01 - Department of Education and Communities - NSW Government

More documents

Recommendations

Info

123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212DIRECTOR-GENERAL’S REPORTThe United States has as a goal for the year 2000, the connecting of all schools to the Internet.We have achieved that goal this year. I include the comparison to indicate not only its importance asan educational goal but the significance of New South Wales achieving it so early.Connecting all schools to the Internet is a major step in the development of a more equitable educationsystem. Through this achievement, distance and socio-economic status become irrelevant in terms ofaccess to the resources available on the Net.As a consequence of this initiative there was a substantial commitment to training staff in the use ofthe Internet. Significantly we now require teachers to have proficiency in the use of computers beforewe employ them. This requirement is the result of extensive work by all members of the MinisterialAdvisory Council on the Quality of Teaching.PHOTO NO.______123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212Screen and reduceto fit 85.1 mm x 121.5 mm123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212123456789012345678901234567890121234567890123456789012345678901212Teacher at Kegworth Public School with her Year 2 students.Literacy has always been our core business. There is no point logging onto the Internet if one cannotread.In 1997 we achieved significant advances in our delivery of first rate literacy teaching to all. Welaunched the State Literacy Strategy, a comprehensive plan for integrating support for literacy teaching.Our two areas of emphasis were the middle years of schooling (Years 5-8) and the early identificationof reading difficulties.The piloting of the Year 7 English Language and Literacy Assessment (ELLA) test was a resoundingsuccess. ELLA follows on from the Basic Skills Tests and focuses on the kinds of literacy skillsneeded for success in each of the secondary Key Learning Areas. Because it is largely diagnostic itgenerates precise information for each subject area in each school. The need it filled is indicated by4 DSE Annual Report 1997
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
Page 1 and 2: The Hon J J Aquilina MPMinister for
Page 3: DIRECTOR-GENERAL’S REPORTThe foll
Page 7 and 8: OUR LEGISLATIVE CONTEXTThe DSE oper
Page 9: NSW Department of School EducationD
Page 12 and 13: FINANCIAL OVERVIEWThe activities of
Page 14 and 15: FINANCIAL OVERVIEWaccommodation or
Page 16 and 17: FUTURE DIRECTIONS: AGENDA 98The pro
Page 18 and 19: GETTING THE FOUNDATION RIGHTLITERAC
Page 20 and 21: GETTING THE FOUNDATION RIGHTExample
Page 22 and 23: GETTING THE FOUNDATION RIGHTNUMERAC
Page 24 and 25: GETTING THE FOUNDATION RIGHTSTUDENT
Page 26 and 27: GETTING THE FOUNDATION RIGHTExcelle
Page 28 and 29: GETTING THE FOUNDATION RIGHTCITIZEN
Page 30 and 31: GETTING THE FOUNDATION RIGHTExample
Page 32 and 33: GETTING THE FOUNDATION RIGHTHIGHER
Page 34 and 35: GETTING THE FOUNDATION RIGHTGovernm
Page 36 and 37: EXCELLENCE IN TEACHING AND LEARNING
Page 54 and 55:
PARTNERSHIPS IN PUBLIC EDUCATIONREP
Page 56 and 57:
PARTNERSHIPS IN PUBLIC EDUCATIONSTU
Page 58 and 59:
PARTNERSHIPS IN PUBLIC EDUCATIONPAR
Page 60 and 61:
PARTNERSHIPS IN PUBLIC EDUCATIONExa
Page 62:
PARTNERSHIPS IN PUBLIC EDUCATIONREP
Page 65 and 66:
PARTNERSHIPS IN PUBLIC EDUCATIONCom
Page 67 and 68:
school principal or directly to the
Page 69 and 70:
SAFE, CHALLENGING AND CREATIVE SCHO
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
School reports on theimplementation
Page 81 and 82:
A FAIR GO FOR ALLAboriginal Literac
Page 83 and 84:
A FAIR GO FOR ALLposters were distr
Page 85 and 86:
A FAIR GO FOR ALLTraining and Suppo
Page 87 and 88:
A FAIR GO FOR ALLprofessional devel
Page 89 and 90:
A FAIR GO FOR ALLThe communication
Page 91 and 92:
Major processing improvementswere i
Page 93 and 94:
MONITORING STUDENT PROGRESSOVERVIEW
Page 95 and 96:
MONITORING STUDENT PROGRESSBasic Sk
Page 97 and 98:
MONITORING STUDENT PROGRESSSpace199
Page 99 and 100:
MONITORING STUDENT PROGRESSHIGHER S
Page 101 and 102:
FINANCIAL STATEMENTSANDAPPENDICES
Page 103 and 104:
DSE Annual Report 1997 103
Page 105 and 106:
Department of School EducationOPERA
Page 107 and 108:
CASH FLOWS FROM OPERATING ACTIVITIE
Page 109 and 110:
Department of School EducationSUPPL
Page 111 and 112:
Department of School EducationSUPPL
Page 113 and 114:
$MIncome from• Global and Specifi
Page 115 and 116:
The value of the liability for long
Page 117 and 118:
(iv)Surplus PropertyProperty consid
Page 119 and 120:
(v)Joint ArrangementsAs part of the
Page 121 and 122:
Department of School EducationNOTES
Page 123 and 124:
Page 125 and 126:
8. TRANSFER PAYMENTSDepartment of S
Page 127 and 128:
Page 129 and 130:
17. OTHER PROVISIONSDepartment of S
Page 131 and 132:
Page 133 and 134:
APPENDICESAppendix 1Senior Executiv
Page 135 and 136:
APPENDICESThe Curriculum Directorat
Page 137 and 138:
APPENDICESCreated a team approach t
Page 139 and 140:
APPENDICESJohn Sutton, BA, Assistan
Page 141 and 142:
APPENDICESPersonnel/Payroll Steerin
Page 143 and 144:
APPENDICESAppendix 4Research and Ev
Page 145 and 146:
APPENDICESPeriod ofVisitName and Po
Page 147 and 148:
APPENDICESPeriod ofVisitName and Po
Page 149 and 150:
APPENDICESKoreaIntensive Language S
Page 151 and 152:
APPENDICESAppendix 9Major Capital W
Page 153 and 154:
APPENDICESAppendix 10Annual Provisi
Page 155 and 156:
APPENDICESInduction of Beginning Te
Page 157 and 158:
APPENDICESNumber Title DateDG97.350
Page 159 and 160:
APPENDICESPercent of Total Staff by
Page 161 and 162:
APPENDICESFOI Requests Personal Non
Page 163 and 164:
APPENDICESEnglish as a Second Langu
Page 165 and 166:
APPENDICES• The Overseas Trained
Page 167 and 168:
INDEXmission 2monitoring students p
show all

01 - Department of Education and Communities - NSW Government

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?