998.Other support materials fortechnology-enhanced learningincluded:• Supporting Learning ThroughTechnology – a parent packagewhich identified for parents theissues surrounding the use oftechnology in the classroomand provided opportunities forparents to participate inimplementation of computertechnology in the school• Computing Quickstart –increased the confidence ofteachers beginning theTechnology in Learning andTeaching programs44 DSE Annual Report 1997

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EXCELLENCE IN TEACHING AND LEARNINGSCHOOL LEADERSHIP ANDMANAGEMENTGive emphasisto schooltrainingdesigned todeliverimprovedschoolleadership andmanagement.There is increasing evidencefrom school effectiveness andimprovement research that thequality of student learning is linkedto the quality of school leadership.The Department implemented anumber of innovative programswhich engage school leaders incontinuous school improvementcoupled with their ownprofessional development.In each instance, these programswere seen as particularly relevantto the participants and effectivein bringing about professionaldevelopment of participants andsignificant school improvement inparticipating schools.School and TeamLeadershipDevelopmentThe Team Leadership Course(TLC) is a multi-phased schoolbasedprogram to assist schoolexecutives to develop teamleadership skills.TLC is conducted by school teamsfor a period of up to one year andincludes learning, planning,implementing and reflecting onpractice with the support of alocally-based collegial group.School teams undertake a varietyof school-based researchprojects which focus on schoolimprovement. The projects requireparticipants to investigate andemploy a range of leadershipstrategies.Approximately 400 schoolexecutives from secondary, primaryand special schools across all40 districts benefited frominvolvement in TLC during 1997and interest is high for 1998.The Principal and SchoolDevelopment Program had 323participants in 1997 and providedprincipals with opportunities toreflect on teaching and learningpractices which enhance schooldevelopment and student outcomes.Participants received constructivesupport from members oftheir collegial team to assistimplementation of change at theschool level.Forty principals took part in a trialof the program in 1995. In 1996 and1997 approximately 650 principalsof primary, secondary and specialschools participated in the programand a large number of applicationsis anticipated for 1998.The Principals Induction Programwas trialled in 1996 and fullyimplemented in 1997. The programwas evaluated highly byparticipants. The 120 beginningprincipals who participated in 1997found it “practical, encouraging,inspiring, relevant, meaningfuland topnotch professionaldevelopment”.Tom Croker, President of thePrimary Principals’ Associationand Jim Harkin, President of theSecondary Principals’ Councilbelieve that the induction course“has provided the opportunityfor current principals to beactively involved in planningand promoting valuable courseswhich are both ongoing anddevelopmental for beginningprincipals”.Resource material was developedto support the principals’ inductionprogram. Participants received46 DSE Annual Report 1997

EXCELLENCE IN TEACHING AND LEARNINGcopies of Survival Handbook forFirst Time Principals. Taking on aNew School and The Time HasCome to Leave.The Survival Handbook for FirstTime Principals is a comprehensivehandbook, written by practisingprincipals to meet the identifiedneeds of ‘first-time’ principals.Taking on a New School is abooklet designed as a guide to theincoming principal and The TimeHas Come to Leave is a bookletdesigned to ensure the smoothhand-over of a school to its nextleader.The Executive Induction Programwas implemented through schoolsand district offices during 1997.This program is multi-phasedand addresses issues of leadershipand culture, conflict resolution,teamwork and supervision,clarifying and negotiating roles,legal and industrial issues and selfmanagement.In 1997, 800 newly appointedschool executives participated in theprogram which improved transitioninto their new roles.Teachers in 1997 undertook theCertificate of School Leadershipand Management Program toenhance their understanding ofcontemporary school leadershipissues.Principals and school executivesalso accessed funding for doctoralsupport, professional associationsand international programs.The Department also trialled a seriesof initiatives including:• Executive Shadowing• Communications Strategiesfor School Leaders• Aboriginal School LeadershipSeminars• Rural Exchange and• Short Term Exchange.ManagementDevelopment Programsfor Senior ExecutivesDistrict Superintendentsparticipating in the HomestayExchange Program indicated thatthe opportunity for collegialmonitoring and dialogue affordedby this interstate, home-based,professional shadowing initiativewas outstanding, possibly themost successful professionaldevelopment which they hadundertaken in their careers.A focus group evaluation of theExecutive Interchange Programdemonstrated that this programcontinues to be well received byindividual participants and hostorganisations.Private and public sectororganisations have been impressedwith the contributions made byexecutives on interchange.Development activities whichprovided opportunities fornetworking with public sectorcolleagues from other agencieswere perceived as valuableby department staff.Examples of these opportunitiesincluded the ExecutiveDevelopment Program, the PublicSector Management Course andseminars and workshops providedby the Institute of PublicAdministration Australia.This networking provided insightsinto public sector issues andincreased understanding of thepublic sector context for education.Some Comments About the Principaland School Development Program(PSDP)}The value of the PSDP to principals liesin the time for networking and workingtogether. It gives principals control overtheir professional development. In thisprogram, principals use each other’sexpertise to work on issues of importancein their own school~Larissa Treskin, Vice-PresidentNSW Secondary Principals’ Council}It was a very practical course, whichemphasised the need for the executive totake a major role in lifting the morale ofthe staff. The small things are veryimportant~.Lynne Reid, Assistant PrincipalHolbrook Public SchoolDSE Annual Report 1997 47

EXCELLENCE IN TEACHING AND LEARNINGTeacher Exchanges, 1997Canada 37China 1France 1Germany 1Japan 3Korea 3New Zealand 1United Kingdom 17USA 16TOTAL 80Senior AdministratorsProgramThe Senior AdministratorsProgram was introduced in 1997to support the training anddevelopment of officers aboveGrade 7.The program was developed inresponse to government policies onquality management in times ofconstant change.Department strategies that wereparticularly successful in 1997were Project Managementfor Senior Administrators andvarious interchange programs. TheProject Management for SeniorAdministrators involved 65 senioradministrators in state/districtoffices who reported that the courseequipped them well for their roles.The interchange programs involvedexchanges with the Department ofLand and Water Conservation,NSW Police Service, FairfaxPublications and the Department ofEducation, Victoria.Opportunities forFurther Tertiary StudiesThe Tertiary Fee Support Programprovided an annual subsidy of upto $500 for staff undertakingapproved courses of study inuniversities or TAFE colleges. Theprogram was open to all DSEemployees and preference wasgiven to courses reflectingdepartmental priorities andinvolving relevance to the workrole. In 1997 a total of 423 staffbenefited from the program.The Teachers’ Study LeaveProgram is available to schoolbasedteaching staff, schoolcounsellors and Home SchoolLiaison Officers.School Administrative and SupportStaff (SASS) gained assistancefor their tertiary studies throughthe Study Assistance Program.The program provided time forlecture attendance, and privatestudy, and supported compulsorycourse attendance. In 1997, over130 SASS staff benefited from theprogram.Department staff who undertooksignificant post-graduate researchto Masters level in theDepartment’s priority areas wereeligible to apply for supportthrough the Post-GraduateResearch Program. The programoffers support for tuition fees andother costs associated with thecourse of study. In 1997, seventeachers received this assistance.A growing number of DSE staffundertook Doctoral Studies foreither a Ph.D or Ed.D. The DoctoralSupport Program provided anumber of release days orequivalent each year. Support wasdetermined by the stage of the studyand the contribution that researchwas making to departmentalpriorities. In 1997, 28 people weresupported in the program.Opportunities to Workand Study OverseasThe DSE provided opportunities forexchanges, vacation study orplacement programs in a range ofcountries in North America, Europeand Asia. Working overseas orinterstate provided staff withopportunities for fresh professionalinsights while acting as anambassador for NSW publicschools.The Teacher Exchange Programprovided support for year-longexchanges for teachers. Over 70teachers participated in the teacherexchange program in 1997.48 DSE Annual Report 1997

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EXCELLENCE IN TEACHING AND LEARNINGLANGUAGESAchieve bettercoordination ofprimary andsecondaryschoollanguagesprograms.Planning andImplementation ofContinuity ProgramsThe Department conducted a rangeof activities and providedsignificant support to schools forthe planning and implementation ofcoordinated and sequentiallanguage learning programs.A Languages 97 conference washeld at which over 100 languagesteachers engaged in workshops andlectures on teaching and learningissues relating to continuity inlanguages.A total of 180 schools benefitedfrom officer support and fundingsupport totalling $42,484 to allowfor planning days between localprimary and high schools.Thirty five continuity networkshave been established. Thenetworks emphasise thesequencing of languages programsfrom primary to secondary schoolsand focus on issues appropriate toeach group.Examples of issues coveredincluded an analysis of languageprovision in local schools, thedevelopment of teaching andlearning materials to support multilevelclassrooms and reorganisingYears 7 and 8 curriculum structuresfor languages.Officers from the Department’sLanguages Unit addressed teachersand parents at more than 80 staffmeetings, twenty P&C meetingsand ten district principals meetings.Language SupportProvided to SchoolsA range of support documentswas produced. These includedcurriculum resources for Chinese,French, German, Indonesian,Japanese, Modern Greek andVietnamese. In addition, a set ofprimary language profiles whichreflect the successes of a widerange of primary schoolsimplementing languages programsin 1997, and some primary andsecondary continuity models, wereproduced. The continuity modelsdraw on the processes that primaryand secondary schools haveundertaken to plan and implementcontinuous and sequencedlanguages programs.A number of initiatives usingtechnology to support the teachingand learning of languages wereimplemented in 1997. Theseincluded:• expansion of the Access toLanguages via Satellite (ALS)programs in Chinese andJapanese to include satellitebroadcasts and print supportmaterials for a third year ofcontinuous and sequencedlanguage learning for studentsin Years 3 to 6• the distribution of JapanAlbum, a multimedia CD-ROM developed by theDepartment in conjunctionwith UNISEARCHMultimedia, to all highschools teaching Japanese• the distribution of ChineseCharacter Tutor software toall high schools teachingChinese50 DSE Annual Report 1997

EXCELLENCE IN TEACHING AND LEARNING• a range of workshops on theuse of computer technology inlanguages classrooms• the development of satellitebroadcasts in French andJapanese for senior secondarystudents and teachers. The twoprograms centred on activitiesand strategies to develop theoral communication skills ofstudents and to maximisestudents’ use of the targetlanguages• the development of supportprograms for Year 7 Japaneseand Chinese to be broadcast bysatellite in 1998. This extendsthe Access to Languages viaSatellite programs.Opportunities forStudents to Enhancetheir Language SkillsThe Student Language Study inOverseas Countries (SLSOC)program provided students in Years10 to 12 with opportunities toenhance skills in languages bystudying overseas. The SLSOCprogram supported a rangeof study and exchangeopportunities including sisterschool relationships, school groupstudy visits and group andindividual student exchangesIn 1997, 389 students from 47government schools were offeredthe opportunity to pursue in-depthstudy overseas of a language otherthan English. Participants in theprogram were selected on the basisof merit and equity. Financialsupport varied depending on thenature of the study program and thecircumstances of individualstudents. The program will beexpanded over the next two yearsto give opportunities for up to 600students per year to pursue overseaslanguages study programs.Coordination ofLanguages in Primaryand Secondary SchoolsLanguages programs in schoolswere better coordinated through arange of activities designed to assistteachers and schools at varyingstages of development in languagescontinuity. These included:• a wide reaching programfocusing on issues inimplementing continuous andsequenced language learningprograms• promoting the importance ofrecognising students’ priorlearning. In the languagescontext, this assisted teachersof Year 7 to acknowledge theexpansion and impact ofprimary school languagesprograms and to work towardsaccommodating the variouslearning needs of theirstudents• working with schools toprofile successful models ofcontinuity• working with a range ofprimary schools to documenttheir languages programs inorder to provide other schoolswith examples of successfulprogram implementation• workshops focusing onteaching and learningstrategies for multilevelclassrooms. These assistedprimary and high schoolteachers to develop skills incatering for students’language learning across arange of proficiency levels• working with the Curriculum/Training and DevelopmentCoordinators in districts toestablish district networksfocusing on continuity.Officers of the LanguagesUnit have also worked withNumber of Students ReceivingGrants to Study Languages OverseasAustria 6China 14France 72Germany 22Greece 46Indonesia 22Italy 41Japan 133Korea 21New Caledonia 12TOTAL 389Number of Primary, Junior and SeniorSecondary Students undertakingCommunity Languages/AsianEconomic Languages and Frenchand German1996 1997Primary Students• Communitylanguages 48,852 50,852• Asian economiclanguages 99,186 97,119• French/German 40,240 35,471• All languages 188,278 183,442Junior Secondary Students• Communitylanguages 13,376 13,093• Asian economiclanguages 36,216 35,723• French/German 36,508 34,221• All languages 86,376 83,037Senior Secondary Students• Communitylanguages 3,463 3,164• Asian economiclanguages 4,288 3,891• French/German 2,605 2,724• All languages 10,356 9.779DSE Annual Report 1997 51

EXCELLENCE IN TEACHING AND LEARNINGLanguages Offered ThroughCommunity Language ProgramsArabicPersianGermanHebrewIndonesianJapaneseMacedonianPunjabiSamoanSpanishTamilTurkishChinese (Mandarin)Gamilaroi (Aboriginal)GreekHindiItalianKhmerPortugueseRussianSerbianFilipinoTonganVietnameseNumber of Students Studying LOTEThrough Distance EducationDistance EducationCentre StudentsBalranald 28Dubbo 160Karabar 145Open High School 1907Port Macquarie 200Southern Cross 147Sydney 57Walgett 5TOTAL 2649teachers at a local school leveldealing with issues ofcontinuity specific to eachsituation• the appointment of K-8Community Languagespositions to provide languageprograms in high schools thatextend the K-6 CommunityLanguage programs• Access to Languages viaSatellite materials providesthree years curriculum supportfor languages teaching andlearning for Japanese andChinese. The materials weredesigned to be appropriate assequenced learning materialsfor upper primary (Years 3 and6) and lower secondary (Years7 and 8).The Department is committed toproviding a minimum of one year’stertiary language training to 1100primary teachers between 1995-1998. In 1997, 317 teachers weresponsored to undertake one year’slanguage training at university,TAFE colleges and otherinstitutions in six targetedlanguages: Chinese (Mandarin),French, German, Italian,Indonesian and Korean.The course provided teachers withthe equivalent of up to one year’sundergraduate study. Wherefeasible the courses were offeredthrough outreach programs toensure learning occurred as closeas possible to the workplace. Thelanguage and methodology trainingprograms supported primaryteachers seeking recognition asprimary teachers with aspecialisation in languages.Community LanguageEducationIn 1997, approximately 42,000primary students from 172government primary schools hadaccess to community languageeducation.A total of 24 different languageswas being offered in 1997. Amongthese were two languages includedfor the first time in 1997: Hebrewand Tamil.The equivalent of 18 additionalabove establishment communitylanguage positions were allocatedfor 1997, with a further 36 to beallocated between 1998 and 1999.The addition of 18 new positionsin 1997 brings the total to theequivalent of 207.8 full-timepositions.Training andDevelopment forLanguages TeachersThe Community LanguagesInduction Program (CLIP) wasundertaken by 21 participants froma wide range of languagebackgrounds including Arabic,Chinese, Greek, Hebrew, Italianand Khmer. Many of the teacherswere overseas trained andappointed to the Department in1997. This training programprovided teachers with theopportunity to gain a greaterunderstanding of the structure ofthe Department and the basiclearning principles underpinningeducation in NSW schools.Participants explored many issuesof relevance to newly-appointedteachers including their roles andresponsibility, understanding theirlearners, designing, developing,implementing and evaluating asuccessful program, and classroommanagement.52 DSE Annual Report 1997

EXCELLENCE IN TEACHING AND LEARNINGThe training provided teachers withextensive course material, a oneday work shadowing experience,the opportunity to network withother community languagesteachers and key support people,and to undertake the formulationof an action plan for theimplementation of their communitylanguages program in collaborationwith key members of their schoolcommunity.The Saturday School IntensiveMethodology (SSLIM) andPrimary LOTE IntensiveMethodology (PLIM) programswere designed to meet the needs ofteachers teaching in a governmentschool who have competency in alanguage other than English, but nolanguage teaching methodology. Atotal of 116 teachers undertookmethodology programs in 1997,(96 primary school teachers andtwenty Saturday school teachers).In 1997, ongoing support wasprovided to the 40 schools in NSWstudying Korean. This supportincluded:• providing languagedevelopment training viaaudiographic link to the fivesecondary teachers and twentyYear 11 students whocommenced the 2 Unit HSCKorean course• sponsoring 26 teachers tostudy Korean throughuniversity partnerships (thetertiary course was especiallydesigned for teachersparticipating in the KoreanUsing Technology Projectprogram on the basis ofspecifications provided by theDSE)• a five day residential courseinvolving 52 primary andsecondary Korean teachers• the completion of the laststage of the teaching andlearning material providing acontinuous Korean course forYear 3-12.Negotiations were undertakenby Training and DevelopmentDirectorate to trial the delivery ofKorean courses for senior studentsthrough the Open High School in1998.Three teachers were involved in anexchange program with Seoul,Korea and ten teachers weresponsored to attend a three weeklanguage development workshop atSogang University, Korea.Excellence in Languages EducationBonshaw Public School won a Director-General’s School Achievement Award forits innovative Japanese Language program.}The program is run for all students K-6.All students are using some Japaneselanguage in the classroom. They arewidening their educational horizonsthrough the eyes of another culture.~DSE Annual Report 1997 53

PARTNERSHIPS IN PUBLIC EDUCATIONREPORTING STUDENT LEARNINGOUTCOMESMake furtheradvances inimproving thereporting ofstudentlearningoutcomes.During 1997, the Departmentimplemented initiatives designedto provide a more comprehensiverange of information about studentachievements at key stages ofschooling.English Language andLiteracy Assessment(ELLA) Pilot ProgramELLA is a key part of the NSWGovernment’s State LiteracyStrategy in secondary schools. It isan aid for secondary teachers toimprove literacy outcomes for allstudents.The ELLA Pilot Project was aliteracy test for Year 7 students.Originally, it was planned to trialELLA in 80 to 100 schools. Theresponse from schools was soenthusiastic that a decision wasmade to include all schools whoapplied. Students in 361 schools(over 80 per cent of the state’s highschools) sat for the test.The test includes assessment ofreading, literacy and writing skills.It uses reading and writing tasksfrom across all Key Learning Areasin Year 7.The purpose of the test is to provideteachers and parents withinformation about the achievementlevels of their students and to givethem diagnostic information aboutstrengths of individuals and groups.Teachers will now be able to targetthe needs of individual students,and particular student groups.Results were provided to schoolsin the first week in May andcontained individual studentreports, one for teachers and onefor parents; school summaries ofoverall achievement, performanceon each item and indications ofstrengths and weaknesses.Curriculum links documentsshowed how the test data related toliteracy tasks in each subject area.The School Report Packageincluded results of individualstudents and about the wholeYear 7 group. The report packageincluded data that summariseinformation, such as the averagescores of boys and girls, andinformation about responses toeach question or criterion.The package enables schools tofocus on the achievement ofindividuals, on particular aspects ofliteracy in relation to the demandsof the KLAs and on the relativeachievements of different studentgroups.Ideally, the parent report, in theform of a summary page for eachstudent, will be distributed toparents in the context of theschool’s literacy strategy. It willsupport discussions of howteachers and parents can worktogether to develop and reinforceliteracy skills.Reports for each student containedthe student’s score on each part ofthe test (reading, language andwriting) represented on a graph thatshows the distribution of all scoresin the pilot group. It also containedstatements which describe thestudent’s results on differentaspects of the test, giving anoverview of relative strengths andweaknesses.A series of publicationsaccompanied the results package,to assist teachers to make the bestuse of the ELLA test results. Theyprovide examples of the reports and54 DSE Annual Report 1997

action plans for improvingstudents’ literacy skills and helpsubject teachers make specific linksbetween the literacy skills tested inELLA and the literacy demands oftheir particular subject area.As part of the pilot, two projectswere undertaken to assist inprogram evaluation. The first ofthese was an independent reviewconducted by members of theConsortium of Australian Social,Behavioural and EducationalResearch (CASBER). This reviewinvestigated the reliability andvalidity of the test and found thatthe DSE ‘has developed the mostcomprehensive and complete set oftesting and reporting materials sofar produced in Australia.’The second evaluative activityinvolved surveying samples ofstudents, parents and teachersinvolved in the pilot program. Over90 per cent of teachers whoresponded agreed that the ELLAtest provided information relevantto the Year 7 curriculum, and thatas a consequence of the testteachers have a better idea of theliteracy skills students have onentry to high school.Eighty-six per cent of students andover 90 per cent of respondingparents were also positive about theinformation contained in the reportthey received.Following a review of the 1997pilot program, the Governmentannounced that ELLA tests will beextended to all NSW high schoolsin 1998.Basic Skills Tests(BST) ReportingThe Basic Skills Tests (BST)provide parents with detailedand reliable information aboutthe literacy and numeracyachievements of their children.They are also a means for parentsand teachers to compare individualstudent performance againststatewide performance.The BST assist teachers to identifyindividuals or groups who requireadditional assistance. They alsoprovide schools with reliableinformation to assist them to planand implement programs for theimprovement of literacy andnumeracy and to monitor standardsover time. Classroom teachers candraw on the resources of specialistteachers or intervention programsto provide students withopportunities to improve basicskills.The framework for reportingindividual achievement uses threemeans of comparison to describestudent achievement and progress:• the student’s performanceagainst a standards frameworkof skills bands• the student’s prior and currentlearning achievements• the student’s achievementcompared with those of otherstudents.Since 1996, parents have been ableto make a direct comparison oftheir child’s performance in theYear 5 test with their performancein the Year 3 test two years earlier.Reports are distributed to parentsin October and provide commentsabout their child’s relative strengthsand weaknesses and show howtheir child’s results compare withthe rest of the state.Reports provided to teachersinclude all the information given toparents and show the student’sresponse to every questioncompared with the statewide group.The 1997 School Report Packagesalso show the progress of eachstudent and the average progress ofthe group within the school forwhom matched test scores areavailable.❝The NSW Department of SchoolEducation has developed the mostcomprehensive and complete set of testingand reporting materials so far produced inAustralia.❞Consortium of Australian Social,Behavioural and Educational Research(CASBER).Some Comments from Teachers andPrincipals About the ELLA Tests❝This means I now have benchmarks towork on. We have facts to talk about andwe can plan for the future and use the nextfour or six years to improve our students’literacy.❞Principal, Dubbo South High School.❝Teachers and parents can now identifystudents who need help and can changetheir programs to help them.❞Head Teacher, Marrickville High School.❝Teachers can look at what they’reteaching now and change their programsto make sure students are learning allreading and writing skills.❞Principal, Arthur Phillip High School.Excellence in Assessment andReportingGrenfell Public School won a Director-General’s Award for School Achievementfor its excellent initiatives in assessmentand reporting. ❝The process is a wholeschool approach that develops the conceptof the nature of shared responsibility forlearning between students, teachers andparents, and of the desirability of effectiveassessment approaches.❞DSE Annual Report 1997 55

PARTNERSHIPS IN PUBLIC EDUCATIONSTUDENT PARTICIPATION INDECISION MAKINGPromotestudentparticipation indecisionmaking andencouragestudentinvolvement inschool andsystemdecisionmaking.School ParticipationMany schools encourage theformation of student representativecouncils as a means of providingstudents with an opportunity to beinvolved in school decisionmaking. Student councils alsopromote interpersonal skills,citizenship, enhanced confidenceand a sense of responsibility.Across the state, around 70 per centof all schools had formed studentrepresentative councils or schoolparliaments by 1997. Virtually allhigh schools and over two thirds ofprimary schools have such councilsor parliaments.There was widespread involvementof students in the review of schooldiscipline and student welfarepolicies.Students also participated in a peerresearch project of the ChildProtection Council called Giving AVoice to Children. The resultingreport aims to create more positiveoutcomes for young people in care.Students conducted open forumsat their schools to discuss issuesof concern including students’rights and responsibilities, thepromotion of citizenship andstudent welfare issues. Districtstudent representative councilexecutives met regularly withdistrict superintendents to discussissues that concerned young peoplein their schools.System ParticipationAt the state level, the NSW StudentRepresentative Council (NSWSRC)has continued to promote studentwelfare and student leadershipthroughout the state. In 1997 theNSWSRC aimed to promotestudent welfare issues includingpeer mediation, peer support andtutoring, community involvement,youth suicide prevention, drinkdriving prevention, anti-violence,anti-homophobia and drugeducation. Community involvementand anti-violence were specificpriorities for the NSWSRC in 1997.The NSWSRC launched apamphlet outlining the aims andfunctions of SRCs and the types ofprograms they are involved in. Thebrochure was sent to all schoolsincluding primary schools with theaim of promoting supportnetworks. A working party ofprimary teachers was established todevelop strategies to involveprimary students in SRCs.Seventy two per cent of all schoolshave SRCs and most schoolcouncils in central and secondaryschools had at least one studentmember.The NSWSRC set up a homepageon the Department website.Students developed the homepageand were involved in the launchof the site by the Minister. Thesite includes information aboutSRCs and the role, programs,achievements and goals of theNSWSRC.56 DSE Annual Report 1997

PARTNERSHIPS IN PUBLIC EDUCATIONOne of the main activities of theNSWSRC for 1997 was school andcommunity involvement programswith an emphasis on actions tocounter violence.A state SRC conference DrugsExist, Know the Risk was held inAugust. The object was to makesure students were armed withenough information to run theirown education seminars for theirpeers in the 40 school districts. Thestudents worked with DSE andother drug education officers todevelop new education strategieswhich can be used in NSW highschools.The NSWSRC was involved indepartmental initiatives including:• school attendance and the roleof the home liaison officers• child protection• the middle years of schoolingproject• school canteen guidelines• anti-violence programs.The NSWSRC expanded its rolewith government and nongovernmentdepartments and wasinvolved in consultation with:• the Kids’ Helpline• the Australia Day CouncilYouth Committee• the Federation of Parents andCitizens Association• the Civics and Citizenshipbenchmark project• the NSW Committee onUnderage Drinking from theDepartment of Gaming andRacing• the Youth Liaison Officer, NSWOmbudsman.Minister’s Awards forExcellence in StudentAchievementThe Minister’s Awards forExcellence in Student Achievementhonour outstanding students as theygraduate from Year 12. The Awardsacknowledge achievements in awide range of student endeavours.In 1997 33 students fromthroughout the state received theaward for a wide range ofacademic, sporting, leadership,cultural and communityachievements.The 1997 recipients were:• Danelle Ayers, Eden MarineTechnology HS• Luke Baitch, Bathurst HS• Charmaine Benefield, Macintrye HS• Simon Bird, West Wallsend HS• Jade Bond, Bulli High HS• Michael Brennan, Monaro HS• Allison Brien, Grantham HS• Shane Butcher, Bidwill HS• Mark Butlin, Alstonville HS• Celia Carrol, Sydney Girls HS• Andrew Carter, Courallie HS• Karen Crawley, St George Girls HS• Ryan Crompton, Forster HS• Alison Fletcher, Kingscliff HS• Sarsha Gorissen, Tumut HS• Kim Greenway, Sydney SecondaryDistance Education• Alison Hicks, Whitebridge HS• Emma Jamieson, Kooringal HS• Samantha Kerslake, Cromer HS• Naomi Lang, South Grafton HS• Belinda Mercer, Mountview HS• Gregory Noonan, Wee Waa HS• Nathan Pedretti, Broken Hill HS• Karen Ngar Lee Quan, James Ruse HS• Kirsty Reid, Kiama HS• Tracey Richardson, Shoalhaven HS• Davina Rooney, Hornsby Girls HS• Tim Scott, Kelso HS• Connie Stuck, Casino HS• Harry J Vaneris, Randwick Boys HS• Scott Wallace, Canowindra HS• Catharine Williams, Canobolas RuralTechnology HS• Matthew Zadow, Kooringal HS❝Because students who know their peers’viewpoints are taken seriously and they’relistened to, there’s a sense of well beingthat carries to the whole school❞Christine Taylor, PrincipalCammeray Public School.Percentage of Schools with StudentRepresentative Councils or SchoolParliaments1995 1996 1997Primary Schools 61% 68% 68%Central Schools 88% 86% 95%High Schools 96% 97% 97%Schools for SpecificPurposes 9% 11% 13%All schools 61% 71% 72%DSE Annual Report 1997 57

PARTNERSHIPS IN PUBLIC EDUCATIONPARENT AND TEACHERPARTNERSHIPSDevelop parentand teacherpartnershipsfor improvedstudentlearning.During 1997 the Departmentcontinued to develop parent andteacher partnerships to improvestudent learning through variousprograms and training anddevelopment.Parents as TeachersProgramThe Parents as Teachers programis a parenting program for familieswith children aged 0-3 years. Itpromotes children’s cognitive,language, social and motordevelopment. It is a program thatincludes families in particular needof support through referral from theDepartment of CommunityServices.The Government has a strongcommitment to early intervention,parent participation and greaterinter-agency coordination, basedon the philosophy that parents aretheir children’s first and mostinfluential teachers.The research literature shows thata child’s early experiences in thehome have enormous impact onfuture success at school.The program offers parents regularhome visits, group meetings andprinted information on children’sdevelopment.In 1997, the program changed itsfocus to enable more families toaccess the program. Each programcaters for local needs by providingadditional group meeting and othersessions to support parents in theirparenting role.Parental participationin decision makingParents continue to play a vital rolein the governance of our schoolswith their involvement in parentorganisations such as theFederation of Parents and CitizensAssociations, the Federation ofSchool Community Organisations(FOSCO) and local schoolcouncils.Each school builds and maintainslinks with a range of representativeparent and community groupsincluding the parents and citizensassociation, other parent clubsand the Aboriginal EducationConsultative Group.The school council providesa focus where parents, staff, andcommunity groups can cometogether to plan and developpolicy which reflects the needsand aspirations of the schoolcommunity.At the system level the Departmenthas established a number ofstructures to enhance parentparticipation in the developmentof policy advice. A Teaching andLearning Reference Group anda Resources Reference Groupchaired by the Deputy Directors-General were established.Each reference group includesrepresentatives of key parentorganisations and provides aforum for parents to advise andcomment on a broad range of issuesincluding:• connection of all schools tothe Internet• national strategy in schoolingto prevent paedophilia andother forms of child abuse58 DSE Annual Report 1997

PARTNERSHIPS IN PUBLIC EDUCATION• school property matters• literacy agenda• fitness program• integration of students withspecial needs into mainstreamclasses.Parent representation exists onvarious committees at statelevel, for example the PrimaryCurriculum Advisory Committeeand the School CleaningCommunications Group.During 1997 the three seniorofficers of the Department metseveral times with members ofthe FOSCO and State Parents andCitizens executive committees.Discussions at these meetingscovered a wide range of importantissues and were valuable inensuring that the Department’sstrategic directions are set inconsultation with parent andcommunity groups. Agenda itemsincluded child protection, schoolreporting, accountability andimprovement, parent participationin school development days, equityissues and funding.The FOSCO Annual Conferencewas held in September withthe theme Are We Getting theFoundations Right? Among thediverse issues discussed were childprotection, drug education, schoolreporting, parent participation andliaison and voluntary schoolcontributions.The theme for the AnnualConference of Parents and Citizenswas Speak up for Kids. Theconference focused on funding andthe future of public education andthe teaching profession withrespect to issues of aging, lack ofmobility and child sexual abuseallegations, school developmentdays and funding in governmentand non-government schools.Parent and CommunityTraining andDevelopmentA total of $214,069 was spent ontraining and development forparents and community members.Of all training hours undertakenacross the Department in 1997, 5.6per cent involved parents andcommunity.A resource package Strengtheningthe Partnership distributed in 1997,was designed to provide parent andcommunity groups with knowledge,understanding, skills and confidenceto become effective members ofschool councils. School councilsrepresent an essential partnershipamong parents, staff, the widercommunity and students.The Key Group initiative continuedin 1997 as an important schoolfocused training and developmentprogram. Running at a cost of$90,000, the initiative is a jointtraining and development initiativeof the NSW Federation of Parentsand Citizens Association,Federation of School andCommunity Organisations (FOSCO)and the Department.During the year 97 schools from34 districts participated in theprogram, with 50 per cent choosingliteracy as their project. Otherpopular topics were studentbehaviour and the Years 9-10Mathematics syllabus.The Key Group program is afour phase model of schoolimprovement based on acollaborative partnership of parentsand teachers working together toplan and implement a projectrelated to their school’s curriculumand priority areas.Families Participating in theParents as Teachers ProgramFamilies in the full homevisit program 440Families who only attendgroup meetings 346Families who participate inother structured groupactivities 382Families receivingnewsletters only 306Total 1,474Expenditure and Time for Trainingand Development of Parents andCommunityTotal Expenditure $214,069% of all expenditure 1.3%Total Hours 152,547% of all hours 5.6%Number of Schools with SchoolCouncils, 1997Infants/Primary Schools 1210Secondary Schools 238Central Schools 55Schools for Specific Purposes 53Field Study Centres 7Total 1563DSE Annual Report 1997 59

PARTNERSHIPS IN PUBLIC EDUCATIONExamples of Excellence in SchoolCommunity RelationsThe following schools won the Director-General’s School Achievement Award fortheir outstanding work in promoting schoolcommunity relationships:Murrumburrah High School: ❝theschool has developed a range of exemplaryschool-community partnerships whichhave enhanced the learning outcomes ofits students.❞Telegraph Point Public School:❝nominated for initiative PositivePlayground, in which parents are involved,increasing their level of responsibility.❞Warrawong High School: ❝hasdeveloped a broad and complex structureof relationships with members of the schoolcommunity. Particularly successful workhas been done to support the learning ofstudents in the home.❞Priority areas for 1997 included:• child protection strategy• literacy• Aboriginal Education policy• Mathematics 9-10 Syllabus• student behaviour.The Talk to a Literacy Learner(TTALL) training and developmentprogram helps parents tounderstand how children learn atdifferent rates and in differentways. It gives parents positivestrategies they can use to assist theirchildren through the differentdevelopmental stages of thereading, writing and research skills.Several programs particularlytargeted parents in country areas.The Student Outcome and SchoolPlanning Project, a Country AreasProgram initiative, assisted groupsof isolated schools in actionresearch projects involving localcommunities and resulted in thedevelopment of programs whichaddressed research findings.Director-General’sAward for ExcellentService to PublicSchoolsThe Director-General’s Awardfor Excellent Service to PublicSchools is presented annually toindividuals who have made asignificant contribution to thepromotion of public education inNSW. These include members ofparent organisations, voluntaryworkers, sports and arts coachesand members of local communities.In 1997 the award was presentedto 50 recipients from throughoutthe state. Recognised individualsincluded several who had beenactive for many years in parent andcommunity groups, and others whomade major long term contributionsto classroom programs, or to schoolmaintenance or administration.Several State and District Officestaff were also honoured for theirhigh level of service to schools andthe wider community.1997 Recipients of the Director-General’s Awardfor Excellent Service to Public Schools• Mrs Lyla Abood, Berrilee PS, for support to the P&C, school, teachers, parents and children• Mr Fred Attwood, Mt Ku-ring-gai PS, for dedication to the school and the Reading AssistanceProgram• Mrs Elaine Aves, Rooty Hill HS, for voluntary work and coordination of the school newsletter• Mrs Nancy Badewitz, Bombala PS, for service to school administration and both primaryand high school P&Cs• Mr James Bannerman, St Peters PS, for voluntary work and maintenance of the school grounds• Mr Robert Barett, Junee PS, for service to the school as chair of the Junee Vocational EducationManagement Committee• Mrs Deborah Betsey, Harrington Street PS, for service to school administration and staffmorale• Mrs Gwen Bolton, Peats Ridge PS, for services as community representative on the SchoolCouncil and support to the children• Mrs Leonie Cooper, Junee PS, for excellent organisational skills, leadership and rapport withchildren• Mrs Charmaine Croker, Batemans Bay HS, for initiating School Assistant Support Groupsand Network Groups• Mr Colin Curry, Kahibah PS, for continuous, dedicated service to the school• Ms Lorraine Dillon, Booragul PS, for excellent service as school assistant• Mr Robert Faram, Woolooware HS, for guiding the development and growth of the school• Ms Pamela Farrington, South Grafton HS, for dedication and commitment to public education• Mrs Lyn Gallant, East Hills Technology HS, for support to public education and participationin school committees60 DSE Annual Report 1997

PARTNERSHIPS IN PUBLIC EDUCATION1997 Recipients of the Director-General’s Awardfor Excellent Service to Public Schools• Mrs Sue Gee, Middle Harbour PS, for outstanding service to the school canteen• Mr Bill Greig, Sydney Children’s Hospital School, for assistance in the development ofstudent computer skills• Mr Keith Gumbleton, Dora Creek PS, for services to the Annual Arts and Craft Festival andfundraising• Ms Gloria Habib, St George District Office, for services to the development of multiculturalismin schools• Ms Marcelle Holliday, State Office, for involvement in the development and implementationof literacy programs• Mr Don Hopkins, Taree District Office, for exceptional skills as a teacher and educationalleader• Mr Richard Hoskins, Mona Vale PS, for services to public education, membership of theBoard of Stewart House, membership of PSSA Committees and Glenfield secretary of thePrimary Principals Conference• Mr Sid Hugen, Liverpool Girls HS, for services as community representative on the schoolcouncil and President of the P&C• Mr Lewis Hurn, Congewai PS, for service as P&C Treasurer and support to the school,teachers, parents and children• Ms Susan Johnston, Miller PS, for support to parent initiatives• Ms Margaret Kent, Mount St Thomas School, for developing and enhancing parent, communityand teacher partnerships to improve student learning• Mr Barry Klumpp, Model Farms HS, for involvement in science education• Mrs Merilyn Kortt, Turramurra North PS, for services to the school and fundraising• Mr John Leadbitter, Jamison HS, for involvement in music education• Mrs Gail Lonnon, FOSCO, for commitment to the early years of schooling and parentparticipation• Mrs Lynn MacDonald, Southern Cross School, for tireless work and participation on theschool council• Mrs Shirley McLennan, Woodenbong CS, for contributions to the P&C and voluntary work• Ms Angela McNamara, Leeton PS, for service to school administration and assistance to herpeers in the Griffith district• Mrs Miriam Middleton, Lightning Ridge CS, for services to school administration and schoolevents• Mr Ronald Murray, Mount Brown PS, for services to the school concert band• Mrs Lorna Nevison, Para Meadows School, for services to students with disabilities• Mr Adrian Parker, Deniliquin District, for dedicated support and promotion of public educationin the Deniliquin District• Ms Susan Pegg, Duval HS, for services as P&C President and numerous school committees• Ms Meree Reynolds, State Office, for contributions to enhancing literacy outcomes at districtsand state levels• Mrs Charmagne Rotumah, Bodalla PS, for support to the Aboriginal Reading Aide Program• Mrs Violet Sayers, Schofields PS, for outstanding services to the school canteen• Mrs Margaret Simpson, State Office, for commitment to the development of social studiesacross the state• Ms Jill Teeling, Mary Brooksbank SSP, for achievements as fundraising co-ordinator to buildthe students a hydrotherapy pool• Mr Keith Thomas, Mount View HS, for commitment to light and sound for musical productions• Mrs Marie Tomlinson, Lowesdale PS, for voluntary assistance with special programs forchildren with learning difficulties• Mrs Margaret Vickery, Tamworth West PS, for enthusiasm and commitment to the school,teachers, parents, and children• Mrs Verna Wallace, Beechwood PS, for devoted, loyal and unselfish service to the school• Mr David Weaver, Picton HS, for tireless work to promote the school in the local communityand leadership of the P&C• Ms Thelma Winter, Windeyer PS, for voluntary assistance in craft, cooking and special events• Ms Helen Woodcock, Nowra Technology HS, for contributions to public education.DSE Annual Report 1997 61

PARTNERSHIPS IN PUBLIC EDUCATIONREPORTING SCHOOLPERFORMANCEReport onschoolperformance toparents andthe widercommunity andfacilitateacceptance ofa new schoolannualreportingprocess.In 1997 government schools tookpart in a new process of evaluationand reporting to the community inan effort to improve the provisionof education to young people.Each school carried out a schoolself evaluation. The evaluationfocused on improving schools,emphasised the importance ofstudent learning and achievementand involved the schoolcommunity, teachers and parents.Following the school selfevaluation process, an annualschool report is written by theprincipal with input from the schoolcommunity and assistance from aschool improvement officer.Each annual school report will bewritten to a framework specifiedby the Department to ensureconsistency. The informationincludes important features ofthe school and its community,school achievements, schoolperformance information andschool improvement targets for thenext year.Targets identified in the annualschool report are included in theschool’s plans for the year ahead.Progress in achieving the targetsis monitored and evaluated bythe school. School and districtresources are allocated on the basisof priorities and needs identified inthe reports. Progress towardsachieving targets is then reportedin the following year’s annualschool report.The NSW Teachers Federation andthe Department reached agreementon the introduction of annualschool reports on 1 August 1997.This agreement related to theprocess of self evaluation, thestructure and contents of annualschool reports and the use ofstudent performance data. Theagreement is encapsulated in aseries of protocols which determinehow the annual school reportingprocess will operate.Training sessions on annual schoolreports were held for high schooland central school principals andone other member of staff duringAugust 1997. Training sessionswere held for primary schoolprincipals and one other member ofstaff in September.All primary schools havecompleted their 1997 annual schoolreports. This includes hospitalschools, field study centres, schoolsfor special purposes and specialcentres. All secondary and centralschools will have completed their1997 Annual School Reports by theend of March 1998. This allowsthem to incorporate the 1997 HSCresults into their reports. Printingand distribution of the reports hasbeen completed centrally by theGovernment Printing Service.Following the release of the reportsto the local community, a publicmeeting is held which allowsparents and community members tofurther enquire about aspects of thereport. Wherever possible, theSchool Improvement Officer whohas worked with the school attendsthe public meeting to assist theprincipal and committee members.Annual school reports provide anopportunity for schools to beaccountable to their community,report on student learning andachievements and give parents fairand objective information.Analysis of the reports and thevarious sections within them62 DSE Annual Report 1997

PARTNERSHIPS IN PUBLIC EDUCATIONQUALITY AND CUSTOMER SERVICEExtend ourcommitment toquality andservice anddeliverenhancedcustomerservice andimprovedperformance.Key Service InitiativesDuring 1997 the Departmentimplemented numerous initiativeswithin operational areas to improveperformance and customer service.The Technology Directorateestablished 22 One3 supporttelephone numbers for use bydepartmental staff throughout theState. The programming of thesenumbers allows for enquiries to bedirected to appropriate areas forpayroll, leave, technology support,school financial support andemployee support. The service hasimproved response time to staffseeking advice on these matters.Local call access has beenincreased to more than 67 per centof schools and STD telephonecosts reduced for others throughconsultation with the department’sInternet Service Provider.Telephone systems and serviceshave been upgraded throughout thedepartment, and all district officeshave been connected to the TelstraSpectrum network, reducing costsand decreasing the need for localtelephone administration.A remote access support strategyfor the OASIS timetable wasdeveloped and implemented whichallows access to school data froma remote location.The Network for Education website was developed, providing aresource for teachers, students andthe general community.The wide area network wasexpanded to enable more sites tohave access to GroupWise e-mail,AS400 services and otherdepartment standard officeautomation.A school support network wasimplemented that connects allschools to the department’s widearea network providing standardoffice automation, GroupWise ande-mail to all schools.Finance staff underwent training inOASIS technology systems, andschool finance issues, customerservice and work task training. Anew financial managementreporting system now delivers highquality and enhanced standards offinancial reporting.The Energy Management Teamconducted information and trainingsessions for school service officers.Training courses will be conductedfor principals of the schools chosenfor the trial performance ofcontracting to maximise efficiencyof energy use and to reducerecurrent costs.The Department was awarded ahigh commendation in the categoryof Process Improvement at the1997 Prime Minister’s Award forInnovation in the Public Sector forthe Asset Management System.The Asset Management Systemprovides access to a range of datawhich assists in the accurate andtimely provision of advice toschools , external agencies, seniorofficers and the Minister.A review of project approvalprocedures has been completed tostreamline and shorten approvaltime.All staff in the School Staffing Unithave been trained in customerservice practices and proceduresand effective telephone techniques.Work practices have been reviewedand streamlined and processingtimes have been reduced.64 DSE Annual Report 1997

PARTNERSHIPS IN PUBLIC EDUCATIONCommunity EnquiriesOver 3500 calls were received bythe Department’s Public LiaisonOfficer in State Office. About fourper cent (140) of these calls couldbe classed as grievance calls. Thiswas a lower number than in 1996.Requests for information covereda wide range of topics includingdepartmental policies andpublications, and student welfareand health dates for educationalevents and school vacations andstudent placement.During the year the Departmentdealt with a total of 9067 lettersreceived by the Minister. Of these,1448 were concerned with topicswhich were the subject ofcampaigns. These included theInterest Subsidy Scheme andCasual Teacher Staffing.Community information has beenentered onto the Department’swebsite and an expanded range ofpublications was produced toprovide information to parents andthe community.Training andDevelopment forImproved ServiceA number of training anddevelopment programs helpedschool and departmentaladministrative and teaching staff toimprove the quality of theircustomer service.Courses dealt with designingand presenting training courses,conference and meetingorganisation and the use of diversetechnologies in presenting trainingprograms.The Training and DevelopmentCentre in Lewisham continued toprovide high standard conferenceand course support and resourceproduction. Service users havecommented that the Centre’sstrength lies in its location, thequality of its equipment and itsability to cope with a range ofgroup sizes.Guided SelfAssessmentThe Department participated in aprogram of guided self assessmentin 1997. The project is in line withPremier’s commitment that allagencies implement total qualityinitiatives across all operations.The Australian Quality Council’sGuided Self Assessment methodologywas used for the assessment. Thismethodology incorporates qualityassessment criteria used in theAustralian Quality Awardsframework.The purpose of the assessment, atthe departmental level, was tointroduce quality concepts andprinciples to the workshopparticipants and for them toreflect on the performance of themanagement systems andprocesses. Participants scoredthe performance of systemsand processes against qualitycategories. The categories wereleadership, policy and planning,information and analysis, people,customer focus, quality ofprocess, product and service andorganisational performance.The most significant outcome ofthe exercise has been theintroduction of quality conceptsand principles to staff at all levelsof the participating directorates.Staff also have a greaterappreciation of the role ofperformance measurement andcomparison in achieving bestpractice. The results of theassessment will be used as an aidto planning and continuousimprovement.Prime Minister’s Awards forInnovation in the Public Sector:High Commendation for theDepartment’s Asset ManagementSystem❝You should take great pride in yourorganisation being publicly recognised ata national level for process improvement.The initiative of your organisation indeveloping a nomination of such qualityshould also be congratulated.The recognition by the Prime Minister inthis form acknowledges the successfulimplementation of reform across NewSouth Wales public sector and provides anopportunity for other organisations tobenefit from your initiative.❞Director-GeneralPremier’s DepartmentExamples of Excellence in Qualityand ServiceTwo schools won Director-General’sSchool Achievement Awards for theirquality service initiatives.Greystanes High School: ❝a qualityschool ... in practical ways it has become alearning community which maintains theimprovement of learning outcomes as itsmain goal.❞Kurri Kurri High School: ❝The SchoolImprovement Team is based on aphilosophy of continuous improvementthrough quality management principles ...The team has staff, students and parentrepresentation and has become an acceptedvehicle for change throughout the schoolcommunity.❞DSE Annual Report 1997 65

SAFE, CHALLENGING AND CREATIVE SCHOOLSCHILD PROTECTIONRenew ourefforts in childprotection andreduce childabuse.Changes in ChildProtection InitiativesDuring 1997, the Departmentactively and systematicallyproceeded to remove from theteaching service those individualswho had abused the trust placed inthem by parents and children.The tightest possible procedureswere put in place to prevent childsex abusers from being employedand all staff were made aware oftheir roles and responsibilities inchild protection.Major changes included:• trainee teachers will now betrained in child protection• any staff member convicted ofchild sexual assault is nowprevented from gainingemployment• all staff members in NSWgovernment schools have beentrained in child protectionprocedures and strategies• all staff members have access toprocedures which explain whatthey are to do when they becomeaware of child sexual assault,other forms of child abuse orimproper conduct of a sexualnature by staff• all staff members have been givenexplicit directions with regard tothe standards of professionalconduct.A Case Management Unit wasestablished and staffed by highlyskilled specialists. The Unit ensuresthat allegations of improperconduct of a sexual nature areinvestigated expeditiously andconfidentially. It works closelywith the Police Service andthe Department of CommunityServices in relation to theirinvestigation of allegations of childsexual assault against DSE staff.The Department’s representativeon the Child Protection Councilmet regularly with officers from themain agencies in child protectionto identify operational issues.These meetings were convened bythe Office of Children and YoungPeople.Child Protection Policyand ProceduresChild protection policy andprocedures were a major focus ofDepartment activity during 1997.The Department revised theprocedures for the reporting ofsuspected sexual, physical andemotional abuse and neglect ofstudents and improper conduct ofa sexual nature by staff againststudents.The revised procedures in childprotection for schools were set outin two documents and sent to allstaff. The first document, ChildProtection: Procedures forRecognising and Notifying ChildAbuse and Neglect, requires staffto report all suspected cases ofsexual abuse, physical andemotional abuse and neglect to theschool principal, who in turn mustreport it to the Department ofCommunity Services. School staffmay also notify the Department ofCommunity Services directly.The second document, ChildProtection: Procedures to beFollowed in Response toAllegations of Improper Conduct ofa Sexual Nature by a Staff MemberAgainst a Student sets out the stepswhich must be followed inreporting such conduct to the66 DSE Annual Report 1997

school principal or directly to theCase Management Unit in the DSE.A child protection folder was alsoprovided to schools. It included acopy of the revised InteragencyGuidelines for Child ProtectionIntervention.Training and SupportThe largest child protectionstrategy in Australia was mountedduring 1997 with more than 60,000staff trained in new child protectionpolicies and procedures. Thisincluded staff briefings, video andsatellite broadcasts and workshopsat a cost of $500,000.The training ensured all staff, bothteaching and non-teaching, knowtheir legal and professionalresponsibilities for recognising andreporting concerns relating to childabuse and neglect.A new Child Protection Trainingand Development Kit wasdeveloped to ensure all staff wereaware of child protection issues andresponsibilities and to develop theskills of all staff in recognising andresponding to signs of abuse andneglect. Six thousand copies of thekit were distributed to schools anddepartmental offices.The training kit also contained avideo which included interviewswith experts in the field of childprotection. Staff workshop materialwas also included in the video andassociated package.Teachers participated in a ChildProtection Inter-Agency Forumwith staff from the Department ofCommunity Services and thePolice Service. The Forum wasdelivered through a satellitebroadcast to more than 1400schools. This ensured all staff hadan understanding of theInteragency approach to childprotection.Schools used school developmentdays and a series of staff meetingsto support child protection training.State-of-the-art child protectioncurriculum materials for studentswere developed as were childprotection support materialsfor parents in 20 communitylanguages.The Department also supported amajor interagency traininginitiative coordinated by the ChildProtecting Council. Four veryexperienced staff were released ona part time basis to provide trainingto a range of staff from Police,Department of CommunityServices and Health as well asseveral non-government agencies.All school counsellors, districtguidance officers and studentservices and equity coordinators, aswell as principal representatives,were encouraged to participate inthis training which ranged from oneto two days.The NSW Child Protection Councilin close association with the DSEproduced a new video, Tell a Friend– It’s Never Too Late, to encourage8-13 year old students to speak outabout sexual abuse. The video wasjointly launched by EducationMinister Aquilina and CommunityServices Minister Dwyer.Ongoing training and developmentwill include training for leadershipin child protection and training forparents and the community.National StrategyA national checking mechanism toidentify child sexual offenders isone key component in a newstrategy to prevent paedophilia andother forms of child abuse inschools. This strategy wasapproved by all State and TerritoryMinisters in March 1997. It willensure that for the first time, allschools, both government and nongovernment,in all states andAchievements in improving ChildProtection at School• DSE Taskforce established to givestrategic direction and impetus tochild protection initiatives.• Case Management Unit establishedwith 29 case managers andinvestigators.• Child protection policy andmandatory procedures for notificationof child sexual assault and otherforms of abuse revised, publishedand distributed to all staff.• Criminal record checks for allapplicants for employment nowmandatory.• All state and territory educationsystems convinced to join NSW in anational strategy to combat all formsof child abuse.• Revised code of conduct released, apolicy on professional responsibilitiesof teachers and on the care andsupervision of students.• Largest child protection trainingstrategy ever conducted in aneducation system in Australiaimplemented.• All staff provided with clearinformation about supportingstudents who may have experiencedabuse.• School staff advised of their roleswithin an inter-agency response tochild protection.• New or revised policies andguidelines for staff on excursions andother school activities published.• All schools and workplaces providedwith inter-agency guidelines for childprotection intervention.• Child protection competencies forbeginning teachers developed.• District guidance officers and schoolcounsellors trained to provideappropriate support to students.• Existing child protection curriculumsupport materials reviewed andadditional materials developed.• Ministerial Discussion Paper on theestablishment of a TeacherRegistration Authority in NSWreleased.DSE Annual Report 1997 67

SAFE, CHALLENGING AND CREATIVE SCHOOLSterritories will be subject tomandatory notification of childsexual assault, physical assault,emotional abuse and neglect. Itincludes a national system for thesharing of information aboutschool-based employees who haveleft the system as a result ofallegations of child sexual assaultor improper conduct and who arenot to be employed by their stateorganisations. It includes thesefeatures:• mandatory notification ofsuspected sexual, physical andemotional abuse and neglect byall staff• police record checks by all schoolauthorities before employment inschool positions• reducing trauma or fear forchildren giving evidence indisciplinary hearings for sexualmisconduct by using paperhearings, closed circuit televisionevidence or out-of-court videoevidence• the conducting of pre-service andin-service training anddevelopment programs to ensurethat all school staff are aware oftheir responsibilities in relation tochild protection• effective coordination betweeneducation, police and communityservices to ensure consistentresponsibilities and sharing ofinformation in each state• raising community awarenessabout child protection• school authorities ensuring properinvestigations, support andcounselling, record-keeping andmonitoring of staff performancein relation to allegations of sexualmisconduct.The national checking mechanismwas in place and at the beginningof September, 72 requests had beenmade of NSW by other states.NSW had made 369 requests ofother states.The national system will be aconsiderable step towardsimproving child protection on anational basis.Reducing the Incidenceof Child AbuseDuring 1997, government schoolscontributed to community efforts toreduce child abuse by:• encouraging school staff toprovide teaching and learningopportunities for students, dealingwith positive relationship skills sothat potential abuse can bechallenged in future relationships• issuing a range of policies relatingto excursions and other activitiesconducted by schools• developing new procedures andprotocols for issuing records ofemployment and references, thetransfer of staff while underinvestigation for improperconduct, the monitoring ofteachers permitted to remain inemployment followingdisciplinary action and theabolition of the former practice ofplea bargaining• distributing inter-agencyguidelines for child protectionintervention published by theChild Protection Council to allschools and workplaces.These were in addition to themandatory notification proceduresand the very extensive training ofall staff.National Child Protection Weekprovided an excellent opportunityfor school communities to highlightchild protection initiatives in theschool and broader community.School activities included raisingawareness of child protectionissues with parent and communitygroups and establishing forums forstudent information and feedbackon knowledge of safety proceduresand support networks in the school.68 DSE Annual Report 1997

SAFE, CHALLENGING AND CREATIVE SCHOOLSSTUDENT WELFAREStudent WelfareProgramsDuring 1996-97 all schools, inconsultation with localcommunities, reviewed theirdiscipline policies to ensure thatthey were consistent with theMinisterial statement, GoodDiscipline and Effective Learning.The school discipline policy is infour parts:• the school rules or disciplinecode• strategies to promote gooddiscipline and effectivelearning within the school• practices to recognise andreinforce student achievement• strategies for dealing withunacceptable behaviour.Parents and students are given acopy of the School DisciplineCode.Each district office has a studentwelfare consultant and a studentservices and equity coordinator whoare available to assist schools inreviewing and implementing schooldiscipline strategies.Student Behaviour andDisciplineSchools were supported by morethan 1300 specialist teachers,consultants and counsellors in thearea of student behaviour. Draft rolestatements were developed forDistrict behaviour personnel whichinclude details about referral,operation and supervision.In addition, several valuableresources were developed duringthe year including materialsdescribing best practice behaviourand discipline programs, andassistance to schools supportingstudents with severe behaviourproblems.In April the Minister announcedexpansion of the Peer Mediationprogram. This program teachesstudents how to resolve conflictsamong themselves non-violently,enabling students to resolve theirown disputes.The types of disputes which can bemediated in schools include gossipand rumours, name-calling, teasing,problems involving relationshipsbetween students, bullying, threats,fighting and loss of property. Earlypilot programs proved effective inreducing violence, truancy andvandalism.A secondary schools peer mediationpackage has been developed andwill be available to schools in early1998.In response to a memorandum fromthe Director-General, schoolsincluded references to studentresponsibilities towards animals intheir school rules or disciplinecodes. Students were made awareof ways to avoid ill treatment ofanimals, and of ways of dealingsafely with injured animals.Materials were produced during theyear on sex-based harassment forthe training and developmentpackage, Revised Resources forTeaching Against Violence. Themodule aims to create awareness inteachers of the types of harassmentexperienced by boys and girls,teachers and parents in the schoolcommunity.Guidelines were developed for theeffective operation of theWilderness Behaviour Program.Promote gooddiscipline andeffectivelearning anddeliver reducedlevels ofdisruptiveincidents.DSE Annual Report 1997 69

SAFE, CHALLENGING AND CREATIVE SCHOOLSCombating Violence• $70m anti-violence and student welfare• penalties doubled for school intrudersand offensive behaviour on schoolproperty• students taught non-violent conflictresolutionAustralian Violence PreventionAwardsThe DSE’s South Coast WildernessEnhanced Program won the AustralianViolence Prevention Awards. The Ministerof Police, Paul Whelan applauded the DSEat the ceremony for its dedication inbreaking entrenched patterns of violencein young people who had provedunresponsive to previous interventionstrategies.Examples of Excellence in SchoolStudent Welfare ProgramsThe following schools won the Director-General’s School Achievement Award fortheir innovative student welfare programs:Belmont Languages High School:❝Emphasis is on the development ofpositive student lifestyles, values andattitudes appropriate to each stage ofstudent development.❞Canterbury Boys High School: ❝Staff,students and parents have worked togetherto plan, implement and refine programswhich have resulted in harmonious racerelations in a multicultural community.❞Deniliquin South Primary School: ❝Thewelfare programs give opportunity forchoice, recognition and citizenshipdevelopment in a happy, caring school.❞Emu Heights Public School:❝…implemented a holistic approach tostudent welfare that features an emphasison student centred conflict resolution.❞Nambucca Heads High School:❝…provides a particularly caringenvironment for students and staff.❞Whalan High School: ❝The programWe Don’t Have Bullies Here is acomprehensive resource to increaseunderstanding of bullying, harassment andintimidation.❞Windang Public School: ❝A significantimprovement in behaviour and a reductionin playground and classroom problems ...ahappier and safer environment for studentsand staff.❞The aim of the program is to createa break in the students’ behaviourpattern and to develop changes inthe individual’s attitude so that theymove away from aggressive orother inappropriate interactions. InFebruary the Department’s SouthCoast Wilderness EnhancedProgram received an AustralianViolence Prevention Award.Several staff retraining programsensure a supply of highly qualifiedsupport staff. In 1997, twentyteachers were involved in a onesemester Graduate Certificate inEducation Studies targetedspecifically at the support ofstudents with behavioural andemotional disorders. The program,in distance education mode throughthe University of Newcastle,operated at a cost of $400,000.A further $1.5m was allocated tofund school counsellor training for33 teachers in programs throughCharles Sturt University and theUniversity of Western Sydney. Afurther eight teachers, four ofwhom were of Aboriginal descent,were funded to upgrade theirqualifications to enable them toaccess school counsellor training.The suspension of studentscontinued to play a role in studentwelfare and discipline. The dailyrate of short suspension in 1997was 160.0, of long suspensions24.5, of exclusions 1.9 and placesdeclared vacant 1.8 students froma total student population of764,000.Suspensions increased in 1997reflecting the adoption of theMinister’s stand on good disciplineand effective learning in schools.The increases are not indicative ofdeterioration of student behaviour,but of the determination of schoolsto be firm but fair with unrulybehaviour.Reported Incidents inSchoolsThe Department has a wellestablishedsystem of reportingincidents which impact on schoolroutine. Such incidents can include,for example, accidents, fire,intruders in the school or the deathof a student or staff member.In 1997, some 1900 incidents werereported. Many of these incidentsare not related to schoolmanagement and cannot beprevented by the school. Of allincidents reported, nearly one thirddid not occur within the confinesof the school but nevertheless hadan impact on the school’soperation.Immediate reporting of incidents tothe Director-General and theMinister ensures statewide supportresources can be utilised promptlyand effectively.In response to a growing incidenceof intruders entering schools duringschool hours, the penalties forschool intruders and any offensivebehaviour on school property weredoubled. The Inclosed LandsProtection Act 1901 was amendedto allow for a penalty of $1000 foranyone who enters inclosed landswithout a lawful excuse. The newpenalty for intruders behaving in anoffensive manner is now $2000.70 DSE Annual Report 1997

SAFE, CHALLENGING AND CREATIVE SCHOOLSDRUG EDUCATIONDrug Education PolicyDuring 1997 the Governmentplaced a great deal of importanceon the provision of effective drugeducation. The Department spent$2.3m in 1997 to protect childrenthrough drug education programsin schools. The range of programsis shown on the following page.In NSW, government schools drugeducation programs focusedparticularly on tobacco and alcoholas the major drug killers in oursociety. The students were taughtthat there is no safe level of tobaccoor illegal drug use.Support for DrugEducationA one day training course onPersonal Development, Health andPhysical Education was developedincorporating issues about drugeducation and road safety. Onerelief day was provided to eachprimary and central school and to32 Schools for Specific Purposesto release a teacher to attend thecourse. A total of 1840 teachersparticipated at a cost of $327,000.A K-6 drug education teachingresource was developed anddistributed to primary and centralschools and to Schools for SpecialPurposes. The resource focused onmedications, tobacco and alcohol.The Department has ten field-baseddrug education advisers across thestate. Additional staff based at StateOffice provide support for training,evaluation and specialist drugeducation programs. By 1998, allschool counsellors will receivethree days of specialist training indrug information and drugcounselling.Student AwarenessAbout the NegativeImpact of DrugsThe State Student RepresentativeCouncil Conference focused ondrug issues in 1997. A total of 120students attended the conference asleaders of their schools anddistricts. Students were given thefacts on the full spectrum of drugswhich exist within society. Topicsfor discussion included drinkdriving, smoking and society, drugfree stress management, drugs insport and the effects of alcohol onthe body. The students worked withthe DSE drug education officersand drug education experts todevelop new drug educationstrategies which can be used in allNSW high schools.Those students who attendedthe conference disseminated theinformation gained in their localareas.High schools also concentrated ondrug education during 1997. Anexample was Tumut High Schoolwhich formed a committeeincluding parents and communitymembers to help it strengthen itsdrug education initiatives. Theseincluded educating students aboutthe known consequences ofsmoking cigarettes and the impactwhich drugs have on their health.The emphasis was on teachingstudents how to resist peerpressure.A new drug education program forAboriginal students was launchedin 1997. Aboriginal Students andTheir Communities: Healing Time,is the result of work withAboriginal communities and a pilotprogram that ran in late 1996.Giveparticularemphasisto drugeducation andprovide greaterawareness ofthe negativeimpact ofdrugs andreduced levelsof illegal drugtaking.DSE Annual Report 1997 71

SAFE, CHALLENGING AND CREATIVE SCHOOLSOver $2m was spent on drugeducation initiatives including:• drug education for all primary andsecondary schools as part of thePersonal Development, Health andPhysical Education syllabus with aparticular emphasis on Years 5-8• ten field-based drug education advisersto support teachers across the state• $500 for each secondary and centralschool for drug education resources• $170 for each primary school fortraining in the K-6 Drug EducationResource• $400 for the purchase of resources andto review the K-6 Drug Educationprograms• the End of Year Celebrations packagecovering Year 10 and Year 12 students• the development of special drug andalcohol seminars for Aboriginalstudents• a copy of Alcohol and other DrugServices of NSW for every schoolcounsellor for referrals.The emphasis of the program is oninformed decision making and thedevelopment of support groups.The program was supported by thedevelopment of resources that giveAboriginal perspectives on drugeducation in forms that appeal toyouth. For example, thedevelopment of a comic wascommenced.Projected long term outcomesinclude:• increased awareness andunderstanding of drug issueswhich affect Aboriginalcommunities• student leadership as analternative to drug dependency• awareness of the dangers oflegal drugs in Aboriginalcommunities• support networks forAboriginal students.New Drug EducationMeasuresAn action plan was announcedduring 1997 to protect students andschools from illegal drugs in thecommunity.New measures will beimplemented in 1998 and include:• all teachers in NSW publicschools undertaking specialisttraining about drugs. Thetraining will include videopresentations by recognisedexperts and the distribution ofadditional resources, includinga booklet Drugs: Just theFacts developed by theNational Drug and AlcoholResearch Centre• students suspended for drugsmust agree to stringentconditions and undergocompulsory counsellingbefore they will be able toreturn to school• all public high schools inNSW are to conduct ameeting, with localDepartment of Health andPolice Service personnel, toinform parents about drugmatters including disciplinaryprocedures relating to studentuse of drugs on schools. Allparents will be informed inwriting of the school’sdiscipline code• all secondary school studentswill be provided with a copyof the school’s discipline codeand clearly told theconsequences for possessionor use of illegal drugs atschool.The Department continued toenforce the Minister’s 1995direction making it compulsory tosuspend any student found to be inpossession of illicit drugs at school.Suspension occurs immediately ifa student is caught bringing illegaldrugs to school and the police areinformed.The Director-General instructedschools that any student suspendedfrom school for an incident relatedto illicit drugs would be requiredto participate in targetedcounselling intervention.72 DSE Annual Report 1997

SAFE, CHALLENGING AND CREATIVE SCHOOLSTHE WORKING ENVIRONMENTSchool SecurityThe DSE spent more than $8.6mon school security during 1997,including the installation ofsurveillance systems, mobile andstatic security guard services,School Watch Programs and a basestation facility.A total of 5921 incidents of theftand vandalism were reported in1996/97, an increase of 590 overthe previous year. However, thecost of these incidents fell from$14.9m in 1995/96 to $12.3m in1996/97. The 1997 figure is stillwell above the $8.1m recorded in1995/96.There was also a fall in the numberof fires on school premises, from123 in the previous year to 83 in1996/97. Although this resulted ina fall of $2.7m in the cost of firesto a 1996/97 level of $7.3m, thecost per incident increased.The number of apprehensions onschool premises also decreased in1996/97 from 713 to 664.School Air ConditioningDepartmental research indicatedthat demountable buildings are 2to 5 degrees Celsius hotter thanpermanent buildings.In response to this, the Governmentin 1997 announced that more than300 government schools in highheat-stress areas across the Statewill benefit from a better targetedand expanded air conditioningprogram. It will provide immediaterelief to thousands of students andsee more than 1500 classroomsacross regional and rural NSW aircooled over the next three years.Funding for the new program willbe expanded from its current $2mper year to almost $5m per year andwill see the hottest classrooms inthe high heat-stress schools aircooled as the first priority. Allbuildings in these schools will beassessed and school communitiesconsulted to determine the hottestclassrooms that need to be airconditioned.The type of air cooling to beprovided will depend on thelocation of the school. In arid areas,evaporative cooling is the preferredsolution. In humid areas and indemountable buildings reversecycle air conditioning will be usedto lower summer temperatures.These will also provide economicalheating in winter.School MaintenanceThe Department developed a newstrategy for delivery of schoolmaintenance which involves theselection of contractors to providea maintenance service to schoolsfor a six year period. Maintenancecontractors provide customisedneeds-based service for plannedand emergency work.Benefits of the new approachinclude schools receiving a regularand responsive service onmaintenance, maintenance fundstargeted to areas of greatest needand a consistent standard ofmaintenance applied across allschools in the state.The Covered Outdoor LearningAreas program was completed in1997 with the provision of shadeshelters in a further twelve schools.Ensure safeworkingpractices forstaff andstudents anddeliver lowerlevels of workrelatedaccidents atschool andreduced levelsof disruptiveincidents.DSE Annual Report 1997 73

SAFE, CHALLENGING AND CREATIVE SCHOOLSEmployee Assistance ProgramEAP 1996 1997No. of staff usingthe service 2144 2585No. of counsellingsessions conducted 4694 5588Staff Grievances Resolved in 1997Type ofGrievanceNumber of CasesResolvedHarassment (non-sexual) 7Harassment (sex-based) 3Conditions of service 5Efficiency issues 3Conduct issues 3Racial 1Work relationships 19Other 1Total 42Student Road SafetyA range of Road Safety Initiativeswas introduced to enhancethe safety of school children.The Department’s Road SafetyEducation Program wasimplemented in nine targetedschool districts. The 241 primaryand high schools involvedin the program developedschool action statements, parentinitiatives, curriculum programsand management practices for roadsafety education.Primary schools were invited toparticipate in NSW Roads andTraffic Authority (RTA) SaferRoutes to Schools Program. Thiscommunity program involved asystematic investigation of thelevel of safety facing students intheir journey from school and homeand proposed the development ofbehavioural strategies to improveroad safety in local communities.The RTA also expanded the SchoolSpeed Zone Program to includethe additional streets adjoiningschools. These streets will besignposted for a lower speed limit.Staff WelfareThe Employee Assistance Program(EAP), a voluntary, confidentialand free counselling servicecontinued to operate in 1997 witha total of 2585 employees using theEAP.A total of 5588 counsellingsessions were conducted during1997. This represented an increasein both the number of staff usingthe EAP and the number ofcounselling sessions conducted,although the overall cost wasreduced as a result of revisedcontracting arrangements. Theservice was used for a range ofwork related and personalproblems. Feedback from staffindicates a high level of satisfactionwith the service provided.In 1997, there was a total of42 grievances referred to theIndustrial Relations Services Unit.Many grievances were managedsuccessfully within the schoolwithout reference to district orstate level.Salary Packaging forTeachersThe Department developed a salarypackaging scheme for chiefeducation officers and for staffcovered under the CrownEmployees (Teachers and RelatedEmployees) Salaries andConditions Award. The scheme willprovide a flexible remunerationsystem which gives access to nonmonetarybenefits through salarysacrificing. The scheme will beimplemented in 1998 for chiefeducation officers and trialled forteachers.An Invitation for Expressions ofInterest in providing the schemewas released in December 1997and a formal tender is expected tobe advertised in early 1998.The Deferred Salary Schemeallows teachers to put aside 20 percent of their salary for four yearsand take the fifth year awayfrom teaching for professionaldevelopment and other experiencesor activities.A total of 524 teachers commencedthe scheme in 1997. During1997, the Department negotiatedimproved interest rates to ensureparticipants get maximum benefitfrom the scheme. Applications toenter the scheme in 1998 wereadvertised in October.74 DSE Annual Report 1997

SAFE, CHALLENGING AND CREATIVE SCHOOLSSchool AdministrativeStaffA new consent award for schooladministrative and support staffwas negotiated during 1997. TheCrown Employees (SchoolAdministrative and Support Staff)Award provides for a total of twelvepercent increase in wages betweenJuly 1997 and January 1999. Theparties to the award also agreed tonegotiate to identify real savings inorder to fund a further four per centwage increase in July 1999.Included in the award is a range ofupdated conditions includingfamily and community serviceleave, use of sick leave to care forfamily, and study assistance.The Department and the PublicService Association also agreed toa Co-operative Negotiation Agendaarising out of the award. TheCo-operative Negotiation Agendaincludes a review of the statementsof duty for school administrativeand support staff and developmentand implementation of aperformance management scheme.Under the Joint Statement on RoleBoundaries in the Provision ofSupport at School for StudentsRequiring Health Care Proceduresschool administrative and supportstaff can gain approval to performspecific health care proceduresoutside the normal protocols. In1997, 43 approvals were negotiatedfor trained staff to perform specifichealth care procedures as part ofstudents’ health care support.General assistants received wageincreases of four per cent in 1997.A special case for further increasesfor general assistants is currentlyunderway and an award applicationwill be heard in the IndustrialRelations Commission. Furthernegotiations with the PublicService Association will include areview of the general assistantstatement of duty.Occupational Healthand SafetyBy the end of 1997, 25Departmental staff welfare officerswere accredited by WorkCover toconduct occupational health andsafety (OH&S) workplace trainingcourses for school staff elected asmembers of OH&S workplacecommittees.In addition, staff welfare officerscontinued to provide advice andsupport to principals in establishingbest practices for personnel riskmanagement and OH&S.A resource package, ChemicalSafety in Schools (CSIS), wasdeveloped to address the legislativerequirements of the OccupationalHealth and Safety (HazardousSubstances) Regulation, 1996together with the Dangerous GoodsAct, 1975 and Dangerous GoodsRegulation, 1978. The CSISupdates previous advice onchemicals suitable for use inschools and provides resources toaddress the legislative needs.The package included a CD-ROMwhich provides material safety datasheets, a labelling facility forchemical containers, storage advicefor dangerous goods and disposaladvice for chemicals. Moredetailed chemical safety advice isprovided for the curriculum areasof Creative Arts, Science andTechnology and Applied Studies.DSE Annual Report 1997 75

SAFE, CHALLENGING AND CREATIVE SCHOOLSSCHOOL ATTENDANCETackle theissue oftruancy anddeliver reducedlevels oftruancy.School AttendanceInitiativesResearch reported in theDepartment’s 1996 Annual Reportsuggested that the incidence oftruancy is relatively low.The Home School Liaison Programaddressed school attendanceproblems by providing support tostudents, parents and schools.Home school liaison officersregularly visited every governmentschool and monitored attendanceregisters. Eleven specialist officersworked with Aboriginal and TorresStrait Islander students.The Home School LiaisonProgram’s 96 field officersreceived referrals of casesinvolving attendance problems.The field officers include 85 HomeSchool Liaison Officers (HSLOs)and eleven officers who providesupport directly to the Aboriginalcommunity. The overwhelmingmajority of referred cases wereresolved. Field officers also workedwith community groups on schoolattendance issues.Home school liaison officers anduniformed police conducted streetwalks together in the city and urbancentres. Students who wereapparently of school age werestopped and those without goodreason for being absent from schoolwere directed to return to theirschool. Schools were notified andhome school liaison officersfollowed up these cases.Following a review of theallocation of home school liaisonofficers to districts, eleven of the85 positions were reallocated. Thereallocation was made on the basisof attendance data referring to thelevel of unjustified absence in eachdistrict.A database was developed andtrialled across districts for thepurpose of reporting on theoutcomes of the Home SchoolLiaison Program.The DSE promoted greaterawareness among parents and caregivers of the need for them toexplain to schools the reasons forthe absences of their children.Some 20,000 leaflets for parentsand the community about schoolattendance were produced anddistributed in 1997. The leafletadvises parents and care givers oftheir responsibilities and stressedthe importance of regular schoolattendance. They also outlinedassistance available from theDepartment in ensuring theirchildren attend school regularly.Following high demand for theseleaflets, a further 50,000 wereprinted and distributed. In addition,leaflets were distributed in allmajor community languages.Management andMonitoring of SchoolAttendanceWhile parents and care givers areresponsible for the attendance ofchildren at schools, schools have aresponsibility to monitor attendanceand to seek explanations forabsences promptly. Schools have aresponsibility to implementstrategies to maintain and improvestudent attendance.76 DSE Annual Report 1997

SAFE, CHALLENGING AND CREATIVE SCHOOLSThese strategies include the use ofOASIS to record student absences,improved means of monitoring andrecording attendance of seniorstudents at each lesson, effectivecommunication with parents andcare givers regarding the absencesof their children, and the inclusionof school-based interventionstrategies in school student welfarepolicies.District student welfare consultantsand home school liaison officersprovide schools with support indeveloping strategies whichaddress local school needs.Levels, Types andCauses of StudentAbsencesA comprehensive research projecton the levels, types and causes ofabsences from NSW governmentschools has found that moststudents attend regularly, with 94per cent of students present on atypical school day. On average,secondary students attend 185 of the200 days on which schools are open,while primary students attend onapproximately 189 days.Of those not attending, most areabsent due to illness or some otherlegitimate reason such as attendingreligious festivals or beinginvolved in important familymatters.Fewer than one per cent are absenton any given day without alegitimate reason. Of these, lessthan one third were actuallytruanting.School Strategies forAttendanceMany schools have implementedstrategies and programs targetingthe attendance of their students.These strategies and programs arefrequently developed with thesupport of home school liaisonofficers and district student welfareconsultants.One such example is that of aprimary school in the BatemansBay District. This school was ableto reduce its previously high rate ofnon-attendance by 50 per cent. Toachieve this, the school implementedan action plan which includedadopting OASIS attendancemonitoring, providing training anddevelopment for staff, creating anawareness in the local communityof the importance of regularschool attendance, and promptcommunication with parents andcare givers when absencesoccurred.Similar examples of attendanceprograms have been trialled in theCampbelltown, Central Coast, StGeorge and Mt Druitt districts.Results have shown a markedimprovement in attendance attargeted schools.DSE Annual Report 1997 77

A FAIR GO FOR ALLABORIGINAL EDUCATIONBring about anew deal inAboriginalEducation.Context of AboriginalEducationThe majority of Aboriginal studentsin NSW attend governmentschools. In 1997 there was a totalof 25,127 Aboriginal studentsenrolled in NSW governmentschools. This was a five per centincrease on the previous year.Aboriginal students represent 3.1per cent of the entire studentpopulation.Total recurrent funds allocated toAboriginal Education programsincreased dramatically in 1995-96.In the 12 months to 1996-97 therewas a further seven per centincrease to $23.2m.A total of 392 full-time equivalentstaff above normal school staffwere employed to supportAboriginal students.Included among these support staffare 225 Aboriginal EducationAssistants (AEAs). A review of thelocation and employment status ofthese staff was conducted duringthe year. The review found aninadequate supply of AEApositions to meet the needs of theAboriginal student population.The review established throughcollaboration with the Aboriginalcommunity an equitable methodfor AEA allocations which includeda revised formula. Now, any schoolwith more than 30 Aboriginalstudents for two consecutive yearsreceives an allocation of one AEA,while schools with more than 80Aboriginal students for twoconsecutive years receive anallocation of two AEAs. Allpositions will be reviewedannually.The Department also cooperateswith other agencies in thecoordinated provision of services.It has contributed $350,000 to theAboriginal Environmental HealthInfrastructure project, managed bythe Department of AboriginalAffairs. This project operates in sixAboriginal communities and isdesigned to provide improvedstandards of buildings and facilitiesas well as adult trainingopportunities.Implementation of theAboriginal EducationPolicyThe Aboriginal Education Policywas launched in 1996. It promotesthe educational achievements ofAboriginal students and educatesall students about AboriginalAustralia.Implementation of the policy beganin 1997. Full implementation willentail training and development forteachers and school administrationstaff. They will need to:• build a supportiveenvironment for Aboriginalstudents• identify priorities for actionand related resource needs• evaluate their own strategies.A brochure outlining supportavailable to schools inimplementing the goals of theAboriginal Education Policy wassent to every government school.An initial program of inter-districtcourses was conducted. Thesehelped district network teams towork with schools to incorporate theAboriginal Education Policy intotheir whole school planning.78 DSE Annual Report 1997

School reports on theimplementation of the AboriginalEducation Policy indicate that theTraining and Developmentresource has stimulated a greatinterest in Aboriginal history andcultures, thus encouraging moreschools to join the program. Thereis a heightened awareness ofAboriginal issues and a generaldesire to implement the AboriginalEducation Policy successfully.Aboriginal Education consultantsreported that, while schools are veryenthusiastic about the policy and itsimplementation strategy, there is aneed to augment teachers’knowledge and understanding ofAboriginal issues.Learning Outcomes forAboriginal StudentsAboriginal and Torres StraitIslander (ATSI) students continuednot to perform as well as otherstudents in the Basic Skills Tests.However, ATSI students haveshown a greater improvement inLiteracy than other groups whencomparing Year 3 1995 with Year5 1997 results. Across the State theaverage growth was 8.0 points onthe BST scale, while ATSI studentsrecorded a growth of 10.2 points.These differences are based on ananalysis of matched pairs ofstudents.ATSI students are also underrepresented at higher achievementlevels in the School Certificate.However, as a group they haveimproved their position with areduction of their representation inthe lower end of the scale.For example, in 1995, 67 per centof ATSI students were placed in thebottom 30 per cent of schoolcertificate grades. In 1997 this wasreduced to 61 per cent.Complete details of theperformance of government schoolstudents in Basic Skills Tests andthe School Certificate are providedin the section Monitoring StudentProgress later in this volume.Retention rates for ATSI studentsremain considerably lower thanthose of the general studentpopulation. In 1997 a total of 437ATSI students enrolled in Year 12,an increase of 15 on the previousyear. This represents a Year 7-12apparent retention rate of 31 percent, up one percentage point on theprevious year.Several programs are designed toencourage more ATSI students toremain at school to the end of Year12. These include the support ofhome school liaison officers,additional teaching and assistantstaff, community liaison officersand a focus on literacy andnumeracy in the primary school.Aboriginal CulturalProgramsThe Aboriginal Programs Unit, incollaboration with the Art Galleryof NSW, presented an exhibition ofstudent artworks celebratingNational Aborigines’ and TorresStrait Islanders’ Week andReconciliation Week. The artworksby both Aboriginal and non-Aboriginal students highlighted thepositive aspects of integratingAboriginal and Torres StraitIslander content and perspectivesin the school curriculum. Thirtyfive art works from students inKindergarten through to Year 12were selected for inclusion in theexhibition.Seven primary, central andsecondary schools from acrossNSW were selected to participatein a performance which celebratedSchools receiving training anddevelopment for implementation of theAboriginal Education Policy 1997DistrictsNo. of SchoolsAlbury 19Armidale 21Bankstown 15Batemans Bay 18Bathurst 5Blacktown 15Bondi 5Broken Hill 20Campbelltown 15Central Coast 16Clarence/Coffs Harbour 5Deniliquin 16Dubbo 5Fairfield 15Granville 5Griffith 19Hornsby 18Lake Macquarie 5Lismore 5Liverpool 15Maitland 17Moree 15Mount Druitt 15Newcastle 15Northern Beaches 15Orange 5Parramatta 15Penrith 15Port Jackson 5Port Macquarie 5Queanbeyan 15Ryde 12Shellharbour 15St George 30Sutherland 26Tamworth 8Taree 15Tweed Heads/Ballina 5Wagga Wagga 16Wollongong 15TOTAL 536DSE Annual Report 1997 79

12345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890A FAIR GO FOR ALLKLA1997 HSC Units Studied by ATSIStudents by Key Learning Area% of all ATSIParticipationEnglish 17.8%Mathematics 17.2%Science 8.6%HSIE 22.9%LOTE 1.7%TAS 12.7%Arts 9.8%PDHPE 10.3%Results for ATSI Students1997 School CertificateGrade English Scienceactivities held in schools duringNational Aborigines’ and TorresStrait Islanders’ Week. Theperformance, held in the MartinPlace amphitheatre includeddancing, singing, poetry, readingand play acting.Training and SupportMaterials on AboriginalEducationTraining was provided for staff inevery district and for principals,teachers and community membersin 200 schools. The training anddevelopment resource packageused included a set of six modulescovering the history of Aboriginaleducation in NSW and the focusareas of the Aboriginal EducationPolicy.An additional ten schools perdistrict (400 schools) were targetedfor training towards the end of1997. Plans were developed bydistricts and state office to increasethe rate at which training anddevelopment can be offered toschools during 1998.The School Support Document, thethird element in the Training andDevelopment Resource, addressesteachers’ requests as a source ofinformation, including a series ofhistorical readings.A copy of Bringing Them Home,the community guide presentedwith the report of the NationalInquiry into the Separation ofAboriginal and Torres StraitIslander Children from TheirFamilies will be distributed toevery school. Several videosfeaturing aspects of Aboriginaleducation were produced for use inschools.A 1% 1%B 6% 6%C 31% 26%D 32% 37%E 28% 29%N 2% 2%Grade Maths Maths MathsGen Int AdvA 5% 5% 1%B 12% 11% 11%12345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890PHOTO NO. _____12345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890Screen and reduceto fit 84.5 mm x 114 mm(Delete keyline)12345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890C 41% 32% 32%1234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890D 23% 24% 34%E 15% 27% 22%12345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890123456789012345678901234567890121234567890123456789012345678901234567890123456789012345678901212345678901234567890123456789012345678901234567890123456789012123456789012345678901234567890N 3% 1% 0%Photo taken specifically for the Department’s Annual Reportby Jeanette Notley, student at Riverstone High.80 DSE Annual Report 1997

A FAIR GO FOR ALLAboriginal LiteracyStrategyAn Aboriginal Education LiteracyStrategy is being developed to buildon the provisions of the StateLiteracy Strategy. The strategy willtarget Aboriginal students frompreschool to Year 9. The proposedbudget is $3.5m over the next twoyears.Literacy support targeting theAboriginal community included:• training of AboriginalEducation Assistants to gain abetter understanding of theliteracy program and to workwith families in strengtheningschool and home literacypractices• transition and kindergartenorientation programs and playgroups run by schoolcommunities• the development of specialistreading materials and cassettetapes.The Aboriginal Early LanguageDevelopment Program (AELDP)operates in 23 schools across thestate. The program operates fromK-2 or K-6 depending on thecircumstances. The aim of theprogram is to develop the languageskills of Aboriginal studentsthrough the implementationof relevant teaching strategies,appropriate resources andculturally relevant programs.Review of AboriginalPre-schoolsThe eight DSE pre-schools inAboriginal communities werereviewed in 1997. Each of the eightpre-schools and the associatedprimary schools were visited andstaff were interviewed to determineeffectiveness of the pre-school.The report will be finalised in1998.DSE Annual Report 1997 81

A FAIR GO FOR ALLSPECIAL EDUCATIONImplement afresh approachto specialeducation.The Context of SpecialEducationDuring 1997 a total of 19,386students received special educationassistance. Of these, 5011 wereenrolled in regular classes withsupport from itinerant teachers(vision, hearing, early interventionor integration) and State IntegrationProgram funding.A further 9940 students wereenrolled in support classes inregular schools, and 3390 wereenrolled in 98 schools for specificpurposes. These schools provideintensive levels of support in aspecialised setting for students whogenerally have more than onedisability. There were 1045 youngchildren receiving earlyintervention (special education)services.Progress Report on theMcRae StudyThe Integration/Inclusion FeasibilityStudy (The McRae Report)outlining options for the integrationof students with disabilitiesin NSW was released inSeptember 1996. The principalrecommendation of the report isthat the provision of support shouldbe based on the educational needof the student rather than the typeof disability or the place of thestudent’s enrolment.The community consultationprocess was completed in Marchwith over 650 written submissionsreceived from parents and carers,teachers, educational organisationsand interested communitymembers. An extensive analysis ofthe outcomes of the consultationprocess, as well as advice fromdepartmental working partiescontinued to the end of the year.The process is expected to result insignificant improvements in theways in which students withdisabilities are supported in NSWgovernment schools.Special EducationPolicy ReviewThe current Special EducationPolicy was issued in 1993 and wasthe subject of an in-depth reviewduring 1997. It will be revisedduring 1998.A Special Education Handbookwas compiled in 1997 and will bedistributed in 1998 to everygovernment school in NSW. It is apolicy-related document whichoutlines the statewide departmentalprocedures for the provision ofspecial education services. Therelease of the handbook will besupported by training anddevelopment at district level.Transition GuidelinesIn 1997 new guidelines, Transitionto School for Young Children withSpecial Learning Needs, weredeveloped and distributed to allgovernment schools. Theseguidelines provided assistance forfamilies for early childhood servicesand schools in planning for thetransition of young children withdisabilities or severe difficulties inlearning or behaviour to school. Theguidelines were designed tomaximise continuity.In addition to the transitionguidelines, a pamphlet on transitionto school and A Guide forTransition of Young Children withSpecial Learning Needs as well as82 DSE Annual Report 1997

A FAIR GO FOR ALLposters were distributed to a widerange of community agencies andto schools throughout the State.Ten Early Learning ProgramCoordinators supported theimplementation of these guidelinesby providing advice, training anddevelopment.Health Care Support forStudents withDisabilitiesIn 1997, the Department tooksteps to bring about increasedcoordination and cohesion to thehealth care support required inschools for students with healthcare needs.The DSE with the Public ServiceAssociation of NSW and the NSWNurses’ Association developed ajoint statement of role boundariesto clarify issues relating to theprovision of support at school forstudents requiring health care.Schools were asked to prepare plansfor students requiring health careprocedures. These plans weredeveloped in consultation withparents, care givers, the individualstudent’s medical practitioner andother local health professionals.Support Provision forStudents with VisionImpairmentDuring 1997, the Departmentproduced and distributed to everygovernment school in NSWthe resource document, VisionImpairment: A Reference forSchools.The new manual provides importantinformation about visionimpairment and its educationalimplications. The manual promotesawareness and provides advice toschools in supporting students withvision impairment. The manual isalso designed to provide schoolpersonnel with the informationneeded for effective communicationand collaboration when working aspart of a trans-disciplinary team.Braille and large print servicesaround the State which are linkedwith the State Braille and LargePrint Service were upgraded withimproved technology. This willenable more effective production ofBraille and large print materialswhich are needed by students on adaily basis.Support for teachers undertakingpost graduate study in visionimpairment was provided throughthe cadetship training anddevelopment program.Transport Services forStudents withDisabilitiesThe Department providedappropriate special transportfor students with disabilities,learning difficulties and behaviourdisorders.Special transport serviceimprovements were introducedincluding:• technology enhancementswhich streamlined theallocation and operation ofspecial transport services• revision of transport routes tominimise the time studentsspend in vehicles travelling toand from school• advertising of opportunities toprovide these transportservices in the local press• contact with the SpecialTransport Unit in Wollongongmade for the cost of a local call• 40 special educationconsultants in district officesto assist parents and principalswith the special transportneeds of students.Students Receiving SpecialEducation Assistance1997State Integration 3976Itinerant Support• hearing 1351• vision 719Early Intervention 1045Support Classes(excluding IEC)• primary 5759• secondary 4181Special Schools(excluding JJ/CC) 3390Example of Excellence in SpecialEducationWilloughby Public School andCromehurst SSP received a Director-General’s School Achievement Award fortheir outstanding integration program}The program provides shared lessons andprograms involving students from bothschools on and beyond both schoolcampuses. It fosters an appreciation ofstudents’ strengths and individual qualitieswithin the school communities.~DSE Annual Report 1997 83

A FAIR GO FOR ALLGENDER EQUITYPut in place agender equitystrategyprovidingfairness forboys and girls.Implementation of theGender Equity StrategyNSW was the first state with agender equity strategy reflectingthe national gender equityframework. The implementation ofGirls and Boys at School: GenderEquity Strategy 1996-2001 hasconcentrated on an introduction togender as an educational issue anda whole-of-school approach togender relations.To facilitate the implementation ofthe strategy the Department hasfocused on:• developing teacherunderstanding of gender as aneducational issue• building constructive relationswithin and between the sexes• providing opportunities forparents and care givers to joinin discussion on the waysgender may affect theirchildren• monitoring evaluation andreview of the effectiveness ofthe strategy to generate futuredirections.To support further gender equityinitiatives across the state, theDepartment:• appointed three officers withinstate office and identified 40district Student Services andEquity Coordinators tosupport district initiatives• provided statewide Internettraining for 120 district genderequity network personnel• developed a training anddevelopment package, Foodfor Thought and Action,designed to assist schools inmaking a start with theintroduction of the GenderEquity Strategy• provided all schools with theGender Equity Resource Kit,Part One and resourcesamounting to $435,000• distributed a regularnewsletter, GenderWrite toStudent Services and EquityCoordinators, gender equitynetwork personnel and otherinterested parties• briefed all districtsuperintendents on the natureof the strategy andcommenced briefings ofprincipals• commenced briefings oftertiary institutions to enablethem to include gender as aneducational issue in preservicetraining for teachers• developed a booklet, GenderInclusive Language for SchoolCommunities for distributionto schools• introduced student welfareconsultants to Boys-Talk, aprogram for upper primaryand secondary boys aboutmasculinity, non-violence andrelationships.The pilot project, Whole SchoolApproaches to Integrating Equity,was conducted in thirteen schoolsin two districts. The projectexamined the links between issuesof gender and other equity factors,the school’s curriculum, practicesand policies and student learningand social outcomes.84 DSE Annual Report 1997

A FAIR GO FOR ALLTraining and Supportfor Schools andDistrictsStatewide training at a cost of$70,000 was completed for 80district facilitators in theprofessional development packageFood for Thought and Action. Atotal of 560 relief days (14 perdistrict) was allocated forsupporting the Gender EquityStrategy, including the use of theFood for Thought and Actionpackage.Evaluation by participants wasoverwhelmingly positive. Manyschools are now using the resourceto identify and address gender issuesas part of planning for 1998.Statewide training was alsocompleted for 40 Student Servicesand Equity Coordinators and 80district facilitators in the use of theInternet as a networking tool. Agender equity Internet site is underdevelopment and funding to assistnetworking is proposed.Improved communication betweenstate and district offices, districtoffices and gender equity networkmembers has been evident as aresult of the program.The following support documentswere distributed to district officesand schools during the year:• Food for Thought and Action• Gender Inclusive Languagefor School Communities• Gender and School EducationReport• Gender Up Front• Boys-Talk• Girls and Boys Come Out toPlay• Gendered Fictions• Reading Fictions• Gender Equity: A Frameworkfor Australian Schools.Learning Outcomes forBoys and GirlsA noticeable difference betweenboys and girls continues to beevident in English at the SchoolCertificate. In 1997, 38 per cent ofgirls were placed in the top 30 percent of students, while only 18 percent of boys were placed in thisgroup. There has been little changein this pattern over recent years.Gender and literacy will be one ofpriority areas for action under theState Literacy Strategy in 1998.In advanced and intermediatemathematics there is little apparentdifference between the performanceof males and females. In generalmathematics there is a slighttendency for boys to be more highlyrepresented in the top bracket, whilein science there are marginally moregirls in the top bracket.The tendency for girls tooutperform boys in English relatedactivities is also true in the BasicSkills Tests. Girls performed higherthan boys in literacy in Year 3and Year 5 by about two points.However the differences appear tobe narrowing with the difference atYear 5 less than that at Year 3. Boyshad a slightly higher averagegrowth in BST literacy scoresbetween Year 3, 1995 and Year 5,1997. There continued to bevirtually no difference betweenboys and girls in BST numeracy.Complete details of theperformance of government schoolstudents in Basic Skills Tests andthe School Certificate are providedin the section Monitoring StudentProgress later in this volume.Apparent retention rates for allstudents fell slightly between 1996and 1997. Rates for girls remainabout 11.5 percentage points higherthan for boys. More boys than girlscontinue their education throughthe TAFE system whileundertaking apprenticeships.Basic Skills Test Scores by GenderLiteracysGrowth8.2BoysNumeracysGrowth8.1BoysYear 5,1997Year 3,1995Year 5,1997Year 3,1995LiteracysGrowth7.8GirlsNumeracysGrowth7.8GirlsYear 5,1997Year 3,1995Year 5,1997Year 3,1995NOTE: These graphs show the amount ofgrowth in numeracy and literacy in theBasic Skills Test for the 1997 Year cohortover the previous two years. The resultsare based on analysis of matched data pairs.DSE Annual Report 1997 85

A FAIR GO FOR ALLEQUITABLE RESOURCEALLOCATIONShift resourcesto areas ofgreatest need.Establishment of theState Equity CentreThe State Equity Centre atErskineville was established in1997. The centre will have astatewide focus on issues dealingwith equity in education, with aparticular emphasis on literacy.The centre will provide:• resource collections in equityin education, English as asecond language, multiculturaleducation, Aboriginaleducation, education ofstudents from low socioeconomicstatus communitiesand gender equity• databases and on-line supportfor dissemination ofinformation• resources to support statetraining and developmentprograms with a focus onequity• information via print andelectronic media on theoperations and qualitypractices of equity programs inschools• a clearing and marketinghouse for publicationssupported by targeted funding• a venue for meetings andconferences focusing onequity in education.The Centre is located at the cornerof Swanson and Malcolm Streets,Erskineville NSW 2043 and canbe contacted by phone on (02) 95176801 and facsimile on (02) 95502874.Support for Rural andIsolated StudentsDistance and rural educationprovisions were improved forisolated students, who now benefitfrom greater subject choice undernew flexible enrolment guidelines.Computer technology hasenhanced access to information andresources. Over 20,000 computerswere provided to country students.Teachers in small rural schools hadaccess to training materials over theInternet.Resources were targeted to theeducation of rural studentsincluding:• country schools receivingmore than 50 per cent of thegovernment funding forliteracy• giving more country teachersthe experience of marking theHSC in Wagga, Bathurst andLismore• 25 country schoolsparticipating in the after hoursHSC Coaching Pilot Program• introducing greater flexibilityfor small country high andcentral schools to enrol morestudents in single subjects indistance education• a fairer and better targetedprogram for air-conditioning,including $5m a year to aircondition‘hot spots’ incountry schools• small country schoolsbenefiting from the allocationof an additional 6000 reliefdays phased in over four yearsand used for teacher86 DSE Annual Report 1997

A FAIR GO FOR ALLprofessional development,curriculum development,educational enhancementplans, special school projectsand administrative relief.Nearly 27,000 students in 213government schools benefited fromthe Country Areas Program (CAP)which focuses on small andisolated schools. A total of $2.6mwas allocated to schools as schoolgrants and district initiative grants.A new administrative system wasdeveloped for schools participatingin CAP. The new administrativesystem has the following features:• direct grants to schools (80 percent of funds)• initiative grants allocated byCAP district committees (20per cent of funds)• a funding formula consistingof a base grant, per capitaallocation weighted in favourof small schools andweighting for isolation toensure a more equitableallocation of resources• consultancy support for the sixCAP districts – Dubbo,Tamworth, Wagga, BrokenHill, Deniliquin andBateman’s Bay.Support for SocioeconomicallyDisadvantagedStudentsThe Disadvantaged SchoolsProgram (DSP) was reviewed in1996 and was refocused onimproving literacy outcomes ofstudents in schools with the highestconcentration of socio-economicdisadvantaged students.DSP will improve literacyoutcomes by focusing on teachingand learning, classroom and schoolorganisation and congruencebetween home and school.Following a survey of the socioeconomicstatus of schoolcommunities in 1996, a new list of481 schools was declared forinclusion in the program for1997-99.A total of $15.625m was distributedin 1997 to DSP schools. Fundswere provided directly toparticipating schools as tied grantsin their global budgets on the basisof a statewide formula. Thisfunding formula includes a basegrant for each school and amountsbased on student enrolments,numbers of teachers and distancefrom the district office.In 1997 there were 152,391students and 10,796 teachers inschools participating in the DSP.Four structured initiatives werepiloted with DSP schools in 1997:• Support for the Early LiteracyInitiative K-3. DSPconsultancy team providedadditional support to manyDSP schools• Reading 3-8. DSPconsultancy team supportedschool investigations of homeliteracy practices anddeveloped classroom resourcematerials as well as resourcesfor use in the training anddevelopment of teachers• Talking Our Way into LiteracyK-6. DSP consultancy teamprovide training anddevelopment includingclassroom materials forteachers in talking andlistening outcomes. The teamemphasised the role of talk inliteracy development andinvestigated teacher andstudent talk in the classrooms• Literacy Transition 5-8. TheDSP consultancy teaminitiated discussions betweenhigh schools and their feederprimary schools participatingCAP 1997 School Certificate ResultsGrade English ScienceA 8% 8%B 17% 20%C 39% 38%D 24% 23%E 11% 11%N 1% 1%Grade Maths Maths MathsGen Int AdvA 10% 7% 5%B 21% 20% 15%C 42% 41% 34%D 17% 21% 29%E 9% 11% 16%N 1% 0% 0%DSP 1997 School Certificate ResultsGrade English ScienceA 3% 4%B 11% 11%C 36% 32%D 28% 31%E 22% 22%N 1% 0%Grade Maths Maths MathsGen Int AdvA 7% 5% 6%B 13% 13% 14%C 39% 35% 34%D 25% 26% 25%E 15% 21% 21%N 1% 0% 0%DSE Annual Report 1997 87

A FAIR GO FOR ALL1997 HSC Units Studied byCAP Studentsby Key Learning AreasEnglish 17.4%Mathematics 17.8%Science 13.8%HSIE 21.1%LOTE 0.5%TAS 16.6%Arts 5.5%PDHPE 7.3%1997 HSC Units Studied byDSP Studentsby Key Learning AreasEnglish 17.5%Mathematics 18.4%Science 10.3%HSIE 24.1%LOTE 3.8%TAS 13.1%Arts 7.1%PDHPE 5.6%Implementation of the Certificate inSpoken and Written English1996 1997ProvisionIntensive English Centres 11 11Schools 12 14Teachers trained 31 68Students 505 774OutcomesCertificatesLevel 1 74 140Level 2 189 279Level 3 127 119Statements of Attainment 204 172in the initiatives anddeveloped materials to supportthe schools in investigatingreading practices in the middleyears of schooling.A process for collaborative peerreview among DSP schools wasestablished as a means of ensuringquality, professional interactionand development and exchange ofinformation and ideas amongschool communities.The peer support and review dayswere facilitated by DSP consultantsand community developmentofficers and involved districtpersonnel, principals andrepresentatives of parents andteachers from participating schools.The DSP team organised two seriesof 92 peer support and reviewmeetings across the state, involving479 schools and over 1500participants.The student assistance scheme wasreviewed and payments forthe 1997 scheme were sent toschools. The formula for paymentsincluded allowances for student percapital enrolment, the studentdisadvantaged index and localneeds as identified through districtoffice committees. The Primaryand Secondary Principals’ Councilswere asked to consider analternative distribution methodfor 1998.Support for Non-EnglishSpeaking BackgroundStudentsIn 1997, there were 164,147students identified as being fromnon-English speaking backgrounds(NESB). This was an increase of11,879 students or nearly eight percent over 1996. NESB studentsaccount for 21.3 per cent of allstudents.Nearly 93 per cent of NESBstudents attended schools in thegreater Sydney area, with southwestern Sydney accounting for44.8 per cent.The total recurrent expenses forsupport for NESB students in 1996-97 was $80.7m or about $1067 perNESB student. This was an increaseof $3.7m over 1996.English as a Second Language(ESL) programs and teachers wereprovided in 756 schools forapproximately 77,000 students,with nearly half of all NESBstudents receiving ESL support in1997. In addition, 6,508 newlyarrived students received intensiveEnglish support in primary andsecondary schools or in one of theseventeen Intensive EnglishCentres (IECs) in Sydney orWollongong.In 1997, 2060 secondary studentsenrolled in IECs. This representeda significant decrease over the2590 students who enrolled in1996. This decline was a directresult of changes to the 1996-97Commonwealth migration program.Due to the decline in enrolmentsand changing settlement patterns,the two IECs at Narrabeen andChatswood were amalgamated ontothe Chatswood site. During 1998,St Ives IEC will also beamalgamated onto that site.Procedures for regular review of themost appropriate sites for IECprovision have also been establishedin order to ensure provision fornewly arrived students continues toreflect changing demographicpatterns.A major initiative during 1997 wasthe development of an ethniccommunication strategy to enhancethe Department’s communicationwith NESB parents and communitymembers.88 DSE Annual Report 1997

A FAIR GO FOR ALLThe communication strategypromoted the use of interpretersand translations by schools,developed a training modulefor school personnel on theuse of interpreters, continueddevelopment of the rangeof departmental publicationstranslated into relevant communitylanguages, and used the ethnicmedia to promote departmentalinitiatives.The success of the ethniccommunication strategy wasevaluated by an independent marketresearch company. Key resultsincluded:• 350 per cent increase inmonthly usage of interpreters• increased interpreter usage inall key languages and districtswith an expansion in thenumber of languages utilisedby the service from 35 to 43• 97 per cent of schoolsindicated satisfaction with theoutcomes of the contact whenusing an interpreter• 90 per cent of schools wereable to nominate the range ofdepartment publications incommunity languages• 70 per cent of schools foundthe use of interpreters anddocuments in communitylanguages effective inpromoting partnerships withparents• over 13,000 hits were made tothe documents available incommunity languages on thedepartment’s website inJuly 1997.In order to encourage schools todevelop multicultural educationprograms relevant to their localneeds, all schools were invited toapply for grants to developprograms in one of five focus areas.Of the 700 applications received,581 were approved. The total fundsallocated to schools amounted to$660,000.The Multicultural PerspectivesPublic Speaking Competition hasbeen an extremely successfulinitiative in promoting the positivevalues of cultural diversity amongprimary schools. There were twolevels of the competition, one forYears 3/4 students and one forYears 5/6, with students deliveringboth prepared and impromptuspeeches. In 1997, with theinitiative in its second year, therewere almost 1,000 entrants from508 primary schools.Gifted and TalentedStudentsA wide range of programs isprovided for gifted and talentedstudents. The number of OC classeswhich cater for academically giftedstudents in Years 5 and 6 wasincreased from 98 to 102, raisingthe number of students enrolledfrom 2735 to 3060.The Department operates nineteenselective high schools and fouragricultural high schools foracademically gifted secondarystudents. The 1997 intake of Year7 students for these schoolsremained constant at 2668 and 433respectively.Applicants and Acceptances toSelective High Schools, 1997AppliedAcceptedMale 6450 1399 (22%)Female 6883 1266 (18%)Total 13333 2665 (20%)DSP 1675 232 (14%)CAP 90 54 (60%)NESB 5029 1185 (24%)Examples of Excellence in EquityProgramsThe following schools received theDirector-General’s School AchievementAward for their outstanding equityprograms.Athelstane Public School: }The schoolhas achieved a harmonious, stimulating andincreasingly successful learningenvironment for its students, most of whomcome from disadvantaged backgroundswhere success in school has not been thenorm.~Camden South Public School: }Theschool has embraced a philosophy ofhonouring and valuing diversity in peopleand the environment.~DSE Annual Report 1997 89

OPERATIONAL ACHIEVEMENTSAdministrationDirectorateAdministration Directorateprovided administrative supportand services for schools, districtand state offices.Management of departmentalrecords was enhanced through acomputerised records managementsystem. Systemwide mailmovement was made moreefficient and cost effective withnew arrangements with State MailServices for the provision ofpublications to schools, especiallyschools in remote areas.A special rate for the servicing ofdepartmental motor vehicles wasnegotiated with the NRMAresulting in a significant costsaving.The development of acomputerised pay claim processingsystem reduced the amount of timestaff members spent in processingindividual pay claims and increasedthe accuracy of the amounts paidto contractors.Effective management of theDSE’s school cleaning contractualarrangements ensured thatproper standards of hygiene andcleanliness were maintained in allschools on a value for money basis.A statewide program for theremoval of surplus chemicalsrepresenting a potential risk to thesafety of students and schoolcommunities was completed.The processing of purchase orderswas made more effective with anelectronic purchasing systemallowing schools to access anelectronic catalogue of educationalitems and send purchase orders viaelectronic data interchange.AuditDuring 1996-97 the AuditDirectorate conducted audits andreviews of schools, district officesand state office operations with aview to improving the standard offinancial management in theDepartment. The audits covered anassessment of whether internalcontrols were appropriate andeffective and whether legislationand departmental policies andprocedures were being observed.The Audit Directorate alsoconducted investigations intosuspected fraud and corruption.The year saw a significant increasein the number of these audits. TheDepartment has attempted toaddress fraud and corruptionprevention by issuing publicationssuch as Internal Reporting Systemfor Protected Disclosures andCorruption Prevention Policy andStrategies in April and revising theCode of Conduct in August.Executive ServicesDirectorateThe Executive Services Directorateprovided high quality executivesupport services to the seniorofficers of the Department.Executive Services Directorate wasexpanded to include the LegalServices Unit. This enabled thedirectorate to provide prompt andefficient policy and legal advice tostate executive.A single integrated plan,Agenda 98, communicating theDepartment’s annual priorities wasdeveloped and distributed to allschools, district and state offices.The Directorate also successfullymanaged and coordinated thedevelopment of the Department’sAnnual Report and the NSWchapter of the National Report onSchooling in Australia.The Directorate maintained acollection of policy documentselectronically resulting in districtand state offices having directaccess to policy documents.A number of strategic projects andinitiatives was undertaken duringthe year including the distributionof five child protection memorandato school staff, revision anddistribution of Family Law and theSchool and the publication of aninformation booklet Starting HighSchool to parents and Year 6students.The quality of departmentaland ministerial correspondenceresponses was enhanced throughthe introduction of and training innew correspondence managementprocedures.Effective relationships with keystakeholders, the Minister’s officeand external agencies weremaintained.Finance DirectorateFinance Directorate managed theallocation of funds to schools anddepartmental cost centres. TheDirectorate provided financialaccounting services, financialtransaction processing and payrollservices for the Department.Financial forecasting, planning,monitoring and reporting were alsoundertaken by the Directorate.In 1997, the Department’s formerregional payroll operations weresuccessfully consolidated into acentralised function operating atBlacktown and Wollongong.90 DSE Annual Report 1997

Major processing improvementswere introduced to ensure theaccurate and timely payment ofsalaries to all departmentalemployees.A major review of schoolestablishment grants wascompleted during the review whilethe Money Matters resource kit andvideo was developed inconjunction with school based staffand distributed to schools.The Directorate made a substantialcontribution to the 1997 Review ofGeneral Revenue Relativities bythe Commonwealth GrantsCommission. Important work wasalso undertaken to ensure that thefull impact on public educationfunding was considered by theCommonwealth Government in theintroduction of the enrolmentbenchmark adjustment. Extensivefinancial analysis was carried outin relation to the Integration/Inclusion Feasibility Studycompleted by David McRae.The Finance Directorate alsodeveloped procedures andguidelines to enable theGovernment’s $50 Back-to-SchoolAllowance Scheme to beimplemented from the 1998 schoolyear. The process included thecapture of parent and student datafor 1.1 million students attendingmore than 3,000 New South Walesschools.Personnel DirectorateA new Staffing Agreement betweenthe Department and the New SouthWales Teachers Federation wassigned. The agreement outlinesprocedures for the staffingof schools and includes theprovision of transfer opportunitiesfor executive staff other thanprincipals.New supporting documentationand application forms were alsodeveloped and electronic scanningof employment and transferapplication forms was introduced.An estimated 40,000 criminalrecord checks were undertakenannually for school-basedpermanent and casual staff.An electronic procedure wasintroduced which links the SchoolStaffing Unit of the PersonnelDirectorate with the CriminalRecords Section of the NSW PoliceService. This has significantlyreduced the time taken to completecriminal record checks.The Aboriginal Employment andCareer Development Programaims to increase the representationof Aboriginal people in alloccupations at all levels within theDepartment.The Industrial Relations Servicessection became fully operationalfrom the commencement of 1997.It consists of staff who provideadvice and operational support todistricts and directorates in relationto staff performance andmisconduct matters as well asgrievance issues and generalconditions of service.A one day course for principals onthe procedures to be used byschools in matters relating todeficiencies in staff performanceand misconduct of staff wasdeveloped in consultation withprincipals.In total, 40 courses were conductedand over 1200 school principalsand district office staff participated.A range of resource materials fordistrict offices has also beendeveloped and issued.Properties DirectorateProperties Directorate managed theproperty assets of the DSE.The construction and maintenanceof Tumbi Umbi High, Cecil HillHigh, Narellan Gardens and NorthNowra Public schools werecompleted.Glenmore Park was built inaccordance with the newSecondary Schools FacilitiesStandards, representing the cuttingedge of world trends in educationalservice delivery and providing aninternational best practice model.A review of the Primary SchoolFacilities Standards wascommenced to ensure schools meetthe needs of students, staff and thecommunity in supporting thedelivery of educational programsand providing a happy and safeenvironment.Environmentally sustainabledevelopment principles wereimplemented in school design toenhance the comfort, conditionsand environment of the school.The Nirimba Education Precinctproject continued in 1997 with theconstruction of joint use facilities.The first and second stages of theasset management system werecompleted allowing the DSE tocapitalise on the latest technicaldevelopment and to ensure theequitable distribution of limitedproperty resources across the state.A new approach to schoolmaintenance was achieved throughthe introduction of six year schoolfacility maintenance contractsproviding long term associationwith the maintenance provider,ensuring quality services andongoing commitment to service.DSE Annual Report 1997 91

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ACHIEVEMENTSTechnology DirectorateThe Technology Directoratedeveloped and implementedstrategies for enhancing the qualityand effectiveness of teaching,learning and administrationthrough the use of technology.The Department’s Internet Serviceprovided opportunities for NSWteachers and students, allowingmore efficient and effectivecollaborative learning experiences.Network for Education, theDepartment’s web site for schoolswas launched and includeseducational material, studentrelated activities and informationfor teachers, parents and othermembers of the school community.Computer equipment wasdistributed to schools which hadlimited computer resources. TheDepartment’s current networkoperating system user base wasupgraded to NetWare 4.11 allowingschools to develop school networkswithout paying for the networkoperating system software.The Teachers’ Leave Managementsystem was implemented toimprove productivity in theprocessing of leave applications.The management of telephonePABX services and associatedequipment was outsourced throughthe adoption of the Spectrumsystem. Spectrum provided savingsthrough features such as free localcalls between offices and allowedfor the development of intersitefacilities such as switchboards,the HSC hotline and technologyhelp desk.123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456PHOTO NO. _____123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456Screento fit 116 mm x 167 mm(Delete keyline)123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456Two students from Gymea Technology High broadcast award winning Internet projectto Commonwealth Heads of Government meeting.Students: Tim Lucas and Yul Hardwick, Teacher: Pam Kelly92 DSE Annual Report 1997

MONITORING STUDENT PROGRESSOVERVIEWWith the full introduction of ELLA testing in 1998, the department will have set in place acomprehensive approach to monitoring student performance which includes careful assessmentof progress at five points in a student’s period of school education. At each point assessment issystem wide and rigorous, and provides comprehensive analysis of the progress of individual studentsand whole school groups and subgroups across a range of Key Learning Areas.The Table below summarises the five monitoring processes, and the pages which follow providesome statistical details of the statewide results of each process. No details are available for ELLAsince this test was trialled in 1997 for full implementation in 1998. Various analyses of the datawhich follows are contained in the relevant sections of the report.Year of Assessment Process Areas of CurriculumSchoolingYear 3 Basic Skills Test Literacy and NumeracyYear 5 Basic Skills Test Literacy and NumeracyYear 7 ELLA LiteracyYear 10 School Certificate English, Mathematics, Scienceassessed externallyOther KLAs also assessed byschool to statewide standardsYear 12 Higher School Certificate All KLAsDSE Annual Report 1997 93

MONITORING STUDENT PROGRESSBASIC SKILLS TESTSBasic Skills Tests – Year 3 TrendsLiteracy1990 1991 1992 1993 1994 1995 1996 1996 s.d. N 1997 1997 s.d. Nmean mean mean mean mean mean mean meanAll students 49.1 50.4 49.8 49.2 49.3 48.8 49.6 7.4 58522 49.7 7.3 58020Boys 47.7 49.3 48.9 48.1 48.2 47.7 48.5 7.5 29784 48.6 7.4 29504Girls 50.1 51.6 50.7 50.4 50.5 49.9 50.7 7.1 28738 50.7 7.1 28516A & TSI 43.2 44.1 44.7 44.5 44.1 43.6 44.3 6.7 2363 44.7 7.1 2419NESBT 47.5 48.8 48.1 48.4 48.6 48.3 48.9 7.1 12817 49.1 7.1 13363ESB 49.2 50.8 50.2 49.5 49.5 48.9 49.8 7.5 45705 49.8 7.4 44657NESB1 45.5 47.0 46.4 47.4 48.3 48.1 48.5 6.8 1433 47.9 6.7 1412Numeracy1990 1991 1992 1993 1994 1995 1996 1996 s.d. N 1997 1997 s.d. Nmean mean mean mean mean mean mean meanAll students 51.3 52.7 52.6 52.2 51.9 52.1 53.5 9.4 58522 52.0 8.6 58020Boys 50.7 52.6 52.9 52.3 51.9 52.0 53.4 9.5 29784 52.0 8.8 29504Girls 51.3 52.8 52.3 52.0 51.9 52.3 53.5 9.2 28738 52.0 8.4 28516A & TSI 44.1 46.5 46.2 45.6 46.1 45.8 47.1 8.9 2363 46.4 8.7 2419NESBT 49.0 51.2 51.2 50.4 51.0 51.0 52.6 9.6 12817 51.5 9.1 13363ESB 51.5 53.1 53.0 52.7 52.1 52.4 53.7 9.3 45705 52.1 8.4 44657NESB1 47.6 50.4 50.5 49.8 51.3 51.6 53.0 9.9 1433 51.2 9.7 1412A & TSI : Aboriginal and Torres Strait Islander StudentsNESBT : Students who answered “Yes” to “Does anyone use a language other than English at home?”ESB : Students who answered “No” to “Does anyone use a language other than English at home?”NESB1 : Students who have lived in Australia for four years or less and never or only sometimes speak English at home.94 DSE Annual Report 1997

MONITORING STUDENT PROGRESSBasic Skills Tests – Year 5 – State FiguresNote: The BST data for Year 5 in 1994 and 1995 have been re-scaled so that these results are aligned to the Common scale created in 1996. Allrelativities between data published in those years has been maintained.Literacy1994 1994 N 1995 1995 N 1996 1996 N 1997 1997 Nmean s.d. mean s.d. mean s.d. mean s.d.All students 55.3 6.9 58287 54.8 6.6 58080 56.3 6.6 58188 56.6 6.7 57636Boys 54.1 6.9 29655 53.7 6.6 29416 55.3 6.7 29433 55.7 7.0 29456Girls 56.6 6.7 28632 56.0 6.4 28664 57.4 6.4 28755 57.5 6.3 28180A & TSI 50.0 6.5 2108 49.5 6.7 2138 51.2 6.4 2158 51.2 6.8 2287NESBT 54.2 6.9 12340 54.0 6.6 12297 55.3 6.8 12220 56.2 6.9 12483ESB 55.6 6.9 45947 55.0 6.6 45783 56.6 6.6 45968 56.7 6.7 45153NESB1 52.6 6.7 1505 52.8 7.4 1273 53.7 7.2 1206 54.2 7.1 1275Reading1994 1994 N 1995 1995 N 1996 1996 N 1997 1997 Nmean s.d. mean s.d. mean s.d. mean s.d.All students 56.9 8.2 58287 56.2 7.2 58080 56.8 7.5 58188 57.0 7.5 57636Boys 55.7 8.3 29655 55.4 7.3 29416 55.8 7.6 29433 56.1 7.8 29456Girls 58.2 8.0 28632 57.0 6.9 28664 57.8 7.2 28755 57.9 7.1 28180A & TSI 50.9 7.6 2108 50.8 6.9 2138 51.3 6.9 2158 51.2 7.4 2287NESBT 55.3 8.0 12340 55.2 7.2 12297 55.4 7.5 12220 56.4 7.6 12483ESB 57.4 8.2 45947 56.5 7.1 45783 57.2 7.5 45968 57.1 7.5 45153NESB1 53.6 7.9 1505 54.1 7.8 1273 53.9 7.8 1206 54.6 8.0 1275Language1994 1994 N 1995 1995 N 1996 1996 N 1997 1997 Nmean s.d. mean s.d. mean s.d. mean s.d.All students 56.0 7.0 58287 55.4 7.5 58080 56.1 7.2 58188 56.9 7.4 57636Boys 54.7 6.9 29655 53.8 7.4 29416 54.9 7.2 29433 55.9 7.7 29456Girls 57.3 6.9 28632 57.1 7.3 28664 57.3 7.0 28755 57.8 7.0 28180A & TSI 50.9 7.0 2108 50.0 7.8 2138 51.1 7.5 2158 51.4 7.8 2287NESBT 55.5 7.1 12340 54.8 7.4 12297 55.5 7.4 12220 56.6 7.6 12483ESB 56.1 7.0 45947 55.6 7.5 45783 56.3 7.2 45968 56.9 7.4 45153NESB1 53.7 6.9 1505 53.5 8.2 1273 53.8 7.7 1206 54.2 7.6 1275DSE Annual Report 1997 95

MONITORING STUDENT PROGRESSNumeracy1994 1994 N 1995 1995 N 1996 1996 N 1997 1997 Nmean s.d. mean s.d. mean s.d. mean s.d.All students 59.6 7.9 58287 59.7 8.1 58080 60.0 8.3 58188 60.0 7.9 57636Boys 59.4 8.4 29655 59.5 8.5 29416 60.0 8.7 29433 60.1 8.3 29456Girls 59.7 7.4 28632 59.9 7.8 28664 59.9 7.9 28755 59.9 7.5 28180A & TSI 53.5 7.7 2108 53.3 8.4 2138 53.7 7.7 2158 53.8 7.1 2287NESBT 58.8 8.2 12340 59.3 8.6 12297 59.7 9.1 12220 59.9 8.8 12483ESB 59.8 7.9 45947 59.8 8.0 45783 60.0 8.1 45968 60.0 7.6 45153NESB1 59.1 9.2 1505 60.1 9.5 1273 60.2 10.2 1206 59.8 9.9 1275Number1994 1994 N 1995 1995 N 1996 1996 N 1997 1997 Nmean s.d. mean s.d. mean s.d. mean s.d.All students 59.9 9.0 58287 60.4 9.7 58080 60.1 9.4 58188 60.3 9.2 57636Boys 59.5 9.6 29655 60.0 10.0 29416 59.6 9.6 29433 60.2 9.5 29456Girls 60.3 8.5 28632 60.9 9.4 28664 60.7 9.1 28755 60.4 8.9 28180A & TSI 53.7 8.7 2108 53.2 9.6 2138 53.7 8.7 2158 53.9 8.3 2287NESBT 59.7 9.4 12340 60.4 10.1 12297 60.2 9.9 12220 60.8 9.9 12483ESB 59.9 9.0 45947 60.5 9.6 45783 60.1 9.2 45968 60.2 9.0 45153NESB1 61.1 10.5 1505 61.8 11.0 1273 61.0 10.5 1206 61.6 10.9 1275Measurement1994 1994 N 1995 1995 N 1996 1996 N 1997 1997 Nmean s.d. mean s.d. mean s.d. mean s.d.All students 59.9 9.2 58287 59.9 9.6 58080 60.4 9.6 58188 60.9 9.1 57636Boys 59.7 9.7 29655 60.0 9.9 29416 60.9 10.0 29433 61.4 9.6 29456Girls 60.0 8.7 28632 59.7 9.2 28664 59.9 9.2 28755 60.3 8.5 28180A & TSI 53.3 9.2 2108 53.2 10.4 2138 53.8 8.8 2158 54.9 8.1 2287NESBT 58.8 9.3 12340 59.0 10.0 12297 60.0 10.3 12220 60.3 9.7 12483ESB 60.1 9.1 45947 60.1 9.5 45783 60.5 9.4 45968 61.0 8.9 45153NESB1 58.3 10.0 1505 59.6 11.0 1273 60.7 11.7 1206 60.1 10.7 127596 DSE Annual Report 1997

MONITORING STUDENT PROGRESSSpace1994 1994 N 1995 1995 N 1996 1996 N 1997 1997 Nmean s.d. mean s.d. mean s.d. mean s.d.All students 60.2 9.7 58287 60.2 9.1 58080 60.2 9.1 58188 59.9 9.3 57636Boys 60.3 10.1 29655 59.9 9.3 29416 60.4 9.6 29433 59.8 9.6 29456Girls 60.1 9.4 28632 60.4 8.8 28664 60.0 8.6 28755 59.9 9.0 28180A & TSI 53.6 9.3 2108 54.2 9.6 2138 53.9 8.8 2158 53.2 8.8 2287NESBT 58.8 9.9 12340 59.4 9.3 12297 59.7 9.6 12220 59.4 10.1 12483ESB 60.6 9.7 45947 60.4 9.0 45783 60.3 9.0 45968 60.0 9.0 45153NESB1 58.1 10.4 1505 59.2 9.6 1273 59.3 10.5 1206 58.1 11.1 1275DSE Annual Report 1997 97

MONITORING STUDENT PROGRESSSCHOOL CERTIFICATEPercentage of all Candidates in each School Certificate GradeA/B (top 30%) C (middle 40%) D/E (bottom 30%)1996 1997 1996 1997 1996 1997English 27 28 39 40 34 33Advanced Maths 31 32 36 37 33 31Intermediate Maths 26 27 40 40 34 34General Maths 28 29 41 42 31 29Science 27 30 41 36 32 34Percentage of Female Candidates in Each School Certificate GradeA/B (top 30%) C (middle 40%) D/E (bottom 30%)1996 1997 1996 1997 1996 1997English 37 38 41 42 22 21Advanced Maths 31 30 36 38 33 32Intermediate Maths 26 27 40 39 34 33General Maths 27 27 42 43 31 31Science 29 31 42 37 29 31Percentage of Male Candidates in Each School Certificate GradeA/B (top 30%) C (middle 40%) D/E (bottom 30%)1996 1997 1996 1997 1996 1997English 17 18 37 38 46 44Advanced Maths 31 33 37 36 32 31Intermediate Maths 26 26 40 40 34 34General Maths 30 30 40 42 31 28Science 26 29 39 35 35 3798 DSE Annual Report 1997

MONITORING STUDENT PROGRESSHIGHER SCHOOL CERTIFICATEGovernment School Students in 1997 HSC Merit ListsThe Merit List in a subject consists of those students who achieved a score higher than 90.(Courses with at least 300 students in government schools only.)Subject No. in Merit List Subject No. in Merit ListEnglishContemporary English 70English 2U 131English 3U 82English General 105MathematicsMathematics 2U 61Mathematics 3U 1,056Mathematics 4U 999Mathematics in Practice 29Mathematics in Society 105ScienceBiology 110Chemistry 112General Science 9Physics 102Science for Life 23Human Society and its EnvironmentAboriginal Studies 9Ancient History (Personalities and Times) 20Ancient History 2U 9Ancient History 3U 10Business Studies 2U 41Business Studies 3U 49Economic 3U 24Economics 2U 29General Studies 1U 94Geography 2U 17Geography 3U 23Legal Studies 2U 40Legal Studies 3U 21Modern History (People and Events) 19Modern History 2U 11Modern History 3U 18Society and Culture 2U 18Society and Culture 3U 22Languages other than EnglishJapanese 2U 4Technical and Applied StudiesAgriculture 2U 16Applied Studies 6Computing Studies (General) 27Computing Studies 2U 32Computing Studies 3U 33Design and Technology 2U 28Engineering Science 2U 11Food Technology 2U 11Food Technology 3U 5Industrial Technology 14Industry Studies - Hospitality 11Textiles and Design 2U 4ArtsDrama 38Music (Board) Courses 1 11Visual Arts 2U 16Visual Arts 3U 26Personal Development, Health and Physical EducationLife Management Studies 2U 17Life Management Studies 3U 12Personal Development Health and PE 781997 HSC Enrolments and Distribution of UnitsStudied by Key Learning Areas (KLA)Subject Students Percentage of allUnits StudiedEnglish 34,190 17.5%Mathematics 33,455 18.8%Science 23,869 12.3%Human Society and its Environment 48,275 23.3%Languages other than English 4,508 2.5%Technical and Applied Studies 26,657 12.8%Arts 14,415 7.1%Personal Development, Health and Physical Development 12,738 5.7%Total 198,107DSE Annual Report 1997 99

MONITORING STUDENT PROGRESSHIGHER SCHOOL CERTIFICATEGovernment School Student Enrolments in 1997 HSC(Courses with at least 300 students in government schools only.)Subject No. of Students Subject No. of StudentsEnglishContemporary English 12,894English 2U 3,544English 3U 836English General 16,660MathematicsMathematics 2U 8,841Mathematics 3U 4,315Mathematics 4U 1,321Mathematics in Practice 3,982Mathematics in Society 14,958ScienceBiology 8,267Chemistry 5,690General Science 1,373Physics 5,393Science for Life 2,651Human Society and its EnvironmentAboriginal Studies 432Ancient History (Personalities and Times) 1,970Ancient History 2U 1,930Ancient History 3U 892Business Studies 2U 6,076Business Studies 3U 1,703Economic 3U 844Economics 2U 2,451General Studies 1U 9,645Geography 2U 3,471Geography 3U 1,188Legal Studies 2U 4,036Legal Studies 3U 974Modern History (People and Events) 2,344Modern History 2U 2,183Modern History 3U 1,055Society and Culture 2U 1,456Society and Culture 3U 394Languages other than EnglishJapanese 2U 573Technical and Applied StudiesAgriculture 2U 1,131Applied Studies 775Computing Studies (General) 3,266Computing Studies 2U 3,728Computing Studies 3U 916Design and Technology 2U 2,518Engineering Science 2U 926Food Technology 2U 2,066Food Technology 3U 304Industrial Technology 663Industry Studies - Hospitality 736Textiles and Design 2U 343ArtsDrama 1,953Music (Board) Courses 1 1,741Visual Arts 2U 3,444Visual Arts 3U 2,306Personal Development, Health and Physical EducationLife Management Studies 2U 1,623Life Management Studies 3U 563Personal Development Health and PE 5,477100 DSE Annual Report 1997

FINANCIAL STATEMENTSANDAPPENDICES

102 DSE Annual Report 1997

DSE Annual Report 1997 103

104 DSE Annual Report 1997

Department of School EducationOPERATING STATEMENTfor the Year Ended 30 June 1997Notes Actual Budget Actual1997 1997 1996($’000) ($’000) ($’000)ExpensesOperating expensesEmployee related 2(a) 3,262,641 3,325,509 3,009,437Other operating expenses 2(b) 307,871 321,353 304,898Maintenance 2(c) 102,353 109,228 103,989Depreciation and amortisation 2(d) 141,177 141,700 134,786Grants and subsidies 2(e) 68,010 53,033 382,832Other expenses 2(f) 230,322 239,437 229,443Total Expenses 4,112,374 4,190,260 4,165,385Less:Retained RevenueSale of goods and services 3(a) 13,648 16,215 20,934Investment income 3(b) 10,382 - 5,725Grants and contributions 3(c) 12,861 - 10,085Other revenue 3(d) 7,613 13,419 3,756Total Retained Revenue 44,504 29,634 40,500Gain/(loss) on sale of non current assets 4 10,795 - 486NET COST OF SERVICES 23 4,057,075 4,160,626 4,124,399Government ContributionsRecurrent appropriation (net of transfer payments) 6 3,577,096 3,553,153 3,685,946Capital appropriation (net of transfer paymentsand asset sale proceeds transferred to theCrown Transactions Entity) 6 129,428 148,100 157,650Acceptance by the Crown Transactions Entityof employee entitlements and other liabilities 7 370,697 444,754 313,157Total Government Contributions 4,077,221 4,146,007 4,156,753Asset contributions 2,326SURPLUS/(DEFICIT) FOR THE YEAR 20,146 (14,619) 34,680The accompanying notes form part of these statementsDSE Annual Report 1997 105

Department of School EducationSTATEMENT OF FINANCIAL POSITIONas at 30 June 1997Notes Actual Budget Actual1997 1997 1996($’000) ($’000) ($’000)ASSETSCurrent AssetsCash 116,436 58,187 61,433Investments 10 87 94 94Receivables 11 108,461 101,387 100,919Other 212 293 206Total Current Assets 225,196 159,961 162,652Non Current AssetsProperty plant and equipment 12 10,293,658 10,288,486 10,299,086Investments 10 40 33 33Receivables 11 430 150 202Total Non Current Assets 10,294,128 10,288,669 10,299,321Total Assets 10,519,324 10,448,630 10,461,973LIABILITIESCurrent LiabilitiesAccounts payable 14 60,281 56,453 55,614Employee entitlements 16 59,457 45,133 43,603Other 17 2,750 2,022 3,033Total Current Liabilities 122,488 103,608 102,250Non Current LiabilitiesBorrowings 15 199 199 199Employee entitlements 16 33,701 37,094 34,143Other 17 6,720 8,407 11,440Total Non Current Liabilities 40,620 45,700 45,782Total Liabilities 163,108 149,308 148,032Net Assets 10,356,216 10,299,322 10,313,941EQUITY 18Accumulated Funds 10,356,216 10,299,322 10,313,941Total Equity 10,356,216 10,299,322 10,313,941The accompanying notes form part of these statements106 DSE Annual Report 1997

CASH FLOWS FROM OPERATING ACTIVITIESDepartment of School EducationCASH FLOW STATEMENTfor the Year Ended 30 June 1997Notes Actual Budget Actual1997 1997 1996($’000) ($’000) ($’000)PaymentsEmployee related (2,869,311) (2,876,274) (2,706,256)Grants and subsidies (68,010) (53,033) (382,832)Other (655,844) (673,223) (647,691)Total Payments (3,593,165) (3,602,530) (3,736,779)ReceiptsSales of goods and services 13,262 15,799 21,200Interest Received 10,382 - 4,337Other 13,778 13,332 14,678Total Receipts 37,422 29,131 40,215NET CASH FLOW FROM OPERATING ACTIVITIES 23 (3,555,743) (3,573,399) (3,696,564)CASH FLOW FROM INVESTING ACTIVITIESProceeds from the sale of property, plant and equipment 45,640 17,000 17,780Purchases of property, plant and equipment (141,421) (148,100) (163,233)Advances made 2 - (2)Other - - 1,581NET CASH FLOWS FROM INVESTING ACTIVITIES (95,779) (131,100) (143,874)CASH FLOWS FROM FINANCING ACTIVITIESRepayment of borrowings and advances - - (115)NET CASH FLOWS FROM FINANCING ACTIVITIES - - (115)CASH FLOWS FROM GOVERNMENTRecurrent appropriation 3,577,097 3,553,153 3,685,946Capital appropriation 147,400 148,100 157,650Asset sale proceeds transferred to the CrownTransactions Entity (17,972)NET CASH FLOWS FROM GOVERNMENT 3,706,525 3,701,253 3,843,596NET INCREASE/(DECREASE) IN CASH 55,003 (3,246) 3,043Opening cash and cash equivalents 61,433 61,433 58,390CLOSING CASH AND CASH EQUIVALENTS 22 116,436 58,187 61,433The accompanying notes form part of these statementsDSE Annual Report 1997 107

Department of School EducationSUMMARY OF COMPLIANCE WITH FINANCIAL DIRECTIVESFor the Year ended 30 June 1997Actual Appropriations Estimated Actual Appropriations EstimatedExpenditure ExpenditureOriginal Revised Original Revised1997 1997 1997 1996 1996 1996$’000 $’000 $’000 $’000 $’000 $’000Recurrent AppropriationsProgram 36.1.1. Pre School Education in Government Schools 10,133 10,174 10,174 9,554 9,386 9,386Program 36.1.2. Kindergarten to Year 6 Core Education in Government Schools 1,400,274 1,407,376 1,407,376 1,344,658 1,338,767 1,338,767Program 36.1.3. Years 7 to 10 Core Education in Government Schools 1,032,948 1,036,884 1,036,884 995,029 989,341 989,341Program 36.1.4. Years 11 and 12 Core Education in Government Schools 460,646 460,885 460,885 439,384 437,664 437,664Program 36.2.1. Special Education Program 300,661 301,912 301,912 290,596 292,119 292,119Program 36.2.2. Rural Education Program 55,727 55,727 55,727 54,840 54,810 54,810Program 36.2.3. Program for Socio-Economically Disadvantaged Students 45,365 45,558 45,558 43,239 43,356 43,356Program 36.2.4. Aboriginal Education Program 18,571 18,673 18,673 17,461 17,781 17,781Program 36.2.5. Program for Students of Non - English Speaking Backgrounds 69,532 69,809 69,809 67,231 66,739 66,739Program 36.2.6. Other Equity Programs 6,392 6,397 6,397 6,317 6,142 6,142Program 36.3.1. Strategic Plan Programs in Government Schools 181,794 189,081 189,081 141,148 132,510 132,510Program 36.4.1. Non Government Schools Assistance 332,949 338,007 338,007 309,480 317,852 317,8523,914,992 3,940,483 3,940,483 3,718,937 3,706,467 3,706,467Capital AppropriationsProgram 36.1.2. Kindergarten to Year 6 Core Education in Government Schools 70,272 66,736 66,736 83,835 90,839 90,839Program 36.1.3. Years 7 to 10 Core Education in Government Schools 49,389 49,580 49,580 45,429 41,766 41,766Program 36.1.4. Years 11 and 12 Core Education in Government Schools 21,839 24,934 24,934 20,086 18,470 18,470Program 36.1.4. Special Education Program 2,500 2,750 2,750 2,000 2,042 2,042Program 36.3.1. Strategic Plan Programs in Government Schools 4,100 4,100 4,100 6,300 4,533 4,533148,100 148,100 148,100 157,650 157,650 157,650Total Appropriations (includes transfer payments) 4,063,092 4,088,583 4,088,583 3,876,587 3,864,117 3,864,117There are no material variations between the original appropriations and the revised appropriations108 DSE Annual Report 1997

Department of School EducationSUPPLEMENTARY STATEMENTSPROGRAM STATEMENT – EXPENSES AND REVENUES36.1.1 Pre-SchoolEducation in GovernmentSchools36.1.2 Kindergarten inYears 6 Core Education inGovernment Schools36.1.3 Y7-10 CoreEducation in GovernmentSchools36.1.4 Y11-12 CoreEducation in GovernmentSchools36.2.1 Special EducationProgram36.2.2 Rural EducationProgram$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’0001997 1996 1997 1996 1997 1996 1997 1996 1997 1996 1997 1996ExpensesOperating expensesEmployee related (9,953) (9,069) (1,312,710) (1,212,407) (977,347) (908,149) (434,133) (400,994) (264,173) (246,313) (31,779) (30,868)Other operating expenses (1,037) (982) (102,607) (98,671) (69,442) (66,252) (30,711) (29,295) (18,476) (19,947) (5,746) (5,380)Maintenance (239) (246) (43,866) (44,516) (32,730) (33,191) (14,469) (14,676) (8,288) (8,521) (2,761) (2,839)Depreciation and amortisation (237) - (67,331) - (48,568) - (21,365) - (2,947) - (96) -Grants and subsidies - (5) (801) (963) (1,858) (860) (819) (381) (25,517) (22,918) (4,445) (13,151)Other expenses (545) (532) (98,627) (96,298) (73,538) (71,801) (32,517) (31,750) (17,900) (18,435) (6,289) (6,142)Total Expenses (12,011) (10,834) (1,625,942) (1,452,855) (1,203,483) (1,080,253) (534,014) (477,096) (337,301) (316,134) (51,116) (58,380)Retained RevenueSale of goods and services 321 340 824 948 3,614 4,722 1,591 2,089 171 198 57 99Investment income 36 20 4,213 2,320 3,123 1,723 1,374 768 876 483 100 57Grants and contributions - - - - - - - - 1,841 1,166 - -Other revenue 11 (1) 2,130 (178) 1,541 (130) 681 (64) - 187 19 274Total Retained Revenue 368 359 7,167 3,090 8,278 6,315 3,646 2,793 2,888 2,034 176 430Gain/(loss) on sale ofnon current assets 24 - 4,424 - 3,200 - 1,415 - 1,411 - 40 -NET COST OF SERVICES (11,619) (10,475) (1,614,351) (1,449,765) (1,192,005) (1,073,938) (528,953) (474,303) (333,002) (314,100) (50,900) (57,950)Government Contributions 11,456 10,312 1,621,229 1,490,910 1,196,999 1,090,770 534,571 481,704 335,629 300,029 51,715 57,190Asset Contributions - - - - - - - - - - - -SURPLUS/(DEFICIT) FORTHE YEAR AFTER (163) (163) 6,878 41,145 4,994 16,832 5,618 7,401 2,627 (14,071) 815 (760)ADMINISTERED EXPENSESAND REVENUESAdministered ExpensesTransfer payments - - - - - - - - - - (7,200) -Total Administered Expenses - - - - - - - - - - (7,200) -Administered RevenuesTransfer receipts - - - - - - - - - - 7,200 -Total Administered Revenues - - - - - - - - - - 7,200 -Administered Revenues lessExpenses - - - - - - - - - - - -DSE Annual Report 1997 109

Department of School EducationSUPPLEMENTARY STATEMENTSPROGRAM STATEMENT – EXPENSES AND REVENUES36.2.3 Socio-EconomicDisadvantaged StudentsProgram36.2.4 AboriginalEducation Program36.2.5 NESB StudentsProgram36.2.6 Other EquityProgram36.3.1 Strategic PlanProgram GovernmentSchools36.4.1 Non GovernmentSchool Assistance$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’0001997 1996 1997 1996 1997 1996 1997 1996 1997 1996 1997 1996ExpensesOperating expensesEmployee related (36,418) (32,053) (17,682) (16,875) (69,563) (65,316) (3,793) (3,377) (104,946) (83,891) (144) (125)Other operating expenses (1,534) (3,000) (1,043) (1,497) (1,348) (7,473) (1,162) (1,916) (74,765) (70,485) - -Maintenance - - - - - - - - - - - -Depreciation and amortisation (103) - (59) - (207) - (9) - (255) - - -Grants and subsidies (9,792) (11,282) (3,754) (1,239) (341) (273) (714) (1,338) (17,563) (8,602) (2,406) (321,820)Other expenses - - - - - - - - (906) (4,485) - -Total Expenses (47,847) (46,335) (22,538) (19,611) (71,459) (73,062) (5,678) (6,631) (198,435) (167,463) (2,550) (321,945)Retained RevenueSale of goods and services 21 25 12 11 42 50 2 2 6,993 12,450 - -Investment income 107 62 61 34 216 119 10 6 266 133 - -Grants and contributions - - - 244 - - - - 11,020 8,675 - -Other revenue 4 (8) 33 188 11 (4) 7 - 3,176 3,492 - -Total Retained Revenue 132 79 106 477 269 165 19 8 21,455 24,750 - -Gain/(loss) on sale ofnon current assets 9 - 67 - 23 - 15 - 167 - - -NET COST OF SERVICES (47,706) (46,256) (22,365) (19,134) (71,167) (72,897) (5,644) (6,623) (176,813) (142,713) (2,550) (321,945)Government Contributions 47,283 44,292 19,705 17,437 71,124 67,420 6,097 6,164 196,259 147,027 3,126 309,008Asset Contributions - - - - - - - - - - - -SURPLUS/(DEFICIT) FORTHE YEAR AFTER (423) (1,964) (2,660) (1,697) (43) (5,477) 453 (459) 19,446 4,314 576 (12,937)ADMINISTERED EXPENSESAND REVENUESAdministered ExpensesTransfer payments - - - - - - - - (510) - (334,891) -Total Administered Expenses - - - - - - - - (510) - (334,891) -Administered RevenuesTransfer receipts - - - - - - - - 510 - 334,891 -Total Administered Revenues - - - - - - - - 510 - 334,891 -Administered Revenues lessExpenses - - - - - - - - - - - -110 DSE Annual Report 1997

Department of School EducationSUPPLEMENTARY STATEMENTSPROGRAM STATEMENT – EXPENSES AND REVENUESNon Program Department$’000 $’000 $’000 $’0001997 1996 1997 1996ExpensesOperating expensesEmployee related - - (3,262,641) (3,009,437)Other operating expenses - - (307,871) (304,898)Maintenance - - (102,353) (103,989)Depreciation and amortisation - (134,786) (141,177) (134,786)Grants and subsidies - - (68,010) (382,832)Other expenses - - (230,322) (229,443)Total Expenses - (134,786) (4,112,374)(4,165,385)Retained RevenueSale of goods and services - - 13,648 20,934Investment income - - 10,382 5,725Grants and contributions - - 12,861 10,085Other revenue - - 7,613 3,756Total Retained Revenue - - 44,504 40,500Gain/(loss) on sale of non current assets - 486 10,795 486NET COST OF SERVICES - (134,300) (4,057,075)(4,124,399)Government Contributions (17,972) 134,490 4,077,221 4,156,753Asset Contributions - 2,326 - 2,326SURPLUS/(DEFICIT) FOR THE YEAR AFTER (17,972) 2,516 20,146 34,680Not Attributed TotalADMINISTERED EXPENSES AND REVENUES$’000 $’000 $’000 $’0001997 1996 1997 1996Administered ExpensesTransfer payments - - (342,601) - (342,601) -Total Administered Expenses - - (342,601) - (342,601) -Administered RevenuesTransfer receipts - - 342,601 - 342,601 -Total Administered Revenues - - 342,601 - 342,601 -Administered Revenues less Expenses - - - - - -DSE Annual Report 1997 111

Department of School EducationNOTES TO AND FORMING PART OF THE FINANCIAL STATEMENTSFor the Year Ended 30 June 19971. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES(a) (i) Reporting EntityThe Department of School Education, as a reporting entity, comprises all the operating activities and entitiesunder its control , with the exception of certain school financial transactions referred to in Note 1 (a) (ii). Italso encompasses funds which, while containing assets which are restricted for specified uses by the grantoror donor, are nevertheless controlled by the Department.In the process of preparing the consolidated financial statements for the economic entity consisting of thecontrolling and controlled entities, all inter-entity transactions and balances have been eliminated.(ii)School Financial TransactionsIn recognition of the specific status of schools, the Public Finance and Audit Act, 1983 (Section 45E (5))formerly indicated that the Department was not required to include particulars of school accounts in itsannual financial statements. This section was removed in the May 1992 revision of the legislation. As aresult, discussions have taken place over several years between the Department, The Audit Office andTreasury concerning the status of schools as reporting entities and the need for school financial transactionsto be consolidated in the Department’s financial statement.The Auditor-General advised the Minister and the Department in July 1995 that he is of the opinion thatschools are controlled entities of the Department and that the effect of this, as the legislation currentlystands, is that each school requires an attest audit and the issue of an audit opinion on each school’s financialstatements. The Auditor-General has also concluded that each school’s financial statements would need tobe consolidated within the Department’s financial statements.The Department and Treasury’s view, based on interpretation of Australian Accounting Standards andStatements of Accounting Concepts, is that schools do not fit the definition of either controlled entities orreporting entities.The Department and Treasury are of the opinion that schools are branches of the Department and should nothave to produce general purpose financial statements subject to annual attest audit and the issue of an auditopinion thereon. However, in order to fulfil necessary accountability requirements the Department andTreasury agree that schools should continue to prepare special purpose cash based financial statements atthe end of each school year for submission to the Department and the local school community.Officers of both the Department and Treasury are of the opinion that material financial items controlled byschools should be aggregated within the statements of the Department. Departmental officers are of theopinion that all material financial items are already reported upon. For example the value of school land andbuildings, the salaries of teachers and other permanent school staff, maintenance of schools and the majorpart of school related funding are accounted for in the Department’s statements and the value of school bankbalances is disclosed in the notes to the statements.The only school financial transactions which are presently excluded from the Department’s financialstatements are those funded from other than Government sources, e.g. school generated revenue, parentbody contributions, donations, voluntary contributions, etc. Based on an analysis of the financial statementsof 200 schools for the year ended 30 November 1996, the total value of school financial transactions hasbeen estimated as follows:112 DSE Annual Report 1997

$MIncome from• Global and Specific Purpose Funding 323.6• School and Community Sources 150.9• Interest 14.2488.7Expenditure on• Educational Programs 285.6• Administrative Programs 134.3• Capital Programs 55.2475.1• Excess of Income over Expenditure 13.6488.7The Department and The Audit Office are considering options which would remove the qualification whilethe status of schools remains unresolved.Operating grants to schools under Global Budgeting arrangements have been recorded under the budget item“Funding towards School Operating Expenses” within Other Expenses in Note 2(f).(b)School Bank BalancesThe Commonwealth Bank has advised that balances amounting to $214.1 million were held by governmentschools as at 30 June 1997 in current accounts and investment accounts. This compares with balances of$197.0 million and $186.1 million held at 30 June 1996 and 30 November 1996 respectively. It should benoted that these figures are as complete as possible but because of the large number and variety of accountsheld by schools the Commonwealth Bank does not guarantee that all accounts have been included. Thesefunds, apart from the Government grant component, are not recorded within the Department’s financialstatements. The funds comprise grants and advances from Government and private sources, financialcontributions and charges levied by schools, donations and voluntary contributions and other revenue, includingearnings on investments. Such funds are used generally to replace assets / equipment, to meet schoolcommitments for the next financial year and ongoing school operating expenses, to purchase new items ofschool equipment, and to meet the cost of long term school projects.Operating grants which have been recorded as an expense against the budget item “Funding towards SchoolOperating Expenses” (See Note 2 (f)), have been paid into school bank accounts during the year.An unaudited analysis of the financial statements and bank balances of 200 schools for the year ended 30November 1996 (refer Note 1(a)(ii) ) showed that the bank balances were 4.1% higher than the cash bookbalances. The difference was attributed to outstanding deposits and unpresented cheques.If this same result is applied to the 30 June 1997 bank balance figure of $214.1 million, this translates into acash book balance of $205.7 million. Based on the 30 November 1996 sample data, the schools are holdingthese funds for the following purposes:-$M %• Asset Replacement and Acquisition 79.2 38.5• Commitments 67.1 32.6• General Contingencies 59.4 28.9205.7DSE Annual Report 1997 113

(c)Basis of AccountingThe Department’s financial statements comprise a general purpose financial report which has been preparedon an accrual basis in accordance with applicable Australian Accounting Standards and the Urgent IssuesGroup Consensus Views, the requirements of the Public Finance and Audit Act and Regulations, and theFinancial Reporting Directions published in the Financial Reporting Code for Budget Dependent Agenciesor issued by the Treasurer under Section 9(2)(n) of the Act. Where there are inconsistencies between theabove requirements, the legislative provisions have prevailed.Statements of Accounting Concepts are used as a guidance in the absence of applicable Accounting Standards,Urgent Issues Group Consensus Views and Legislative requirements.Except for certain property which is recorded at valuation, the financial statements are prepared in accordancewith the historical cost convention. All amounts are rounded to the nearest one thousand dollars and areexpressed in Australian currency. The accounting policies adopted are consistent with those of the previousyear.(d)Change in Accounting Policy – Transfer PaymentsThe Department makes payments on behalf of the Government to private schools, the Department of Technicaland Further Education, a statutory authority and other organisations. The Department has no discretionarycontrol over these payments which are provided for in the Recurrent and Capital Appropriations.Until 1995/96 these amounts were paid as grants with the Government Funding shown as part of theDepartment’s Recurrent and Capital Appropriations.From 1996/97 the transfer payments are not included in the Department’s Annual Statements, as they are notpart of the Department’s operations (Note 8). This change has resulted in the Grants and Subsidies payments(Note 2 (e)) being reduced by $342.091 million and Fee for Services in Other Operating Expenses (Note2(b)) being reduced by $0.51 million with a corresponding reduction in the Recurrent and CapitalAppropriations (Note 6). There is no effect on the Surplus / (Deficit) for the year.(e)(f)Parliamentary Appropriations and Contributions from other BodiesParliamentary Appropriations and Contributions from other Bodies (including grants and donations) arerecognised as revenues when the Department obtains control over the assets comprising the appropriations /contributions. Control over appropriations and contributions is normally obtained upon the receipt of cash orcontributions in kind.Employee Entitlements(i)Wages and Salaries, Annual Leave, Sick Leave and On-CostsLiabilities for wages and salaries and annual leave are recognised and measured as the amount unpaidat the reporting date at current pay rates in respect of employees’ services up to that date.Sick leave is non vesting and does not give rise to a liability as it is not considered probable that sickleave taken in future will be greater than the entitlements accrued in the future. The outstanding amountsof payroll tax, workers’ compensation insurance premiums and fringe benefits tax, which areconsequential to employment, are recognised as liability and expenses where the employee entitlementsto which they relate have been recognised.(ii)Long Service Leave and SuperannuationThe Department’s liabilities for long service leave and superannuation are assumed by the CrownTransactions Entity. The Department accounts for the liability as having been extinguished resulting inthe amount assumed being shown as part of the non-monetary revenue item described as “Acceptanceby the Crown Transactions Entity of Employee Entitlements and other Liabilities”.Long service leave is measured by the use of a model supported by the Government Actuary. Theformula allows for the increase in the existing long service leave provision to reflect the increase insalaries plus the value of long service leave accrued during the year less long service leave takenduring the year.114 DSE Annual Report 1997

The value of the liability for long service leave for Casual Teachers has not been brought to account asit cannot be measured until the records of all casual teachers are examined. (refer to Note 20 ContingentLiabilities)The superannuation expense for the financial year is determined by using the formulae specified in theTreasurer’s Directions. The expense for certain superannuation schemes (ie Basic benefit and FirstState Super) is calculated as a percentage of the employees’ salaries. For other superannuation schemes(ie State Superannuation Scheme and State Authorities Superannuation Scheme), the expense iscalculated as a multiple of the employees’ superannuation contributions.The Department took over a liability for superannuation relating to the School Furniture Complex,when the business was sold on 11 October 1994.The Superannuation Administration Authority (S.A.A.) has advised that an actuarial assessment hasshown that the Complex’s Superannuation Fund Reserves are now sufficient to cover its liabilities.Discussions are taking place with the S.A.A. and it is anticipated that the S.A.A. will assumeresponsibility for the assets and liabilities of these funds during 1997/98.(iii)On-costsThe Treasury provides as part of its State consolidated fund current allocations the full cost of salaryrelated statutory on-costs including those for Commonwealth programs. Commonwealth programs arecharged with the equivalent amount of such on-costs and these funds are transferred to the State tooffset the on-cost funding included in State Consolidated Fund appropriations.Under these arrangements the Department receives this part of Commonwealth program allocationswithin its operating expenses budget.The Consolidated Fund current allocation thus overstates the value of operating expenses andGovernment Contributions by the value of the on-cost on Commonwealth programs which have beenrefunded to the Treasury. This value has therefore been adjusted in determining the Surplus / (Deficit)for the year.On-costs include payroll tax, work cover, superannuation and an administrative charge.In 1996/97, the total amount paid to Treasury for Commonwealth program on-costs for recurrentexpenditure was $21.196 million ($20.225 million in 1995/96).(g)(h)InsuranceThe Department’s insurance activities are conducted through the NSW Treasury Managed Fund Scheme ofself insurance for Government agencies. The expense (premium) is determined by the Fund Manager basedon past experience.Acquisitions of AssetsThe cost method of accounting is used for the initial recording of all acquisitions of assets controlled by theDepartment. Cost is determined as the fair value of the assets given as consideration plus the costs incidentalto the acquisition.Assets acquired at no cost, or for nominal consideration, are initially recognised as assets and revenues attheir fair value at the date of acquisition.Fair value means the amount for which an asset could be exchanged with a knowledgeable, willing seller inan arm’s length transaction.In 1996/97 the Department has included for the first time in its accounts school residences on school siteswhich are managed by the Teacher Housing Authority of New South Wales (T.H.A.) (see Note 18 - Equity).The residences are valued at market value. A number of these residences are in areas where the T.H.A. doesnot deem it necessary to continue to provide accommodation for teachers. As these residences are vacatedthey become available for other uses including disposal.DSE Annual Report 1997 115

(i)(j)Plant and Equipment, Computer Equipment.Items of plant and equipment costing $5,000 and above are capitalised at historical cost with the exception ofcomputer hardware to which a lower threshold of $1,000 applies.Revaluation of Physical Non-Current AssetsBuildings and improvements and infrastructure assets (excluding land) valuations are based on the estimatedwritten down replacement cost of the most appropriate modern equivalent replacement facility having asimilar service potential to the existing asset. Land is valued on a existing use basis.Each class of physical non-current assets is revalued every 5 years. The last valuation was completed on theintroduction of accrual accounting on 1 July 1992. The next revaluation is scheduled for the 1997/98 financialyear.Where assets are revalued upward or downward as a result of a revaluation of a class of non-current physicalassets, the gross amount and the related accumulated depreciation of that class of assets are restated separately.The recoverable amount test has not been applied as the Department is a not-for-profit entity whose servicepotential is not related to its ability to generate net cash inflows.(i)LandDue to the large number of sites owned by the Department, individual valuations have not been obtained.In 1992/93 mass valuation techniques were employed to arrive at a valuation for the Department’s landand to establish a reasonably accurate estimate of the value of individual sites, in order to establish theDepartment’s land assets data base.The Valuer-General’s Department provided the Department with the data using an agreed ValuationModel developed in consultation with The Audit Office. Land acquired since the establishment of thedata base has been recorded at cost value.(ii) BuildingsThe large range of building designs and construction materials, together with the range of ages ofbuildings, has made impractical the task of performing individual valuations. The method adopted toestablish opening balances on the introduction of accrual accounting on 1 July 1992, was to determineaverage replacement costs per square metre for all schools in order to calculate the written downreplacement value of each building.The calculation of written down replacement value is based on the internal area, building localityindex and age of the building.Demountable buildings are identified and valued separately using an average cost basis which is appliedto the number of demountables.Buildings, including demountables, capitalised after the establishment of the opening balances arevalued at cost. The cost of buildings includes all furniture, fittings, fixtures and equipment that isprovided as standard under the School Building Code and is being provided for the first time. Wherean item of furniture already exists, but is being replaced, the cost of the furniture, fittings, etc., isexpensed.Ground improvements (car parks, play fields, etc), to land controlled by the Department are recognisedas assets and classified as buildings in the Department’s financial statements.(iii)Works in ProgressThese have been shown at cost to date. Building construction projects and software development areclassified as works in progress until the projects have been completed and become available for use bythe Department. Work in progress accounts also include costs associated with the acquisition of land,before settlement.116 DSE Annual Report 1997

(iv)Surplus PropertyProperty considered surplus to the Department’s requirements has been classified as non-current property,plant & equipment. For 1992/93, surplus land was excluded from the value of land using the LandValuation Module and was separately recorded at estimated market value. As from 1993/94 surplusproperty has been recorded at current book value. Properties are classified as surplus on recommendationsmade by the Department and after approval by the Minister.(k)Depreciation of Non-Current Physical AssetsDepreciation is applied to all non-current assets except land and is calculated on the straight line method atrates which provide for the cost for each asset to be written off over the useful life of the asset. Buildings aredepreciated at the rate of 1% per annum. This approach follows extensive consultation between the Departmentof School Education and Treasury during 1992/93 based on an estimated life expectancy of 100 years for allschool buildings. Extensive consultation with The Audit Office also took place on this matter.The Department acknowledges that there are instances where school buildings have been in use for morethan 100 years. Furthermore, over a 100 year cycle, school buildings would normally be subject to a numberof major refurbishments in order to maintain their service potential. In these circumstances, it is possible toargue that a one percent per annum depreciation charge could understate the extent to which the servicepotential of school buildings is being consumed.The selection of a 100 year life for school buildings allowed for a simple calculation of the depreciationcharge in 1992/93, the first year in which the Department was required to apply depreciation to its assets.This method of calculating depreciation charges was used in subsequent years and has again been used forthe 1996/97 financial year.The methodology has been used in the absence of a Departmental information system which would supportan argument that the refurbishment of individual schools is being carried out as needed, or provide definitiveinformation on the extent of any backlog of works. An Asset Management System is being developed andimplemented in stages. Stage one is completed and work has commenced on Stage two. When completed,Stage two will provide a condition assessment of each of the approximately 16,000 school buildings. Thisinformation will enable an accurate measure of the extent to which the service potential of school buildingsis being consumed. Options, including a condition based depreciation approach using this information, arenow being considered by the Department.(l)(m)Leased AssetsThe Department does not have any finance leases which effectively transfer from the lessor to the lesseesubstantially all the risks and benefits incidental to ownership of the leased assets. All leases are operatingleases under which the lessor effectively retains all such risks and benefits. All payments have been chargedas expenses in the period in which they were incurred.InvestmentsAll deposits are valued at cost. Interest revenues are recognised as they accrue.The Department holds non marketable shares in Access Australia CMC Pty Ltd. This company was establishedas a result of a consortium agreement between five universities, government departments, trading entitiesand private sector participants. The objective of the company is to administer the Co-operative MultimediaCentres Program to build a pool of talent with multimedia skills by collaboration between education andtraining providers, and other public and private sector organisations. The Department received shares inconsideration for the contribution. The shares have no marketable value and they have therefore been fullyamortised in value. (Note 10.)(n)InventoriesThe Department holds inventories of teaching and resource materials that are made available to governmentschools, private schools and teachers. The cost of producing stock is expensed.These inventories have not been brought to account as the Department has not maintained a product costsystem that would accurately reflect the value of inventories on hand.DSE Annual Report 1997 117

The non recognition of inventory values does not materially distort the matching of costs to sales as theinventory holdings comprise the following two categories:(i)(ii)High volume, high turnover items that are characterised by low stock holdings.Products of indeterminable age and value largely characterised by slow stock turnover and contributinga relatively small amount towards actual sales. The nature of this stock under an accrual basis ofaccounting would require a significant provision for obsolescence that would be applied against itscost value.(o)(p)(q)(r)Trust fundsThe Department receives monies in a trustee capacity for the Teachers’ Deferred Salary Scheme as set out inNote 25. As the Department performs only a custodial role in respect of these monies, and because themonies cannot be used for the achievement of the Department’s own objectives, they are not brought toaccount in the financial statements.Departmental RestructuringOn 10 August 1995 the then Minister for Education and Training announced a new structure for the Departmentof School Education. It has been estimated that the restructure will produce savings of $17 million in salariesper annum. The full financial effects of the restructure, which was completed in December 1996, will berealised in the 1997/98 financial year.Disposal of AssetsGains or losses on disposal of fixed assets are taken into account in determining the operating result for theyear. The Department recognises sales of land and buildings upon final settlement except for those salesinvolving term instalment payments which are recognised on exchange.School Furniture ComplexThe Complex ceased operating as a separate trading concern from 11 October 1994 due to its sale to a privatepurchaser.The complex site and buildings were disposed of in 1996/97. The proceeds from the sale, less costs incurredby the Department prior to disposal, have been returned to Treasury (Note 6).(s)(t)Provision for Doubtful DebtsUntil 1995/96 provision for doubtful debts has been based on the level of bad debts written off over the pastyear and/or assessment of individual debts outstanding at the end of the financial year. In 1996/97 under acentralised structure an assessment has been made of individual debts outstanding at the end of the financialyear. This has resulted in an increase in the Provision for Doubtful Debts of $396,000.Overseas Student FeesThe Department runs a program where overseas students are offered surplus places in NSW Schools. Studentsaccepting these places are charged market fees.Under arrangements with the NSW Treasury the Department is required to return to the Treasury 7 1 / 2% of thetotal fees received from full fee paying overseas students. This has been off set in the Operating Statementagainst the recurrent appropriation. The Department also pays 25% of fees collected to the school attendedby the overseas students. This is shown under Note 2 (b) as payments relating to overseas students.(u)Surplus Lease Space Under Non Cancellable Operating LeasesThe Department has surplus leased space under non cancellable operating leases resulting from the restructureannounced by the Minister for Education and Training on 10 August 1995. This has been brought to accountin 1996/97 in accordance with the Urgent Issues Group Consensus View on Lessee Accounting for SurplusLeased Space Under a Non Cancellable Operating Lease. This is shown under Note 2(b) Other OperatingExpenses and Note 17 Other Provisions.118 DSE Annual Report 1997

(v)Joint ArrangementsAs part of the delivery of educational services the Department has a number of joint arrangements withTAFE, universities and other agencies. Whilst assets are provided and costs are incurred by the parties underthese arrangements, they are not considered to be joint ventures under the terms of Accounting StandardAAS19. Assets contributed by the Department to the Joint Arrangements are capitalised. Other costs areexpensed as they are incurred.The Department’s capital and recurrent cost contribution in joint arrangements include:(i)Bradfield CollegeBradfield College is a joint operation between the Department and the NSW TAFE Commission and ispresently located on the grounds of the former North Sydney Girls High School. The land and premisesof the college are owned by the Department of School Education.The College is an adult learning environment open to students in Preliminary and HSC years, as wellas more mature students re-entering education. The College provides vocational training in employmentgrowth areas of Business, Design and Creative Arts, Horticulture, Information Technology, Tourismand Hospitality and the Entertainment Industry.Recurrent Contributions for 1996/97 by way of employee related expenditure, other operating expensesand grants amounted to $2.235 million (1995/96 $2.786 million). The Department’s capital contributionas at 30 June 1997 was $4.168 million. (30 June 1996 $4.168 million)(ii)Coffs Harbour Education CampusCoffs Harbour Education Campus (CHEC) is a joint operation between the Department, TAFE andSouthern Cross University (SCU) and is located three kilometres south of the Coffs Harbour centralbusiness district. The joint operation aims to provide high quality courses across the senior secondary,TAFE and higher education sectors with particular emphasis on articulation, integration and flexibility.The CHEC was constructed on three parcels of land (registered under the title of the then Minister forEducation and Youth Affairs) and accommodates shared facilities for the Department, TAFE and SCU.Capital contributions were negotiated between the partners on the basis of each partner’s estimate ofthe cost of facilities to fulfil its educational role. The amount noted below represents the Department’scapital contribution in land and buildings as at 30 June 1997.Recurrent contributions for 1996/97 by way of employee related expenditure, other operating expensesand grants amounted to $1.837 million (1995/96 $1.56 million).The Department’s capital contribution as at 30 June 1997 was $8.734 million. (30 June 1996 $8.36million).iii)Nirimba Education PrecinctThe Nirimba Education Precinct is a joint operation between the University of Western Sydney (UWS),the Catholic Education Office - Parramatta Diocese (CEO), TAFE and the Department. The site wasformerly the HMAS Nirimba Naval Base and was purchased by the partners from the Commonwealthfollowing an announcement that the facility was no longer required by the Department of Defence.The concept of the Education Precinct is to bring the partners together on a single site whilst maintainingdiscrete and identifiable campuses. Emphasis will be placed on maximising the shared use of facilitiesand services. Although sharing a single site each partner has separate legal ownership of the land onwhich its facilities have been or are to be constructed. Facilities such as a library, gymnasium, canteenor oval are shared.There were no recurrent costs incurred in 1996/97 or 1995/96.The Department plans to build a senior high school on the site in 1997. The amount of $2.085 millionrepresents the Department’s capital contribution including land as at 30 June 1997 (30 June 1996$1.475 million).DSE Annual Report 1997 119

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS2. EXPENSES1997 1996$’000 $’000(a) Employee related expenses comprise the following specific items:Salaries and Wages * 2,599,501 2,430,702Superannuation Entitlements 239,532 271,375Long Service Leave 115,235 42,171Recreation Leave ** 41,722 34,712Workers Compensation Insurance 50,774 49,788Payroll tax and fringe benefits tax *** 211,498 180,552Redundancy payments 4,152 -Other 227 1373,262,641 3,009,437*includes payments for:(i) $4.585 million for payments to ancillary staff for incremental progressions in prior years.(ii) $0.245 million for payments to teachers for acting higher duties in prior years.**includes leave loading of $31.4 million (1995/96 $27.4 million)***includes a payment of $3.69 million for unpaid payroll tax on long service leave since 1992No employee related expenses have been included in the maintenance expense figure or capitalised in fixed asset accounts.(b) Other operating expensesAuditor’s remuneration* 642 551Bad and doubtful debts 407 92Rental subsidy to Teacher Housing Authority 454 379Rental expenses relating to operating leases 15,024 15,663Insurance 27,541 27,146Cleaning 141,739 133,766Fees for Services Rendered 51,627 39,936Minor stores, provisions, minor plant 21,214 22,857Lease liability for surplus accommodation (5,002) 14,472Travelling and sustenance 12,417 12,207Postage and Telephones 16,242 9,918Relocation, upgrading and transport demountables 12,492 15,242Printing 7,567 5,513Motor Vehicles running costs 2,585 3,538Payments relating to overseas students 1,058 1,108Books, Periodicals and Papers 599 1,113Gas and Electricity 529 1,035Advertising and Publicity 736 362307,871 304,898*Auditor’s remuneration figures represent actual payments made to the Auditor-General of NSW in the respective years.The payment in both years included $300,000 for the audit of a selection of schools. The Auditor-General of NSWreceived no other benefits.(c) MaintenanceRepairs and routine maintenance* 90,635 85,412Refurbishment maintenance 2,456 6,914Furniture purchases 8,230 7,888Health and safety 1,032 3,775102,353 103,989* includes an amount of $3.341 million paid to Treasury for administering Commonwealth capital program allocation.120 DSE Annual Report 1997

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS2. EXPENSES (CONTINUED)1997 1996$’000 $’000(d)Depreciation and amortisation expenseDepreciationBuildings and improvements * 131,194 124,336Other property plant and equipment 9,833 10,450Amortisation of shares 150 -141,177 134,786*1995/96 includes a credit adjustment of $14.68 million resulting from the revision of demountable valuations.(e)Grants and subsidiesGrants for Educational and Research ActivitiesAustralian Council for Educational Research 284 272Grants for Welfare ActivitiesLearning Difficulties Associations 52 28Grants for other activitiesFederation of Parent and Citizens Organisations 140 138Federation of School Community Organisations 46 45Gould League of NSW 9 6NSW Public Schools Sports Committee 71 53Joint Council of NSW Professional Teaching Assoc. 85 2NSW Parents Council 38 34Catholic Parents and Friends Association 35 34Isolated Children’s Parents Association 33 32Australian Children’s Television Foundation 138 134Allowances for pupils in non government schools * - 274,147Subsidies towards interest on loans for approved building projects atNon Government Schools * - 30,500Grants to other organisations 4,471 5,029Conveyance of disabled students 25,204 22,458Ministry of Education and Youth Affairs 120Handicapped Children’s Centres * - 3,581Living away from home allowances for pupils in Governmentand non government schools 729 741Subsidy to Teacher Housing Authority * - 6,700Capital grant to Teacher Housing Authority * - 1,200Secondary text book allowances to non government schools * - 6,034Grants to Government SchoolsDisadvantaged schools program 6,210 7,713Rural education program 2,760 2,302County areas program 1,354 1,948Students at risk program 148 1,531Start to life program 2 572Staying on program 72 1,082Student assistance scheme 3,583 3,490Literacy and learning program 275 1,597Professional development program 1,570 1,436Special education plan 955 1,209Teacher retraining program 28 1,089Other State strategic initiatives 3,153 2,758Schools establishment grants 1,490 1,780Schools support programs 689 721Disabilities recurrent program 95 100Aboriginal educational program 3,416 842English as a second language (new arrivals) program 341 360DSE Annual Report 1997 121

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS2. EXPENSES (CONTINUED)(e) Grants and subsidies (continued)Vocational education 933 279Gender equity program - 26Computer education program - 7Languages other than English program 1,328 209Drug Education Program 695 476Multicultural education programs - 17Technology strategy 7,578 -68,010 382,832* Included as transfer payments in 1996/97, refer note 1(d) and note 8.1997 1996$’000 $’000(f)Other ExpensesFunding towards school operating expenses 229,417 226,847Teachers Scholarships 905 2,579Other - 17230,322 229,4433. REVENUES(a) Sale of goods and servicesBoarding Agricultural High School sales * - 228Boarding Agricultural High School hostel fees * - 5,148Boarding Agricultural High Schools * 4,326 -Correspondence School fees 38 57Nursery School fees 314 284Commission 1,145 1,221Publications sales 2,535 5,341Overseas students fees 4,408 3,772Other ** 882 4,88313,648 20,934*From 1996/97 the boarding agricultural high schools are no longer required to remit sales and boarding fees income to theDepartment. Revenue for the sale of agricultural produce and boarding fees are now retained by the schools. The boardingagricultural high schools are now required to reimburse the Department the salaries and oncosts relating to agricultural andboarding staff.**Other revenues for 1996/97 includes revenues for FOI / Land Title Enquiries ($0.865 million) whilst 1995/96 includedrevenue from regional activities ($4.07 million) and FOI / Land Title Enquiries ($0.77 million).(b) Investment IncomeInterest from deposits with Crown 10,382 5,725122 DSE Annual Report 1997

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS3. REVENUES (CONTINUED)1997 1996$’000 $’000(c)Grants and ContributionsOther public sector agencies 6,074 4,795Commonwealth Government 826 2,410Grants from other bodies 277 2,444Asset contributions (free assets or contributions to assets) * 5,198 -Donations and industry contributions 486 43612,861 10,085*This item was included as a separate item on the Operating Statement below “Government Contributions” in 1995/96(d) Other revenueNorfolk Island salaries recoveries * 1,086 -Telstra rebate 1,203 930Performing Arts 993 460Rent from assets for sale 592 510Scholarship recoveries 531 -Insurance refunds 490 -School education news 321 420Other 2,397 1,4367,613 3,756*In 1995/96 the recoveries were offset against salaries4. GAIN/(LOSS) ON SALE OF NON CURRENT ASSETSGain / (loss) on the disposal of propertyProceeds from sale 43,173 23,333Written down value of assets sold 32,357 20,212Net gain/(loss) on disposal of property 10,816 3,121Gain / (loss) on the disposal of plant and equipmentProceeds from sale 122 1,081Written down value of assets sold 143 3,716Net gain/(loss) on disposal of plant and equipment (21) (2,635)Gain/(loss) on the sale of non current assets 10,795 4865. CONDITIONS ON CONTRIBUTIONS(a)(b)(c)The aggregate of contributions recognised as revenues during the financial year in respect of whichexpenditure, in a manner specified by the contributors, have not been made as at balance date amounts to$1.145 million.The aggregate of contributions recognised as revenues during the financial year which were providedspecifically for a future period amounted to $0.165 million.The aggregate of contributions recognised as revenues in a previous financial year which were obtainedfor expenditure in respect of the current financial year amounted to $0.554 million.DSE Annual Report 1997 123

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS5. CONDITIONS ON CONTRIBUTIONS (CONTINUED)1997 1996$’000 $’000(d)The nature of the material components of the amounts referred to in (a), (b) and (c) are:Roads and Traffic Authority - Road Safety Education 670 216Health Department of NSW-National Campaign AgainstDrug Abuse 310 337Dairy Farmers Co-operative Ltd - School Sport 2000 Foundation(to be incurred in 1997/98) 165 -1,145 553(e)Total amounts of contributions which were unexpended at balance date(including those received in prior years) are:Roads and Traffic Authority – funds provided for RoadSafety Education programs 670 -Health Department of NSW – funds provided for NationalCampaign Against Drug Abuse program 310 -Dairy Farmers Co-operative Ltd – funds provided for SchoolSport 2000 Foundation 165 -1,145 -6. APPROPRIATIONSTotal recurrent appropriations (per summary of compliance) 3,940,483 3,706,467Less: Transfer payments (341,901) -Return to State - overseas students fees (290) (296)Return to State - Commonwealth program oncosts (21,196) (20,225)Recurrent Appropriations (per operating statement) 3,577,096 3,685,946Total capital appropriations (per summary of compliance) 148,100 157,650Less: Transfer payments (700) -Return to State - sale of property proceeds (Note 1(r)) (17,972) -Capital appropriations (per operating statement) 129,428 157,6507. ACCEPTANCE BY THE CROWN TRANSACTIONS ENTITYOF EMPLOYEE ENTITLEMENTS AND OTHER LIABILITIESThe following liabilities and / or expenses have been assumed by theCrown Transactions Entity or other government agenciesSuperannuation 239,068 270,986Long service leave 115,222 42,171Payroll tax on superannuation 16,407 -370,697 313,157124 DSE Annual Report 1997

8. TRANSFER PAYMENTSDepartment of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTSSubsidies towards interest on loans for approved building projects atnon government schools 31,500 -Allowances for pupils in non Government schools 293,008 -Secondary text book allowances to non government schools 6,326 -Subsidy to Teacher Housing Authority 6,500 -Subsidy to handicapped children’s centres 4,057 -Capital grant to Teacher Housing Authority 700 -Funding for non government schools for joint secondaryschool / TAFE programs 510 -342,601 -9. PROGRAMS/ACTIVITIES OF THE AGENCYProgram 36.1.1. Pre School Education in Government SchoolsObjective(s) To improve student learning outcomes by implementing programs for intellectual, personal and socialdevelopment in Government pre-schoolsProgram 36.1.2. Kindergarten to Year 6 Core Education in Government SchoolsObjectives(s) To improve student learning outcomes by implementing programs for intellectual, personal and socialdevelopment in kindergarten to Year 6 in Government SchoolsProgram 36.1.3. Years 7 to 10 Core Education in Government SchoolsObjectives(s) To improve student learning outcomes by implementing programs for intellectual, personal and socialdevelopment in Years 7 to 10 in Government SchoolsProgram 36.1.4. Years 11 and 12 Core Education in Government SchoolsObjectives(s) To improve student learning outcomes by implementing programs for intellectual, personal and socialdevelopment in Years 11 and 12 in Government SchoolsProgram 36.2.1. Special Education ProgramsObjectives(s) To develop the skills, knowledge , understanding and talents of students with developmental disabilities,or learning difficulties with a view to preparing these children, as far as possible, for regular schoolingand beyond.Program 36.2.2. Rural Education ProgramObjectives(s) To improve access to education for rural studentsProgram 36.2.3. Programs for Socio-Economically Disadvantaged StudentsObjectives(s) To provide equitable educational outcomes for students at a socio-economic disadvantage.Program 36.2.4. Aboriginal Education ProgramsObjectives(s) To provide equitable educational outcomes for aboriginal studentsProgram 36.2.5. Programs for Students of Non - English Speaking BackgroundObjectives(s) To provide equitable educational outcomes for students of non English speaking backgroundsProgram 36.2.6. Other Equity ProgramsObjectives(s) To promote equity of access and opportunity for students whose needs are not fully met through othermajor equity programsProgram 36.3.1. Strategic Plan Programs in Government SchoolsObjectives(s) To promote improved educational outcomes through the development and implementation of targetedprograms of a strategic natureProgram 36.4.1. Non Government Schools AssistanceObjectives(s) To provide assistance to non Government schools1997 1996$’000 $’000DSE Annual Report 1997 125

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS10. CURRENT/NON CURRENT ASSETS - INVESTMENTS1997 1996$’000 $’000CurrentFixed interest bearing bonds * 87 94Non CurrentFixed interest bearing bonds * 40 33Shares in Access Australia CMC Pty Ltd ** 150 -Less: Provision for Diminution in Value (150) -*the fixed interest bearing bonds are a restricted asset. (Note 13)**the Department has an entitlement to apply for additional shares as recognition of contributions in kind.This amount is yet to be finalised.40 3311. CURRENT/NON CURRENT ASSETS - RECEIVABLESCurrentOther debtors 25,516 24,952Prepayments 11,910 4,593Accrued income 7,079 7,918Treasury salary suspense 64,426 63,530108,931 100,993Less: Provision for doubtful debts 470 74108,461 100,919Non CurrentAdvances to Schools 199 202Other debtors 135 -Prepayments 96 -430 202126 DSE Annual Report 1997

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS12. NON CURRENT ASSETS - PROPERTY, PLANT & EQUIPMENTLand$’000Buildings andImprovements$’000SurplusProperty$’000ComputerEquipment &Software$’000General Plant& Equipment$’000Works inProgress(includingComputerSystems)$’000Total FixedAsset Systems$’000At cost or valuation as at 1 July 1996 2,580,213 11,422,058 80,659 53,121 8,627 112,761 14,257,439Transfers from Works in Progress 13,853 127,018 - - 3,759 (144,630) -Additions 330 21,799 - 6,933 1,956 138,097 169,115Adjustment - (1,016) - - - - (1,016)Disposals (210) (687) (31,967) (552) (197) - (33,613)Transfer to Surplus Properties (3,661) - 3,661 - - - -Balance 30 June 1997 2,590,525 11,569,172 52,353 59,502 14,145 106,228 14,391,925Accumulated Depreciation as at 1 July 1996 - 3,922,643 - 31,081 4,629 - 3,958,353Depreciation for the year - 131,194 - 8,515 1,318 - 141,027Writeback on disposals - (502) - (500) (111) - (1,113)Balance 30 June 1997 - 4,053,335 - 39,096 5,836 - 4,098,267Written Down Valueas at 30 June 1996 2,580,213 7,499,415 80,659 22,040 3,998 112,761 10,299,086as at 30 June 1997 2,590,525 7,515,837 52,353 20,406 8,309 106,228 10,293,658DSE Annual Report 1997 127

13. RESTRICTED ASSETSDepartment of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTSMonies held as investments in fixed interest deposits ( Note 10) areclassified as “restricted assets”. The funds have been bequeathed toindividual schools and are invested by the Department. The interest earnedis paid to schools nominated as beneficiaries to fund prizes awarded tostudents for special achievement.14. CURRENT LIABILITIES – ACCOUNTS PAYABLE1997 1996$’000 $’000Creditors 10,116 11,118Prepayments 2,060 2,147Payroll and Fringe Benefits Tax 15,290 17,421Salary Deductions Suspense Account 32,185 23,692Other 630 1,23660,281 55,61415. CURRENT/NON-CURRENT LIABILITIES – BORROWINGSNon CurrentLoans from Treasury 199 199Repayment of BorrowingsNot later than one year - -Between one and two years 52 52Between two and five years 147 147Later than five years - -Total borrowings at face value (excluding finance leases) 199 19916. CURRENT/NON-CURRENT LIABILITIES – EMPLOYEE ENTITLEMENTSCurrentRecreation leave 11,563 9,334Accrued salaries and wages 40,428 29,869Provision for payroll tax on recreation leave 640 640Provision for payroll tax on long service leave 3,066 -Provision for superannuation for School Furniture Complex (Note 1(f)(ii)) 3,760 3,76059,457 43,603Non CurrentProvision for payroll tax on long service leave 33,701 34,143Aggregate employee entitlements 93,158 77,746Long service leave liability is assumed by the Crown Transactions Entity.Superannuation payments are regularly made to Superannuation Administration Authority.128 DSE Annual Report 1997

17. OTHER PROVISIONSDepartment of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS1997 1996$’000 $’000CurrentLease liability for surplus accommodation 2,750 3,033Non currentLease liability for surplus accommodation 6,720 11,44018. CHANGES IN EQUITYAccumulated FundsBalance at beginning of financial year 10,313,941 10,313,876Surplus / (deficit) for the year 20,146 34,680Property assets from Teacher Housing Authority broughtto account for the first timeSchool residences 21,800 -Land sites 329 -Provision for Payroll Tax prior years brought to accountfor first time. - (34,615)Balance at end of financial year 10,356,216 10,313,94119. COMMITMENTS FOR EXPENDITURE(a) Capital CommitmentsAggregate capital expenditure contracted for at balance dateand not provided for:Not later than 1 year 51,128 45,802Later than 1 year and not later than 2 years 1,034 1,806Later than 2 years and not later than 5 years 100 95Later than 5 years - -52,262 47,703(b)Other Expenditure CommitmentsAggregate other expenditure contracted for atbalance date and not provided for:Not later than 1 year 16,081 8,493Later than 1 year and not later than 2 years - -Later than 2 years and not later than 5 years - -Later than 5 years - -16,081 8,493DSE Annual Report 1997 129

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS19. COMMITMENTS FOR EXPENDITURE (CONTINUED)(c) Operating Lease CommitmentsCommitments in relation to non cancellableoperating leases are payable as follows:1997 1996$’000 $’000(i)Leased PropertiesNot later than 1 year 11,757 13,285Later than 1 year and not later than 2 years 9,980 11,980Later than 2 years and not later than 5 years 16,595 22,877Later than 5 years 23,952 30,10862,284 78,250These Operating Lease Commitments are not recognised in the financial statements as liabilitiesexcept for surplus lease space under non-cancellable operating leases refer to Note 1.(u).(ii)Computers in SchoolsNot later than 1 year 6,902 -Later than 1 year and not later than 2 years 6,902 -Later than 2 years and not later than 5 years 5,904 -Later than 5 years - -19,708 -Total Operating Lease Commitments 81,992 78,25020. CONTINGENT LIABILITIESCommonwealth Superannuation GuaranteeThe Department has recognised a contingent liability where the Department has not made correct payments under theCommonwealth Superannuation Guarantee Legislation since 1 July 1992 in respect of approximately 2000 employees.The Department at this stage is not able to accurately quantify its liability.Long service leave for casual employeesIn March 1997 the Department was advised that long service leave entitlements for casual teaching staff extended tocover relief employment retrospective to May 1985. Entitlement requires demonstration of continuous service. It is notpossible to determine how many casual teachers may have entitlement for long service leave. Consequently it is notpossible to quantify its liability for long service leave for casual teachers.As indicated in Note 1(f)(ii) the Department’s liability for long service leave is assumed by the Crown TransactionsEntity. As a result, the Department reports the increase in liability from the previous year as an employee relatedexpense and this is offset by the Crown Transactions Entity’s acceptance of the liability. There is no effect on the surplusfor the year.130 DSE Annual Report 1997

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS21. BUDGET REVIEWNet cost of servicesThe actual net of services was lower than budget by 3% ($103.551 million).This was primarily due to• actual average salary rate for teachers lower than budget ($ 8.7m)• higher proportional use of casual teachers ($ 8.1m)• lower actual superannuation contributions than budget followingreview by Government Actuary($35.6m)• lower actual long service leave expense due to an overestimation in budget ($54.4m)• Higher actual teachers salaries due to 6% teachers increase $23.4m• higher actual payroll taxation due to changes in legislation $20.0m• higher profit on sale of assets than budgeted ($10.8m)• Savings in other operating expenses ($16.0m)• higher actual revenue than budget ($14.9m)• higher actual maintenance than budget funded from capital allocation $ 4.5mAssets & liabilitiesCurrent assets increased over budget by $65.2m. This was primarily due to an increase in cash balances of $58.2m fromsavings in employee related and operating expenses ($21.0m), an increase in revenue over revenue related expenditure($7.0m), retained revenue from asset sales ($9.0m) and receipts from the Commonwealth Government to fund programsfrom July 1997 to December 1997 ($10.0m).Current liabilities increased by $18.9m. This was primarily due to an increase in accrued salaries and wages at 30 June1997. There were small increases in recreation leave provision and the provision for payroll tax on extended leave.Cash flowsCash and cash equivalents increased by $58.2 million more than budget due to:• reduction in payments relating to operating activities $ 9.4m• increase in receipts relating to operating activities $ 8.3m• increase in the proceeds in the sale of fixed assets $28.6m• reduction in the purchase of property plant and equipment $ 6.7m• increase in recurrent appropriation $23.9m• reduction in capital appropriation ($ 0.7m)• asset sales transferred to the Crown Transactions Entity ($18.0m)DSE Annual Report 1997 131

Department of School EducationNOTES TO AND FORMING PART OF THE ACCOUNTS22. CASH AND CASH EQUIVALENTS1997 1996$’000 $’000Cash * 116,436 61,433Closing Cash and Cash Equivalents as per cash flow statement 116,436 61,433* Cash is represented by funds in the Department’s operating account with the Colonial State Bank of NSW.23. RECONCILIATION OF NET COST OF SERVICES TO NET CASH FLOWS FROM OPERATINGACTIVITIESNet cash used on operating activities (3,555,743) (3,696,564)Depreciation (141,027) (134,786)Diminution of shares (150) -Provision for doubtful debts (395) (7)Acceptance by the Crown Transactions Entity forDepartment Liabilities (370,697) (313,157)(Increase)/decrease in provisions (15,342) 661Increase/(decrease) in prepayments and other assets 15,975 6,280(Increase)/decrease in creditors (491) 12,688Net (loss)/gain on sale of plant and equipment 10,795 486Net cost of services (4,057,075) (4,124,399)24. NON CASH FINANCING AND INVESTING ACTIVITIESDonations and contributions in the way of assets to the value of $4.3 million were received compared with $2.0 millionfor 1995/96. These contributions related to joint funding by the local community of school buildings of which no fundswere paid direct to the Department. The full value of Long Service Leave and Superannuation liabilities have beenassumed by the Crown Transactions Entity (Government). In 1996/97 this amounted to $370.7 million compared to$313.2 million in 1995/96. refer to Note 7. These transactions do not result in cash flows.25. TRUST FUNDSThe Department holds money in miscellaneous trust funds which is used for the Teachers’ Deferred Salary (Sabbatical)Scheme. The purpose of the scheme is to allow teachers to take a year as sabbatical leave. The participating teachers arerequired to make regular contributions for a period of four years to the scheme which are paid into trust accounts. In thefifth year the participating teachers take a years leave without salary. The funds which they paid into the trust accountstogether with interest are then paid to the teachers. The monies are excluded from the financial statements as theDepartment cannot use them for the achievement of its objectives. The following is a summary of the transactions in thetrust account.Cash balance at beginning of financial year - -Add: Receipts 1,284 -Less: Payments 29 -Cash Balance at the end of the financial year 1,255 -End of Audited Financial Statements132 DSE Annual Report 1997

APPENDICESAppendix 1Senior Executive Service OfficersDepartment of School Education1995-1997*SESLevelNo. of Positions No. of Officers Female % Male %95 96 97 95 96 97 95 96 97 95 96 971 5 4 4 5 4 3 20.0 25.0 33.3 80.0 75.0 66.72 72 67** 62 72 66 55 25.0 25.8 29.1 75.0 74.2 70.93 12 11 10 11 9 7 36.4 33.3 28.6 63.6 66.7 71.44 1 2 2 1 1 2 0.0 - 0.0 100.0 100.0 100.05 8 6 6 8 6 6 25.0 16.7 16.7 75.0 83.3 83.36 2 2 2 2 2 2 50.0 50.0 50.0 50.0 50.0 50.07 1 0 0 1 0 0 0.0 - 0.0 100.0 - 0.08 0 1 1 0 1 1 0.0 - 0.0 0.0 100.0 100.0Total 101 93** 87 100 89 76 26.0 25.8 27.6 74.0 74.2 72.4* The figures for 1995 and 1996 are as at 31 December. The figures for 1997 are as at 30 November 1997. In December 1997, theDepartment of School Education was abolished and replaced by a new agency, the Department of Education and Training.**On 31 December 1996 six positions were deleted thereby reducing the Department’s number of Senior Executive Services officers to 87with effect from 1 January 1997.Performance Reports on SES Officers, band 3 andaboveKen Boston, MA(Hons), PhD, FRGS, FACE, FAIM,Director-General of School EducationThe Director-General is responsible to the Minister for theeducational leadership, management and quality of public schooleducation in New South Wales. In 1997 this particularly related toleading and ensuring the effectiveness of the new two-tierorganisational structure of the Department of School Educationannounced in August 1995 and finalised in December 1996. Thisstructure was designed to ensure the delivery of quality support tothe 2,200 schools in the public education system and theeffectiveness of its more than 65,000 personnel.Ken Boston led the Department of School Education in theimplementation of programs and strategies to fulfil theGovernment’s commitments in school education detailed in thestrategic priorities document Agenda 97. Members of the seniormanagement and district superintendents reported directly to theDirector-General on the Department’s performance in meeting thecommitments contained in Agenda 97. Detailed information onthe Department’s achievements in the priority areas of –• Getting the foundation right• Excellence in teaching and learning• Partnerships in public education• Safe, challenging and creative schools, and• A fair go for allcan be found in the Annual Report.During the course of the year issues arose about the community’sperception of the performance and accountability of the publicschool system. Ken Boston led the public school system and hissenior management team in ensuring that all matters related tothese perceptions were addressed and appropriate responsesdeveloped and implemented.In particular :• Findings arising from the Police Royal Commission made itvital that the teaching profession demonstrated that fullaccount was taken of matters in the area of child protectionto ensure the welfare of students. As a consequence, newprocedures for the protection and safety of students in theDepartment’s schools were developed and implemented.These procedures included the training of all staff, teachingand non-teaching, in all schools and offices of theDepartment of School Education. This training particularlyaddressed the legal requirements of staff in relation to childprotection and mandatory reporting procedures. New SouthWales also led an initiative involving all state and territoryeducation departments and the non-government schoolsector in developing a national strategy to counterpaedophilia.DSE Annual Report 1997 133

APPENDICES• School communities and the wider society have a growinginterest in knowing more about the performance of studentsand schools. In the implementation of the Government’scommitment to provide more open and reliableinformation about school performance, the Departmentimplemented the process of annual school self-evaluationand reporting. This required each school to undertake asubstantial audit of its educational performance and toproduce an annual school report providing succinctinformation on the school’s profile, achievements andpriorities for improvement. Senior officers based in districtsworked with principals and school evaluation committees toensure the quality and veracity of annual reports. Firstreports in the initial cycle, which will continue into 1998,were completed and provided to school communities.• To address issues related to the standing of the teachingprofession, the Director-General provided support andadvice in relation to the Ministerial Discussion Paper onTeacher Registration which was released in August 1997.The Discussion Paper proposed a model of teacherregistration involving a Teacher Registration Authoritywith responsibilities in the areas of professional standardsand conduct. The model proposed in the discussion paperwas designed to enhance the standing of the profession andprovide for stronger professional accountability, consistentwith other professions in NSW.• Teachers value their professional standing and the regard inwhich their schools are held, particularly by the localcommunity. To recognise and promote the achievements ofteachers and schools, the Director-General had responsibilityfor the development of an initiative to replace the Centres ofExcellence program which had been in place since 1989. Adiscussion paper was written proposing a new model torecognise excellent school programs, consistent withGovernment policy. The discussion paper was disseminatedto schools and peak education groups in April 1997.Subsequently, an initiative to recognise outstandingprograms in public schools was prepared to be announced atthe beginning of the 1998 school year.In December 1997 the Government established the new Departmentof Education and Training. Dr Boston was appointed as theManaging Director of TAFE NSW and the Director-General ofEducation and Training. Subsequently, he had responsibility forand led the development of a plan for the amalgamation of theformer Department of Training and Education Coordination, TAFENSW and the Department of School Education.Ken Boston is a Fellow of the Australian College of Education, aFellow of the Royal Geographical Society and a Fellow of theAustralian Institute of Management, a member of the AustralianCouncil for Educational Research, the Curriculum Corporation,the Civics Education Group, the Australian International EducationFoundation Council, the Enterprise Education Committee and theNSW Centenary of Federation Committee.Dr Boston’s work with the Civics Education Group includedoverseeing the implementation of the Discovering Democracynational program. He is also a member of the NSW Centenary ofFederation Committee.In 1997, Ken Boston was awarded the College Medal of theAustralian College of Education. The award recognises sustainedcontribution to education by an Australian educator.Dr Terry Burke, BA, MStudies(Ed), MEd(Hons), PhD,FACE, Deputy Director-GeneralThe Deputy Director-General is responsible to the Director-Generalfor the promotion of quality support to teachers and schools. Thisencompasses responsibility for Curriculum, including Secondary,Primary and Early Childhood Education, Training andDevelopment, Assessment and Reporting, Vocational Education,Distance and Rural Education, Special Education, Specific FocusPrograms and Student Welfare.A particular responsibility during 1997 was the consolidation ofsupport structures to schools through district office provisions.Teaching and Learning advisory staff in English, Mathematics,Training and Development, Student Welfare, Special Education,Disadvantaged Schools, Aboriginal Education, Multicultural/ESL,Vocational Education and Early Intervention was provided throughdistrict offices.A feature of the 1997 year was the launch and implementation ofthe Literacy Strategy aimed at enhancing the literacy achievementof all students. A document Focus on Literacy was developed as abase paper to guide all activities encompassed by the literacystrategy. This document received widespread support from teachers,principals and academics.All teachers, both primary and secondary, received in-servicetraining in the teaching of reading, an additional 200 schoolsreceived an appointment of a reading recovery teacher, teachersof students with learning difficulties received additional intensivetraining and all primary and high schools formed literacycommittees and featured literacy as a priority.A literacy test for Year 7 (ELLA) was introduced on a voluntarybasis. Some 361 high schools volunteered to participate. Schools,parents and teachers received detailed diagnostic information onthe strengths and weaknesses of student literacy. Some schoolsreceived training in written expression as a component of the testingprocess. All schools subsequently received documents to supportthe teaching of literacy in each of the KLA areas. The validity andreliability of the Year 7 test was evaluated highly by a team ofexternal tertiary evaluators.A range of courses and documents was produced to assist teachersto improve the reading levels of their students. The Basic SkillsTesting in Years 3 and 5 was an integral part of the literacy strategywith an enhanced reporting system which not only provideddetailed diagnostic information, but also information in regard togrowth between Years 3 and 5.134 DSE Annual Report 1997

APPENDICESThe Curriculum Directorate has been very productive in 1997. Inthe Languages area the Primary Language Satellite in Japaneseand Mandarin and the expansion of the Student Language Studyin Overseas Countries Program have been notable achievements.There was an increased focus on the PDHPE area with the NSWSchools Fitness and Physical Activity Survey 1997 seen asinternationally significant in establishing benchmark data.1997 also saw the development of the State Arts Management Plan.The HSC On-Line Project was expanded to 16 subjects with400,000 student hits per month. A statewide process was introducedfor selection of students for placement in OC classes and selectivehigh schools.Local VET in Schools Committees were organised and played asignificant role in the link between the community, providers ofvocational education and schools. Vocational education wassupported through the work of cross district consultants.Significant achievements were made in the area of student welfare.Drug Education has been a particular focus in 1997. The DrugEducation unit produced the first DSE primary drug educationmaterials as well as additional materials for the end of year HSCstudents. Specialist materials for drug education for Aboriginalstudents were produced as well as training materials for schoolcounsellors. The targeting of need was sharpened through a reviewand reallocation of 750 school counsellor positions and 96 homeschool liaison positions. Schools reviewed their discipline policies.Materials were developed to support the child protection initiatives.The Disadvantaged Schools Program successfully moved to a focuson literacy. A feature of the implementation of the AboriginalEducation Policy was the training and development for principalsand other key personnel and the reallocation and augmentation ofAboriginal Education Assistants.Implementation of the Gender Equity Strategy continued in 1997including the development and distribution of guidelines on theuse of inclusive language in schools and the conducting of BoysTalk training and development. Of particular significance in thearea of anti-racism and multiculturalism was the Celebration ofDiverse Cultures which was a collaborative effort with the TeachersFederation, AECG and parent groups.The production of a range of special education operationaldocuments and the training and development of special educationconsultants, early learning program co-ordinators, learningdifficulties coordinators and special education support centrecoordinators were undertaken during the year.An effective program in training and development continued in1997. This included the co-ordination of district training, an annualprogram of training and development and the implementation ofmajor programs associated with literacy, child protection andleadership. Other successful programs included the TILT program,the Internship Program, the ED/BD Retraining Program, inductioncourses for beginning teachers and principals and the ExchangeTeacher Program. The greater use of technology in training focusedon the use of CD Roms and the DSE Website.Jan McClelland, BA(Hons), B Legal Studies, DeputyDirector-GeneralResponsible for the strategic management of the Department’sfinances, staff and physical resources and the provision of statewidestrategic services supporting high quality teaching and learning inschools. Portfolio responsibilities include administration, audit,finance, personnel and employee relations, property managementand technology.The Department distributed 25,000 computers to schools in 1997under the first phase of the Government’s Computers in SchoolsProgram and plans were developed to distribute additionalcomputers in 1998.The Department’s Network for Education website was launchedby the Minister and provides information on education to teachers,students, parents and the community. The website has attractedfavourable reviews and wide interest across Australia and overseas.Corporate services have been streamlined through the centralisationof statewide operations and the application of technology. Acomputerised leave management system for teachers wasintroduced with significant gains in productivity and processingefficiency. The Department’s personnel and payroll services wereconsolidated into centralised statewide operations. Financialmanagement information was improved with the consolidation ofeleven financial data bases of the Department’s former regionsinto a single data base.Savings were achieved in mail costs, motor vehicle insurance,centralised procurement and bulk purchasing. Recordsmanagement standards and procedures were revised and newrecords management technologies were evaluated.School administration was assisted by the linking of the electronicpurchasing used by schools to the school office administrationsystem. A resource kit including a video on financial management,Money Matters, was developed and distributed to schools.Audits and reviews in over 1,300 schools during the year confirmedhigh standards of financial management. In keeping with wholeof-governmentinitiatives, a strategy was developed for dealingwith fraud and corruption along with procedures for makingprotected disclosures.Two new primary schools and two new high schools opened in1997 with major capital works underway or completed in anotherthirty nine schools. Over 800 schools benefitted from a variety ofminor capital works programs. Innovative condition-basedmaintenance contracts commenced in twenty-three school districtsin place of cyclical maintenance programs.The NSW Standing Committee on Public Works published itsreport on School Facilities noting its support for the ComponentDesign Range of primary school facilities, innovation in the useof lightweight permanent buildings and the Department’s improvedproperty management system.DSE Annual Report 1997 135

APPENDICESThe National Strategy in Schooling to Prevent Paedophilia andOther Forms of Child Abuse was endorsed by State and TerritoryMinisters in March 1997. The Department has led consultationsto facilitate the exchange of information between educationsystems and authorities across Australia, as well as a nationallyconsistent approach to the development of curriculum, screeningof applicants for employment, training and pre-service education.An electronic link was established with the Criminal RecordsSection of the NSW Police Service to streamline the processing ofcriminal records checks.The Department maintained its commitment to employment andcareer development opportunities for staff in identified groups.Women were the majority of appointees in an initiative topermanently appoint long term temporary staff to schools. Therepresentation of women as principals also increased with particularprogress in secondary schools and large primary schools.The Department continued its support for the NSW ApprenticeshipProgram for People with Disabilities conducted through schoolsand State Office units. The Department also continued to providesupport and assistance to overseas trained teachers seeking toqualify for appointment.The Department implemented several strategies under theAboriginal Employment and Career Development Program aimedat increasing the representation of Aboriginal people at all levelsin the Department. The strategies included the Aboriginal andTorres Strait Islander Employment Program, the Aboriginal andTorres Strait Islander Transfer Scheme for teachers, the AboriginalMentor Program and the Aboriginal Teachers’ ShadowingProgram.Stephen Buckley, BA, MACE, Assistant Director-General(Corporate Performance)The Assistant Director-General is responsible for providing highlevel strategic advice on corporate performance to the Director-General and Minister, contributed to performance reportingbetween the Department, State and Commonwealth agencies, lednegotiations and consultation on the Department’s proposed schoolaccountability and improvement program and managed its earlyimplementation. Led and coordinated the Department’sperformance improvement and quality improvement functions andcontributed to the Department’s public reporting on performance.Oversighted the Department’s research agenda, approving andmonitoring all research being conducted within the Department ofSchool Education.As Assistant Director-General (Corporate Performance),responsibilities centred on providing statewide oversight of theintroduction of the school accountability and improvementprocesses with responsibility for providing data, support andtraining required to ensure effectiveness of the process.Through consultation with peak bodies, community members andprofessional groups developed draft guidelines for the processes,sample reports and a series of protocols which formed the basis ofthe self-evaluation process. Provided advice on these processes toschool self evaluation committees and chief education officers(school improvement).Provided programs for school principals, and selected staff andchief education officers prior to the commencement of the selfevaluations.Developed computer templates to facilitate schools production ofthe first annual reports and to simplify analysis of all reports.Arranged lodgement of school reports with the printer via theInternet and negotiated centralised printing and distribution of allreports through the Government Printing Service.From March 1997 responsible to the Director-General for theoverall operation of Tweed Heads/Ballina and Lismore districts,working with district superintendents to ensure the effectiveoperation of the new district office structure, to provide qualitysupport for schools and their communities and to ensure thepriorities of the Department were met.Managed statewide issues of concern through to resolution ensuringthe effective transition from a regional to a centralised system ofadministration. Provided sound strategic advice to the Director-General on policy direction, operational issues and informationaffecting the implementation of the Government’s key policyinitiatives.On 3 December 1997 the government announced the amalgamationof the Department of School Education, the Department of Trainingand Education Coordination and TAFE NSW into a single agency– the Department of Education and Training.Mr Buckley is responsible for the implementation of thegovernment’s decision to combine three central officeadministrations into one, ensuring greater integration andcoordination in the delivery of education and training servicesacross the state, while eliminating waste through the provision ofbetter economies of scale.Kim Fillingham, BA, BEd, MEdAdmin, MACE, AssistantDirector-GeneralEnsure provision of high quality educational delivery andexcellence of education outcomes for all students in the ten districtsof Albury. Batemans Bay, Broken Hill, Deniliquin, Griffith,Shellharbour, Queanbeyan. Taree, Wagga Wagga and Wollongong;providing, as a member of State Executive, advice to the Director-General on strategic direction, policies and operational issuesrelating to system management and the management andperformance of schools and districts; ensuring the effectiveimplementation across ten districts of the programs andcommitments of the Government; management of major grievanceand other appeals and investigate processes effectively on behalfof the Director-General; management of statewide programs,projects and reviews requiring high level internal and externalconsultative skills.Continued provision of strong operational support and advice fordistrict superintendents, school principals and directors in order toensure the effective operation of the district structure. Promotedand represented public education across the southern part of NewSouth Wales. Provided a public face and voice for public educationthrough frequent media appearances and interviews to effectivelydeal with both promotional and contentious issues.136 DSE Annual Report 1997

APPENDICESCreated a team approach to school level evaluation and annualschool reporting by meeting and working directly with communitygroups of secondary principals, their superintendents and chiefeducation officers to explain, explore and consult of matters ofimplementation and to resolve conflict and distrust. This resultedin the rapid and successful introduction of school self-evaluationprocesses and annual school reports in secondary across the tendistricts without any industrial conflict.Provided statewide oversight for all matters relating to technologyand learning within the context of the Teaching and Learningportfolio. This included the HSC Online project; further developingan alternative for educational presence at the Australian TechnologyPark; negotiating the refinement and development of software tomeet the needs of outcomes based education initiatives in syllabusand curriculum provision, assessment and school self-evaluation.Acted as chair of the department’s Computers in SchoolsManagement committee which coordinated all directorates’ inputto the government initiative including the roll out of computers,training and development and additional staffing components.Provided highly effective liaison with the state AboriginalEducation Consultative Group (AECG) in order to resolve issuesof concern and conflict at the local level by working with the AECG,district superintendents, school principals and their communities.These activities strengthened the initiatives created in 1996 andresulted in fewer matters involving conflict between the Kooricommunity and schools escalating to a state level and attractingmedia attention.Played a major role as a member and alternate chair of the Director-General’s Advisory Group on Aboriginal Education. Providedstrong leadership and visible commitment by direct involvementin interdistrict training and development activities to introduce theAboriginal Education policy. Represented the Director-General asa member of the MCEETYA Anti-Racism Taskforce and the EthnicAffairs Inter-Agency Committee.Worked as a consultant to the World Bank involved in two missions,May and November, to The Gambia in West Africa to continue thedevelopment of a proposal to introduce nine years of basiceducation to all children. Provided high level advice, leadershipand guidance to the department of State for Education of theGambia.George Green, MA, DipSchAdmin, MACE, AssistantDirector-GeneralEnsure the effective implementation across districts of the programsand commitments of the Government as expressed in Departmentalpriorities and plans. Implement Government policies and prioritiesfor school operations. Provide effective leadership for the publicschool system. As a member of State Executive provide advice tothe Director-General on strategic direction, policies and operationalissues relating to the management and performance of schools anddistricts. Be a significant source of policy advice to the Director-General and Minister. Manage statewide programs, projects andreviews requiring high level internal and external consultativeskills. Manage major grievance and other appeals and undertakeinvestigations on behalf of the Director-General. Coordinateexternal relations. Oversight the daily operations of the publicschool system in school districts across western Sydney.Consolidated the district structure across Bankstown, Blacktown,Campbelltown, Fairfield, Granville, Liverpool, Penrith, Mt Druitt,Parramatta, and Maitland districts. Provided strong operationalsupport to district superintendents and school principals. Promotedpublic education to external organisations and ensured that highquality services to schools were maintained. Effectively dealt withcontentious media, community and industrial issues at a school,district and statewide level. Contributed to the resolution of issuesarising from the Royal Commission into the NSW Police Service.Established links with the Western Sydney community throughthe Aboriginal Education Consultative Group (AECG), theUniversity of Western Sydney, Western Sydney RegionalOrganisation of Councils (WESROC), and the Greater WesternSydney Quality Network.Managed the Department’s contribution to the NirimbaEducational precinct initiative at Quakers Hill, in partnership withthe University of Western Sydney, TAFE and the CatholicEducation Office, Parramatta. Developed plans for innovativestructures for secondary schooling within precinct.Led the successful implementation of the School Self Evaluationand Reporting program across Western Sydney and Maitland schooldistricts.Maintained oversight of the State Integration Program for studentswith disabilities and coordinated the Department’s planning aroundthe McRae Report into the integration/inclusion feasibility studyof students with disabilities in regular classes.Provided statewide oversight for the operation of the StatePerforming Arts Program, with major successes in several areas.Initiated two new major programs, Sing 2001 and Dance 2001.Established and chaired the Arts Education Foundation to furthersupport performing arts programs in schools. Developed stronglinks with SOCOG and led planning for the involvement of schoolstudents in Olympics Arts Festivals and Olympics ceremonies.Served as a member of the Olympics Arts Education Committee.Served as a member of the Juvenile Justice Advisory Councilof NSW.Alan Laughlin, BSc, DipEd, MEd, MEdAdmin, PhD, FACEAssistant Director-GeneralOversighted the operation of ten districts in the Department ofSchool Education. These districts covered from Sutherland throughto Newcastle. Issues managed included major industrial conflicts,community disputes, reported incidents, grievances, complaints,investigations, reviews and ministerial correspondence. A numberof these issues required significant media involvement. Thedistricts were supported in ensuring the priorities of the Departmentwere met, high standards of teaching and learning were maintainedand teacher development continued to focus on strategic priorities.Potentially contentious issues included the closure of RandwickNorth High School and the planned closure of Peter Board HighSchool, both critically affected by falling student numbers.Investigated and reported on the Mount Druitt High School resultsin the 1996 Higher School Certificate and widened this study topublish a New Way Forward. These documents were positivelyreported in the national media and have led to intensive consultationDSE Annual Report 1997 137

APPENDICESwith the local community to determine a more appropriate structurefor secondary education to meet the needs of this group of youngpeople. These studies required extensive consultation and liaisonwith union, community, political and student groups in a difficultand contentious climate.Annual reports and school self evaluation programs were addressedin all schools in a challenging industrial climate. All primaryschools and secondary schools will have developed their 1997reports by the appropriate date and detailed the outcomes to theircommunities.Managed school sport across the state and consolidated therestructure of this component of the Department’s operations. Sporthas continued to provide enhanced participation throughcompetitive programs. The Special Swimming Scheme has grownto cover all of NSW and involve over 100,000 primary students.Liaison has been enhanced with the Department of Sport andRecreation, peak sporting bodies, community groups and unions.Disciplinary procedures were reviewed to ensure violence in sporthas been effectively countered.Chaired the Olympic Education Committee. This program hasbeen expanded to include non-government school sectors and hassubsequently been endorsed by all ministers across Australia withthe committee evolving into the National Olympic EducationCouncil. This council includes representatives from the SydneyOrganising Committee for the Olympic Games (SOCOG), SydneyParalympics Organising Committee (SPOC) and the AustralianOlympic Committee (AOC). It has contact persons across Australiaand has planned an extensive national program leading up to 2000.Recent successes include the Share the Spirit Art Program, theproduction of the Nagano Winter Olympic Kit and its distributionto all schools across Australia. State programs including OlympicWeek, Olympic cultural events, Pierre de Coubertin Awards andNetwork of Friendships, have been expanded.Managed the review of all programs across NSW for emotionallydisturbed/behaviour disordered students (ED/BD). Consultationand research was initiated, reviews carried out and submissionsfrom all interest groups considered. Consultation with theDepartments of Health, Community Services, Ageing andDisability and Juvenile Justice has been particularly positive.Agreement has been reached on a range of interagency initiativesand the restructuring of services has been planned. The ED/BDReview is due for release early in 1998 and should be substantiallyimplemented by the end of the year. It will provide a more efficientand focused program to benefit the schools and this needy groupof students.Gillian Shadwick, BA, DipEd, MA, MLitt, Grad Dip Ad Ed,Assistant Director-GeneralTo March 1997 responsible to the Director-General for theoversight of the operation of eight Hunter and North Coast districtsto ensure the quality of education and the implementation of schoolaccountability and improvement processes. As a member of theState Executive contributed to strategic planning, policydevelopment and system management and managed statewideprograms, projects and reviews, including contributing to stateand national projects relating to teacher education.From March managed the Department’s centralised CaseManagement Unit established to investigate all allegations ofimproper conduct of a sexual nature and provide advice to theDirector-General on child protection issues.Contributed to the quality of teaching and teacher education as amember of the Ministerial Advisory Council on the Quality ofTeaching (MACQT). This included chairing the MACQT WorkingParty which produced the report, Vocational Education andTraining in New South Wales Schools: meeting the need forappropriately skilled teachers. Chaired the regular forum forconsultation between the Deans of Education and seniorDepartment of School Education staff.Represented the Conference of Education Systems Chief ExecutiveOfficers (CESCEO) on National Standards and GuidelinesAdvisory Committee which developed Preparing a Profession:The Report of the National Standards and Guidelines for InitialTeacher Education Project.Oversighted the development of the Chemical Safety in Schoolspackage to help schools meet their obligations under theOccupational Health and Safety (Hazardous Substances)Legislation 1996 and the Dangerous Goods Act. Chaired the Newand Developing Schools Working Party and managed the reviewprocesses relating to the Department’s School Development DayPolicy.Represented the Department on the Premier’s Council for Women’sEducation and Training Planning Advisory Group includingmanaging the promotion of the celebration by girls and boys ofInternational Women’s Day in schools. Member of theDepartment’s Audit and Special Investigations Committees.In December 1997, appointed Assistant Director-General(Community Relations and Marketing). This portfolio promotesthe excellence of programs and initiatives and develops andmarkets new programs and services of the government schoolsystem and TAFE NSW. Continued to manage the CaseManagement Unit.138 DSE Annual Report 1997

APPENDICESJohn Sutton, BA, Assistant Director-GeneralResponsible to the Director-General for the provision of qualityeducation throughout the districts of Orange, Bathurst, Dubbo,Armidale, Moree, Tamworth, Port Macquarie and Clarence-CoffsHarbour; the provision of high quality advice to the Director-General and Minister on policy matters; management of statewideissues to resolution and completion; effective management ofaspects of the transition from a regional to centralised system ofadministration; provision of information affecting implementationof the Government’s key policy initiatives.High level of ongoing support was provided to districtsuperintendents to ensure the effective operation of the new districtoffice structure. Development activities were planned andimplemented at the state level to enhance the performance of 40district superintendents.Management of a number of significant statewide reviewscontinued during 1997. These included the Open High Schoolprovisions and negotiations with non-government users to establisha new fee structure. A full review of the operation of the ten SpecialEducation Support Centres was concluded and focused on the roleand purpose of the Centres in meeting the needs of students withsevere learning difficulties.A major review was initiated into the provisions for students withlearning difficulties to establish a more co-ordinated delivery ofservices. Consultation proceeded with major interest groupsculminating in a proposal to establish 40 district learning difficultiesteams with an enhanced outreach program for students whose needscannot be met at either school or district level.A review was conducted of legal challenges to the department’scurrent procedures relating to suspension and exclusion of students.Changes to current procedures have been proposed. Majorgrievances and appeals were handled effectively on behalf of theDirector-General and duties assigned as a Prescribed Officer werecompleted efficiently.Implementation of the department’s accountability and schoolimprovement processes were managed successfully. This involvedthe oversight and direction of the work of School ImprovementOfficers and the production of reports for schools in eight districts.The State Advisory Group (SAG) of the Country Areas Programchaired by Mr Sutton implemented a new administrative structure.Six district committees were established made up of representativesof all major stakeholders and the majority of program funds weredistributed to schools on a per capita basis whilst allowing forinitiative grants both at district and state level. A State AdvisoryCouncil was formed with broad representation to replace the SAG.As a member of State Executive, sound strategic advice on policydirection and operational issues was provided to the Director-General. In particular, high level advice on all matters related todistance and rural education was provided. Duties were completedon the Board of Governors of Charles Sturt University.DSE Annual Report 1997 139

APPENDICESAppendix 2Significant Departmental CommitteesState ExecutiveFunction: Responsible for statewide strategic planning and broadpolicy development for the Department as a whole.Members: Ken Boston (chair), Terry Burke, Jan McClelland, SteveBuckley, Kim Fillingham, George Green, Alan Laughlin,Gillian Shadwick, John Sutton, Paul X Whelan, Irina White,Diane Wasson (Executive Officer).Frequency of Meetings: MonthlyAudit CommitteeFunction: To approve and monitor the Department’s internal auditand review program; liaise with the Audit Office of NSW;determine strategies for improved financial managementthroughout the Department.Members: Jan McClelland (chair), Terry Burke, Alan Laughlin,Gillian Shadwick, Ken Dixon, Bill Middleton (ExecutiveOfficer), and Sam Kalagurgevic, Audit Office of NSWrepresentative.Frequency of Meetings: QuarterlyDirector-General’s Advisory Group on AboriginalEducationFunction: To provide co-ordinated advice to the Director-Generalon issues affecting the development and implementation ofpolicies and programs for Aboriginal education andemployment.Members: Terry Burke (chair), Linda Burney, Lyndsay Connors,Denis Dunkley, Helen Richards, Ros Field, Alan Jobling, LesRidgeway, Marilyn Kelly, Jo Lamont, Paul Travini (ExecutiveOfficer).Frequency of Meetings: MonthlyResources Management CommitteeFunction: To review financial, personnel and facilities issues forthe Department and to monitor and review the Department’sresources, performance against budget projections and humanresources plans.Members: State Executive and State Office DirectorsFrequency of Meetings: MonthlyChild Protection Steering CommitteeFunction: To oversight the directions of the Department’s policiesand procedures relating to Child Protection.Members: Jan McClelland (chair), Paul X Whelan, Paul Irving, BillKyrios, Trish Kelly, Heather Gray, Eleanor Davidson, HelenKerr Roubicek, Ros Coomber (Executive Officer).Frequency of Meetings: WeeklySpecial Investigations CommitteeFunction: To approve and monitor fraud investigations conductedby the Audit Directorate; liaise with the IndependentCommission Against Corruption; develop fraud preventionstrategies.Members: Jan McClelland (chair), Bill Middleton (ExecutiveOfficer), Paul X Whelan, Gillian Shadwick, Steve Buckley.Frequency of Meetings: At least QuarterlyRestructuring Coordinating CommitteeFunction: Planning and oversight of the restructuring, includingfunding, of the Department announced by the Government inAugust 1995.Members: Ken Boston (chair), Jan McClelland, Terry Burke, SteveBuckley (Executive Officer), Irina White, Paul X Whelan.Frequency of Meetings: WeeklyTechnology Strategy CommitteeFunction: Responsible for oversighting the implementation oftechnology across all areas of the Department.Members: Jan McClelland (chair), Terry Burke, Kim Fillingham,Bruce Weir, George Green, Gillian Shadwick, Ken Dixon,Lindsay Wasson, Graham Dawson, Arthur Townsend, JohnHansen (Executive Officer).Frequency of Meetings: MonthlyTraining and Development CommitteeFunction: To oversight the development of major areas of trainingand development policy and planning and to determine andapprove training and development opportunities for seniorexecutive service officers.Members: Terry Burke (chair), Jan McClelland, George Green,Alan Laughlin, Graham Dawson (Executive Officer), SteveBuckleyFrequency of Meetings: QuarterlyThis committee did not meet in 1997. Functions covered byRestructuring Coordinating Committee.Country Areas Program CommitteeFunction: To monitor the program across all education sectors inNew South Wales and co-ordinate advice to the Director-General, Catholic Education Office and Minister on policymatters related to the program.Members: John Sutton (chair), Don Christie, Joan Brown, JoanO’Brien (Executive Officer).Frequency of Meetings: Monthly140 DSE Annual Report 1997

APPENDICESPersonnel/Payroll Steering CommitteeFunction: To oversight the implementation of the personnel andpayroll systems.Members: Jan McClelland (chair), Ken Dixon, Paul Irving, ValMacaulay, Bruce Weir, Jim Hegarty, Dianne Wasson (ExecutiveOfficer).Frequency of Meetings: FortnightlyState Literacy CommitteeFunction: To direct all aspects of the Department’s literacy policyK-12, including curriculum, assessment and training anddevelopment.Members: Terry Burke (chair), Brian Davies (Executive Officer),Alan Rice, Lindsay Wasson, Trevor Wootten, John Bladen,Lyndsay Connors, Hetty Cislowski, Paul Hardage, MarcelleHolliday, Chris Carroll, Phil Yeo, Kay Braggett, HeatherMartin, Beverley Solomons-Milson.Frequency of Meetings: At least QuarterlyComputers in Schools Project ManagementSteering CommitteeFunction: To oversight the implementation of computers in schoolspolicy.Members: Kim Fillingham (chair), Bruce Weir, Frances Asher,Kevin Richardson, Ken Dixon, Lindsay Wasson, GrahamDawson, Paul Irving, Irina White, Ray Cook (Executive Officer).Frequency of Meetings: FortnightlyAppendix 3Implementation of the Recommendationsof the Royal Commission intoAboriginal Deaths in CustodyRec 72: Support in response to truancyThe Department continued to:• Support schools, students and communities in the areas ofliteracy, numeracy, participation programs, motivational andcareer camps for Aboriginal students and activities torecognise and celebrate National Aborigines’ and TorresStrait Islanders’ Week.• Target funds to support the employment of Aboriginalpeople in schools experiencing difficulties with nonattendance and participation of Aboriginal students.• Employ eleven education officers, Aboriginal StudentSupport, to work in selected districts with home schoolliaison officers to ensure the attendance of Aboriginalstudents.• Strengthen partnerships with Aboriginal communities byextensive liaison through the Aboriginal EducationConsultative Group structures.• Ensure that Aboriginal people and their points of view arereflected in Department of School Education’s studentwelfare policies.• Support sponsoring of Aboriginal teachers for schoolcounsellor training.• Support the pilot of the Aboriginal student mentor programat Sarah Redfern High School.• Provide additional teacher support to 23 primary schools toimprove Aboriginal students’ literacy and numeracyoutcomes through the implementation of the AboriginalEarly Language Development Program.Rec 289: Recognition of National AboriginalEducation Policy in preschool programs andinitiativesThe Department continued to:• Provide resources to support all Department of SchoolEducation preschools.• Develop strategies to increase access for Aboriginal studentsto Department preschools, including eight preschoolsspecifically to service Aboriginal communities and homeschool transition programs.• Support the involvement of Aboriginal parents as membersof local advisory committees which provide advice about thetypes of resources and programs used in the preschools.Rec 291: Local level school participation ofAboriginal community and organisationsThe Department continues to:• Provide strategies to schools to increase Aboriginalcommunity involvement in schools.• Provide support to schools and Aboriginal communities toensure closer contact and mutual understanding.Rec 293: Introduction of Aboriginal StudentSupport and Parent Awareness ProgramAll schools in the Department with Aboriginal enrolments areeligible to participate in the Aboriginal Student Support and ParentAwareness (ASSPA) Program and are supported by AboriginalCommunity Liaison Officers and Aboriginal Education Assistants.Rec 294: Training of Aboriginal teachers and othersfor work in remote communitiesThe Department continued to:• Liaise with a number of universities in developing variousmodes of training.• Develop a number of support programs to assist Aboriginalemployees. The Aboriginal Mentor Program operatedacross five districts for the first stage of statewideimplementation. A teacher shadowing program was pilotedin Port Jackson district and an inaugural leadership seminarfor school and non-school based Aboriginal teachers wassupported.DSE Annual Report 1997 141

APPENDICESRec 295: Teacher training courses to developunderstanding of Aboriginal history, culture andviewsThe Department continued to:• Provide advice to universities on the development ofAboriginal studies and history courses.• Involve Aboriginal people, both Departmental employeesand community members, in the development andimplementation of staff development programs for teachers.• Maintain strong links with the Aboriginal EducationConsultative group to ensure Aboriginal content is includedin statewide inservice programs.• Support the Aboriginal studies course at MacquarieUniversity for a total of seventeen primary and high schoolteachers.• Train district and school staff and Aboriginal communities todevelop understanding of Aboriginal history and culturethrough the implementation of the Aboriginal EducationPolicy.Rec 296: Negotiating guidelines for the teaching ofAboriginal students and the employment conditionsof teachers in local communitiesThe Department continued to:• Implement the Aboriginal and Torres Strait IslanderEmployment Program for up to 30 Aboriginal teachers to beemployed across the state in a number of positions in the1997-98 staffing round.• Implement the Aboriginal and Torres Strait Islander transferprogram which provides transfer status.• Support consultation at the district level which includes astrong Aboriginal Education Consultative Grouprepresentation.Rec 297: Role of Aboriginal education workers inencouraging Aboriginal participation in educationsystemsThe Department continued to:• Provide Aboriginal Education Assistants (AEAs) in schools.Support the role of the AEA by providing local training toassist the increased participation of the Aboriginalcommunity.• Support the National Aboriginal and Torres Strait IslanderEducation Workers’ Committee in the development oftraining programs to assist AEAs in their role.• Support Aboriginal Community Liaison Officers who assistincreased participation between the Aboriginal communityand schools.Rec 299: Effective parent and communityparticipation in implementing the NationalAboriginal Education PolicyThe Department continued to:• Maintain Aboriginal involvement in the development ofpolicy and curriculum support materials.• Support the first long term goal of the National Aboriginaland Torres Strait Islander Education Policy by contributingto the enhancement of Aboriginal community awareness andinvolvement in the development of Departmental policiesand practices.• Support Aboriginal community involvement jointly with thelocal and regional structures of the Aboriginal EducationConsultative Group.• Support the establishment of Aboriginal EducationCommittees within schools to advise on Aboriginaleducation.142 DSE Annual Report 1997

APPENDICESAppendix 4Research and EvaluationDuring 1997 the Department approved 163 applications forresearch. This represents 76% of total applications received. Theremainder were either rejected, withdrawn or are pending. Overseasresearch applications were received from Miami University (TheBenefits of Peer Collaboration on a Memory Task); University ofCalifornia (Home School Partnerships); and the University of NorthCarolina (Sociocultural Messages that Australians give Youth aboutSexual Behaviour and Sexual Responsibility). Approval was alsogiven for a study by the Education College in Wales intoAcculturation and Ethnic Identity of South Asian Adolescents.Two -thirds of applications came from individuals, about one-fifthfrom groups and the rest from organisations such as the NorthernSydney Area Health Service, the NSW Fruit & Vegetable Industry,the Newcastle Environment Toxicology Research Unit, theVolunteer Centre of NSW, the Research Centre for VocationalEducation & Training and the National Federation of Blind Citizensof Australia.Topics dealt with during 1997 could generally be categorised asfollows:Learning and TeachingFifty two applications were approved which related to : contextualeffects on children’s learning; a study of the teaching of ComputingStudies in NSW government high schools; the “gifted” label:impact on siblings of labelled children; an evaluation of the learningoutcomes in environmental science from a field based water qualityenvironmental unit; evaluation of the National Education Programof the Minerals Council of Australia; a study of teaching roles andpedagogical styles in the secondary drama classroom; process skillacquisition; conceptual learning and the decision-making oflearners; collaborative learning in mathematics classrooms andstudents’ conceptions in biology.Sociology/PsychologyTwenty three applications which involved topics under this broadheading were approved. Topics investigated included : familyprocesses and their influence on adolescent moral attitudes;loneliness in young children and length of daycare experience inan Australian context; adolescents and adults’ perceptions ofbehaviours identified in self-reported delinquency measures;community attitudes to careers in the defence force; adevelopmental study of automatic and intentional uses of memoriesof postevent suggestions; processes underlying children’srecognition and judgement; the acculturation and ethnic identityof south Asian adolescents and the national sample study on thesocial objectives of schooling.Special EducationEighteen applications were approved for research topics which fitthis category. Some of these were: evaluation of the disability andintegration program; an investigation of the legal, cultural, practicaland ethical issues consequent upon the emergence of sexual interestin children with acquired brain injury; music for children withspecial needs; an investigation into the encoding strategies usedby hearing impaired children, an investigation of programs andpractices for the education of children who are emotionallydisturbed and an evaluation of two models of intervention forstudents experiencing difficulty in acquiring literacy.MedicalSixteen approvals were given for research into medical topics: fatintervention in cystic fibrosis to promote energy intake andrationalise use of pancreatic enzyme replacement therapy;prevalence of daytime urinary incontinence in primary schoolchildren; childhood diabetes screening program phase 2; relationbetween alternaria exposure and the severity of asthma; testicularcancer and testicular self-examination; brain biochemistry andcognition.Language/CultureTen applications received approval in this broad category: a studyof Japanese and English speakers; western Sydney Cook Islandcommunity students; adaptation of urban Aboriginal children tomainstream schooling; ethnicity and adolescent peer grouprelationships; use and preference of mother tongue and Englishamong recently arrived immigrants in Sydney; understandingschool culture as a tool for change; the impact of American cultureon Australia 1966-1996.Personal Development, Health & Physical EducationTen applications were approved for research topics in this area.They included: developing nutrient criteria for foods available inschool canteens; investigation into youth sport and skilldevelopment; physical activity levels in childhood; primary schoolusage of swimming/aquatic centres; school based health promotionaudit; a comparison of sporting, social and academic achievementof Year 10 elite athletes and non athletes.Other AreasTopics investigated also included student welfare (7 approvals),vocational education (7), teacher welfare (6), testing (5), technology(3), training and development (1), retention (1) and leadership (1).DSE Annual Report 1997 143

APPENDICESAppendix 5Overseas VisitsPeriod ofVisitName and Positionof OfficerPlaceVisitedPurpose of Visit26.12.96 to2.2.97Dr Ken BostonDirector-GeneralUnited KingdomOxford University Advanced Management Program17.1.97 to29.1.97Dr Terry BurkeDeputy Director-General(Teaching and Learning)USAStudy system wide utilisation of teaching technology,school leadership and attend a conference ontechnology assisted learning17.1.97 to25.1.97Ron IkinManager, School LeadershipChinaInternational Composium on Quality and Training ofPrimary and Secondary Principals Towards the 21stCentury12.2.97 to7.3.97Graham DawsonDirectorUSASenior Management Fellowship23.2.97 to6.3.97Alan SuthersArts Education ProjectOfficer reporting to theOffice of the PremierUnited Kingdom• Attend international arts education conference.• Attend international music education conference.• Research in Arts Council of England fundedorganisations26.2.97 to11.3.97Michael McEntyreDeputy PrincipalUnited KingdomEducation Fellowship26.2.97 to7.3.97Steve BuckleyAssistant Director-General(Corporate Performance)Hongkong, ChinaMemorandum of understanding with ChineseGovernment – travelling in Party with Minister andRepresentatives of DTEC and Board of Studies1.3.97 to11.4.97Paul HennessyHead TeacherUSAEducation Fellowship31.3.97 to7.4.97John GoreChief Education Officer,HSIEUSATo present paper to the 1997 Pacific CircleConsortium (PCC) Conference and attend the PCCAnnual General Meeting24.4.97 to29.4.97David JaffePrincipalJapanOpening School Ceremony Sumanowa Girls HighSchool25.4.97 to24.5.97Janeece RichardsProject OfficerCanadaEducation Fellowship25.4.97 to11.8.97Loraine GentlemanAsst PrincipalDenmark, Sweden,NorwayChurchill Fellowship26.4.97 to25.5.97Kay NicholasSenior Education OfficerCanadaEducation Fellowship2.5.97 to10.5.97Pat McGovernManager, Schools AuditUSAAttend the annual JD Edwards user conference144 DSE Annual Report 1997

APPENDICESPeriod ofVisitName and Positionof OfficerPlaceVisitedPurpose of Visit14.5.97 to4.6.97Kim FillinghamAssistant Director-GeneralThe GambiaWorld Bank Study Mission. Includes stopover inBrussell to attend demonstration at ACOT site (AppleClassroom of Tomorrow) at Malonne School22.5.97 to13.7.97Wayne HoustonPrincipalUSA, United Kingdom,IndonesiaStudy tour for Frank Farrell Award24.5.97 to16.6.97Hetty CislowskiDirectorUnited KingdomSenior Management Fellowship25.5.97 to27.5.97Glyn EvansCoordinator, Enterprise andIndustry Learning andGary JohnstonManager, OperationsNew Zealand• Investigate issues relating to the expansion ofenterprise education in primary and secondaryschools• Share initiatives and common interests in enterpriseeducation• Investigate a number of enterprise educationprograms in New Zealand schools1.6.97 to12.7.97David GrayHead TeacherGermany, Denmark,United KingdomChurchill Fellowship6.6.97 to12.6.97Syd SmithChief Education Officer,Environmental EducationFinlandSyd Smith is the national coordinator of the OECD’sEnvironment and School Initiatives project (ENSI).In this role he needed to attend the third meeting ofENSI in Finland.8.6.97 to14.6.97Fay WorrallCoordinator, InternationalStudent ProgramsThailandConduct seminars and parent interviews at• AIEF – Australian Embassy, Bangkok.• Office of the Civil Service Commission.• IDP Education Australia, Bangkok.• Bangkok Bank.12.6.97 to25.6.97Brian BazzoLeader, International StudentPrograms andJenni ShippSenior Project OfficerIndonesia• Attendance at Australian Education Exhibition• Evaluation potential additional representatives• Evaluate potential for DSE to bid for projects15.6.97 to14.7.97Elizabeth StarrSenior Education Officer 2,Disabilities/LearningDifficulties.USAAttend the Parents as Teachers trainers meeting andnational conference28.6.97 to12.7.97Bruce WeirActing DirectorUSANECC ’97 Conference, Workshop, Special Events andTours30.6.97 to6.7.97Sue FieldSenior Curriculum Adviser, HSIEBaliPresent paper at Linking Latitudes Conference8.7.97 to24.7.97Dr Max SmithPrincipal Policy AnalystUnited Kingdom• To attend the Evidence – Based Policies andIndicator Systems Conference at University ofDurham and to present a Workshop on behalf of theDepartment of School Education• To visit leading centres in the UK working withschool effectiveness indicatorsDSE Annual Report 1997 145

APPENDICESPeriod ofVisitName and Positionof OfficerPlaceVisitedPurpose of Visit12.7.97 to28.7.97Jim Harkin and Noel BeddoePrincipalsUSAAttend the Third International Confederation ofPrincipals Convention16.7.97 to22.7.97Sue McGrath and TerryGregoryInternational StudentsProgramHong KongParticipation in Secondary Interview Program tomaintain flow of students to NSW Governmentschools and to evaluate potential agents20.7.97 to5.8.97Christopher BonnorPrincipalUSAAttend the Third International Confederation ofPrincipals Convention22.7.97 to26.7.97Colin CookseyPrincipalUSAAttend the Third International Confederation ofPrincipals Convention1.8.97 to 1.8.98Michelle CrokeTeacherJapanParticipant in Odawara City Board of Educationteacher placement6.8.97 to20.8.97Brian BazzoLeader, InternationalStudents ProgramTaiwan, Hong KongTo promote NSW Government schools throughparticipation in Education Exhibitions in Taiwan (4Cities) and Hong Kong. Assess potential agents.14.8.97 to20.8.97Fay WorrallCo-ordinator, InternationalStudents ProgramHong KongTo promote NSW Government schools throughparticipation in the Austrade Exhibition in HongKong. Assess potential agents.2.9.97 to 7.9.97Sylvia RomanikSenior Education Officer(Hearing Impairment)New ZealandTo lecture in speech and listening and to demonstratespeech teaching techniques to teachers training to beteachers of the deaf at Auckland College of Education13.9.97 to2.10.9718.9.97 to10.10.97Margaret SimoesSenior Education OfficerGlen DudleySenior Curriculum AdviserCanadaUnited KingdomDelegation of Indigenous Communities to participatein the formal signing of exchange agreementsThe British Council requested that Mr Dudley assistin the implementation of Internet Curriculum Projectsin schools throughout the UK22.9.97 to11.10.97Tracy DaviesSenior Project Officer,Exchange ProgramsUSATeacher Exchange Negotiations. Participate in NSW– Michigan Visitation Program25.9.97 to6.10.97Mark AndersonPrincipalJapanSister School Visit26.9.97 to20.10.97Kerrie CroftPrincipal Education OfficerUSA, HollandParticipate in NSW – Michigan Visitation Program.Teacher Exchange and investigation of equity centres9.1.97 to19.1.97Karen WhiteChief Education Officer,LanguagesItalyTo meet with Italian Government Officers to considerstudent exchange, sister school links and enhancingthe teaching and learning of Italian6.10.97 to16.10.97Karen WhiteManager, LanguagesFranceTo meet Ministry of Foreign Affairs, linguisticorganisations and teacher educators to establishteacher and student exchange146 DSE Annual Report 1997

APPENDICESPeriod ofVisitName and Positionof OfficerPlaceVisitedPurpose of Visit22.10.97 to26.10.97Sylvia RomanikSenior Education OfficerHearing ImpairmentMalaysiaTo speak at an Auditory-Verbal Training Workshop28.10.97 to7.11.97Noel ClancyMarketing Co-ordinator,Senior Education OfficerJapanAttend exhibition and seminar program by OceanianKoryu Centre in Fukuoka, Osaka and Tokyo; promoteSchool Visits Program and meet with TokyoMetropolitan Gov’t, Student Exchange Programs5.11.97 to22.11.97Helen WilsonActing Deputy Principal andPhilip Tucker, PrincipalDenmarkTo participate in a Study Tour and attend aninternational conference6.11.97 to10.11.97Sally ShimadaJapanese ConsultantJapanTo attend International Colloquium on JapaneseLanguage Education and present the Primary Accessto Languages via Satellite (PALS) Program12.11.97 to7.12.97Kim FillinghamAssistant Director-GeneralThe Gambia, USAWorld Bank Study Mission. Visit ACOT (AppleClassroom of Tomorrow) at West High, Colombus, Ohio.15.11.97 to24.11.97Glyn EvansCoordinator, Enterprise andIndustryUSATo present paper at the 1997 National Symposium onPartnerships in Education18.11.97 to22.11.97Greg ClarkeTechnical Manager and JohnSegal, Manager, AssetManagement SystemNew ZealandAttend Aurisa Conference and deliver paper8.12.97 to16.12.97Nancy ButterfieldSenior Education OfficerEarly Intervention/ EarlyLearningUSAAttend the conference of Association for Persons withSevere Handicaps and to present two papers on behalfof the Department9.12.97 to18.12.97Elisabeth PickeringDistrict School CounsellorVietnamTo present a paper at the 1997 Asia-PacificConference on Psychosomatic-Behavioural Medicineand Counselling12.12.97 to22.12.97Clive HoudlinHead Teacher, SocialScience and ElizabethSmith, Careers AdviserIndiaExcursion to International Convention on StudentsQuality28.9.97 to13.10.97Lindsay WassonDirectorJapanStudent Exchange Program – accompanying sixteenstudents and to investigate matters relating to thebuilding of the Japanese Immersion centre atKirrawee High School with the Japan Foundation inTokyo; consolidate relationships with the TokyoMetropolitan Government31.11.97 to6.12.97John BladenDirector, Training andDevelopment SchoolProgramsThailandParticipation in the UNESCO-ACEID InternationalConference – delivery of a paperDSE Annual Report 1997 147

APPENDICESTeacher Exchange and Accompanying StudentsJapanRod Thorncroft, Kerry Seymour (1.4.97 to 1.4.98), TheresaO’Gara (29.9.97 to 13.10.97), Cheryl Benn, Kevin Dixon(1.10.97 to 15.10.97), Felicity Daniel, Sue Crowe (27.9.97 to9.10.97).FranceRita Serret, Gerard Garcia (16.9.97) to 6.10.97).IndonesiaHelen Nelson, Mark Avery (27.12.97 to 31.1.98).Teacher Language Study and Overseas NetworksChinaChina Scholarship Council AwardJillian Wheeler, (14.7.97 to 23.8.97), Helen Meers (1.8.97 to1.8.98).Vacation Study Award 4.1.97 to 29.1.97David Wu.FranceManosque Scholarship 3.1.97 to 7.2.97Kerrie Davidson, Margaret Holmes, Lynette Storrar, MaryThorpe.Vacation Study AwardSharee Burger, (13.1.97 to 24.1.97), Irene Knowles, LesleyMcLennan, (6.1.97 to 31.1.97).Study Tour France 4.4.97 to 4.10.97Peter Sharp.GermanyGerman Language Study 25.11.97 to 29.1.98Rowena Stevens, Cheryl JongsmaGoethe Institute German Language ScholarshipJanine Watters, (30.9.97 to 31.11.97), Nathan Waesch, (20.7.97to 2.8.97), Elizabeth Kidman, (2.1.97 to 30.1.97), Janet Morris,(22.6.97 to 5.7.97).IndonesiaLanguage and Culture StudyPatricia Kowal, Marlies Lymbery, Vana Ford, (29.12.97 to9.1.98)Paul McLennan, Louelle Steele, (28.12.97 to 10.1.98)Bert Berghuis, (28.12.97 to 24.1.98)Anne Baillie, Eliane Berthault, Roslyn Nale, Jeanette Yarnold,(28.12.97 to 24.1.98)ItalyStudy in Perugia 1.1.97 to 1.2.97Louise Tracey, Francesca Crocco, Brian Doughan, Donna Issa,Celina Kovi, Genva Luana, Elisa Mugnes, Lucia Sini, LilianaBarclay, Roslyn Bonomi, Antonello Cabitza, Paola Cabitza,Robert McDonald, Michelle AgostiniVacation Study Award 7.1.97 to 1.2.97Jacqueline Attart, Nensi Bisello, Gloria Padvano, PaulineRunniz, Vera Valente.JapanVacation Study AwardWendy Doust ( 6.1.97 to 16.1.97)Sue Bevan, Venessa, Genna Leonie Gibson, Jean Laffan, SharonMonk, Ellen Sayers (8.1.97 to 22.1.97)Study Tour 1.4.97 to 30.9.97Francine SivillsIntensive Language Study in Urawa 9.1.97 to 28.1.97Terri Alliston, Sophia Barnes, Laurie Connery, Vicki Ditton,Jacqui Fletcher, Gerry Fletcher, Margaret Gibbs, Sue Henderson,Alison Hunter, Julie Lavis, Cassandra Leighton, PamLockwood, Jan Marsh, David McAndrew, Susan McKenna,Janet O’Dea, Sue Pease, Donna Rostron, Fritha Walker, DoriWyeth, Cathy ZambelliJapan Foundation Study Award 24.9.97 to 23.6.98Katie ZerefosThe Japan Foundation Grants Program (long term)15.6.97 to11.8.97Sue EvansThe Japan Foundation Grants Program (short term) 8.1.97 to6.3.97Sue Evans, Karin Potter, Amanda DavisOverseas Study Tour Rotary Ambassadorial Scholarship13.10.97 to 4.9.98Carolyn Manwarring, Japanese Language Teacher148 DSE Annual Report 1997

APPENDICESKoreaIntensive Language Study at Sogang University 4.1.97 to31.1.97Meredith Ferris, Jenny Gurtner, Robyn McGrath, LouiseMcNeil, Graham Piper, Margaret Scheul, Rod Smith, AnnTyson, Trudy White, Simon XieStudy at Sogang University 20.9.97 to 18.10.97Peter Hancock, Roger Caines, Ellie Mahboub, Ghislaine Barbe,Georgina Newton, Penny Riley, Sue James, Anne Marie Turner,Jenny LewisNoumeaStage de Noumea Scholarship 7.1.97 to 24.1.97Andrew Ryff, Monia Capocchiano, Jan Cummins, MarilynJohnson, Catherine Montgomery, Annette Allburton, LornaDecean, Russell Naumann.PolandVacation Study AwardMarianna Lacek (21.12.96 to 26.1.97) , Aleksandra Horn(27.12.96 to 26.1.97).South KoreaStudy Tour - Rotary International Group Study Exchange16.3.97 to 2.5.97Kristen Odey, Executive TeacherSpainVacation Study Award 13.1.97 to 24.1.97Rosa Carrillo, Maria-Luz EscuderoUnited KingdomStudy Tour 12.12.97 to 2.2.98Elizabeth Callister, Manager, Drug and Cancer EducationRotary Group Study Exchange 13.9.97 to 12.10.97Ian Tooke, Deputy PrincipalUSAPost-graduate Scholarship to Berkeley College of Music, Boston14.7.97 to 17.7.98Nicola TingeyParticipate in NSW – Michigan Visitation Program 27.9.97 to11.10.97Dr Mark McKirdy, Teacher, James Aspinall, Head Teacher, PeterShuttleworth, Principal, Jim Gray, Deputy Principal, HeatherWhite, Teacher, Nicole Fotheringham, Teacher, JanetShuttleworth, Assistant Principal, Jill Bruce, Teacher Librarian,Pam Wilmington, Teacher, Jeni Stratford, Literacy Consultant,Dr Owen Davies, Chief Education Officer, Dr Ron Ikin,Manager, School Leadership Development, Denis Benjamin,Head Teacher, Wayne Ible, Training and Development/Curriculum Coordinator, Richard Bridge, Teacher, ChristopherFox, Principal, Marie Aspinall, Principal, Margaret Reid, DeputyPrincipal.Appendix 6School ChangesNew Schools District DateGlenmore Park Public School Penrith February 1997Henry Fulton Public School Penrith February 1997Narellan Lake Public School Campbelltown February 1997Glendore Public School Newcastle February 1997Tumbi Umbi High School Central Coast February 1997Wooglemai Field Studies Centre Campbelltown February 1997ClosuresDaysdale Public School Albury December 1996Warkworth Public School Maitland February 1997Woomargama Public Schhol Albury February 1997Wards River Public School Taree March 1997Wirrimbirra Field Studies Centre Campbelltown January 1997Camperdown Public School Port Jackson December 1997Gillawarna School Granville December 1997Ormond School Hornsby December 1997Changes of School Name and StatusSydney Children’s Hospital Schoolformerly Prince of WalesHospital School Bondi February 1997South Coogee Public Schoolformerly Coogee SouthPublic School Bondi March 1997John Richardson Schoolformerly Keelong School Shellharbour April 1997Endeavour Sports High Schoolformerly Endeavour High School Sutherland April 1997Forest House Schoolformerly Forest Road School Bondi July 1997Sunning Hill Schoolformerly Yasmar School Port Jackson July 1997Hunter Sports High Schoolformerly Gateshead High School Lake Macquarie November 1997Appendix 7ConsultantsConsultancies each costinggreater than $30,000 during 1997Consultancies each costingless than $30,000 during 1997NilThere were five consultancies totalling $43,600DSE Annual Report 1997 149

APPENDICESAppendix 8Property DisposalsIn accordance with the Government’s policy of Total AssetManagement, the Department continued to review its school sitesand identify a number that were wholly or partly surplus to needs.Those disposed of during 1996-97 are listed below. In all cases theproceeds of sale were used to maintain existing school buildings.Three methods for the sale were used (i.e. those sold by the StateProperty Group or by the Department of Conservation and LandManagement and those sold by the Department of SchoolEducation.Name of Property Date Sold Net Sum Received Reason for DisposalAlstonville PS 12 December 1996 358,227 SurplusAnnangrove PS 5 July 1996 329,629 SurplusBarrington Residence 21 March 1997 102,955 SurplusBatemans Bay ERC 23 December 1996 188,248 SurplusBeverley Hills Nth PS 30 October 1996 5,000 SurplusBourke HS 10 September 1996 10,000 SurplusBurnside HS 4 March 1997 5,237,698 SurplusCarlingford PS (Part Site) 28 April 1997 475,000 IncentiveCastle Hill (Banks Road) 27 June 1997 1,318,863 SurplusClunes PS 7 November 1996 30,000 Council SaleCollie PS (Part Site) 14 March 1997 1,000 SurplusComarong Island PS 22 March 1996 Nil Written OffCowra HS 29 August 1996 197,965 SurplusCranebrook Demountable HS 13 June 1997 1,820,406 SurplusCurramanga PS 26 June 1996 39,550 SurplusDungarubba PS 8 May 1997 53,000 SurplusGundy PS 5 December 1996 108,402 SurplusGunnedah Infants (Lot1) 21 March 1997 117,600 SurplusGunnedah Infants (Lot2) 15 August 1996 244,489 SurplusInverell West PS 19 July 1996 140,069 SurplusKincumber HS 15 May 1997 154,370 SurplusKirrawee HS (Part) 7 February 1997 472,651 ReinvestmentKororo PS (Part) 5 February 1997 21,000 ReinvestmentManobalai PS 13 June 1996 36,777 SurplusMelrose PS 26 September 1996 800 SurplusMenai PS (Lot122) 18 July 1996 1,187,829 SurplusMowbray PS (Part Site) 17 January 1997 943,459 ReinvestmentMurwillumbah PS (Residence) 29 November 1996 118,692 SurplusNaremburn PS 13 November 1996 3,118,252 SurplusNemingha PS (Old Site) 27 June 1997 182,310 SurplusOxford Falls PS (Lots 3 &2868) 9 May 1997 573,549 SurplusPambula Residence 8,974 SurplusQuakers Hill HS 4 February 1997 2,965,921 SurplusSchool Furniture Complex 21 August 1996 17,971,991 SurplusWagga Wagga West PS 28 April 1997 64,040 SurplusWahroonga North PS 3 July 1996 2,016,118 SurplusWallerawang CS 18 October 1996 56,910 SurplusWaniora PS/Bulli HS 14 March 1997 1,242,457 SurplusWollongbar PS 12 September 1996 56,737 SurplusWyndham PS 2 May 1997 Nil Land Claim150 DSE Annual Report 1997

APPENDICESAppendix 9Major Capital WorksThe major capital works program provides for the construction of newschools, the replacement and upgrading of existing buildings, theconstruction of additional accommodation, the provision of demountablebuildings for temporary peaks, the acquisition or extension of existingschool sites and the provision of other general items. There were nodemountable buildings purchased in the period.The capital works began in 1996-97 or were in progress from an earlierstarting date are listed below. The expenditure shown is from the beginningof the project to 30 June 1997. The few projects that did not incurexpenditure before the end of the financial year are marked with Nil inthe expenditure column.There were no significant overruns of costs during 1996-97.School Name Description of Project Expenditure to 30/6/97Completion/ExpectedCompletion DateAuburn PS New Buildings 2,261,188 September 1996Auburn PS Hall & Classrooms 729,000 July 1997Bankstown College Development 2,580,000 October 1997Belmont PS Refurbishment 1,164,000 February 1998Ben Venue PS New Buildings 2,081,670 September 1996Ben Venue PS Upgrade (St2) 1,554,000 December 1997Berinba PS Upgrade 1,609,302 December 1995Beverly Hills Nth PS Upgrade 2,313,543 December 1996Blaxland PS Redevelopment 195,000 In PlanningBlue Haven PS New School 210,500 January 1999Bodalla PS Relocation 114,000 January 1999Buxton PS Replacement School 730,000 January 1998Camden HS Relocation 100,000 In PlanningCamden Haven HS New School 427,000 In PlanningCamden South PS New Hall 429,000 August 1997Campbelltown HS Consolidation 3,692,631 October 1996Campsie PS Upgrade (St2) 865,000 December 1997Caringbah HS New Library Nil May 1998Carnes Hill PS New School 151,000 In PlanningCastle Hill PS Replacement School 480,000 June 1998Cecil Hills HS New School (St2) 5,613,998 March 1997Charlestown PS New Hall 35,000 June 1998Chertsey PS Hall 533,000 September 1997Claremont Meadows PS New School 2,406,000 October 1997Cobar HS M.P.C. 1,374,000 June 1997Cobbitty PS Upgrade (St3) 1,021,000 September 1997Cranebrook PS New School (St1) 2,162,864 October 1996Cranebrook PS New School (St2) 837,298 October 1998Dungog PS Upgrade 284,000 February 1998Elderslie HS Upgrade 901,000 August 1997Elizabeth Macarthur HS New Buildings 1,726,302 January 1997Evans Head School New School 454,000 In PlanningFairfield PS New School (St2) 2,316,000 July 1997Farrer AHS Upgrade (St2) 5,622,721 December 1996Glenbrook PS Hall 592,000 June 1997Glendale THS M.P.C. 1,198,990 October 1996Glendore PS New School 2,891,823 January 1997Glenmore Park HS New School (St1) 1,870,000 June 1998Glenmore Park HS New School (St2) 30,000 July 1998Gosford East PS New Hall 595,000 September 1997Govt. School Tech. Program 2,000,000Grafton PS Hall 726,007 October 1997Hampden Park PS Replacement School 5,324,995 October 1996Hinchbrook PS New School (St2) 1,222,429 July 1996DSE Annual Report 1997 151

APPENDICESSchool Name Description of Project Expenditure to 30/6/97Completion/ExpectedCompletion DateInglebrook HS Upgrade (St2) 2,678,694 February 1997James Ruse AHS New Buildings (St1) 2,036,000 August 1997James Ruse AHS New Buildings (St2) 2,371,000 August 1997Kellyville PS New Buildings 2,033,000 June 1997Kotara HS M.P.C. 1,188,830 October 1996Kurrambee School Upgrade (St1) 1,644,728 August 1996Lambton HS M.P.C. 735,000 October 1997Leumeah PS Hall 568,868 July 1996Lockhart CS New Building 1,891,300 February 1997Macksville HS New Buildings (St1) 2,191,859 December 1996Maclean HS Upgrade (St2) 1,632,042 October 1995Maclean HS Upgrade (St3) 174,000 December 1997Mawarra PS Hall 94,000 August 1998Mount Riverview PS Hall 507,000 July 1997Mudgee HS Upgrade (St1) 3,410,613 April 1997Mudgee HS Upgrade (St2) 1,182,000 March 1998Murwillumbah HS M.P.C. 1,331,000 June 1997Narellan Gdns.PS New School (St1) 4,090,000 January 1997Narromine PS Upgrade 3,121,000 September 1997Nimbin CS Replacement School(St2) 2,364,000 October 1997Nirimba SHS New School (St1) 340,000 July 1998North West Nowra PS New School (St1) 3,166,3000 July 1997North West Nowra PS New School (St2) 992,755 July 1997Oakdale PS Upgrade (St3) 811,000 September 1997Orange HS Upgrade (St2) 1,496,861 December 1997Ourimbah PS Upgrade (St2) 183,000 January 1999Penrith Sth PS Hall 643,000 June 1997Pottsville PS New School (St1) 2,130,403 January 1997Pottsville PS New School (St2) 953,688 January 1997Quirindi PS Consolidation 1,573,992 August 1996Salamander P/HS New School 6,592,758 April 1998Shelley PS Hall 122,000 October 1997Springwood PS Library/classrooms 815,000 June 1997Strathfield Sth PS Upgrade (St2) 1,546,520 February 1997Summer Hill PS Hall/Canteen 97,250 February 1998Sydney GHS Upgrade (St1) 2,400,000 September 1996Sydney GHS Upgrade (St2) 1,190,000 January 1998Tacking Point PS Upgrade (St1) 3,007,491 October 1996Tacking Point PS Upgrade (St2) 1,061,870 October 1996Temora HS New Buildings 1,703,829 October 1996The Oaks PS New Buildings (St3) 786,960 July 1997Thornton PS Upgrade 496,049 November 1996Toronto HS Upgrade (St2) 2,116,000 June 1998Tumbi Umbi HS New School (St1) 6,444,847 April 1997Tumbi Umbi HS New School (St2) 5,476,170 August 1997Villawood East PS New Buildings 2,080,472 July 1996Wagga THS Upgrade (St2) 1,9o9,762 December 1996Warrimoo PS Redevelopment 189,000 February 1999Westfields SHS New Facilities 2,033,000 March 1997Weston PS Upgrade 1,161,000 January 1998Windsor Downs PS New School (St1) 2,121,128 October 1995Windsor Park PS New School (S2) 1,417,015 July 1996Woolgoolga PS Hall 629,000 May 1997Yanco AHS Sewer Upgrade 1,076,868 February 1997Yowie Bay PS Consolidation 1,579,000 August 1997152 DSE Annual Report 1997

APPENDICESAppendix 10Annual ProvisionsAppendix 12Departmental PublicationsThe following items were classified as annual provisions in1996-97 and formed part of the Department’s capital program.Program 1996-97 $Integration 3,172,352Health and Safety 6,308,683Site Acquisition 13,207,168School Community Funds 906,605Office Renovations 4,391,186Minor Works 13,575,762Joint Ventures in Capital Works 3,039,206Asset Management System 1,400,311Forward Planning Fees 2,400,000Major Works Furniture 3,181,802Air Cooling Program 2,519,231Shade/COLA Program 886,175Total 51,583,075Appendix 11Maintenance and SecurityA new strategy for maintenance of New South Wales Governmentschools was agreed to in 1996 and following an extensivedevelopment process, the new system will be implemented during1997-98.This new approach will focus on the delivery of an ongoingmaintenance service to each school. Under the new strategy,maintenance contractors will be selected to maintain schools, in aparticular district, up to a specified standard for a period of sixyears.1996-97 has been a period of transition moving away fromtraditional cyclic maintenance programs to condition basedmaintenance. This is reflected in the way the school maintenancebudget has been allocated for the year.Categories Allocation 1996-97Cyclic Maintenance Program $30,284,707Replacement Works Program 1 $17,730,137Replacement Works Program 2(Resulting from Condition Assessment) $12,994,998School Maintenance Contracts $5,135,332Unforeseen Works $10,983,517School Security $4,824,000Total $81,952,691AuditCorruption Prevention Policy and StrategiesInternal Reporting System for Protected DisclosuresAssessment and ReportingBuilding the Foundations : The 1997 Report on the Basic SkillsTestsStrategies for Assessment and Reporting, Primary Schools.CurriculumChoosing Literacy Strategies That Work Stage 2Civics and Citizenship Education - Benchmarking Project (inconjunction with The University of Sydney and the Board of Studies)Computer-based Technologies in the Mathematics KLA/ScienceKLA/PDHPE KLA/English KLA/Languages KLA/HSIE KLA/TASKLA/Creative Arts KLA/Primary Classroomconnect.edu - Internet in Teaching and LearningFocus on LiteracyJuggling HSC Drama – Ideas and strategies for teaching dramain Years 11 and 12Making a Difference – A Collection of Successful ProfessionalDevelopment Ideas of the Mathematics ConsultantsMathematics 9-10 – Teaching for understandingMulti-age Classes in New South WalesNo Body is Perfect (school package)NSW Schools Fitness and Physical Activity Survey 1997Planning a Whole School Approach to Literacy – Incorporatingthe Year 7 English Language and Literacy Assessment (ELLA)ResultsReading Recovery GuidelinesRevisiting ReadingShaping Ideas – A Guide to Programming and Sequencing VisualArts K-6Starting From the Ground UpStrategies for Reading Factual TextsStudent Access to the InternetSync or Swing – A Resource for Teaching Music K-6Teaching Reading: School Based Training and DevelopmentProgramTeaching Reading: A K-6 FrameworkDSE Annual Report 1997 153

APPENDICESTeaching Literacy In Languages in Year 7/PDHPE in Year 7/Science in Year 7/Design and Technology in Year 7/Mathematicsin Year 7Teaching Reading an Introduction to the K-6 Framework –VideorecordingTeaching Reading Early Stage 1/Stage 1/Stage 2/Stage 3Waste less: A Teaching and Learning Theme on Mathematics ofour EnvironmentCustomer ServiceSchool Accountability and Improvement in NSW Public SchoolsBack to School: Media KitLiteracy 97 Strategy: Information for ParentsParents’ Guide to SchoolsYou’re Invited: A Guide to Organising Events for NSW GovernmentSchoolsFinanceMoney MattersLegalFamily Law and the SchoolPersonnelThe 9th EEO Annual Report1997 Equal Employment Opportunity Management PlanMerit Selection Procedures ManualPromotion and Transfer: Procedures for TeachersQualification Requirements for Classification as a Primary Teacherin the New South Wales Department of School Education andRecognition of a Primary Teacher with a Specialisation inLanguages in the New South Wales Department of SchoolEducationPropertiesSchool Maintenance GuidelinesStudent WelfareChild Protection Education Stage 1Child Protection (policy folder)Child Protection Education: Supporting StudentsK-6 Drug Education ResourcePeer Mediation: Guidelines for ImplementationProtection from the SunStudent Representative CouncilsSpecific Focus ProgramsAboriginal Education Training and Development ResourceCommunity Information Officers (non-English speakingbackground): Guidelines for Schools and Districts on their Rolesand ResponsibilitiesDisadvantaged Schools Program Targeted Projects 98-99/Operational Guidelines 98/Peer Support and Review/SchoolLiteracy Assessment PracticesFood for Thought and ActionGender Inclusive Language in School CommunitiesGuide to Disadvantaged Schools ProgramMake Links – Use InterpretersMulticultural Education (brochure)School Attendance: Information for Parents and CaregiversSpecial EducationEarly Learning Program: a Program to Promote Learning SuccessTransition to School for Young Children with Special LearningNeedsVision Impairment – A Reference for SchoolsStrategic PlanningAgenda ‘98 (Wall Chart and Bookmark)Enrolment of Students in Government Schools: A Summary andConsolidation of PolicyVocational EducationLearning to Work, Working to Learn – the Workplace Context inVocational Education in Schools a Teacher Resource KitLocal VET in Schools Committee Information PackageTechnologyNetwork for Education Internet Site: www.dse.nsw.edu.auTraining and DevelopmentAdministration of Prescribed Medications and Asthma Treatments(Training program)Child Protection – Everybody’s Business (video)Child Protection - Interagency Forum (video)Computing Quickstart ( Training program for teachers)Establishing a New School (booklet for principals)Executive Induction ProgramHealth Care and Safety Matters in All Schools (booklet)HSC Satellite Broadcast – HSIE (Video )HSC Science Marking Workshop (CDROM)154 DSE Annual Report 1997

APPENDICESInduction of Beginning Teachers Kit (Resource Kit for Schools)Information for Beginning Teachers (booklet)Language and Literacy (CDROM)Literacy for Learning Years 5-8 (CDROM)Merit Selection Procedures Manual (incorporating Promotion andTransfer: Procedures for Teachers booklet)OASIS Library Stocktake (Training package)OASIS Administrative Rollover (Training package)OASIS Training: Introductory Self Paced Material: Administration,Finance, LibraryStrategies for Safer Schools Phase 3State Training and Development Initiatives and OpportunitiesSurvival Handbook for First Time PrincipalsTraining and Development for School Administrative and SupportStaff (Brochure for SASS staff)1997 Training and Development Wall Chart1997 Policy-Related DocumentsNumber Title Date97/006 (S.005) Health Care Procedures 28-01-9797/015 (S.014) School Development Day Policy 11-02-97Gazette 1 Display of Olympic Symbol 12-02-9797/017 (S.016) Statement by the Director-General of School Education:The Royal Commission, Child Sexual Assault and Improper Conduct 18-02-9797/030 (S.029) VETAB Registration of Schools to Deliver Vocational Courses 20-02-9797/018 (S.017) Procedures to be followed in Response to Allegations of Improper Conductof a Sexual Nature by a Staff Member Against a Student 24-02-9797/019 (S.018) Procedures for Recognising and Notifying Child Abuse and Neglect 24-02-9797/020 (S.019) Child Protection - Procedures and Training 24-02-9797/021 (s.020) Child Protection 25-02-9797/025 (S.024) Young Mothers in Education97/023 (S.022) Accountability Framework for Implementation of Child Protection Procedures 27-02-9797/024 (S.023) Contract for the Provision of Sanitary Napkins and Nappy Waste Disposal Units.Hire, Service and maintenance - (Contract 969/682) 27-02-9797/026 (S.025) Literacy Strategy 1997 28-02-9797/032 (S.031) Application to Participate in the 1997/98 Special Swimming Scheme 05-03-9797/048 Monitoring HSC Requirements 05-03-9797/033 (S.032) Clarification of Issues Raised in Respect of Director-General’s Memorandum 97/023:Accountability Framework for the Implementation of Child Protection Procedures 07-03-9797/049 (S.046) Monitoring HSC Requirements 17-03-9797/051 (S.048) English as a Second Language Education (ESL) K-12 1997 18-03-9797/065 (S.061) Monitoring Quality Assurance Requirements for Dual Accredited Vocational Courses 27-03-9797/063 (S.059) Payment of Relief Costs by Schools 03-04-9797/061 (S.057) School Machinery Safety – Tractors, Excavators and Front End Loaders 03-04-9797/081 (S.077) Community Information Officers (Non-English Speaking Background) 14-04-97Gazette 3, 16 Special Religious Education in Schools 16-04-97April 199797/080 (S.076) Approval Procedures for Participation in Labour Market Programs 17-04-97DSE Annual Report 1997 155

APPENDICESNumber Title Date97/093 (S.089) Corruption Prevention Policy and Strategies Internal Reporting Systemfor Protected Disclosures 30-04-9797/096 (s.092) Changes to School Uniform 30-04-9797/094 (S.090) Clarification of Issues Raised in Respect of Director-General’s Memorandum 97/023Accountability Framework for the Implementation of Child Protection Procedures 02-05-9797/091 (S.087) Celebration of National Aborigines and Torres Strait Islanders’ Week 02-05-9797/152 (S.144) Student Welfare: Protection from the Sun 12-05-9797/103 (S.099) Clarification of Issues Raised in Respect of Director-General’s Memorandum 97/023Accountability Framework for the Implementation of Child Protection Procedures 13-05-9797/097 Uses of School Premises for Public Meetings and Public Entertainment 14-05-97Gazette 4, 14 Special Religious Education in Schools 14-05-97May 199797/119 (S.111) Clarification of Issues Raised in Respect of Director-General’s Memorandum 97/023Accountability Framework for the Implementation of Child Protection Procedures 23-05-9797/132 (S.124) Teachers in Business Program 03-06-9797/134 (S.126) Commonwealth Government Initiatives in Vocational Education 10-06-9797/136 (S.128) Primary Teacher Qualification Requirements 11-06-9797/138 (S.130) Welfare of Students While Engaged in Activities Conducted Under the Auspicesof the School 16-06-9797/137 (S.129) Excursions and Other Visits 16-06-9797/151 (S.143) Clarification of Issues Raised in Respect of Director-General’s Memorandum 97/023Accountability Framework for the Implementation of Child Protection Procedures 24-06-9797/188 (S.177) Training and Development for School Administrative and Support Staff 10-07-9797/183 (S.173) Workcover Legislation Amendment Act 1995 11-07-9797/185 Records Management 15-07-97Health Care and Safety Matters in all Schools 17-07-9797/011 (S.010) Student Access to the Internet 18-07-9797/186 (S.175) Students With Disabilities 18 Years or Over, Not Accessing the HSCwho Wish to Remain At School in 1998 22-07-9797/195 (S.184) Telephone Reporting of Exceptional Critical Incidents 25-07-9797/193 (S.182) Years 10 and 12 Students 1997 Year 10 Fourth Term Attendance1997 Year 12 Study Vacation 28-07-9797/194 (S.183) Allocation of STLD Teachers to Primary and Secondary Schools 29-07-9797/197 (S.185) Family Law and the School 30-07-9797/200 (S.188) Records of Employment and Employment Separation Certificates 31-07-9797/204 Teaching Service Staff Acting Part-Time In Executive And Other Higher Positions 04-08-9797/205 (S.191) Revision of Guidelines for Bushwalking 05-08-9797/206 (S.192) Implementation of the Staffing Agreement betweenthe NSW Department of School Education and the NSW Teachers Federation 07-08-9797/209 (S.194) New Staffing Agreement For Teachers 11-08-9797/234 (S.213) School Publishing on the Internet 11-08-97156 DSE Annual Report 1997

APPENDICESNumber Title DateDG97.3500 Year 12 Students - End of Year Activities 15-08-9797/165 (S.156) Care and Supervision of Students 21-08-9797/227 (S.209) Professional Responsibilities of Teachers 21-08-9797/228 (S.210) Provision of Personal References 21-08-9797/230 (S.211) Revised Code of Conduct 21-08-9797/229 Provision of Personal References 21-08-9797/238 (S.217) State Literacy Strategy The Role of the Support Teacher (Learning Difficulties) 22-08-9797/239 State Literacy Strategy The Role of the Support Teacher (Learning Difficulties) 22-08-9797/257 (S.234) Enrolment of Students in NSW Government Schools:A Summary and Consolidation of Policy 31-08-9797/251 (S.228) Safety Requirements for the Use and Storage of Starting Pistols and Caps 09-09-9797/250 (S.227) Agenda 98 10-09-9797/249 (S.226) Distance Education, Categories and Procedural Guidelines for Enrolment 1998 10-09-9797/252 (S.229) Selection Panel Composition for Teaching Positions in Schools 11-09-9797/260 (S.237) Schools Proposing School-designed Board Endorsed Course (Stage 5)in Vocational Learning for Students in Years 9 and 10 19-09-97Support for Students In Substitute Care 24-09-9797/276 (S.251) K-6 Drug Education Resource 13-10-9797/286 (S.259) Meningococcal Disease 28-10-97Gazette #13 Special Religious Education in Schools 29-10-9797/289 (S.262) Protecting Our Children and Schools from Illegal Drugs in the Community 30-10-9797/294 (S.266) Observance of Remembrance Day 11 November 1997 10-11-9797/302 (S.273) Supply of Alcohol to Minors 14-11-9797/311 (S.282) Police Record Checks on Students Undertaking Workplace Learningwith NSW Department of Health 21-11-9797/331 (S.297) Memorandum to Department of Education and Training Staff 03-12-9797/338 Establishment of the New Structure for the Department of Education and Training 12-12-97DSE Annual Report 1997 157

APPENDICESAppendix 13Equal Employment OpportunityMajor EEO Achievements• Long term temporary School Administrative and SupportStaff (SASS), who are predominantly female, were given theopportunity to apply for permanent SASS positions.• Forty-six per cent of the total number of officers whoparticipated in management development activities werewomen.• The Department conducted elections across the State forspokeswomen for the 1997-1999 term. Thirty spokeswomenhave been elected to represent the teaching service staff,school administrative and support staff, general assistants inschools and public service and non school based teachingservice staff in district offices. One spokeswoman has beenelected to represent female staff in State office. In addition,there are five women liaison officers who will work withspokeswomen and whose role it is to lead and guide theSpokeswomen’s Program activities.• The 1997 Staffing Agreement includes specific initiatives toincrease the number of Aboriginal and Torres Strait Islander(ATSI) teachers.• The Aboriginal Mentor Program was implementedstatewide in 1997 in five districts. The program aims toprovide Aboriginal employees with personal guidance andassistance in career development. Thirty-five Aboriginalstaff participated in the program.• The Department piloted the Aboriginal Teachers’ ShadowingProgram in 1997. Five Aboriginal teachers took theopportunity to gain information and insight into a position towhich they aspire within the Department.• The Department encouraged Aboriginal teachers to apply forSchool Counsellor traineeships. Two Aboriginal teacherswere selected to undertake school counsellor training. TheDepartment is currently sponsoring an additional fourAboriginal teachers to become school counsellors.• An Aboriginal School Leadership Seminar was attended by24 Aboriginal teachers. This two day seminar was part of theDepartment’s School Leadership Preparation Program.• The Department recruited and provided one year’s fulltimetraining for an Aboriginal teacher in Special Education.• The Crown Employees (Teachers and Related Employees)Salaries and Conditions Award provides increased pay andincreased training opportunities for teachers employed at theSaturday School of Community Languages. Theseemployees are predominately from a racial, ethnic and/orethno-religious minority group.• The Department continued to assist overseas trained teachersbefore and after gaining employment, by providinginformation, support and counselling regarding theProfessional English Assessment for Teachers (PEAT).• The Department continued to support the four positionsestablished under the NSW Apprenticeship Program forPeople with Disabilities at Hurlstone Agricultural HighSchool, Farrer Memorial Agricultural High School and theSchool Security Unit. The program provides the necessaryon-the-job training to supplement the tertiary training overthe four year period of the apprenticeship.• An EEO survey of all staff was completed in 1997 with aresponse rate of 54 per cent. The EEO status of all new staffrecruited since the EEO survey is monitored through thecompletion of an EEO survey form. These statistics assistthe Department to develop and implement EEO and otherpersonnel strategies within the Department.Key EEO Strategies for 1998The Department will:• Develop and implement a School Leadership Programspecifically for women.• Increase the number of Aboriginal teachers appointed topositions through the implementation of an Aboriginalemployment program for teachers and an Aboriginal transferscheme for teachers.• Expand women’s networks in the Department andopportunities for skill sharing and career development.• Support and encourage teachers with disabilities to seekleadership positions by providing training and developmentopportunities.• Continue to assist overseas qualified teachers by conductingorientation programs which include school visits andproviding access to courses which will enhance Englishlanguage skills.158 DSE Annual Report 1997

APPENDICESPercent of Total Staff by LevelSubgroup as Percent of Total Staff at each LevelCategoryTotal Staff(Number)Staffrespondingto EEO dataform(Respondents)MenWomenAboriginal& TorresStraitIslanderPeoplePeople fromRacial,Ethnic,Ethno-ReligiousMinorityGroupsPeoplewhoseLanguageFirst Spokenas a Childwas notEnglishPeople witha DisabilityPeople witha DisabilityRequiringAdjustmentat Work$52,850 (non SES) 3787 66% 64% 36% 0.2% 4% 2% 3% 1.1%SES 82 73% 73% 27% 0.0% 2% 0% 2% 0.0%Total 60,284 54% 33% 67% 0.5% 5% 4% 2% 1.3%Subgroup totals 32,665 19,716 40,568 290 3,192 2,666 1,364 782Percent of Total Staff by Employment BasisSubgroup as Percent of Total Staff in each Employment CategoryCategoryTotal Staff(Number)Staffrespondingto EEO dataform(Respondents)MenWomenAboriginal& TorresStraitIslanderPeoplePeople fromRacial,Ethnic,Ethno-ReligiousMinorityGroupsPeoplewhoseLanguageFirst Spokenas a Childwas notEnglishPeople witha DisabilityPeople witha DisabilityRequiringAdjustmentat WorkPermanent 55,123 55% 35% 65% 0.5% 5% 5% 2% 1.3%4,939 49% 10% 90% 0.2% 3% 3% 1% 1.0%Temporary 121 60% 26% 74% 2.5% 12% 9% 4% 2.5%19 58% 5% 95% 0.0% 16% 5% 0% 0.0%Senior Executive 82 73% 73% 27% 0.0% 2% 0% 2% 0.0%Casual 23,453 18% 18% 82% 0.1% 2% 2% 1% 0.2%Other 0 – – – – – – – –Total 83,737 44% 29% 71% 0.4% 4% 4% 2% 1.0%Subgroup totals 36,843 23,899 59,838 324 3,610 3,083 1,512 818Note:Staff numbers represent staff who were on the payroll as at 31 March 1997 and include teachers, school administrative andsupport staff and administrative staff.Tables and accompanying figures have been produced by applying ODEOPE’s enhanced version of EEO statistical spreadsheetfor the 1996-97 reporting period.The number of ATSI staff employed by the Department is based on the number of staff who completed the EEO surveyconducted from 28 April to 9 May 1997 and who identified as being of ATSI descent. Whilst only 290 staff identified asATSI, the Department had in excess of 670 in 1996.DSE Annual Report 1997 159

APPENDICESAppendix 14Freedom of InformationStatement of Affairs and Statistical ReportThe Freedom of Information (FOI) Act requires all governmentagencies to publish an annual Statement of Affairs providinginformation about the operations of the agency and its dealingswith members of the public. Since 1993 the Department’s Statementof Affairs has been included in the Annual Report.Documents held by the DepartmentThe Department deals with a large number and range of documents.Some of these documents are of a temporary nature while othersare retained on a permanent basis. The major categories ofdocuments are:FilesThe majority of the Department’s formal documentation exists inthe form of registered files. Files are created for a specific purposeor subject and are stored in a variety of locations throughout theDepartment. The location of a file will normally be within thearea which most frequently uses it. The following is a list of someof the broad subject categories of files held by the Department:AdministrationSalariesPersonnelPolicyFOITrainingAccommodationStudentsProcedural manualsMany of the Department’s practices and procedures are documentedin manuals, for example:• Procedures For Resolving Complaints About DiscriminationAgainst Students• School Manual - Financial Management• The Teachers HandbookMemorandaGuidelines for dealing with matters having an effect across theDepartment as a whole or a significant part of the Department areissued in the form of memoranda. Memoranda are issuedthroughout the Department as hard copy circulars.Educational resourcesThe Department has a wide variety of resources available to bothgovernment and non-government schools and other educationalinstitutions. These include maps, charts, prints, audio and videotapes and craft sets. Prices for these resources vary and are salestax exempt if it is certified that their purchase is for educationaluse and not for resale.ReportsThe Department produces a wide variety of reports on mattersrelating to its administration. A large number of reports are internalin nature, being produced for the benefit of senior managers, whilesome are produced as a result of legislative requirements e.g. theAnnual Report.Facilities for public accessAccess to files and reports of an internal nature will only beavailable by lodging a FOI application. Reports produced as a resultof legislative requirements are available from the Department’sPublic Relations Directorate, State Office Sydney.Access to procedural manuals and memoranda may be arrangedby contacting the Freedom of Information Manager – see below.Inquiries regarding purchases and catalogues of educationalresources should be directed to:Curriculum Support Directorate, RydeRights under the FOI ActThe Freedom of Information Act gives members of the public alegally enforceable right to information about themselves and theoperations of government departments and agencies. Individualscan also seek amendment to personal records held by governmentagencies where they believe that these may be incorrect,misleading, incomplete or out of date.Lodgement of applicationsApplications under the FOI Act must be in writing and accompaniedby an application fee of $30.00. A 50 per cent fee reduction appliesin certain circumstances. Applications to amend personal recordsare not subject to fees.Applications may be forwarded to:Freedom of Information ManagerLevel 5, 35 Bridge StSydney 2000Phone: 9561 8323Fax: 9561 8543Applications may also be lodged at any of the Department’s districtoffices.Processing of requestsThe FOI legislation requires applications to be dealt with as soonas possible and in any case within 21 days. The Department willacknowledge all requests in writing and a letter of determinationwill be issued as soon as possible. The Department may requestan advance deposit where the cost of dealing with an applicationis likely to exceed the amount of the application fee.Freedom of Information Statistics 1996-97Applications: From 1 July 1996 to 30 June 1997 the Departmentreceived 107 applications for access to documents under theFreedom of Information Act. Of these applications 68 were requestsfor personal information and 39 were non-personal in nature. 107applications were determined in this period. The determinationswere along the following lines:160 DSE Annual Report 1997

APPENDICESFOI Requests Personal Non-Personal TotalNew 68 39 107Brought forward 4 2 6Total to be processed 72 41 113Completed 60 25 85Transferred out - - -Withdrawn 7 15 22Total processed 67 40 107Carried forward 5 1 6Result of Request Personal Non-PersonalGranted in full 27 14Granted in part 32 6Granted subject to deferral - -Refused 1 4Withdrawn 7 15Transferred to another agency - -Total 67 40Ministerial Certificates issued NilNumber of Formal Consultations 12Number of Requests for Amendmentof Personal Records 0Number of Requests for Notationof Personal Records 0Requests granted in part or refusedAll requests where access was refused or grantedin part only were in accordance with Section 25(1) (a) of the Act, i.e. the documents sought wereconsidered exempt in full or part in accordancewith one or more of the clauses outlined inSchedule 1 of the Act.Assessed Costs of Applications $20720FOI Fees Received $4965Discounts Allowed – Thirteen applications (11 Personal, 2Non-Personal) received a 50% reduction in fees and charges.In each case the discount was allowed on the basis of financialhardship, i.e the applicant was in receipt of a pension, jobsearch allowance or other similar benefit or was earning anincome equivalent to these.Elapsed Time Personal Non-Personal0-21 days 40 1521-35 days 15 15Over 35 days 12 10Processing Time Personal Non-Personal0-10 hours 17 1011-20 hours 50 2721-40 hours - 3Over 40 hours - -Totals 67 40Number of Internal Reviews finalised 14Number of Ombudsman Reviews finalised 6Number of District Court appeals finalised NilInternal Reviews: Fourteen applicants exercised their rights underthe Act to an internal review. The results of the reviews are asfollows.Personal Non-PersonalGrounds for Decision Decision Decision DecisionReview Upheld Varied Upheld VariedAccess refused – – 1 1Exempt matter 8 2 2 –Ombudsman Reviews: There were six applications for a reviewby the Office of the Ombudsman finalised in the period 1 July1996 to 30 June 1997. The applicants had in each case sought areview on the basis that he disagreed with the exemption fromrelease of certain documents. In five of these matters theOmbudsman, after making preliminary inquiries, declined to dealfurther with the application for review. In one matter theDepartment varied the decision after consultation with the Officeof the Ombudsman.Overview: The statistics for 1996-97 varied significantly fromthe previous year with both the total number of requests processedand the breakdown of requests between personal and non-personalmarkedly different. The number of applications increased by 59%from the previous year. The breakdown of requests showed personalaccounting for 63 per cent of all requests and non-personal requestsaccounting for 37 per cent of requests. This compares to 78 percent and 22 per cent respectively for the last reporting period.The vast majority of applicants were provided with access to all orsome of the documents sought as was the case for the 1995-96reporting period. The increase in the number of applications whichwere withdrawn is in part due to efforts to make material availableto applicants through non-FOI processes.As a consequence of the increased number of requests receivedthere was a corresponding increase in the number of internalreviews and reviews by the Office of the Ombudsman sought byapplicants. There was not however a significant increase in theoverall rate of applications at which reviews were sought.Totals 67 40DSE Annual Report 1997 161

APPENDICESAppendix 15Implementing the Ethnic AffairsPriority StatementThe cultural and linguistic diversity of NSWgovernment schoolsIn 1997, New South Wales government schools enrolled 164,147students of non-English speaking background (NESB),representing 21.3% of all government school enrolments comparedto 19.8% in 1996.The number and percentage of NESB students varied widelybetween districts. Fairfield district had the highest enrolment with22,960 NESB students, representing 71.6% of district enrolment.Granville district enrolled 17,110 NESB students, 76.2% of districtenrolment. In Bankstown, Port Jackson and St George districts,NESB students represented more than half of all enrolments.In districts with more than 10,000 NESB students, the mostcommon language backgrounds were Arabic in Bankstown,Granville, Liverpool and St George districts and Vietnamese inFairfield district. Students of Chinese language background weremost commonly enrolled in schools in Bankstown, Bondi, Fairfield,Granville, Hornsby, Parramatta, Port Jackson, Ryde and St Georgedistricts.In response to this cultural and linguistic diversity, the Departmentof Education and Training makes provision for the specific needsof NESB students and their parents, through English as a SecondLanguage (ESL) programs, Community Language programs,interpreting and translation services and the CommunityInformation Officer program. Other multicultural education andanti-racism programs are provided for the whole school communityin order to promote the positive values of cultural diversity andensure that all students are able to study in an environment freefrom discrimination and harassment.The Department’s policies in relation to education in and for aculturally diverse society are outlined in the MulticulturalEducation Policy Statement, the Multicultural Education Plan 1992- 1997 and the ESL Education Support Document. Thesedocuments are currently being reviewed and a MulticulturalEducation Plan 1998 - 2000 is due for release in 1998. Thesepolicies are reflected in the Ethnic Affairs Priorities Statement Plan1997 - 1998.Data collectionThe collection of accurate data is an important aspect of theDepartment’s strategy to ensure that the services provided meetthe needs of the schools and their communities. Data is collectedeach year on the numbers of NESB students and their languagebackgrounds through the Annual Census of Schools. Informationon the numbers of newly-arrived NESB students is collected threetimes per year through the New Arrivals Surveys. The Annual ESLSurvey provides information on the numbers of students, teachersand schools in the ESL program, as well as the length of timethose students have been in Australia.In the Annual Census, data is collected on the number of studentswho speak the following 34 languages: Arabic, Chinese, Croatian,Dutch, Farsi, Fijian, French, German, Greek, Hindi, Indonesian,Italian, Japanese, Khmer, Korean, Lao, Macedonian, Malay,Maltese, Polish, Portuguese, Punjabi, Russian, Samoan, Serbian,Sinhalese, Slovenian, Spanish, Tagalog (Filipino), Tamil, Tongan,Turkish, Urdu and Vietnamese. Approximately 9% of NESBstudents speak languages other than these.The numbers and percentage of NESB students have increasedsteadily since 1986 and at the same time there has been a shift inthe main languages spoken. In that time, the number of languageson which data has been collected has also increased from 22 in1986 to 34 in 1997. The following table below gives a summary ofthe data collected over the period 1986 - 1997.Enrolments of NESB students in schools 1986 - 1997Year No.NESB % NESB Main languages spoken (percentage of NESB)1997 164,147 21.3% Chinese 15.6% Arabic 15.0% Vietnamese 6.6% Greek 5.4% Italian 4.4%1996 152,268 19.8% Arabic 15.6% Chinese 14.9% Vietnamese 7.0% Greek 5.5% Italian 4.2%1995 148,148 19.6% Arabic 15.9% Chinese 14.6% Vietnamese 7.4% Greek 5.8% Italian 4.3%1994 141,122 18.7% Arabic 16.5% Chinese 14.8% Vietnamese 7.9% Greek 6.3% It, Mac, Sp 3.9%1993 141,506 18.7% Arabic 17.0% Chinese 14.5% Vietnamese 7.9% Greek 6.9% Italian 4.3%1992 141,548 18.7% Arabic 16.5% Chinese 14.0% Viet, Greek 7.7% Italian 4.6% Mac, Sp 4.1%1991 137,286 18.4% Arabic 16.3% Chinese 12.1% Greek 9.0% Vietnamese 7.4% Italian 5.4%1990 136,195 18.3% Arabic 15.6% Chinese 11.3% Greek 10.2% Vietnamese 6.8% Italian 6.3%1989 133,888 17.9% Arabic 14.9% Greek 11.6% Chinese 10.6% Italian 7.1% Vietnamese 6.1%1988 129,776 17.1% Arabic 14.6% Greek 13.1% Chinese 9.5% Italian 7.8% Vietnamese 6.0%1987 123,109 16.3% Greek 14.5% Arabic 13.4% Chinese 9.1% Italian 8.7% Vietnamese 5.9%1986 114,606 15.2% Greek 15.9% Arabic 13.3% Yugoslav * 12.3% Italian 9.4% Chinese 8.3%* In subsequent years, this category was deleted and data collected on the languages Croatian, Macedonian and Serbian.162 DSE Annual Report 1997

APPENDICESEnglish as a Second Language programsEnglish as a Second Language programs with specialist ESLteachers are provided in primary and high schools for both newlyarrived students and for those who need ongoing English languagesupport.In 1997, a total of 756 schools (538 primary, 208 high, 10 schoolsfor specific purposes) offered ESL programs catering forapproximately 80,000 students with 876 full time equivalent ESLpositions (approximately 1,300 ESL teachers).Short term intensive English language support is provided inprimary schools and Intensive English Centres for students newlyarrived in Australia who are in the early stages of learning English.Intensive English Centres (IECs) are located in metropolitanSydney and Wollongong to provide intensive English tuition tohigh school students before they transfer to mainstream high school.In 1997, a total of 6,508 newly arrived NESB students were enrolledin government schools (3,864 in primary schools, 2,060 in IECs,584 in high schools).Major Achievements in Ethnic Affairs Priorities in1997• The Civics and Citizenship Education Benchmarking Projectis a joint research project between the Department, theBoard of Studies and the University of Sydney. A first draftof the benchmarking document was subject to consultationin 1997 and schools are involved in benchmark trials.• The Community Language Induction Program (CLIP) is aschool-based course for newly appointed teachers ofcommunity languages in primary schools. In 1997 21teachers undertook the program.• The Secondary Schools Language Intensive Methodology(SSLIM) course is a program designed to meet the needs ofteachers in the Saturday School of Community Languageswho have competency in a language other than English butno qualification in language teaching methodology.• In 1997, 18 additional community language positions inprimary schools were established, resulting in 36 communitylanguage programs receiving an increased allocation.• The Director-General’s Advisory Group for Multiculturaland ESL education includes representatives of the EthnicCommunities Council, the Association of Teachers ofEnglish to Speakers of Other Languages, the TeachersFederation, the Federation of Parents and CitizensAssociations and the Federation of School CommunityOrganisations. During 1997 the Advisory Group met oneight occasions and provided advice to the Department on arange of issues including the review of Intensive EnglishCentres and community language provision in schools.• In 1997 20 Community Information Officers (NESB) (17.2EFT) were appointed following a review of the previousCommunity Liaison Officer (NESB) program. Their role isto assist schools in communicating with their NESB parentsand community members and to promote the participation inschools by NESB communities generally. A documentCommunity Information Officers (NESB): Guidelines forschools and districts on their roles and responsibilities waspublished and widely disseminated. The program and therevised role statements of these officers will be evaluatedduring 1998.• An ethnic communication strategy was developed toenhance the Department’s communication with NESBparents and community members. The communicationstrategy included the following major initiatives:– promoting the use of interpreters and translations byschools through the publication of a kit Make Links - UseInterpreters which has been sent to every school.– development of a training module for school personnel onthe use of interpreters.– continuing development of the range of Departmentalpublications translated into relevant community languages,with key documents published on the Internet.– use of the ethnic media to promote Department initiatives.The success of the ethnic communication strategy wasevaluated by an independent market research company. Keyresults include:– 350% increase in monthly usage of interpreters comparedwith the previous year’s monthly usage– increased interpreter usage in all key languages and districtswith an expansion in the number of languages utilised bythe service from 35 to 43, including for the first time arequest for interpreter services in an Aboriginal language– 97% of schools indicated satisfaction with the outcomesof the contact when using an interpreter– 90% of schools were able to nominate the range ofDepartment publications in community languages– 70% of schools found the use of interpreters and documentsin community languages effective in promotingpartnerships with parents– over 13,000 hits were made to the documents available incommunity languages on the Department’s website in July.The strategy was acknowledged in the 1997 inaugural PublicSector Awards by being highly commended in theSignificant Improvement to Delivery category and was afinalist in the 1997 NSW Multicultural Marketing Awards.In the six months from July to December 1997, theDepartment received over 1,000 requests from schools forinterpreters in 47 different languages. The total expenditureon interpreters in this period was $89,500.• The range of Departmental publications translated intorelevant community languages has expanded with theaddition of the following five key documents published in atleast 21 major community languages in 1997:– Applications for Year 7 Entry to Selective and AgriculturalHigh Schools– Child Protection Education: parent or caregiver invitationto meetingDSE Annual Report 1997 163

APPENDICES– Request for Application Form for Year 5 Opportunity ‘C’Class– School Attendance: Information for parents and caregivers– Videotaping Student Work: Parent or caregiver permissionnoteThe Department has also enhanced the availability oftranslations to the community through the publication of sixdocuments on the Internet.• Ethnic media, including non-English language radio, nowreceive copies of all relevant media releases, alerts andmajor information kits produced by the Department. Somereleases are translated into community languages accordingto the target audience. An Arabic language community radiostation in Bankstown broadcasts a two hour program abouteducation every month to an audience of over 200,000listeners. A district superintendent hosts the program withthe assistance of an interpreter. The program has been highlysuccessful in informing and involving parents andcommunity members in Sydney West and South West.• A project has been established to investigate the knowledgeand attitudes of Indo-Chinese communities in the Fairfielddistrict towards the use of illegal drugs in adolescents,especially those attending high schools.• A Departmental committee has been established to overseethe evaluation of the Anti-Racism Policy Statement and theaccompanying Grievance Procedures and to makerecommendations for monitoring of complaints of racismand their resolution in schools.• Each district has nominated an anti-racism coordinator to beresponsible for ensuring that training in anti-racismeducation is appropriate and for maintaining records oftrained personnel. Districts have also nominated officers tobe district anti-racism trainers. Each school has a nominatedAnti-Racism Contact Officer (ARCO) who is the person towhom complaints of racism can be brought.Two anti-racism training programs have been developed:– Challenging Racism: Anti-Racism Policy Statement andGrievance Procedures training program for Anti-RacismContact Officers (ARCOs) in schools– Whole School Anti-Racism Project (WSARP) trainingprogramTraining in both of these training programs has beendelivered to teams of district anti-racism trainers.• During 1997, a total of 645 teachers were trained in theAnti-Racism Policy Statement and Grievance Procedurestraining program. A further 672 participants, includingteachers, students, parents and community members weretrained in the Whole School Anti-Racism Project. Thistraining will continue in 1998 for school based personnel.• Over 700 applications for funding were received fromschools across the five focus areas of anti-racism,multicultural curriculum development, NESB parentparticipation, NESB student initiatives and whole schoolmulticultural activities. Of these, 581 were approved. Thetotal funds allocated to schools amounted to $660,000.• A discussion paper Multiculturalism and MulticulturalEducation: A review of relevant multicultural literature andrecommendations for a revised policy was commissionedand released for consultation within the Department.• The revised Multicultural Education Policy is due for releasein 1998. The policy will be accompanied by a MulticulturalEducation Plan 1998 - 2000.• An important aspect of the Department’s approach tomulticultural education is the promotion of positive valuesof cultural diversity. In 1997 schools were invited to submitstudent artworks and written works as part of theCelebrating Diversity by Learning and Living Together.From the hundreds received, 92 were chosen to be publishedon the Internet to be available for other students and teachersto access. In addition, an exhibition of the best student workwas launched at Parliament House.• The Multicultural Perspectives Public Speaking Competitionhas been extremely successful in promoting the positivevalues of cultural diversity among primary schools. In 1997,with the initiative in its second year, there were almost 1000entrants from 508 primary schools. In 1998 it is planned toproduce a video for primary schools to further promote thecompetition.• The Biliteracy Research Project aims to develop, implementand evaluate biliteracy education program models toincrease students’ competence in listening, speaking, readingand writing in both the home language and English. In 1997five primary schools were identified to take part in theresearch project which will commence in 1998.• A pilot project which focused on whole school approaches tointegrating equity was conducted during 1997 in thirteenprimary and secondary schools in Bathurst and Granvilledistricts. The schools were involved in action research,examining the interplay between gender and factors such associo-economic status, ethnicity and Aboriginal and TorresStrait Islander background on the educational outcomes ofgirls and boys. The project assisted schools in developingunderstanding of the links between these equity factors,gender and the school’s curriculum, practices and policiesand student learning and social outcomes. The findings willinform future policy and planning and provide direction toschools developing integrated approaches to equity throughwhole school organisation and programs.• A research project seeking to analyse suspension rates ofNESB students in a small sample of Sydney high schoolswas initiated in 1997. The project was a collaborativeactivity between Student Welfare, Specific Focus Programsand Executive Services directorates and three districts.• The Certificate in Spoken and Written English (CSWE) is acompetency based course in English as a Second Languagedesigned for post compulsory aged students who have beenin Australia for two years or less. Certificates andStatements of Attainment are awarded at three levels. In1997, 774 ESL students in NSW Intensive English Centres(IECs) and high schools commenced the CSWE.164 DSE Annual Report 1997

APPENDICES• The Overseas Trained Teachers Program (OTTP) providesan orientation course, information evenings, in-schoolsupport and counselling services to all overseas trainedteachers who have been given approval to teach in NSWgovernment schools. Courses are free for these teachers. In1997 five orientation courses were held for 78 overseastrainedteachers. In addition, two professional and colloquialcommunications skills courses were provided for overseastrainedteachers currently employed and who had beenidentified as requiring language assistance.• Since August 1992 all overseas-trained teachers from non-English speaking countries must undertake the ProfessionalEnglish Assessment for Teachers (PEAT), administered bythe University of NSW Institute of Languages. Thoseteachers who were approved for employment before thatdate and who do not have the PEAT (or equivalent), are nowrequired to undertake the test and will have their fees paidby the Department. In 1997 six administrations of the testwere conducted for 147 candidates.• All applicants for accreditation as community languageteachers must pass a community language fluency test in thefour skills of listening, speaking, reading and writingadministered by the University of NSW Institute ofLanguages. All applicants for the test are sponsored by theDepartment of Education and Training. In 1997 49applicants were tested across 16 community languages.• Grants are provided for community language teachers inprimary schools and the Saturday School of CommunityLanguages to undertake study at a tertiary institution eitherlocally or overseas for language extension and enrichment.The study must be undertaken in school holidays. Sixteachers took part in the program in the 1996-97 summervacation and another six were approved for 1997-98.• In 1997 the Merit Selection Procedures Manual was revised.Incorporated into the revised guidelines was the requirementthat: In schools classified as having significant non-Englishspeaking background enrolments or where the positionrequires an understanding of, and sensitivity to, the needs ofstudents from a language background other than English,the selection panel will contain at least one person from anon-English speaking background. The selection of such aperson will usually involve consultation with the local ethniccommunity or communities. If necessary, the Multicultural /ESL Consultant(s) may be able to assist in arranging for thenomination of a suitable person.• In 1997, twelve employees were in receipt of theCommunity Language Allowance, compared with eightemployees in 1996.Key Ethnic Affairs Strategies for 1998• In 1998, a further 18 additional community languagepositions in primary schools will be established.• The Community Information Officers (NESB) program andthe effectiveness of the revised role statements of theseofficers will be evaluated during 1998.• Five targeted projects to enhance multicultural educationstrategies in schools will take place in 1998. The projectsare: education for cultural diversity - curriculumdevelopment; developing anti-racism education strategies;whole school anti-racism programs; developing effectiveESL program organisation; ESL pedagogy for mainstreamteachers. Targeted schools will be provided with funds andconsultancy support to assist them to develop programs andresources in specific areas of the curriculum or as wholeschoolstrategies.• The Multicultural Education Plan 1998 - 2000 is due forrelease in 1998, accompanied by a revised MulticulturalEducation Policy Statement.• Statewide anti-racism training in both the Anti-racism Policyand accompanying Grievance Procedures and the WholeSchool Anti-Racism Project for school personnel will be amajor program continuing in districts in 1998.• A multicultural / anti-racism training video for use withstudents, teachers and administration staff is currently beingdeveloped as a joint TAFE / high schools project. The videowill be available in Semester 2, 1998.• The Department and the Anti-Discrimination Board (ADB)will be developing initiatives to promote the understandingof anti-discrimination legislation among students andteachers to mark the twenty-first anniversary of the ADB inJune 1998.• The theme of the Student Representative Council (SRC)State Conference in 1998 will be anti-discrimination,including anti-racism and other forms of discrimination. TheDepartment is providing support for the 20 student membersof the SRC Conference Working Party to attend planningsessions in March and May to prepare for the conference inAugust.• In 1998 it is planned to produce a video for primary schoolsto further promote the Multicultural Perspectives PublicSpeaking Competition for primary schools. The video willbe completed early in 1999.• In 1998 funding will be provided to districts to supportschool based projects that promote NESB parent /community participation.• In 1998 the Department will commence planning for thedevelopment of a cross-cultural communication package thatcan be used with staff in schools and TAFE colleges.• A community awareness and information initiativepromoting Reconciliation will commence from thebeginning of 1998. The program in each district will bedeveloped in consultation with district superintendents,consultants in Aboriginal Education and AboriginalCommunity Liaison Officers (ACLOs). Each district willreceive a grant to support the local implementation of theprogram.Ethnic Affairs AgreementThe NSW Department of School Education was nominated as akey agency for the purpose of reporting on EAPS. It did not enterinto any ethnic affairs agreement with the Ethnic Commissionof NSW.DSE Annual Report 1997 165

INDEXAAboriginal Deaths in Custody, Royal Commission 141Aboriginal education 78-81, 141-142Administration Directorate 90administrative and support staff 38Agenda 98 16air conditioning 73annual provisions 153annual report costsinside front coverannual reports, school 62appendices 133arts 30attendance, student 76, 77Audit Directorate 90awards 27, 39,57,60,63BBasic Skills Test (BST) 23, 55,85,93,94-97CCAP (see Country Areas Program)capital works 151cash flow statement 107certificate of teaching and learning 38child protection 66-68citizenship and civics 28classroom practice 36committees, significant 140community enquiries 65computer network 45computer training 42computers 43computing studies 44, 45consultants 149contentsinside front covercounsellors 69Country Areas Program 86-87customer service 64DDirector-Generals Awards 60,63Director-General’s report 3disabilities, students 82-83Disadvantaged Schools Program (DSP) 87-88,89discipline 69district offices A72inside back coverdistrict profile 10drug education 71EELLA (see English Language and Literacy Assessment)employee assistance program 74employee numbers 167English Language and LiteracyAssessment 19, 54, 93enrolments 10, 11environmental education 30equal employment opportunity (EEO) 158equity services 86-87ethnic affairs policy statement 162-165Executive Services Directorate 90FFederation of School Community Organisations(FOSCO) 58Finance Directorate 90financial directives, summary of compliance 108financial overview 14financial statements 100-132Freedom of Information Act (FOI) 160Ggender equity 84-85gifted and talented students 89grievances 74guided self assessment 65Hhead office contacts 168Higher School Certificate (HSC)32-35,44-45,80,88,93,99-100IInternet 40, 43isolated schools 86-87JJoint secondary schools-TAFE 34-35Kkey service initiatives 64LLanguages other than English 50-53legislative context 7literacy 18-21Mmaintenance and security 153management development programs 47McRae report 82Minister’s Awards for Excellence 39,57

INDEXmission 2monitoring students progress 93Nnetwork for education 43new schools 149non-English speaking background students 88-89, 162numeracy 22OOC’ classes 89occupational health and safety (OH&S) 75Olympic 2000 schools strategy 27, 28operating statement 105operational achievements 90organisation chart 9overseas networks 148overseas visits 144PParent and Citizens Association 58parents 41,58-59performance reports, senior executive service 133-139Personnel Directorate 91physical fitness 24policy related documents 155post school destinations 35program statement - expenses and revenues 109-111Properties Directorate 91property disposals 150publications, departmental 153Qquality assurance 65RReading Recovery 19reported incidents 70reporting student learning outcomes 54research and evaluation 143resource allocation 86restructuring 3road safety 74rural and isolated students 86Ssalary packaging 74school achievement award 63school administrative staff 75School Certificate 33,80, 87,93, 98school changes 149school councils 58-59school development days 36school leadership 46school maintenance 73school numbers 10, 11school security 73selective high schools 89senior administrators program 48senior executive service 133senior officers 8service to public schools 60socio-economically disadvantaged students 87special education 82sport 26-27staff welfare 74State Equity Centre 86statement of financial position 106student achievement, excellence in 57student behaviour 69student destinations 35student representative councils 56-57student teacher ratios 11student welfare 69suspension of students 70TTAFE 34-35Talk to a Literacy Learner 20teacher exchange 48teacher induction 37teacher language study 148teacher training 39,42,48,52Technology Directorate 92Technology in Learning and Teaching (TILT) 40TER 34,35tertiary studies 35training and development 36,37 59, 65, 78, 84transition guidelines 82VVETAB courses 34,35vocational education 34

STATE OFFICE CONTACT DETAILSOffices Telephone Facsimile35 Bridge Street 02 9561 8000 02 9561 8759Sydney NSW 2000NSW Government Offices 02 9836 9000 02 9836 993822 Main StreetBlacktown NSW 2148NSW Government Offices 02 4224 9100 02 4224 911284 Crown StreetWollongong NSW 2500NSW Government Offices 02 4924 9900 02 4924 9840117 Bull StreetNewcastle West NSW 2300NSW Government Offices 02 6333 4230 02 6331 9741140 William StreetBathurst NSW 27951 Oxford Street 02 9266 8111 02 9266 8032Darlinghurst NSW 2000(Audit, Technical and Further Education, Educational Development)3a Smalls Road 02 9886 7444 02 9886 7155Ryde NSW 2112(Curriculum Design and Evaluation, Curriculum Support, Schools Assessment and Reporting, EarlyChildhood, Special Education Operations, Disabilities and Learning Difficulties, Training andDevelopment)55 Market Street 02 9561 8000 02 9561 8438Sydney NSW 2000(Properties)Cnr Boulevarde & Toothill Street 02 9564 4800 02 9569 3998Lewisham NSW 2049(Training and Development)105 Pitt Street 02 9234 4660 02 9223 7075Sydney NSW 2000(Multi Cultural Programs, Aboriginal Programs, Gender Equity Programs, DSP Targeted Projects)State Equity Centre 02 9517 6822 02 9550 2874Cnr Swanson and Malcolm StreetsErskineville NSW 2043Information Technology Bureau 02 9950 1616 02 9950 160039A Herbert StreetSt Leonards NSW 2065Open Training and Education Network (OTEN)51 Wentworth Road 02 9715 8000 02 9715 8111Strathfield NSW 2135(Learning Materials Production Centre - Distance Education)