A N N U A L R E P O R T 1998 Office of the Board of Studies NSW Board of Studies NSW Annual Report 1998 Board of Studies NSW Office of the Board of Studies NSW Office of the Board of Studies NSW 117 Clarence Street SYDNEY NSW 2000
Telephone: (02) 9367 8111 Fax: (02) 9367 8484 Internet: www.boardofstudies.nsw.edu.au
Postal address: Office of the Board of Studies GPO Box 5300 SYDNEY NSW 2001
© Board of Studies NSW 1998
ISBN 0 7313 4127 9
Unit cost of Annual Report: $3.87 Quantity printed: 4000
Office hours: 8:30am – 5:30pm Board staff are available outside these hours by arrangement. Contents
1 Function and Structure 5
2 Mission and Objectives 13
3 Review of 1997–98 15
4 Key Result Areas 17
5 AMEB and AECG 53
6 Management and Performance 59
7 Financial Statements 75
8 Appendices 91
1 Year 2000 Compliance 91
2 Major Assets 92
3 Statutory Disclosure Requirements 93
4 Disability Strategic Plan 94
5 Ethnic Affairs Policy Statement 95
6 Action Plan for Women 96
7 Profiles of Board Members 98
8 Attendance at Meetings 101
9 Freedom of Information 104
10 List of Publications 108
11 Board of Studies Inspectors 112
12 Board of Studies Liaison Officers 112
Index 115 The Honourable John Aquilina, MP
Minister for Education and Training Minister Assisting the Premier on Youth Affairs
Dear Minister
We are pleased to present the Annual Report of the Board of Studies and of the Office of the Board of Studies for the year ending June 30, 1998.
The report highlights the activities and achievements of the Board of Studies and of the Office of the Board of Studies over the reporting year. It fulfils the requirements of Section 106 of the Education Act 1990 as well as the Annual Reports (Statutory Bodies) Act 1984 and the Annual Reports (Departments) Act 1985.
Gordon Stanley President Board of Studies, New South Wales
John Ward General Manager Office of the Board of Studies
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1 Function and Structure
The Education Act 1990 established the Board of Studies NSW as a statutory body with a membership representative of community interests.The Board’s responsibilities are to:
• develop curriculum and curriculum support materials for all schools from Kindergarten to Year 12;
• develop and conduct examinations leading to the award of the School Certificate and the Higher School Certificate;
• advise the Minister for Education and Training on applications from non-government schools seeking to operate in New South Wales; and
• grant permission to non-government schools to present candidates for the School Certificate and Higher School Certificate.
The Office of the Board of Studies was established as a department in 1995 under the Public Sector Management Act 1988.The Office of the Board provides professional and administrative support and services to the Board. Responsibility for the Australian Music Examinations Board (New South Wales) and the Aboriginal Education Consultative Group Incorporated was also transferred to the Office of the Board at that time.
The Board of Studies and the Office of the Board of Studies are portfolio responsibilities of the Minister for Education and Training, the Hon John Aquilina, MP.
The Board and its Committees
The Act provides for 23 members.There are 19 appointed members, a full-time President and three persons who are members by virtue of their office (ex-officio members).
Members of the Board during 1997–98 were appointed in July 1994 for a four-year term. Membership of the Board during 1997–98 was as follows:
President
Mr G Weller (to September 12, 1997) Mr Warren Grimshaw AM (September 15, 1997–March 27, 1998) Professor Gordon Stanley (from March 30, 1998)
Retirement of Mr G (Sam) Weller, PSM
In September 1997 Mr Weller retired as President of the Board of Studies. Mr Weller held a variety of positions in teaching and education administration, in a career spanning 40 years. His association with the Board of Studies and its predecessors dated from 1986, with his appointment as Assistant Director, Statutory Boards Directorate. Mr Weller was awarded the Public Service Medal in 1998 for his outstanding public service to education in New South Wales.
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Ex-officio members
Managing Director,TAFE NSW, or nominee (until December 1997) Director-General, Department of Education and Training, or nominee (from January 1998) Ms Judy Byrne (until March 1998) Ms Jozefa Sobski (from April 1998)
Director-General, Department of School Education, or nominee (until December 1997) Director-General, Department of Education and Training, or nominee (from January 1998) Dr Terry Burke
Director-General, Department of Training and Education Co-ordination, or nominee (until December 1997) Ms Jane Diplock
Director-General, Department of Education and Training, or nominee (from January 1998) Dr Jim McMorrow
Appointed members
One nominee of the New South Wales Vice-Chancellors’ Committee Professor Jeremy Davis (from November 1997)
Two nominees of the Council of the Federation of Parents and Citizens’ Associations of New South Wales, one nominee to represent parents of primary school children; the other to represent parents of secondary school children. Representing parents of primary school children Dr Kathie Forster (until August 1997) Mr Ian Morris (from November 1997) Representing parents of secondary school children Ms Dianne Butland
One nominee of the Catholic Education Commission New South Wales Dr Brian Croke
One nominee of the Association of Independent Schools, the Headmasters’ Conference and the Association of Heads of Independent Girls’ Schools Mr Anthony Rae AM (until September 1997) Mrs Jolyn Karaolis (from November 1997)
One non-government school teacher (other than a principal) being a nominee of the NSW Independent Education Union Ms Kitty Guerin (until March 1998) Ms Sandra White (from May 1998)
One parent of a child attending a non-government school, being a nominee of the Catholic Education Commission New South Wales and the New South Wales Parents’ Council Dr Gregory Haines
Two principals of government schools, one being a nominee of the New South Wales Council of Primary School Principals and the other being a nominee of the New South Wales Council of Secondary School Principals Representing primary school principals Mr Terry Sanders
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Representing secondary school principals Mr Bernard Shepherd
Two nominees of the New South Wales Teachers’ Federation, one being a primary government school teacher (other than a principal) and the other being a secondary government school teacher (other than a principal) Primary school teacher Mr Charles Simpson Secondary school teacher Ms Mary Fogarty
One person with knowledge and expertise in early childhood education Dr Sue Dockett
An Aboriginal person with knowledge and expertise in the education of Aboriginal people Ms Linda Burney
Six other persons having, in the Minister’s opinion, qualifications or experience that enables them to make a valuable contribution to primary or secondary education in New South Wales Mr Stepan Kerkyasharian AM Chairman, Ethnic Affairs Commission Professor Dame Leonie Kramer AC Chancellor, University of Sydney Professor Jillian Maling AM (until December 1997) Education Consultant Mr Tony Selmes (until December 1997) Executive Director, Motor Traders’ Association of New South Wales Dr Gregory Hotchkis OAM Honorary Associate, School of Education, Macquarie University
(One position remained vacant during the reporting period.)
A profile of each Board member is included in the Appendices.
The Board’s Committees
The Board has a number of standing committees.These committees advise the Board on:
• Kindergarten to Year 6 issues;
• applications from non-government schools for registration (approval to operate) and accreditation (approval to present candidates for the secondary certificates);
• technical aspects of the School Certificate and Higher School Certificate programs; and
• special cases arising from the School Certificate Tests (from 1998) and the Higher School Certificate examinations.
K–6 Curriculum and Assessment Committee The role of this Committee until November 1997 was to recommend approval of syllabuses for Kindergarten to Year 6.The Committee also considered policies for the development of syllabuses, as well as assessment issues relating to Years K–6.The Committee considered links between the formal school curriculum and early childhood and made recommendations to the Board on promoting K–12 continuity.
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Membership of this Committee during the reporting period:
Board Members Mr G Weller (until September 1997) Mr W Grimshaw (to November 1997) Ms D Butland Dr B Croke Dr S Dockett Dr K Forster (until August 1997) Dr G Hotchkis Mr I Morris (from November 1997) Mr T Sanders Mr C Simpson
Non-Board Members Ms S Dickerson (Deputy Principal, All Saints’ Catholic Primary School, Liverpool — representing the NSW Independent Education Union) Ms G Lonnon (President, NSW Federation of School Community Organisations) Ms S Matthews (Primary school teacher — representing Aboriginal interests) Mr D McInnes (Executive Officer, NSW Parents Council Inc) Ms I Smaniotto (Senior Policy Adviser, Strategic Policy — representing the Department of Education and Training) Mr L Wasson (Director, Curriculum Directorate, representing the Department of School Education — until December 1997; Director, Curriculum Support, representing the Department of Education and Training — from January 1998) Ms C West (Deputy Principal, Campsie Public School — representing the Early Childhood Education Council of NSW)
Primary Committee This committee replaced the K–6 Curriculum and Assessment Committee. Its role is to advise the Board on strategic issues relating to primary education. In this context it considers links between the formal school curriculum and early childhood and advises the Board on promoting and ensuring K–12 continuity. The membership of the committee to June 30, 1998 was as follows:
Board Members Professor G Stanley Ms D Butland Dr B Croke Dr S Dockett Dr G Hotchkis Ms J Karaolis Mr I Morris Mr T Sanders Mr C Simpson
Non-Board Members Ms S Dickerson (Deputy Principal, All Saints’ Catholic Primary School, Liverpool — representing the NSW Independent Education Union)
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Ms G Lonnon (President, NSW Federation of School-Community Organisations) Ms S Matthews (Primary school teacher — representing Aboriginal interests) Mr D McInnes (Executive Officer, NSW Parents Council Inc) Mr L Wasson (Director, Curriculum Support, representing the Department of Education and Training) Ms C West (Deputy Principal, Campsie Public School — representing the Early Childhood Education Council of NSW)
7–12 Curriculum and Assessment Committee The role of this Committee was to develop and recommend approval of syllabuses for Years 7–12. The Committee also considered policies and procedures for the development of syllabuses, as well as assessment and credentialling issues.The Committee considered links between secondary and primary schooling and made recommendations to the Board on promoting K–12 continuity.The work of this Committee was subsumed by the Board in October 1997.
Membership of the Committee during the reporting period:
Board Members Mr G Weller (to September 1997) Mr W Grimshaw (from September to October 1997) Ms D Butland Ms J Byrne Prof J Davis Ms M Fogarty Dr K Forster (until August 1997) Ms K Guerin Dr G Haines Dr G Hotchkis Prof J Maling Mr A Rae Mr B Shepherd Mr C Simpson
Non-Board Members Ms C Barry (Manager, Curriculum Policy and Support Services,TAFE NSW) Professor G Cooney (Director,Teacher Education Program, School of Education, Macquarie University) Mr G Coulton (Education Consultant) Mr T McMullen (Head of Curriculum, Catholic Education Office, Sydney) Mr B Mowbray (Principal Policy Officer, Cross-Sectoral Policy — representing the Department of Education and Training Co-ordination) Ms B Smith (Visual Arts Teacher — representing Aboriginal interests) Mr L Wasson (Director, Curriculum Directorate — representing the Department of School Education)
Registration and Accreditation Committee This Committee monitors non-government schools’ compliance with the requirements for registration and accreditation, as specified in the Act. It advises the Board on applications made by non-government schools to present courses of study leading to the award of the School Certificate and Higher School Certificate.
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Membership of the Committee during the reporting period:
Board Members Mr G Weller (to September, 1997) Mr W Grimshaw (September 1997 — March 1998) Prof G Stanley (from March 1998) Mr A Rae
Non-Board Members Mr J Baxter (NSW State Co-ordinator, Christian Parent-Controlled Schools Ltd) Mr T Chapman (Executive Director, Association of Independent Schools) Mr P Lee (Deputy General Secretary, NSW/ACT Independent Education Union) Sister Ann-Marie Webb (Provincial, Marist Sisters)
Higher School Certificate Consultative Committee This committee determines the distribution of scaled Higher School Certificate examination marks in all Board Developed Courses. It meets with representatives of each Higher School Certificate Examination Committee (see below) following completion of marking in a subject to consider minor adjustments to the distribution of marks in each course.
Membership of the Committee for the 1997 Higher School Certificate was as follows:
Board Members Dr G Haines Mr B Shepherd
Non-Board Members Professor M Cooper (School of Education Studies, University of New South Wales) Professor G Cooney (School of Education, Macquarie University) Ms K Cortessis (Curriculum Coordinator, Santa Sabina College, Strathfield) Mr J S Cook (Director, Examinations and Assessment, Office of the Board of Studies) Dr R MacCann (Head, Measurement and Research Services, Office of the Board of Studies) Emeritus Professor J Mack Mr G Martin (Principal,Turramurra High School) Emeritus Professor D Spearitt Associate Professor J Tognolini (Director, Educational Testing Centre, University of New South Wales) Ms M Varady (Principal, Sydney Girls High School)
Technical Advisory Committee This is a small group that meets when needed to advise the Board on statistical issues associated with Higher School Certificate scaling and assessment moderation procedures. It comprises Board members and staff of the Office of the Board, as well as university personnel with expertise in statistics and educational measurement.
Examination Rules Committee This committee meets at the end of each year to consider alleged breaches and determine penalties relating to Higher School Certificate examination rules and procedures. In 1997 the membership comprised Board members Ms D Butland, Dr G Haines and Mr B Shepherd.
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President’s Aboriginal Education Initiatives Advisory Committee This committee advises the President on broad policy issues relating to Aboriginal education. It is chaired by the President of the Aboriginal Education Consultative Group and consists of representatives from the Aboriginal and Torres Strait Islander Commission; the Department of Education and Training; the Catholic Education Commission; the New South Wales Teachers Federation; and a higher education representative.
Aboriginal Languages Framework Committee The role of this committee is to coordinate development of a framework for the teaching of NSW Aboriginal languages from Kindergarten to Year 10. Its membership is drawn from the NSW Aboriginal Languages Committee; the Aboriginal Education Consultative Group; and representatives of the major education systems and organisations in New South Wales.
Advisory Committee on Languages (ACOL) This representative committee provides advice to the Board on issues relating to Languages K–12 and the oversight and coordination of curriculum development in languages.
Syllabus Advisory Committees These are representative committees, comprising approximately 15 members drawn from the education community.They are responsible for providing advice to the Board on curriculum development in each subject area. Syllabus Advisory Committees are a forum for detailed discussion and consultation on individual syllabuses.
Examination Committees These committees set examinations and prepare reports on students’ examination performance. Examination committees normally comprise practising teachers and representatives of tertiary institutions.They are recruited through an expression of interest process and are selected by a panel comprising Board members (or nominees) and staff of the Office of the Board.
Board of Studies NSW
7–12 Curriculum and Registration and Primary Committee Assessment Committee Accreditation Committee
Syllabus Advisory HSC Consultative Committees Committee
Advisory Committee Examination Rules on Languages Committee
Technical Advisory Examination Committees Committee
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12 M I S S I O N A N D O B J E C T I V E S
2 Mission and Objectives
For 1997–98, separate planning documents for the Board of Studies and the Office of the Board of Studies were produced.The Board of Studies Plan focused on broad educational objectives, while the Office of the Board of Studies Plan concentrated on the programs and other activities supporting the achievement of these objectives and met the requirements of a government department.
The mission of the Board of Studies in 1997–98 was to provide educational leadership by developing quality curriculum and awarding secondary credentials which provide comprehensive information on student achievement.
The Board Plan and the Office of the Board Plan shared four objectives during 1997–98.These were to:
1 develop high-quality courses and support materials for primary and secondary education
The outcome for this objective was a wide variety of quality courses suited to the needs of the full range of students and high-quality support materials to assist teachers, parents and students.
2 assess student achievement and award credentials of international standard to meet the needs of the full range of students
The outcome for this objective was that the School Certificate and Higher School Certificate provide comprehensive information and that they accurately measure student achievement.
3 promote the provision of quality education through the development, dissemination and implementation of educational policies and practices
The desired outcome for this objective was to promote and enhance standards of schooling.
4 promote the provision of quality education through the registration and accreditation of non- government schools
The outcome of this objective was the maintenance of standards in schooling in the non- government sector.
The Office of the Board of Studies adopted a fifth objective, to address its specific responsibilities as a government department:
5 effectively manage human and financial resources so that educational objectives are met
The outcome for this objective was high-quality, cost-effective delivery of Board programs and services.
The strategies identified by the Board for each objective in its Plan were restated in the Office of the Board’s Plan and Performance Indicators added.These strategies were then captured in the individual Performance Agreements for Senior Executive Service officers and in Management Plans for each branch of the Office.This provided for a direct link between the objectives and outcomes in the Office Plan and the activities and priorities of each officer.
The planning process is constantly monitored to ensure that it reflects best practice and government requirements.The process is being further adjusted during 1998–99 to delineate more clearly the respective accountabilities of the Board of Studies and the Office of the Board of Studies.
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14 R E V I E W O F 1 9 9 7 – 1 9 9 8
3 Review of 1997–98
Overview
The Board of Studies was at the forefront of major developments in education during 1997–98. Towards the beginning of the reporting period, the New South Wales Government released its White Paper for reform of the Higher School Certificate, Securing Their Future. As a comprehensive program of reform for the School Certificate and Higher School Certificate, Securing Their Future set a challenging agenda. Much effort was devoted during the year to planning and developing specific curriculum and examining initiatives identified by the White Paper.
By the end of the reporting period, the Office of the Board had assisted the Board to:
• complete a detailed feasibility study of Higher School Certificate curriculum structures and their implications for school timetabling;
• conduct a detailed evaluation of all Higher School Certificate syllabuses against White Paper criteria for enhanced rigour and standards;
• develop and commence implementation of a new, high-quality syllabus development process;
• develop a framework to ensure high-quality, industry-recognised vocational education and training courses for the Higher School Certificate;
• introduce for the School Certificate tests in English-literacy and Mathematics, optional tests in Science and trial tests in Australian History, Geography, Civics and Citizenship, with students receiving their own marks for the first time; and
• develop a clearer, more informative style of reporting student achievement for the School Certificate, commencing in 1998.
While Securing Their Future shaped priorities for Years 7–12, the Board maintained its attention on initiatives for Kindergarten to Year 6. In line with the timetable mandated by the 1995 Review of Outcomes and Profiles in New South Wales Schooling (the Eltis Report), the Office of the Board managed the development of a number of individual K–6 syllabuses and support documents.
The first of these to be finalised and released was Mathematics K–6 Outcomes and Indicators, released in February 1998. It was followed by the English K–6 Syllabus and support documents, launched by the Premier of New South Wales, the Hon Bob Carr, MP and the Minister for Education and Training, the Hon John Aquilina, MP on April 2, 1998.
K–6 syllabuses for English and Mathematics will be followed by a syllabus for Human Society and Its Environment. A Writing Brief for the course was distributed for consultation towards the end of 1997. A draft syllabus was then circulated for consultation in May, 1998. Consultation was occurring on the draft as at the end of the reporting period. Syllabuses in the remaining subject areas for K–6 — Creative Arts, and Personal Development, Health and Physical Education — will be released to schools by 2000.
Securing Their Future identified a need to review Higher School Certificate syllabuses against criteria aimed at ensuring rigour and quality.To meet this challenge for Year 11, 2000, a review of the curriculum development processes used by the Board and the Office of the Board was completed
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during 1997.The review led to increased use of project management by the Office of the Board and greater emphasis on consultation using additional techniques, including market research, to complement the more traditional methods of forums, meetings and surveys.
The 1997 School Certificate and Higher School Certificate programs were completed on time and on budget. Both programs were conducted without disruption or delay, with over 200 000 individual credentials produced and delivered. As well as conducting both programs successfully, the Office of the Board completed detailed planning and design work for the introduction of new School Certificate testing in 1998.
A highlight of the 1997 Higher School Certificate program was an expanded Advice Line service. In its third year of operation, the Advice Line continued to be an outstanding success, with 39 150 calls received over six weeks. A new phone-in service for students to access their Higher School Certificate results was also well-received, with over 25 000 students accessing their results.
The Office of the Board also expanded country teachers’ involvement in the marking of the Higher School Certificate in 1997. New marking centres were established in Wagga Wagga, Bathurst and Lismore to provide more country teachers with the opportunity to mark Higher School Certificate papers and thus gain an important insight into examination standards.
The Office of the Board of Studies continued to make use of new technologies to enhance and improve Board programs and services.The Board’s website on the Internet was increasingly recognised by schools and parents as an important resource, with visits to the site reaching approximately 18 000 per day towards the end of the reporting period. Some documents in development, as well as some current syllabuses, are placed on the site to provide the widest possible audience with the opportunity to access and comment on Board materials.
The Office of the Board also made important progress in using technology to streamline the collection of student information from schools. Following initial development work during 1997, 40 schools in 1998 were involved in a pilot program to capture student data electronically for the Higher School Certificate.The Office of the Board will use the findings from the pilot program to adjust procedures and software in preparation for implementing the approach as the preferred method of data collection as from 1999.The approach is expected to save schools considerable time and effort in providing and verifying entry information.
The above is a brief summary of achievements over the reporting period.The following pages report on these achievements in greater detail and describe many other initiatives commenced or completed during the year.
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4 Key Result Areas
The Review of the Higher School Certificate
In August, 1997 the Premier and the Minister for Education and Training released Securing Their Future, the Government’s White Paper for reform of the Higher School Certificate.
Securing Their Future is the Government’s response to Shaping Their Future, the report of the review of the Higher School Certificate carried out during 1996 and 1997 by respected educator Professor Barry McGaw.
Shaping Their Future was based on the most comprehensive, open and consultative review of the Higher School Certificate since its introduction in 1967.The review found that a fresh approach to the Higher School Certificate is needed in order to ensure that the credential and the curriculum that underpins it can continue to meet community needs and expectations into the future.
Specifically, the review pinpointed a number of concerns with the existing Higher School Certificate, including:
• an inconsistent approach to curriculum development;
• overlapping courses beyond the capacity of many schools to implement;
• a significant decline in the number of students undertaking advanced-level courses;
• an assessment and reporting system based on the rank order of students rather than on achievement in individual subjects; and
• an undue focus on university entrance scores.
The review also reported widespread concern with the current School Certificate and presented a number of reforms to strengthen the credential.
Against this background, the Government asked the Board of Studies to:
• increase the rigour and quality of the Higher School Certificate curriculum;
• ensure Higher School Certificate marks reflect fairly the standards achieved by all students;
• relate the method of reporting achievement to community expectations; and
• promote more equitable educational outcomes.
For the School Certificate, the Board was requested to:
• discontinue the School Certificate Reference Tests;
• extend the school-awarded grades based on Course Performance Descriptors to include English, Mathematics and Science; and
• introduce tests in English-literacy, Mathematics, Science and Australian History, Geography, Civics and Citizenship.
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The extent of the changes meant that the reform process comprised a major focus for the work of the Board of Studies and the Office of the Board for most of the reporting period.
Following the release of the White Paper, the Office of the Board commenced a feasibility study to explore the course structures that it recommended for the Higher School Certificate. In particular, the study considered whether a 2 unit structure was appropriate for subjects that currently have a 3 unit course.
The study involved:
• A comparison of the Higher School Certificate performance of 3 unit students with students in 2 unit courses, with a view to determining whether or not the 3 unit course was more demanding;
• An analysis of 2 unit and 3 unit course content to identify whether 3 unit content is more demanding and in what way;
• An analysis of what content might be common to both courses if differentiated courses were developed;
• An examination of the ways in which teachers currently teach the courses, with particular attention to the time allocation and ordering of topics for students studying the 2 unit course, compared with those studying both the 2 unit and 3 unit courses.
The feasibility study took place in late 1997, with findings reported to the Board early in 1998.
At the same time, a student course choice and timetabling study was undertaken.The study aimed to determine whether a curriculum model based on differentiated 2 unit courses could be implemented within existing school resources. It also considered equity implications in terms of access to the curriculum by students in all schools, in all locations.
On the basis of the findings from these studies the Board agreed to proceed to the next stage, which involved the large-scale evaluation of current Higher School Certificate subjects.This stage commenced in March, 1998.
The evaluation process was designed to:
• apply the criteria and principles identified in the White Paper to all existing subjects;
• determine for each subject whether it should continue to be part of the Higher School Certificate program;
• propose the most appropriate course arrangement for each subject to be offered as part of the Higher School Certificate program; and
• propose the extent of redevelopment necessary to ensure that all subjects are of the required quality.
The evaluation process focused on current syllabus documents and also included the specifications for the Higher School Certificate examination.
The evaluation had three elements: the collection of background information and data; a close evaluation of the nature and scope of the subject; and advice on the most appropriate course arrangements for the subject in the future.
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In general, the process took between eight and ten weeks for each subject. A specific evaluation time line was prepared for each subject or group of subjects and made public so that individuals and interest groups were able to contribute to discussions.
The draft evaluation reports were made available for consideration by and comment from, key groups and interested individuals. All schools and key groups were advised of the schedule for the evaluation of all subjects.The draft evaluation reports were placed on the Board’s website with printed copies sent to all schools. Meetings were also held with key groups.
The information collected on each subject was presented in an evaluation report.The reports highlighted the extent to which the subject met the criteria and how the subject provision might be improved.
The evaluation reports were considered by the Board at the end of June and a series of recommendations was forwarded to the Minister for Education and Training. At the end of the reporting period, the Minister was considering the Board’s advice.
The review of the Higher School Certificate also found overwhelming support for extending and strengthening vocational studies through the Higher School Certificate. As a result, Securing Their Future called for enhanced opportunities for students to study vocational education and training courses as part of the Higher School Certificate.
The new Higher School Certificate will therefore include vocational courses that meet the standards expected of all Higher School Certificate courses.They will lead to industry-recognised vocational qualifications and students will have the opportunity to combine Higher School Certificate study with apprenticeships and traineeships. As at the end of the reporting period, six Industry Frameworks were being developed, with further areas to be added in 1999.Within each Framework students will be able to study courses of 4 units for the Higher School Certificate, as well as extension courses. In addition, negotiations are underway with universities to determine which vocational education and training courses within these frameworks can count towards university entrance.
For the School Certificate, substantial progress had been made in implementing the White Paper recommendations. By the end of the reporting period:
• School Certificate tests in English-literacy, Mathematics, Science (optional), Australian History, Geography, Civics and Citizenship (trial) had been developed to replace the School Certificate Reference Tests from 1998;
• Course Performance Descriptors (CPDs) for English, Mathematics and Science had been developed and distributed to schools (CPDs are descriptions of student achievement at various levels.They are used as a guide by schools to award School Certificate grades);
• Substantial developmental work had been completed on a new framework for reporting student achievement at the School Certificate from 1998; and
• The revision of syllabuses for Stage 4 and 5 History and Geography was in progress.The revision is to take account of testing in these subjects, as well as the incorporation of civics and citizenship education.
Securing Their Future provides New South Wales with a unique opportunity to create a stronger, fairer Higher School Certificate and a School Certificate which restores significance and purpose to Year 10 study.
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The new Higher School Certificate will measure and indicate what students know, understand and can do. At the same time it will enhance intellectual challenge and provide opportunities for all students. It will be founded on a curriculum that meets clearly-defined standards of rigour and subject integrity.
The new Higher School Certificate structure becomes operational from Year 11, 2000, with the first new Higher School Certificate examinations to be held in 2001. Reforms to the School Certificate will be introduced progressively, commencing in 1998.
Objective 1: Develop high quality courses and support materials for primary and secondary education
Outcome: A wide variety of courses that are suited to the needs of the full range of students will be available. High quality support materials will also be available to assist teachers, parents and students.
The Board is responsible for developing courses of study for primary and secondary schools. A course of study, or syllabus, is that part of the curriculum that describes — in terms of aims, objectives, content and outcomes — what students are expected to learn.
For Kindergarten to Year 6, the Board is progressively providing syllabuses in six key learning areas: English; Mathematics; Science and Technology; Human Society and Its Environment; Creative and Practical Arts; and Personal Development, Health and Physical Education.
The secondary curriculum is grouped into eight key learning areas: English; Mathematics; Science; Human Society and its Environment; Languages Other Than English;Technological and Applied Studies; Creative Arts; and Personal Development, Health and Physical Education.
Syllabuses are organised in stages as follows:
Stage 1 — Kindergarten to Year 2 Stage 2 — Years 3 and 4 Stage 3 — Years 5 and 6 Stage 4 — Years 7 and 8 Stage 5 — Years 9 and 10 Stage 6 — Years 11 and 12
Students who complete schooling to the end of Stage 5 and meet all other requirements are eligible for the New South Wales School Certificate. Students who complete schooling to the end of Stage 6 and meet the relevant requirements are eligible to present for the New South Wales Higher School Certificate.
The Syllabus Development Process Prior to 1998 the Office of the Board engaged small Writing Teams to develop specific curriculum documents.The Writing Teams usually comprised three to six members and were responsible for drafting individual curriculum documents within time periods specified by the Board. Members of Writing Teams were recruited by the Office of the Board through open advertisement
The consultative character of the curriculum development process was maintained by ensuring that each Writing Team was guided by the advice of the relevant Syllabus Advisory Committee.
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Committees comprised teachers, parents, tertiary sector nominees and other individuals representing various viewpoints and interests.
Consultation was ensured by circulating individual drafts for comment and discussion to the teaching and wider community at every key stage of development.
The Board is careful to ensure that syllabuses are relevant to students from different backgrounds and ability levels.The Board has a Statement of Values, supported by a Statement of Equity Principles to guide syllabus development.The Statement of Equity Principles elucidates the Statement of Values from an equity perspective.These statements form a set of principles to be applied to all areas of the curriculum and to all Board materials.
A list of syllabuses and other materials issued during the year is included in the Appendices.
Board Endorsed Courses Board Endorsed Courses are designed by individual schools in response to local need, interest or resources.These courses, which are not externally examined, can be accredited for the School Certificate or Higher School Certificate.
In 1997–98, applications for Board Endorsed Courses were considered by a centralised endorsement panel. For the School Certificate, 465 applications were considered, with 397 approved. For the Higher School Certificate, 300 applications were considered, 235 of which were approved.
These figures show a decrease of approximately ten percent in the number of applications compared with the previous year. A similar decrease is expected for 1998–99. Board Liaison Officers report that schools are awaiting details of new course requirements for the Higher School Certificate before submitting applications for new courses.
Primary Education
English K–6
The revised English K–6 Syllabus and support documents were released to schools in April 1998.The syllabus package for English K–6 included the syllabus, a support document of teaching modules, a support document of student work samples, a parent and community support document and ‘flyer’ (in English and a selection of community languages), and a principal’s package.
The release of the revised English K–6 Syllabus and support documents followed a comprehensive consultation process undertaken as part of the review of the 1994 English K–6 Syllabus and Support Document and during the development of the revised documents.
The consultation processes on the draft syllabus and support documents took place in Term 4, 1997. The process included the collection of data from focus group meetings at 12 locations in NSW, staff interviews in nine schools, written and oral submissions, and a survey sent to all schools and relevant organisations and institutions.
Response to the documents was very positive, with a high approval rating given to all aspects of the survey. Strong endorsement was given at focus group meetings and staff interviews for:
• the design and layout of the documents
• the clarity of the language used throughout the documents
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• the number and nature of the outcomes
• the approach to grammar
• the level of support provided by the modules and work samples.
Schools were briefed on developments throughout 1997–98 by ‘Update on English K–6’ articles in each edition of the Board Bulletin.
Primary Curriculum Package
The development of a comprehensive Primary Curriculum Package took shape in 1997-98 with the release of several documents.
The Primary Curriculum: An Overview 1998, which was released to schools in November 1997, was the first component of the Primary Curriculum Package released to schools.This document provides teachers and the community with an overview of the primary curriculum being developed by the Board of Studies. It brings together a number of Board of Studies policies and statements and includes information about syllabus development, current Board syllabuses and future directions for syllabus development in the key learning areas. It also includes general information about the primary curriculum in New South Wales.
When completed, the Primary Curriculum Package will comprise syllabuses and the accompanying support documents (including special education support documents, support documents for parents and principals) for the six key learning areas of the primary curriculum, based on a common standards framework. A key principle underpinning this work is a commitment to consistency in terminology and structure.
Human Society and Its Environment K–6
Following consultation on the Human Society and Its Environment K–6 Writing Brief in Semester 2, 1997 and the subsequent revision of the writing brief in December, a writing team was appointed in February 1998 to develop the draft syllabus and support documents.
Feedback on material in development was obtained from several sources, including workshops held across the state and from schools that were involved in trialling the draft syllabus and the draft units of work in the support document.
The Human Society and Its Environment K–6 Draft Syllabus and Human Society and Its Environment K–6 Draft Support Document were completed and distributed to schools for consultation in May 1998. Schools were briefed on developments throughout 1997–98 by articles in each edition of the Board Bulletin.
Linkages
The Linkages project is aimed at providing teachers with information on CD-ROM that will support and guide integrated approaches using K–6 syllabuses.
A small team of writers commenced work on Phase One of the project in February 1998.The main aspects of the project included:
22 K E Y R E S U L T A R E A S
• a review of current research in the area of curriculum integration;
• mapping of K–6 syllabuses and draft syllabuses to identify links and commonalities (including the development of some broad generic outcomes);
• the development of a small number of integrated units using staged outcomes from the English K–6 Syllabus (1998) the Human Society and Its Environment K–6 Draft Syllabus (1998) and the Science and Technology K–6 Syllabus (1991).
Phases of the project to be pursued in 1998–99 will involve interviewing teachers who employ an integrated approach, and the collection of student work samples. Linkages ‘work in progress’ will be presented on the Board’s website.This will enable teachers to contribute to the project during its development.
The anticipated release date of the Linkages CD-ROM is March 1999.
Special Education During 1997–98 the Board of Studies enhanced access to the curriculum for students with special education needs, through the ongoing development of support documents and materials in a number of key learning areas.
Early in 1998 information was received from schools as a result of the consultation process around the Interim Support Documents: Literacy and Communication. Feedback from schools indicated high levels of support for both documents.The documents will be reprinted as support documents to the English K–6 Syllabus as a result of the consultation.
The Board of Studies has been involved in the ongoing development of support documents for the Personal Development, Health and Physical Education K–6 Syllabus and the Human Society and Its Environment K–6 Syllabus. An interim support document to assist teachers in catering for students with special education needs in the Personal Development, Health and Physical Education K–6 key learning area will be distributed to schools during the second half of 1998 as a result of trialling in 1997.The interim support document for students with special education needs will be made available to schools pending the release of the syllabus and support documents.
A draft support document to assist teachers in catering for students with special education needs in the Human Society and Its Environment K–6 key learning area was in development during the reporting period and is scheduled for release to schools early in 1999.The release of the draft document will support the recently released Human Society and Its Environment K–6 Syllabus and Support Document. Schools will have the opportunity to use the draft document and make comment on its usefulness to guide any future modifications.
The Board of Studies is currently undertaking the development of a support document to the Mathematics K–6 Syllabus for students with special education needs.The support document is scheduled for release in 1999.
The Board of Studies is also undertaking a curriculum project to enhance access to Vocational Content Endorsed Courses (CECs) by students with special education needs. It is coordinating a trial project involving school-based delivery of the Hospitality CEC to students with special education needs, providing access through reasonable adjustment to curriculum delivery and assessment procedures. It is an externally funded project supported through the Australian Student Traineeship Foundation (ASTF).
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Twelve schools across New South Wales are trialling two documents: Vocational Content Endorsed Courses Draft Support Document (providing access to vocational education and training for students with special education needs); and Hospitality Content Endorsed Course Support Document (providing access to this course for students with special education needs).
In line with the recommendations of Securing Their Future, the Board will investigate how students with special education needs can best be provided for in the Higher School Certificate program.The Board will explore the merits of various credentialling options for those students undertaking a Special Program of Study in Years 11 and 12.
Aboriginal Education Towards the end of 1997 the Board of Studies released the Aboriginal Emergent Readers Kit Big Mob Books for Little Fullas.The kit was developed to address the need for an Aboriginal perspective and Aboriginal voices in children’s literature.The books include stories from a variety of locations and are illustrated with the works of Aboriginal photographers and artists.
The kit won the Royal Zoological Society of NSW Whitley Award for ‘Best Children’s Series’. One of the books, What Am I? won the Addison Wesley Longman Award for best-designed book for primary education purposes.The kit was also shortlisted in the 1997 The Australian Awards for Excellence in Educational Publishing.
In March 1998 the Board released two important publications aimed at promoting cross-cultural understanding between Aboriginal and non-Aboriginal students and teachers. Making a Difference: A Guide to the Education-related Recommendations of the Royal Commission into Aboriginal Deaths in Custody stresses the vital role education plays in the reconciliation process and shows how education is inextricably linked to the promotion of social justice.
The second publication was the NSW Aboriginal Languages Interim Framework K–10.The Framework specifies aims, objectives and outcomes intended to guide the development of language programs in schools across New South Wales.
At the end of the reporting period, the Office of the Board of Studies, in collaboration with the Department of Education and Training, Charles Sturt University and the Joint Council of Professional Teachers’ Associations, established an Aboriginal Studies home page at the HSC On-Line Internet site (www.hsc.csu.edu.au).The page is designed to support teaching and learning of Aboriginal Studies 2 Unit and includes a bibliography and other resources.
Implementation of Royal Commission into Aboriginal Deaths in Custody Recommendations
The Board of Studies has partial responsibility (with the Department of Education and Training) for implementing recommendations 55, 289, 290, 291, 292, 295 and 298 of the Report of the Royal Commission into Aboriginal Deaths in Custody (Royal Commission into Aboriginal Deaths in Custody, AGPS, Canberra, 1991).
Each recommendation has been partially implemented in an ongoing process, as syllabuses, support materials and teaching kits are developed and revised.
24 K E Y R E S U L T A R E A S
Recommendation 55:
That government and funding bodies reflect the importance of the National Aboriginal Language policy in the provision of funds to Aboriginal communities and organisations.
During the reporting period the Board of Studies endorsed the development of a framework to facilitate the teaching of Aboriginal languages in NSW schools.The NSW Aboriginal languages framework provides guidelines and strategies for the development of Aboriginal language programs, subject to Aboriginal community ownership and agreement.The framework has the potential to generate interest and research into Aboriginal languages and supports efforts to revitalise them.
Recommendation 289:
a. Governments, State Aboriginal Education Consultative Groups (AECGs) and local AECGs should pay great attention to the fact that the scope of the National Aboriginal and Torres Strait Islander Education Policy (NATSIEP) extends to pre-schooling programs and that it should be recognised that to a considerable extent the success of the whole NAEP will turn on the success of the pre- schooling initiatives; and
b. Pre-schooling programs should have as a major aim the involvement not only of the children, but of the parents or those responsible for the care of the children.
Board of Studies syllabuses and support documents acknowledge the importance of prior learning and promote recognition of the diversity of learner groups and the importance of equity and inclusiveness.
The Office of the Board of Studies has developed an Aboriginal literacy kit targeting emergent readers.
Recommendation 290:
That curricula of schools at all levels should reflect the fact that Australia has an Aboriginal history and Aboriginal viewpoints on social, cultural and historical matters. It is essential that Aboriginal viewpoints, interests, perceptions and expectations be reflected in curricula, teaching and administration of schools.
Curriculum writers are informed by the Board’s Statement of Equity Principles, which recognises the importance of consultation and involvement of Aboriginal people in the process of curriculum development.
The Statement of Equity Principles acknowledges the importance of educating all students about Aboriginal people, cultures and history and meeting the educational needs of Aboriginal students. It includes a section ‘Promoting Indigenous Australian Perspectives’ which reiterates the Board’s commitment to the implementation of the education-related recommendations of the Royal Commission.
The Statement of Equity Principles requires writers of syllabus and support materials to ensure that the curriculum ‘reflects the fact that Australia has an Indigenous Australian history and reflects Indigenous Australian viewpoints, interests, perceptions and expectations on social, cultural and historical matters’.The Statement also requires writers to ‘incorporate strategies to enable all students to develop a knowledge of, appreciation for and empathy with Indigenous Australian peoples, cultures and histories.’
Recommendation 291:
a. In designing and implementing programs at a local level which incorporate Aboriginal viewpoints on social, cultural and historical matters local schools should, wherever possible, seek the support
25 A N N U A L R E P O R T 1 9 9 8
and participation of the local Aboriginal community in addition to any other appropriate Aboriginal organisations or groups; and
b. In engaging local Aboriginal people to assist in the preparation and delivery of such courses at a local level, school principals and the relevant education departments accept that in recognition of the expertise which local Aboriginal people would bring to such a program, payment for the services of such Aboriginal people would be appropriate.
Members of the Aboriginal Curriculum Unit of the Office of the Board of Studies worked in close consultation with the NSW AECG in attending and participating at meetings and workshops at the local, regional and state levels during the reporting period.Writing workshops and Aboriginal focus groups were held frequently to inform curriculum development.These involved Aboriginal participants, including Aboriginal teachers, Aboriginal Education Assistants and Aboriginal community members.The Office of the Board of Studies contracts Aboriginal people as writers, consultants and artists in the development of syllabuses and resources.
The President’s Aboriginal Education Initiatives Advisory Committee (PAEIAC) meets approximately once a term to advise the President of the Board of Studies on curriculum issues and Aboriginal education.
A committee of Aboriginal people has guided and informed the development of the NSW Australian Indigenous Languages Framework.
The President of the NSW AECG is a member of the Board of Studies and a number of the Board’s standing committees include Aboriginal representatives.
All of the Board’s Syllabus Advisory Committees have provision for an AECG representative.The Higher School Certificate Aboriginal Studies Examination Committee has an Aboriginal representative.
Recommendation 292:
That the AECGs in each State and Territory take into account in discussing with governments the needs of the Aboriginal communities in their area, and, that local Aboriginal Education Consultative Groups take into account when consulting with school principals and providers at the local levels, the fact that many Aboriginal communities and organisations have identified the need for education curriculum to include a course of study to inform students on social issues such as the legal system, including police and courts, civil liberties, drug and alcohol use and sex education.
All students in Years 7–10 study a minimum of 300 hours of Personal Development, Health and Physical Education (PDHPE).The course allows schools to develop courses on drug and alcohol use and sex education that best meet the needs of their students.The Draft PDHPE Syllabus K–6 also provides a framework for dealing with these issues.
Social issues, including the legal system and civil liberties, are addressed in the Citizenship Education Framework endorsed by the Board of Studies in 1996.The issues in this Framework will be embedded in the Human Society and Its Environment (HSIE) K–6 Syllabus currently being developed. Similarly, these issues will be embedded in mandatory syllabuses in HSIE as they are revised.
Recommendation 295:
a. All teacher training courses include courses which will enable student teachers to understand that Australia has an Aboriginal history and Aboriginal viewpoints on social, cultural and historical matters, and to teach the curriculum which reflects those matters; and
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b. In-service training courses for teachers be provided so that teachers may improve their skill, knowledge and understanding to teach curricula which incorporate Aboriginal viewpoints on social, cultural and historical matters;
c. Aboriginal people should be involved in the training courses both at student teacher and in- service level. (4:322)
English K–6 syllabus writers have received training on inclusive curricula, effective Aboriginal perspectives and pertinent issues in Aboriginal Education. It is intended that project teams and curriculum writers be trained in Aboriginal Education as part of their orientation.
Further training sessions on NSW Aboriginal Education Policy and issues in Aboriginal Education are planned for 1998–99.
Recommendation 298:
a. At every stage of the application of the National Aboriginal Education Policy, the utmost respect [is to] be paid to the first long-term goal expressed in the policy, that is:
To establish effective arrangements for the participation of Aboriginal parents and community members in decisions regarding the planning, delivery, and evaluation of pre-school, primary, and secondary education services for their children.
b. It be recognised that the aims of the Policy are not only to achieve equity in education for Aboriginal people but also to achieve a strengthening of Aboriginal identity, decision making and self-determination; and
c. It is unlikely that either of these aims can be achieved without the achieving of the other. (4:351)
The NSW Board of Studies promotes the participation of Aboriginal people in its core functions through:
• a dedicated seat on the Board of Studies for ‘An Aboriginal person with knowledge and expertise in the education of Aboriginal people’; • ongoing consultation with the NSW AECG and other relevant Aboriginal organisations; • the appointment of a teacher representing Aboriginal interests on Board committees;
• positions within the Office of the Board of Studies Aboriginal Curriculum Unit for which Aboriginality is an essential criterion; • employment of other Aboriginal people as project officers, curriculum writers, consultants, administrative staff; • provision of NSW AECG representatives on various advisory, planning and writing committees.
Distinction Courses Since 1994 the Board of Studies has provided gifted and talented students from government and non-government schools across NSW with the opportunity to study specifically designed Distinction Courses in Philosophy, Cosmology and Comparative Literature.
Distinction Courses are challenging 2 unit Higher School Certificate courses developed in conjunction with universities to provide different study opportunities for high ability students at approximately first year university standard.The courses are available to students who have accelerated in at least one Higher School Certificate course at the highest level in advance of their
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cohort and who exhibit giftedness and talent in school and out-of-school activities.The courses are presented through distance mode by the University of New England and Charles Sturt University.
Course enrolments have grown from 17 in 1994 to 61 in 1997. Performances in 1997 continued to be outstanding — 48 percent of the candidature gained results at High Distinction level, while 39 percent gained Distinctions.
Securing Their Future calls for the replacement of Distinction Courses with arrangements that will support more able students to enrol in university undergraduate studies while still at school. As at the end of the reporting year, discussions with the tertiary sector to negotiate appropriate curriculum, delivery and credit transfer arrangements were occurring.The Government has indicated that Distinction Courses will remain pending the development of new arrangements.
Vocational Education The Higher School Certificate White Paper Securing Their Future includes a commitment to extend and develop vocational training in schools as part of the Higher School Certificate.
The Office of the Board of Studies worked during the reporting period to implement this commitment, including the requirement to ‘reassess (current) programs, assure their coherence and relevance, and extend recognition by employers, the vocational training sector, and universities’.
The first step involved the development of industry-specific curriculum frameworks to ensure that a coherent set of Higher School Certificate courses is available in each nominated industry area, with opportunity for students to complete VET modules in clearly defined combinations.
During the reporting period the Board of Studies finalised a process and committee structure for the development of the frameworks.The frameworks will be available to students as part of the Higher School Certificate curriculum from Year 11, 2000.
Enrolments in the current range of vocational courses for the Higher School Certificate continued to grow in 1997–98.The number of students undertaking vocational courses in Stage 6 increased from 18 079 in 1997 to an anticipated 21 868 in 1998, an increase of 20 percent.The Higher School Certificate candidature in the Board-developed Industry Studies course grew from 1922 in 1997 to a predicted 2567 in 1998, and the Preliminary course candidature grew from 3540 to 4236.
The number of students undertaking TAFE courses as part of their Higher School Certificate remained constant. In 1997 approximately 23 500 students undertook vocational courses through the Joint Secondary Schools/TAFE program.
28 Objective 1 Develop high quality courses and support materials for primary and secondary education
Outcome: A wide variety of courses which are suited to the needs of the full range of students will be available. High quality support materials will also be available to assist parents, teachers and students.
Key Strategies – HSC White Paper Status as at June 30, 1998
Develop and conduct feasibility investigation of proposals for Stage 6 course Feasibility study completed and advice provided to Government structures
Complete Stage 1 of evaluation and redevelopment of Stage 6 courses Mathematics, Science, Life Management and PDHPE syllabuses evaluated and changes notified to schools. Stage 2 evaluations proceeding to schedule
Initiate credit transfer arrangements between HSC courses and tertiary programs Negotiations with tertiary sector in progress
Finalise new Stage 6 English syllabus Framework developed and consultations in progress
Finalise framework for future development of vocational courses Framework in place
Finalise proposals for Citizenship education in Stages 4 and 5 Citizenship being addressed in revision of History/Geography syllabuses for
Years 7–10 K E Y RESULT A RE A S
Adjust Stage 4 and 5 curriculum in light of mandatory testing requirements in Ongoing — syllabus revisions continuing Year 10 29 A N N U A L R E P O R T 1 9 9 8 Status as at June 30, 1998 Review and Addendum completed in Term 1 and Term 2,Term 1998 respectively 1 and Term Addendum completed in Review and 1998 Draft consultation in May despatched to schools for syllabus Common framework in place 4,PrimaryTerm Booklet and Linkages support 1997 package completed in K–6 Mathematics, Education and HSIE and Physical Development/Health Personal support materials being developed procedures, development Ongoing — new syllabus on with stronger focus consultation being implemented to individual teams curriculum inclusive Guidelines for and made available finalised when established Ongoing — international comparison part now process development of syllabus and of HSIE syllabus Indigenous education issues being addressed in development education in Citizenship Key Strategies – General curriculum Complete K–6 English syllabus review and Mathematics K-6 addendum Complete K–6 English syllabus Complete first draft (HSIE) syllabus, of K–6 Human Society and Its Environment modules including Citizenship common frameworkEstablish K–6 syllabuses for curriculumDevelop integration support materials K–6 supportDevelop materials students with special education needs for from consultation processes to obtain feedback and implement improved Develop stakeholderskey on the suitability of curriculum the full range for of students reflect and implement guidelines to ensure all new revised syllabuses Develop clear commitment to equity reflect national and internationalEnsure syllabuses best practice with a basis in up-to-date research Emphasise education issues pertaining to indigenous peoples in draft K–6 HSIE proposals 7–10 Citizenship Years and in syllabus
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Objective 2: Assess student achievement and award credentials of international standard to meet the needs of the full range of students
Outcome: The School Certificate and Higher School Certificate provide comprehensive information and accurate measures of student achievement.
The Board is responsible for awarding the School Certificate and Higher School Certificate.This responsibility involves developing and applying procedures for assessing, examining and reporting student achievement.
The processes leading to the award of both credentials involve thousands of people and are major logistic operations.The School Certificate Tests and Higher School Certificate Examinations are among the largest of their kind in the world.
In 1997, enrolment data for students entered for the School Certificate, Preliminary Record of Achievement and Higher School Certificate were captured accurately and on time. A significant number of amendments to entries were processed and all grades and assessments were processed to deadline. Over 200 000 credentials were delivered to students on time.
1997 School Certificate The School Certificate is awarded to eligible students who have completed Stage 5. 1997 was the last year in which students sat state-wide Reference Tests.The tests, in English, Mathematics and Science, determined the quota of grades A–E awarded by the Board to each school. From 1998 the tests have been replaced by School Certificate tests in foundation subjects, with results to be reported directly to students.
Prior to 1998, students did not sit for a Reference Test for subjects other than English, Mathematics and Science but were given a grade by their school, based on the school’s assessment of achievement in each subject. Students were awarded grades ranging from A (Excellent) to E (Elementary). Schools made judgements on the grade to award each student on the basis of definitions of achievement developed by the Board.The definitions are known as ‘Course Performance Descriptors’.
For the 1997 School Certificate, 80 347 students were enrolled in 112 of the 117 Board Developed Courses available.
Reference Tests were conducted in 740 centres under the supervision of Presiding Officers appointed by the Board.
Special provisions for the Reference Tests were provided for 2563 students with special needs.This represents an increase of over 17 percent from the previous year.
The provisions were made in cases where the student’s special need would prevent them from either receiving the Test questions or from responding as effectively as students without that need. Provisions included examination papers in Braille or large print, and the use of a writer, reader, typewriter or computer.
Approximately 700 markers assessed students’ papers at five marking centres situated in the Sydney metropolitan area. Over 100 casual clerical staff supported the markers.
Appeals against course results for the School Certificate were received from 80 students. Of these,
31 A N N U A L R E P O R T 1 9 9 8
17 were upheld or partially upheld.
A total of 1262 students with special education needs were awarded the School Certificate testamur (the certificate itself), a Record of Achievement and a Student Profile outlining their achievement in each key learning area.
Student achievement for students with special education needs was reported via generic ‘Life Skills’ courses.These courses are based on Curriculum Frameworks which describe the focus and elements of each key learning area.These Frameworks, adapted from the Board’s Minimum Curriculum Guidelines for each key learning area, identify essential aspects of each key learning area in the context of programs developed at the school level.
The 1997 School Certificate was awarded to students on December 11. Each student was given a School Certificate Folio in which to present their Certificate, school reports and other records.
1997 Higher School Certificate In 1997, 68 734 students successfully completed Preliminary courses. Details of courses completed were reported on a Record of Achievement. Records of Achievement for special programs of study were issued to 397 students.
In 1997, the final Higher School Certificate candidature was 62 681. Students undertook 149 different courses, chosen from 71 subject areas, plus three Distinction Courses. Most students presented five or six courses, with each course involving at least one paper, typically of three hours duration.
The Higher School Certificate also has an international candidature. Examinations for overseas students were conducted in Korea, the United Kingdom, the United States of America and Vanuatu. Examinations were also sat on board HMAS Melbourne, HMAS Moresby and HMAS Brisbane.
National Assessment Framework for Languages at the Senior Secondary Level (NAFLaSSL) examinations in Arabic, Armenian, Croatian, Czech, Dutch, Estonian, Hindi, Hungarian, Latvian, Lithuanian, Macedonian, Maltese, Persian, Polish, Portuguese, Serbian, Slovenian, Swedish,Turkish and Ukrainian were set and marked in conjunction with the Higher School Certificate. Students from a number of other states also sat for these examinations.
The preparation, administration, conduct and marking of the Higher School Certificate examinations involved the following:
• 21 days of written examinations;
• 350 examination papers (not including NAFLaSSL papers set and marked interstate);
• practical examinations in Classical Ballet, Dance, Drama, Industry Studies, Industrial Technology, Design and Technology, Languages, Music and Visual Arts;
• over 5000 examination supervisors;
• approximately 7000 markers assessing students’ written scripts, practical examinations and submitted works;
• 17 marking sites;
• over 700 casual clerical support staff.
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For the 1997 examinations, the Board approved special provisions for 2072 students with special needs.This represents an increase of over 18 percent from 1996.
Students who are prevented from attending an examination (including an oral/aural or practical examination), or who consider that their performance has been affected by illness or misadventure immediately before or during an examination, have the right to request special consideration of their examination results. In 1997, 3992 individual and 54 group appeals were received. Of these, 3679 individual appeals and 43 group appeals were upheld.
The Board’s Examination Rules Committee considered four alleged malpractice cases and made determinations on delegation from the Board.
Higher School Certificate results were delivered to candidates on Tuesday, 6 January 1998. Students received the Higher School Certificate and a Higher School Certificate Record of Achievement listing results in each course.Where students were ineligible to receive a Higher School Certificate and a Record of Achievement, they received a Result Notice.
In 1997 the Board provided all Year 12 students with a portfolio in which to present their Higher School Certificate, Record of Achievement and documents issued by their school.
The Higher School Certificate Advice Line
The Higher School Certificate Advice Line is a telephone service designed to help students with their preparation for the Higher School Certificate examinations. For the cost of a local call, students from anywhere in New South Wales can access expert, last-minute advice on selected subjects.
The service has been expanded considerably since its establishment in 1995. In 1997 it operated from Monday, October 13 through to Thursday, 20 November.The number of telephone lines available was increased to 78 and staffing was increased from 369 advisers in 1995 to 687 in 1997.
The 1997 Advice Line was highly successful with over 15 600 calls received in the two weeks before the first Higher School Certificate examination. A total of 39 150 calls were received over the full period — an increase of 11 percent over the figure for 1996.
Higher School Certificate Day Marking
In response to requests to extend Higher School Certificate marking opportunities and professional development for teachers, the Office of the Board of Studies initiated day marking in 1997.The day marking initiative followed a successful trial in Coffs Harbour in 1996 and was introduced following consultation and negotiation with the various school systems and unions.
In 1997, day marking was introduced for parts of the English examination and for Geography and was undertaken in Bathurst, Lismore,Wagga Wagga and at the Royal Agricultural Society Showground at Moore Park, Sydney.
The day marking initiative provided teachers who do not normally have ready access to evening marking an opportunity to gain significant professional development in their subject and achieve a better understanding of the Higher School Certificate marking process.
A total of 881 teachers participated in day marking.To ensure minimal disruption to normal school classes, the number of teachers appointed from any one school was limited and principals were contacted where more than two teachers were eligible for appointment.
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An evaluation of the initiative showed that it substantially increased the opportunity for first-time marking. Compared with 1996 there was a 19 percent increase in the number of successful applicants with no previous marking experience. Further, day marking resulted in a dramatic increase in the number of female appointees compared with 1996, as well as an increase in the number of experienced teachers from non-metropolitan areas participating in the marking process for the first time.
Country Transfer of Duty Marking Program
Since 1995, the Department of Education and Training and the Office of the Board of Studies have conducted the Higher School Certificate Transfer of Duty Program as one of a number of strategies to support teachers from non-metropolitan government schools. Under this program, country teachers are based at a metropolitan school while marking Higher School Certificate papers.
In 1997, 40 teachers were appointed to participate in this program, in a variety of targeted subject areas.
Higher School Certificate Results Line
For the 1997 Higher School Certificate, the Office of the Board of Studies initiated a service which enabled students to have access by telephone to their Higher School Certificate results four days earlier than usual.
From Friday January 2, 1998 to the end of that month, students were able to key in their student number and a Personal Identification Number to obtain access to their results. A recorded message gave students their confidential examination and assessment marks as well as their percentile bands. The service was available 24 hours a day, seven days a week.
The Results Line was extremely successful, with over 25 000 (40% of the candidature) students using the service.
Examination Inquiry Centre
The 1997 Higher School Certificate Examination Inquiry Centre opened on 1 January 1998.The centre enabled students to ask questions regarding aspects of their Higher School Certificate results, including percentile bands and assessment marks.The centre operated for two weeks.
Bilingual staff were employed to answer enquiries in Arabic, Chinese, Spanish,Turkish and Vietnamese. Over 9600 enquiries were received from students across the state.This figure is approximately three times greater than the previous year.The increase is attributable to students seeking more information after contacting the Higher School Certificate Results Line.
Principals may seek an explanation of the results of their schools’ candidature in any course where the performance of the group is below expectations. In 1997, 203 inquiries were received. Each enquiry was thoroughly investigated by Supervisors of Marking and Board staff.
3815 applications were received for clerical rechecks of Higher School Certificate results.The recheck confirms that all marks have been correctly entered on the Higher School Certificate computer system. Each application received a response within one week. Fewer than ten 1997 Higher School Certificate results were adjusted as an outcome of the recheck process.
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Expansion of Special Examination Provisions
For the second year in succession, the Board of Studies considered special examination provisions applications from students with special needs at the end of Year 9 (for the School Certificate) and at the end of the Preliminary Year (for the Higher School Certificate examinations).This allowed students and schools more time to become familiar with the approved provisions prior to the Reference Tests or Higher School Certificate Examinations. Approximately 500 students took advantage of the early application process in Year 9, and 400 students applied in the second half of their Preliminary Year.
HSC On-Line
The HSC On-Line program was launched by the Minister for Education and Training in July, 1997.The program is a joint initiative between Charles Sturt University, the Board of Studies and the Department of Education and Training. It allows students access via the Internet to specially-prepared subject and resource material, giving them valuable study and examination tips and access to past Higher School Certificate examination papers and examiners’ comments. It also features a newsgroup to enable students to exchange ideas and practices as well as information about career and further study options. It links to other schools in New South Wales and around Australia.
Six subjects were made available initially — Agriculture, Computing Studies, English, Geography, Japanese, Mathematics and the Distinction Course Cosmology. A further 11 subjects joined the range in late 1997: Aboriginal Studies, Biology, Business Studies, Drama, Design and Technology, French, Modern History, Music, Personal Development/Health/Physical Education, Studies of Religion and Visual Arts.
All material was developed by highly experienced HSC teachers and examiners.The information was also drawn from the best worldwide resources, either created specifically for the HSC On-Line site or compiled from the extensive range of material available through the World Wide Web.
35 A N N U A L R E P O R T 1 9 9 8 Status as at June 30, 1998 Analysis completed in November 1997 completed in November Analysis CPDs distributed to schools in December 1997 In progress 1,Term 1998 to schools in and sample questions provided Detailed specifications In progress In progress to date positive Ongoing — feedback Key StrategiesWhite – HSC Paper range of students Outcome: of measures information TheCertificate comprehensive School and HSC provide and accurate student achievement Analyse School CertificateAnalyse test items in English and Mathematics Course DescriptorsDevelop Performance SC English, (CPDs) for Maths and Science SC Literacy/NumeracyDevelop performance scales schools on scope of 1998 School Certificate advice for Develop tests in English- literacy and Mathematics revised HSC assessment and reportingDevelop procedures all HSC courses assessment guidelines for Develop understandingPromote community of SC/HSC changes Objective 2 Assess student achievement and award credentials of international standard to meet the needs of full
36 K E Y R E S U L T A R E A S Status as at June 30, 1998 Number of candidates using Pathways provisions increasing provisions Number of candidates using Pathways In progress, as part education framework of the new vocational the HSC for of students seeking recognition priorIncrease in the number learning and credit the HSC transfer towards Assessment and reporting 1997; using outcomes distributed to schools in November Advice on scope of 1998 School Certificate to schools in March 1998 examinations provided – very site for Achieved large of visits to the Office’s increase in the number information about assessment All 1997 HSC Examination papers error-free January 6,Tuesday HSC results despatched to students deadline – 1998 In progress – pilot program in 1998 continuing 4 ,1997 1,Term Week grading advice despatched to schools in Error-free School Certificates despatched to schools first of December, week 1997 Key Strategies – General assessment and credentialling Maintain and strengthen provision for students to study for the HSC part-time students to study for for Maintain and strengthen provision or of results through accumulation programs the HSC and accredited vocational Maintain and strengthen links between Encourage the HSC of prior recognition for educational experiences or qualifications Finalise and distribute to schools documentation on assessment and reporting using staged outcomes and proposed School Certificate 1998 changes for to schools through the Increase the amount of information on assessment available site on the Internet Board’s Produce high quality HSC Examination papers programAchieve preparation, deadlines for administration and processing of results and delivery of results to students on schedule HSC markingIdentify and implement improved practices and procedures including increased use of electronic collection, confirmation and dissemination of data to from schools 1997 programAchieve preparation, deadlines for processing and delivery of School Certificate results to students on schedule
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Objective 3: Promote the provision of quality education through the development, dissemination and implementation of educational policies and practices
Outcome: The promotion and enhancement of standards of schooling.
Forums, Seminars and Conferences The Board of Studies and the Office of the Board value consultation with the education and wider community on issues and developments in curriculum and credentialling.To this end the Office of the Board organised a number of forums and conferences during the year.
Stage 6 Science Symposium
Following the release of the Higher School Certificate White Paper Securing Their Future, a Science symposium was held at St Marys Senior High School in November, 1997.The purpose of the symposium was to receive advice on the future directions of the Stage 6 Science courses. More than 150 teachers, parents and academics from across New South Wales attended.
The symposium was the first stage in the revision of Stage 6 Science courses and provided a valuable opportunity for an exchange of views regarding the nature, scope and content of Science syllabuses for the Higher School Certificate.
Significant issues raised at the symposium concerning appropriate knowledge, skills, values and understandings for the Stage 6 Science curriculum will be taken into account as the syllabuses are redeveloped during 1998–99. A summary of the proceedings was provided to all participants and schools and a copy was placed on the Board’s internet site.
Learning and Technology Forum
In November 1997 the Office of the Board of Studies organised a second full-day forum on technology and learning in New South Wales classrooms.The event built on the success of the first learning and technology forum, held in June 1997.
More than 200 people attended the forum to discuss ways in which the Board of Studies can address technology in the curriculum and how technology can be used to improve the delivery of services to schools.
Stage 6 English Forum
The Board of Studies convened a Stage 6 English Forum in March 1998.The purpose of the Forum was to consult with the English education community on proposed new Stage 6 English courses.The 200 delegates who attended discussed matters such as perspectives of English, the needs and expectations of Stage 6 English students, teaching learning experiences pertinent to the subject, and possible assessment strategies.
The forum outcomes were presented to the Board and assisted in the development of a Writing Brief, scheduled for release in mid-1998.
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Schools Constitutional Conventions
During 1997, the Office of the Board of Studies was the state convenor of the Schools Constitutional Conventions.The Conventions are an initiative of the Constitutional Centenary Foundation, which was established in 1991 to encourage public discussion, understanding and review of the Australian constitutional system of government.The conventions are part of the Foundation’s community citizenship program.
More than 100 students from both government and non-government schools participated in a series of state-wide conventions held throughout 1997. Selected delegates joined students from schools across Australia at the National Schools Constitutional Convention, held at old Parliament House, Canberra, in May 1998.
Recognition of Prior Learning The Board of Studies uses the term ‘Recognition of Prior Learning’ (RPL) as a generic term for the two ways (credit transfer and advanced standing) by which formal or informal study and/or relevant life experience for the Higher School Certificate can be recognised. During the reporting period, the Office of the Board processed more than 240 applications from individual students.
During 1996–97, the Office of the Board participated in national research on RPL, which was commissioned by the Australian Curriculum, Assessment and Certification Authorities.The research showed that the Board of Studies’ policies and practices in this area compare well with other states.
Credit Transfer Arrangements with TAFE The Higher School Certificate/TAFE Credit Transfer program allows students to obtain advanced standing in TAFE courses through completion of certain requirements in selected Higher School Certificate courses. Advanced standing is based on similarity of outcomes between Higher School Certificate courses and TAFE subjects/modules, taking into account competencies and industry standards required in employment-related studies. In some instances, over 80 percent of a TAFE Certificate can be achieved as a result of studying a particular combination of Higher School Certificate courses.
Arrangements are currently in place for the credit transfer of approximately 40 Higher School Certificate courses into 185 TAFE courses. Information on the advanced standing arrangements is issued regularly to schools and TAFE colleges. A complete revision of the material is due for release late in 1997.
The information has also been placed on the Internet and will be updated as the need arises.The address to access the site is: http://www.tafensw.edu.au/course/recognition96.html
The Internet From the moment of its establishment in 1995, the Board of Studies World Wide Web site (http://www.boardofstudies.nsw.edu.au) has grown very rapidly, both in the number of available documents and in the number of people accessing it. More people access it in one month than for the entire 1996 annual total – a daily average of more than 18 000 ‘hits’, with the average user viewing six different pages.
Major document releases on the web site include the April delivery of the K–6 English Syllabus and
39 A N N U A L R E P O R T 1 9 9 8
its support documents, with more than 3000 downloads from the site per month since then, as well as the Higher School Certificate White Paper Subject Evaluation Reports. Many of these Evaluation Reports were available to the public for feedback less than an hour after completion.
During the year, the onsite engine was upgraded, enabling users to locate the documents they seek more effectively amongst the many hundreds now available.
Throughout the year, the Office of the Board of Studies continued assisting in the expansion of the successful Higher School Certificate On-Line web site (http://hsc.csu.edu.au) run by Charles Sturt University and the Department of Education and Training.The Office of the Board worked with the Australian Music Examinations Board to provide their web site (http://www.ameb.nsw.edu.au).
CD-ROMs Each year, the Office of the Board of Studies combines with the Department of Education and Training to organise the very successful ARTEXPRESS exhibition of Higher School Certificate Visual Arts students’ artworks. In 1997–98 the Office of the Board also developed and released an interactive version of the 1996 exhibition on CD-ROM and will release the 1997 edition on CD-ROM as well.
To enhance teacher and student understanding of the Higher School Certificate marking process, the Board released an interactive multimedia package of two CD-ROMs illustrating the Visual Arts marking scales for student artworks based on the 1994 and 1995 Higher School Certificate Visual Arts examinations.Work is almost complete on a similar package based on the 1996 and 1997 examinations for release in late 1998.
During 1997–98 the Office of the Board of Studies continued its successful partnerships with other organisations and industry groups to produce educational interactive multimedia products to support and promote the Board’s syllabuses. Projects in development are partnered by the Murray-Darling Basin Commission, the Minerals Council of Australia, the Ethnic Affairs Commission of New South Wales, the University of Technology (Sydney), Special Broadcasting Service and the New South Wales Police Service.
On Board On Board, the Board’s quarterly magazine for students in Years 10, 11 and 12 was revamped during the reporting period, changing from an A4 two-colour format to an A3-size full colour publication. The magazine was designed, written and illustrated by a 10 member student editorial committee.
The new format was developed after a survey of schools found that students and schools wanted a fresh approach, with more articles on course choice, study strategy, student profiles and how to cope with study stress.
Student response to the new format has been enthusiastic. Comments that the new format is a ‘move forward in the style that students are familiar with — short articles with catchy headings’ are typical.
Exhibitions and Awards
Premier’s Awards for Excellence in the Higher School Certificate
The annual Premier’s Awards for Excellence in Education provide an opportunity to recognise and reward the exceptional efforts of outstanding students in NSW.
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Students were awarded in two ways.The prestigious Premier’s Medal was presented by the Premier, the Hon Bob Carr, MP,to 43 students who achieved 90 percent or higher for all their Higher School Certificate courses.The Premier’s Certificate was presented to each student who achieved first place or equal first place in a Higher School Certificate course with a mark over 90 percent. Certificates were awarded to 165 students in 135 courses.
More than 600 people attended the ceremony at Sydney’s Darling Harbour Convention Centre on Thursday, February 19, 1998.
The Brother John Taylor Memorial Prize
The Brother John Taylor Memorial Prize acknowledges students who have overcome significant disability and disadvantage to achieve academic excellence.The prize for 1997 was presented by the Minister for Education and Training, the Hon John Aquilina, MP,to Anh Tran (Sefton High School) and Anthony McKew (St Francis Xavier College, Hamilton).
The award commemorates the contribution of Brother Taylor as a member of the Board of Studies and its predecessors from 1978 until his death in 1993.
Higher School Certificate Course Merit List
1997 saw the most detailed reporting to date of the Higher School Certificate results, with the release of the Higher School Certificate Course Merit List.The list named 8042 students who achieved outstanding results in one or more of their Higher School Certificate courses.
For each course the list detailed, in merit order, students who achieved a mark of 90 percent or more.This mark is a composite of both the examination mark and moderated school assessment mark. Just over 85 percent of all schools had at least one student on the Merit List.
ARTEXPRESS
ARTEXPRESS is an annual exhibition of outstanding artworks presented by students as part of their Higher School Certificate Visual Arts examination. In 1998, exhibitions were held at the Art Gallery of NSW; David Jones Sydney City store windows; the State Library (Sydney); and the UNSW College of Fine Arts. ARTEXPRESS also toured regional galleries in Newcastle, Dubbo,Wagga Wagga, Broken Hill, Grafton and Wollongong.This year the exhibition included the artworks of 266 students, chosen from a pool of 12 341 marked for the Visual Arts examination. Once again, ARTEXPRESS met with great critical acclaim.The Art Gallery of NSW reported record visitors to the exhibition.
DesignTech
DesignTech is an annual exhibition of outstanding Major Design Projects developed by students as part of their Higher School Certificate Design and Technology course.The DesignTech program aims to provide the general community, students and teachers with the opportunity to see the work being produced by students in the technology area.
In 1998, DesignTech was shown at Sydney’s Powerhouse Museum for two and a half months, attracting thousands of visitors. It also toured for a week each in shopping centres at Newcastle, Coffs Harbour,Tamworth, Orange, Dubbo and Wollongong, as well as for two weeks at Wagga Wagga Art Gallery where it attracted over 1000 visitors. Several businesses expressed a genuine interest in developing some of the projects, and some students were offered jobs as a result of their work.
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ENCORE
ENCORE is a concert of outstanding performances and compositions by Higher School Certificate Music students. Held at the Sydney Opera House on February 22, 1998, the sell-out crowd heard 23 exceptional performances from talented students.
1998 was the ninth year in which ENCORE has afforded the community the opportunity to experience the talent of New South Wales students across a wide range of musical genres.
OnSTAGE
OnSTAGE is an annual showcase performance and exhibition of individual projects and group presentations by Higher School Certificate Drama students. In 1998, 120 talented actors, designers and directors thrilled capacity crowds at the Seymour Theatre Centre in Sydney for five days and nights.There were 16 group and 8 individual performances. OnSTAGE also included an interesting exhibition of original scripts and research; set, poster and costume design; and videos.
In 1998 all ten OnSTAGE performances were sold out and the performers were met with standing ovations. Several students were selected as a result of their performances to study at well-recognised drama institutions, including the National Institute of Dramatic Arts.
Minister’s Young Designers Awards
This was the fifth year of the Minister’s Young Designers Awards, which were introduced to support the Design and Technology syllabus. More than 6000 students in Years 7 and 8 from 170 government and non-government schools entered for the awards.The judging at school, district and state level culminated in an exhibition at the Powerhouse Museum.The Minister for Education and Training, the Hon John Aquilina, MP,officially opened the exhibition and presented the Awards. An audience of over 150 was at the official opening of the exhibition.
Royal Easter Show
The Office of the Board of Studies presented a stand at the Royal Easter Show, in conjunction with the Department of Education and Training and TAFE NSW.Winner of the ‘Best Government Stand’ award, the exhibit was very popular.
The display featured a wide range of information for parents and students about the Board of Studies, focusing specifically on the new English K–6 Syllabus and providing updates on the changes to the School Certificate and Higher School Certificate.The computer interactives featured the Board’s website, the ARTEXPRESS 96 and Waterlines CD-ROMS, and were highly sought-after, especially by younger members of the community.
42 K E Y R E S U L T A R E A S document published and distributed document published Status as at June 30, 1998 All publications produced to agreed production schedules and judged effective by produced to agreed production schedules and judged effective All publications market research forums — community Achieved to be conducted throughout 1997–98 — veryAchieved of visits to the OBOS website substantial increase in the number in 1997–98 Assessment and Reporting Using Stage Outcomes to schools in October 1997 to project teams and made available assessment developed Guidelines on inclusive Ongoing — materials being developed Key Strategies of educational policies and practices Outcome: The promotion and enhancement of of standards schooling. Produce all publications on schedule Produce all publications forumsConduct community to discuss Board initiatives, particularly those relating to SC and HSC changes Expand use of Internet promotion of Board policies and dissemination for materials schools on assessment and reporting advice for Publish assessment guidelines document on inclusive Develop policies that recognise and reflect the needs of students teachersDevelop in the primary education area Objective 3 of quality the provision education the development, through Promote dissemination and implementation
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Objective 4: Promote the provision of quality education through the registration and accreditation of non-government schools
Outcome: The maintenance of standards of schooling in the non-government sector.
Under the Education Act the Board of Studies is responsible for:
• providing advice and making recommendations to the Minister about the registration of non- government schools (that is, granting permission for schools to operate); and • accrediting registered non-government schools (granting permission for schools to present candidates for the School Certificate and/or Higher School Certificate).
The major aim of the registration process is to ensure that the requirements of the Education Act are being met.The aim of accreditation is to satisfy the Board that requirements for the School Certificate and Higher School Certificate are being met.
Non-government schools may be registered either as individual schools or as members of an approved system of schools. A school system is responsible for ensuring its member schools comply with the Act.There are currently 13 registered systems, comprising schools administered by the Catholic Education Offices in New South Wales, the Seventh-Day Adventist Church and the Christian Community Schools.
Categories of registration include primary education, secondary education, or education of a kind prescribed by the regulations under the Act.The Board advises the Minister on the registration of schools on the basis of its inspection of schools or through the advice of the registered systems.The requirements and procedures for the registration and accreditation of non-government schools are detailed in the Board’s Manual for the Registration and Accreditation of Non-Government Schools.
The inspection process operates through schools submitting documentation, or through visits to schools by Board Inspectors. In 1997–98 three applications were processed on the basis of documentation and 67 applications on the basis of inspection. Five site inspections were conducted of schools that had moved premises. For monitoring purposes, Board officers visited a number of schools selected at random. It also participated in the registration and accreditation process of at least one school from each system for the purpose of evaluating each system’s monitoring process.
In May 1998 the Office of the Board of Studies organised a national conference in Sydney of managers of registration programs.The conference reviewed key registration issues from the perspectives of the Commonwealth, states and territories.The conference was also attended by representatives of the NSW registration systems, who attended a session on Board of Studies requirements and expectations.
In 1997–98 the Board recommended to the Minister the registration of 19 secondary schools, 32 primary schools and one school of a prescribed kind. Registration was granted to a further 37 schools providing schooling in both the primary and secondary years.The Board recommended that one school be exempted from registration on the grounds of conscientious objection.The Board granted accreditation to 50 non-government secondary schools.
Early in 1997 the Board of Studies initiated a review of its requirements and procedures for the registration of non-government schools. A report on the review is included in the Research, Reviews and Program Evaluations section below (Objective 5).
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Schools Appeals Tribunal Part 10 of the Education Act 1990 provides for the establishment of a Schools Appeals Tribunal.The role of the Tribunal is to hear appeals against a recommendation by the Board to the Minister that a non-government school not be registered; against a decision by the Board that a non-government school not be accredited; and against a recommendation to the Minister by an Authorised Person that a child not be registered for home schooling.
In 1997–98 the Tribunal comprised three members appointed by the Minister for Education and Training as follows:
• a person having expertise in education in government schools Mr William Nay • a person having expertise in education in non-government schools Miss Kathleen McCredie,AM • a person who is a retired judge or of equivalent standing (who is also to be the Presiding Member of the Tribunal) The Hon Mr Joseph Riordan,AO.
During the absence of Miss McCredie, Mr Anthony Rae, AM was appointed to act in her place for the period from June 2 until after the end of the reporting period.
The Tribunal heard two appeals relating to non-government schools. In one case the Tribunal upheld the Board of Studies’ recommendation. In the other case the matter was settled after discussion between the school and the Office of the Board of Studies.
The Tribunal heard three appeals in relation to home schooling. In one appeal the Tribunal upheld the recommendation of the Authorised Person.
The other two appeals related to families that did not accept the Office of the Board’s Guidelines for Registration for Home Schooling and claimed that their applications for registration for home schooling absolved the State of any responsibility for the education of their children.The Tribunal confirmed the legitimacy of the Guidelines and found that the appellants should receive certificates of registration with conditions specified on those certificates.
Home Schooling The Education Act 1990 includes provision for parents to home school their children.The Office of the Board of Studies acts on behalf of the Minister to assess applicants.
As at the end of the reporting period, there were 1492 applicants registered for home schooling from 897 families (each child between the ages of 6 and 15 is considered a separate applicant).
Section 77 of the Education Act provides for application to the Minister for exemption from registration on religious grounds. A total of 66 applicants from 29 families have received approval for home schooling under this provision.
45 A N N U A L R E P O R T 1 9 9 8 Status as at June 30, 1998 All registration/accreditation applications processed to statutory deadlines Feedback through BOSLOs and other sources indicates acceptance of support the Board/OBOS role in supportingfor sector standards in the non-government Review in progress Key Strategies non-government schools Outcome: of The maintenance of standards in the non-government sector. schooling Complete all administrative procedures within the legislative frameworkComplete all administrative procedures within the legislative and implement cooperative strategiesDevelop to gain compliance with Board registration and accreditation requirements Complete registration procedures review Objective 4 of quality the provision education the registration through Promote and accreditation of
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Objective 5: Effectively manage human and financial resources so that educational objectives are met
Outcome: High quality, cost-effective delivery of Board programs and services.
In addition to facilitating the Board of Studies’ program objectives, the Office of the Board continued during the year to monitor and improve the services it provides as a government department.
Quality Process Action Plan Late in 1997, the Office of the Board of Studies undertook a Guided Self-Assessment process as part of a service-wide initiative to improve management practices and operations within the New South Wales public sector.The process revealed opportunities at the Office of the Board for:
• improving the scope for all officers to contribute ideas and advice on the operation of the organisation and improve formal communication channels; • involving officers more closely in the corporate planning process; • introducing a stronger emphasis on performance management, training and career paths; • improved mechanisms for customer feedback and training in customer relations; • benchmarking products and the review and evaluation of key processes. The Office of the Board of Studies subsequently developed an Action Plan which detailed actions, timeframes and responsibilities for individual Managers. As at the end of the reporting period, implementation of the Action Plan was in progress.
Restructuring and Adjustment of Management and Corporate Services During the reporting period the Office of the Board implemented changes to its organisational structures and to the delivery of a variety of management and corporate services.These changes were made in the context of the Government setting NSW public sector agencies savings objectives across a number of areas, including corporate services.The changes involved:
• A restructure of the Office of the Board’s planning and Board secretarial support areas, to ensure that Board meetings are informed by a stronger strategic focus and that planning over the longer term is given a higher priority; • The amalgamation of the Office of the Board’s Information Technology and Publications Branches, to form a new Information Services Branch.The amalgamation was aimed at facilitating the Office’s plans to focus on electronic printing and the use of technology in the production and distribution of Board publications; • The more effective management of the Office’s assets, purchasing and procurement services and leave and recruitment processes.
These changes will bring the total value of productivity savings measures introduced by the Office since 1995 to $1.9 million annually or nearly 3% of the Office’s overall budget.
New Records System In January 1998 the Office of the Board introduced a new electronic records system for the management of files and correspondence.The system was designed to comply with new legislation in the area as well as meet the requirements of the relevant Australian Standard. It was implemented pursuant to findings of a detailed evaluation of the Office of the Board’s records management practices.
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The key principle of the new system is that of integration, so that records can be cross-referenced with related policies, past correspondence or other material. A process for the systematic disposal of old records has also been defined, as well as protocols for all staff to observe when registering and tracking documents.
Implementation of the new system is expected to result in substantial improvements over time to the timeliness, accuracy and comprehensiveness of the Office’s communication with schools and the wider community.
Electronic Capture of Higher School Certificate Data The collection from schools each year of data about candidates for the School Certificate and Higher School Certificate is a complex process involving tens of thousands of individual communications with schools.To streamline the collection of the data, the Office of the Board has been investigating the feasibility of using the Internet to communicate directly with schools.
Following initial development work during 1997, 20 schools were involved in a pilot program in 1998 to capture student data electronically for the Higher School Certificate.The pilot involved the schools’ designated computers communicating directly with the Office’s IBM AS/400 computer.Those entries which met requirements were automatically confirmed, as were any anomalies or rejections.
The Office of the Board will use the findings from the pilot program to adjust procedures and software in preparation for implementing the approach as a major method of data collection as from 1999.The approach is expected to save schools considerable time and effort in providing and verifying result information. In future years, it is planned to extend the service to encompass School Certificate and Year 11 information and to use it to capture assessment information. As well, schools will progressively be given the facility to maintain their own students’ data, so that matters such as changes of course or address can be processed by the school.
Waste Reduction and Purchasing In 1997–98 the Office of the Board developed a Waste Reduction and Purchasing Plan. A staff committee was formed to identify waste reduction and recycling opportunities and to develop awareness and communication strategies. Purchasing policies were also reviewed to ensure an appropriate emphasis on the use of recycled resources.
Employee Assistance Program In late 1997 the Office of the Board introduced a service whereby staff can access professional counselling for work-related or personal problems.The service operates through self or supervisor referral and is provided through psychologists at WorkCare Australia.
Board of Studies Liaison Officers The Office of the Board of Studies continued during the reporting year to maintain a presence throughout New South Wales, through a group of ten regionally-based Liaison Officers.The BOSLOs, as they are known, promote awareness and understanding of Board of Studies policies in both government and non- government primary and secondary schools and in the community generally.They provide localised support for Board programs in accordance with the distinctive needs and priorities of schools, students and parents in regional New South Wales.
The services BOSLOs provided during the year included visiting schools throughout their areas, convening and addressing meetings and seminars to discuss important Board initiatives, developing newsletters and flyers, liaising with local media, and providing support for and advice to schools on Board of Studies and Office of the Board programs.
48 K E Y R E S U L T A R E A S Status as at June 30, 1998 Planning cycle proceeding on schedule and involving all staff Planning cycle proceeding on schedule and involving of Code Conduct requirements All staff aware In progress – recommendations from independent audit in 1997 being implemented In progress Ongoing – Focus group meetings conducted, to all with outcomes communicated staff capability demonstrated forecasting in all branch year-end – improved Achieved budgets correspondence, – actionable Achieved files, registered and tracked Key Strategies Outcome: quality, High cost-effective delivery of and services. programs Board Finalise and promulgate new OBOS Plan,Finalise and promulgate Agreements and Performance Management Plans processes Training and implement Code of Conduct Ethics Develop Board/OBOS Plans and individual clear accountability link between Establish performance agreements and management plans Quality Plan,Total informedoutcomes of Guided by and implement Develop Self-Assessment process Obtain regular, from clients on service systematic feedback quality implement 1997–98 Budget strategySuccessfully OBOS records management system Establish Objective 5 Effectively manage human and financial resources so that educational objectives are met
49 A N N U A L R E P O R T 1 9 9 8 Key Performance IndicatorsKey Performance Achieved – all staff receive IT training – all staff receive during based on needs analysis Achieved 1997–98 — all teaching service merit-basedAchieved under three-year staff employed secondment/temporary cycle employment In progress — areas of need identified September 1997 1997–98 EEO Plan reflecting staff input finalised program Spokeswomen in place and operational Best-practice benchmark performance in incidence of workplace injuries or workers compensation claims achieved — implementation of IT StrategicAchieved Plan on target more than 90% of for 1997 priorities March 1998. by Market schools are using electronic versions research shows documents of key Key Strategies Develop and deliver effective IT Training program optimum to ensure staff can make Training IT effective and deliver Develop use of services and materials implement 1997–98 workforceSuccessfully plan across the full range Statement objectives Affairs of OBOS Policy Address Ethnic processes 1997–98 EEO Management Plan in consultation with staff Develop programsAction and Spokeswomen Affirmative of Ensure all staff are aware Ensure all Managers of OHS responsibilities and staff are aware (IM&T) Strategic account of Plan takes Technology Information Management and IM&T Blueprint the Government’s by directions specified electronically delivered of publications Increase number
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Research, Reviews and Program Evaluations
Review of Syllabus Development Procedures Securing Their Future established a need for a thorough and comprehensive evaluation of all Higher School Certificate syllabuses against criteria aimed at ensuring rigour and subject integrity. It also indicated that revised, quality-assured syllabuses developed as a result of the evaluation should be made available to all schools by July 1999.
To assist the Board of Studies to meet this goal, the Minister for Education and Training initiated a management review of the Board’s curriculum development processes.The review was conducted from within the Office of the Board of Studies and was coordinated by a team comprising the General Manager of the Office of the Board of Studies, a member of the Minister’s staff and an officer of the Premier’s Department, with input from the Graduate School of Management at the University of New South Wales.
The review identified a need for a stronger focus on project management, improved consultation processes, and more direct Board participation in the production of individual syllabus documents. As at the end of the reporting period the Board had endorsed a curriculum development model based on the recommendations.
Review of Procedures for the Registration of Non-government Schools Early in 1997 the Board of Studies initiated a review of its requirements and procedures for the registration of non-government schools.The review was established in view of changes since the procedures were last considered in 1991.Terms of reference for the review focused on the: • clarity and consistency of procedures; • adequacy and appropriateness of the current criteria for registration (approval to operate) and accreditation (approval to present candidates for the School Certificate and/or Higher School Certificate); • the role of the Board of Studies in addressing aspects such as compliance by schools with local government requirements.
The review process was guided by a Reference Panel comprising Board members and representatives of non-government school systems. As at the end of the reporting period, the review process was nearing completion and recommendations were being developed for the Board’s consideration.
Higher School Certificate Subject Evaluations The Higher School Certificate subject evaluation process is the first step in the three stage process of syllabus review and redevelopment resulting from the recommendations of the NSW Government Higher School Certificate White Paper, Securing Their Future. As part of this process, the Office of the Board of Studies commissioned researchers to conduct a study of the views of practising teachers selected at random.The study, conducted during April and May 1998, sought to determine teachers’ perceptions of the value of the subject for students, the strengths and weaknesses of the current syllabuses and how the provision of the subject might be improved.The study involved paired in-depth interviews with teachers of the subject conducted at their school, followed by a telephone survey of a widely representative sample of teachers.
A further strand of research involved asking focus groups of past Higher School Certificate students and parents about their experiences within the Higher School Certificate curriculum.
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The purpose of the research has been to identify issues and concerns that need to be taken into account during the preparation of the writing brief. Consultation with key groups will also occur during the preparation of the writing brief for each new syllabus and the subsequent development of the syllabus.
Review of Higher School Certificate Assessment Program School-based assessments were introduced as a component of the Higher School Certificate in 1986. As part of the Higher School Certificate White Paper initiatives, the Office of the Board of Studies is currently undertaking a review of the Higher School Certificate assessment program to gain an accurate picture of current practice in schools.
The review comprises three phases. Phase 1 involved a series of focus groups of teachers, students and parents. In Phase 2, a survey of all secondary schools in New South Wales is being undertaken, together with a survey of a sample of 1000 Higher School Certificate students. Phase 3 involves a number of feedback seminars for school personnel, where the findings of the first two phases and various options for the future will be discussed.
Research Associated with Standards-Referenced Scales for the Higher School Certificate and School Certificate This research was concerned with exploring the feasibility of various approaches to reporting results at the School Certificate from 1998 and the Higher School Certificate from 2001, as required by Securing Their Future.The research involved the application of Item Response Theory to the data from the School Certificate Reference Tests and Higher School Certificate subjects, in preparation for reporting in terms of standards.
Review of Higher School Certificate Music Marking In August 1997 the Board of Studies commissioned a review of Higher School Certificate Music marking.The review considered procedures used in marking the practical components of Higher School Certificate Music and the degree to which the marks assigned in the three components (Performance, Musicology and Composition) are equitable within and across the three different courses.
The review was overseen by a review team containing both experienced markers and other experts in Music education, including representation from school systems, the tertiary Music education sector and the Office of the Board of Studies.The report is due to be completed in July 1998.
Higher School Certificate Advice Line Survey In order to obtain information on students’ responses to the Higher School Certificate Advice Line, a survey of Higher School Certificate students was undertaken in December, 1997. Survey forms were sent to a total of 3000 randomly-chosen students, 1500 of whom had used the Advice Line and 1500 of whom had not. A total of 1050 responses were received, representing an overall response rate of 35 percent.The survey indicated very high levels of support for the service.
With the exception of the Higher School Certificate subject evaluations, costs associated with research and evaluation were met from the Office of the Board’s normal operating budget.The Higher School Certificate subject evaluation project was funded by a special grant from State Treasury in support of Securing Their Future.
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5 Australian Music Examinations Board and Aboriginal Education Consultative Group
This section of the Annual Report concerns the activities of the Australian Music Examinations Board (AMEB) and the Aboriginal Education Consultative Group Inc (AECG).These agencies are accountable to the Minister for Education and Training through the General Manager of the Office of the Board of Studies.
Australian Music Examinations Board (AMEB)
Contact details
Australian Music Examinations Board (NSW) Level 6 117 Clarence Street SYDNEY NSW 2000
Telephone: (02) 9367 8456 Fax: (02) 9367 8091
State Chairperson: Professor Sharman Pretty (Principal, Sydney Conservatorium of Music) State Manager: Ms Yvonne White
Some of the highlights of the AMEB’s activities during 1997–98 are described below. A full account may be found in a separate 1997–98 Annual Report published by the AMEB (NSW), available from the above address.
Role and Structure The Australian Music Examinations Board in New South Wales is the agency responsible in New South Wales for administering practical and written examinations in Music and Speech and Drama, from Preliminary grades through to the Fellowship in Music Australia.These credentials are awarded by the federal Australian Music Examinations Board in accordance with AMEB syllabus requirements. The AMEB is a federal body, with a governing board comprising the chairpersons of each state organisation.
‘Speak the Speech’ Workshop A one-day ‘Speak the Speech’ workshop for students taking the Board of Studies 2 Unit Drama syllabus for the Higher School Certificate was held on Sunday 29 March 1998 at the Independent Theatre, Miller Street, North Sydney.The workshop brought together the requirements of the Higher School Certificate Drama syllabus and the AMEB syllabuses in relation to voice and speech in performance. It offered support for students undertaking the performance option of the individual project and the group presentation.
The workshop was an outstanding success with 99 participants, and will be offered in country areas
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in future years.The expansion of the workshop to regional areas will complement the introduction of an additional speech and drama examination series in Newcastle, Canberra and Wollongong, commencing in 1998.
Candidature In 1997, 44 729 candidates enrolled in AMEB examinations in NSW.This represents an overall increase of 1.5 percent (663 candidates) on the total candidature for 1996.
Recruitment, Induction and Training of Examiners New procedures for the recruitment, induction and training of examiners were successfully implemented during the reporting period and resulted in 18 new music examiners being appointed on probation. Successful applicants attended a remunerated induction session, followed by a training day with a supervising examiner.
A report writing workshop, developed with a specific focus on AMEB examinations, was also attended by 20 prospective and probationary examiners.
With the introduction of Contemporary Popular Music (CPM) courses, a national process was developed and implemented for the selection and training of CPM assessors.This strategy included the appointment and training of a national CPM assessor selector to facilitate national consistency in the selection of CPM assessors. Fifteen CPM assessors were appointed for New South Wales.
Child Protection Procedures and Training Mandatory child protection training of 158 examiners and 11 AMEB office staff was conducted by the NSW Child Protection Council.
MusicLink! Performance and Repertoire Workshops Experienced teaching staff of the Sydney Conservatorium of Music and examiners of the AMEB (NSW) continued to lead MusicLink! Regional Workshops throughout 1997–98.
The workshops are based on the philosophy that some of the best and most enjoyable music- making and learning, particularly for young musicians, comes from opportunities to participate in ensemble activities that are creative, expressive and supportive. MusicLink! offers ongoing professional training and development for teachers.
Fourteen MusicLink! performance and repertoire workshops were held during 1997 for voice, clarinet, composition, piano, flute, saxophone, piano teacher, keyboard, musicianship, brass quintet, Higher School Certificate ensemble, and percussion. A State access program has again been offered in 1998.
In addition to the MusicLink! Program, the AMEB (NSW) also jointly funds the Conservatorium Access Centre’s summer and winter piano festivals of masterclasses and workshops for teachers and students.
Fellowship in Speech and Drama, Australia (FSDA) The FSDA syllabus is the highest qualification offered by the AMEB in Speech and Drama. Candidates of outstanding ability are challenged to extend their performance skills through the preparation and the public performance of a full length dramatic program.The two candidates awarded the FSDA in 1997 were both from New South Wales.
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Contemporary Popular Music (CPM) Twenty-four CPM titles, Steps 1 to 4, are now available in music retail stores, together with a choice of CD or MIDI backing recording, as follows: Keyboard Fundamental, and Keyboard, Bass, Drum Kit, Guitar and Vocal Advancing.
AMEB International Program The Minister approved a staged pilot program for the AMEB (NSW) to conduct examinations in Hong Kong.The first examinations were held in November 1997, at studios sponsored by Tom Lee Music Co.The program is a joint venture between AMEB (NSW) and the Sydney Conservatorium of Music, which has an established presence in South East Asia.
Examination preparation workshops, masterclasses, and seminars for teachers and students were conducted during visits to Hong Kong by Conservatorium staff and AMEB examiners. During the Austrade Exhibition held in August 1997 the AMEB was promoted at the University of Sydney stand through the presentation of a video, supported by advice from an Education Australia counsellor.
Australian International Music Show (AIMS) The AMEB (NSW), in association with Allans Publishing, collaborated to launch the Contemporary Popular Keyboard Courses at the AIMS, held at the Convention Centre, Darling Harbour, from 19–22 September 1997. In conjunction with the launch, free CPM Preview Clinics were coordinated at the AIMS site.
To coincide with the launch, the AMEB (NSW) promoted CPM through the Cumberland Newspaper Group during Education Week, September 1997.
AMEB (NSW) Publications The following documents were prepared and published by AMEB (NSW) during the reporting period:
• AMEB (NSW) Newsletter, July 1997 • AMEB (NSW) Newsletter, Hong Kong, August 1997 • Child Protection: Procedures to be Followed in Response to Allegations of Improper Conduct of a Sexual Nature by an AMEB (NSW) Employee Against a Candidate, Revised September 1997 • 1998 AMEB (NSW) Teachers Handbook, November 1997 • 1998 AMEB (NSW) Teachers Handbook, Hong Kong, November 1997 • Annual Presentation of Diplomas Program, March 1998 • Theory and Musicianship Reports, March 1998 • Pianoforte Works Suitable for Students with Small Hands, Revised May 1998.
AMEB Website The AMEB website was designed and is maintained by the Interactive Design Group, Office of the Board of Studies, in collaboration with the AMEB (NSW), which resourced the website development on behalf of the federal AMEB.
The AMEB website on the internet was launched on 5 April 1998, at the Examiners’ Annual Meeting. The award-winning AMEB website address is: http://www.ameb.nsw.edu.au
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AMEB (NSW) Office Relocation The office of the AMEB (NSW) relocated from St James Centre, 111 Elizabeth Street, Sydney to 117 Clarence Street, Sydney, on 29 November 1997. In order to provide for the continued growth in candidature, the AMEB (NSW) established three soundproof acoustic music studios adjacent to the new office accommodation.
Aboriginal Education Consultative Group Incorporated
Contact details
Aboriginal Education Consultative Group Inc 37 Cavendish Street STANMORE NSW 2048
Telephone: (02) 9550 5666 Fax: (02) 9550 3361
President: Mr Charles Davison
The Aboriginal Education Consultative Group Inc (AECG) is an independent, community-based Aboriginal organisation established as an incorporated body to provide the New South Wales Government and its agencies with advice on the educational needs and aspirations of Aboriginal communities.
The AECG is funded by the NSW Government via the Office of the Board of Studies. It is controlled by a Board of Directors, which elects a full-time President every three years.
The AECG’s activities are coordinated by a small secretariat.The secretariat also administers grants made under a number of Commonwealth Government programs.
The following is an overview of some of the highlights of the AECG during the reporting period. Comprehensive information about its operations and achievements are available in the Group’s 1997 Annual Report, available from the AECG’s Stanmore office.
The objectives of the AECG are as follows:
• To provide a duly constituted and functional network of state, regional and local meetings for reporting, advice and information on Aboriginal education and training; • To provide independent advice to the Commonwealth and State governments on Aboriginal education and training; • To identify, promote and monitor implementation of priorities in Aboriginal education and training; • To promote Aboriginal perspectives to the general education and training community; • To provide support and advice at a regional and local level to Aboriginal communities in education and training matters; • To participate in Indigenous Education Strategic Initiatives Program (IESIP) monitoring; and • To maintain goals of the AEP (Aboriginal Education Policy) and the IESIP in relation to Indigenous employment.
The AECG was faced with a number of challenges during 1997–98. One of the most pressing was
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continued uncertainty over the future of the organisation’s Commonwealth funding.While funding has been confirmed for the next two years, the AECG has been advised that it will be reviewed, along with other ‘Indigenous Bodies’, as part of a review of Indigenous education advisory structures.
Also at the federal level is the issue of consultation. Following a decision to disband the Federation of AECGs, the NSW AECG is concerned that there is now no dedicated national consultative mechanism for Aboriginal education and training.The AECG believes that there is a clear need for proper national consultative mechanisms in this important policy area to be established as soon as possible.
‘Aboriginal Education The Future:Towards 2000’ was the theme for the third biennial Mingaletta (coming together) conference held in Port Macquarie from 18–20 May, 1998. An initiative of the NSW NATSIEP (National Aboriginal and Torres Strait Islander Education Policy) Committee, Mingaletta provided an opportunity for the major players in Aboriginal education and training in NSW to meet and discuss past achievements and identify future directions in areas such as reconciliation, social justice, land rights, Abstudy, equity, Aboriginal youth education, protocols, accountability and networking.
Meetings and conferences are a significant cost to the AECG. In 1996 it was decided to reduce the length of Annual General Meetings and State Committee meetings from 4 to 3 days, with an evening meeting before the first day.This arrangement was trialled throughout 1997 and resulted in substantial savings.
School curriculum continues to be critical to the twin goals of Aboriginal education: appropriate education for Aboriginal students; and educating all students about Aboriginal Australia. During the reporting period the AECG was successful in securing permanent membership of committees established by the Board of Studies to oversee curriculum development in individual subject areas. This development will ensure that Aboriginal perspectives are addressed in all syllabuses for Kindergarten to Year 12, particularly the K–6 Human Society and Its Environment Syllabus currently in development.
The AECG has made an important contribution to the cause of reconciliation over the last three years.The AECG maintains that no worthwhile or acceptable form of reconciliation is possible without recognising that Aboriginal Australia and Aboriginal issues are integral to Australian society as a whole.The AECG maintained a strong presence at the 1997 Australian Reconciliation Convention and coordinated the only education-related display. AECG stalls were also maintained at the Marrickville Council Aboriginal Week expo, the NAIDOC Family Day at the University of Sydney, and at the ‘Connections 97’ international social education conference, also at the University of Sydney.
One of the AECG’s long-term objectives was realised in 1997, when the premises it had rented since 1990 were transferred to full AECG ownership.The AECG acknowledges the generosity of the previous owners, the Inner City Education Centre.
A major issue during the reporting period was the proposed changes to Abstudy and cuts to higher education block release programs.The AECG was involved in gathering data on the impact of the changes and in coordinating the campaign of NSW university Aboriginal Centres against the block release cuts.The campaign met with success when the Commonwealth Government agreed to reverse the cuts to some extent.
The reporting period saw a strong resurgence in the establishment of local AECGs. New AECGs were established across the state, and a number of AECGs which had been ‘dormant’ for varying periods were reconstituted.
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The AECG continues to be a key influence in the development of education policy at all levels in New South Wales.The AECG is committed to changing the frame of reference so that Aboriginal Australia is part of the main agenda for education at all levels.The AECG will continue to push for Aboriginal education and training priorities to be integral to the core aims, objectives, strategies and outcomes of all agencies, systems and institutions. AECG office bearers and staff will continue to work towards achieving this aim during 1998–99 and beyond.
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6 Management and Performance
Branch descriptions
The branches of the Office of the Board and their functions are detailed below.
Administration Manager: Ken Collins
Administration Branch provides administrative and operational support services to assist management and staff in their service to the Board’s clients.The branch consists of two units: the Human Resources Unit and the Operations Unit. Services provided by the Operations Unit include records management, mail, switchboard/reception, motor vehicle fleet management, lease and fitout services, building management, purchasing and travel services and School Certificate and Higher School Certificate examination furniture maintenance and procurement.The Human Resources Unit provides services in recruitment, staff entitlements, workers compensation, training, job evaluation, policy development and offers support and advice to staff regarding human resource issues, such as transfers and career development.
Assessment Manager: Carol Taylor
Assessment Branch coordinates the development and production of all Higher School Certificate examinations, School Certificate Test papers and Course Performance Descriptors.The branch provides technical and professional support to the Board on assessment, reporting and credentialling issues and liaises with national and international bodies on assessment matters.The branch develops support material and provides advice to schools and the public on assessment and reporting in all key learning areas K–12.The branch monitors the awards by schools of grades for School Certificate courses and manages the appointment of members to the Board’s examination committees.
Curriculum Director: Robert Randall
This branch is responsible for the development of syllabuses and support materials for all key learning areas, Kindergarten to Year 12.
Curriculum Branch is also responsible for the registration and accreditation of non-government schools. It employs Authorised Persons to carry out on behalf of the Minister the function of considering applications for home schooling.
The Board’s ten Inspectors are located in Curriculum Branch. A list of their names and key learning area responsibilities is included in the Appendices.The Inspectors and their teams provide leadership in curriculum through working with Syllabus Advisory Committees; managing project teams for curriculum development; presentations at conferences; responding to enquiries; developing papers for the Board; and liaising with all educational institutions both within NSW and nationally.They are involved in addressing meetings of teachers, tertiary educators, professional associations, teacher trainees and DET-TAFE personnel to provide guidance and clarification of issues related to each key learning area.
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Examinations and Certification Manager: Ms Rob Speers
The branch manages administrative support for the planning, conduct and marking of Higher School Certificate examinations and School Certificate Tests; collects and processes all entry and assessment data for the Higher School Certificate and School Certificate programs and maintains student records.The branch manages the Special Provisions program for the School Certificate and Higher School Certificate, the Illness/Misadventure Appeals programs, the Higher School Certificate Advice Line and Higher School Certificate Inquiry Centre.
The branch coordinates the distribution of all Certificates, Records of Achievement and Result Notices for eligible students.The branch appoints the Presiding Officers and Supervisors who administer examinations and the markers and clerical staff for the marking operations.
Finance Manager: Les Coulcher
Finance Branch is responsible for the management of the Office’s budget allocations. Functions undertaken by the branch include the preparation and monitoring of recurrent, capital and revenue budgets, payroll processing, revenue management, payment of all accounts, financial reporting and the timely production of monthly and annual financial statements. Finance Branch also ensures the timely payment of salaries for the examination Presiding Officers and Supervisors, examination markers and seasonal clerical staff involved in the School Certificate and Higher School Certificate programs.
Information Services (from January, 1998) Director: John Bennett
Information Services manages the planning, development and operation of the information technology systems and publishing functions supporting the Board of Studies and its programs.The branch investigates, trials and implements new applications of information technology systems and services supporting the School Certificate and Higher School Certificate programs. It liaises with other authorities in the development of systems and the provision of data held on the Office’s computerised records.The branch provides both print and electronic publishing and distribution services for the Board, including editing, copyright, design and desktop publishing services.The branch provides Client Services support to schools and the public, and manages the distribution of Board materials.The branch produces interactive curriculum and support materials on CD-ROM and manages the Board of Studies World Wide Web site.
Information Technology (to January 1998) Director: John Bennett
This branch managed the information technology systems supporting the Board’s programs. It analysed and evaluated new applications and provided the systems support and services for the School Certificate and Higher School Certificate programs.The branch was amalgamated with Publications Branch to form the Information Services branch from January, 1998.
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Media and Public Relations Manager: Dianne Brien
Media and Public Relations Branch is responsible for the media liaison and public relations activities of the Board of Studies and the Office of the Board, including special functions and events such as the Premier’s Awards for Excellence and joint projects of the Office of the Board of Studies and Department of Education and Training: DesignTech, OnSTAGE, ENCORE, ARTEXPRESS, the Minister’s Young Designers’ Awards and the Education and Training portfolio stand at the Royal Easter Show.The branch also produces information publications: the Board Bulletin for schools, and On Board for students.
Planning and Development Manager: David Patterson
Planning and Development Branch researches and develops advice for the Board of Studies and its committees on a wide range of issues.The branch clarifies, interprets and evaluates current Board of Studies rules and requirements and provides advice to the Board and the Office of the Board on policy and cross-curriculum issues.The branch provides support for the Board of Studies and Office of the Board of Studies planning processes.
Planning and Development Branch coordinates briefings and advisory materials for the Minister and central agencies and provides quality assurance for letters prepared by the Office of the Board for the Minister’s signature.The branch provides support to senior management and advice and assistance to other branches. It also coordinates the activities of the Office’s regionally-based Liaison Officers.The Chief Research Officer, Librarian and Board secretariat are located in the branch, as are officers supporting implementation of the Government’s Higher School Certificate White Paper, Securing Their Future.
Publications (to January 1998) Manager: Duncan Sutherland
Publications Branch provided publishing and distribution services for Board of Studies and Office of the Board publications. It provided editing and desktop publishing services to individual branches and with the exception of examination materials was responsible for the design and print production of all Board and Office of the Board documents.The branch was amalgamated with Information Technology to form Information Services branch from January 1998.
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Office of the Board of Studies
MINISTER
General Manager Office of the Board of Studies
Director Finance and Administration
Manager Administration
Manager Finance
Director Examinations and Assessment
Manager Australian Music Assessment Examinations Board
Manager Aboriginal Education Examinations and Certification Consultative Group
Director Curriculum
Director Information Services
Manager Planning and Development
Manager Media and Public Relations
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Chief Executive Service (CES) and Senior Executive Service (SES) Positions
Level Total CES/SES Total CES/SES 1997–98 1996–97 8 7 6 51 1 4 31 1 22 2 12 2
Number of positions held by women Current year 0 Previous year 0
Chief and Senior Executive Service Staff President Professor Gordon Stanley BA, PhD
General Manager Mr John Ward BA, MEd, MPubPol
Director, Curriculum Mr Robert Randall BAppSci, GradDipEd, MEdMgt
Director, Examinations and Assessment Mr John Cook BA, MEd
Director, Finance and Administration Mr David Murphy BBus(Acc/Econ)
Director, Information Services Mr John Bennett BMath, BEdStud, MEd
Performance Statements
The following statements on the performance of the President of the Board of Studies and the General Manager, Office of the Board of Studies have been authorised by the Minister for Education and Training.
Name of Officer: Professor Gordon V Stanley
Level: SES 5
Position: President, Board of Studies
Period in position: from 27 March 1998
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1 Policy advice and support
Since his appointment Professor Stanley has provided effective leadership and direction to the Board of Studies. He has facilitated timely Board consideration of a number of developments consequent upon the Government’s Higher School Certificate White Paper Securing Their Future and has provided the Minister, Government and central agencies with informed advice on Board policies and initiatives.
2 Significant relationships
Professor Stanley has made a substantial contribution towards maintaining and developing productive and harmonious relationships with the education community. He has been proactive in establishing regular contact and liaison with key groups and has fostered cooperation and dialogue between the various interests represented on the Board.
3 Strategic outcomes
Professor Stanley has played a significant role in implementing the Government’s Higher School Certificate White Paper, Securing Their Future. He has overseen the Board’s consideration of new curriculum development processes and is assisting with transitional arrangements for the establishment of the new Board of Studies in July 1998.
He has stressed the strategic and accountability functions of the Board in meeting its legislative responsibilities under the Education Act, 1990.
Name of Officer: John M Ward
Level: SES 3
Position: General Manager, Office of the Board of Studies
Period in position: whole year
During 1997–98 Mr Ward was personally accountable for:
1 Policy advice and support
Mr Ward ensured that the Minister, the Board of Studies, central agencies and other key stakeholders were provided with informed, accurate and timely advice on policy and operational matters.This advice covered educational matters as well as issues relating to the management of the Office of the Board.
2 Significant relationships
Mr Ward contributed successfully to the strengthening of relations between the Office of the Board of Studies and the community. Priority attention was given throughout the year to informing the education and wider community on major initiatives and on facilitating wide community consultation on Board programs and policies.
3 Agency programs
All OBOS programs were completed on time and within budget.The management of syllabus development was totally revised and placed on a project management basis to ensure the timely development of high quality syllabuses and support materials.
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Both the 1997 School Certificate and Higher School Certificate programs were conducted without delay or significant incident.
Applications from non-government schools for registration and/or accreditation were processed within established timeframes. Significant changes to the School Certificate and Higher School Certificate computer systems were successfully implemented and new technologies for the collection of marks for both certificates were trialled.
4 Strategic outcomes
During 1997–98 the Office of the Board of Studies assumed primary responsibility for implementing the recommendations of the Government’s Higher School Certificate White Paper, Securing Their Future.The Office of the Board completed to deadline all developmental work associated with the introduction in 1998 of the new School Certificate and met the timetable for the development of the new Higher School Certificate.
5 Managing resources
Expenditure across the Office of the Board as a whole was managed within budget. Improved financial reporting capabilities were introduced and productivity savings consequent on the new Crown Employee’s Consent Award were negotiated and implemented successfully.
Recruitment
During 1997–98, the full-time equivalent staffing of the Office of the Board of Studies averaged 230. Over the course of the preceding year the full-time equivalent of a further 598 casual staff were engaged principally to assist with the peak periods associated with the School Certificate and Higher School Certificate programs.
1998 1997 Division/Branch CES/SES Other Total CES/SES Other Total
Senior Management 224224 Planning and Development (incl Regional Liaison and Secretariat) – 34 34 – 32 32 Media and Public Relations –44–55 Curriculum 1 54 55 1 46 47 Examinations and Assessment 1 59 60 1 53 54 Finance and Administration 1 26 27 1 28 29 AMEB –88–88 Information Services (incl Publications) 1 32 33 1 32 33 AECG Inc –55–66 Total 6 224 230 6 212 218
The increase in 1997–98 compared to 1996–97 is the net result of additional staff employed for the implementation of the Government’s Higher School Certificate White Paper Securing Their Future and reductions in corporate services staffing.
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Equal Employment Opportunity Report
In 1997–98 an EEO Planning Group was established to develop and implement an outcomes- based EEO Action Plan, to be implemented over a three-year period.The EEO Planning Group comprises a representative of each of the EEO target groups.The program outcomes for the EEO Action Plan are:
• a diverse and skilled workforce; • improved employment access and participation for EEO group members; and • a workplace culture displaying fair practices and behaviours. A set of strategies has been developed to achieve the program outcomes; take account of staff needs and the present organisational profile of the Office of the Board; and provide a means to enhance equal employment opportunity within the Office.
The strategies implemented during the 1997–98 period include:
1 A survey of staff to collect EEO data
An EEO survey was undertaken in early 1998, resulting in a response rate of 80 percent.The data collected, and the ongoing collection of data from new employees, provides a sound information base.This information combined with qualitative data will be used to further the implementation of the Action Plan.
2 Continuing to monitor recruitment outcomes
The monitoring process is ongoing and involves the regular review of role statements and position descriptions and the reflection of Equal Employment Opportunity, the Ethnic Affairs Priorities Statement and Occupational Health and Safety responsibilities in all position statements and advertisements.
3 Ensuring that people with a physical disability have equal access to employment opportunities
This strategy is ongoing and involves the continued application of the principles of reasonable adjustment in the recruitment of staff. It also links with the Office’s Disability Strategic Plan, which details a range of actions in the areas of access, employment and disability-specific services.
4 Ensuring that employment practices and conditions meet the diverse needs of EEO groups
This key result area is supported by strategies which ensure that managers are conversant with flexible work practices and entitlements for staff; the establishment and maintenance of consultative networks, review and feedback on a range of initiatives associated with the EEO Action Plan and Human Resources policies, and the conduct of exit interviews.
5 Issuing an EEO Rights and Responsibilities document to all staff
6 Sponsorship of child-care arrangements
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Equal Employment Opportunity Statistics (Based on actual staffing as at 30 June 1998)
Representation of EEO target groups within levels
1997–98 1996–97 1995–96 Total staff Women EM* FL* Total staff Women EM* FL* Total staff Women EM* FL*
Below 0 0 0 0 0 0 0 0 0 0 0 0 CO 1 0%0%0% 0%0%0% 0%0%0%
CO 1 423364 513565 62458 7 Gd 1 78.6% 14.3% 9.5% 69% 12% 10% 72.6% 12.9% 11.3%
A&C 31 25 7 6 32 23 5 3 27 20 3 2 Gds 1-2 80.6% 22.6% 19.4% 72% 16% 9% 74.1% 11.1% 7.4%
A&C 47 33 9 8 38 30 2 2 40 28 3 3 Gds 3-5 70.2% 19.1% 17% 79% 5% 5% 70% 7.5% 7.5%
A&C 29 15 2 2 32 14 2 1 32 15 4 3 Gds 6-9 51.7% 6.9% 6.9% 44% 6% 3% 46.9% 12.5% 9.4%
A&C 71 38 6 5 55 31 4 4 62 30 2 2 Gds 10-12 53.5% 8.5% 7% 56% 7% 7% 48.4% 3.2% 3.2%
Above A&C 21 9 0 0 15 6 1 1 14 6 1 1 Gd 12 non-SES 42.9% 0.0% 0.0% 40% 7% 7% 42.9% 7.1% 7.1%
Above 6 0 00 6 0 11 6 0 11 Gd 12 SES 0% 0% 0% 0% 17% 17% 0% 16.7% 16.7%
Total 247 153 28 25 229 139 21 17 243 144 22 19 61.9% 11.3% 10.1% 61% 9% 7% 59.3% 9.1% 7.8%
* EM – Racial, ethnic or ethno-religious group that is a minority in Australian society * FL – Employees whose first language is other than English The percentages show the minimum representation in each classification range.
Representation and recruitment of Aboriginal employees and employees with a physical disability
1997–98 1996–97 Total Abor. PWPD* ADJ* Total Abor. PWPD* ADJ* staff people staff people Total employees 247 8 6 4 229 1 4 2 Recruited over the year 54 6 1 1 60 0 0 0
*PWPD – People with a physical disability *ADJ – Physical disability requiring adjustment at work
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Occupational Health and Safety Performance
Injuries
Permanent Staff*
Category Number Fall 2 Lifting 1 Repetitive Strain 2 Other 0
Casual Staff/Markers/Presiding Officers Fall 8 Lifting 0 Repetitive Strain 0 Other 0 *includes off-site journey-related injuries excludes home/office journey accidents
Risk Management
The General Manager, Directors, Branch Managers and the Risk Manager comprise the chain of responsibility for risk management within the Office of the Board of Studies.
Significant attention was given during the reporting period to identifying the Office’s exposure to risk associated with the ‘Millenium Bug’.The Office of the Board assessed that its business-critical systems are either immune or can be secured.The Office continues to hold this matter under review and has expanded its monitoring to include hardware compliance and procurement.
Other major exposures are identified as follows:
• security of data • security of assets • workers’ compensation. A disaster recovery strategy and plan have been developed and implemented to ensure that the Office’s data security is maintained and accessible.
As at the end of the reporting period, the Office of the Board was reviewing its overall approach to risk management to ensure it complies with Australian/New Zealand Standard 4360.
Payment of Accounts The Office of the Board of Studies accounts payable procedures are carried out in accordance with the prompt payment guidelines issued by the Premier and set out in the Treasurer’s Directions and Public Finance and Audit Regulations 1984.
For the 1997–98 financial year, the Board achieved 98.76% of accounts paid within the vendor’s terms of trade.This compares with 98.37% of accounts paid within the supplier’s terms in the 1996–97 financial year. No claims were made for interest due to late payment.
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Exceptional Movements in Employee Wages, Salaries or Allowances Administrative and clerical staff employed under the Crown Employees (Public Sector — Salaries June, 1997) Award received a second tier salary increase of 3% in July 1998 and a third tier salary increase of 2% in January 1998.
Staff employed under the Crown Employees (Office of the Board of Studies — Education Officers) Salaries and Conditions Award received a second tier 4% salary increase in July 1997.
Personnel Policies and Practices Board officers are employed under one or both of the following Acts:
Education Act 1990 (as amended) Public Sector Management Act 1988.
The salaries and conditions of employment of these staff are determined by the Crown Employees (Office of the Board of Studies — Education Officers) Salaries and Conditions Award or the Crown Employees (Public Sector Salaries June 1997) Award and associated awards and agreements.
Industrial Relations Policies and Practices Industrial relations policies and practices at the Office of the Board accord with the direction and guidance provided by the Department of Industrial Relations, the Public Sector Management Office of the Premier’s Department and relevant government policies.
Recreation Leave and Extended Leave Liability The monetary value of extended (long service) leave and recreation leave as at 30 June 1998 for the Office of the Board was:
Extended leave $2 285 163 Recreation leave $1 019 964.
Contracting and Market Testing The Office of the Board of Studies has an Action Plan for the market testing and contracting out of a wide range of services and activities.
The principles of the Plan have been applied to operations across a number of programs during 1997–98.
In line with the Plan, the savings from these initiatives have been redirected towards enhancing the level of support for the Board’s core educational priorities and activities.
Consultancies
Consultancies costing less than $30 000 There were 15 consultancies valued at less than $30 000 during the reporting period for a total cost of $138 954.
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Consultancies costing more than $30 000 There was one consultancy during the reporting period valued at $75 000, undertaken by Frank Small and Associates Pty Ltd for syllabus evaluation research.
Code of Conduct
The Office of the Board of Studies is committed to ethical conduct.This commitment is reflected in its Code of Conduct, which sets the standards of behaviour expected of employees and provides guidance for all staff in being responsive to the needs of customers and stakeholders.The Code has been distributed to all employees and is provided to new employees as part of the induction process.
There were no changes made to the Code during the reporting period.
Commitment to Service
The Office of the Board of Studies has identified the following clients:
The Minister for Education and Training The Minister for Education and Training can expect the Office of the Board of Studies to respond to Government priorities for education and to maximise the efficient use of Government funds.
The Board of Studies and its sub-committees The Board and its committees can expect the Office of the Board to provide appropriate resources to support their activities.
Schools and systems Schools and systems can expect that the Office of the Board will have a full appreciation of and understanding of schools’ needs, that officers will meet these needs equitably and continue to consult with schools and systems in the development of Board resources and programs.
Teachers in primary and secondary schools Teachers are entitled to expect that material published for the Board by the Office of the Board is of the highest quality, that it will be effective in the classroom and that it can be taught within the available school and school system resources.
Parents Parents can expect the curriculum to provide their children with challenge and stimulation across all areas of learning.
Students Students are entitled to expect that the curriculum will be relevant to their needs.They are also entitled to credentials that adequately and accurately reflect their achievement.
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Employers Employers are entitled to expect that students will receive a range of secondary education credentials that accurately and comprehensively report achievement.They may also expect that the curriculum will provide students with skills and knowledge relevant to the workplace.
Tertiary education sector Tertiary education bodies such as NSW TAFE or universities can expect curricula and credentials that will provide students graduating from school with skills and knowledge that readily prepare them for further study.
Standards of service While the specific expectations of clients may vary, all can expect the Office of the Board to respond to their needs in ways that are quality driven; reflective of client needs; timely and resource efficient.
Implementing standards of service The Office of the Board of Studies meets community expectations for high standards of client service by: • providing ten full-time regional liaison officers to address the specific needs of local communities and schools; • encouraging and addressing feedback from teachers and the wider community on Board policies and decisions; • researching community opinion on particular initiatives and policies; • providing all public contact staff with formal training in client service; • responding to correspondence within two weeks; • responding to all requests for publications within five working days; • ensuring that all publications for the general public are in plain English and that they are appropriate for their intended audience; • providing a range of publications in community languages; • providing accurate and timely responses to public and media inquiries; • providing a comprehensive range of value-for-money commercial services and products.
Client feedback
Any suggestions on improvements to the Office of the Board of Studies’ services, policies, and procedures are welcomed. All suggestions will be responded to promptly, by telephone or in writing.
Complaints management
Our policy of devolving accountability to line managers and staff is designed to solve client problems at the source. However, if clients are dissatisfied with the quality of service received, they are invited to contact the General Manager.
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Representation on external committees (as at June 30, 1998)
Prof G Stanley, President, Board of Studies Ministerial Advisory Council on the Quality of Teaching Vocational Education and Training Accreditation Board
Mr J Ward, General Manager, Office of the Board of Studies Higher School Certificate On-Line Board of Management
Mr J S Cook, Director, Examinations and Assessment Universities Technical Committee on Scaling RSL Scholarship Committee ACT Schools Board (Alternate Member)
Mr R Randall, Director, Curriculum Securing Their Future Training and Development Committee Board of Vocational Education and Training Curriculum Advisory Committee
Ms D Brien, Manager, Media and Public Relations Encore Management Group OnSTAGE Management Group MYDA Management Group DesignTech Management Group
Mr D Patterson, Manager, Planning and Development TAFE Accreditation Council Schools Consortium (Vocational Education and Training in Schools) Vocational Education Dual Accreditation Committee TAFE/Board of Studies Credit Transfer Committee New Apprenticeships Reference Group Australian Curriculum, Assessment and Certification Authorities Credentialling Project Reference Group
Ms V Frost, Board Inspector — Human Society and Its Environment Civics and Citizenship Education Benchmarking Project NSW Civics and Citizenship Coordinating Committee Curriculum Corporation Civics and Citizenship Project
Ms R Hafner, Board Inspector — Science National Professional Development Project Management Committee Schools Animals Care and Ethics Committee
Ms L Hegerty, Board Inspector — Human Society and Its Environment NSW Civics and Citizenship Coordinating Committee Schools Constitutional Convention NSW State Planning Committee
Mr P Hewitt, Board Inspector — Personal Development, Health and Physical Education K–6 PDHPE National Professional Development Project Steering Committee
Mr H Kennedy, Board Inspector — Technology Minister’s Young Designers Awards — Management Committee Royal Australian Institute of Architects Built Environment Education Committee
72 M A N A G E M E N T A N D P E R F O R M A N C E
Mr P Lambert, Board Inspector — Primary State Steering Committee — Access Asia Teaching Quality Advisory Committee
Mr J Scott, Chief Education Officer — Aboriginal Curriculum Unit National Aboriginal and Torres Strait Islander Education Program Coordinating Committee Centenary of Federation Committee — History and Civics Sub-Committee Department of Education and Training Director-General’s Aboriginal Education Advisory Committee University of Technology, Sydney Aboriginal Advisory Committee
Mr G R Sims, Board Inspector — Languages Minister’s Review of Languages Policy NSW Ethnic Schools Board Macquarie University Japanese Studies Centre Advisory Board NSW TAFE Languages Accreditation Panels
Ms K Thomas, Board Inspector — Creative Arts ARTEXPRESS Management Group
Mr P Stabback, Principal Curriculum Officer — Vocational Education and Training General Education Reference Group Sport and Recreation Curriculum Framework Project School Teachers Education Program - Hospitality
Ms J Wilkins, Principal Curriculum Officer Schools Animals Care and Ethics Committee
Ms L Alagich, Senior Project Officer — Vocational Education and Training Department of Education and Training Workplace Coordinating Committee Australian Curriculum, Assessment and Certification Authorities Vocational Education and Training in Schools Work Group
Ms C Ah See, Senior Education Officer — Aboriginal Curriculum Unit Interdepartmental Aboriginal Languages Committee
Ms E Bennett, Senior Education Officer — Aboriginal Curriculum Unit Interdepartmental Otitis Media Committee
Ms J Eather, Exhibitions Coordinator — Media and Public Relations Encore Management Group OnSTAGE Management Group MYDA Management Group DesignTech Management Group
Mr R Knox, Senior Curriculum Officer — Vocational Education and Training Information Technology VET in Schools National Project Steering Committee
Ms L Magson, Senior Curriculum Officer — Music Encore Management Group
Mr J Merlino, Senior Curriculum Officer — Science Schools Animals Care and Ethics Committee
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Ms D Mackenzie, Senior Curriculum Officer — Drama OnStage Management Group
Ms K Sadumiano, Senior Education Officer — Aboriginal Curriculum Unit Department of Education and Training Higher School Certificate Aboriginal Studies On-Line Working Party
Ms A Shaw, Senior Curriculum Officer — Technology The Australian Academy of Engineering Sciences Forum
Overseas visits
Ms K Thomas, Board Inspector — Creative Arts Singapore: November 22 – 26, 1997.
Ms Thomas attended the Australian International School to mark major works for Higher School Certificate Visual Arts and brief the school on Higher School Certificate changes consequent on Securing Their Future.The cost of the visit was met by the school.
Mr J Ward, General Manager United States of America: May 29 – June 15, 1998.
Mr Ward investigated current and innovatory practices in assessment at Educational Testing Services, Princeton, and attended a negotiation workshop at Harvard Law School.
Sponsorships
The Board of Studies would like to thank the sponsors for their support of the following events in 1997–98:
ARTEXPRESS Radio 2UE Chroma Artists Materials The Sydney Morning Herald TNT Australia Integral Energy
Minister’s Young Designers Awards Independent Commission Against Corruption Panasonic IMAX Optus
74 F I N A N C I A L S T A T E M E N T S
7 Financial Statements
The Office of the Board of Studies
Year ended 30 June 1998
Pursuant to Section 45F of the Public Finance and Audit Act 1983, I state that:
(a) The accompanying financial statements have been prepared in accordance with the Statements of Accounting Concepts, applicable Australian Accounting Standards, the requirements of the Public Finance and Audit Act 1983, the Public Finance and Audit (General) Regulation 1995, and the Financial Reporting Directives published in the Financial Reporting Code for Budget Dependent Agencies, the Treasurer’s Directions and other mandatory professional reporting requirements including those requirements of the Urgent Issues Group Consensus Views.
(b) the Operating Statement presents a true and fair view of the results of the Office of the Board of Studies for the year ended 30 June 1998;
(c) the Statement of Financial Position gives a true and fair view of the state of affairs of the Office of the Board of Studies as at 30 June 1998; and
(d) there are no circumstances which would render any particular included in the financial statements to be misleading or inaccurate.
Under the Annual Reports (Departments) Act (1985) and the Annual Reports (Statutory Bodies) Act 1984 the Office of the Board of Studies and the Board of Studies would normally be required to submit their combined annual report for the year ended June 30 to the Minister for Education and Training by October 31.The Appropriation (1997–98 Budget Variation) Act (No 2) 1998 retrospectively made valid certain expenditures of budget- dependent agencies, including the Office of the Board of Studies.
While awaiting the Act's assent (which occurred on November 30, 1998) the Office of the Board of Studies was granted an eight-week extension to the requirement to submit financial statements by October 31, 1998.The Appropriation (1997-98 Budget Variations) Act (No 2) 1998 further provides that an authority may, within 28 days after the date of assent of that Act, submit its annual report for the financial year ended June 30 1998 to the appropriate Minister.
John Ward
General Manager 2 December 1998
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76 F I N A N C I A L S T A T E M E N T S
The Office of the Board of Studies NSW Financial Report 30 June 1998
CONTENTS
Operating Statement 78 Statement of Financial Position 79 Statement of Cash Flows 80 Summary of Compliance with Financial Directives 81 Notes to and forming part of the Financial Statements 82
1 The Reporting Entity 82 2 Summary of Significant Accounting Policies 82 3 Budget Review 85 4 Expenses 85 5 Revenues 86 6 Acceptance by the Crown Transactions Entity of Employee Entitlements and Other Liabilities 86 7 Current Assets – Cash 86 8 Current Assets – Receivables 86 9 Current Assets – Inventories 86 10 Non-Current Assets – Plant and Equipment 87 11 Current Liabilities – Accounts Payable 88 12 Current Liabilities – Employee Entitlements 88 13 Changes in Equity 88 14 Unclaimed Monies 88 15 Commitments for Expenditure 88 16 Contingent Liabilities 89 17 Consultancies 89 18 Auditor’s Remuneration 89 19 Assistance Provided by Other Parties 89 20 Note to Cash Flow Statement 89 21 Reconciliation of Net Cash Flows from Operating Activities to the Net Cost of Services 89 22 Financial Instruments 90
77 A N N U A L R E P O R T 1 9 9 8
Operating Statement For the year ended 30 June 1998 Note Actual Budget Actual 1997/98 1997/98 1996/97 $’000 $’000 $’000
Expenses Operating Expenses Employee related 4(a) 51,593 47,623 47,990 Other operating expenses 4(b) 18,071 15,149 15,486 Depreciation 4(c) 1,313 791 817
Total Expenses 70,977 63,563 64,293
Less: Retained Revenue Sale of goods & services 5(a) 4,304 3,995 3,908 Other 5(b) 1,824 692 952
Total Retained Revenues 6,128 4,687 4,860
Gain/(Loss) on sale of non-current assets 20 (301) 50 159
NET COST OF SERVICES 3 65,150 58,826 59,274
Government Contributions Recurrent appropriation 57,765 54,471 54,917 Capital appropriation 2,190 670 3,252 Acceptance by the Crown Transactions Entity of Employee entitlements and other liabilities 6 2,834 2,709 2,764
Total Government Contributions 62,789 57,850 60,933
Surplus (Deficit) for the year (2,361) (976) 1,659 Accumulated surplus at the beginning of the year 8,021 8,021 6,362
Accumulated surplus at the end of the year 13 5,660 7,045 8,021
The operating statement should be read in conjunction with the accompanying notes.
78 F I N A N C I A L S T A T E M E N T S
Statement of Financial Position As at 30 June 1998 Note Actual Budget Actual 1997/98 1997/98 1996/97 $’000 $’000 $’000
ASSETS Current Assets Cash 7 1,771 2,187 2,712 Receivables 8 303 593 593 Inventories 9 1,533 1,752 1,752
Total Current Assets 3,607 4,532 5,057
Non-Current Assets Land and buildings 10 1,872 2,080 2,080 Plant and equipment 10 4,423 3,058 3,379 Infrastructure systems 10---
Total Non-Current Assets 6,295 5,138 5,459
TOTAL ASSETS 9,902 9,670 10,516
LIABILITIES Current Liabilities Accounts payable 11 3,222 1,733 1,603 Employee entitlements 12 1,020 892 892
TOTAL LIABILITIES 4,242 2,625 2,495
NET ASSETS 5,660 7,045 8,021
Equity Accumulated funds 13 5,660 7,045 8,021
TOTAL EQUITY 5,660 7,045 8,021
The statement of financial position should be read in conjunction with the accompanying notes.
79 A N N U A L R E P O R T 1 9 9 8
Statement of Cash Flows For the year ended 30 June 1998 Note Actual Budget Actual 1997/98 1997/98 1996/97 $’000 $’000 $’000
Cash Flow from Operating Activities
Payments
Employee related (49,970) (46,435) (46,500) Other (16,640) (15,149) (14,859)
(66,610) (61,584) (61,359)
Receipts
Sale of goods & services 4,574 3,995 3,668 Interest received 120 136 169 Other 1,724 556 783
6,418 4,687 4,620
Cash Flows from Government
Recurrent appropriation 57,765 54,471 54,917 Capital appropriation 2,190 670 3,252 Cash reimbursement from the Crown Transactions Entity 1,747 1,651 1,596
Net Cash Flows from Government 61,702 56,792 59,765
NET CASH FLOWS FROM OPERATING ACTIVITIES 21 1,510 (105) 3,026
Cash Flow from Investing Activities
Purchase of plant & equipment 20 (2,694) (670) (3,824) Proceeds from the sale of plant & equipment 20 243 250 459
Net Cash Outflow from Investing Activities (2,451) (420) (3,365)
Net Increase/(Decrease) in Cash (941) (525) (339) Opening cash and cash equivalents 2,712 2,712 3,051
CLOSING CASH AND CASH EQUIVALENTS 7 1,771 2,187 2,712
The statement of cash flows should be read in conjunction with the accompanying notes.
80 F I N A N C I A L S T A T E M E N T S
Summary of Compliance with Financial Directives For the year ended 30 June 1998 (The program objective is set out in Note 1.)
Actual Appropriations Estimated Actual Appropriations Estimated Expenditure Expenditure
Original Revised Original Revised 1997/98 1997/98 1997/98 1996/97 1996/97 1996/97
$’000 $’000 $’000 $’000 $’000 $’000
Recurrent Appropriation 54,471 57,765 57,765 54,122 54,917 54,917
Capital Appropriation 670 2,190 2,190 270 3,252 3,252
1997/98 1996/97
$’000 $’000
Appropriations in Budget Papers 55,141 54,392
Original Appropriation 55,141 54,392
REASONS FOR VARIANCE
Recurrent Appropriation
Variance is comprised of $336k for award increases and redundancy payments, $2,200k for HSC White Paper, $384k for HSC Demand funding, and $374k AESIP funding.
Capital Appropriation
Variance is comprised of $1,335k for HSC White Paper and $185k for equipment purchases.
81 A N N U A L R E P O R T 1 9 9 8
Notes to and forming part of the Financial Statements
1. THE REPORTING ENTITY
The Office of the Board of Studies, as a reporting entity, comprises all the operating activities under the control of the Office, which includes supporting the services required by the Board of Studies, Music Examinations Advisory Board and the Aboriginal Education Consultative Group Inc. It also encompasses funds that, while containing assets that are restricted for specified uses by the grantor or donor, are nevertheless controlled by the Office.
The Office of the Board of Studies is a single program, the objective of which is to provide leadership in curriculum development and promote the achievement of excellence and equity in education for students from Kindergarten to Year 12 in all New South Wales schools, both Government and non-Government.
2. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES
The agency’s financial statements are a general purpose financial report that has been prepared in accordance with Statements of Accounting Concepts, applicable Australian Accounting Standards, the requirements of the Public Finance and Audit Act 1983, the Public Finance and Audit (General) Regulation 1995, and the Financial Reporting Directives published in the Financial Reporting Code for Budget Dependent Agencies, the Treasurer’s Directions and other mandatory professional reporting requirements (Urgent Issues Group Consensus Views).
The Operating Statement and Statement of Financial Position are prepared on an accruals basis.The Cash Flow Statement is prepared on a cash basis using the “direct” method. A reconciliation between the “Net Cost of Services” and the “Net Cash Used on Operating Activities” in accordance with accounting standard AAS29 “Financial Reporting by Government Departments” is shown at Note 21.
The Financial Report is prepared in accordance with the historical cost convention. All amounts are rounded to the nearest one thousand dollars and are expressed in Australian currency.
(a) Basis of accounting
The accounting policies adopted are consistent with those of the previous year.
In accordance with accounting standard AAS30:“Accounting for Employee Entitlements”, the Office has calculated long service and annual leave entitlements on a present value basis of employee’s entitlements not settled as at 30 June 1998. Expenses which are consequential to the employment of an employee but are not employee entitlements, for example payroll tax and other on-costs associated with leave entitlements, have also been recognised as liabilities and expenses in accordance with AAS30.
The recording of the additional provisions for long service leave and annual leave has been recorded in accordance with Note 2(b).
The classification of Non-Current Assets has been changed to ‘Land and Building’,‘Plant and Equipment’ and ‘Infrastructure Systems’ in order to comply with the Financial Reporting Code (Note:10).
The Office is investigating if, and to what extent, the date change from 1999 to 2000 may affect its activities.To ensure that all significant operations are Year 2000 compliant, the Office has established a program to overcome the impact of the transition to the Year 2000 on the Office and its customers. However, the Office can offer no assurance that all service providers will not be affected by the date change and therefore there can be no assurance that the effect of the date change will not affect the Office’s operation or financial results.
(b) Employee related expenses
The cost of employee entitlements to long service leave and superannuation are included in employee related expenses. However, as the Office’s liabilities for long service leave and superannuation are assumed by the State,
82 F I N A N C I A L S T A T E M E N T S
the Office accounts for the liability as having been extinguished resulting in non-monetary revenue described as “Acceptance by the Crown Transactions Entity of Employee entitlements and other liabilities”.
The amounts expected to be paid to employees for their pro-rata entitlement to recreation leave are accrued annually at current pay rates.
(c) Government allocations
Monetary and non-monetary resources which are allocated to the Office by the government and which are controlled by the Office are recognised as revenues of the financial period in which they are received. Non- monetary allocations are recognised at fair value.
(d) Non-Current Assets (Property, Plant & Equipment)
Cost and valuation
The cost method of accounting is used for all acquisitions of assets regardless of whether resources are acquired separately or as part of an interest in another entity. Cost is determined as the fair value of the assets given up at the date of acquisition plus costs incidental to that acquisition.
Plant and equipment are recorded at historical cost. In accordance with Treasury guidelines on “Accounting policies for revaluation of non-current physical assets”, an independent valuation of all non-current assets of the Office was carried out during 1995/96.The next valuation of assets is due to be carried out in 2001.
Depreciation
Depreciation is provided for on a straight line basis against all depreciable assets.
Major depreciation periods are: 1996/97 1997/98
Computer equipment 4 Years 4 Years
Office furniture 10 Years 10 Years
Office equipment 5 Years 5 Years
Buildings & improvements 10 Years 10 Years
Plant & machinery 10 Years 10 Years
Motor vehicles 7 Years 7 Years
(e) Inventories
Inventories are stated at the lower of cost and net realisable value. Cost comprises direct and indirect labour and materials. Costs are assigned to individual items of stock mainly on the basis of weighted average costs. Obsolete stock is identified and disposed of on a regular basis.
The Office also maintains a stock of syllabus and support documents for the purpose of free distribution to schools and teachers. Although any surplus stock is available for commercial sale, these products are excluded from inventory totals in accordance with AAS2, which defines inventories as goods ‘held for resale in the ordinary course of business’.
Due to the forthcoming changes to the HSC and SC Syllabus, the current stock of Teaching Kits and reference materials may become obsolete. It is therefore deemed appropriate to increase the provision for obsolescence to 10% of inventory.
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(f) Cash
For the purposes of the Statement of Cash Flows, the Office considers cash to include cash on hand and cash equivalents (ie cash in banks). Cash at the end of the reporting period as shown in the Statement of Cash Flows is equivalent to the related items in the Statement of Financial Position.
(g) Financial Instruments
Financial instruments give rise to positions that are a financial asset of either the Office of the Board of Studies or its counterparty and a financial liability (or equity instrument) of the other party. For the Office, these include cash at bank, receivables and creditors.
In accordance with AAS33 ‘Presentation and Disclosure of Financial Instruments’ information is disclosed in Note 22, in respect of the credit risk and interest rate risk of financial instruments. All such amounts are carried in the accounts at net fair value unless otherwise stated.The specific accounting policy in respect of each class of such financial instrument is stated below.
Classes of instrument recorded at cost comprise:
- cash
- receivables
- creditors.
All financial instruments including revenue, expenses or other cash flows arising from instruments are recognised on an accruals basis.
Interest rate risk is the risk that the value of the financial instrument will fluctuate due to changes in market interest rates (Note 22).
Credit risk is the risk of financial loss arising from another party to a contract or financial position failing to discharge a financial obligation thereunder.The Office’s maximum exposure to credit risk is represented by the carrying amounts of the financial assets included in the balance sheet (note 22).
The Office has not entered into any derivative financial instruments (such as swaps, forward rate agreements, futures, options or forwards).
Comparative figures have not been provided in the financial instruments disclosure because AAS33 ‘Presentation and Disclosure of Financial Instruments’ has been applied for the first time.
(h) Board Fees
For the year ended 30 June 1998, Board members entitled to sitting fees were paid a total of $12,722, while travel, accommodation and incidentals for all Board members totalled $20,002.
(i) Year 2000 Compliance Costs
Expenditure, including external consulting fees and other external costs, which is incurred to make internal use computer software compatible with the Year 2000, is expensed as it occurs.
84 F I N A N C I A L S T A T E M E N T S
3. BUDGET REVIEW
The actual net cost of services in 1997/98 was higher than budget by $6.324m.This was chiefly the result of:
• the Treasury funded additional cost of syllabus development work as a result of the HSC White Paper.
• additional costs associated with increased candidature sitting for the 1997 HSC.
• increase in revenue associated with AMEB examination fees and grants from other organisations;
4. EXPENSES Actual Actual 1997/98 1996/97 $’000 $’000
(a) Employee related expenses comprise the following specific items: Salaries and Wages (including recreation leave) 45,774 42,189 Superannuation 2,315 2,191 Long service leave 376 457 Workers compensation insurance 184 169 Payroll tax and fringe benefit tax 2,944 2,984
51,593 47,990
(b) Other operating expenses comprise the following items: Auditor’s remuneration (internal & external) 47 33 Computing expenses 1,386 1,300 Insurance 49 46 Postage 1,373 986 Printing & publishing 3,702 3,578 Rent & accommodation 4,076 3,376 Security 1,264 991 Travel & accommodation expenses 1,605 1,219 Other operating expenses 4,569 3,957
18,071 15,486
(c) Depreciation is charged as follows: Buildings and improvements 208 - Computer equipment 793 557 Office equipment 71 62 Office furniture 129 62 Plant and machinery 15 22 Motor vehicles 97 114
1,313 817
85 A N N U A L R E P O R T 1 9 9 8
Actual Actual 1997/98 1996/97 $’000 $’000
5. REVENUES
(a) Sale of goods & services comprise the following items: Sale of teaching kits and publications 1,375 1,151 HSC and School Certificate user charges 556 576 Music Examination Advisory Board fees 2,156 2,055 Other (FOI, Inservice exams, etc.) 217 126
4,304 3,908
(b) Other Grants received 1,724 783 Other (includes interest received) 100 169
1,824 952
6. ACCEPTANCE BY THE CROWN TRANSACTIONS ENTITY OF EMPLOYEE ENTITLEMENTS AND OTHER LIABILITIES
The following liabilities and/or expenses have been assumed by the Crown Transactions Entity.
Superannuation 2,299 2,156 Long service leave 376 457 Payroll Tax 159 151
2,834 2,764
7. CURRENT ASSETS-Cash Cash at bank 1,764 2,705 Cash on hand 7 7
1,771 2,712
8. CURRENT ASSETS-Receivables Trade debtors 122 84 Less: Provision for Doubtful Debts (2) (2) Sundry government debtors 96 400 Other debtors 87 111
303 593
9. CURRENT ASSETS-Inventories Publications/stock 1,702 1,753 Less provision for obsolescence (169)
1,533 1,753
86 F I N A N C I A L S T A T E M E N T S
10. NON-CURRENT ASSETS - Plant and equipment Plant and Equipment Computer Office Office Motor Plant Land Total Equipment Equipment Furniture Vehicles and Buildings Machinery $’000 $’000 $’000 $’000 $’000 $’000 $’000
At cost Balance 1 July 1997 4,751 367 1,347 700 241 2,080 9,486 Additions 2,298 177 36 183 2,694 Disposals (674) (159) (112) (280) (134) (1,359) Balance 30 June 1998 6,375 385 1,271 603 107 2,080 10,821
Accumulated depreciation Balance 1 July 1997 3,396 71 376 111 74 4,028 Depreciation for the period 793 71 129 97 15 208 1,313 Writeback on disposal (566) (56) (78) (80) (35) (815) Balance 30 June 1998 3,623 86 427 128 54 208 4,526
Written down value Balance 1 July 1997 1,355 296 971 589 167 2,080 5,458 Balance 30 June 1998 2,752 299 844 475 53 1,872 6,295
Value of fully depreciated assets held as at 30 June 1998, $,000. Computer Office Office Motor Plant Land Total Equipment Equipment Furniture Vehicles and and Machinery Buildings 2,499 12 10 - - - 2,521
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Actual Actual 1997/98 1996/97 $’000 $’000
11. CURRENT LIABILITIES-Accounts Payable
Operating activities Salaries and wages 821 412 Other operating expenses 2,401 1,191
3,222 1,603
12. CURRENT LIABILITIES-Employee Entitlements
The movement in the provision for employee recreation leave is as follows. This provision includes oncosts as required by AAS30. Balance 1 July 1997 892 911 Change in provision (1997/98) 128 (19)
Balance 30 June 1998 1,020 892
Amount of recreation leave paid has been charged directly to the operating statement.
13. CHANGES IN EQUITY
Balance 1 July 1997 8,021 6,363 Operating result for the year (2,361) 1,658
Balance 30 June 1998 5,660 8,021
Included in this balance is an amount of $13,701 held in trust for the Brother John Taylor Memorial Trust and an amount of $506 held in trust for the Mary Besley Biology Teachers award.
14. UNCLAIMED MONIES
All amounts unclaimed are forwarded to the Treasury for credit of Special Deposits Unclaimed Monies Account and are available for refund from that account. No unclaimed amounts have been held in the accounts of the Office in excess of two years
15. COMMITMENTS FOR EXPENDITURE
(a) Lease Commitments Actual Actual 1997/98 1996/97 Aggregate non-cancellable operating lease expenditure contracted $’000 $’000 for at balance date but not provided for in the accounts Not later than one year 1,462 1,135 Later than one year and not later than two years 1,750 1,177 Later than two years and not later than five years 4,742 4,529 Later than five years. 5,448 5,571
13,401 12,412
(b) Capital Commitments There was no material capital or other expenditure contracted for at balance date but not provided for in accounts payable.
88 F I N A N C I A L S T A T E M E N T S
16. CONTINGENT LIABILITIES
The Office is unaware of any contingent liabilities existing as at 30 June 1998.
17. CONSULTANCIES
During 1997-98 there was one major project involving consultants undertaken for a value in excess of $30,000. Consultants were employed for fifteen minor projects at a total cost of $138,953.
Of the minor consultancy projects undertaken during 1997/98, five were associated with the HSC White Paper, at a cost of $55,805.There was one major White Paper project undertaken for a value of $75,000.
18. AUDITOR’S REMUNERATION
Audit fees payable to the Audit Office of NSW for 1997/98 amounted to $30,000.The fee paid in 1996/97 amounted to $29,500. No other benefits were received by The Audit Office in 1997/98.
19. ASSISTANCE PROVIDED BY OTHER PARTIES
During the year there was no assistance provided to the Office by any other party for which financial consideration was not paid.
20. NOTE TO CASH FLOW STATEMENT Actual Actual 1997/98 1996/97 $’000 $’000 Purchases of plant and equipment
Additions at cost 2,694 3,824
- Disposal of plant and equipment Cost or value 1,359 731 Less: Accumulated depreciation 815 431
544 300 Gain/(loss) on disposal (301) 159
Cash Received 243 459
21. RECONCILIATION OF NET CASH FLOWS FROM OPERATING Actual Actual ACTIVITIES TO THE NET COST OF SERVICES. 1997/98 1996/97 $’000 $’000 Net Cash Flows From Operating Activities 1,510 3,026 Government contributions (59,955) (58,169) Adjustment for items not involving cash: Depreciation (1,313) (817) (Increase)/decrease in provision for recreational leave (128) 19 Acceptance by the Crown transactions entity of Board liabilities (2,834) (2,764) Superannuation reimbursement from Consolidated fund Increase/(decrease) in receivables (290) 37 (Increase)/decrease in payables (1,619) (521) Increase/(decrease) in inventories (220) (244) Net gain/(loss) on sale of plant & equipment (301) 159
Net Cost of Services (65,150) (59,274)
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22. FINANCIAL INSTRUMENTS
(a) Interest Rate Risk
The Office’s exposure to interest rate risk and the effective interest rates of financial assets and liabilities, both recognised and unrecognised at the balance sheet date are as follows:
Floating Non-interest Total Carrying Weighted Interest Bearing Amount as per Average Effective Rate Balance Sheet Interest Rate
$’000 $’000 $’000 %
Financial Assets Cash 1,771 - 1,771 4.0 Receivables - 303 303 N/A
TOTAL FINANCIAL ASSETS 1,771 303 2,074
Financial Liabilities Creditors - 3,222 3,222 N/A
TOTAL FINANCIAL LIABILITIES 3,222 3,222
There are no fixed interest financial instruments
(b) Credit Risk
The Office has no significant concentration of credit risk.
(c) Net Fair Value
As stated in Note 1 (g), all financial instruments are carried at Net Fair Value.
(d) Derivative Financial Instruments
The Office has not entered into any interest rate swap contracts.
(e) Interest Earned.
Interest is earned on daily bank balances at the monthly average NSW Treasury Corporation (Tcorp) ‘11am unofficial cash rate’ adjusted for a management fee to Treasury.
End of Audited Financial Statements
90 A P P E N D I C E S
8 Appendices
1 Year 2000 Compliance
The following information on the Office of the Board’s activities in relation to the Year 2000 problem (the ‘Millenium Bug’) is organised under headings prescribed by annual reporting regulations.
Project Scope and Status The Office of the Board of Studies has established a program to deal with the Year 2000 problem, based on guidelines issued by the Department of Public Works and Services.The program employs the Year 2000 Business Risk Analysis Methodology provided by that Department as the main reference document.
The scope of the project is to:
1 establish an inventory of all the computer business systems, operating systems, hardware and other technology environments used within the Office of the Board of Studies, together with the identification of:
• links, dependencies and interdependencies with other internal and external systems or processes; • available documentation; • current external support and maintenance agreements; and • business system owners; 2 assess each component of the inventory for Year 2000 capability (risk analysis), including the determination of which inventory items are likely to fail, when they are likely to fail and the business impact of them failing;
3 determine the scope of the correction to be performed, at both a strategic and tactical level, based on the results of the assessment phase, and prepare a plan for corrective action; and
4 implement the plan for corrective action.
Status of the project
The inventory phase of the project has been completed.
The assessment phase is well advanced. In this phase, developers/suppliers of relevant products have been approached and asked to certify in writing the compliance of their products. In some cases, particularly with the larger suppliers, this information has been found on a company Web site or through some other form of company publication.
Interface and data exchange issues and the estimation of the potential costs and resource requirements are being addressed in the assessment phase.
During the planning phase, which is progressing to a significant extent with the assessment phase, the scope of the Year 2000 date problem correction is being determined and the options for each system are being defined and evaluated.
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Some progress has also occurred in relation to the correction phase of the project, in that action has been taken to ensure the timely and early rectification of problems that may impact on functions critical to business survival, such as payroll processing and School Certificate and Higher School Certificate student examinations.
The correction phase of the project, apart from the implementation of the plan for corrective action, also includes a number of other activities such as the updating of on-line, technical, user and training documentation, the implementation of required changes to backup/archiving strategies and the training of users on new or modified procedures. Its completion and the completion of the Office of the Board of Studies Year 2000 Compliance Project are planned for the end of June 1999.
Contingency Plans
The planning phase of the project will include the preparation of contingency plans to cover critical systems and activities, and situations where no data is received from external sources, or situations where the data received is invalid.
As an additional planning precaution to ensure that the 1999 School Certificate and Higher School Certificate processes are not affected, the Office of the Board is developing a proposal which when implemented will enable the results release program to be completed before December 31, 1999.
Independent Verification of the Year 2000 Compliance Strategies
The Office of the Board intends to have its Year 2000 Project plans and estimates externally certified by the Audit Office, external auditors or business analysts certified in the use of the Year 2000 Business Risk Assessment, in accordance with panel contract ITS2060.
Estimated Total Cost of Project
It is estimated that the total cost of the Office of the Board of Studies Year 2000 project will exceed $500 000.00.
2 Major Assets
Major asset acquisitions during the reporting period were as follows:
Two pianos for the Australian Music Examinations Board at a combined value of $35 500.
An upgrade of the AS/400 computer system at a cost of $1 038 742 (the AS/400 is the system supporting the School Certificate and Higher School Certificate Programs).
A new printer at a cost of $443 500 (this item is used to print the School Certificate and Higher School Certificate testamurs and associated documents).
A computer system network upgrade at a cost of $53 000.
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3 Statutory Disclosure Requirements
1 Funds granted to non-government community organisations
The Office of the Board of Studies did not grant funds to non-government community organisations.
2 Legal change
The Education Reform Act 1990 was amended in December, 1997.
The Education Reform Amendment Act 1997 (Schedule 1) was proclaimed in December 1997.This was accompanied by the making of the Education Reform Amendment (Publication of Results) Regulation 1997. In May 1998, Schedule 1 was proclaimed to commence in May 1998 for matters related to the new School Certificate and January 2000 for matters related to the new Higher School Certificate.This was accompanied by the making of the Education Reform Amendment (HSC Transitional Provisions) Regulation 1998.
The amendments provide for the following:
• School Certificate testing in English-literacy, Mathematics, Science and Australian History, Geography, Civics and Citizenship; • Quality assurance criteria for the development of curriculum materials; • Confidentiality of test and examination results; • Annual reporting to Parliament on the effectiveness of schooling in achieving the aims of the Act; • The renaming of the Act as the Education Act, 1990. The Act also: • Stipulates the objects of the Higher School Certificate in legislation for the first time; and • Makes a number of changes to provisions concerning the membership of the Board of Studies. The Education Reform Amendment (Board Inspectors) Act 1997 was proclaimed in February 1998.This Act amends the terms and conditions of employment of Board Inspectors.
The Statute Law (Miscellaneous Provisions) Act 1998 was assented to in June 1998.This Act provided for the Education Act 1990 to be amended at Section 100(3)(f) to replace reference to the ‘Catholic Education Commission of New South Wales’ with a reference to the ‘Council of Catholic School Parents’.This change provides a role for the Council in nominating a member of the Board of Studies representing parents of children attending non-government schools.
3 Economic/other factors affecting the achievement of operational objectives
There were no specific economic factors affecting the achievement of objectives. Other factors are covered in the body of this report.
4 Major works in progress
The Office of the Board of Studies did not initiate any major works during the reporting period.
5 Land disposal
The Office of the Board of Studies does not hold title to any land or buildings and was not involved in the disposal of land by other agencies.
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6 Subsidiaries, partnerships, joint ventures and other associations
The Office of the Board’s joint ventures with other organisations are listed in the ‘Sponsorships’ section of this report.
7 Investment management performance
The Office of the Board of Studies does not have an investment portfolio and is funded by Treasury consolidated funds and user charges.
8 Liability and management performance
The Office of the Board of Studies does not have a level of debt at or above the level determined by the Treasurer. Accordingly the relevant sections of the Annual Report Acts and Regulations do not apply.
9 Additional matters
There were no additional matters arising after June 30, 1998 and prior to the submission of the Annual Report that were expected to have a significant effect on the Board’s operations or clientele.
4 Disability Strategic Plan
The Office of the Board of Studies’ Disability Strategic Plan identifies three Key Result Areas: Access, Employment and Disability-specific Services.
Access
The Office of the Board’s premises at Clarence Street meet all mandatory access requirements.
The Office of the Board ensures that the access needs of students with disabilities are addressed with respect to examinations and tests associated with the Board’s credentialling programs.
Employment
The Office of the Board’s recruitment and employment practices address the principles of ‘reasonable adjustment’. During the reporting period the work environment of two employees was modified to accommodate particular disabilities. Affirmative Action programs, policies and practices are developed when generic initiatives are not appropriate for an individual.
Disability-specific Services
Access to Special Provisions for the School Certificate and Higher School Certificate candidates and for Australian Music Examinations Board students is facilitated whenever possible. A special program of study for Years 11 and 12 is available for students with special education needs who are unable to meet requirements for Preliminary or Higher School Certificate patterns of study. Access to the School Certificate credential for students with special education needs has been available since 1995.
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5 Ethnic Affairs Policy Statement 1997-98 Report
Culturally Inclusive Curriculum
Implementing the Statement of Equity Principles
The Statement of Equity Principles provides a guide to writers of syllabus and support materials on developing materials which are inclusive of the needs of all students and which incorporate a range of perspectives including multicultural perspectives.
The Office of the Board has established an Equity Review Group which reviews syllabus and support materials to determine the degree to which they meet the requirements of the Statement of Equity Principles. In 1997–98 the Equity Review Group has provided advice on developing multicultural (amongst other) perspectives in:
• Human Society and Its Environment K–6 Writing Brief, Draft Syllabus, and Draft Support Materials • English K–6 Draft Syllabus and Support Materials • Science Stages 4–5 Writing Brief and Draft Syllabus • Geography Stages 4–5 Writing Brief and Draft Syllabus • History Stages 4–5 Writing Brief • the Civics and Citizenship Education Benchmarking Project. In 1997–98 the Equity Review Group developed a Checklist for Developing Inclusive Curriculum.The Checklist is designed to assist writers of syllabuses and support materials in ensuring that materials meet the requirements of the Statement of Equity Principles.
Making Multicultural Australia
The Board of Studies, in partnership with the Ethnic Affairs Commission, SBS Television, University of Technology, Sydney and the Australia Council is developing a set of three CD-ROMs called Making Multicultural Australia. The set, due for release late in 1998, is intended as a classroom resource for students in Years 11 and 12.
Culturally Inclusive Communications • A letter to parents of Year 10 students on the new School Certificate was translated into six community languages: Arabic, Chinese, Greek, Korean, Spanish and Vietnamese. • A group consisting of representatives of branches from across the Office of the Board was established to develop a culturally inclusive communications plan — a more detailed operational plan based on aspects of the Office of the Board’s EAPS Plan. • Work commenced on analysing the results of the Year 10 Ethnicity Survey. • The Office of the Board organised information sessions for ethnic communities on Board policies and programs. • The Office of the Board provided five multilingual officers to serve on the HSC Inquiry Centre.
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• The brochures: What will my child learn in primary school? Information for parents;The Higher School Certificate; and The School Certificate; are translated into seven community languages: Spanish, Vietnamese, Greek, Chinese, Arabic, Korean and Turkish. • Mr Stepan Kerkyasharian, Chairman of the Ethnic Affairs Commission, is one of six people on the Board of Studies having ‘in the Minister’s opinion, qualifications or experience that enables them to make a valuable contribution to primary or secondary education in NSW.’
6 Action Plan for Women
The NSW Government recognises that the full economic and social participation of women is fundamental to a fair society. It also recognises that all areas of Government must take responsibility for this by integrating the needs and concerns of women into their everyday work.
The NSW Government Action Plan for Women acknowledges that there are still many barriers to overcome before women can participate fully in all aspects of society.
• Women earn less than men and are more likely to find employment in a smaller range of jobs at lower levels. • Women are under-represented in decision making positions at all levels of society, in private enterprise, the public sector and in the community, and their leadership and contribution in the community is not fully recognised. • Women are concentrated in areas of education and training where rewards are lower, and have fewer post-school qualifications. • The way women are depicted publicly still does not accurately reflect the diversity of their achievements, roles, needs and experiences. Limited and patronising portrayals of women are still common.
The mission of the Board of Studies is to provide educational leadership by developing quality curricula and awarding secondary credentials that provide comprehensive information on student achievement.
The Board of Studies has a responsibility to ensure that:
• Processes are in place to address inequalities of access between females and males to the courses it provides. • The way women are depicted in the Board’s syllabuses, support and assessment materials accurately reflects the diversity of their achievements, roles, needs and experiences.
The Board of Studies and the Office of the Board took action under three of the key objectives of the Government’s Action Plan for Women during the reporting year:
• Promoting workplaces that are equitable, safe and responsive to all aspects of women’s lives. • Promoting the position of women in all aspects of society. • Promoting access to and successful outcomes for women in all parts of the education and training system.
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With respect to the key objective of promoting workplaces that are equitable, safe and responsive to all aspects of women’s lives, the Office of the Board of Studies has:
• Developed a new EEO Action Plan, in accordance with the EEO Outcomes specified by the Office of the Director of Equal Opportunity in Public Employment.The Plan has been distributed to all staff as part of a full briefing process. • Established an EEO Planning Group that includes one of the two Spokeswomen for the Office of the Board of Studies.The Group developed and is overseeing the implementation of the Plan. • Extended its support of the Spokeswomen’s Program — the Office of the Board now has two Spokeswomen. • Developed and distributed to all members of staff a Statement of EEO Rights and Responsibilities that includes special sections dealing with Harrassment and Discrimination. • Sponsored five places at the newly-established Nanbaree Child Care Centre. • Established a range of services which promote the health of women and men, under the auspices of the Occupational Health and Safety Committee.
The Office of the Board of Studies will:
• Develop an EEO Consultative Network to provide advice to the EEO Planning Group.The Consultative Network will include one of the Office of the Board’s Spokeswomen. • Conduct an investigation into pay equity for women, focussing on paid overtime. • Conduct a Climate Survey that includes questions about gender equity issues. With respect to the key objective of promoting the position of women in all aspects of society, the Board of Studies has:
• Developed a Statement of Equity Principles, which provides a guide to writers of syllabuses, support materials and assessment materials on developing materials that are gender inclusive and depict women in a way that accurately reflects the diversity of their achievements, roles, needs and experiences. • Established an Equity Review Group to provide advice to writers of syllabus and support materials on the degree to which these materials meet the requirements of the Board’s Statement of Equity Principles. • Developed a Checklist on Developing Inclusive Curriculum to assist writers of syllabuses and support materials in determining the degree to which syllabuses and support materials meet the requirements of the Board’s Statement of Equity Principles. • Provided training to Office of the Board staff involved in the curriculum development process, on defining what a gender perspective is, and how gender perspectives can be developed in syllabuses and support materials. • Conducted a seminar for Office of the Board staff and staff of the Department of Education and Training on Developing Gender Perspectives in Curriculum and Assessment. • Developed a Gender Equity Perspectives Conceptual Framework to provide a guide to writers of syllabuses and support materials on how to address issues of gender in each of ten subject areas.
With respect to the key objective of promoting successful outcomes for women in all parts of the education and training system, some suggestions as to how this might be addressed were considered in the seminar Developing Gender Perspectives in Curriculum and Assessment and in the Gender Equity Perspectives Conceptual Framework.
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7 Profiles of Board Members
President
Mr G Weller, BA, DipEd, MEd Admin Mr Weller has a background in teaching and educational administration, and held a variety of positions within schools and school systems.
Mr W Grimshaw,AM, BBus,ASTC (Public Admin) Mr Grimshaw has been Executive Director, Coffs Harbour Education Campus since 1995. He was President of the Board from the retirement of Mr Weller until the appointment of Professor Stanley. Prior to 1995 Mr Grimshaw was Executive Director/Chief Executive Officer of the NSW Ministry of Education and Youth Affairs.
Emeritus Prof G Stanley, BA(Hons), PhD, FAPS Professor Stanley was appointed President of the Board in March 1998. He was previously (1995 to 1997) Chair of the Commonwealth Higher Education Council. From 1990 to 1994 he was Chair of the WA Higher Education Council and Chief Executive Officer of the WA Education Policy Coordination Bureau.
Ex-Officio Members
Dr T Burke, BA, MStud(Ed), MEd(Hons), PhD, FACE Dr Burke was previously the Deputy Director-General (Teaching and Learning) in the Department of School Education.With the formation of the Department of Education and Training at the end of 1997, he became Deputy Director-General (Operations). In this position he is responsible for Primary and Secondary Education,Technical and Further Education (TAFE), Student Services and Equity Programs, Adult and Community Education (ACE), Adult Migrant English Service (AMES), School Self-Evaluation and Improvement, National Art School, OTEN and Distance Education.
Ms J Byrne, MA, DipEd Ms Byrne is the Director of Educational Development, Department of Education and Training. Her responsibilities include course accreditation, educational policy and research, quality assurance and credit transfer with other sectors, vocational education in the HSC and the Government schools testing program.
Ms J Diplock, BA(Hons), LLB, DipEd, DipIntLaw Ms Diplock was the Director-General, Department of Training and Education Co-ordination and Managing Director,TAFE NSW.
Dr J McMorrow, BEc, MEd, PhD Dr McMorrow is Deputy Director-General, Policy and Planning, Department of Education and Training. He was Executive Officer of the Review of the NSW Higher School Certificate (McGaw Review) and Executive Officer of the Review of Curriculum Profiles and Outcomes in Schools (Eltis Review).
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Ms J Sobski, BA(Hons), DipEd, MEd Ms Sobski is Deputy Director-General, Development and Support, Department of Education and Training. She was previously Director, South Western Sydney Institute of TAFE, the 1996 Australian National Training Authority’s Provider of the Year. In 1997 she was recognised with the AUSTAFE award for leadership in vocational education and training.
Appointed Members
Ms L Burney, DipT Ms Burney was President of the Aboriginal Education Consultative Group Inc, the peak body for advising the New South Wales Government on Aboriginal education and training issues. Ms Burney’s experience in education spans primary school teaching to policy and program development and community-based initiatives.
Ms D Butland, BA(Social Science), MEd,TPTC Ms Butland is active in the Federation of Parents and Citizens’ Associations at local, regional and state levels. In her professional life she is involved in teacher education at the University of Sydney.
Dr B Croke, BA(Hons), DipEd, DPhil, FAMA Dr Croke is the Executive Director of the Catholic Education Commission New South Wales. He is also Visiting Professor of History at Macquarie University.
Prof J Davis, BEc, MBA, MA(Ec) Professor Davis is Professor in the Australian Graduate School of Management in the University of New South Wales and President of the Academic Board of the University of New South Wales.
Dr S Dockett, BEd(Hons), MEd(Hons), PhD Dr Dockett is Associate Professor (Early Childhood Education) at the University of Western Sydney, Macarthur. She has taught in early childhood settings, including the early years of school, and has research interests in the areas of children’s thinking and child-based curriculum.
Ms M Fogarty, BA, DipEd, MEd Ms Fogarty is Head Teacher, Social Sciences at Willoughby Girls’ High School. She has researched national curriculum developments and national testing and assessment programs in both the USA and UK.
Dr K Forster, BA, DipEd, BEd, MEd, PhD Dr Forster is active in the Federation of Parents and Citizens’ Associations at school, regional and state-wide levels. In her professional life she is involved in the education of primary and secondary school teachers.
Ms K Guerin, BA,TC, MEdAdmin Ms Guerin was Assistant Principal of Our Lady of Mercy College at Parramatta and is now Principal of St Clare’s College,Waverley. Ms Guerin’s background is in English education. She has been a member of past English Syllabus Committees.
Dr G Haines, PhC, BA(Hons), PhD, MACE Father of eight, pharmacist and historian, Dr Haines teaches at St Ignatius College, Riverview. Author of six books and editor or contributor to a further three, he is also a Member of the International, and Honorary Fellow of the Australian, Academies of Pharmacy History.
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Dr G Hotchkis, OAM, BA(Hons), PhD Dr Hotchkis is Honorary Associate, School of Education at Macquarie University. He was previously Senior Lecturer, Special Education at that university, Assistant Director of Macquarie University Special Education Centre and Coordinator of the Macquarie University Master of Arts Program in Special Education.
Mrs J Karaolis, BA(Hons), DipEd, MEd(Hons) Mrs Karaolis is headmistress, St Catherine’s School,Waverley. She was convenor of the Academic Committee of AHISA (NSW) between 1993 and 1997. In 1996 she was appointed Fellow of the Australian College of Education.
Mr S Kerkyasharian,AM Chairman of the Ethnic Affairs Commission of NSW, Mr Kerkyasharian is a member of the Migrant Employment and Qualifications Board. He was previously head of SBS radio.
Dame Leonie Kramer,AC, DBE, BA, MA(Hons), DPhil, HonDLitt, Hon LLD As well as being Chancellor of the University of Sydney, Dame Leonie is a Senior Fellow of the Institute of Public Affairs. She is Chair of the Board of Directors of the National Institute of Dramatic Art and of Quadrant.
Professor J Maling,AM, BA, DipEd, BEd, PhD Professor Maling was the first Chief Executive Officer of the University of Western Sydney, Nepean. She is Vice-President of the Australian Council for Educational Research and Fellow of the Australian College of Education.
Mr I Morris Mr Morris is Senior Vice-President of the Federation of Parents and Citizens’ Associations. He is active at school, regional, state and national levels. In his professional life he is involved in the education of primary school children with a particular interest in the implementation of technology initiatives.
Mr A Rae,AM, MA, MEd, DipEd Mr Rae was formerly headmaster of Newington College. He has at various times been a member of former statutory education boards, including the Secondary Schools Board. Mr Rae is also a past Chairman of the Headmasters’ Conference of Independent Schools of Australia and of the NSW Branch; President of the Teachers’ Guild; Chairman of the Greater Public Schools Headmasters’ Association of NSW; and Chief Delegate to the National Council of Independent Schools.
Mr T Sanders, DipT Mr Sanders was Principal of Narrabri West Public School and is now Senior Education Officer, Training and Development (Curriculum) at Armidale District Office of the Department of Education and Training. His background includes teaching Kindergarten to Year 6, serving as a curriculum consultant, working in early childhood education and teaching students from a non-English speaking background.
Mr T Selmes, BA Mr Selmes was Executive Director of the Motor Traders’ Association of New South Wales. He is a member of the Automotive Training Board of NSW, Automotive Group Training; Motor Vehicle Repair Industry Council; Motor Dealer Council; and the Motor Dealer Disputes Committee. He was Deputy Councillor of the Tow Truck Industry Council.
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Mr B Shepherd, DipTech Principal of St Mary’s Senior High School since 1989, Mr Shepherd’s background is in Science Education. He is Deputy Chair of the Council of the University of Western Sydney (Nepean).
Mr C Simpson,TC, BA Mr Simpson is Executive Teacher (Acting) at the Russell Vale Public School. He is a member of the Department of School Education Primary Consultative Advisory Committee, the treasurer of the Wollongong Educational Resource Centre Management Committee, a member of the National Executive of the Australian Teaching Council and Executive Member of the Centre for Teaching and Learning.
Ms S White, BA, DipEd, MSc(Applied), Graduate Diploma of Teacher Librarianship Ms White has over twenty years experience in a range of subject areas K–12 in Catholic, Government and Independent schools. She is a member of the Course Advisory Committee for Teacher Librarianship at Charles Sturt University and is a member of the Executive of the NSW Independent Education Union.
8 Attendance at Meetings
MEETINGS AND ATTENDANCE OF THE BOARD OF STUDIES for the period 1997–98
Member 1997
Dr T Burke 4/7 12/8 23/9 14/10 4/11 25/11 5/12 *** ***
Ms L Burney 12/8 14/11 25/11 16/12 17/12
Ms D Butland 4/7 12/8 23/9 14/10 24/10 4/11 14/11 25/11 5/12 16/12 17/12 Ms J Byrne 4/7 12/8 23/9 14/10 4/11 25/11 5/12 16/12
Dr B Croke 12/8 23/9 14/10 24/10 4/11 14/11 25/11 5/12 16/12 17/12 Prof J Davis 4/7 23/9 14/10 24/10 4/11 14/11 5/12 (from (obs) (obs) (obs) (obs) November 1997) Ms J Diplock 23/9 * 4/11 ** ** (until Dec 1997)
Dr S Dockett ***** 12/8 23/9 4/11 16/12
Ms M Fogarty 12/8 23/9 14/10 24/10 4/11 4/11 25/11 5/12 16/12 17/12 Dr K Forster 4/7 12/8 (until August 1997) Mr Warren Grimshaw 23/9 14/10 24/10 4/11 14/11 25/11 5/12 16/12 17/12 (from Sept 1997) Ms K Guerin 4/7 12/8 23/9 14/10 24/10 4/11 14/11 25/11 5/12 16/12 17/12
Dr G Haines 4/7 12/8 23/9 24/10 4/11 14/11 25/11 5/12 16/12 17/12
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Dr G Hotchkis 4/7 23/9 14/10 4/11 14/11 25/11 5/12 16/12 17/12
Mrs J Karaolis 23/9 14/10 24/10 4/11 14/11 25/11 16/12 17/12 (from Nov 1997) (obs) (obs) (obs) (obs)
Mr S Kerkyasharian 4/7 12/8 23/9 4/11 16/12
Dame Leonie Kramer 4/7 12/8 23/9 14/10 4/11 14/11 5/12 16/12 17/12
Prof J Maling 4/7 12/8 23/9 14/10 24/10 25/11 5/12 16/12 (until Dec 1997)
Dr J McMorrow 5/12 (from Jan 1998)
Mr I Morris 23/9 14/10 24/10 4/11 14/11 25/11 5/12 16/12 17/12 (from Nov 1997) (obs) (obs) (obs)
Mr A Rae 4/7 12/8 (until Sept 1997) Mr T Sanders 4/7 12/8 23/9 4/11 16/12
Mr T Selmes 12/8 23/9 4/11 5/12 16/12 (until Dec 1997) Mr B Shepherd 12/8 23/9 14/10 24/10 4/11 14/11 25/11 5/12 16/12 17/12 Mr C Simpson 4/7 12/8 23/9 14/10 4/11 25/11 5/12 17/12
Mr G Weller 4/7 12/8 (until Sept 1997)
MEETINGS AND ATTENDANCE OF THE BOARD OF STUDIES for the period 1997–98 Member 1998
Dr T Burke 21/1 3/2 10/2 ****** 31/3 28/4 26/5 9/6 23/6 30/6
Ms L Burney 21/1 3/2 10/2 3/3 28/4 23/6 30/6
Ms D Butland 21/1 3/2 10/2 3/3 31/3 28/4 26/5 9/6 23/6 30/6
Ms J Byrne 21/1 3/2 10/2 3/3 (until March 1998)
Dr B Croke 21/1 3/2 3/3 31/3 28/4 26/5 9/6 **** ****
Prof J Davis 21/1 3/2 3/3 31/3 28/4 9/6 23/6 30/6
Dr S Dockett 21/1 3/3 28/4 9/6 23/6 30/6
Ms M Fogarty 21/1 3/2 10/2 3/3 31/3 28/4 26/5 9/6 23/6 30/6
Mr W Grimshaw 21/1 3/2 10/2 3/3 (until March 1998)
Ms K Guerin 21/1 3/2 10/2 3/3 (until March 1998)
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MEETINGS AND ATTENDANCE OF THE BOARD OF STUDIES for the period 1997–98 Member 1998
Dr G Haines 3/2 10/2 3/3 31/3 28/4 26/5 9/6 23/6 30/6
Dr G Hotchkis 21/1 3/2 10/2 3/3 31/3 28/4 26/5 9/6 23/6 30/6
Mrs J Karaolis 21/1 3/2 10/2 3/3 31/3 28/4 26/5 9/6 23/6 30/6
Mr S Kerkyasharian 21/1 3/3 31/3 26/5 30/6
Dame Leonie Kramer 21/1 10/2 3/3 31/3 28/4 26/5 9/6 30/6
Dr J McMorrow 21/1 3/2 10/2 3/3 31/3 28/4 26/5 9/6 30/6 (from Jan 1998)
Mr I Morris 21/1 3/2 10/2 3/3 31/3 28/4 26/5 9/6 23/6 30/6
Mr T Sanders 10/2 3/3 31/3 28/4 9/6 23/6 30/6
Mr B Shepherd 21/1 3/2 10/2 3/3 31/3 28/4 26/5 9/6 23/6 30/6
Mr C Simpson 21/1 3/2 10/2 3/3 31/3 28/4 26/5 9/6 23/6 30/6
Ms J Sobski 28/4 26/5 23/6 30/6 (from April 1998)
Prof G Stanley 31/3 26/5 9/6 23/6 30/6 (from March 1998)
Ms S White 28/4 26/5 9/6 23/6 30/6 (from May 1998) (obs)
* Ms C Burvill attended on behalf of Ms J Diplock ** Dr J McMorrow attended on behalf of Ms J Diplock *** Mr T Wootten attended on behalf of Dr T Burke **** Mr I Baker attended on behalf of Dr B Croke ***** Ms J White attended on behalf of Dr S Dockett ****** Mr L Wasson attended on behalf of Dr T Burke
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9 Freedom of Information
Freedom of Information Statistics
These statistics are set out in accordance with the format prescribed in Attachment A to the circular dated 27 June 1991 and issued by the Freedom of Information Unit, NSW Premier’s Department.
New requests
FOI requests Personal Other Total 1997–98 1996–97 1997–98 1996–97 1997–98 1996–97
New (including transferred in) 10 6 2 4 12 10
Brought forward 0 0 0 0 0 0
Total to be processed 10 6 2 4 12 10
Completed 9 6 1 4 10 10
Transferred out 0 0 0 0 0 0
Withdrawn 0 0 0 0 0 0
Total processed 9 6 1 4 10 10
Unfinished (carried forward) 1 0 1 0 2 0
What happened to completed requests?
Result of FOI request
Personal Other 1997–98 1996–97 1997–98 1996–97
Granted in full 9 3 1 2
Granted in part 0 1 0 2
Refused 0 2 0 0
Deferred 1 0 1 0
Completed 10 6 2 4
Ministerial certificates 1997–98 1996–97 Ministerial Certificates issued 0 0
Formal consultations 1997–98 1996–97 Number of requests requiring 0 0 formal consultation(s)
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Amendment of personal records
Result of amendment request 1997–98 1996-97
Result of amendment – agreed 0 0
Result of amendment – refused 0 0
Total 0 0
Notation of personal records 1997–98 1996–97
Number of requests for notation 0 0
FOI requests granted in part or refused
Basis of disallowing Personal Other or restricting access 1997–98 1996–97 1997–98 1996–97
Section 19 (applic. incomplete, wrongly directed) 0 0 0 0
Section 22 (deposit not paid) 0 0 0 0
Section 22 (unreasonable diversion of resources) 0 0 0 0
Section 25 (1)(a) (exempt) 0 1 0 2
Section 25 (1)(b)(c)(d) (otherwise available) 0 0 0 0
Section 25 (1)(e) (documents more than 5 years old) 0 0 0 0
Section 25 (4) (deletions) 0 2 0 0
Section 24 (4) (deletions) 0 0 0 0
Section 32 (business affairs) 0 0 1 0
Total 0 31 2
Costs and fees of requests processed
Assessed costs FOI fees received 1997–98 1996–97 1997–98 1996–97
All completed requests $0 $0 $345 $320
Discounts allowed
Type of discount allowed Personal Other 1997–98 1996–97 1997–98 1996–97
Public interest 0 0 0 0
Financial hardship (pensioner/child) 0 0 0 0
Financial hardship (non-profit organisation) 0 0 0 1
Total 0 0 0 1
Significant correction of personal 0 0 0 0 records
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Days to process
Elapsed time Personal Other 1997–98 1996–97 1997–98 1996–97
0-21 days 10 6 1 3 22-35 days 0 0 1 1 Over 35 days 0 0 0 0 Total 10 62 4
Processing time
Processing hours Personal Other 1997–98 1996–97 1997–98 1996–97
0‘–10 hours 9 6 2 3 11–20 hours 1 0 0 1 21–‘40 hours 0 0 0 0 Over 40 hours 0 0 0 0 Total 10 6 2 4
Reviews and appeals
1997–98 1996–97
Number of internal reviews finished 1 1 Number of Ombudsman reviews finished 0 0 Number of District Court appeals finished 0 0
Details of internal review results
Basis of internal review Personal Other Ground on which internal review requested Upheld * Varied * Upheld * Varied * 97–98 96–97 97–98 96–97 97–98 96–97 97–98 96–97
Access refused 1 0 0 0 0 0 0 0 Deferred 0 0 0 0 00 00 Exempt matter 0 0 0 0 0 0 0 0 Unreasonable charges 0 0 0 0 0 0 0 0 Charge unreasonably incurred 0 0 0 0 0 0 0 0 Amendments refused 0 0 0 0 0 0 0 0 Refusal to deal 0 0 0 0 0 0 0 0
* Note: Related to whether or not the original agency decision was upheld or varied by the internal review. During 1997–98 Freedom of Information procedures had minor impact on the Department’s administration.
106 A P P E N D I C E S
Freedom of Information Summary of Affairs Under the Freedom of Information Act 1989, each government agency is required to publish an annual Statement of Affairs.The Statement describes the structure and functions of the agency and lists categories of documents held. It also sets out how to obtain documents that are eligible for public scrutiny under the legislation. Copies of the Statement are available free of charge from the Office of the Board.
The main categories of policy and procedural documents held by the Office of the Board of Studies relate to the following: K–12 Curriculum Development Assessment and credentialling of the School Certificate and Higher School Certificate Registration and accreditation of non-government schools Administration of the Office of the Board of Studies.
Documents produced by entities associated with the Office of the Board of Studies comprise the following: Aboriginal Education Consultative Group Inc
NSW AECG Articles of Incorporation NSW AECG Staff Handbook NSW AECG Rules of Operation
Australian Music Examinations Board
Manual of Syllabuses Teacher’s Handbook (Annual November) Teacher’s Newsletter (Annual July)
Application under the FOI Act for access to documents should be made in writing to the following address:
The FOI Coordinator Office of the Board of Studies GPO Box 5300 Sydney NSW 2001
Applications should be accompanied by a cheque or money order for $30, payable to the Office of the Board of Studies.
107 A N N U A L R E P O R T 1 9 9 8
10 List of Publications
The following publications were issued over the period July 1, 1997 – June 30, 1998. Many of these were also made available in electronic form, via the Office of the Board website.
Syllabuses and Support Documents 1996 HSC Visual Arts Examination Report 1996 HSC Applied Studies Examination Report Agriculture Stage 6 Support Document Agriculture Stages 4–5 Support Document Agriculture Stages 4–5 Video of Student Work Samples Australian History and Geography School Certificate Specimen Examination Paper Board Endorsed Courses Guidelines Chinese K–6 Syllabus Draft English K–6 Modules Draft English K–6 Work Samples (Reading,Talking and Listening) English-literacy School Certificate Specimen Examination Paper English K–6 Syllabus and CD–ROM English K–6 Modules English K–6 Work Samples English K–6 Principal’s Package English K–6 Parents’ Information Geography Stages 4–5 Writing Brief History Stages 4–5 Writing Brief Human Society and Its Environment K–6 Writing Brief and Survey Human Society and Its Environment K–6 Draft Syllabus Human Society and Its Environment K–6 Draft Support Document Industrial Technology Draft Syllabus and Support Materials Mathematics K–6 Outcomes and Indicators Mathematics School Certificate Specimen Examination Paper NSW Aboriginal Languages Interim Framework Primary Curriculum: An Overview Physical Activity, Health and Fitness K–6 Science Stages 4–5 Writing Brief and Survey Science Stages 4–5 Literature Review Science Stages 4–5 Draft Syllabus Science Stages 4–5 Draft Support Document Science School Certificate Specimen Examination Paper Visual Arts 11–12 Syllabus (updated and reprinted)
1997 HSC Examination Reports Aboriginal Studies Agriculture Ancient History 2/3 Unit Applied Studies Arabic Biology Business Studies
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Chemistry Chinese Classical Ballet Classical Greek Contemporary English Computing Studies Dance Drama Design and Technology 2/3 Unit Economics Engineering Science English 2/3 Unit English 3 Unit English 2 Unit General French Food Technology General Science General Studies German Geography Geology Hebrew Indonesian Industrial Technology Industry Studies Italian Japanese Korean Latin Legal Studies Life Management Studies Mathematics Modern Greek Modern History Music (Board) Personal Development, Health and Physical Education Physics Rural Technology Russian Science Science for Life Sheep Husbandry Society and Culture Spanish Studies of Religion Textiles and Design Turkish Visual Arts
109 A N N U A L R E P O R T 1 9 9 8
HSC Evaluation Reports Aboriginal Studies Agriculture Ancient History Business Studies Classical Ballet Computing Studies Dance Design and Technology Drama Economics Engineering Science Food Technology Geography Industrial Technology Legal Studies Life Management Studies Mathematics 2 Unit/3 Unit/4 Unit Music Modern History Rural Technology Personal Development, Health and Physical Education Sheep Husbandry/Wool Technology Society and Culture Studies of Religion Textiles and Design Visual Arts
General Publications 1996 School Certificate Reference Test and Award Statistics 1997 Higher School Certificate Examinations Timetable and Poster 1998 English Prescribed Texts Poster 1998 Higher School Certificate Rules and Procedures Assessment, Certification and Examination Manual Creative Arts Stage 6 Key Learning Area Handbook Encore and OnSTAGE Posters English K–6 Information Translations English Stage 6 Key Learning Area Handbook English Stage 6 Summary Report Executive Summary – English Stage 6 Syllabus Consultation Guide to the School Certificate Rules and Procedures Guidelines for Accelerated Progression Higher School Certificate Assessment Review Survey Higher School Certificate Portfolio Higher School Certificate Statistics 1996 On Board Year 10 On Board Year 11 On Board Year 12 School Certificate Information Kit
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School Certificate Folio Studying for the Higher School Certificate School Certificate Course Performance Descriptors for English, Mathematics and Science School Certificate Information Translations Science Stage 6 Symposium Proceedings Securing Their Future Newsletters SC Grading System Curriculum Keys Full Report Curriculum Keys Summary Report Assessing and Reporting using Stage Outcomes – Part 1 Assessing and Reporting using Stage Outcomes – Part 2 ARTEXPRESS Catalogue 1997 HSC/TAFE Credit Transfer Guide Board Bulletin Volume 6 — nos 6 – 10 Board Bulletin Volume 7 — nos 1 – 5 BOS Annual Report 1997 Making a Difference: A Guide to the Education–related Recommendations of the Royal Commission into Aboriginal Deaths in Custody Appropriate Technology Kit Multilingual Booklet – Primary K–6 Multilingual Booklet – School Certificate Multilingual Booklet – Higher School Certificate Teaching Kit English K–6:Animal Companions
CD-ROM KLA Handbooks CD-ROM PDHPE K–6 CD Encore 97 and CD Encore 96 CD-ROM 95–97 HSC Exam Papers Directory of Non–government Schools CD-ROM ARTEXPRESS 96 CD-ROM ACE Manual 97 OnStage Video
Sample Answers 1997 Business Studies Computing Studies Contemporary English English 2/3 Unit and 2 Unit General Best of Writing Geography PDHPE Society and Culture PIP SC 1997 English Reference Test Sample Answers
Brochures Introducing Your New School Certificate Introducing the New Higher School Certificate K–6 Support – Reading K–6 Support – Spelling
111 A N N U A L R E P O R T 1 9 9 8
K–6 Support – Talking K–6 Support – Writing Helping your child with K–6 English
11 Board of Studies Inspectors
English — Ms Kerry Edmeades (02) 9367 8276 Creative Arts — Ms Kerry Thomas (02) 9367 8161 Human Society and Its Environment — Ms Virginia Frost (02) 9367 8150, Ms Libby Hegerty (02) 9367 8151 Languages — Mr Graham Sims (02) 9367 8152 Mathematics — Mr Peter Osland (02) 9367 8103 Personal Development, Health and Physical Education — Mr Paul Hewitt (02) 9367 8156 Primary — Mr Phil Lambert (02) 9367 8199 Science — Ms Rosemary Hafner (02) 9367 8136 Technological and Applied Studies — Mr Howard Kennedy (02) 9367 8246
12 Board of Studies Liaison Officers
Ms Sandy Langford Metropolitan North Level 7/117 Clarence Street SYDNEY NSW 2000 (PO Box 5300, SYDNEY NSW 2001) Phone: (02) 9367 8356 Fax: (02) 9367 8375 Clerical Officer: Lesley Brown Ph: (02) 9367 8287
Mr Brett Harper Metropolitan South West Office of the Board of Studies Western Sydney 9 Albert Street (cnr O’Connell St) NORTH PARRAMATTA NSW 2151 Phone: (02) 9683 9637 Fax: (02) 9683 1315 Clerical Officer: Geraldine Nash Ph: (02) 9683 9625
Mr David Cashman (Acting) Metropolitan North West Office of the Board of Studies Western Sydney 9 Albert Street (cnr O’Connell St) NORTH PARRAMATTA NSW 2151 Phone: (02) 9683 9642 Fax: (02) 9683 1315 Clerical Officer: Julie Campion Ph: (02) 9683 9635
112 A P P E N D I C E S
Mr Greg Simpson Western NSW Government Offices 140 William Street (PO Box 143) BATHURST NSW 2795 Phone: (02) 6333 4299 Fax: (02) 6333 4303 Clerical Officer: Carmel Stevens Ph: (02) 6333 4306
Mr Col Anderson South Coast NSW Government Offices Block J, Level 2/84 Crown Street WOLLONGONG NSW 2500 (PO Box No 819,WOLLONGONG EAST 2520) Phone: (02) 4226 8607 Fax: (02) 4227 2775 Clerical Officer: Mirjana Akmacic Ph:(02) 4226 8608
Ms Robyn Hawkshaw North Coast Coffs Harbour Education Campus Hogbin Drive COFFS HARBOUR NSW 2457 Phone: (02) 6659 3274 Fax: (02) 6659 3275 Clerical Officer: Lois Houston Ph: (02) 6659 3273
Ms Beverley Hobson North West Level 2/Noel Park House 155 Marius Street (PO Box 600) TAMWORTH NSW 2340 Phone: (02) 6768 5843 Fax: (02) 6766 9405 Clerical Officer: Leanne Davidson Ph: (02) 6768 5844
Ms Jennifer Moody Hunter Newcastle State Office Block 117 Bull Street, NEWCASTLE NSW 2302 (Locked Bag 7, Hamilton Delivery Centre 2303) Phone: (02) 4924 9976 Fax: (02) 4924 9979 Clerical Officer: Jenny Lincoln Ph: (02) 4924 9978
113 A N N U A L R E P O R T 1 9 9 8
Mr Michael Lee Riverina Level 2 76 Morgan Street (PO Box 478) WAGGA WAGGA NSW 2650 Phone: (02) 6921 0989 Fax: (02) 6921 0906 Mobile: (018) 69 3063 Clerical Officer: Merle Moncrieff Ph: (02) 6921 0990
Ms Denise Harris Metropolitan East Catholic Education Office 38–40 Renwick Street (PO Box 217) LEICHHARDT NSW 2040 Phone: (02) 9568 8218 Fax: (02) 9568 8217 Clerical Officer: Rita Millen Ph: (02) 9568 8249
114 INDEX
Index
Access 94 Action plan for women 96–97 AECG Report 56–58 AMEB Report 53–56 Audit opinion 75 Board committees 7–11 Board members 5–7; 98–101 Board of Studies Inspectors 112 Board of Studies Liaison Officers 48; 112–113 Branch descriptions 59–61 Charter 13 Chief and Senior Executive Service 63 Code of Conduct 70 Commitment to Service 70 Consultancies 69–70 Disability Strategic Plan 94 EEO Report 66 EEO Statistics 67 Employee’s leave entitlements 69 Ethnic Affairs Policy Statement 95–96 Exceptional wages and salaries movements 69 Exhibitions and awards 40–42 Financial information 75–90 Forums, seminars and conferences 38–39 Freedom of Information statistics 104–106 Key result areas 17–52 Home schooling 45 Letter of submission 4 Market testing and contracting 69 Meetings and attendance 101–103 Mission and objectives 13 Narrative summary of operations 15–52 Objectives 13 Occupational health and safety performance 68 Overseas visits 74 Payment of accounts 68–69 Performance statements 63–65 Personnel policies and practices 69 Publications 108–111 Recruitment 65 Recycling 48 Representation on external committees 72–74 Research, reviews and program evaluations 51–52 Risk management 68 Sponsorship 74 Statutory disclosure requirements 93–94 Year 2000 compliance 91–92
115