NSWCHS - PUMA Football Cup & Trophy
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Selective High School 2021 Application
Stages of the placement process High Performing Students Team Parents read the application information online From mid-September 2019 Education Parents register, receive a password, log in, and then completeApplying and submit for the application Year online7 entry From 8 to selective high schools October 2019 to 11 November 2019 Parents request any disability provisions from 8 October to in 11 November 2019 2021 Principals provide school assessment scores From 19 November to Thinking7 December 2019 of applying for Key Dates Parents sent ‘Test authority’ letter On 27 Febru- ary 2020 a government selective Application website opens: Students sit the Selective High School 8 October 2019 Placementhigh Test forschool entry to Year 7for in 2021 Year On 12 7 March 2020 Any illness/misadventurein 2021?requests are submitted Application website closes: By 26 March 2020 10 pm, 11 November 2019 You must apply before this deadline. Last dayYou to change must selective apply high school online choices at: 26 April 2020 School selectioneducation.nsw.gov.au/public- committees meet In May and Test authority advice sent to all applicants: June 2020 27 February 2020 Placementschools/selective-high-schools- outcome sent to parents Overnight on 4 July and-opportunity-classes/year-7 Selective High School placement test: 2020 12 March 2020 Parents submit any appeals to principals By 22 July 2020 12 Parents accept or decline offers From Placement outcome information sent overnight on: July 2020 to at least the end of Term 1 2021 4 July 2020 13 Students who have accepted offers are with- drawn from reserve lists At 3 pm on 16 December 2020 14 Parents of successful students receive ‘Author- Please read this booklet carefully before applying. -
Sustaining Success: a Case Study of Effective Practices in Fairfield HVA
OCTOBER 2017 Sustaining Success: A case study of effective practices in Fairfield high value-add schools Centre for Education Statistics and Evaluation The Centre for Education Statistics and Evaluation (CESE), undertakes in-depth analysis of education programs and outcomes across early childhood, school, training and higher education to inform whole-of-government, evidence based decision making. Put simply, it seeks to find out what works best. CESE’s three main responsibilities are to: • provide data analysis, information and evaluation that improve effectiveness, efficiency and accountability of education programs and strategies. • collect essential education data and provide a one-stop shop for information needs – a single access point to education data that has appropriate safeguards to protect data confidentiality and integrity • build capacity across the whole education sector so that everyone can make better use of data and evidence. More information about the Centre can be found at: cese.nsw.gov.au Author Natalie Johnston-Anderson Centre for Education Statistics and Evaluation, October 2017, Sydney, NSW For more information about this report, please contact: Centre for Education Statistics and Evaluation Department of Education GPO Box 33 SYDNEY NSW 2001 Email: [email protected] Telephone: +61 2 9561 1211 Web: cese.nsw.gov.au Acknowledgements The Centre for Education Statistics and Evaluation (CESE) would like to sincerely thank the principals and teaching staff of the schools in this case study for generously sharing their time, perceptions and insights with the researchers. CESE also acknowledges the critical role of Fairfield Network Director, Cathy Brennan, in instigating this work and in celebrating the success of these schools. -
2017 GONSKI FUNDING NSW Public Schools by Federal Electorate
2017 GONSKI FUNDING 1 of 2 NSW public schools by federal electorate Federal electorate: Cook Federal MP party affiliation: Liberal Total increase in recurrent funding (2014-2017): $4,455,967 State MP 2017 funding Total funding State School party change from change electorate affiliation 2016 ($) 2014 - 2017 ($) BALD FACE PUBLIC SCHOOL Oatley Liberal 32,963 55,153 BLAKEHURST PUBLIC SCHOOL Kogarah Labor 28,352 32,892 BOTANY BAY ENVIRONMENTAL Cronulla Liberal 5,981 8,472 EDUCATION CENTRE BURRANEER BAY PUBLIC SCHOOL Cronulla Liberal 93,531 120,522 CARINGBAH HIGH SCHOOL Cronulla Liberal 81,784 173,826 CARINGBAH NORTH PUBLIC SCHOOL Cronulla Liberal 104,698 141,286 CARINGBAH PUBLIC SCHOOL Cronulla Liberal 23,042 62,876 CRONULLA HIGH SCHOOL Cronulla Liberal 78,941 264,962 CRONULLA PUBLIC SCHOOL Cronulla Liberal 29,975 67,362 CRONULLA SOUTH PUBLIC SCHOOL Cronulla Liberal 32,911 58,670 ENDEAVOUR SPORTS HIGH SCHOOL Miranda Liberal 187,134 360,245 GYMEA BAY PUBLIC SCHOOL Cronulla Liberal 113,094 216,855 GYMEA NORTH PUBLIC SCHOOL Miranda Liberal 60,250 104,713 GYMEA TECHNOLOGY HIGH SCHOOL Miranda Liberal 72,208 319,347 JAMES COOK BOYS TECHNOLOGY HIGH Rockdale Labor 50,045 92,155 KURNELL PUBLIC SCHOOL Cronulla Liberal 50,768 116,941 LAGUNA STREET PUBLIC SCHOOL Cronulla Liberal 59,259 71,337 LILLI PILLI PUBLIC SCHOOL Cronulla Liberal 44,775 89,075 MIRANDA NORTH PUBLIC SCHOOL Miranda Liberal 56,027 90,770 MIRANDA PUBLIC SCHOOL Miranda Liberal 42,677 109,720 MOOREFIELD GIRLS HIGH SCHOOL Rockdale Labor 81,224 198,210 PORT HACKING HIGH SCHOOL Miranda Liberal 156,481 331,429 RAMSGATE PUBLIC SCHOOL Rockdale Labor 96,213 223,918 SANS SOUCI PUBLIC SCHOOL Rockdale Labor 85,585 145,912 ST. -
Exhibition Catalogue Message from Our Co-Chairs
EXHIBITION CATALOGUE MESSAGE FROM OUR CO-CHAIRS In 2019 we are celebrating 10 years of the Schools Reconciliation Challenge (SRC)! For 10 years Reconciliation NSW has been engaging young people and schools in reconciliation. Our theme this year, Speaking and Listening from the Heart has inspired primary and high school students from across NSW and the ACT to create reconciliation-inspired art and writing for the SRC. We continue to be inspired by the contribution these young people, from many different backgrounds, make to reconciliation with their talent and insight. We thank each and every school, teacher, principal, parent and student who has taken part, guided and supported students and each other. It is thanks to their dedication that the SRC continues to grow each year. We are grateful for their hard work and commitment in ensuring that schools are key contributors to reconciliation processes. In 2019 we received 415 art and writing entries from students across NSW and the ACT, each reflecting the theme and their perspectives on Australia’s ongoing reconciliation journey. It is a privilege to see the depth of engagement, insight and commitment to reconciliation in action that students demonstrate ACKNOWLEDGMENT through their art and writing entries. OF COUNTRY The quality of the art and writing entries we received made the selection process for the exhibition Reconciliation NSW hard work. Many of the artworks were developed acknowledges the collaboratively, involving classes or groups of students traditional owners of under the guidance of local Aboriginal artists, parents Country throughout and community members. We thank the panel of NSW and the ACT judges: Jody Broun, Fiona Petersen, Kirli Saunders, and recognises their Jane Waters, Annie Tennant, Yvette Poshoglian and continuing connections Fiona Britton for their time and expertise in selecting to land, waters and this year’s entries. -
The Resource Allocation Model (RAM) in 2021
NSW Department of Education The Resource Allocation Model (RAM) in 2021 For NSW public schools, the table below shows the 2021 RAM funding. The 2021 RAM funding represents the total 2021 funding for the four equity loadings and the three base allocation loadings, a total of seven loadings. The equity loadings are socio-economic background, Aboriginal background, English language proficiency and low-level adjustment for disability. The base loadings are location, professional learning, and per capita. Changes in school funding are the result of changes to student needs and/or student enrolments. *2019/2020 2021 RAM total School full name average FOEI funding ($) Abbotsford Public School 15 364,251 Aberdeen Public School 136 535,119 Abermain Public School 144 786,614 Adaminaby Public School 108 47,993 Adamstown Public School 62 310,566 Adelong Public School 116 106,526 Afterlee Public School 125 32,361 Airds High School 169 1,919,475 Ajuga School 164 203,979 Albert Park Public School 111 251,548 Albion Park High School 112 1,241,530 Albion Park Public School 114 626,668 Albion Park Rail Public School 148 1,125,123 Albury High School 75 930,003 Albury North Public School 159 832,460 education.nsw.gov.au NSW Department of Education *2019/2020 2021 RAM total School full name average FOEI funding ($) Albury Public School 55 519,998 Albury West Public School 156 527,585 Aldavilla Public School 117 681,035 Alexandria Park Community School 58 1,030,224 Alfords Point Public School 57 252,497 Allambie Heights Public School 15 347,551 Alma Public -
Carnival Program
New South Wales Combined High Schools Sports Association Boys’ Football Championships 4 ‐ 6 May 2021 Kirrawee Hosted by Sydney East Schools Sports Association in conjunction with the NSW Department of Education School Sport Unit NSWCHSSA Executive President Simon Warren BWSC – Umina Campus Vice Presidents Brett Austine Belmont HS Margot Brissenden Woolgoolga HS Jacqui Charlton Swansea HS Mark Skein Canobolas Technology HS Treasurer Gavin Holburn Kingswood HS Executive Officer Jacky Patrick School Sport Unit Football Convener Ron Pratt Wyndham College Sydney East SSA Executive President Dave Haggart Kogarah HS Senior Vice President Dave Stewart The Jannali HS Vice President Craig Holmes Heathcote High School Treasurer Peter George SSC Blackwattle Bay Campus Executive Officer Bruce Riley School Sport Unit Sydney East Convener Peter Slater Blakehurst High School Championship Management Vicki Smith School Sport Unit Garry Moore The Jannali High School Welcome from the NSWCHSSA President Sport continues to play a significant role in building the Australian character and that of the youth of today, not only in Football but also in all the sports that the NSWCHSSA conducts. The Association endeavours to provide a wide range of sporting activities and opportunities for all students in our public high schools. For over 130 years, competition has been provided at a variety of levels by willing and dedicated teachers to help the pupils in our schools reach their potential at their selected sport. At this stage, I must thank all those principals, coaches, managers, parents, officials and participants who have strived so hard to make our championships successful. Much of this time is done on a voluntary basis and it is greatly appreciated. -
The Resource Allocation Model (RAM) in 2021
NSW Department of Education The Resource Allocation Model (RAM) in 2021 For NSW public schools, the table below shows the 2021 RAM funding. The 2021 RAM funding represents the total 2021 funding for the four equity loadings and the three base allocation loadings, a total of seven loadings. The equity loadings are socio-economic background, Aboriginal background, English language proficiency and low-level adjustment for disability. The base loadings are location, professional learning, and per capita. Changes in school funding are the result of changes to student needs and/or student enrolments. Updated March 2021 *2019/2020 2021 RAM total School full name average FOEI funding ($) Abbotsford Public School 15 364,251 Aberdeen Public School 136 535,119 Abermain Public School 144 786,614 Adaminaby Public School 108 47,993 Adamstown Public School 62 310,566 Adelong Public School 116 106,526 Afterlee Public School 125 32,361 Airds High School 169 1,919,475 Ajuga School 164 203,979 Albert Park Public School 111 251,548 Albion Park High School 112 1,241,530 Albion Park Public School 114 626,668 Albion Park Rail Public School 148 1,125,123 Albury High School 75 930,003 Albury North Public School 159 832,460 education.nsw.gov.au NSW Department of Education *2019/2020 2021 RAM total School full name average FOEI funding ($) Albury Public School 55 519,998 Albury West Public School 156 527,585 Aldavilla Public School 117 681,035 Alexandria Park Community School 58 1,030,224 Alfords Point Public School 57 252,497 Allambie Heights Public School 15 -
Stem Richmond River High Campus
THE RIVERS SECONDARY COLLEGE The Rivers Secondary College is the heart of secondary education for Lismore. Consisting of three campuses, Kadina High Campus, Lismore High Campus and Richmond River High Campus, The Rivers Secondary College caters for the educational needs of students wishing to pursue the NSW Higher School Certificate, Vocational Education or an alternative pathway. Our students have the benefit of both specialised programs provided by each of our comprehensive 7-12 campuses as well as the combined college programs; including Shared Curriculum, college sporting teams, college dance ensemble, college creative and performing arts events and our college wellbeing program. We provide a learning environment based on high expectations, mutual respect and personal development. With a strong focus on quality teaching, learning and leading, our teaching programs prepare students for the challenging, ever changing world of which they are a part. Our programs go beyond the core curriculum and allow our students to explore the connections that their learning has with other subject areas, their prior learning and the wider world. Our students not only feel they are part of a vibrant learning community, they recognise the importance of our connections to the broader community. We are strongly supported by Southern Cross University, TAFE, Lismore Council and a range of non-government organisations. The Rivers Secondary College is continually looking for opportunities for our students to give back and participate in community events and initiatives. Having held the position of Principal at The Kadina High Campus since the beginning of 2010, I have seen many changes in public education in Lismore. -
2019-Annual-Report.Pdf
Annual Report 2017– 18 Annual Report 2018-19 We Give Life-Changing Scholarships Contents Our Impact 2 Chair Report 3 Executive Director Report 4 Awards Night 5 2019 Public Education Foundation The Public Education Foundation Scholarship Recipients 6 Our student is a charity dedicated to scholarships address providing life-changing 2018 Minister’s and Secretary’s factors contributing to scholarships to young people in Awards for Excellence 10 What we do disadvantage: public education, their teachers and principals. Scholar Profiles 12 The Foundation is supported Students from low Our People 14 by the NSW Department socio-economic of Education and works in backgrounds collaboration with schools, Monitoring and Evaluation 15 Support communities, the private sector students who face social and economic and the government to help 2018 – 2019 Financial Report 16 disadvantage to achieve their full potential Indigenous students students achieve their full through life-changing scholarships. potential at a public school, Board of Directors 20 while enhancing the value and reputation of public school Donors and Supporters 21 education. Provide Students from professional development opportunities to refugee backgrounds educators and school leaders to enable them to To find out more about our work extend their leadership and teaching skills. please visit our website: Students in rural and remote areas Enhance www.publiceducationfoundation.org.au the value and reputation of Australia’s public schools, ensuring every Australian has access Students living with a to a high-quality, inclusive education. disability ANNUAL REPORT 2018–19 1 Our Chair Report Impact WHAT OUR SCHOLARS SAY ... "Thank you for all your support, you definitely have WE HAVE GIVEN made a difference in my life." from early 2009 At the end of my first year as Chair of the Public Education to the end of June 2019 Foundation, I am delighted to be reporting on another successful year. -
NSW Equity Consortium
NSW Equity Consortium Whole-of-cohort outreach with Years 7–9 Quick overview Approach What do we mean by literacy? • Alliance between UNSW, UTS and Macquarie University and partner Literacy is more than the teaching of ‘basic skills’, although there is space for these as the ‘building blocks’ schools of literacy development. We view literacy as a set of practices that are deeply context-dependent, and are connected to the event, practices, audiences and distinct epistemologies of a subject. We are also • Research-informed literacy intervention outreach program all advocates for a view of critical literacy as underpinning this project, as this will permit a social justice- • 7–9 whole cohort approach orientation (as per Freirean notions of reading the word, reading the world) to the teaching and learning of • Designed and delivered in partnership with three universities and literacy. By this we mean that it is useful to see literacy as a continuum, from a focus on the fundamentals partner schools (spelling, phonics, grammar) at one end to the socio-political and ethico-civic potentials of literacy (reading • 5-year commitment between the lines, asking critical questions, making connections across texts, supporting intellectual risk- taking) at the other. The focus on literacy is both informed by strong consensus in the literature about the fundamental role played by literacy in student attainment, and a request from the school partners. In particular, while the research predominantly focuses on student writing, there is a strong warrant to focus on students’ Program purpose and focus: reading practices, particularly with regard to interpretive and inferential comprehension. -
Spring Edition – No: 48
Spring Edition – No: 48 2015 Commonwealth Vocational Education Scholarship 2015. I was awarded with the Premier Teaching Scholarship in Vocational Education and Training for 2015. The purpose of this study tour is to analyse and compare the Vocational Education and Training (Agriculture/Horticulture/Primary Industries) programs offered to school students in the USA in comparison to Australia and how these articulate or prepare students for post school vocational education and training. I will be travelling to the USA in January 2016 for five weeks. While there, I will visit schools, farms and also attend the Colorado Agriculture Teachers Conference on 29-30th January 2016. I am happy to send a detailed report of my experiences and share what I gained during this study tour with all Agriculture teachers out there. On the 29th of August I went to Sydney Parliament house where I was presented with an award by the Minister of Education Adrian Piccoli. Thanks Charlie James President: Justin Connors Manilla Central School Wilga Avenue Manilla NSW 2346 02 6785 1185 www.nswaat.org.au [email protected] ABN Number: 81 639 285 642 Secretary: Carl Chirgwin Griffith High School Coolah St, Griffith NSW 2680 02 6962 1711 [email protected]. au Treasurer: Membership List 2 Graham Quintal Great Plant Resources 6 16 Finlay Ave Beecroft NSW 2119 NSWAAT Spring Muster 7 0422 061 477 National Conference Info 9 [email protected] Articles 13 Technology & Communication: Valuable Info & Resources 17 Ian Baird Young NSW Upcoming Agricultural -
(YTS) Services Final Evaluation Report
Youth Transition Support (YTS) Services Final Evaluation Final Report Prepared for Department of Home Affairs Australian Government November 2019 Contents About Synergistiq ...................................................................................................................... 5 Tables ....................................................................................................................................... 6 Figures ...................................................................................................................................... 8 Executive Summary ................................................................................................................. 10 About Youth Transition Support services .......................................................................................... 10 Evaluation background and methodology ......................................................................................... 10 Key Findings .................................................................................................................................... 11 Recommendations and suggested areas for improvement ................................................................ 11 1. Introduction ........................................................................................................................ 12 1.1 Youth Transition Support services - Background .......................................................................... 12 1.1.1 YTS Providers...................................................................................................................................................13