The Education Directorate acknowledges the Ngunnawal people as the traditional owners and custodians of the Canberra region. The region is also an important meeting place and significant to other Aboriginal groups.
We also acknowledge and pay respect to the Wreck Bay peoples as traditional owners and custodians of the land on which the Jervis Bay school is located.
We respect the Aboriginal and Torres Strait Islander people, particularly our Aboriginal staff, and their continuing culture and contribution they make to the Canberra region and the life of our city.
Contact for this report
General enquiries about this report should be directed to:
Phone: (02) 6205 5429 option 6; or
Email your enquiry to [email protected].
Freedom of Information
Freedom of information requests can be made by emailing: [email protected]
Accessibility
The ACT Government is committed to making its information, services, events and venues accessible to as many people as possible.
If you are deaf, or have a hearing or speech impairment, and need the telephone typewriter (TTY) service, please phone 13 36 77 and ask for 13 34 27. For speak and listen users, please phone 1300 555 727 and ask for 13 34 27. For more information on these services, contact us through the National Relay Service: www.relayservice.gov.au
If English is not your first language and you require a translating and interpreting service, please telephone Access Canberra on 13 22 81.
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© Australian Capital Territory, Canberra 2020 This work is subject to copyright. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced by any process without written permission from the Territory Records Office, GPO Box 158 Canberra ACT 2601.
First published December 2020
Information about the Directorate and an electronic version of this annual report can be found on the website: www.education.act.gov.au
Contents
Transmittal Certificate ...... 8 Organisational Overview ...... 10 Performance Analysis ...... 25 Output Class 1: Public School Education...... 30 Output Class 2: Non-Government Education ...... 55 Scrutiny ...... 57 Risk Management ...... 74 Internal Audit ...... 76 Fraud Prevention ...... 78 Freedom of Information ...... 79 Community Engagement and Support ...... 81 Aboriginal and Torres Strait Islander Reporting ...... 84 Work Health and Safety ...... 87 Human Resource Management ...... 92 Ecologically Sustainable Development ...... 102 Financial Management Analysis ...... 110 Financial Statements ...... 124 Capital Works ...... 202 Asset Management ...... 209 Government Contracting ...... 212 Statement of Performance ...... 214 Part 4 - Annual Report Requirements for Specific Reporting Entities ...... 223 Investigation of Complaints ...... 223 Ministerial and Director-General Directions ...... 223 Annexure A - ACT Teacher Quality Institute Annual Report 2018-19 ...... 225 Annexure B - ACT Board of Senior Secondary Studies Annual Report 2018-19 ...... 287 Appendix 1 Compliance Statement ...... 310 Appendix 1 Government Contracting ...... 312 Appendix 2 List of Tables ...... 312 Appendix 3 List of Figures ...... 314 Appendix 4 Abbreviations and Acronyms ...... 315 Index ...... 318
ACT Government I Education Directorate 3 Annual Report 2019-2020
Foreword
This has been a year like no other for ACT education as children and young people, families and staff have responded to a range of significant challenges - including bushfires and smoke haze, a major hailstorm in January 2020 and to the emergence of the COVID-19 pandemic. I am proud and inspired by the incredible adaptability, resilience, collaboration and innovation I have witnessed from all parts of our education community. This has supported the Directorate’s strong focus on wellbeing and continuity of learning for all children and young people and our staff, including through the provision of remote learning and development of a COVID-19 roadmap for schools to ensure preparedness for further changes.
The 10-year Future of Education strategy, along with ACT public schools’ strong foundation in digital technology and infrastructure, placed the Directorate in good stead to respond and adapt swiftly to the changing circumstances as a result of the pandemic. The disruption to our usual ways of teaching and learning has accelerated progress in many areas of the Future of Education strategy such as personalised learning, flexible education, and digitally-enabled pedagogy.
The Directorate has maintained a focus on strengthening inclusive education, ensuring that additional supports were in place for students during the period of remote learning. This includes provision of devices and internet access and establishing safe and supervised sites for students who could not learn from home.
We are giving young people the best start through the expansion of Koori Preschool hours and the introduction of free early childhood education and care for three-year-olds, commencing with access for those who need it most.
In establishing this service, we have undertaken school upgrades and modernised agreements to establish partnerships with Early Childhood Education and Care providers. This is an important first step in moving towards our vision for community schools.
We have continued our focus on giving students more of a say through initiatives such as the Minister’s Student Congress, listening to our students’ experiences of remote learning and the transition back to on- campus learning to inform the Directorate’s COVID-19 scenario planning.
To ensure we are supporting a workforce of the future we have continued to implement the Empowered Leadership Plan, with a strong emphasis in this reporting period on effective collaboration for excellence, equity, and wellbeing. This includes embedding professional learning that have played a vital role in enabling collaboration and sharing of lessons learned from the COVID-19 response to harness and build upon what has worked well.
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And finally, the Directorate has focussed the system on what matters most by integrating revised performance indicators, improved data collection and streamlined tools in system and school improvement processes to support more tightly targeted strategies designed to achieve outcomes. As our public schools continue to grow, this includes a focus on modelling and analysis to forecast enrolment demand and inform future planning for ACT public schools.
The Directorate also finalised the Setup for Success: An Early Childhood Strategy, with the release occurring in early 2020-21. This ten year guide sits alongside the Future of Education Strategy guiding the Directorate to ensure all children in our community have access to quality early childhood education.
I extend my sincere thanks to the Directorate staff for their warm welcome since I commenced in the Director-General role in December 2019, and for their unwavering support and commitment through a year of challenges.
Katy Haire
Director-General
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Organisational Chart
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Section
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Transmittal Certificate
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Section
ACT Government I Education Directorate 9 Annual Report 2019-2020
Organisational Overview Our Vision
We will be a leading learning organisation where people know they matter.
Our Mission
We develop and deliver educational services to empower each child and young person in the ACT for life.
Our Values
The Directorate embraces the ACT Public Service’s values of respect, integrity, collaboration, and innovation to influence and direct the way we deliver our services to children and young people in our schools, and in how we work together across the Directorate.
Our Purpose
The Directorate is a leading learning organisation where people know they matter, delivering high quality early childhood education and public school education in an accessible and inclusive environment.
The Directorate is dedicated to facilitating quality education services across the ACT by:
• the provision of government learning institutions in the form of public preschools, primary, secondary, specialist schools and colleges; • access to quality teaching, specialised learning programs and well-being supports for individual student needs; • enrolment and support of international students; and • the registration and regulation of home education, early childhood learning centres and non- government schools. Our Minister, Education Stakeholders and Partners
• The Minister; • students and their families; • children and their families accessing early childhood education and care; • our people; • the ACT Council of Parents and Citizens Associations; • the ACT Principals’ Association; • the Australian Education Union (AEU), the Community & Public Sector Union (CPSU) and the United Workers Union; • the Catholic Education Archdiocese of Canberra and Goulburn; the Association of Independent Schools of the ACT and non-government schools;
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• early childhood education and care providers; • the ACT Teacher Quality Institute and ACT Board of Senior Secondary Studies; • community organisations, including school boards; • the higher education sector, especially teacher training institutions; and • the wider ACT community.
Arawang Primary School students
ACT Government I Education Directorate 11 Annual Report 2019-2020
Figure 1 Our School Network
ACT Government I Education Directorate 12 Annual Report 2019-2020
ACT Government I Education Directorate 13 Annual Report 2019-2020
Our Environment and the Planning Framework The Future of Education strategy
The Future of Education – An ACT education strategy for the next ten years (the Future of Education strategy), launched in 2018, has continued to set the Directorate’s direction over the past year.
The Future of Education strategy has four foundations: • Students at the Centre; • Empowered Learning Professionals; • Strong Communities for Learning; and • Systems Supporting Learning.
In 2019-20 the Directorate’s implementation of the Future of Education strategy focused on:
Strengthening inclusive education
Inclusive education has been strengthened in a range of ways. This includes continued implementation of the Positive Behaviours for Learning program in schools; broadening expertise in the Complex Case Management Team; providing additional training for Learning Support Assistants; and continuing to address and raise awareness about occupational violence (including by delivering a national forum and three community workshops).
Giving students more of a say
Students have been encouraged to make decisions and use their voices in a range of ways. This includes through encouraging schools to use the “Ask Us” student voice resource kit, supporting students to access the Academy of Future Skills and Girls in STEM grants, and through the personalisation of Vocational Education and Training programs. School Leaders have also taken part in cultural integrity training to help make sure schools are safe places for building connections between all young people and their learning.
Supporting a workforce of the future
The Directorate has continued implementation of the Empowered Leadership Plan to support School Leader wellbeing and build leadership capability in our schools.
Community schools
The Directorate is exploring the inclusion of early childhood infrastructure capacity in every new school, including early childhood service capacity for Long Day Care as well as Out of School Hours care. The Directorate has established new agreements with existing Early Childhood Education and Care providers to strengthen their partnerships with schools, including through education and care committees.
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The Directorate has also implemented the first phase of the Set up for Success: An Early Childhood Strategy for the ACT, with modern agreements between Early Childhood Education and Care providers established to enhance partnerships and access.
Giving young people the best start
The Directorate worked to give children the best start including developing an evidence base that identifies children experiencing vulnerability or disadvantage, expanding
to 15 hours a week and introduced free early childhood education and care for 3-year-olds, commencing with those that need it most.
Focus the system on what matters most
The Directorate is integrating revised performance indicators and improving data collection so that school improvement processes are more targeted and effective.
The Strategic Plan 2018-21: A Leading Learning Organisation
The Education Directorate Strategic Plan 2018-21: A Leading Learning Organisation (the Strategic Plan) describes five core goals the Directorate is working towards to develop the capabilities needed to deliver the Future of Education. These include:
• Schools where students love to learn; • Investing in early childhood; • Evidence informed decisions; • Learning Culture; and • United Leadership.
Annual planning for both schools and the Education Support Office (ESO) is aligned with the Future of Education to ensure every child and young person in the ACT is empowered to learn for life.
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Our Summary of Performance Summary of 2019-20 achievements and activities
The Directorate has celebrated many achievements and addressed significant local and global challenges during 2019-20.
Future of Education Implementation
On 2 August 2019, the Minister released the First Phase Implementation Plan for the Future of Education strategy. This plan outlines targets for 18 months across six priorities and includes rolling out the Positive Behaviours for Learning program across our schools, resourcing to support complex case management, the Master of Education scholarships each year and providing additional support for pre-service teachers and new ACT public school teachers.
Staffing
The second half of 2019 saw the overwhelming endorsement by staff for the new Teaching Staff Enterprise Agreement and other enterprise agreements, with nearly 99 per cent of voting staff supporting the agreement. This meant that the Directorate’s teaching staff are the best paid in the country and have increased support and access to better training opportunities. There was also a recruitment campaign to attract great educators and Learning Support Assistants to join the highly skilled and engaged workforce.
Another significant staffing achievement was the direct employment of school cleaners in January 2020. The insourcing of school cleaning saw 272 people, many of whom were migrants or refugees, gain secure public employment.
Building schools for the future
On 7 February 2020 the first sod was turned to mark the start of construction for the new primary school ready to start in 2021 and the Government announced the first high school in the Molonglo Valley will be ready for the 2023 school year.
The Directorate delivered significant projects to modernise facilities, provide new schools, and better meet the learning needs of communities. Projects included two school site upgrades and eight school site expansions to accommodate over 725 additional places.
Planning also commenced for future schools including major modernisation upgrades for two schools, major expansions for two schools and a design tender and feasibility study for two new schools.
Summer bushfires and smoke
The Directorate has an overarching emergency management framework and all ACT public schools have detailed Emergency Management Plans. The Directorate’s Bushfire Strategy identifies sites for temporary closure under the ACT Elevated Fire Danger Plan and incorporates procedures for schools to follow when temporarily closure is required.
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In late January 2020 bushfires in the ACT posed the worst threat since the 2003 firestorm, Evacuation centres were opened and plans were activated. Canberra was also impacted by smoke haze from bushfires in early 2020.
During the 2019-20 hazard season, the Directorate worked with experts, including the ACT Chief Health Officer and ACT Work Safety Commissioner to develop the guidelines on air quality conditions. Consultation was undertaken with a range of stakeholders including unions, the non- government sector, the Asthma Foundation and the ACT Council of Parents and Citizens Associations to confirm the planned responses.
The Directorate acknowledges the work done by schools to enact plans for managing air quality and making the necessary adjustments and accommodations for students.
During the first week of Term 1 2020 the Directorate deployed air purifiers to every public school and preschools to assist in improving air quality for vulnerable groups. This was made possible through a very generous donation made by Dyson.
Management of the impact of COVID-19 pandemic
A Public Health Emergency was declared in the ACT to combat the spread of COVID-19 in March 2020.
Throughout the pandemic the Directorate’s focus has been to ensure the continuity of education to children and young people in the ACT; support staff and student health, safety and wellbeing; and to minimise the impacts of the pandemic on the ACT education and early childhood sectors.
In response to declining student and staff attendance at schools, the Minister for Education and Early Childhood announced that from 24 March 2020 all ACT public schools would go pupil free until the school holidays. At the beginning of Term 2, ACT public schools shifted to a remote learning model for the majority of students. Students began a phased return to on-campus learning from week 4 in Term 2. Students considered vulnerable to COVID-19 continued to be supported to learn from home.
During the remote learning period, nine Safe and Supervised School sites and all specialist schools remained open to students who needed to attend including children of essential workers, as well as vulnerable children and those with additional needs.
Students had access to a remote learning program which was designed and delivered by their usual classroom teachers.
ACT public schools have emphasised the use of ICT and the development of ICT skills for many years to ensure that students can develop their capacity to analyse information, solve problems and communicate in a highly digital society.
This foundation enabled the Directorate to move quickly and decisively in response to the COVID-19 pandemic to ensure continuity of learning and to minimise the impacts of the pandemic on children and young people.
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Key achievements during the Directorate’s March-May 2020 COVID-19 response include: • the majority of students supported to learn from home; • Safe and Supervised sites for around 4,000 registered students who were unable to learn from home; • over 5,000 individuals accessing sessions of professional learning on delivering teaching online; • an additional 2,000 Chromebooks were provided to students who needed them, adding to the 22,000 Chromebooks already provided to students in Years 7-12; • 600 families provided with internet to support learning from home; • establishment of the home learning resources for students and families website; and • establishment of a telehealth service to support student wellbeing while learning from home.
With the majority of students back at school and learning on-campus, in June 2020 the Directorate released a ‘roadmap’ for ACT public schools based on the ACT Government’s COVID-19 recovery plan.
This roadmap sets out a planned further easing of restrictions on school activities and parent/carer engagement, in line with broader easing of COVID-19 restrictions across the ACT.
The Directorate also undertook scenario planning in the event that the COVID-19 situation in the ACT worsens, to ensure it would be well-placed to respond appropriately and safely if a school, cluster of schools, or all schools were affected.
Royal Commission into Institutional Responses to Child Sexual Abuse - Final Report
The Directorate is primarily responsible for 29 recommendations from the Royal Commission into Institutional Responses to Child Sexual Abuse Final Report published in December 2017.
In 2020 the Directorate progressed major deliverables relating to Child Safe Standards to ensure the Directorate and all schools become child safe organisations according to the National Principles for Child Safe Organisations. It is assisting delivery and oversight of recommendations relating to online safety, complaints management, monitoring of non-government schools and record keeping.
Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability
The Directorate is undertaking preparatory work and organisation relating to the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability. This work includes record compilation, responding to requests for information, monitoring of public hearings, examination of issues papers and ultimately responding to the interim report and any recommendations of the Royal Commission.
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Amendments to the Education Act 2004
In the Future of Education strategy, the ACT Government committed to review and amend the Education Act 2004.
Following the first phase of amendments passed in the 2018-19 financial year, the Directorate has continued to lead engagement with key stakeholders, including the non-government sector, parent and citizen associations, education unions and the Human Rights Commission. This engagement has informed the second phase of amendments to the Education Act 2004.
The amendments bring clarity to the roles and responsibilities of people carrying a duty of care to children and young people in schools, and ensure that the most vulnerable students are protected by implementing a recommendation from the Royal Commission into Institutional Responses to Child Sexual Abuse.
The amendments will also provide mechanisms to ensure every child is accessing education through strengthening the Government’s ability to share information with the relevant State and Territory government agency in the best interest of the child, including enforcing the attendance of non-ACT residents enrolled in ACT schools.
2020-21 Outlook
The Directorate’s priorities for 2020-21 have been identified through the Future of Education strategy, the Strategic Plan 2018-21 as well as other key initiatives and whole of government strategies. The Directorate will implement the identified priorities of government.
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ACT Government I Education Directorate 20 Annual Report 2019-2020
Internal Accountability Senior Executives
Director-General
The Director-General leads the Directorate and the network of ACT public schools to implement the Education Act 2004. The Director-General is responsible for promoting high quality education for ACT children and young people, overseeing the operation and governance of ACT public schools, and overseeing the registration of non-government schools and home education.
The Director-General also holds responsibility for the Directorate’s strategic direction, including ensuring the implementation of whole of government strategies.
In addition, the Director-General has a role in the leadership of the ACT Public Service as a member of the ACT Public Service Strategic Board.
Deputy Director-General
The Deputy Director-General leads ACT public schools, deputises for the Director-General, and holds responsibility for the delivery of education services through student centred learning and teaching initiatives, and digital strategy and direction.
The Deputy Director-General holds accountability for school operations, student wellbeing, teaching and learning practices and student outcomes. Support services are provided in the areas of curriculum delivery, early childhood education and pedagogy, digital strategy, student inclusion and wellbeing, pathways and transitions, Aboriginal and Torres Strait Islander education, international education, occupational violence and complex case management, and flexible education.
Deputy Director-General, System Policy and Reform
The Deputy Director-General, System Policy and Reform leads the Strategic Policy, Enrolments and Planning, Analytics and Evaluation, and Early Childhood Policy and Regulation functions of the Directorate.
The Deputy Director-General, System Policy and Reform has responsibility for the development and implementation of strategic policy and reform initiatives in addition to advising on national education reforms and associated bilateral agreement, leads the coordination of the national assessment programs and provides quality data and analytics to inform school and system improvement in addition to strategic school capacity planning and enrolment policy and procedures.
The Group is also responsible for regulating the early childhood education and care sector through the ACT Regulatory Authority, the Children’s Education and Care Assurance Unit.
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Executive Group Manager, Business Services
The Executive Group Manager, Business Services is responsible for leading the Infrastructure and Capital Works, Government and Community Liaison, Media and Communications, People and Performance , the School Cleaning Service and the Strategic Finance and Procurement functions of the Directorate.
The Group registers ACT non-government schools, oversights families who engage in home education and investigates and responds to complaints and feedback from the community about schools.
Executive Group Manager, School Improvement
The Executive Group Manager, School Improvement is responsible for leading ACT Public schools through supporting School Leaders and for progressing the Directorate’s school improvement cycle.
The Executive Group Manager leads a range of school improvement activities to ensure that schools are supported with evidence-based practice to grow and develop their schools as modern, enjoyable and effective learning environments for all students. The role is critical in strengthening ACT public schools as vibrant, innovative and high functioning learning communities.
Executive Group Manager, Service Design and Delivery
The Executive Group Manager, Service Design and Delivery has responsibility for policy development, service design and integration ensuring the provision of high quality education services to ACT public school students.
The Executive Group Manager also has responsibility for careers and transitions, student engagement, disability services and inclusion, including the provision of allied health services to support the wellbeing of students in all of our schools, the Directorate’s digital strategy aimed at supporting learning and teaching across our schools, and provision of services to international students studying within public schools.
Remuneration for senior executives
All executives employed by the Directorate were paid in accordance with the determinations of the ACT Remuneration Tribunal.
The ACT Remuneration Tribunal is an independent statutory tribunal with responsibility for setting the remuneration, allowances and entitlements for public officials in the ACT including the ACT Government. Further information can be found at https://www.remunerationtribunal.act.gov.au.
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Significant Committees of the Directorate Governance Committees
Education Governance Committee
The Executive Governance Committee (EGC) supports the Director-General as the responsible officer of the Directorate reporting to the Minister under section 19 of the Public Sector Management Act 1994.
The EGC provides leadership, direction and guidance to the Directorate and provides oversight of the Directorate’s policy and strategy, governance, risk and compliance frameworks.
Audit Committee
The Audit Committee provides advice and assistance to the Director-General and the Minister on the Directorate’s risk, control and compliance framework, and its external accountability responsibilities.
The Audit Committee consists of at least three and not more than six members appointed by the Director-General. At least three members of the Committee are independent, one of whom is the Chair of the Committee.
Corporate Executive Committee
The Corporate Executive Committee (CORPEX) supports the Directorate through a collaborative forum engaged in consultation on system-wide policy and so operations of the Directorate can be communicated and strategically coordinated. United Leadership has been the focus of CORPEX for the reporting period.
Work Health and Safety Sub-Committee
The Work Health and Safety Sub-Committee (WHSSC) provides due diligence of the Directorate’s occupational health and safety management system.
The WHSSC supports the Director-General in discharging their responsibilities under the Work Health and Safety Act 2011 and provides oversight of the Directorate’s Work Health and Safety Consultative Committee.
Digital Strategy Sub-Committee
The Digital Strategy Sub-Committee (DSSC) provides advice on the development and implementation of digital and ICT strategies, programs and policies. The DSSC makes recommendations to EGC through the Deputy Director-General about digital and ICT strategic directions, policies, and proposals for system wide ICT initiatives.
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Security and Emergency Management Sub-Committee
The Security and Emergency Management Sub-Committee provides endorsement of program initiatives and assists the Director-General on security, emergency management, business continuity and related risk management and compliance issues across the Directorate.
Education Evaluation Sub-Committee
The Education Evaluation Sub-Committee ensures the ACT Government Evaluation Policy and Guidelines is implemented across the Directorate, guides the development of evaluation plans and schedules and reports on progress against the Directorates Annual Evaluation Plan.
Planning Committee Sub-Committee
The Education Planning Sub-Committee is responsible for school infrastructure planning, including: • identifying and preparing for future school infrastructure requirements and developing new infrastructure proposals for the Minister and the Government’s consideration; • oversight of progress on projects of strategic significance and an escalation pathway for issues arising through to EGC; • delivering the Government agreed infrastructure measures; and • effectively administering the ACT public schools with respect to capacity and demand.
Consultative Committees
Directorate Consultative Committee
The Directorate Consultative Committee (DCC) provides consultation and communication processes between staff, senior managers and unions regarding change management proposals in the workplace; the sharing of information across the Directorate; and provides a forum for consultation.
The membership of the DCC includes four to six staff representatives, one or two union representatives from the CPSU, United Voice and the Australian Education Union, Directorate representatives and other specialists upon invitation.
Work Health and Safety Consultative Committee
The Work Health and Safety Consultative Committee provides advice on the ongoing development and implementation of the Directorate’s work health and safety policies, procedures and safety priorities; considers health safety and wellbeing performance; considers specific injury prevention and injury management advice and initiatives; provides advice on high level strategic initiatives to address injury data trends; reviews statistical data and identifies the Directorate’s risk profile trends through reported hazards, incidents/accidents, injuries or diseases.
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Performance Analysis Overview Table 1 Performance Analysis Overview Strategic Objective Strategic Indicator Comment on 2018-19 More Performance Information
Strategic Objective 1 – Strategic Indicator 1(a) The Directorate exceeded its Output Class To promote greater Reduction in the equity target of 54, achieving 52. 1 page 30. equity in learning gap between the most As reducing the gap is the goal, Strategic outcomes in and across advantaged and less lower numbers indicate Objective ACT public schools advantaged students in improvement. 1(a), page 26. reading
Strategic Indicator 1(b) The Directorate did not achieve Output Class Reduction in the equity its target of 42. It did achieve a 1 page 30. gap between the most reduction to 44 from a previous Strategic advantaged and less year gap of 45. Objective advantaged students in As reducing the gap is the goal, 1(b), page 26. numeracy lower numbers indicate improvement.
Strategic Objective 2 – Strategic Indicator 2(a) The Directorate did not achieve Output Class To facilitate high quality ACT public schools gain for its target of 84, instead achieving 1 page 30. teaching in ACT public Years 3 to 5 in reading 74. Strategic schools and strengthen Objective educational outcomes 2(a) page 27.
Strategic Indicator 2(b) – The Directorate did not achieve Output Class ACT public schools gain for its target of 90, instead achieving 1 page 30. Years 3 to 5 in numeracy 79. Strategic Objective 2(b) page 28.
Strategic Indicator 2(c) – The Directorate did not achieve Output Class ACT public schools gain for its target of 40, instead achieving 1 page 30. Years 7 to 9 in reading 29. Strategic Objective 2(c) page 28.
Strategic Indicator 2(d) – The Directorate did not achieve Output Class ACT public schools gain for its target of 47, instead achieving 1 page 30. Years 7 to 9 in numeracy 33. Strategic Objective 2(d) page 28.
Strategic Objective 3 – Strongly Identified with The Directorate did not achieve Output Class To centre teaching and their school by group, ACT its target of: student target of 61, 1 page 30. learning around public schools achieved 60; staff target of 92, Strategic students as individuals achieved 91; and parent/carer Objective 3 target of 87, achieved 73. page 29.
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Strategic Objectives and Indicators
The Directorate’s three strategic objectives outlined in the 2019-20 budget were guided by the development of the Future of Education strategy.
Strategic Objective 1 – To promote greater equity in learning outcomes in and across ACT public schools
The ACT public education system is underpinned by the right of all children to access high quality education. Individual personal circumstances create socio-educational differences among the students and explain more than a quarter of variation in student education outcomes. It is recognised that not all children are able to access the same educational advantages when starting their education. Some children receive at-home and early childhood education, others first access education at the start of preschool. Children may also experience adversity at different stages of their education journey. The difference in access may be the result of socio-economic factors, physical or mental health or disability, cultural backgrounds or familial circumstance.
This measure reaffirms the ACT Government’s commitment to equity in the public education system. This measure shows that difference, expressed as the difference in average NAPLAN points across all four NAPLAN year levels.
Table 2 Strategic Indicator 1(a) Reduction in the equity gap between the most advantaged and less advantaged students in reading 2015 2016 2017 2018 2019 Target 2019 Actual
Equity Gap 511 481 451 571 54 52 1 2018 is the baseline year for this new measure. This aligns with the ACT’s move to more precise assessment through NAPLAN online. Historical data from 2015 have been retrospectively calculated for reference and have limited comparative value. Source: ACT Education Directorate, unpublished data
NAPLAN scores in reading representing the performance gap between less advantaged groups of students (those where highest level of parental education is less than university degree) and the most advantaged group of students (those with parents with a university qualification or above) for students in ACT public schools. As reducing the gap is the goal, lower numbers indicate improvement.
Table 3 Strategic Indicator 1(b) Reduction in the equity gap between the most advantaged and less advantaged students in numeracy 2015 2016 2017 2018 2019 Target 2019 Actual
Equity Gap 411 451 371 451 42 44 1 2018 is the baseline year for this new measure. This aligns with the ACT’s move to more precise assessment through NAPLAN online. Historical data from 2015 have been retrospectively calculated for reference and have limited comparative value. Source: ACT Education Directorate, unpublished data
NAPLAN scores in numeracy representing the performance gap between less advantaged groups of students based on parental education (those where highest level of parental education is less than
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university degree) and the most advantaged group of students (those with parents with a university qualification or above) for students in ACT public schools. As reducing the gap is the goal, lower numbers indicate improvement.
Strategic Objective 2 – To facilitate high quality teaching in ACT public schools and strengthen educational outcomes
The Future of Education strategy sets the objective for the Directorate of ensuring students succeed through the delivery of high quality learning that engages students and supports the development of learning for life. This will be achieved through collaborative learning, and by developing cohesive relationships between schools, communities and whole of government.
The Directorate is also strengthening pedagogy (teaching practice) to respond to diversity and build learner capabilities as well as content knowledge. Progress in student learning gain is an important measure of evaluating educational outcomes. Drawing on the concept of a year’s learning for a year’s teaching, these strategic indicators measure the growth in learning of our students.
To measure the growth in student outcomes over time in the education system, the Directorate compares the NAPLAN mean reading scores of children in Year 3 (or Year 7) with the NAPLAN mean reading scores of the same children when they have reached Year 5 (or Year 9).
Students generally experience a higher gain in their early years of schooling as they develop a foundation and understanding of new concepts in numeracy and literacy. This is reflected in the national NAPLAN scale which reflects double the gain between Year 3 and 5 students compared with gain between Year 7 and 9 students.
The variation in gain over time in the ACT reflects what occurs nationally. Each NAPLAN cycle, student scores are equated to a common scale. The equating and scaling processes create small, non-significant, variations in the national and jurisdiction means over time. Between 2016 and 2017, the national Year 3 reading mean increased from 426 to 431 points, while the Year 5 reading mean for the same cohorts decreased from 509 point in 2018 to 506 points in 2019. This had the effect of reducing the national gain from 84 point between 2016-18 to 75 points between 2017-19. Similar variation occurred for the ACT. This same pattern applies to Tables 4 to 7 for comparisons between 2016-18 and 2017-19 gain.
Table 4 Strategic Indicator 2(a) ACT public schools gain for Years 3 to 5 in reading 2013-15 2014-16 2015-17 2016-18 2017-19 2017-19 Actual Actual Actual Actual Target Actual
Year 3 442 439 441 440 442 446
Year 5 522 515 520 522 526 520
Gain 80 76 79 82 84 74 Source: ACT Education Directorate, unpublished data
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Table 5 Strategic Indicator 2(b) – ACT public schools gain for Years 3 to 5 in numeracy 2013-15 2014-16 2015-17 2016-18 2017-19 2017-19 Actual Actual Actual Actual Target Actual
Year 3 413 415 411 412 416 421
Year 5 503 498 497 497 506 499
Gain 90 83 86 85 90 79 Source: ACT Education Directorate, unpublished data
Table 6 Strategic Indicator 2(c) – ACT public schools gain for Years 7 to 9 in reading 2013-15 2014-16 2015-17 2016-18 2017-19 2017-19 Actual Actual Actual Actual Target Actual
Year 7 558 563 566 558 560 563
Year 9 597 597 596 599 600 592
Gain 39 34 30 41 40 29 Source: ACT Education Directorate, unpublished data
Table 7 Strategic Indicator 2(d) – ACT public schools gain for Years 7 to 9 in numeracy 2013-15 2014-16 2015-17 2016-18 2017-19 2017-19 Actual Actual Actual Actual Target Actual
Year 7 548 552 551 556 556 561
Year 9 597 593 594 600 603 594
Gain 49 41 43 44 47 33 Source: ACT Education Directorate, unpublished data
Strategic Objective 3 – To centre teaching and learning around students as individuals
The Future of Education strategy recognises the importance of developing students as individuals and creating a learning environment adapted to their needs. Children enter the education sector with diverse range of strengths and needs and the Directorate will respond and adapt the teaching approaches to increase student outcomes.
The Directorate recognises that quality peer relationships, and a sense of school belonging, positively impact the outcomes of students. There is a positive correlation between a stronger identification between a student and their school, and the outcomes that the student achieves. Similarly, positive staff identification and parent/carer identification with the school has a beneficial impact on wellbeing and school culture.
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Table 8 Strategic Indicator 3 - Strongly Identified with their school by group, ACT public schools 2018 Actual % 2019 Target % 2019 Actual %
Student 60 61 60
Staff 91 92 89
Parent/Carer1 86 87 73 1. Due to changes in the calculation the assessments of school identification for parent/carer, 2018 and 2019 are not directly comparable. Source: ACT Education Directorate, unpublished data
Delivering learning materials and Chromebook during remote learning period
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Output Classes Output Class 1: Public School Education February 2020 Census
The February 2020 census of ACT schools recorded there were 80,416 students enrolled in ACT public and non-government schools, an increase of 1,664 students (2.1%) since February 2019. From February 2016 to February 2020, enrolments increased by 6,905 students (9.4%). Public schools accounted for 62.5 per cent of the total student population.
For ACT public schools, there were 50,272 students enrolled, representing an increase of 1,120 students (2.3%) since February 2019.
At February 2020, there were 2,645 Aboriginal and Torres Strait Islander students enrolled in ACT schools, an increase of 118 students (4.7%) compared with 2019. Public school enrolments increased by 108 (5.4%) children and young people to 2,105 students representing 79.6 per cent of all enrolments of Aboriginal and Torres Strait Islander children and young people in ACT schools.
Cross-border enrolments in ACT public schools
The number of cross-border enrolments in ACT public schools has remained relatively consistent between 1,400 to 1,900 students over the last five years. However, due to rapidly rising public school enrolments within the ACT, cross-border enrolments have fallen as a proportion of all enrolments from 4.2 per cent in 2016 to 2.8 per cent in 2020.
The proportion of cross-border enrolments in ACT public primary schools (Preschool-Year 6) was 1.7 per cent in 2020, compared with approximately 2.3 per cent of primary enrolments in the previous five years. High school enrolments (Years 7-10) of interstate students decreased from 6.3 per cent to 4.1 per cent between 2016 and 2020. The proportion of interstate college enrolments has decreased from 7.8 per cent in 2015 to 5.8 per cent in 2020.
Needs-based school funding – the implementation of the ACT School Resource Allocation model
ACT public schools receive funding through the Student Resource Allocation (SRA). The needs-based school funding model aims to achieve improved educational outcomes for all ACT public school students.
The SRA funding model allocates resources through core funding and additional resources to recognise student need for students from low socio-economic status backgrounds, students with English as an additional language or dialect and students with disability. Schools also receive an allocation through the SRA to build their cultural integrity, to better support Aboriginal and Torres Strait Islander students and embed Aboriginal and Torres Strait Islander cultures and perspectives throughout the curriculum.
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Student Attendance
The student attendance rate is the number of actual full-time equivalent student-days attended by full-time students in Years 1 to 10, as a percentage of the total number of possible student-days over the period. Attendance rates have declined slightly over the last five years, with the 2019 rate half a percentage point lower than the 2018 rate. Across most Australian jurisdictions, 2019 attendance rates were lower than 2018 due to a bad flu season and the timing of community events that resulted in students being absent for several days.
Figure 2 Attendance rate of public school students Years 1 to 10, 2015 to 20191 100 91.8 91.5 91.9 91.5 91.5 91.6 92.0 90.6 92.0 90.1
80
60
40
20
0 2015 2016 2017 2018 2019
ACT target ACT actual
1 ACT Government school data for 2018 and 2019 were derived from a school administration system in the process of implementation. Care should be taken when comparing the data for years before 2018. Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, School Participation.
Student Retention
The student retention rate (real retention) represents the number of children continuing in ACT public education (at the February school census of a given year) as a proportion of the number of children enrolled in the prior year level (at the August school census). The proportion of students continuing in ACT public education from Preschool to Kindergarten, Year 6 to Year 7, and Year 7 to Year 12 fluctuated slightly between 2016 and 2020.
Student retention (real retention) of Preschool students to Kindergarten increased over the last five years, particularly in 2020. The real retention rate fell slightly from 2019 to 2020 for Year 6 to Year 7, while Year 7 to 12 has increased since 2016 and remained fairly constant since 2017.
Real retention is affected by a number of factors including but not limited to: • migration out of the ACT; • inter-sector (affiliation) transfer;
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• children of diplomats and short-term international exchange students returning to their place of origin; and • students progressing at a faster or slower than expected rate of one grade a year.
Real retention rates in public schools from Preschool to Kindergarten, Year 6 to Year 7 and Year 7 to Year 12 in the current cycles were consistent with previous results.
Figure 3 Real retention rates in public schools from Preschool to Kindergarten, Year 6 to Year 7 and Year 7 to Year 12, 2016 to 2020 100
90 81 81 81 81 78 80 79 80 75 77 76 75 78 76 75 72 70
60
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0 2016 2017 2018 2019 2020
Preschool-Kindergarten Year 6-7 Year 7-12
Enabling Pedagogies
All ACT public schools are involved in a school review process as part of the school improvement cycle. Findings from the school review process conducted by the Australian Council for Education Research Limited (ACER) over the past three years indicated the need for schools to articulate their pedagogical practices more clearly. As a result of this feedback, an ACT Public Schools Pedagogical Framework Guide (the Guide) was developed in 2019 to assist ACT School Leaders and staff in articulating their individual school’s pedagogical approach and outlines the expectations for teaching and learning within a school and promotes consistency of practice.
The Guide reflects six core principles: • Planning for student-centred learning; • High expectations; • Alignment of curriculum, pedagogy and assessment; • Evidenced-based decision making; • Targeted, explicit and scaffolded instruction; and • Safe, supportive, connected and inclusive learning environments.
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English as an Additional Language or Dialect Coaches
The English as an Additional Language or Dialect (EAL/D) population in schools continues to grow. In response, the Directorate has employed two EAL/D coaches to build capacity in schools to meet the needs of a growing EAL/D population, working with School Leaders and staff.
The EAL/D coaches provide tailored support and professional learning in EAL/D pedagogy and practice based on the needs of the school, its teachers and its students. Coaching for individual teachers is provided on a needs basis such as a teacher new to the EAL/D role.
The coaches also facilitate the ongoing engagement with and professional development through the EAL/D mentor network which provides collegial support and mentoring relationships between experienced and less experienced EAL/D teachers to further build capacity to meet the needs and aspirations of EAL/D students.
Safe and Supportive Schools
The Safe and Supportive Schools initiative articulates ACT public schools’ commitment to safe, inclusive, welcoming and supportive learning and teaching communities that promote connectedness, student and staff wellbeing. The Directorate’s approach to minimising bullying in schools has a focus on prevention and early intervention.
Safe and Supportive School Contact Officers (SASSCOs) contribute to developing proactive strategies and supports to counteract bullying and harassment, provide support to students involved in or impacted by bullying, respond to complaints about bullying and/or harassment; collate relevant data; and share expertise and resources with members of staff. This year, SASSCOs were provided with additional information and resources to equip them in their roles. This included information about racism; the Safe and Inclusive Schools Initiative; grants relating to student wellbeing, including Wear it Purple Day grants and the Audrey Fagan Enrichment grants for young women; and InterACT Scholarships.
The National Day of Action against Bullying and Violence (NDA) on 20 March 2020 was promoted to schools with a new NDA resource designed to empower student voices. On 17 March 2020 the NDA was postponed nationally due to the COVID-19 pandemic. Schools were agile in modifying activities, providing students with opportunities to engage in valuable conversations about bullying and violence, while ensuring health and safety recommendations were observed.
Safe and Inclusive Schools
The Safe and Inclusive Schools (SAIS) initiative, delivered by Sexual Health and Family Planning ACT, was established in 2018. The initiative supports schools to create and maintain safe and inclusive environments for all students including young people that are same sex attracted, intersex or gender diverse.
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The initiative has continued to be a valuable resource for schools who wish to build on their skills and knowledge to create welcoming and inclusive environments. Along with individualised support for schools and professional learning, the initiative supports schools to celebrate important days such as Wear It Purple Day and International Day against Homophobia, Biphobia, Intersexism and Transphobia (IDAHOBIT).
During the reporting period, the Directorate has continued to provide advice and assistance to schools to support students who wish to affirm their gender at school. This work is part of the Directorate’s commitment under the Capital of Equality Strategy 2019-2023 to realise the vision for Canberra to be the most LGBTIQ+ welcoming and inclusive city in Australia.
Positive Behaviour for Learning
Implementation of the Positive Behaviour for Learning (PBL) framework continues across ACT public schools to better support students, schools and the community to ensure that they are safe and supportive places for learning.
The PBL framework provides a multi-tier system of supports with schools moving through three phases. ACT public schools are at varying stages of engagement with the PBL framework, working along a continuum of implementation. In 2019-20, 12 new schools commenced PBL implementation, with all ACT public schools scheduled to commence implementation of the PBL framework by December 2021.
Positive Behaviour Support
The Safe and Supportive Schools Policy provides schools with guidance on supporting students requiring more intensive support for behaviour. This includes students who require an individualised approach to Positive Behaviour Support (PBS) and the development of a PBS Plan. During 2019-20 ongoing collaboration with the Office of the Senior Practitioner has seen the Directorate further mature the approach to planning PBS for students with complex behaviours of concern, minimising the use of restrictive practice and supporting staff in their professional learning needs.
Student Wellbeing
The Directorate follows a multitiered model to support student wellbeing. The model is based on multidisciplinary skillsets working collaboratively to support the diverse needs of students and their families.
Clinical Practice
The ACT Education school psychology service supports schools and students in identifying learning needs and providing support to students and families in improving mental health using an early intervention and prevention framework.
School-based and senior psychologists support students, their families and school community with a wide range of presentations and concerns. School psychologists are located in schools ensuring they are easily accessible and in an opportune position to focus on early intervention. Early intervention can be early in the life of the problem or early in age/years.
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A centralised service complements the work completed by psychologists in schools. The Early Intervention Team provide small group therapeutic interventions in high schools and colleges, for students to help develop coping skills for emotion regulation and resilience building. An Assessment Team undertakes cognitive and learning assessments for students in primary school and early learning centre settings.
The following initiatives were established in the 2019-20 financial year: • In collaboration with ACT Health the Youth Aware of Mental Health (YAM) program, which aims to prevent suicide, was rolled out to Year 9 students. The roll out of Lifespan by ACT Health enabled the implementation of this program in ACT schools from Term 1 2020. In addition, Applied Suicide Intervention Skills Training (ASIST) was rolled out to school staff. • The Student Wellbeing Telehealth Support Service was established swiftly to meet the needs of the students learning from home as a result of COVID-19. This central telehealth service provision operates via video-call or phone call for students and families from Kindergarten-Year 12. The team, comprising of school and senior psychologists, supports students manage a wide range of issues they might be encountering in relation to their learning or well-being.
Network Student Engagement Teams
Network Student Engagement Teams (NSETs) build capacity in schools to meet the needs of all students. This can include: • classroom observations; • coaching and mentoring staff; • environmental assessments supported by an Occupational Therapist; • language assessments and recommendations by a Speech Language Pathologist; • small group setting supports; • case management approach in collaboration with external agencies and Occupational Violence and Complex Case Management Team (as appropriate); • targeted Team Teach training when identified as an additional control in a student plan; • reviewing and updating plans at high and extreme risk level; • therapeutic interventions and referrals; • critical incident management; and • flexible learning options.
Flexible Education
The Continuum of Education Support (CES) model provides schools flexible learning options and alternative education programs for students with complex needs. This is done by accessing the Muliyan program, the Murrumbidgee School, the educational program at The Cottage in partnership with the Hospital School located at Canberra Hospital, and Distance Education.
Flexible Education learning campuses offer holistic, trauma-informed education and wellbeing support for young people with complex needs who, at a particular point in time, cannot access education in a mainstream school setting. Students across all sites are supported by a
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multidisciplinary team consisting of a Principal, executive teachers, classroom teachers, allied health professionals (Senior Social Workers, Youth Workers, School Psychologists and a School Youth Health Nurse) and support staff. A total of 106 students across Preschool-Year 12 were supported by Flexible Education programs during 2019-20.
In 2019 the Muliyan program was expanded from 10 students from across the ACT to 20 students, all at risk at disengaging from their education.
Throughout the COVID-19 period of remote learning, the Flexible Education offerings remained fully operational with all schools continuing to deliver educational programs and provide wellbeing support. Flexible Education delivered a Hub, providing interventionist support to students and their families, including providing resources to access learning, transport and wellbeing support during the remote learning period.
Minister’s Student Congress
The Minister’s Student Congress (the Congress) is a conduit for student voices from ACT public schools to the Minister. This year, the Congress has taken part in a variety of local and national policy conversations, where ACT school students shared their perspectives on topics of importance to them and their future.
The 13th Congress took place in July 2019 where over 100 students from across the ACT explored the topic of bullying. The Congress met again in November 2019 to discuss issues facing the environment, with a focus on sustainability.
In September 2019, six members of the Congress’ Student Executive represented the ACT in a National Youth Workshop to review the Melbourne Declaration on Educational Goals for Young Australians in Melbourne. Members of the Student Executive were also invited to contribute to the Second Action Plan 2020-22 of the 2016-26 ACT Women’s Action Plan.
In June 2020, during COVID-19, the first meeting of the new 2020 Student Executive was held via video conference. They identified potential projects to capture the diverse voice of students across ACT public schools on the topics of Learning from Home and Transition Back to School.
Learning culture
The Directorate has focused on the five key improvement strategies in the Empowered Learning Professionals Plan (2018-2021): Strengthen the capability of School Leaders to create the culture, structures, and conditions for everyone to understand their impact on student outcomes. Deepen the pedagogical curriculum expertise of leaders at all levels. Develop the management and leadership skills of Principals and Business Managers, including business and strategic acumen. Support and strengthen leadership and wellbeing. Develop the instructional capabilities of leaders in the ESO and create a suite of school improvement resources.
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The Directorate has supported leaders at all levels through a range of professional learning at the universal, targeted and selected level. This has included targeted instructional leadership support and an expert team of Instructional Mentors working with School Leaders to strengthen their approach to Professional Learning Communities where teachers and leaders collaborate to improve each student’s learning outcomes.
2019 Annual Leadership Symposium
The annual leadership symposium is an important event under the Future of Education’s Empowered Learning Professionals Leadership Plan (2018-2021). Each year key leading national and international education experts provide a forum for school and system leaders to come together and focus on what needs to occur at the classroom, school and system level to positively impact student learning.
The 2019 symposium theme was The Impact of Collaboration on Student Learning with the keynote speaker Dr Mary Jean Gallagher, an educational consultant for improvement and system implementation and a former Assistant Deputy Minister and Chief Student Achievement Officer, Ministry of Education Ontario, Canada.
Dr Gallagher’s keynote address Collaboration for Excellence, Equity and Well-being, linked the priorities of our Directorate’s improvement work, leading the four half-day workshops with over 600 school based and ESO leaders.
In addition to the presentation from Dr Gallagher, participants had the opportunity to see presentations from four ‘Spotlight Schools’ where practices have been highly effective, leading to improved student outcomes.
The ‘Spotlight Schools’ identified were Dickson College, Lyneham High School, Charnwood Dunlop Primary School and Turner School. All four schools met the following criteria: • demonstrated improvement in student outcomes over time - two consecutive cycles of improvement in at least one of reading, writing, numeracy (adjusted for the college); • evidence of staff working as a team – collaboration with purpose; • evidence of staff working as a team to make intentional choices around research-based strategies and quality resources; and • ability of staff to articulate the strategies used to improve student achievement.
Professional Learning
Equity, excellence and well-being have been a combined focus in 2019-20 professional learning with leaders at all levels supported by the research and practice led by Dr Mary Jean Gallagher and Emeritus Professor Helen Timperley. Following the symposium, a suite of resources including readings, tools, videos, research were curated and developed for School Leaders. Workshops where School Leaders contextualised what was occurring at their school level in terms of addressing issues around wellbeing, equity and excellence for every student were convened.
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Schools continue to be supported to address these issues using School Review processes, Planning and Performance data analysis, case management processes along with instructional leadership support from Directors of School Improvement and Instructional Mentors with targeted improvement conversations.
The focus of the Early Years Literacy Initiative and the Secondary Disciplinary Literacy Initiative and associated resources have equity and excellence at the centre of their support for school leadership teams and teachers. Having an established focus on collaboration for excellence, equity and well- being set the ACT up to effectively adapt to the remote learning environment when the COVID-19 pandemic struck.
Collaboration for better outcomes Affiliated Schools Program
Under the Future of Education strategy, the Affiliated Schools Program (the Program) continues the strong partnership with the University of Canberra. The Program has continued to support the development of teaching and learning in ACT public schools and further enrich the learning culture of the Directorate. At 30 June 2020 there were 25 schools involved in the Program including early childhood, primary, secondary, senior secondary and specialist settings.
Pre-service teacher education clinics are hosted by affiliated schools to enhance the professional experience component of initial teacher education. Clinics were held in 20 affiliated schools in Semester 2, 2019 and 18 in Semester 1, 2020. Pre-service teachers were able to participate in online student placements during the remote learning period, an innovative way to ensure mid-year graduates completed the requirements for graduating.
In 2020, 30 teachers were awarded scholarships to undertake a Master of Education qualification through the University of Canberra. These teachers participate in intensive programs during the school holidays and can complete the qualification in two years. The Program was delivered online for Semester 1 2020 with the intensive block delivered in the mid-year school holidays to allow teachers to respond to the needs of their students in the preparation for remote learning due to the COVID-19 pandemic. The next teacher scholarship round will offer another thirty places for teachers as well as school and non-school based leaders to embark on a Master of Education qualification next year.
Eight schools are participating in the Teachers as Researchers professional learning program during 2020. The model of delivery has been adjusted to meet COVID-19 safe practices with a UC expert being appointed. School research projects are aligned to the Future of Education strategic goals and are in the areas of cultural integrity, personalised learning, and equity and inclusion.
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Health Promotion Program
Health promotion programs and initiatives such as Kids at Play, Fresh Tastes and It’s Your Move have been delivered in ACT public schools in partnership with ACT Health.
In 2019-20, the Kids at Play face-to-face program reached 38 early childhood and education centre services and schools, and 95 early childhood educators. An additional 72 educators completed the Kids at Play Active Play online course during the year.
Fresh Tastes has reached about 42,000 students and supported 95 ACT primary schools to improve children’s knowledge of, access to and consumption of healthy food and drinks. Of the 65 schools who have completed three years participation in this program, most have reported a positive shift in their school community’s food and drink choices.
It’s Your Move has provided 12,000 high school students in 24 schools with opportunities to focus on student led health promotion innovation and empowered students to improve school health by incorporating system approaches and design thinking skills into schools and their local curriculum.
Educational technology and systems Technology Enabled Learning
The Directorate’s Technology Enabled Learning (TEL) program ensures equity of access to technology for Canberra public secondary students. Irrespective of family circumstances, every student attending an ACT public secondary school is eligible to participate in the TEL program.
The Directorate deployed nearly 4,000 devices to students who were new to the ACT government secondary schools at the start of 2020, bringing the total number of devices distributed through the program to over 22,000.
ACT public schools emphasise the use of ICT, and teaching and learning ICT skills, to ensure that students develop their capacity to analyse information, solve problems, and communicate effectively in a highly digital society. The use of Chromebook devices supports students and teachers in aligning to these objectives of the Australian Curriculum.
Through the TEL program, ACT public school secondary students were well positioned to rapidly shift to remote learning during the COVID-19 pandemic ensuring students could continue to access high quality education.
School Administration System
The Directorate is implementing the new School Administration System (SAS), continuing to deliver on the ACT Government’s investment of $10 million over three years for a system that will provide improved and more efficient school administration.
Modules that have been released and are being successfully utilised by schools include: • Attendance – enables roll marking for all students and provides summary reports of student attendance throughout the year. The module also enables the auto notification via text message to parents and carers of students that have not attended.
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• Notifications – enables SMS and email notifications to go out to parents, enhancing communication with schools. • Wellbeing – allows the logging of positive and negative incidents as well as providing an area for location of additional information for students critical for their teachers such as Individual Learning Plans. This enables the school to record both positive and negative behavioural incidents and review student behaviour. • Timetabling – enables the creation and development of student timetables and teacher planning. This module is predominantly used in high schools and colleges. • School Level Analytics – allows schools to query and analyse data from modules they are currently using (currently attendance, wellbeing, positive and negative incidents, and demographics) so they get insights into areas requiring extra attention, intervention and supports and can act earlier and with more precision. • Academic Reporting – includes a ‘mark book’ to record student progress; and generate and publish end of semester reports to parents and carers.
e-Safety
The Directorate is committed to developing students’ knowledge, skills and self-efficacy when learning in an increasingly complex digital world. Core to this is strengthening a teacher’s capacity to learn and work in an evolving online environment.
A dedicated e-Safety officer was appointed to provide an educative response to support schools in accessing the new Australian Curriculum - Online Curriculum Connections, ICT Continuum and Digital Technologies resources to continue to deliver high quality, accessible and meaningful learning experiences for all students. Through the curriculum, students learn to confidently use ICT tools and platforms to create and respectfully communicate ideas, access research and data appropriately and connect and collaborate with peers.
A Think U Know family and community session was held in November 2019, where access to e-Safety strategies, support and protective measures were presented to families.
In February 2020, ACT public schools participated in Safer Internet Day hosted by the Office of the e-Safety Commissioner which coincided with the Directorate’s launch of an Acceptable Use Agreement pop-up which deploys to all ACT public school student Chromebooks each term.
The Directorate has strengthened its partnerships with the Office of the e-Safety Commissioner and the Australian Federal Police and accesses their suite of resources and expertise to inform robust teaching and learning of essential knowledge and skills to students and teachers. The Directorate’s e-Safety officer provides ACT public schools with support through school visits and data analysis.
In response to COVID-19, the Directorate monitored engagement with online safety resources. Data analysed during this period suggested that through the period of remote learning, engagement with e-Safety resources increased. From March to June 2020, parental engagement increased with 613 hits recorded on the Home Learning Resources website e-Safety page.
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Use of Data to inform School Performance
To progress the implementation of the Evidence and Data Plan for School Improvement the Directorate has continued to develop leadership teams’ capacity in: • the Integrated School Improvement Model which places students and their performance at the centre of all schools planning and reporting; • the use of multiple sources of data to monitor longitudinal performance of students and inform next actionable strategies; and • differentiated support for schools establishing their new 5-year School Improvement Plan following their School Review. The Inquiry approach in developing the priorities and performance targets for student improvement is workshopped with each individual school leadership team before ratification through the School Board.
The Directorate has provided support for collating evidence and providing feedback to School Leaders and the Directors of School improvement (DSI) through: • comprehensive data summaries with annotated commentary and suggestions for further exploration or work; • targeted data summaries for schools requiring differentiated support; • identification of high performing schools for showcase in leadership forums; • Principal Professional Development and Planning meetings with their DSI to ensure identified strategies and actions are responsive to evidence of progress; and • structured immersion visits. Output 1.1 Public Primary School Education
Public primary school education spans the years from Preschool to Year 6. Learning opportunities in the primary years are designed to allow each student success and achieve high quality learning outcomes.
Each school maximises opportunities for students to develop knowledge, understanding, sills and values through implementing curriculum, assessment and reporting using the ACT curriculum framework, the Australian Curriculum and the Early Years Learning Framework. Schools partner with parents, carers and the community to enhance student outcomes.
The Directorate is responsible for the regulation of early childhood education and care services. Assessment and monitoring of early childhood education and care services contributes to ensuring quality education and care is provided to children access these services. Early childhood education and care services include ACT public preschools, independent preschools, family day care, long day care and school age care programs.
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Preschool Enrolments Figure 4 Number of enrolments in Preschool in public schools, 2015 to 2019 5,000 4,900 4,800 4,700 4,600 4,500 4,400 4,300 4,200 4,100 4,000 2015 2016 2017 2018 2019
ACT Target ACT Actual
Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, Early Childhood Education (a)
Figure 5 Number of enrolments of Aboriginal and Torres Strait Islander children in Preschool in public schools, 2015 to 2019 289 292 300 288 275 270 251 250 250 256 231 231 240 210 180 150 120 90 60 30 0 2015 2016 2017 2018 2019
ACT Target ACT Actual
Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, Early Childhood Education, (b)
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Early Years Literacy Initiative
The Early Years Literacy Initiative has expanded from 20 ACT public schools in 2017-18 (Phases 1, 2, 3) to now include 48 schools at the end of 2019 (Phases 4, 5, 6).
In 2019 a differentiated model was introduced to increase the reach and influence of the initiative across ACT public schools. This model involved a group of six schools in an in-school intensive professional learning and also two groups of 11 schools in a Masterclass series of professional learning with a consultant, School Improvement Leader and the two Primary Instructional Mentors.
One specialist primary school was included in 2019 with professional learning tailored for its unique context and the 10 Essential Instructional Practices were presented using examples which support the learning of students with complex needs.
Further professional learning opportunities to deepen understanding of some of the Essential Instructional Practices in Early Literacy has been offered in the area of Reading Comprehension, Phonological Awareness & Interactive Writing, A Word Conscious Classroom and K-3 Writing over 2019. In addition, a professional learning session for Preschool teachers, focussed on the 10 Essential Instructional Practices in Early Literacy (Pre-Kindergarten) was provided.
There has been a multilayered approach to professional learning using Helen Timperley’s Spiral of Inquiry to guide the reflective practice at all levels: teachers, coaches and leaders. The Instructional Mentor team has shaped the Primary Leader Writing Inquiry over 2019 to align with and complement the Early Years Literacy Initiative.
The Early Years Literacy Initiative continued in 2020 with two groups of Masterclass series and one group of six schools in the intensive consultancy group.
Setup for Success: An Early Childhood Strategy
The ACT Government’s Setup for Success: An Early Childhood Strategy outlines the plan for early childhood education and care in the ACT for the next decade. It will position the ACT for long-term educational success by ensuring all children in our community have access to quality early childhood education.
Consultation with the Early Childhood Advisory Council and the Early Childhood Strategy Inter- Directorate Committee through 2019-20 has supported the final stages of the development of the Strategy prior to its launch in the second half of 2020.
Three-year-old preschool
In early 2020, the Directorate commenced delivery of Government’s commitment to a phased approach to 15 hours per week, 600 hours per year of free, universal, quality early childhood education for three-year-olds in the ACT. The first phase began with access to priority children – those experiencing vulnerabilities or disadvantage – in a participating education and care service.
As at 30 June 2020, twenty-two Early Childhood Education and Care services are providing places for priority children. These services have successfully engaged in the Centre Based Service panel process and their inclusion allows families to access quality early childhood education and care services
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within their local community. Sixteen of these services are also partnered with a government school in a Community of Practice to support shared pedagogical practice across settings, build knowledge of supporting children and families, and to ensure transitions between settings for them are seamless.
Establishing access to education and care for priority children has provided opportunities for collaboration across Directorates. The Directorate is working closely with the Community Services and Health Directorates to identify and place the first cohorts of children.
Pilot program after-hours care for four-year-old preschool children
In early 2020, the pilot program to provide after-hours care for four-year-old preschool children was established at four ACT public school sites: • Duffy Primary School and Woden Community Services Inc; • Giralang Primary School and YMCA Giralang After School Care; • Monash Primary School and Communities @ Work Monash Out of School Hours Care; and • Palmerston District Primary School and Communities @ Work Palmerston Out of School Hours Care.
The trial allows preschool children to access before and after school care in their preschool environment, reducing the number of transitions for children and allowing educators from the school and the service to effectively collaborate.
Koori preschool expansion
At the beginning of 2020, the existing Koori Preschool program for four-year-olds was expanded from 12 hours to 15 hours per week. In addition to enrolment in Koori Preschool, children can be enrolled concurrently in a mainstream public preschool program. Early entry is also available for Aboriginal and Torres Strait Islander children to enrol in a mainstream preschool up to six months earlier than their same age cohort. These measures support access to up to 30 hours of free preschool education in the 18-month period prior to full-time schooling.
Education & Care Services National Law – ACT Regulatory Authority
The National Quality Framework (NQF) for the Education and Care Sector established the National Law and a uniform approach to the regulation and quality assessment of the Education and Care Sector. The Director-General is the ACT’s Regulatory Authority. The functions of the Regulatory Authority are delegated to Children’s Education and Care Assurance (CECA).
As at 30 June 2020, the ACT had 361 education and care services approved under the National Law. The National Law places obligations upon the ACT Regulatory Authority, through CECA, to undertake investigation, compliance, enforcement, and assessment and rating functions against the National Quality Standard (NQS).
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Quality Assurance
As at 30 June 2020, of the 361 approved services, 326 have a quality rating, representing approximately 90 per cent of services. The nominal capacity of the sector is approximately 28,000 full time places for children.
The positioning of education and care services in the ACT that had been assessed were:
• 2 (0.6%) services had achieved an Excellent rating; • 154 (47%) services had achieved an Exceeding rating; • 88 (27%) services had achieved a Meeting rating; • 81 (25%) services had a Working Towards rating; and • 1 (0.3%) services had a Significant Improvement Required rating.
Approximately 75 per cent of ACT services with a quality assessment have a rating of meeting or above. This is consistent with figures from 2019.
The percentage of services with an ‘Exceeding’ rating has risen to 47 per cent, marginally higher than 46 per cent in 2019, 45 per cent in 2018 and significantly increased from 32 per cent in 2017.
The percentage of services with a ‘Working Towards’ has been steady with 25 per cent in 2020 and 2019, down from 30 per cent in 2018 and 47 per cent in 2017
Audit and Risk Management
In 2019, CECA started using a new nationally consistent risk profiling system through National Quality Agenda IT System, to assess the risk level of each approved service. This is used to inform the long-term scheduling of audits and quality assessment and ratings. Each service is provided with a risk rating score and overall risk rating, which informs the frequency of visits required to the service to ensure the health, safety and wellbeing of children is being sufficiently met.
During the 2019-20 financial year, CECA carried out 223 compliance audits compared to 214 compliance audits in 2018-19. CECA conducted 23 risk audits where incidents required a rapid response compared to 15 risk audits the previous financial year, and three audits to monitor compliance action taken, compared to 11 in 2018-19.
Due to COVID-19 audits were suspended on 23 March 2020. A total of 37 audits were scheduled for 2019-20. Nine audits scheduled for the last quarter of the financial year could not be undertaken.
During the height of the COVID 19 pandemic response the Directorate ceased assessment and rating and scheduled compliance audits and moved into operational support mode, providing services with support calls and visits to assist them to remain safe and operational.
Investigations and risk audits continued to operate to ensure children’s safety, health and wellbeing.
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Investigations
In 2019-20 1,318 notifications of incidents or complaints at services were processed. Of those notifications, 51 matters were investigated, and eight matters were subject to both investigation and risk audit. Other matters were managed appropriately by the providers or were not relevant to the National Law.
At the end of June 2019, approximately 14 investigations were in progress, 37 cases were closed during the year, of which 18 were carried over from 2018-19.
Major areas of investigation were allegations of harm to children, non-compliant staffing arrangements, inadequate supervision and missing or unaccounted for children.
Compliance Actions
CECA had taken 106 compliance actions as at 30 June 2020. Compliance actions range from administrative letters; conditions on provider or service approvals; enforceable undertakings; emergency action notices; compliance directions; compliance notices, suspensions or cancellations of provider or service approvals; and prohibition of individuals.
A further four compliance actions were issued to cancel provider or service approvals where those providers or services were not actively engaged in education and care.
Educate and Inform Functions
CECA has a statutory obligation to educate and inform the Education and Care Sector of its responsibilities under the NQF and this year, CECA expanded communications beyond provider and service management level to increase reach to educators who work directly with children.
CECA’s overall engagement with the sector includes tailored and targeted messaging to educate, inform and engage the sector with relevant content and opportunities. This included increased ability to distribute critical and time sensitive information to the sector during emergencies such as bushfires, periods of poor air quality and the COVID-19 pandemic.
Talking Quality Publication
In collaboration with the ACT Education and Care Sector, CECA publishes Talking Quality to highlight stories of success, challenges and professional learning opportunities that support the guiding principles of the NQF.
Talking Quality’s aim is to engage stakeholders with the guiding principles of the NQF and connect these with goals for continuous improvement in the provision of quality education and care for children. Recent editions include information to support children, educator well-being, policy review, helpful strategies and inspiring stories from the education and care community in the context of COVID-19. All Talking Quality editions are available on the Directorate’s website.
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Impact of Bushfires, Smoke, Hailstorms and COVID-19
In January 2020, CECA received 79 notifications of temporary closures of services being impacted by smoke resulting from bushfires in the south east of Australia. A further eight notifications of temporary closures of services were received from education and care services directly impacted by bushfires. This included long day care services, vacation care services, and family day care residence as part of an approved service.
On 20 January 2020, as a result of a significant hailstorm across the Canberra region, CECA received nine notifications of services damaged and/or temporarily closed until repairs could be undertaken.
Between 19 March and 30 June 2020, CECA received 101 notifications in relation to COVID-19 matters, of which 28 were temporary closures of education and care services and 73 were to inform CECA of changes to operating hours.
The threat of COVID-19 and the necessary response has had a substantial impact on the Education and Care Sector. In March 2020, CECA developed and implemented a Business Continuity Plan to support the Education and Care Sector in responding to COVID-19. CECA shifted staff and resources into four streams of action: support, child safety, capacity and communication.
Output 1.2 Public High School Education
Public high school education covers Years 7 to 10. Each school organises its curriculum to maximise opportunities for students to develop the knowledge, understanding, skills and values articulated in the ACT curriculum framework and progressively the Australian Curriculum.
ACT public high schools offer a comprehensive education across all key learning areas. The focus is on providing challenging and engaging learning, building relationships based on mutual trust and respect and connecting students to the outside world. School programs develop students’ critical thinking, problem solving, interpersonal and teamwork skills to empower students to contribute positively to their community. Schools partner with parents, carers and the community to enhance student outcomes.
Careers and Transitions
ACT public schools offer a range of programs through which students build self-awareness, identify their personal interests and goals, and make informed decisions about their futures. Through career education students explore the world of work, identify career options and progression routes, and build career management skills.
Every student from Year 5 to Year 12 in ACT schools can develop their own personalised Pathways Plan through the ACT Pathways website. More than 38,000 young people were registered with a Pathways Plan in the website at 30 June 2020.
Students also access the National Career Information service myfuture website through the Pathways portal. By 30 June 2020 3,790 ACT students were registered users of myfuture.
Vocational learning options (VLOs) are career education programs delivered in partnership with registered training organisations (RTOs) to students in ACT public secondary schools in Years 9, 10,
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11 and 12. VLOs support students in making choices about future school subjects, post-school education and/or training options and employment. Between July and December 2019, VLOs were delivered to 116 students across nine industry courses.
The Canberra Careers Xpo was held on 7-8 August 2019. The Careers Xpo provided the opportunity for a total of 7,759 students from 42 ACT and 14 NSW public and non-government schools to access 143 local, national and international exhibitors including universities, public training and further education providers, professional associations, government departments, disability support organisations and employers.
Academy of Future Skills
In November 2019, the southside hub of the Academy Future Skills (the Academy) was renamed Mungga-iri Jingee (Ngunnawal words meaning Reach for the Stars). Staff based at Mungga-iri Jingee continue to work closely with schools to enhance and support inquiry-based teaching and learning. The northside hub of the Academy, based at University of Canberra Senior Secondary College Lake Ginninderra, was completed in November 2019. Two staff are based at the northside hub, engaging with schools from across north Canberra.
In the period July-December 2019, Academy staff worked with 17 schools and 89 teachers and in the first half of 2020 they worked with a further 30 schools and 143 teachers. To support the teaching of science disciplines in primary schools, the Academy hosted the second session in a series of professional learning events. The Teaching K-6 Physics Using Hands-on Inquiry was attended by 49 teachers from across the ACT and local area.
The Academy continues to be a leading program for the Directorate, inspiring and supporting high quality STEM teaching and learning throughout ACT public schools.
Year 10 students proceeding to secondary college Figure 6 Percentage of Year 10 students who proceed to public secondary college education, 2015-16 to 2019-20
100 93 93 92 90 92 92 93 90 85 85 85 80 70 60 50 40 30 20 10 0 2015-16 2016-17 2017-18 2018-19 2019-20 ACT Target ACT Actual
Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, Senior Secondary Education (a)
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Figure 7 Percentage of Year 10 Aboriginal and Torres Strait Islander students who proceed to public secondary college education, 2015-16 to 2019-20 100 86 86 88 90 85 83 85 80 80 80 80 77 70 60 50 40 30 20 10 0 2015-16 2016-17 2017-18 2018-19 2019-20
ACT Target ACT Actual
Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, Senior Secondary Education, (b)
The number of Aboriginal and Torres Strait Islander students who proceeded to public secondary college education was 95 of 123 enrolled in Year 12 in 2019, leading to a result of 77 per cent instead of an expected number of 105 students from those enrolled which would have achieved a target of 85 per cent. The small number of students in the Aboriginal and Torres Strait Islander cohort results in large percentage variances from a change in circumstances for a very small number of students and therefore must be interpreted with caution.
Output 1.3 Public Secondary College Education
Public secondary college education covers Years 11 and 12. ACT public secondary colleges offer courses catering for a broad range of student needs and interests. Courses are accredited by the ACT Board of Senior Secondary Studies (BSSS). Students can obtain an ACT Senior Secondary Certificate on successful completion of Year 11 and 12 studies. Students can also opt to obtain an Australian Tertiary Admissions Rank (ATAR) on successful completion of enough T or H courses and completion of the ACT Scaling Test in Year 12. Students may also achieve a recognised vocational certificate on successful completion of V courses.
• A courses – courses accredited as educationally sound and appropriate for students in Years 11 and 12; • T courses – accredited courses leading to higher education and can contribute towards ATAR calculations; • M courses – accredited courses providing appropriate educational experiences for students who satisfy specific disability criteria; • R courses – acknowledging community service, sporting, cultural, work exploration and college based extra-curricular activity;
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• H courses – accredited by an Australian university as contributing towards an undergraduate degree and recognised by the BSSS; and can contribute towards ATAR calculations; • V courses – accredited courses which can culminate in a nationally recognised vocational certificate or statement of attainment; • C Courses – competency based courses which can culminate in a nationally recognised vocational certificate or statement of attainment; and • E courses – courses given as recognition for externally studied nationally recognised vocational qualifications completed during Years 11 and 12.
Year 12 certification and outcomes Figure 8 Percentage of Year 12 public school students who received a Tertiary Entrance Statement, 2015 to 2019
60 50 50 48 50 50 48 50 50 46 47 46
40
30
20
10
0 2015 2016 2017 2018 2019
ACT Target ACT Actual
Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, Senior Secondary Education (e)
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Figure 9 Percentage of Year 12 Aboriginal and Torres Strait Islander students who received a Tertiary Entrance Statement, 2015 to 2019 30
24 25 23 22 20 20 20 20 20 20 17 15 15
10
5
0 2015 2016 2017 2018 2019
ACT Target ACT Actual
Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, Senior Secondary Education, (f)
The variance between the percentage of Year 12 Aboriginal and Torres Strait Islander students who received a Tertiary Entrance Statement (TES) is a result of a proportionally higher number of Aboriginal and Torres Strait Islander students receiving a TES. The number of Aboriginal and Torres Strait Islander students receiving a TES was 22 of 100 enrolled in Year 12 in 2019, as opposed to an expected number of 20 from 100 enrolled. The small number of students in the Aboriginal and Torres Strait Islander cohort results in large percentage variances from a change in circumstances for a very small number of students and therefore must be interpreted with caution.
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Figure 10 Percentage of Year 12 public school students who received a recognised vocational qualification 2015 to 2019
80
70 60 60 60 60 60 60 55 50 50 44
40 34 35 30
20
10
0 2015 2016 2017 2018 2019 ACT Target ACT Actual
Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, Senior Secondary Education (g)
The variance in the percentage of Year 12 public school students who received a recognised vocational qualification in 2019 is a result of a proportionally fewer number of Year 12 students choosing to undertake a vocational qualification. This is a reflection of student choice.
The number of students receiving a nationally recognised vocational qualification was 1,105 of 3,126 enrolled in Year 12 in 2019, leading to a result of 35 per cent as opposed to an expected number of enrolments of 1,876 students which would have achieved a target of 60 per cent.
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Figure 11 Percentage of Year 12 Aboriginal and Torres Strait Islander students who received a nationally recognised vocational qualification, 2015 to 2019
80
70 63 60 50 50 49 50 50 50 50 37 38 40 35
30
20
10
0 2015 2016 2017 2018 2019 ACT Target ACT Actual
Source: ACT Education Directorate, audited Accountability Indicators Output Class 1: Public School Education, Senior Secondary Education, (h)
The variance in percentage of Year 12 Aboriginal and Torres Strait Islander students who received a nationally recognised vocational qualification in 2019 is a result of a proportionally lower number of Year 12 Aboriginal and Torres Strait Islander students choosing to undertake a vocational qualification. This is a reflection of student choice.
The number of Aboriginal and Torres Strait Islander students receiving a nationally recognised vocational qualification was 38 of 100 enrolled in Year 12 in 2019, leading to a result of 38 per cent as opposed to an expected enrolment of 50 students which would have achieved a target of 50 per cent. The small number of Aboriginal and Torres Strait Islander students counted results in large percentage variances from a change in circumstances for a very small number of students and therefore must be interpreted with caution.
Vocational Education Training
Vocational Education and Training (VET) options are provided across all ACT Government high schools and colleges for students across Years 9-12. VET in secondary schools includes vocational courses delivered by schools, as well as programs delivered by external training organisations and Australian School-based Apprenticeships (ASbAs).
During the reporting period, 377 ACT public school students commenced an ASbA. These ASbAs included qualifications from 17 national training packages e.g. Construction, Plumbing and Services; Business Services; Information and Communications Technology; and Automotive Retail, Service and Repair.
In semester 1, 2020 there were 2,821 enrolments in ACT Board of Senior Secondary Studies VET Courses in the ACT.
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The Directorate continues to support the operations of the Tuggeranong Sustainable Living Trade Training Centre and the Belconnen Regional Trades Skills Centre. These centres allow students from Years 9-12 to access vocational education and training to give students a broader range of options to improve Year 12 or equivalent attainment and enhance pathways into vocational careers.
Output 1.4 Disability Education in Public Schools
A range of programs are available in ACT public schools for students with a disability. These include access to specialist schools, specific classes or units in mainstream schools, and participation in mainstream classes with the support to access the educational programs offered by the school. Students accessing a disability program have an Individual Learning Plan (ILP). The ILP is developed in partnership between the school, family, student (where appropriate) and other professionals.
Parents and schools work together in developing and reviewing each student’s ILP, which identifies educational goals. Student progress against the ILP is reviewed annually or more frequently as required.
The Directorate provides personal care support in ACT public schools, as an in-kind contribution to the National Disability Insurance Scheme.
Inclusive Education Approach
In 2019-20 the Directorate continued to build capability and capacity of the workforce to meet the needs of students with disability and diverse needs. This has included: establishment of a Learning Support Assistant (LSA) Network which saw the delivery of professional learning to 105 LSAs across the three sectors and delivery of multiple workshops and presentations on inclusive physical education reaching more than 500 teachers (including pre-service teachers and new educators).
The Directorate continued to work in partnership with families and sector stakeholders to build strong communities for learning for students with disability through included regular meetings with the ACT Disability Education Reference Group and the ACT Parents & Citizens Association Council.
In 2019-20 the Directorate also continued work with Catholic Education Office (CEO) and the Association of Independent Schools (AIS) ACT to build capacity to identify, assess and implement required adjustments for students with disability to support consistency in the collection and moderation of data under the Nationally Consistent Collection of Data (NCCD) for Students with Disability. The Directorate, in partnership with CEO and AIS regularly provide NCCD introduction and moderation sessions and frequently promote the use of the NCCD information portal to schools to access training materials and resources to build capability.
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Output Class 2: Non-Government Education
The Directorate contributes to the maintenance of standards in non-government schools and home education through compliance and registration, and the accreditation and certification of senior secondary courses through the Board of Senior Secondary Studies. The Directorate also undertakes the administration and payment of the Commonwealth and ACT Government grants to registered ACT non-government schools.
Non-government school education
In 2019-20, the Directorate met its targets for non-government school education. It ensured all 48 non-government schools (29 Catholic systemic schools and 19 independent schools) operating in the ACT during the reporting period were registered. The 19 independent schools included a new independent school which was provisionally registered to operate in the ACT in January 2020.
During the reporting period: • the registration of Canberra Christian School, Canberra Grammar School, and Daramalan College were renewed for 2020-24; • the registration of Islamic School of Canberra and Taqwa School were renewed for 2020; • Canberra Jewish school was provisionally registered for 2020-21; • Islamic School of Canberra was registered for Year 9 as an additional educational level; • the registration of Canberra Grammar School under the Commonwealth Register for Institutions and Courses for Overseas Students (CRICOS) was renewed for 2020-24; and • Canberra Grammar School was registered to deliver English Language Intensive Courses for Overseas Students (ELICOS) for 2020-24.
No Catholic systemic schools were scheduled for registration renewal during the reporting period.
Home education
At the time of the February 2020 census 322 ACT resident children and young people were registered for home education.
Since 2011 there has been a steady growth in the number of students who are registered for home education. The selection of home education is a parental choice. Home education can be for short- or longer-term periods depending on the circumstances, needs of the family and compliance with obligations.
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Table 9 Home education registrations as at annual February census Year 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020
Number of registered 119 122 166 177 192 252 271 302 305 322 students
Annual % growth 3 3 36 6 9 31 8 11 1 5.5
Growth % since 2011 3 6 44 54 70 119 135 163 165 180 Source: ACT Education Directorate, Census of ACT schools, February 2020
During the reporting period 209 applications for provisional registration from ACT resident children were received and approved; with over 98 per cent of these applications approved within 10 school days of the complete application being received.
Principal of O’Connor Cooperative School, Jenny Loudon, with students from Black Mountain School and O’Connor Cooperative School students engaging in Dreamtime Stories
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Scrutiny Auditor-General reports Table 10 ACT Auditor-General's Report 2016-17 Financial Audits Financial Results and Audit Findings Report No. 11/2017 Recommendation Action Status
The Audit Office issued an • Salary reports – the Directorate is continuing In progress unqualified audit report on the to reinforce compliance in this area; and Directorate’s 2016-17 financial statements. • Audit logs – the Directorate will address this as part of its replacement of the school The Audit Office reported two administration system. previously unresolved audit findings: • salary reports distributed to schools and business units did not always have evidence of review. This control weakness increases the risk of erroneous or fraudulent salary payments not being promptly detected and corrected; and • the Directorate's school administration system (Maze) does not have the capability to generate audit logs showing the activities of users accessing the system and its data. The Directorate also does not have a documented policy for the review of audit logs.
Table 11 Auditor-General's Report 2016-17 Financial Audits Computer Information Systems Report No. 4/2018 Recommendation Action Status
12. Monitoring of Audit Logs The Directorate will address this as part of the In progress a) The Education Directorate planned replacement of Maze with the new should: School Administration System which is expected to be operational in late 2020. i) incorporate procedures for the review of audit logs in the new Schools Administration System; and ii) perform periodic reviews of audit logs in accordance with these procedures.
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Table 12 ACT Auditor-General’s Report ACT Government Strategic and Accountability Indicators Report No. 2/2018 Recommendation Action Status
3. Accountability indicators should Review of accountability indicators has been Completed be improved by: undertaken. b) …, Education Directorate, so Consultation meetings occurred in December they meet the criterion of Clarity. 2019 and January 2020 with every accountability Government Response – Agreed indicator policy holder. in principle
4. All Territory entities should The Chief Minister, Treasury and Economic Completed document their procedure for the Development Directorate (CMTEDD) released review, selection and approval of the updated Strengthening Performance and strategic and accountability Accountability: A Framework for the ACT indicators (the Transport Government in April 2019. Canberra and City Services A review of the Education Standard Operating Directorate and ACTION Procedures for the development of the Annual documented procedures could be Budget Statement (including accountability used as a guide). The procedures indicators) has been completed. should include: a) specifying a time (e.g. three years or when circumstances change) for reviewing and assessing all accountability indicators against performance indicators used by government agencies for similar services in other jurisdictions; and b) engaging with other Territory entities to identify better practices used in the Territory. Government Response - Agreed
5. When Recommendation 1 a) to Review of accountability indicators has been Completed e) are complete, all Territory undertaken. Entities should use the revised Consultation meetings occurred in December criteria as the basis for assessing 2019 and January 2020 with every accountability the suitability of their Strategic indicator policy holder. and Accountability Indicators. Government Response - Agreed
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Table 13 ACT Auditor-General’s Report Physical Security Report No. 6/2018 Recommendation Action Status
6. The Education Directorate A range of physical security measures are In progress should, on completion of its continuing to be implemented across ACT public Threat and Security Risk schools. The measures are designed to harden Assessment and Security Plan, the existing physical security controls already in increase awareness of physical place. security risk for school-based staff Security risk assessments will continue to be and implement a long-term rolling undertaken as part of a rolling program. In program of site specific security addition, the Directorate is collaborating with risk assessments. the Justice and Community Safety Directorate to Government Response - Agreed implement a suite of security guidance materials and action commenced. for staff.
Table 14 ACT Auditor-General’s Report Five ACT Public Schools' Engagement with Aboriginal and Torres Strait Islander Students, Families and Community Report No. 7/2018 Recommendation Action Status
1. The Education Directorate This recommendation has been implemented Completed should improve the quality and and has been incorporated into the Integrated comprehensiveness of ACT public School Improvement process as a self- schools’ Strategic Plans and assessment tool for schools involved in Review. annual Action Plans with respect to engagement with Aboriginal and Torres Strait Islander students, families and community by requiring: a) an explicit strategy and objective for a school’s engagement with Aboriginal and Torres Strait Islander students, families and community; and b) performance measures to monitor and evaluate the school’s engagement with Aboriginal and Torres Strait Islander students, families and community. Government Response – Agreed
5. The Education Directorate The Google Community is still in operation and Completed should request all schools to membership continues to grow. This work is share information about their now ongoing with schools and the Education engagement methods, successful Support Office continuing to encourage or not, with Aboriginal and Torres Directorate staff to join. Strait Islander students, families and community by posting the information on the ACT Education’s Google Community website. The ACT Education Directorate should monitor and analyse this information to inform engagement strategies. Government Response – Agreed
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Recommendation Action Status
6. The Education Directorate Information was initially distributed in March Completed should develop, in consultation 2019 and is also available on the Directorate with Aboriginal and Torres Strait website. This information is updated as Islander families and community, required. a range of information, in different formats and in ways that are easily accessible, including information on: a) the ACT school curriculum; and b) support funding for Aboriginal and Torres Islander students, how it is accessed and in what circumstances. Government Response – Agreed
7. The Education Directorate The Education Directorate’s Aboriginal and In progress should finalise and implement the Torres Strait Islander Staff Network were next Aboriginal and Torres Strait engaged to develop a comprehensive Aboriginal Islander employment and support and Torres Strait Islander Employment Action action plan and, in so doing, give Plan (the plan). The plan was considered by the particular emphasis to increasing EGC in early 2020 with further work to be the number of, and support completed to prioritise actions over three years. provided for, Aboriginal and Due to COVID-19 this work has not yet Torres Strait Islander teachers and progressed however will be prioritised for the school leaders. second half of 2020. Government Response – Agreed
8. The Education Directorate The provision of Cultural Integrity professional Completed should develop an Aboriginal and learning is core business for Aboriginal and Torres Strait Islander Torres Strait Islander Education. All Directorate development and cultural staff have had the opportunity to access awareness training strategy for professional learning through the Online staff that: Cultural Competence Course; Bookclubs; School a) covers all staff; Leader C Cultural Immersion; Rediscovering Symposiums; and Engoori workshops. b) sets targets and timeframes for staff to complete training; In 2020, the focus is providing Cultural Integrity professional learning to School Leader Bs; newly c) has quality control principles appointed Principals and Senior Executive as for guiding the training; well as Senior Directors who have not previously d) guides how to monitor and had the opportunity to participate. These evaluate training; and opportunities are in addition to the previously This strategy should be supported mentioned professional learning offered by a system that records data, at a throughout the year. system level, on cultural awareness training. Government Response – Agreed
9. The Education Directorate All school staff and school-facing services are Completed should identify a means of responsible for providing appropriate supports providing culturally appropriate for all students. As well as the professional direct support to Aboriginal and learning outlined in previous responses, staff are Torres Strait Islander students, supported to build their capability to families and community at appropriately support students, families and schools. In doing so, Aboriginal communities.
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Recommendation Action Status and Torres Strait Islander students, families and community should be requested to provide direction on what would assist them and how this could be done. Government Response – Agreed
10. The Education Directorate Information was initially distributed in March Completed should place information on its 2019 and is also available on the Directorate website to inform families about website. This information will be updated as the IEO support provided for needed. students, including where this is available. This information should also be provided through other formats to Aboriginal and Torres Strait Islander students, families and community. Government Response – Agreed
12. The Education Directorate Information on the Aboriginal and Torres Strait Completed should produce a summary Islander Education Officer role is available on document from its Draft the Directorate website. This information will be Aboriginal and Torres Strait updated as needed. Islander Education Officer Program Guidelines – January 2018 and share widely via the website and off-line. Government Response – Agreed
Table 15 ACT Auditor-General’s Report 2017-18 Financial Audits - Financial Results and Audit Findings Report No. 12/2018 Recommendation Action Status
The Audit Office issued an Salary reports – the Directorate is In progress unqualified audit report on the continuing to reinforce compliance in this Directorate’s 2017-18 financial area; and statements and an unqualified Audit logs – the Directorate will address this report of factual findings on its as part of its replacement of the school 2017-18 statement of administration system. performance. The Audit Office reported that the Directorate did not resolve the two previously reported audit findings relating to: • the review of salary reports which has been reported since 2013-14. Salary reports distributed to schools and business units did not always have evidence of review. When these reports are not evidenced as being reviewed there is a higher risk that
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Recommendation Action Status incorrect or fraudulent salary payments will not be promptly detected and addressed; and • the Directorate’s school administration system (Maze), as it does not have the capability to generate audit logs showing the activities of users accessing the system and its data. The Directorate also does not have a documented policy for the review of audit logs. This increases the risk that erroneous or fraudulent changes to the system or data will not be promptly detected and rectified. This audit finding was first reported in 2011-12.
No new audit findings were identified in 2017-18.
Table 16 ACT Auditor-General’s Report 2017-18 Financial Audits - Computer Information Systems Report No. 4/2019 Recommendation Action Status
10. Monitoring of Audit Logs The Directorate will address this as part of In progress e. The Education Directorate with the planned replacement of Maze with the respect to MAZE should: new School Administration System which is expected to be operational in late 2021. i. incorporate procedures for the review of audit logs in the new Schools Administration System; and ii. perform periodic reviews of audit logs in accordance with these procedures.
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Table 17 ACT Auditor-General’s Report Maintenance of ACT Government School Infrastructure Report No. 11/2019 Recommendation Action Status
1. The Education Directorate A review of Module 7 of the School In progress should revise Module 7 of the Management Manual will commence in late School Management Manual to 2020. clearly identify responsibilities for repairs and maintenance activities between the Infrastructure and Capital Works Branch and schools, and in doing so ensure that there is consistency and clarity in language in both Module 7 and the building condition assessments reports. Government Response – Agreed
2. The Education Directorate Property quality standards will be In progress should complete the development developed and incorporated into the asset of property quality standards and management system. This information will incorporate them into the asset be combined with condition information to management system. Property provide data for analysis of asset use and quality standards should then be maintenance approaches. used to assess the performance of assets and identify if the assets are being appropriately used, maintained and are fit for purpose. Government Response – Agreed
3. The Education Directorate The Directorate supports the development In progress should develop operational asset of operational asset management plans in management plans for its school all schools. This work will follow the infrastructure assets. The plans development of the annual maintenance should contain information to plans, subject to budgetary constraints. inform long term strategic asset planning for the Education Directorate and should address matters such as responsibility for the asset, arrangements for monitoring asset performance, operational training and estimated operating costs. Government Response – Agreed in principle
4. The Education Directorate The development of annual maintenance In progress should prepare and execute plans has commenced with the comprehensive annual appointment of School Network Support maintenance plans for school Officers. As part of their role, the Network infrastructure assets, which Officers work with schools to identify the outline the specific tasks which annual maintenance actions and forecast are to be undertaken during the costs. year as well as the estimated resources and cost of
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Recommendation Action Status maintenance activities. The annual maintenance plans should align with, and support, operational asset management plans to be developed as part of Recommendation 3. Government Response – Agreed
5. The Education Directorate (a) Recruitment of a new team of In progress should: Infrastructure and Capital Works, School (a) recommence its rolling Network Support Officers has been program of building condition undertaken. All four of these officers assessments; and have commenced with the Directorate. Building condition assessments are (b) populate its asset being conducted by the School Network management information Support officers. system, SPM Assets, with the results of the building (b) In conducting the building condition condition assessments in assessments, data is entered into the order to facilitate and inform asset management information system asset maintenance planning. directly and is immediately available for reporting and asset maintenance Government Response – Agreed planning.
6. The Education Directorate Baseline data for the ACT Property Group In progress should develop baseline data for Service Level Agreement has been the cost of activities undertaken developed. This data will be used to review under the Service Level performance throughout 2020. Agreement. Expectations should A review of the expectations of the Service be developed for the benefits that Level Agreement will be undertaken during the Service Level Agreement aims 2020. to provide and the expectations should be periodically reviewed to inform the performance of the Service Level Agreement. Government Response – Agreed
7. The Education Directorate The usefulness of the Specific Works In progress should state the purpose and Program will be reviewed to determine scope of the Specific Works whether this program should continue in Program and prepare guidelines operation. and funding criteria. Record keeping should be improved with all funding decisions comprehensively recorded. Government Response – Agreed
8. The Education Directorate a) The methods used to record repair and In progress should review: maintenance activities will be reviewed a) the methods used to record during the year with recommendations repair and maintenance activities, for any changes to be provided to and the expenditure on repairs Government by the end of 2020. and maintenance, with a view to b) A detailed review of School Operational achieving consistent and Allocation expenditure will be consolidated reporting; and undertaken during 2020.
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Recommendation Action Status b) the operation of the School Operational Allocation, to determine why schools exceeded their maintenance component allocations in 2017 and 2018. Government Response – Agreed
Legislative Assembly Committee reports Table 18 Government Response to the Report of the Select Committee on Estimates 2017-18 on the Inquiry into Appropriate Bill 2017-18 and the appropriation (Office of the Legislative Assembly) Bill 2017-18 including the Government Response to the Pegasus Economic Report review of the ACT Budget 2017-18 Recommendation Action Status
116. The Committee recommends that the The ACTPS Education Directorate Completed ACT Government conduct an annual survey of (Teaching Staff) Enterprise Agreement teachers who are in their first four years of 2018-2022 provides a five-day teaching to determine whether they are Induction Program for new educators receiving an induction commensurate with to ensure that they are effectively the Education Directorate’s intent. supported, prepared and informed of Government response – Agreed in principle their responsibilities and entitlements as they begin their teaching career. The Induction Program was implemented in January 2020 with 202 new educators in attendance. An online evaluation assessment was sent to attendees to inform continued improvements.
117. The Committee recommends that the The Directorate will ensure that areas In progress ACT Government take appropriate action to of improvement identified in the rectify any shortfalls identified through the online evaluation assessment are annual ‘new teacher survey’. addressed in development of the New Government response – Agreed Educator Induction Program.
121. The Committee recommends that the In Semester 2 of 2020, the Directorate In progress ACT Government investigate options for will introduce a Learning Support encouraging more members of the Assistant Scholarship Program to community to become Learning Support support Directorate employees to gain Assistants. Certificate IV in Education Support Government response – Agreed qualifications.
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Table 19 Standardised Testing in ACT Schools Report Title - Standing Committee on Education, Employment and Youth Affairs - March 2019 - Report 5 Recommendation Action Status
1. The Committee recommends that the The Directorate continues to In progress Education Directorate continue to recognise participate in the National Assessment that standardised testing, including NAPLAN, Program suite of standardised testing. is a valuable diagnostic tool when used NAPLAN 2020 and NAP-ICT 2020 have appropriately. not yet been implemented due to the Government response - Agreed COVID-19 pandemic.
2. The Committee recommends that the In March 2020, the Australian In progress Minister for Education and Early Childhood Education Senior Officials Committee Development explore, through Education (AESOC) agreed to the establishment Council, whether the Index of Community of a joint project between the Socio-Educational Advantage (ICSEA) values Australian Curriculum and Reporting are being calculated in a way that accurately Authority (ACARA) and the reflects disadvantage, especially in smaller Directorate. The project assess jurisdictions. whether an anomaly in the operation Government response – Agreed in principle of the Socio-Educational Advantage (SEA) index would materially impact inter-jurisdictional NAPLAN comparisons involving the ACT.
12. The Committee recommends that the The Directorate is investigating ways In progress Education Directorate investigate ways it can to better deliver results and improved better utilise standardised testing data to advice to schools on the outcomes of improve academic outcomes. standardised testing. Government response – Agreed
14 The Committee recommends that the ACT The ACT has almost fully transitioned In progress Education Directorate work more closely with to NAPLAN Online testing, with 98% of ACARA on further development and delivery schools participating online in 2019. It of online NAPLAN testing with a view to is anticipated that all ACT schools will delivering results to schools and parents participate in NAPLAN Online when faster than current practice. testing resumes in 2021. Government response - Agreed
16. The Committee recommends that further The ACT Government is participating In progress consideration be given to how NAPLAN in a review of NAPLAN including results are made available and whether reporting along with Queensland, publication on the My School website is an Victoria, and NSW. appropriate repository of such information. Outcomes from the joint ACT-ACARA Government response - Agreed Socio-Educational Advantage (SEA) project may impact on My School 2021 reporting.
18. The Committee recommends that the The NAPLAN review project is also In progress Minister for Education and Early Childhood considering the issue of a sampling Development explore with Education Council approach rather than full cohort whether a sampling approach is more testing for NAPLAN. appropriate than a full student cohort NAPLAN testing. Government response - Agreed
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Recommendation Action Status
19. The Committee recommends that the The final phase of implementation of Completed Minister for Education and Early Childhood the Australian Curriculum was Development explore with Education Council completed at the end of 2018. the current A to E reporting requirements, in Achievement Standards and grade light of potential misunderstandings of the level descriptors in the Australian current application of each letter. Curriculum assign a ‘C’ grade when a Government response - Agreed in principle student demonstrates the expected level of learning for a year/ band level. This level of achievement should be recognised, alongside encouragement of effort and pursuit of individual student interests and passions. Improving the understanding by parents, students and the community of what the curriculum Achievement Standards represent is an important and ongoing part of this process. Planning, teaching, assessing and reporting using Achievement Standards is a change of practice for ACT teachers. Teachers will continue to be supported to develop effective and coherent planning and assessment practices that utilise ACARA’s work samples and promote consistency of teacher judgement against the Achievement Standards across the ACT. This support also included the development of an Academic Reporting module on the School Administration System (SAS) which was fully rolled out, in ACT public schools, by the end of the 2019-20 financial year. Moderation through teacher collaboration around standards-based assessment is correlated with reducing in-school variation of student achievement and will achieve the consistency sought by this recommendation.
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Table 20 Management and Minimisation of Bullying and Violence in ACT Schools - Standing Committee on Education, Employment and Youth Affairs - September 2019 - Report 6 Recommendation Action Status
1. The Committee recommends that the ACT The Directorate will continue to In progress Government partner with community agencies strengthen the use of restorative to provide independent support and guidance practices in ACT schools as a means of to students and their families when preparing supporting positive school culture for a formal restorative conference following based on positive relationships, safety incidents of bullying or violence. and wellbeing. Government response - Agreed The Directorate continues to work with other agencies in increasing staff capability and confidence when using restorative practices in response to incidents requiring this form of resolution.
2. The Committee recommends that the ACT A timetable for the implementation of Completed Government publish a timetable for Positive Positive Behaviour for Learning in all Behaviour Learning implementation in all ACT ACT public schools was published on schools before 28 November 2019. the Directorate website Government response - Agreed
3. The Committee recommends that the ACT The Directorate supports evidence- In progress Government endorse a small range of Social informed practice and will build on the Emotional Learning programs to operate in suite of evidence-based Social conjunction with Positive Behaviour Learning Emotional Learning programs that that support schools respond to childhood already exist. trauma, behaviour management and violence in schools. Following this endorsement activity, all ACT public schools are required to implement Directorate nominated programs. Government response - Agreed
4. The Committee recommends that the ACT All ACT public schools have access to Completed Government employ full time social workers school psychologists along with allied and youth workers in every ACT school. health. Government response – Agreed in principle The Directorate recognises the value of Social Workers and Youth Workers in all ACT schools and recognises that supervision to manage and support the proposed workforce will be required.
5. The Committee recommends that the ACT All ACT public schools have access to a In progress Government continue to recruit additional school psychologist. As of February school psychologists and provide psychological 2020, schools are supported by 81.6 support services outside school hours and in FTE of psychology services. school holidays. In 2016 the ACT Government Government response – Agreed in principle committed to an additional 20 school psychologists by 2020. The 20 additional FTE are now supporting ACT Education school students. Mental health referral pathways are being strengthened with information- sharing and linkages between Child
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Recommendation Action Status and Adolescent Mental Health Services and school youth health nurses also being enhanced.
6. The Committee recommends that the ACT ACT public schools already accept Completed Government provide exceptions to the Priority applications from out of area students Enrolment Area policy for students who have based on a number of criteria, been subject to bullying or violence. including student wellbeing. The Government response - Agreed existing procedure will be reviewed to ensure it is appropriately accessible for families. Schools and families will also be supported to ensure issues are resolved early and help children continue to stay in their local school community, where possible.
7. The Committee recommends that the ACT The Network Student Engagement In progress Government investigate the increased use of Team (NSET) continues to strengthen support workers to provide structured play supports for students and schools. options at breaks for students with complex NSET partners with schools to support needs and challenging behaviours. students to engage safely at school. Government response – Agreed This includes completing observations and looking at strategies to support engagement. Break times can be difficult for some students and additional supports such as sensory spaces, organised activities and explicit teaching is required. NSET works with schools to look at the most creative way to utilise staffing resources to make these adjustments and reduce playground incidents. Many schools have organised clubs and activities for students at break times. NSET’s occupational therapists will complete environmental assessment of schools, including the playgrounds, and provide observations and suggested interventions to support safe play. These could include suggestions around explicit teaching and modelling of play, appropriate structured activities and sports and environment changes
8. The Committee recommends that the ACT The Network Student Engagement Completed Government ensure there is a requirement to Team (NSET) has established regular involve Network Student Engagement Teams meetings with all ACT Government when bullying or violence involves children schools to maintain a holistic approach with complex needs. to looking at school needs as well as Government response – Agreed in principle discussing individual students with complex needs. These regular meetings ensure that NSET is able to work proactively in partnership with
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Recommendation Action Status the school to identify concerns, establish process and implement appropriate plans and strategies for student engagement and safety. In addition, schools are able to request consultations at any time with NSET as issues arise or incidents occur.
9. The Committee recommends that the ACT The Directorate continues to Completed Government provide exceptions to Priority strengthen inclusion in all ACT public Enrolment Area policy in order to ensure a schools so that all students can attend child can enrol at a learning support unit their local priority enrolment area relevant to the students need. school and have their individual needs Government response – Agreement in principle met. There are a range of programs and supports available for students with disabilities. Schools work closely in partnership with students, parents, carers and other professionals to make reasonable adjustments and support students to access and participate in education on the same basis as their peers. Small group programs, such as a Learning Support Unit are one option for families and are currently offered in 57 public schools throughout the ACT, including in primary and high schools, colleges and combined schools. The Directorate is continuing to increase the number of schools that offer small group programs in order to support students attending schools in their local community.
10. The Committee recommends that the ACT The Directorate is committed to In progress Government ensure all schools have a sensory providing safe and inclusive education space available for children with complex environments for our students. needs, distinct to a breakout area for all Sensory adjustments provided for students. students vary according to individual Government response- Agreed student need and school’s infrastructure capacity. Designated sensory spaces may include: separate small rooms, small rooms/alcoves attached to existing classrooms or a small corner/space in an existing classroom. Sensory spaces and the resources provided are designed to meet the needs of students in collaboration with parents and allied health professionals such as Occupational Therapists.
11. The Committee recommends that the ACT In 2019, the Muliyan program was In progress Government expand the current flexible offsite expanded to enable up to 20 students
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Recommendation Action Status education program and ensure availability on who were at risk of disengaging from the northside. their education to participate. Government response – Agreed in principle
12. The Committee recommends that the ACT Schools already adhere to any order of Completed Government investigate mechanisms that a court, including Personal Protection ensure Personal Protection Orders are drafted Orders. It is important to note schools in a way that can be enforced within are not a party to the Personal educational settings. Protection Orders. Government response - Agreed
13. The Committee recommends that the ACT Information on Personal Protection Completed Government develop tools schools can use to Orders is already in the School Legal draft enforcement plans for any Personal Information Manual, a governance Protection Orders that apply within educational handbook for all schools readily settings. available on the Education Intranet. Government response – Agreed in principle
15. The Committee recommends that the ACT The Suspension, Exclusion and Completed Government publish the updated Suspension Transfer of Students in ACT public Guidelines as a matter of priority and review its schools Policy and procedures were operation after two years. published on the Directorate website Government response - Agreed in December 2019.
16. The Committee recommends that the ACT The Directorate’s Complaints Policy & Completed Government ensure all written communication Procedure has been updated. tools that explain complaint options, including Information relating to complaints the referral of concerns to the ACT Human management was provided to schools Rights Commissioner, is easy to understand in January 2020. This included and clearly outlines the internal and external information posters outlining the complaint avenues available to students or process, with a request to place these parents. Any posters should be large and in a prominent part of each school placed in a prominent part of the school entrance. entrance. Government response - Agreed
17. The Committee recommends that the ACT A review of complaint management Completed Government review existing internal and was undertaken in September– external complaints handling processes for all December 2019 that included a series incidents of bullying and violence in schools to of recommendations. ensure there are appropriate avenues for parents and students to escalate concerns and have external consideration of matters if required. Government response - Agreed
18. The Committee recommends that the ACT The Directorate encourages parents to In progress Government introduce a parent self-reporting raise incidents of bullying, school- portal for incidents relating to bullying, based violence and occupational violence and occupational violence. violence with their school. However, Government response – Agreed in principle there are processes in place that give parents the opportunity to raise complaints or concerns regardless of their nature with the Directorate. This is currently through the Families,
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Recommendation Action Status Students, Complaints and Feedback team. The Directorate is currently redesigning its complaints management and case coordination process. It is intended that this will include an online solution that would provide an online lodgement mechanism, and the ability to keep families up to date on actions being undertaken.
19. The Committee recommends that the ACT The Directorate encourages students In progress Government introduce a student self-reporting to raise incidents of bullying, school- portal for incidents relating to bullying, based violence and occupational violence and occupational violence. violence with their school, which may Government response – Agreed in principle include reporting to their teacher, a school counsellor or a school psychologist. However, there are processes in place that give students the opportunity to raise complaints or concerns regardless of their nature with the Directorate. This is currently through the Families, Students, Complaints and Feedback team. The Directorate is currently implementing the recommendations and redesigning its complaints management and case coordination process following the review process. It is intended this will include an online solution to provide not only an online lodgement mechanism, and the ability to keep families up to date on actions being undertaken.
20. The Committee recommends that the ACT Work is in progress to support In progress Government provide increased support to Principals and School Leaders and principals to ensure consistency in reporting of teachers to consistently report bullying and violence. positive and negative student Government response - Agreed incidents through the upgraded School Administration System.
21. The Committee recommends that the ACT The Directorate published the timeline Completed Government make the rollout of the new data for implementation of the School collection and reporting program a priority; Administration System (SAS) on the and publish a project timeline before 28 Directorate website on November 2019. 28 November 2019. Government response - Agreed
22. The Committee recommends that the ACT The Directorate recognises the Completed Government ensure all teachers and teaching importance providing evidence-based support staff, receive specialist training in training to teaching staff which builds childhood anxiety and trauma in order to their capability and confidence to correctly identify and support students.
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Recommendation Action Status Government response – Agreed in principle support students with mental health and wellbeing concerns. The Directorate provides a wide range of professional learning for educators with Senior School Psychologists delivering training to educators in a number of areas, including Positive Behaviours for Learning, Healthy Mind Platter, Wellbeing - An Introduction, Neuroscience in Education (NeuEd), Problematic Sexualised Behaviours, Trauma Informed Practice, Countering Violent Extremism and Protective Behaviours. Table 21 Cessation of the Music for Colleges Course - Standing Committee on Education, Employment and Youth Affairs – November 2019 - Report 7 Recommendation Action Status
3. The majority of the Committee recommends Discussion with ANU School of Music Completed that discussions between the ACT Education about a music extension program Directorate and the ANU School of Music ensured maintenance of accreditation acknowledge that any consideration of more for contribution to the Australian cost effective delivery models not put at risk Tertiary Admission Rank calculation. the current accreditation status that contributes to a student’s Australian Tertiary Admission Rank calculation. Government response – Agreed
Dissenting Report Michael Pattersson MLA The Directorate has developed a cost Completed I recommend that the ACT Government effective alternative option to continue to provide an advanced pathway for enhance the Instrumental Music gifted and talented musicians students in Year Program and provide gifted and 11 and Year 12. The pathway should be funded talented music students with and managed by the Education Directorate, extension opportunities. who must ensure that the course fulfils the The Directorate has worked closely Board of Senior Secondary Studies with the Canberra Institute of accreditation for the ACT Senior Secondary Technology to develop a music ‘E Certificate and Australian Tertiary Admission Course’ due to commence in 2021. Rank. Consideration should be given to priority The course will contribute to the ACT enrolments and a co-contribution model when Senior Secondary Certificate and designing the new program. students will achieve their Certificate Government response - Agreed IV in Music Industry (CUA40915) (C4-BD19) upon completion.
Table 22 Report on Annual and Financial Reports 2018-2019 - Standing Committee on Education, Employment and Youth Affairs – March 2020 - Report 8 Reporting will be provided in the next annual report once the Government’s response has been tabled.
ACT Government I Education Directorate 73 Annual Report 2019-2020
Risk Management
Risks are identified and mitigated through the Directorate’s internal governance control structure, which includes: • Risk Management Framework and Risk Appetite and Tolerance Statement; • Strategic Risk Profile; • School compliance reporting; • Managing Occupational Violence Policy and associated risk assessments; • Fraud and Corruption, Prevention and Response Plan 2019-20; • Internal audit program; • detailed policies and controls, such as the Director-General’s Financial Instructions and the School Management Manual; and • detailed financial operating procedures and practices.
The Directorate’s risk management functions are managed by the Governance and Community Liaison Branch. The Directorate’s Senior Executive team and the Audit Committee receive regular risk management reports, providing an overview of significant risks, mitigation strategies and responsibilities. They also assist with the allocation of resources and timeframes to ensure appropriate mitigation and monitoring strategies are implemented.
Monitoring and reporting on risk management occurs through: • regular monitoring of outcomes by the Directorate’s Senior Executive team; • monitoring by the Audit Committee; • reporting to the EGC; • reporting to the Audit Committee; and • implementation of internal and external audit recommendations.
The Directorate manages financial risks through a well-defined financial management framework that includes: • clearly established ownership of internal budgets; • monthly variance reporting; • quarterly strategic review of financial performance and corrective actions as required by the Directorate’s Senior Executive team; • regularly updated financial procedures and practices documents; and • provision of training to ESO and school-based staff.
In 2019 the Directorate commenced a significant review of risk management across the system, to mature capability and integrate risk management into broader school planning.
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The Directorate works closely with the ACT Insurance Authority (ACTIA) to develop risk management capability and all schools have now developed site specific practical and relevant risk registers that align with ACTIA’s risk assessment protocols.
Two of our new Education Directorate cleaning staff, David Proposch and Thongbai Sokkho
ACT Government I Education Directorate 75 Annual Report 2019-2020
Internal Audit
During 2019-20 the Audit Committee Charter and the Internal Audit Charter were reviewed and endorsed by the Audit Committee and approved by the Director-General. The Directorate’s Audit Committee and Internal Audit Charters reflect ACT Government requirements and the Institute of Internal Auditors better practice guidance.
The Audit Committee’s membership was reviewed and from April 2020 membership comprised of three external independent members (including Chair) and an internal non-member advisor/observer (Deputy Director-General role). As determined by the Audit Committee Charter, the Director-General appoints all members of the Committee and approves associated remuneration for external members.
The Audit Committee’s responsibilities are to: • oversee the internal audit function and ensure its effectiveness in accordance with ACT Legislation and Government policies and standards; • periodically review the Internal Audit Charter to ensure appropriate authority, access and reporting arrangements are in place; • ensure internal audit or other review function activity is planned, coordinated and documented; • review internal audit reports and provide advice to the Director-General on significant issues identified and actions to be taken; and • monitor management’s responses to findings and the extent to which recommendations are implemented.
The Audit Committee met five times during 2019-20. The Committee membership and attendance are displayed in the following table.
Table 23 Audit committee membership and meetings in 2019-20 Name of Member Position Meetings Meetings eligible to attended attend
External Members x 3 ongoing
Carol Lilley Independent Chair – until August 2019 1 1
Maria Storti Independent Member 5 5 (overlap with Carol Lilley) from July 2019 Independent Chair from September 2019
Sue Chapman Independent Member 5 5
Mark Ridley Independent Member until March 2020 4 4
Greg Field Independent Member from May 2020 1 1
Internal Member x 1 ongoing
Meg Brighton Member (DDG) for the December 2019 meeting 1 1
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Name of Member Position Meetings Meetings eligible to attended attend
Deb Efthymiades Member (A/g DDG) for the July and October 2019 2 2 meetings
David Matthews Member (A/g DDG) for the March 2020 meeting 2 2 Non-Member advisor/observer (A/g DDG) for the June 2020 meeting Source: Chief Internal Auditor, Audit and Assurance
Eight internal audits/reviews were tabled at the Audit Committee in 2019-20.
Three internal audits/reviews were underway as follows: • Health and Physical Education review; • Enforceable Undertaking assurance review; and • Fringe Benefits review of school leisure/community arrangements.
The Directorate engages external auditors to conduct or support some audits, which are sourced from the ACT Government panel of external audit service providers
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Fraud Prevention
The Education Directorate’s Fraud and Corruption Framework complies with the requirements of the Integrity Policy and incorporates the Fraud and Corruption, Prevention and Response Plan. The Director-General’s Financial Instructions (Integrity and Reporting) and the School Management Manual (Fraud Control and Auditing) describe the fraud and corruption control processes for undertaking risk assessments, delivering education and awareness programs, and recording and reporting fraud.
The Fraud and Corruption, Prevention and Response Plan covers the period 2019 to 2020. Risks identified in the Plan and mitigation strategies are reported to the Director-General and the Audit Committee. This ensures that the potential for fraud or corruption is mitigated with appropriate controls.
The Executive Branch Manager, Governance and Community Liaison is the Directorate’s Senior Executive Responsible for Business Integrity Risk (SERBIR). The SERBIR reports to the Director- General on matters of fraud and integrity and also reports to the Audit Committee.
The Directorate, in conjunction with the Australian Education Union, developed the Teachers’ Code of Professional Practice. A mandatory online training module, consistent with the new Codes, will be available as part of the Directorates online learning package.
The general obligations of public employees (obligations) applying to all ACT Public Service staff are outlined in Section 9 of the Public Sector Management Act 1994 (PSM Act), a link is provided with any application for employment in the Directorate. These obligations are supported by the ACTPS Code of Conduct.
Any person applying for employment with the Directorate is required to acknowledge that they have read and will comply with the provisions of Section 9 of the PSM Act, Section 153(1) of the Crimes Act 1900 (ACT) and Section 244 of the PSM Act. They are also required to acknowledge the consequences of breaching these requirements. Nothing in this acknowledgement is taken to discourage the disclosure of conduct that is ‘disclosable conduct’ within the meaning of the Public Interest Disclosure Act 2012.
The PSM Act, the PSM Standards, the ACTPS Code of Ethics and the Teachers’ Code of Professional Practice are all available on the Directorate’s website and intranet.
There were seven allegations of possible fraud investigated within the Directorate in the 2019-20 financial year. Five cases are deemed closed and two cases are still under investigation.
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Freedom of Information
Freedom of Information reporting is made under the Freedom of Information Act 2016 (FOI Act) which commenced on 1 January 2019. As required under the FOI Act, the following data is provided:
Table 24 Open Access Information – Section 96 (3) (a) (i), (ii) and (iii) Open Access Information No
Number of decisions to publish Open Access information 29
Number of decisions not to publish Open Access information 0
Number of decisions not to publish a description of Open Access information withheld 0 Source: ACT Education Directorate
Table 25 FOI Applications received and decision type - Section 96 (3) (a) (iv), (vii), (viii) and (ix) FOI Applications received and decision type No
Number of access applications received. 45
Number of applications where access to all information requested was given 0
Number of applications where access to only some of the information requested was given 30 (partial release)
Number of applications where access to the information was refused 1 Source: ACT Education Directorate
The number of full (0), partial (30) and refused access decisions (1) do not add up to 45 because there was 14 cases that were either withdrawn by the applicant (4), still being processed (8), no documents were available (1) or the request was invalid (1). The required FOI Act reporting does not capture these cases. In addition, this data only relates to requests received during 2019-20, not decisions that were carried over from two requests received in 2018-19 that were still being processed.
Table 26 FOI Processing timeframe - Section 96 (3) (v) and (vi); Section 96 (3) (d) FOI Processing timeframe No
Total applications decided within the time to decide under section 40 21
Applications not decided within the time to decide under section 40. 14
Number of days taken to decide over the time to decide in section 40 for each application 9, 10, 12, 10, 14, 4, 16, 24, 8, 1, 5, 5, 8, 15 Source: ACT Education Directorate
Section 40 of the FOI Act only provides for processing within 20 days, or extension due to third party consultation of 15 days. All of the 14 cases that were not completed in accordance with these requirements were extended with the applicant’s agreement which was obtained in accordance with Section 41 of the FOI Act.
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Table 27 Amendment to personal information - Section 96 (a) (x) and Section 96 (3) (e) Number of requests made to amend personal information, and the decisions made (e.g. 0 amended, refused, notation added to record, other) Source: ACT Education Directorate
Table 28 Review - Section 96 (3) (b); Section 96 (3) (c) Number of applications made to Ombudsman under section 74 and the results of the 0 application (e.g. affirmed, varied, set aside and substituted, withdrawn, other) Number of applications made to ACAT under section 84 and the results of the application 0 (e.g. affirmed, varied, set aside and substituted, withdrawn, other) Source: ACT Education Directorate
Table 29 Fees - Section 96 (3) (f) Total charges and application fees collected from access applications Nil Source: ACT Education Directorate
Lodging an FOI Request and Disclosure Log
Information about how to make an access application under the FOI Act is available on the Directorate’s website at https://www.education.act.gov.au/about-us/freedom_of_information.
The Directorate’s Disclosure Log provides information about the access applications that have been processed, including a copy of the decision and documents released to the applicant. The Disclosure Log does not include information about any access applications seeking personal information and also does not disclose the applicant’s personal information. The Disclosure Log is available at https://www.education.act.gov.au/about-us/freedom_of_information.
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Community Engagement and Support Community Engagement Activities
During 2019-20, the Directorate focused on improving its key communication and engagement channels. The bushfire events and COVID-19 pandemic saw an increased need to communicate and engage with our schools’ communities and be listening and responding to feedback from the broader community. This was done predominantly through social media channels and the Directorate’s website, both agile and responsive ways of communicating information. The Directorate also supported ACT public schools to engage with their communities, through emails, website content and newsletter content. Ensuring families had access to, and responses from, a trusted source was critical given the public health emergencies.
The following specific community engagement activities were undertaken:
Modernisation of Narrabundah College
• A six-week community consultation was carried out to inform a feasibility study and initial concept planning work for the College modernisation. • Twenty-nine consultation activities were undertaken including workshops with the community, pop-up feedback kiosks at the College and local shopping centres, one-on-one conversations, stakeholder meetings, workshops with future students, a ‘Lunch n Learn’ seminar and an online scrapbook. • More than 1,000 pieces of feedback were received from a variety of stakeholder groups including the College community, community groups and the broader Canberra community.
Expansion of Franklin Early Childhood School to full Preschool to Year 6 school
• The Directorate invited input from community members and other stakeholders of the school to be involved in the design for the future learning spaces at the school. • Consultation was carried out through a series of workshops with staff, Anglicare and the Parents and Citizens Association as well as community discussions and a video Our Students Have a Voice which captured the views of students across the school.
School fences
• The Directorate has collaborated with several schools looking to install new or additional fencing to support the consultation process with the schools’ Parents and Citizens Associations, School Boards, families and local residents. • Consultation has been undertaken with Caroline Chisholm School, Charnwood Dunlop Primary School, Giralang Primary School, Miles Franklin Primary School, University of Canberra High School Kaleen, Majura Primary School, Gordon Preschool, Lyons Early Childhood School, and Red Hill Primary.
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Community Support Initiatives: Grants and Sponsorship Girls in STEM Grants
The Girls in STEM grants are aimed at engaging female students in Science, Technology, Engineering and Maths (STEM) subjects and careers. The applications process opened in November 2019 and closed in March 2020. The grants were awarded in two categories: • Category A: ACT Public Schools (up to $30,000 for individual schools or groups of schools) - awarded to a school or group of schools that develop programs to support female students to take a greater interest and undertake deep learning in STEM. • Category B: ACT Public School Female Students (up to $4,000) - awarded to support female students to attend specific events or activities that will enhance their learning in a STEM related discipline.
After an independent assessment process, 15 ACT public schools from across the primary, high school and college sectors and two individual students were successful in obtaining grant funding. The projects funded offer ACT students a wide range of opportunities to engage with STEM learning and STEM professionals and will create pathways for emerging female leaders.
The grants are administered by the ACT Academy of Future Skills. The Academy is a key ACT Government initiative that aims to build STEM capability and make STEM more accessible to all students. The total investment in the Girls in STEM grants program was $200,000.
Table 30 2019-20 Grants Recipient Project Purpose/Summary Amount
History Teachers Association National History Challenge Prize encourages students to $500 engage in research and inquiry-based learning to discover history of the world through an examination of an event or person in terms of a theme. The prize winner, the best entry in the ACT receives a medal, prize money and attends the National Ceremony each November.
Lyons Early Childhood School A sponsorship supporting Lyons Early Childhood School $1,000 to build the Cultural Integrity of their physical environment.
The Modern Language Teachers A sponsorship for the mini conference that had a focus $500 Association on Indigenous languages.
Belconnen Arts Centre A sponsorship was provided for NAIDOC in the North $1,000 events.
SEE-Change Provides funding for teacher professional learning, $8,000 resources and engaging activities for students to support the sustainability aspect of the Australian Curriculum.
Australian Children’s Television Education support to schools. Access to ACTF film and $18,643 Foundation video resources, lesson plans, classroom materials, online resources and professional learning for all sectors in the ACT.
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Recipient Project Purpose/Summary Amount
Mura Awards recipients An initiative that recognises the achievements of $18,400 Aboriginal and Torres Strait Islander students, which supports the Future of Education and Cultural Integrity in ACT public schools.
Secondary Scholarship Program The Directorate provides scholarships to Aboriginal and $59,500 recipients Torres Strait Islander students that are interested in pursuing a career in post-Year 12 study and/or pursuing a vocational pathway.
Tertiary Scholarship Program The Directorate provides scholarships to Aboriginal and $71,480 recipients Torres Strait Islander recipients undertaking an approved teaching or health degree.
ANU Extension Program The Directorate provides a grant to the ANU Extension $120,000 Program to support students across the full range of extension subjects. The Australian Government is the primary source of funding for the ANU Extension Program through the Commonwealth Grants Scheme.
The ACT Council of Parents and The Directorate provides an annual grant to facilitate $216, 514 Citizens Associations Inc consultation with parents and citizens with an interest in public school. The Association uses the financial assistance to: • support affiliate Associations; • promote parent participation in ACT Government schools; • advise the Government on views, expectations and concerns of parents; and • support participation on relevant committees and working parties.
Science, Technology, Engineering The STEM program provides support to girls and young $200,000 and Mathematics (STEM) women to enter study and employment in the areas of program science, technology, engineering and mathematics. Seventeen STEM grants have been recently awarded to build STEM capability and make STEM more accessible in 15 ACT public schools and 2 individual students. Source: ACT Education
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Aboriginal and Torres Strait Islander Reporting
A significant amount has been achieved during the reporting period in continuing to strengthen cultural integrity within our schools and supporting services. The Directorate is committed to supporting all students to ensure they have a safe and supportive environment in which to learn.
In December 2019, the Directorate partnered with the NSW Aboriginal Education Consultative Group to host a Science, Technology, Engineering and Mathematics (STEM) camp for Aboriginal and Torres Strait Islander students at Birrigai Outdoor School. This was the first time one of these highly successful STEM camps had been held outside NSW. Twenty-five ACT high school students were joined by 19 NSW students in activities to foster interest in STEM subjects and engage with industries to experience the practical applications of STEM subjects.
In 2020, Dickson College introduced an Indigenous Language and Culture course, the first of its kind in the ACT. The course provides an opportunity for students to engage with reconciliation and learning of Aboriginal and Torres Strait Islander histories, cultures, and languages. Twenty-three Aboriginal and non-Indigenous students are participating in the inaugural course.
As part of a significantly enhanced induction process for new educators held in January 2020, approximately 200 newly recruited teachers participated in a full day of professional learning dedicated to cultural integrity. The day included a range of workshops to share ideas for embedding Aboriginal and Torres Strait Islander perspectives in teaching. It also provided opportunities for networking with people and services available to assist staff with their cultural integrity journey.
Four new Cultural Integrity Coordinator positions were created during the reporting period. Staff recruited to these positions work in high schools with low to medium densities of Aboriginal and Torres Strait Islander students. The Cultural Integrity Coordinators assist school staff to develop relationships with the families and communities of these students. They also assist schools with programs and resources for embedding Aboriginal and Torres Strait Islander perspectives in student learning.
An Aboriginal and Torres Strait Islander student forum was held in November 2019. This initial forum was limited to students from Years 10 to 12. Thirteen students attended and provided feedback that is informing the development of policies and programs to support the learning and wellbeing needs and aspirations of Aboriginal and Torres Strait Islander students.
Existing programs continued in the areas of student aspirations and employee cultural integrity development. All Senior Leaders and Principals have attended cultural integrity training.
To make the Aboriginal and Torres Strait Islander Secondary Scholarship available to more students, the eligibility criteria were expanded in 2019 for scholarships awarded in 2020. The Scholarships, valued at $4,000 p.a., are now available to all senior secondary students who intended to pursue further study or training. Ten students were awarded scholarships in 2020.
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The Aboriginal and Torres Strait Islander Tertiary Scholarship Program continued to attract interest. The Program provides scholarships up to $20,000 p.a. for students undertaking degree programs in health or education at an ACT university. In 2020, five scholarships were awarded, three to students studying in the health field and two in education.
Forty-six students across Years 4, 5, 6, 10 and 11 received Mura Awards in 2020 consisting of a $400 bursary. The Mura Awards recognise Aboriginal and Torres Strait Islander students who are demonstrating one or more of the following: high level of engagement with learning, leadership within the school community, improved achievement.
Promulgating high quality curriculum resources to assist teachers to embed Aboriginal and Torres Strait perspectives remains a priority. To respond to teacher need, the focus in 2020 has been on developing local resources. Twelve sites were identified across the ACT as useful for promoting knowledge associated with traditional plant use. Video material and associated learning activities were developed with material from Black Mountain, Mulligan’s Flat and Umbagong Park.
Other local resources have been created using traditional Ngunnawal stories and information about significant sites.
With permission from local Ngunnawal man Tyronne Bell, readings by Aboriginal and Torres Strait Islander Education Officers of Don Bell’s traditional stories of Mununja the Butterfly, Dyirri the Frog and The Swan were made and distributed in time for schools to use during Reconciliation Week 2020.
Also developed was a special recording of Richie Allen at Gubur Dhaura explaining the significance of ochre for early childhood learners.
Various professional learning opportunities were provided to enhance staff understanding of Aboriginal and Torres Strait Islander histories, cultures, languages and knowledge systems. This included: • the second annual ‘Rediscovering’ symposium focused on rediscovering cultures and languages. More than 85 per cent of respondents to a survey administered after the symposium said they strongly agreed or agreed that they felt more confident/competent to apply new knowledge in their workplace. Examples of how this would be achieved varied greatly from knowledge of new resources to use in class and excursion opportunities, to willingness to apply different pedagogical approaches or to incorporate some Indigenous languages more confidently; • a cultural capability and ways of learning program arising from feedback from the symposium. More than 100 people attended this day that featured the landmark Australian Institute of Aboriginal and Torres Strait Islander Studies series Our Land, Our Stories in developing staff confidence in using Aboriginal pedagogical frameworks; • completion in 2019 of a cultural immersion program by more than 400 School Leader Cs and commencement in 2020 of cultural integrity training for 35 newly appointed Principals and corporate executive staff; and • completion by 42 staff in the second half of 2019 of online cultural competency training offered by the Centre for Cultural Competency Australia. Another 105 staff commenced the training in the first half of 2020.
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Changes were made in 2020 to the Koori Preschool program that provides 15 hours per week of early childhood education for Aboriginal and Torres Strait Islander children in a culturally safe setting. Koori Preschools provide rich play-based programs which emphasise cultural connection and identity, strong transitions and parent engagement. In 2020 enrolments were expanded to provide for up to 100 places for three-year-olds. (Refer also to page 43 for additional information on the Early Childhood Strategy in this report.)
Narrabundah Koori Preschool – Kristie Peters artist group
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Work Health and Safety A healthy and safe environment for all
The Directorate is committed to ensuring a healthy and safe working environment for all by creating a supportive and positive culture by embedding health, safety and wellbeing practices in all activities.
In 2019-20, the Directorate continued to focus on promotion of health, safety and wellbeing through progressing the objectives of the Australian Work Health and Safety Strategy 2012-2022, and the Public Sector Work Health, Safety and Wellbeing Strategy 2019-2022 (the PSWHS Strategy) as an integrated approach to improve work health and safety (WHS) engagement, participation, productivity and outcomes. The PSWHS Strategy covers five priority areas including: • Our senior leaders are focused and committed to driving health, safety and wellbeing performance as part of our organisational priorities. • Our people are supported to be responsible for health, safety and wellbeing in the workplace and to participate fully and perform at their best in workplaces. • Our managers are supported to drive better practice in people management for a safe, healthy and engaged workforce, to improve outcomes in work health and safety, and to support our people to remain at or return to work. • Our work - health, safety and wellbeing is integral to the design of our work and service and enables our people to perform at their best. • Our systems – the systems that support people’s health, safety and wellbeing throughout their life course with ACT Government are structured, consistent and integrated.
The Directorate has delivered a number of initiatives during 2019-20 to support workers’ health, safety and wellbeing including reviewing and strengthening the content of the Education Safety Management System to include specific risk management guidance material including: • strengthening guidance on health and safety roles and responsibilities including clearer linkages to ACT public sector policy; • reviewing advisory material for occupational noise and electrical safety; • reviewing first aid procedures and medical support for students with medical care needs; • providing WHS training for keys groups across the Directorate including business managers, building service officers, health and safety representatives, and first aid officers; • providing an influenza vaccination program for staff; and • providing a Hepatitis A/B vaccination program for workers in high-risk roles.
Highlights for 2019-20 include: • delivering face-to-face training on WHS (including occupational violence management) to all Principals, School Leaders, and new starters; • revising and improving on the reporting and governance arrangements to ensure Executive have the knowledge and understanding of our workplace risks to make informed decisions;
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• developing and commencing the implementation on the Principal Health and Wellbeing Strategy; • reviewing the Employee Assistance Programs to tailor our support services and programs particularly around critical incidents response; • embedding a full time Wellbeing Officer to assist with employee wellbeing responses particularly as they relate to critical incidents; • enhancing our return to work services and resources to better support schools through a Human Resources (HR) Business Partner model and dedicated People Cases team; and • delivering a range of e-learning modules to be implemented in 2019-20.
During the 2019-20, 5,735 worker WHS incident reports were received including 54 reports for other parties. Reporting numbers increased from 4,464 in the previous year and this is reflective of increased workforce education on the importance of reporting and the provision of an online reporting tool, RiskMan.
The Directorate has been encouraging and enabling a positive reporting culture to get a clear picture of the hazards and risks the Directorate is facing. Over the years the Directorate has also increased its reporting capabilities through a whole of government integrated reporting system. This manages incidents as well as identifies the potential workplace hazards, therefore enabling a review of the effectiveness of the controls to reduce further risk of injury
or harm to others.
Table 31 WHS Performance Results Lead WHS indicators Lag WHS indicators
• Safety and Wellbeing Commitment (WHS policy) • WorkSafe were notified of 33 Notifiable current and available across all schools and the Incidents. Education Support Office offices. • No improvement notices, or prohibition notices • Work groups and representation were were served on any school or the Directorate renominated and as at 30 June 2020, there are 97 during 2019-20. Work groups, 98 trained health and safety • 5,735 worker WHS incident reports were representatives (HSRs), and 46 deputy HSRs. received including 54 reports for other parties. • Health and Safety training has been incorporated into all induction training, school leadership and Principal training. Evaluation of these sessions included 87 per cent of participants felt more informed of their WHS role and responsibility within the Directorate. 98 per cent agreed that the School Leader inductions increased their knowledge and understanding of WHS. • Health and Safety has been incorporated in each position description.
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Table 32 WHS Activities Categories Initiative
Work Health and Safety Management System • 67 site visits by Safety Advisors completed. (WHSMS), reporting and risk management • Ongoing review of our WHSMS.
Information, education and training • 77 new School Leader Workplace Health and Safety Inductions were conducted. • 304 new staff Workplace Health and Safety Inductions were conducted.
Ergonomics • 46 workstation assessments conducted. • 3 home-based assessments conducted.
Consultation • 8 meetings held by EGC WHS sub-committee. • 4 WHS Consultative Committee meetings (formerly known as Injury Prevention and Management Consultative Committee). • 4 Health and Safety Representative (HSR) network meetings. • 4 Building Service Officers (BSO) network meetings.
Health and wellbeing • Flu vaccinations provided to 3,962 permanent and contract staff, compared to 2,958 in 2018-19 and 2,890 in 2017-18. • Development and implementation of the Principal Health and Wellbeing Strategy. • 22 Hepatitis A/B vaccinations to targeted worker groups including building service officers, first aid officers, early childhood educators and learning support assistants. • Over 300 staff attended two wellbeing expos. Providers included EAP, Healthier Work, WorkSafe ACT, CIT Fit and Well, seated massage, yoga sessions, Nutrition Australia, ACT Health and many more.
Principal Health and Wellbeing
The Directorate has partnered with the ACT Principals’ Association (ACTPA) to develop a Principal Health and Wellbeing (PHWB) Plan which will deliver on a range of immediate, short and long term initiatives to increase the focus on Principal health and wellbeing. The PHWB Plan is aimed at increasing the focus on the mental and physical wellbeing of Principals and to instigate cultural change more broadly.
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Performance against the Australian Work Health and Safety Strategy 2012-22 targets Table 33 Target 1 - reduce the incidence rate of claims resulting in one or more weeks off work by at least 30 per cent Financial # new 5 day Rate per Directorate ACTPS # Rate per ACTPS year claims 1,000 Target new 5 day 1,000 Target employees claims employees
2012-13 60 12.53 10.69 274 13.42 12.08
2013-14 44 9.28 10.36 257 12.20 11.70
2014-15 31 6.17 10.03 228 10.49 11.33
2015-16 34 6.63 9.70 205 9.36 10.96
2016-17 50 9.73 9.37 243 10.91 10.58
2017-18 45 8.24 9.04 202 8.93 10.21
2018-19 54 9.45 8.71 201 8.50 9.84
2019-20 63 10.36 8.38 231 9.32 9.46
2020-21 8.05 9.09
2021-22 7.72 8.72
Source: Workplace Safety and Industrial Relations, CMTEDD
Table 34 Target 2 - reduce the incidence rate of claims for musculoskeletal disorders (MSD) resulting in one or more weeks off work by at least 30 per cent Financial # new 5 day Rate per Directorate ACTPS # Rate per ACTPS year MSD claims 1,000 Target new 5 day 1,000 Target employees MSD claims employees
2012-13 33 6.89 5.81 183 8.96 8.29
2013-14 26 5.49 5.63 175 8.31 8.03
2014-15 12 2.39 5.45 144 6.63 7.78
2015-16 20 3.9 5.27 146 6.67 7.52
2016-17 26 5.06 5.09 150 6.73 7.26
2017-18 19 3.48 4.91 128 5.66 7.01
2018-19 17 2.98 4.73 102 4.31 6.75
2019-20 29 4.77 4.55 126 5.09 6.49
2020-21 4.37 6.24
2021-22 4.19 5.98
Source: Workplace Safety and Industrial Relations, CMTEDD
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Occupational Violence and Enforceable Undertaking
The Directorate continues to hold the health, safety and wellbeing of its workforce and of its students at the core of its education and school improvement agenda. Through this commitment the Directorate actively seeks to comply with its obligations under the Work Health and Safety Act 2011 and ensure, so far as reasonably practicable, the health and safety of all workers and those who may be affected by its business or undertaking.
The Directorate entered into an Enforceable Undertaking on behalf of the Australian Capital Territory on 28 September 2018, following an investigation by WorkSafe ACT (www.education.act.gov.au/about-us/risk_management_and_audit). During the reporting period, the Directorate continued to implement the Occupational Violence Management Policy and Plan consistent with its focus on work health and safety and the terms of the Undertaking.
The Occupational Violence and Complex Case Management Team, was established in late 2018, bringing together allied health/behavioural expertise and work health and safety practice to support schools in identifying and implementing controls that can be taken to eliminate or minimise risk to the health and safety of staff. The team includes five complex case managers, with skillsets covering Occupational Therapy, Psychology, Social Work and Speech Pathology. The complex case management approach is supported by a small group of staff who are focussed on monitoring all reported incidents, engaging with schools to support appropriate and timely responses to incidents and provide an increased level of assurance that appropriate responses are in place. Supporting this evidence-based approach to improving safety, the team provides targeted training to schools that supports Occupational Violence understanding and reporting and the implementation of controls to decrease risk.
The Directorate engages with the ACT Council of P&C Associations to consolidate the work done through the Building Safe Communities workshops to embed the notion that schools are places for learning - not a place for violence.
During the reporting period, the Directorate continued to share its learnings with other jurisdictions, including presenting at the Queensland Department of Education Safe and Respectful School Community Roundtable held in November 2019.
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Human Resource Management Workforce Strategy
In December 2019, the Directorate contracted PriceWaterhouseCoopers Australia (PwC) to assist in researching workforce planning challenges including the future workforce demand, current workforce investment, workforce design, turnover and diversity. PwC consulted with key Directorate stakeholders including Executive Branch Managers, Directors of School Improvement, Principals, and other Directorate staff.
The findings from PwC’s work were presented to the Directorate in Term 1, 2020 and formed the baseline for the design of a comprehensive strategy for a future-focused workforce with a three-year horizon. The workforce strategy will deliver improved planning of workforce requirements, participation and student learning outcomes through an integrated and evidence-based workforce planning framework. It will inform the Directorate’s planning for education professionals with the right capabilities and capacity at the right time, to deliver learning outcomes for children and young people in the ACT.
Workforce Profile
At 24 June 2020, the Directorate’s total workforce was 7,681 employees. Employee numbers have increased by 550 since June 2019. School cleaning services were directly employed by the Directorate from Term 1 2020 creating secure employment for previously contracted cleaners. Additional temporary employees were recruited through the Jobs for Canberrans program to deliver dedicated hygiene cleaning activities. This helped to ensure the safety of schools for students to learn and for staff to work during the COVID-19 pandemic.
The Directorate continued to provide secure employment opportunities resulting in an increased proportion of permanent employees from 69.7 per cent in June 2019 to 72.7 per cent in June 2020. There were 508 permanent teaching appointments during the reporting period, including 455 appointed from temporary contracts.
The Directorate has a diverse workforce, with increased levels of employment participation recorded over the reporting period from Aboriginal and Torres Strait Islander peoples, people with disability and staff from culturally and linguistically diverse backgrounds. The proportion of employees who identify as Aboriginal or Torres Strait Islander increased to 1.8 per cent (135 people). The proportion of people with disability increased to 2.4 per cent of the overall workforce. The proportion of culturally and linguistically diverse employees in the Directorate increased significantly by 36 per cent from last year, reaching 14.6 per cent of the total workforce. A high proportion of the previously contracted school cleaners and the additional cleaning and building services employees recruited under the Jobs for Canberrans program are culturally and linguistically diverse. The Directorate will continue to strengthen its inclusive employment strategies into the future.
The Directorate had a high female employment rate of 74.6 per cent, with females accounting for 76.9 per cent of teachers. The median age for Directorate employees was 41.9 years. The highest
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proportion of employees were in the age group 35-44 years being 26.9 per cent. The average length of service for Education employees was 8.5 years, a decrease from the average of 8.9 years last year.
The workforce numbers provided are reported for the pay period of 24 June 2020. The figures exclude employees not paid by the ACT Public Service and people on leave without pay. Employees who separated from the ACT Public Service prior to 24 June 2020 and received a payment have been included.
For the purposes of reporting in the Directorate’s Annual Report, gender information is presented as male/female only. While the ACTPS recognises that there are employees who identify as a gender other than male or female, for privacy reasons this information is not included where data has been broken down by gender and can result in a rounding discrepancy.
Table 35 FTE and headcount by gender Female Male Total
FTE by Gender 4,740.5 1,656.4 6,369.9
Headcount by Gender 5,730 1,950 7,681
% of Workforce 74.6 25.4 100 Source: Shared Services Table 36 Headcount by classification and gender Classification Group Female Male Total
Administrative Officers 1,670 352 2,022
Executive Officers 9 11 20
General Service Officers & Equivalent 215 381 596
Health Assistants 4 0 4
Health Professional Officers 44 5 49
Information Technology Officers 3 25 28
Professional Officers 99 17 116
School Leaders 588 218 806
Senior Officers 180 65 245
Teacher 2,918 876 3,794
TOTAL 5,730 1,950 7,681 Source: Shared Services
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Table 37 Headcount by employment category and gender Employment Category Female Male Total
Casual 468 192 660
Permanent Full-time 2,730 1,034 3,764
Permanent Part-time 1,592 229 1,821
Temporary Full-time 233 142 375
Temporary Part-time 707 353 1,060
TOTAL 5,730 1,950 7,681 Source: Shared Services
Table 38 FTE and headcount by division/branch Branch/Division FTE Headcount
Business Services 480.6 645
Deputy-Director General's Office 4.0 4
Director-General's Office 3.0 3
School Performance and Improvement 5,213.2 5,914
Service Design and Delivery 345.9 385
System Policy and Reform 93.8 96
Casual Staff 257.3 634
Total 6,397.9 7,681 Source: Shared Services
Table 39 Headcount by age group and gender Age Group Female Male Total
Under 25 334 214 548
25-34 1,333 516 1,849
35-44 1,550 517 2,067
45-54 1,465 363 1,828
55 and over 1,048 340 1,388
Total 5,730 1,950 7,681 Source: Shared Services
Table 40 Average years of service by gender Gender Female Male Total
Average years of service 8.9 7.3 8.5 Source: Shared Services
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Table 41 Headcount by diversity group Diversity Group1 Headcount % of Total Staff
Aboriginal and/or Torres Strait Islander 135 1.8
Culturally & Linguistically Diverse 1,121 14.6
People with a disability 181 2.4 1Employees may identify with more than one of the diversity groups. Source: Shared Services
Table 42 Recruitment and separation rates Classification Group Recruitment Rate Separation Rate
Total 15.1 5.2 Source: Shared Services Directorate Enterprise Agreements
ACT Public Sector Enterprise Agreements are the primary source of employment conditions for ACT Government Employees. The Directorate has six Enterprise Agreements covering a range of employee classifications:
• ACT Public Sector Education Directorate (Teaching Staff) Enterprise Agreement 2018-2022; • ACT Public Sector Administrative and Related Classification Enterprise Agreement 2018-2021; • ACT Public Sector Infrastructure Services Enterprise Agreement 2018-2021; • ACT Public Sector Health Professional Enterprise Agreement 2018-2021; • ACT Public Sector Technical and Other Professional Enterprise Agreement 2018-2021; and • ACT Public Sector Support Services Enterprise Agreement 2018-2021. Teaching Staff Enterprise Agreement
On August 2019, the ACT Public Sector Education Directorate (Teaching Staff) Enterprise Agreement 2018-2022 (Teaching Staff EA) was voted in with nearly 99 per cent of voting staff supporting the agreement. The Teaching Staff EA sets the platform for attracting and cultivating a teaching workforce that delivers quality teaching and learning across our public schools recognising that highly skilled, high performing teachers and School Leaders are key to better outcomes for our students.
In 2019-20, the following major achievements were delivered for the teaching workforce:
• Classroom teachers are the highest paid teaching workforce across Australia with pay increases of three per cent per annum for all teachers and School Leaders. • All new educators participated in a comprehensive one-week induction program prior to commencement in their respective schools and an extension of reduced face-to-face teaching hours in their second and third years of teaching. • Implementation of a joint Directorate and Australian Education Union Class Sizes Policy clarifying the maximum number of students per class across all sectors.
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• Introduction of a comprehensive School EA Implementation Plan which replaced the requirement for school workload committees and simplifying the School Workload Reduction Plan process. • Ongoing delivery of actions from the Principal Health and Wellbeing Plan to better support School Leaders as instructional leaders in their school. • Health and Safety Representatives (HSR) are guaranteed at least 80 hours paid time over the school year to undertake their duties and responsibilities. • Australian Education Union Sub-Branch Representatives are guaranteed at least 40 hours paid time over the school year to undertake their duties and responsibilities. Directorate-specific Enterprise Agreements
Initiatives arising from the ACTPS Enterprise Agreements (Agreements) for Directorate’s employees and implemented during 2019-20 include:
• Inclusion of the Directorate’s continued commitment in ensuring that the risk of Occupational Violence to staff is eliminated so far as reasonably practicable, including Directorate actions to be undertaken. • The allocation of 80 hours provided in the Teaching Staff Agreement for HSRs has been extended to all staff undertaking the HSR role across the Directorate. • Additional Work Health and Safety Work Groups were facilitated including the establishment of two new separate work groups in 2020 to represent Building Service Officers (BSO) and a work group to represent Cleaning Service Officers. • In May 2020, the Directorate facilitated an individual work value review process for BSOs to progress from BSO1 to BSO2 classification level, in accordance with the ACT Public Sector Infrastructure Services Enterprise Agreement 2018-2021. • All Agreements supports employee access to appropriate adequate time and facilities to access ICT. In March 2020, all schools were provided an additional desktop computer primarily for the use of BSOs to support them in their role. • The ACT Public Sector Health Professional Enterprise Agreement 2018-2021 provides funding to support the professional development for Health Professional Officers. This funding will be phased over the life of the agreement. Principal Classification Structure
The new Principal Classification Structure (Structure) recognises the increasing responsibility of the principal role through equity challenges, specific to the needs of the school, community and system. The new Structure is aligned to the principles of the Government’s Future of Education Strategy, the Directorate’s Strategic Plan 2018-21 and Strengthening Leadership Capability Plan 2018-21.
The new Structure was developed over the life of the current Agreement which rationalised principal pay points from six to three and recalibrated the methodology for determination of principal classification to align with government priority of delivering quality educational services. In August 2019, the new Structure was implemented across the ACT Public School system and existing School Leaders was transitioned to the redefined principal band levels.
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Insecure Work Conversion Policy
In 2019, the ACT Government agreed the use of insecure work modes be reduced with preference towards permanency and the provisions to convert employees to permanency are contained in the new ACTPS Enterprise Agreements. To enable this outcome, the ACT Government has established the ACTPS Insecure Work and Outsourcing Taskforce (the Taskforce), a joint Union and Government Taskforce to examine insecure work and outsourcing.
The Directorate successfully progressed conversion of temporary classroom teachers through the Directorate’s internal teacher ratings system from July 2019 with 455 temporary classroom teachers made permanent. It also achieved the direct employment of school cleaners in January 2020.
Following the finalisation of the ACTPS Policy on Taskforce Conversion to Secure Forms of Employment (Conversion Policy), the Directorate will commence the 12-month work program to implement the conversion of long term temporary and casual employees to permanency in the Directorate in August 2020.
Joint Selection Committee Compliance Training
In 2019, the Directorate redeveloped the Joint Selection Committee Compliance training to support staff in recruiting the right people with the right skills. This training is mandatory for staff to complete if they will be participating or leading the recruitment of any school-based staff member as agreed between the Directorate and the Australian Education Union.
The training provides participants with information on the different roles and responsibilities of those involved in recruitment, the open recruitment process, and teacher transfer rounds. The training has been designed in line with the ACTPS Recruitment Guidelines and incorporates Directorate specific policies and procedures. As a result of COVID-19, this training program is being offered as an online training module for participants.
Pre-Service Teacher Placement Program
The Directorate has renewed a deed with the University of Canberra for the placement of pre- service teachers into schools to provide practical experience for students within our schools. The deed outlines the expectations of the Directorate regarding professional experience placements of University of Canberra students within our schools.
Recognition and Reward for Highly Accomplished and Lead Teachers
In 2015, the reward and recognition process for teachers who achieve certification at the national Australian Standards of Highly Accomplished and Lead Teacher career stages was established. The Teaching Staff Agreement recognises and financially rewards Certified Teachers with an additional salary increment or equivalent allowance for one year.
In 2019, there were four successful new applicants across the ACT public schools system who attained certification at the Highly Accomplished stage. In addition, there were two successful new
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applicants across the ACT public schools system who attained certification at the Lead stage. Also refer to the ACT Teacher Quality Institute annexed report page 225.
Training and Development Programs
The Directorate has an extensive suite of development programs designed to increase workforce and leadership capability, increase talent attraction and retention through induction, entry level pathways and scholarship programs.
Learning Support Assistant Scholarship Program
The Directorate had a cohort of Learning Support Assistants (LSAs) undertaking a Certificate IV in Education Support from Term 2 2019 and completed in Term 2 2020. The Certificate has a focus on building capability to work with students with complex needs and challenging behaviours. The opportunity to undertake this qualification through a funding scholarship was offered to all LSAs employed by the Directorate, including casual and temporary employees. Following the success of this inaugural program, the Directorate will promote the program again in 2020-21.
Teacher Scholarships Program
The Directorate’s Teacher Scholarships Program provides both teachers and School Leaders with financial support to undertake further study, training and/or research to build teacher capability leading to improved student outcomes.
Mandatory Online Learning
The Directorate is committed to providing staff with access to professional learning opportunities to assist and support them with their work. In 2019, staff had access to a new suite of online learning modules:
• Work Health and Safety; • Occupational Violence; • Reportable Conduct; and • Keeping Children and Young People Safe.
The release of the additional five modules below was delayed due to COVID-19 and is anticipated to be released between the end of 2020 and early 2021:
• Codes of Conduct; • Risk Management; • Family and Domestic Violence; • Disability Awareness; and • Workplace Bullying.
The modules are designed to support staff in understanding their obligations and ensuring that they are compliant in their day to day duties. Importantly, the modules will also highlight the avenues for
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support available to staff and will assist the Directorate in creating a safer work environment for both staff and students.
Leadership Programs
The Directorate continues to support senior leadership development, providing staff with access to:
• ACTPS Senior Executive Speaker Series; • nomination/participation in the Australia and New Zealand School of Government Executive Program; and • participation in whole of government talent initiatives and pilot development programs.
Studies Assistance Program
An important component of learning and development is formal study to support professional development identified through an agreed Professional Development Plan. The ACTPS Study Assistance Policy provides assistance for staff to undertake an approved course of study in line with the operational needs of the work area and should be linked to the goals in the Strategic Plan. Studies assistance can be in the form of paid or unpaid leave to undertake study, and/or financial assistance for course costs. In 2019-20, 33 staff participated in the Studies Assistance Program which is a significant increase from the 23 staff members who participated in the last financial year. Staff have undertaken areas of studies ranging from Certificate IV Education Support, Bachelor of Early Childhood and Primary Education to Master of Public Policy.
Entry Level Programs
Entry level programs support our new starters, graduates and inclusion participants with the opportunity to work within and gain a practical understanding of the work that the Directorate undertakes. Entry level programs support our talent attraction and engagement strategies.
Induction
The Directorate has enhanced our suite of induction programs to ensure that all employees are aware of their obligations as ACT Public Service employees and provides an overview of the strategic direction of the Directorate and how they can support delivery on our strategic objectives. Our induction programs have an explicit focus on WHS, wellbeing as well as occupational violence. There are several induction programs offered:
• New staff induction session; • Work Health and Safety inductions for all new and acting School Leaders; and • Work Health and Safety induction for all new and acting Principals.
New Educator Induction
As a result of the negotiation process for the ACTPS Education Directorate (Teaching Staff) Enterprise Agreement 2018-2022 (Agreement), all new educators participate in a five-day induction program prior to commencement of the school year.
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In January 2020, the Directorate delivered the inaugural New Educator Induction Program (Induction Program) with an official address from both the Minister and the Director-General.
The Induction Program covered the following topics with most of the sessions delivered by subject matter experts from across the Directorate:
• Professional tools and Directorate essentials (including learnings related to legislative requirements); • Cultural Integrity; • Safety and Wellbeing; and • Meet your Network.
ACTPS Graduate Program
The Directorate participates in the ACTPS Graduate Program on an annual basis. The Directorate supports a number of positions for graduates identifying as Aboriginal and Torres Strait Islanders, or as people with disability. The Graduate Program supports our graduates in completion of a comprehensive learning and development program, which provides them with exposure to senior leaders and regular training designed to help them to build the skills that they need for a successful career, within the Directorate or across ACT Government. In 2019 the Directorate supported three graduate placements and in 2020 supported two placements.
Vocational Employment Programs
The Directorate undertakes a range of inclusion employment initiatives to recruit and retain staff to better reflect the diversity within the community. There are two ACTPS Vocational Employment Programs (VEPs), the Aboriginal and Torres Strait Islander VEP and the Inclusion VEP (for People with Disability). The VEPs are whole of government, 12-month entry level employment programs offering an entry level career within the Directorate following successful completion. The VEPs include a formal training component (certificate level qualification or a targeted training program), on the job training and workplace experienced. The programs offer flexibility to accommodate a range of entry classifications, reasonable adjustments, part-time or reduced working hours or a qualification that may take longer than 12 months to achieve.
Following completion of the programs, participants are eligible for permanent appointment. Between 2017 and 2019, the Directorate has employed five VEPs in school-based positions. Due to COVID-19, the 2020 VEP program has been delayed until September 2020. The Directorate has committed to support four placements - two for Aboriginal and Torres Strait Islander and two for People with Disability - each year as part of the Access and Inclusion (Disability) Employment Action Plan 2019-2023.
Reward and Recognition
The Directorate values and recognises the achievements of our employees. The ACT Public Education Awards recognise and celebrate outstanding achievements in public education in the ACT, covering nine award categories.
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In August 2019, the Directorate received 133 eligible nominations for the 2019 Public Education Awards. Out of the nominations, nine individuals were announced as winners across eight categories, recognising their contribution to the ACT public education system. There were two winners for the Primary Teacher of the Year category in 2019. This was to acknowledge and celebrate the diversity of achievements.
Table 43 2019 Public Education Award Recipients Award Recipient
Education Support Person of the Year Vince Wood – Building Services Officer at Bonython Primary School
Primary Teacher of the Year Karen Wilson – Visual Arts Teacher at Bonython Primary School Natalie Otten – Teacher Librarian at Amaroo School
Volunteer of the Year Carol Quashie-Williams – Parent Volunteer in the Farrer Primary School Environment Centre
School Leader of the Year Jackie Vaughan – Flexible Education
Leadership in Aboriginal and Torres Strait Islander Tikarra Looke – Indigenous Education Officer at Education Kingsford Smith School
ESO School Support Person of the Year Jo Wisdom – Career Programs and Practice Officer within Transitions and Careers
Secondary Teacher of the Year Kylie Brown – Teacher at Campbell High School
New Educator of the Year Francis Ventura – Classroom Teacher at Calwell High School
2019 Public Education Award recipients (left to right) Carol Quashie-Williams, Karen Wilson, Vince Wood, Tikarra Looke, Jackie Vaughan, Natalie Otten, Kylie Brown, Francis Ventura, Jo Wisdom.
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Ecologically Sustainable Development
The ACT Government is focussed on providing healthy and comfortable teaching and learning spaces to maximise the learning outcomes for all children. The Directorate acknowledges the role of ecologically sustainable development (ESD) in achieving this goal, and in demonstrating our commitment to a sustainable future to our young people.
The Directorate’s strategic priorities for ESD align with the ACT Government’s commitments to: a zero-emission future, sustainable transport and responsible purchasing practices including waste minimisation and resource recovery, water efficiency and ethical purchasing. The Directorate’s priorities are informed by the strategic pathway outlined in the ACT Climate Strategy 2020-25, ACT Sustainable Transport Strategy 2017-21, ACT Nature Conservation Strategy 2012-2023, ACT Water Strategy 2014-44, and the Education Directorate’s Reconciliation Action Plan 2018-2020.
The Directorate commenced the development of a five-year pathway for emission reductions (2020-25). The pathway is informed by past and present building services, building fabric and energy audits. The emissions pathway targets a 33 per cent reduction in operational emissions across the Directorate by 2025 in alignment with the ACT Climate Strategy school-based sustainability.
School-based sustainability
Information on operational consumption of resources for 2018-19 and 2019-20 for all ACT public schools is summarised below.
Table 44 School-based Sustainable Development Performance: Current and Previous Financial Year Indicator as at 30 June Unit Current FY Previous FY % Change
Stationary energy usage
Electricity use Kilowatt hours 22,251,928 23,168,300 -3.95%
Natural gas use (non-transport) Megajoules 116,206,015 123,706,589 -6.06%
Diesel use (non-transport) Kilolitres Not applicable n/a n/a (n/a)
Transport fuel usage
Electric vehicles Number n/a n/a n/a
Hybrid vehicles Number 1 1 0%
Hydrogen vehicles Number n/a n/a n/a
Total number of vehicles Number 20 18 11.1%
Fuel use – Petrol Kilolitres 0.44 1.93 -77.2%
Fuel use – Diesel Kilolitres 11.15 11.84 -5.8%
Fuel use – Liquid Petroleum Gas (LPG) Kilolitres n/a n/a n/a
Fuel use – Compressed Natural Gas (CNG) Gigajoules n/a n/a n/a
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Indicator as at 30 June Unit Current FY Previous FY % Change
Water usage
Water use Kilolitres 375,8771 340,768 10.3%
Resource efficiency and waste
Reams of paper purchased Reams 47,856.20 66,586 -28.1%
Recycled content of paper purchased Percentage 16.55 4.23 291.25%
Waste to landfill Litres n/a n/a n/a
Co-mingled material recycled Litres n/a n/a n/a
Paper & Cardboard recycled (incl. secure Litres n/a n/a n/a paper)
Organic material recycled Litres n/a n/a n/a
Greenhouse gas emissions
Emissions from electricity use Tonnes CO2-e 02 5,908 -100%
Emissions from natural gas use (non- Tonnes CO2-e 5,988 6,375 -6.07% transport)
Emissions diesel use (non-transport) Tonnes CO2-e n/a n/a n/a
Emissions from transport fuel use Tonnes CO2-e 31.35 36.76 -14.7%
Total emissions Tonnes CO2-e 6,019.35 12,319.76 -51.14% 1Margaret Hendry School operated for a full twelve months of the reporting when compared to six months of operation in the 2018-19 reporting year. Water consumption data in this period included accrued data for 61 schools as actual data was not available at the time of reporting. 2Surrender of renewable energy certificates generated by the ACT Government has ensured that the ACT can claim zero emissions from electricity for the entire 2019-20 financial year. Source: Enterprise Sustainability Platform (19 August 2020) and SG Fleet Intelligence
Emission Reduction Target
In 2019-20 the Directorate set an emissions target reduction of five per cent across the school portfolio and Education Support Office. Performance against the emissions target is detailed in the Annual Emission Reduction Target report in September 2020.
Energy consumption and Greenhouse Gas Emissions
Electricity consumption in 2019-20 totalled 22,251,928 kilowatt hours (kWh). This is a decrease of 3.95 per cent from 2018-19. Gas consumption totalled 116,206,015 megajoules (MJ) and is an increase of 6.06 per cent from 2018-19.
Greenhouse gas (GHG) emissions for the reporting year were 6,019.35 tonnes of CO2-e, a decrease of 51.14 per cent from 2018-19.
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Energy efficiency and emission reduction initiatives implemented in 2019-20 included:
• major upgrades and thermal improvements to the building envelope at Melba Copland Secondary School (Melba Campus) and Gordon Primary School; • LED Lighting upgrades to the Charnwood Primary School hall, Dickson College hall and gym, Gowrie Primary School hall and Mount Stromlo hall and gym; • energy efficiency upgrades to the gas boilers at Erindale College, Melba Copland Secondary School Melba campus and Wanniassa Senior School; • draught proofing of external doors at 23 schools. The initiative was supported by the schools through co-investment. End of life doors identified in the 2018-19 draught proofing round were replaced with thermally improved doors; • minor upgrades and/or thermal improvements to the building envelope at Harrison School and Namadgi School; • replacement of end of life gas heating systems at Hawker College and Melba Copland Secondary School Copland Campus with hybrid electric/gas heating systems; • roof upgrades including a minimum of R4 insulation at Calwell High School and North Ainslie Primary School; and • solar carpark lighting at Mount Rogers Primary School. Audits
In 2019-20 a range of asset audits were conducted across school sites with the highest energy use and or those with end of life assets. These audits inform asset management planning and energy efficiency measures for forward programs.
• Heating, Ventilation and Air Conditioning (HVAC) system audits were conducted at seven school sites; • Building Energy Performance Analytics (BEPA) data analysis to identify the highest energy users and strategic initiatives to reduce energy consumption and emissions; and • building envelope audits were conducted at nine school sites to identify building works that will improve the resilience of the buildings to temperature extremes and reduce the loss of internal air conditioning.
Photovoltaic (solar panel) systems
A total of 1,918MWh of solar energy was generated from solar photovoltaic systems.
In 2019-20 a trial of the benefits of expanded solar photovoltaic and batteries energy storage commenced. Construction of a 177kW Solar photovoltaic array was completed at Mount Stromlo High School with works tendered for solar expansions at two further schools and battery energy storage at two schools.
The program is designed to offset electricity consumption and costs as schools transition to zero emission operations while supporting innovation in electricity demand management.
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Heat Mitigation Program
Initiatives to reduce the impact of summer heat on classroom comfort were undertaken in 2019-20 at 17 sites. The program targeted spaces identified by schools as experiencing extreme temperatures. Initiatives included mechanical cooling via the installation of air conditioning systems, energy efficient ceiling fans and heat rejecting glazing treatments.
Water Consumption
Water consumption across ACT public schools in 2019-20 totalled 375,877 kilolitres (kL) which was an increase of 10.3 per cent from 2018-19.
ACT public schools are equipped with data logging technology to monitor water usage. Water usage is reported daily through the system which alerts the Directorate and schools to water leaks and consumption anomalies.
Transport and traffic safety
The Directorate works with the School Safety Program within Transport Canberra and City Services (TCCS) to respond to traffic management and safety concerns around schools and to encourage more children to walk or ride to school. Collaborative initiatives include:
• working with schools and other directorates to respond to traffic management and safety issues around schools through a combination of education and engineering responses depending on the area of concern; and • delivering programs to support walking or riding to school, including the Ride or Walk to School and It’s Your Move Safe Cycle programs.
A bicycle parking facility was constructed at Lyneham High School to provide secure parking and basic maintenance equipment for student bicycles. Concept designs were completed for bicycle parking facilities at Southern Cross Early Childhood School and Kingsford Smith School for future construction.
TCCS also delivers the Active Streets for Schools and the School Crossing Supervisor programs, which are designed to make environments around schools safer and more conducive for walking and riding to school.
These initiatives promote active and safe travel to school while reducing carbon emissions associated with the school commute.
External Learning Environments
External Learning Environments (ELE) incorporate environmentally sustainable principles into ACT schools through the design of engaging outdoor spaces where students can learn and recreate, as well as designing infrastructure that harvests natural resources for school vegetation and other facilities.
A Tree Planting Program initiated in 2017-18 continued in 2019-20 with the planting of advanced tree specimens to provide future shade to buildings, reduce the impact of heat banking surfaces
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provide cool shade to students and playgrounds. In 2019-20, 149 advanced trees were planted across four schools including Campbell High, Melrose High, Mt Stromlo High, and Yarralumla Primary Schools and a twelve-month maintenance plan was included for each site to maximise tree survival.
An extensive assessment of Indigenous Cultural Heritage in and adjacent to all 88 ACT schools was undertaken. School grounds were researched and visited by a cultural heritage consultant and members of the ACT’s Registered Aboriginal Organisations to verify culturally modified trees, map, and record features. In 2020-21, recommendations for the ongoing conservation and protection of this heritage, as well as educational opportunities will be developed in consultation with the ACT Indigenous community to ensure the protection of this valuable cultural history.
Preliminary landscape designs were completed in consultation with schools to reinvigorate external school spaces for students to utilise; these included landscape and stormwater harvesting for Red Hill Primary School’s Voyager Park, and designs for the Erindale College forecourt entry.
Actsmart Schools
As at June 2020, 64 public schools had been awarded Actsmart Schools accreditation for the sustainable management of energy, 50 for sustainable management of water, 55 for sustainable waste management, 41 for biodiversity and schools ground management, and 30 for sustainability curriculum. There are 21 public schools with five-star accreditation (accreditation in all areas of Actsmart School’s focus).
Professional learning was provided to 214 teachers and school staff. Workshop topics included: an introduction to sustainability at schools and a curriculum focussed workshop. Three teacher network meetings were held. Some workshops were cancelled or postponed due to COVID-19 restrictions.
Actsmart Schools education officers made 82 school visits across ACT schools and provided advice on sustainability to school environment teams and teachers and school staff, facilitated waste audits and engaged with students. Two Junior eco bus tour excursions were held. These excursions show- cased best practice examples of sustainability and included stops at Kaleen, Aranda, Mawson, Bonython, and Monash Primary Schools.
The Actsmart Schools Awards celebrating sustainability in ACT Schools were held in November 2019. Red Hill Primary received the Sustainable Project of the Year award; sustainability leadership awards were won by students and staff from Arawang, Aranda and Fadden Primary Schools as well as Caroline Chisholm Senior School.
Education Support Office (ESO) based sustainability
Information on resource use for the three main ESO sites at Braddon, Stirling and Callam is provided in the table following. Costs for the school based ESO staff are met by the school, therefore these sites are not reported in the table. These smaller ESO sites are located at Gilmore Primary School, Majura Primary School (note this was vacated in February 2020), Melrose High School, Wanniassa School (Senior Campus), and the University of Canberra High School Kaleen.
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Table 45 Education Support Office based Sustainable Development Performance Current (2019-20) and Previous (2018-19) Financial year1 Indicator as at 30 June Unit Current FY Previous FY % change
Stationary energy usage
Electricity use Kilowatt hours 723,235 771,726 -6.28%
Natural gas use (non-transport) Megajoules 2,300,941 2,509,121 -8.30%
Diesel use (non-transport) Kilolitres n/a n/a n/a
Transport fuel usage
Electric vehicles Number 6 1 500%
Hybrid vehicles Number 17 9 88.9%
Hydrogen vehicles Number n/a n/a n/a
Total number of vehicles Number 26 17 52.9%
Fuel use – Petrol Kilolitres 6.17 5.01 23.2%
Fuel use – Diesel Kilolitres 3.01 5.27 -42.9%
Fuel use – Liquid Petroleum Gas (LPG) Kilolitres n/a n/a n/a
Fuel use – Compressed Natural Gas (CNG) Gigajoules n/a n/a n/a
Water usage
Water use Kilolitres 2,481 2,3652 4.90%
Resource efficiency and waste
Reams of paper purchased Reams 4,207.40 3,557 18.3%
Recycled content of paper purchased Percentage 82.81 93.35 -11.3%
Waste to landfill Litres 309,000 309,000 0%
Co-mingled material recycled Litres 106,980 116,580 -8.2%
Paper & Cardboard recycled (incl. secure Litres 358,800 385,800 -7.0% paper)
Organic material recycled Litres 1,206 1,404 -14.1%
Greenhouse gas emissions
Emissions from electricity use Tonnes CO2-e 03 197 -100%
Emissions from natural gas use (non- Tonnes CO2-e 119 129 -7.7% transport)
Emissions diesel use (non-transport) Tonnes CO2-e n/a n/a n/a
Emissions from transport fuel use Tonnes CO2-e 22.60 26.19 -13.7%
Total emissions Tonnes CO2-e 141.60 352.19 -59.79% 1 Emissions data for 220 Northbourne Avenue for both 2018-19 and 2019-20 includes base building energy based on occupancy percentage. Previous annual reports including 2018-19 recorded these emissions as zero.
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2Water use data is not available for 200 Northbourne Avenue, Braddon. 3Surrender of renewable energy certificates generated by the ACT Government has ensured that the ACT can claim zero emissions from electricity for the entire 2019-20 financial year Source: Enterprise Sustainability Platform (19 August 2020), SG Fleet Intelligence and Waste invoices
Energy consumption and GHG Emissions
In 2019-20 electricity consumption at the three ESO sites: Callam Offices, Hedley Beare Centre for Teaching and Learning and 220 Northbourne Avenue Braddon decreased by 6.28 per cent from 2018-19; gas consumption decreased by 8.30 per cent from 2018-19.
Greenhouse gas (GHG) emissions from stationary energy totalled 138.6 tonnes of CO2-e, a decrease of 59.79 per cent from 2018-19.
Water Consumption
Water consumption at Hedley Beare Centre for Teaching and Learning and Callam Offices totalled 2,481 kilolitres in 2019-20, an increase of 4.90 per cent from 2018-19. Water consumption data is not available for 220 Northbourne Avenue Braddon.
Waste Management
The Directorate’s ESO sites at Hedley Beare Centre for Teaching and Learning and 220 Northbourne Avenue Braddon are accredited recyclers under the Actsmart Business Recycling program.
Printer cartridge and e-waste/battery recycling is undertaken at Hedley Beare Centre for Teaching and Learning and 220 Northbourne Avenue Braddon, data was not available at the time of reporting.
In 2019-20 new resource recovery infrastructure and signage was implemented at 220 Northbourne to increase staff awareness and improve resource recovery rates. The new system consisted of colour coded bins and infographics to identify which items belong in which bin. The Directorate also supported the local Lids for Kids initiative with a collection point being established at the 220 Northbourne Office.
Sustainable Transport
The Directorate progressed the transition of fleet vehicles to zero emission vehicles under the ACT Climate Change Strategy. Conventional car lease renewals transitioned to plug-in-hybrid electric vehicles, as full electric vehicles were not available through the lease agent. The establishment of the School Cleaning Taskforce saw an increase in fleet vehicle requirements, with an additional nine vehicles added to the Directorate fleet. The operational and cartage requirement of these vehicles were not able to be met by electric vehicles currently in the market.
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Section
ACT Government I Education Directorate 109 Annual Report 2019-2020
Financial Management Analysis General overview Objectives
The Education Directorate (the Directorate) is a leading learning organisation where its people are valued and work together to deliver high quality early childhood education and public school education in an accessible and inclusive environment. Empowering children and young people to learn creates a lifelong legacy. By fostering student engagement and centring teaching and learning around students as individuals the Directorate enables educational growth for every child year on year. By focusing on engagement and learning growth the Directorate will strengthen equity across our system and ensure that all children and young people get a great education and the life opportunities that flow from that.
The Directorate is dedicated to facilitating high quality and equitable education services across the ACT through:
• the provision of government learning institutions in the form of public preschools, primary, secondary, and special schools and colleges; • access to quality teaching, specialised learning programs and well-being supports for individual student needs; • enrolment and support of international students; and • the registration and regulation of home education, early childhood learning centres and non- government schools.
Through engaging with students, families and the community the Directorate is shaping the future of education and establishing strong foundations for the continual development and provision of educational services that empower each child and young person in the ACT to learn for life.
Over the coming years, the Directorate will continue to focus on creating opportunities for every student to have equitable access to quality teaching, delivered by professional and skilled learning professionals.
Risk Management
The Directorate’s annual Strategic Risk Management Framework identifies risks related to the Directorate’s operations and objectives. Key risks provided below are medium to long-term risks that are monitored by the Directorate’s senior executive and the Audit Committee.
Key risk themes, including mitigation strategies, are identified below:
1. Inadequate planning, prioritisation and implementation of system reforms The Directorate has a maturing project management culture; has rigorous project management around complex reform programs and has comprehensive corporate governance processes. Risk management planning at various levels is integrated with the Directorate’s Strategic Plan and annual action plans.
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2. Lack of workforce capability and increasing efficiency demands to deliver core education services and strategic reforms The Directorate has a comprehensive professional development planning process in place for School Leaders and provides professional learning opportunities to staff. All new staff attend induction which includes training on key policies and procedures on commencement, have a professional development plan and undertake professional development training. The Directorate is continuing to implement initiatives to reduce teacher workload. 3. Insufficient stakeholder engagement and management of stakeholder expectations The Directorate provides alignment through key strategic documents including the Directorate’s Strategic Plan: A Leading Learning Organisation. The Strategic Plan outlines the mechanisms by which the Government’s Future of Education strategy will be delivered and the Plan is communicated to schools and the community. The Future of Education strategy is supported by a comprehensive stakeholder engagement strategy to engage students, families and the community. 4. Inadequate prevention, preparedness and response to environmental threats, including: - Occupational violence; - Physical security threats; - Pandemics; - Bushfire; - Violent extremism; - Terrorist attacks; and - Workplace health and safety incidences.
The Directorate continues to strengthen risk management practices in the workplace, raising awareness and reporting of workplace health and safety and occupational violence obligations of staff and delivery of refresher training for school Principals and staff. The Directorate annually reviews emergency management frameworks and plans and participates in ACT Government emergency management planning and established governance forums. Evacuation and lock down exercises are undertaken on a regular basis. The Directorate has programs, policies and procedures in place to monitor risks associated with the safety of students, staff, families, visitors and contractors. The Directorate is participating in the whole of government COVID-19 Coordinator General group in response to the COVID-19 pandemic. 5. Information/data security The Directorate has undertaken an information security threat assessment and information security risk assessment. The Directorate ensures that assessments and certification of third- party providers align with Territory Privacy and Security Requirements. The Directorate has utilised the Attorney-General’s Protective Security Policy Framework (PSPF) and Threat Risk Assessments for software and cloud systems. In addition, the Directorate has defined processes for managing privacy and data security breaches. 6. Inadequate asset management planning and investment The Directorate maintains a Strategic Asset Management Plan. This plan provides timely advice to government about risks and associated remediation options and has focused investment on core issues – such as the growth of the Territory and the impact on the
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Directorate’s infrastructure. The Directorate is undertaking significant work in the area of system growth to ensure the timely provision of expanded capacity within growth regions to meet the student demand coming from greenfield sites and infill development. In addition, the Directorate continues its significant investment in ICT Infrastructure and software to meet the needs of students and staff. 7. Lack of data analysis, systems and tools to inform good decision making and improve system performance The Directorate has increased the visibility of data for decision making and has developed a tiered approach. The Directorate has established performance indicators with a clear line of sight between government priorities and achievements in each school, based on student performance data over time. The Directorate is continuing to build agency-wide evaluation expertise and skills.
Accounting Changes
There were three new or updated accounting standards that the Directorate was required to apply during the 2019-20 financial year. The standards are: • AASB 1058 – Income for Not-for-Profit Entities; • AASB 15 – Revenue from Contracts with Customers; and • AASB 16 – Leases.
The changes did not have a material impact on the 2019-20 financial statements.
The Directorate’s Revised Budget presented in this Management Discussion and Analysis incorporates changes to the budget following the 2019-20 Budget Review.
COVID-19 pandemic – Impact on the Directorate’s 2019-20 Financial Performance
The Directorate’s 2019-20 operations were impacted by the COVID-19 pandemic. The Directorate received additional funding through the ACT Government’s Economic Survival package to support the community during the financial year. This included funding for screwdriver ready projects in schools, the purchase of devices for students (Education Digital Delivery) to assist with remote learning and Jobs for Canberrans. The Directorate also incurred costs, from within existing resources, to provide additional support to schools and the community for increased cleaning and cleaning supplies and continuation of temporary and casual staff.
The total impact on the financial performance of the Directorate was immaterial and therefore has not significantly impacted the 2019-20 financial statements. As the Directorate is primarily government funded through controlled recurrent payments, the COVID-19 pandemic is not expected to have a material impact on future financial performance.
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Directorate Financial Performance
The Directorate managed its operations within the 2019-20 budgeted appropriation including additional funding provided through a Treasurer’s Advance and access to undrawn appropriation. Revised Budgets presented in the Management Discussion and Analysis reflect amounts presented in the 2019-20 Supplementary Budget Papers.
The table below provides a summary of the financial operations based on the audited financial statements for 2018-19 and 2019-20.
Table 46 Net cost of services Net Cost of Services Actual Revised Budget Actual 2019-20 2019-20 2018-19 $m $m $m
Total expenditure 913.7 891.1 842.6
Total own source revenue1 44.7 46.5 42.7
Net cost of services 869.1 844.6 800.00 1. Relates to Total Revenue excluding Controlled Recurrent Payments.
Net Cost of Services
The Directorate’s net cost of services for 2019-20 of $869.1 million was $24.5 million or 2.9 per cent higher than the 2019-20 revised budget of $844.6 million. The variance was primarily due to higher superannuation costs associated with a change in the actuarial estimate of future costs, an increase in the present value factor applied to long service leave and additional costs and reduced revenue associated with the COVID-19 pandemic including lower international student revenue and lower revenue from hire of facilities.
In comparison to 2018-19 the net cost of services in 2019-20 increased by $69.1 million or 8.6 per cent. The net increase is primarily due to additional employee expenses associated with staff wage and salary increases, additional superannuation expenses and additional costs and reduced revenue associated with the COVID-19 pandemic.
Operating Result
In 2019-20, the operating deficit for the Directorate was $96.6 million and was $13.7 million or 16.5 per cent greater than the revised budget deficit of $82.9 million. The variance was primarily due to change in the present value factor applied to long service leave, reduced revenue and additional costs associated with the COVID-19 pandemic and increased expenditure related to learning professionals and support staff to meet enrolment growth in ACT Public schools.
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Table 47 Line item explanation of significant variances from the revised budget – Controlled Operating Statement Variance from Budget Actual Revised Budget Variance 2019-20 2019-20 $m1 $m $m
Revenue
Controlled Recurrent Payments2 772.5 761.8 10.7
Sale of Goods and Services from 15.0 16.8 -1.8 Contracts with Customers3
Interest 0.8 1.4 -0.6
Resources Received Free of Charge 6.7 6.6 0.1
Other Revenue4 17.9 21.4 -3.5
Other Gains5 4.2 0.2 4.0
Total Revenue1 817.1 808.2 8.9
Variance from Budget Actual Revised Budget Variance 2019-20 2019-20 $m1 $m $m
Expenses
Employee expenses6 609.4 590.5 18.9
Superannuation expenses7 91.4 88.5 2.9
Supplies and services8 80.9 77 3.9
Depreciation 72.6 74.3 -1.7
Grants and purchases services 2.7 3.8 -1.1
Borrowing Cost 0.5 0.0 0.5
School and Other9 56.2 57.0 -0.8
Total Expenses1 913.7 891.1 22.3
Operating Deficit10 (96.6) (82.9) (13.7) 1. Figures may not add due to rounding. 2. The higher than budgeted Controlled Recurrent Payments primarily relates to additional funding for increased enrolments and additional funding to support the ACT Government’s Economic Survival Package. 3. The lower than budgeted Sales of Goods and Services from Contracts with Customers primarily relates to lower numbers of International students. 4. The lower than budgeted Other Revenue mainly relates to the cancellation of a number of school excursions as a result of the COVID-19 pandemic. 5. Other gains mainly relate to the transfer of land to the Directorate for schools. 6. Higher than anticipated employee expenditure primarily relates to change in the present value factor applied to long service leave, the cash funded payment of a sign-on bonus as part of the Teaching Staff Enterprise Agreement, additional costs associated with the COVID-19 pandemic and growth in staff numbers to meet increased student enrolment in ACT public schools.
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7. The higher than budgeted superannuation expenditure mainly relates to a change in the actuarial costs of the future value of superannuation liabilities. 8. The higher than budgeted supplies and services expenditure mainly relates to the insourcing of school cleaning which was previously reflected under schools and other expenses and the cost of Screwdriver Ready projects funded as part of the ACT Government’s Economic Survival Package. 9. The lower than budgeted schools and other expenditure primarily relates to the insourcing of school cleaning with the costs reflected in employee expenses and supplies and services in 2019-20 combined with reduced expenditure associated with school excursions. 10. The higher than expected operating deficit is mainly due to a change in the present value factor applied to long service leave, the cash funded payment of a sign-on bonus as part of the Teaching Staff Enterprise Agreement and expenditure and reduced revenue associated with the COVID-19 pandemic.
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Total Revenue Components of Revenue
The Directorate’s revenue for 2019-20 totalled $817.1 million. The main source of revenue for the Directorate is Controlled Recurrent Payments.
Figure 12 Components of Revenue 2019-20
Interest Other 0.1% 3.5%
Sales of Goods and Services from Contracts with Customers 1.8%
Controlled Recurrent Payments 94.5%
Source: Education Directorate’s 2019-20 Financial Statements.
The Directorate’s revenue for 2019-20 was $8.9 million or 1.1 per cent higher than the revised budget ($808.2 million), which is materially in line. The increase against budget related to funding provided via Treasurer’s Advance for the ACT Government’s Economic Survival package associated with the COVID-19 pandemic and land transfers partially offset by lower revenue in schools related to the COVID-19 pandemic.
In comparison to the 2018-19 actual, revenue increased by $65.9 million or 8.8 per cent. The increased revenue from 2018-19 is primarily due to additional funding received for increased salaries and wages associated with the enterprise agreements for teaching and non-teaching staff combined, Commonwealth grants and funding related to new initiatives. The Directorate also received additional revenue against the revised budget through a Treasurer’s Advance to fund the ACT Government’s Economic Surivivial package as well as enrolment growth in schools. The increase has been partially offset by:
• lower revenue in schools associated with the COVID-19 pandemic; and • decreased revenue from international students due to lower student numbers associated with the COVID-19 pandemic and a decision by the Directorate to accept a reduced number of international students to ensure equity of access for local students in a growing system.
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Total Expenses
Components of Expenses
Expenses for the Directorate totalled $913.7 million for 2019-20. As shown in Figure 13, the main component of expenses is employee expenses, including superannuation.
Figure 13 Components of Expenditure 2019-20
Grants and Purchased Services Other Expenses 0.3% 6.2%
Depreciation and Amortisation 7.9%
Supplies and Services 8.8%
Employee Expenses (inc. Superannuation) 76.7%
Source: Education Directorate’s 2019-20 Financial Statements.
In 2019-20, total expenses were $22.6 million or 2.5 per cent higher than the revised budget of $891.1 million, which is materially in line. The variance is primarily due to change in the present value factor applied to employee benefits for long service leave, higher superannuation costs and expenditure associated with the ACT Government’s Economic Surivivial package for the COVID-19 pandemic.
Total expenses were $71.1 million or 8.4 per cent higher than the previous year ($842.6 million). The increase is primarily due to additional employee expenses associated with staff wage and salary increases, higher superannuation expenses, an increase in learning professionals and support staff numbers to meet enrolment growth and expenditure associated with the ACT Government’s Economic Surivivial package for the COVID-19 pandemic.
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Financial Position Total Assets Components of Total Assets
The Directorate held most of its assets in property, plant and equipment including capital works in progress.
Figure 14 Total assets at 30 June 2020
Cash and Cash Equivalents 2.5%
Receivables & Other Assets 0.3%
Property, Plant and Equipment/Intangible Assets (incl WIP) 97.2%
Source: Education Directorate’s 2019-20 Financial Statements.
Comparison to Budget
At 30 June 2020, the Directorate’s assets totalled $2.2 billion, which was $120.2 million or 5.8 per cent higher than the revised budget due mainly to the revaluation of the Directorate’s assets in 2019-20.
In comparison to 30 June 2019, total assets increased by $140.0 million or 6.9 per cent primarily due to the revaluation of the Directorate’s assets in 2019-20 and completed capital works projects partially offset by depreciation.
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Financial Position Components of Total Liabilities
The Directorate’s liabilities comprised mostly of employee benefits.
Figure 15 Total liabilities at 30 June 2020
Other Liabilities Payables 3.2% 5.2%
Employee Benefits 91.6%
Source: Education Directorate’s 2019-20 Financial Statements
At 30 June 2020, the Directorate’s liabilities totalled $212.3 million. This was $11.7 million or 5.8 per cent higher than the revised budget of $200.6 million. The variance is primarily due to a change in the present value factor applied to long service leave which increased from budget by 3.5 per cent as well as higher payables at year-end mainly due to higher capital works accruals due to timing of work performed and invoicing.
In comparison to 30 June 2019, total liabilities increased by $22.1 million or 11.6 per cent which is primarily due to a change in the present value factor applied to long service leave, higher capital works accruals and the accrual impact of employee benefits.
Current Assets to Current Liabilities
At 30 June 2020, the Directorate’s current assets ($60.8 million) were lower than its current liabilities ($193.0 million). The Directorate does not consider this as a liquidity risk as working capital needs are funded through appropriation from the ACT Government on a cash needs basis.
The Directorate’s current liabilities primarily relate to employee benefits, and while the majority are classified under a legal entitlement as current, the estimated amount payable within 12 months is significantly lower and can be met with current assets. In addition, in the event of high termination
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levels requiring significant payment for leave balances, the Directorate is able to meet its obligations by seeking additional appropriation under Section 16A of the Financial Management Act 1996.
Table 48 Line item explanation of significant variances from the amended budget – Controlled Balance Sheet Variance from Budget Actual Revised Budget Variance 2019-20 2019-20 $m1 $m $m
Current Assets
Cash and cash equivalents 2 54.4 73.8 -19.4
Receivables 5.2 6.2 -1.0
Other assets 1.2 2.0 -0.8
Total current assets 60.8 82.0 -21.2
Non-current assets
Property, plant and equipment and 2,119.4 1,978.0 141.4 intangible assets (including capital works in progress)3
Total non-current assets 2,119.4 1,978.0 141.4
Variance from Budget Actual Revised Budget Variance 2019-20 2019-20 $m1 $m $m
Current Liabilities
Payables4 10.9 7.8 3.1
Employee benefits5 177.8 168.3 9.5
Other liabilities 3.6 4.7 -1.1
Lease Liabilities 0.6 0.00 0.6
Total Current Liabilities 192.9 180.8 12.1
Non-current Liabilities
Employee benefits5 16.7 17.8 -1.1
Lease liabilities 0.6 0.1 0.5
Other liabilities 2.1 1.9 0.2
Total Non-current Liabilities 19.4 19.8 -0.4
Total Liabilities1 212.3 200.6 11.7 1. Figures may not add due to rounding. 2. Decrease primarily due to expenditure related to use of cash for specific projects and mitigation of cost pressures within the Directorate combined with increased expenditure in schools on maintenance and COVID-19 related costs including additional cleaning.
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3. Increase primarily relates to revaluation of the Directorate’s assets. Due to uncertainty in the current economic climate, the Directorate will consider, during 2020-21 whether the valuation needs to be reviewed. 4. Increase primarily relates to higher capital works accruals. 5. Primarily due to an increase in the present value factor applied to employee benefits for long service leave and the accrual impact of entitlements not taken during 2019-20.
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Territorial Statement of Revenue and Expenses Territorial Revenue
Total income received included revenue for expenses on behalf of the Territory, primarily for the provision of grants to non-government schools.
Figure 16 Sources of Territorial revenue
Secondary Bursary 0.2%
ACT Grants 19.8%
Commonwealth Grants 80.0%
Source: Education Directorate’s 2019-20 Financial Statements
Territorial revenue is mainly comprised of funding for non-government schools from the Commonwealth and ACT Government. It also included ACT Government funding for the Secondary Bursary Scheme.
Territorial revenue totalled $341.1 million in 2019-20, which was $20.5 million or 6.4 per cent higher than revised budget of $320.6 million. The increase in revenue primarily related to advance payment of Commonwealth Government grants to non-government schools in response to the COVID-19 pandemic.
When compared to the same period last year, total revenue increased by $23.9 million or 7.5 per cent primarily related to indexation and enrolment growth as well as advance payment of Commonwealth Government grants to non-government schools in response to the COVID-19 pandemic.
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Territorial Expenses
Territorial expenses comprised of grant payments to non-government schools ($340.4 million) and payments made under the Junior Bursary Scheme ($0.7 million). Territorial expenses in 2019-20 were $20.5 million or 6.4 per cent higher than the revised budget. The increase in revenue primarily related to advance payment of Commonwealth Government grants to non-government schools in response to the COVID-19 pandemic.
When compared to the same period last year, total expenses increased by $23.9 million or 7.5 per cent primarily due to indexation and enrolment growth as well as advance payment of Commonwealth Government grants to non-government schools in response to the COVID-19 pandemic.
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Financial Statements
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Capital Works Infrastructure upgrades delivered in 2019-20
Public Schools Infrastructure Upgrade (PSIU) has delivered significant upgrades across the public school network with $28.762 million expended in the 2019-20 financial year, including:
• Security fence installations at Charnwood/Dunlop Primary School, Gordon Preschool, Curtin Primary School, Dickson College, Erindale College and Gilmore Primary School. • School administration upgrades at Neville Bonner Primary School, Cranleigh School, Malkara School, Theodore Primary School, Lanyon High School, Mount Rogers Primary School, Amaroo School, Taylor Primary School, Florey Primary School, Lyneham High School, Campbell High School, Bonython Primary School and Mawson Primary School. • Learning area upgrades at Evatt Primary School, Calwell Primary School, Charles Conder Primary School, Torrens Primary School, Telopea School, Kaleen Primary School, Turner Primary School, Lake Ginninderra College, Charnwood/Dunlop Primary School, Campbell Primary School, Palmerston Primary School and Wanniassa School. • Sport facility upgrades at Melrose High School, University of Canberra Kaleen High School, Gold Creek School, Erindale College (Active Leisure Centre), Red Hill Primary School, Duffy Primary School, Weetangera Primary School and Lake Tuggeranong College. • Access upgrades at Aranda Primary School, Black Mountain School, Cranleigh School, Amaroo School, Arawang Primary School, Hughes Primary School, Latham Primary School, Campbell Primary School, Calwell Preschool, Maribyrnong Preschool, Theodore Preschool and Miles Franklin Primary School. • Learning support upgrades at Melba Copland High School, Mount Rogers Primary School, Wanniassa School, Canberra High School, Gold Creek School, Fadden Primary School, Macquarie Primary School, Arawang Primary School, Yarralumla Primary School, Cranleigh School, Palmerston Primary School, Lake Ginninderra College, Latham Primary School, Melrose High School, Farrer Primary School and Theodore Primary School. • Toilet upgrades at Dickson College, Narrabundah College, Lyneham Primary School, Arawang Primary School, Hawker Primary School, O’Connor Cooperative School and Mount Stromlo High School. • Car park upgrades at Gowrie Primary School, Wanniassa Hills Primary School, Theodore Primary School, Fraser Primary School, Mount Rogers Primary School, Namadgi School, Palmerston Primary School, Amaroo School and Gold Creek School. Roof replacement program
The Directorate received $17.960 million in the 2018-19 Budget for the Roof Replacement Program over four years. Construction has progressed at Calwell High School, North Ainslie Primary School and Telopea School with $8.398 million expended in 2019-20.
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Energy efficient heating renewal program
The Directorate received $15.964 million in the 2019-20 Budget for the Delivering Energy Efficient Heating Upgrades for ACT Public Schools Program over four years. Significant due diligence has progressed in this program with $0.308 million expended in 2019-20. Major Education Projects
The Directorate has delivered significant projects across the public school network with $44.471 million expended in the 2019-20 financial year.
Projects were delivered to modernise facilities, provide new schools, and better meet the learning needs of communities. For 2019-20 the projects included one new school (work in progress), two school site upgrades and eight school site expansions to accommodate over 725 additional places.
Planning also commenced for future schools including major modernisation upgrades for two schools, major expansions for two schools and a design tender and feasibility study for two new schools.
Major Projects School Upgrades
• Gungahlin College internal upgrade; and • Amaroo School internal upgrade.
School Expansions
• Neville Bonner Primary School expansion - 175 places; • Gold Creek Primary School expansion - 300 places; • Franklin Early Childhood Service expansion - Phase 1 design and administration area modernisation; and • transportable learning communities: o Red Hill Primary School - 50 places; o Fraser Primary School - 50 places; o Lyneham High School - 50 places plus bike enclosure and amenities block; o Telopea Park School - 50 places; and o Forrest Primary School - 50 places.
New Schools
• Molonglo Years Preschool-Year 6 and Years 7-10 - construction in progress; and • Throsby Preschool-Year 6 - design tendering. Planning
• Campbell Primary School modernisation - design and construction tendering; • planning for Gold Creek Senior School expansion - 200 places;
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• planning for Amaroo School - 200 places and specialist expansion; • feasibility study for a new East Gungahlin High School; and • Narrabundah College modernisation – community engagement and due diligence/site investigations.
Table 49 Capital Works Management 2019-20 Project Original Revised Prior Year Actual Total Estimated/ Project Project Expenditure Expenditure Expenditure Actual Value Value $’000 2019-20 to Date physical $’000 $’000 $’000 $’000 completion date
NEW CAPITAL WORKS
Expanding Franklin 29,447 29,447 0 2,032 2,032 Dec-21 Early Childhood School
Delivering a new 43,913 43,913 0 1,570 1,570 Feb-22 primary school at Throsby
More places for 6,442 6,442 0 41 41 Feb-22 students at Gold Creek School’s senior campus
Expanded facilities 1,269 1,269 0 699 699 Jun-21 for Gungahlin College
More places for 8,504 8,504 0 5,030 5,030 Feb-21 students at northside schools
Planning for 2,053 2,053 0 1,006 1,006 Jun-22 Canberra’s future school needs
Delivering energy- 15,964 15,964 0 308 308 Jun-23 efficient heating upgrades for ACT public schools
Delivering secure 1,610 1,610 0 1,004 1,004 Jun-21 local jobs for school cleaners
Subtotal New 109,202 109,202 0 11,690 11,690 Capital Works
PUBLIC SCHOOL INFRASTRUCTURE UPGRADES
School Learning 4,850 5,357 0 4,859 4,859 Jun-20 Area Improvements
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Project Original Revised Prior Year Actual Total Estimated/ Project Project Expenditure Expenditure Expenditure Actual Value Value $’000 2019-20 to Date physical $’000 $’000 $’000 $’000 completion date
School 2,290 896 0 1,995 1,995 Jun-20 Administration and Support Area Improvements
Disability Access 2,500 1,827 0 5,750 5,750 Jun-20 Compliance
School 4,700 4,070 0 7,918 7,918 Jun-20 Infrastructure Revitalisation
School Security 1,450 1,606 0 773 773 Jun-20 Improvements
School Safety 800 208 0 1,787 1,787 Jun-20 Improvements
External Learning 1,995 1,306 0 2,608 2,608 Jun-20 Environments
Environmentally 1,450 1,152 0 1,194 1,194 Jun-20 Sustainable Initiatives
Joint Funding Works 1,100 0 0 1,878 1,878 Jun-20
Subtotal Public 21,135 16,422 0 28,762 28,762 School’s Infrastructure Upgrades
Total New Works 130,337 125,624 0 40,452 40,452
WORK IN PROGRESS
More schools, 19,830 19,830 1,609 15,309 16,918 Jun-21 better schools – More places at Gungahlin schools
More schools, 17,960 17,960 331 8,398 8,729 Jun-22 better schools – Roof Replacement Program
Molonglo Schools – 41,858 41,858 293 15,468 15,761 Jun-23 P-10 campus
Campbell Primary 18,819 18,819 215 439 654 Jun-22 School Modernisation
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Project Original Revised Prior Year Actual Total Estimated/ Project Project Expenditure Expenditure Expenditure Actual Value Value $’000 2019-20 to Date physical $’000 $’000 $’000 $’000 completion date
Better schools for 24,072 24,606 19,301 962 20,263 Jun-21 our kids – Expanding schools in Gungahlin
Better Schools for 23,866 25,066 23,309 279 23,588 Jun-22 Our kids - Narrabundah College and Campbell Primary School - facilities upgrade
Better Schools – 16,600 16,600 16,321 2 16,323 Jun-20 Investment in Gungahlin school infrastructure
Schools for the 5,896 5,696 5,379 84 5,463 Dec-20 Future – Caroline Chisholm School – Centre for Innovation and Learning
Schools for the 28,609 28,609 27,998 594 28,592 Dec-20 Future – North Gungahlin and Molonglo
Total Capital Work 197,510 199,044 94,756 41,535 136,291 in Progress
Stimulus Package- Screwdriver Ready Projects
Stimulus Package - 5,150 5,150 0 5,150 5,150 Jun-20 Screwdriver Ready Projects
Total Screwdriver 5,150 5,150 - 5,150 5,150 Ready projects
PROJECTS - PHYSICALLY AND FINANCIALLY COMPLETED
Schools for the 17,627 23,527 22,727 801 23,528 Future – Modernising Belconnen High
Better schools for 500 500 345 155 500 our kids — New school facilities in
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Project Original Revised Prior Year Actual Total Estimated/ Project Project Expenditure Expenditure Expenditure Actual Value Value $’000 2019-20 to Date physical $’000 $’000 $’000 $’000 completion date Molonglo — Early planning
Total Projects 18,127 24,027 23,072 956 24,028 Physically and Financially Completed
GRAND TOTAL 351,124 353,845 117,828 88,093 205,921 CAPITAL WORKS PROGRAM 2019-20
Table 50 End of Financial Year Reconciliation Schedule 2019-20 Reconciliation of total current year financing 2019-20 $'000
Total current year capital works financing 82,112
Add: Other capital initiatives financing 8,943
Capital Injection as per Cash flow statement 91,054
Reconciliation of Total Current Year Actual Expenditure - against financing
Total current year capital works expenditure 85,925
Total current year capital initiatives expenditure 15,498
Less: Net Impact of accruals between financial years WITH movement in invoices (3,495)
Less: Net Impact of Capital purchases expenditure funded outside of Capital Injections (6,873)
Capital Injection (as per Cash flow statement) 91,055
Reconciliation of Total Current Year Actual Expenditure
Total current year capital works expenditure 85,925
Total current year capital initiatives expenditure 15,498
Less: Expensed amount (2,453)
Less: Net Impact of accruals between financial years WITHOUT movement in invoices (1,301)
Add: Other asset purchases outside of capital works program and capital initiatives 4,996
Purchase of Property, Plant and Equipment (as per Cash Flow Statement) 102,665
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Information, Communication and Technology Projects
In 2019-20, the Directorate completed critical milestones for Information, Communication and Technology (ICT) projects including:
• deploying over 4,000 devices to ACT public secondary students; • deploying nearly 3,000 devices to ACT public schools for shared student devices; • analysing and reprioritising projects to align with required school outcomes, in particular during the COVID-19 pandemic remote learning response period; and • delivering key projects aligned with the School Administration System deployment schedule.
Table 51 Information, Communication and Technology Projects 2018-19 Project Original Revised Prior Year Actual Total Estimated/ Project Project Expenditure Expenditure Expenditure Actual Value Value $’000 2018-19 to Date physical $’000 $’000 $’000 $’000 completion date
WORK IN PROGRESS
Better schools for our 10,450 10,450 8,521 1,929 10,450 Jun-20 kids – Technology Enabled Learning
Better schools – IT 10,000 10,000 6,414 3,192 9,606 Nov-20 Upgrade for School Administration System (SAS)
Supporting our 7,516 9,300 - 9,567 9,567 Jun- 20 School System – Improving ICT1
Schools Staffing 356 140 216 34 250 Jun-20 Integrated Management System
Total Work 20,806 29,890 15,151 14,722 29,873 1 Given the nature of Supporting our School System – Improving ICT being an ongoing project, the original project and revised project values reflect the 2019-20 budget only.
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Asset Management Assets Managed
The Directorate managed school infrastructure assets with a total value of $2,041.8m as at 30 June 2020.
Table 52 Assets and their values as at 30 June 2020 Asset Class Value ($ million)
Land and Buildings (including improvements) for schools and 2,041.8 preschools
Leasehold improvements 0.2
Right of Use Vehicles 1.2
Property, plant and equipment 30.9
Intangible Assets 3.2
Total 2,077.3
During 2019-2020 the following assets were added to the asset register.
Table 53 Assets added to the Asset Register in 2019-10 Assets Value ($ million)
Capital Works (schools) 63.1
Capital Initiatives – ICT and other projects 9.9
Total 73.0
Surplus Assets
As at 30 June 2020, the Directorate did not have any properties which were not being utilised by the Directorate or that had been identified as potentially surplus.
Assets Maintenance and Upgrade
The Directorate undertakes maintenance and upgrades in consultation with schools and their communities. The Directorate supports schools to develop their repairs and maintenance plans on the basis of information from building condition assessments, requests from schools and information gained from other sources such as consultant reports and site visits.
Works were subsequently undertaken at a local level by schools and through the Directorate’s Infrastructure and Capital Works Branch, with larger and more significant works included in the Directorate’s capital works program in priority order.
Maintenance and major refurbishment are a priority for the Directorate given the increasing average age of school facilities.
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Asset Maintenance
The Directorate had an allocation in 2019-20 of approximately $18.8 million to undertake planned and unforeseen repairs and maintenance works at ACT public schools and preschools as well as compliance programs.
Further funds are allocated each year directly to ACT public schools. This funding is for physical infrastructure costs covering minor repairs and maintenance works.
The 2018-19 repairs and maintenance works included:
• specific works (e.g. fire panel, security system and electrical switchboard upgrades, external painting and other school requested improvements); • heating, ventilation and air conditioning maintenance and repairs; • stormwater and sewer line inspections and rectification works; • roof access safety system upgrades and certification; • lifts and auto doors inspections and maintenance; • emergency lighting inspections and maintenance; • fire alarm system monitoring; • asbestos materials surveys and removal; • building condition assessments including drone technology to streamline and improve the assessment of roof and roof components; • work health and safety related works; • tree works; and • school security - including targeted patrols, static guarding where required and patrol response to security sensor alerts.
Sixty-nine schools have asbestos containing materials present and all have asbestos management plans in place.
Capital Upgrades
In the 2019-20 Budget, funding of $21.1 million was provided for capital upgrades at schools and preschools. Details of specific works are included in the Capital Works section.
Office Accommodation
There were 2,217 staff occupying office-based workstations as at 30 June 2020 (excluding the Office of the Board of Senior Secondary Studies), occupying a total of 6,676m2. Details about the list of sites, staff numbers (head count) and space occupied are provided in the table following. These are the number of staff working in the office on that day, it does not reflect the true number of ESO staff.
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Arrangements in place due to the COVID-19 health emergency meant that the majority of ESO staff were working from home on 30 June 2020. Remaining staff were employed in school environments undertaking school-based activities, including teaching, student support, school leadership and school administration.
Office accommodation works undertaken during the reporting period included:
• reconfiguration and refurbishment works on levels 1 and 6 of 220 Northbourne Avenue; • relocation of Majura NSET Team to Hedley Beare Centre for Teaching and Learning; • investigation, design and minor reconfiguration works to office workstation areas to support social distancing requirements for COVD-19 impacts; • room evaluation and signage limiting occupancy in accordance with COVID-19 spacial usage requirements; • upgraded cleaning regimes to office areas in accordance with COVID-19 sanitisation requirements; and • development and fit out of the COVID-19 Incident Management Team accommodation at the Hedley Beare Centre for Teaching and Learning.
Table 54 Education Staff Office sites, staff numbers (headcount) and space occupied as at 30 June 2020 Building and location Staff numbers4 Approximate Average area area occupied occupied per (m2) employee (m2)
220 Northbourne Avenue, Braddon 20 1,991 99.55
Hedley Beare Centre for Teaching and 135 3,547 26.27 Learning, Stirling1, 3
Gilmore Primary School, Melrose High 59 534 9.06 School, Wanniassa School Senior Campus, UC High School Kaleen2
Callum Offices, Philip 3 604 201
Total 217 6,676 30.76 1Approximate area occupied at Hedley Beare Centre for Teaching and Learning does not include meeting rooms and training facilities (1,855m2) available for booking by other ACT Government Directorates and members of the public. 2School areas occupied by ESO staff are from the Network Student Engagement and Hearing & Vision Support Teams. Majura NSET Team (20 staff) relocated to Hedley Beare Centre for Teaching and Learning in February 2020. 3Staff numbers do not include 25 SSICT staff embedded in Hedley Beare Centre for Teaching and Learning. 4Staff numbers have been calculated based on occupied workstations at 30 June 2020.
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Government Contracting
All procurement processes within the Directorate are required to comply with the procurement legislative framework including the Government Procurement Act 2001, Government Procurement Regulation 2007 and subordinate guidelines and circulars. The procurement selection and management processes are authorised by the appropriate delegate within the Directorate.
Under the whole of government procurement arrangements, Strategic Finance and Procurement provided advice and support in relation to procurement, contract management issues and undertook higher value procurements on behalf of the Directorate.
The Directorate continued to be responsible for the management of contracts. Where obligations were not met the contractor was required to rectify the non-compliance immediately to avoid cancellation of the contract.
Expenditure by the Directorate’s ESO included acquisition of expert advice regarding curriculum, national assessment testing and other education related matters, human resource issues, services to maintain assets and capital works activities. Contract information for schools covered a wide range of acquisitions including cleaning.
Creative Services Panel
The Creative Services Panel is a whole of government arrangement for the purchase of creative services, including:
• advertising; • marketing; • communications and engagement; • digital; • graphic design; • photography and video; and • media buying.
During 2019-20, the Directorate expended $108,488 on contracts against this panel.
Aboriginal and Torres Strait Islander Procurement Policy
For the 2019-20 reporting year, the Directorate achieved the following against the Aboriginal and Torres Strait Islander Procurement Policy three performance measures
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Table 55 Aboriginal and Torres Strait Islander Procurement Policy performance measures Performance Measure Result
The number of unique Aboriginal and Torres Strait The number of Aboriginal and Torres Strait Islander Islander Enterprises that respond to the reporting Enterprises that were engaged was 8. entity’s tender and quotation opportunities that were issued from the Approved Systems
The number of unique Aboriginal and Torres Strait $7.630 million Islander Enterprises attributed a value of addressable spend in the financial year
Percentage of the financial year’s addressable spend 4.54% which is spent with Aboriginal and Torres Strait Islander Enterprise
Refer to Appendix 2 Government Contracting for contracts executed in 2019-20 with an estimated total value of $25,000 or more.
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Statement of Performance
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Section
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Part 4 - Annual Report Requirements for Specific Reporting Entities Investigation of Complaints
During the 2019-20 reporting period the Directorate’s Complaints Unit received 2,828 matters including suggestions, requests for information and service, compliments received in writing and complaints received in writing and by phone. This was a slight increase to the numbers received in 2018-19 largely due to enquiries regarding COVID-19.
Members of the community are able to directly lodge their feedback with the Directorate, receive a tracking code for their feedback, and specify whether the feedback was related to a request for information, a request for service, a compliment or a complaint.
The Directorate commenced a complaints redesign process to ensure the most contemporary responses are employed to achieve appropriate resolution. This will be completed in 2021.
Feedback about ACT Public Schools
Of the records logged during the period there were 960 complaints.
For the complaints received about ACT public schools they were in relation to:
• 61 were about enrolments; • 105 were about facilities; • 398 were about policies; • 37 were about school communication; • 108 were about inclusion and engagement; • 73 were about staff behaviour; • 149 were about student behaviour management; • 28 were about teaching and learning; and • 1 was about recruitment. Ministerial and Director-General Directions
During the 2019-20 period, the Directorate did not receive any direction from the Minister or the Director-General under the Education Act 2004.
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Annexed Reports
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Annexure A - ACT Teacher Quality Institute Annual Report 2018-19
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Part A - Transmittal Certificate
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Compliance Statement
The ACT Teacher Quality Institute (TQI) must comply with the Annual Report Directions (the Directions) made under section 8 of the Annual Reports (Government Agencies) Act 2004. The Directions are found at the ACT Legislation Register (www.legislation.act.gov.au).
The Compliance Statement indicates the subsections, under Parts 1 to 5 of the Directions, that are applicable to the TQI and the location of information that satisfies these requirements:
Part 1 Directions Overview
The requirements under Part 1 of the Directions relate to the purpose, timing and distribution, and records keeping of annual reports. The TQI Annual Report complies with all subsections of Part 1 under the Directions.
To meet Section 15 Feedback, Part 1 of the Directions, contact details for TQI are provided within the TQI Annual Report to provide readers with the opportunity to provide feedback.
Part 2 Reporting Entity Annual Report Requirements
The requirements within Part 2 of the Directions are mandatory for all reporting entities and TQI complies with all subsections. The information that satisfies the requirements of Part 2 is found in the TQI Annual Report as follows:
A. Transmittal Certificate see page 226; B. Organisational Overview and Performance, inclusive of all subsections see pages 229-251; and C. Financial Management Reporting, inclusive of all subsections see page 256.
Part 3 Reporting by Exception
TQI has no information to report by exception under Part 3 of the Directions for the 2019-20 reporting period.
Part 4 Directorate and Public Sector Body Specific Annual Report Requirements
The following subsections of Part 4 of the 2019 Directions are applicable to TQI and can be found within the TQI Annual Report:
• Ministerial Directions see page 260.
Part 5 Whole of Government Annual Reporting
Most subsections of Part 5 of the Directions apply to TQI. Consistent with the Directions, the information satisfying these requirements is reported in the one place for all ACT Public Service directorates, as follows:
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• Bushfire Risk Management, see the annual report of the Justice and Community Safety Directorate; • Human Rights, see the annual report of the Justice and Community Safety Directorate; • Legal Services Directions, see the annual report of the Justice and Community Safety Directorate; • Public Sector Standards and Workforce Profile, see the annual State of the Service Report; and • Territory Records see the annual report of Chief Minister, Treasury and Economic, Development Directorate.
ACT Public Service Directorate annual reports are found at the following web address: www.cmd.act.gov.au/open_government/report/annual_reports.
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Part B – Organisation Overview and Performance Organisational Overview
The ACT Teacher Quality Institute (TQI) is an independent statutory authority established by the ACT Teacher Quality Institute Act 2010 (TQI Act) to build the professional standing of all ACT teachers, to enhance the community’s confidence in the teaching profession through professional regulation and practical initiatives to raise teacher quality and strengthen child safety and wellbeing.
Vision, Purpose and Values of the Institute Our Vision
A high quality teaching profession for the ACT.
Our Purpose
To promote teacher quality, protect students and maintain community confidence in the teaching profession.
Our Values
Role, Functions and Services of the Institute Our Role
TQI’s role in relation to the ACT teaching profession stems from the TQI Act. It undertakes its responsibilities by integrating the direct regulation of the teaching workforce with specific strategic measures designed to raise the quality of that workforce including, importantly, embedding the Australian Professional Standards for Teachers in the teaching practice of all ACT teachers. This integrated approach covers all ACT teachers as they enter, and progress through, career stages in the profession. TQI emphasises collaboration across school sectors and amongst teachers, schools, and universities. TQI promotes continuous professional learning and development, the professionalism of all teachers in the ACT and the quality of aspiring teachers qualifying to enter the profession. The ultimate goal of all its endeavours is to help enhance the learning outcomes of ACT school students.
Functions and Services
Two additional functions were added to the functions of the Institute through August 2019 legislative change. Section 11(c) and 11(d) set out the new functions as follows:
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• to keep a register of, and records relating to, pre-service teachers undertaking or intending to undertake professional experience; and • to use and share information on the teachers register and pre-service teachers register to facilitate planning or research in relation to teacher quality or the teaching workforce.
The legislative changes expand TQI’s capacity to improve pre-service teachers’ work readiness, and also provide increased data to inform teacher workforce planning.
Pre-service teachers
Since the commencement of the TQI Act in 2011, there has been an increased emphasis on strengthening initial teacher education (ITE) to ensure graduates are ready to teach. The TQI has contributed to this in the ACT through introduction of the Professional Experience Framework, which provides guidance on how schools and teachers can provide high quality practicum (now known as professional experience) to ITE students.
In August 2018, the Future of Education strategy included an expanded role for the TQI in this area, building on its work on ensuring high quality professional experience for ITE students. An integral part of ITE is professional experience, and it is therefore a compulsory part of the education program that a pre-service teacher must complete.
Under the new legislation, ITE students, seeking to undertake professional experience placement in an ACT school, are required to apply to TQI for pre-registration to be included on the Professional Experience Register and TQI is required to maintain a Professional Experience Register.
Requiring pre-registration for professional experience and establishing a Professional Experience Register aligns with the second Foundation in the Future of Education strategy: Empowered Learning Professionals. This Foundation acknowledges that ‘a professional teaching workforce requires high quality ITE that attracts the right kind of people and leads to well-prepared and enthusiastic graduates entering the profession.’
Being included on the Professional Experience Register provides to pre-service teachers:
• information about professional standards; • a sense of belonging to the teaching profession; • access to information about professional development and resources; and • streamlined transition to ACT teacher registration.
Pre-registration will also allow the TQI to maintain information about the professional experience of pre-service teachers that can be then used to assist schools and the government with workforce planning.
Teacher workforce data
A sustainable supply of quality teachers, Principals and other School Leaders is essential to the quality of the education system and student learning. The effective management of this supply is far more complex than simply matching the number of available teachers and School Leaders to the
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number of students in schools. It involves detailed understanding of the many factors affecting teacher supply and demand. The collection of suitable lifecycle data at the level of teacher and school leader will provide sound information to assist in the development of evidence-based policies and programs in education workforce planning and enhancement.
In 2017, Education Ministers approved the development of the Australian ITE and Teacher Workforce Data Strategy (ATWD), a national strategy for the collection and analysis of initial teacher education data and teacher workforce data. This decision tasked teacher regulatory authorities with primary responsibility for the collection and supply of teacher workforce data to a national dataset. ITE providers (universities) and not TQI provide ITE data to inform the ATWD.
The amendments to the TQI Act allow TQI to contribute to the ATWD strategy by sharing teacher workforce data held by TQI.
The new legislation requires that all data used for reporting or research be de-identified to protect the privacy of individuals. Reporting from the ATWD will look at aggregate workforce trends, not individual teachers, so teachers will be anonymous. The aggregated data will:
• inform ACT research and teacher workforce planning to better enable universities and schools to provide an authentic professional experience which will build the ITE students’ readiness to teach; • give more comprehensive information on subject specialties studied through initial teacher education; • provide information on how many ACT ITE students are graduating compared with how many register to work as a teacher; • provide information on how many stay in the profession and for how long; • may be used to gain an understanding of the teaching experience from an ITE student’s entry into ITE, their entry to the teaching profession, through to their exit; and • inform future policy decisions about the teaching profession.
TQI entire functions of the Institute set out in section 11 of the TQI Act are to:
• register, or grant permits to teach to, eligible people; • keep a register of, and records relating to, teachers working or intending to work in the ACT; • keep a register of, and records relating to, pre-service teachers undertaking or intending to undertake professional experience; • use and share information on the teachers register and pre-service teachers register to facilitate planning or research in relation to teacher quality or the teaching workforce; • promote and encourage: o the continuous professional learning and development of teachers; and o increased levels of skill, knowledge, expertise and professionalism of teachers; • determine standards for, and to facilitate, the professional learning and development of teachers; • develop and apply codes of practice about the professional conduct or practice of teachers;
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• determine standards, including assessment and certification standards, for the teaching profession within a framework of nationally recognised professional standards; • accredit education programs for pre-service teachers and teachers; and • monitor compliance with and enforce this Act.
In performing its statutory functions, TQI delivers the following range of services to all sectors of school education, ACT universities providing teacher education, and the teaching profession in the ACT:
• direct regulatory services with respect to the ACT teaching profession; • quality assurance of initial teacher education programs in ACT universities; • quality assurance with respect to professional learning programs for ACT teachers; • facilitates collaborative teaching practice across the ACT teaching profession; • promotes the continuing development and professionalism of ACT teachers; and • inclusion on the professional experience register of pre-service teachers who undertake professional learning in an ACT school. Organisational Structure, Operating Environment and Planning Framework Our Structure
TQI is governed by a Board comprised of key ACT education stakeholders, the teaching profession, and the ACT community. The Board advises the Minister on matters relevant to the purpose of the Act. Current Board membership is set out in Table 1.
Management of the Institute’s operations is undertaken by the Chief Executive Officer subject to the requirements of the Public Sector Management Act 1994, the Financial Management Act 1996 (FMA) and specific delegations of authority approved by the Board. These delegations are set out in an Instrument of Delegations which may be varied from time to time.
The Chief Executive Officer, Mr Jason Borton, is responsible for the day-to-day operations of TQI, supported by a small team numbering 11.6 FTE.
Section 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the Tribunal) to inquire into and determine the remuneration, allowances, and other entitlements of executives within the meaning of the Public Sector Management Act 1994.
Operating Environment
TQI is a Territory authority for the purposes of the FMA.
By a declaration issued by the Treasurer in February 2012 [Financial Management (Territory Authorities) Declaration 2012 (No. 1)], TQI has been exempted from certain provisions of the FMA. For example, TQI is not required to produce a detailed statement of intent, statement of performance, or annual financial statement. However, in accordance with the 4 April 2012 direction issued by the Minister for Education and Training under section 25 of the TQI Act, TQI is required to
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provide a summary of its income and expenses each financial year in its annual report. TQI’s operating budget is made up of:
• an appropriation allocated in the ACT government budget process; • fees received from teachers on application for teacher registration or permits to teach; and • application fees for teachers applying for Certification under the Australian Professional Standards for Teachers.
For the purpose of the Annual Reports (Government Agencies) Act 2004, TQI comes within the definition of ‘public sector body’. Accordingly, TQI has prepared this annual report to comply with section 7 of that Act and in accordance with the requirements referred to in the 2019 Annual Report Directions issued under section 9 of that Act.
TQI has established administrative arrangements with the Education Directorate in relation to provide financial accounting and audit services. The Board oversees the financial management and planning that supports TQI’s operations. The Board regularly considers the financial performance of TQI. In the reporting period, the Board approved four Finance Reports.
The Teacher Quality Institute is a statutory authority created under the ACT Teacher Quality Institute Act 2010. In the reporting period on 22 August 2019, the Legislative Assembly passed amendments to the Teacher Quality Institute Act 2010.
The amendments which took effect from 1 January 2020, authorised TQI to establish a pre-service teacher register for pre-service teachers and to collect teacher workforce data and pre-service teacher data. The collection of suitable lifecycle data at the level of pre-service teacher, teacher and school leader will provide sound information to assist in the development of evidence-based policies and programs in education workforce planning and enhancement. The 2019 amendments also strengthened teacher registration requirements for teachers’ academic teaching qualifications. The amendments about teacher qualifications place value on the essential learning that takes place during the specified period of academic study and ensures that registered teachers have undertaken the required academic study to prepare them to a high standard to make a positive impact on student learning.
Planning Framework
In the first half of the Reporting Period, TQI operated under the TQI Strategic Direction 2015-2020. In April 2020, the TQI Board approved the strategic planning document for the next three years: TQI Strategic Direction 2020-22. The TQI Board also endorsed the TQI 2020 Operational Plan. Under the Strategic Direction and the Operational Plan, TQI focused its efforts on the following four key areas:
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The achievements against each of these key focus areas over the reporting period are discussed in the Performance Analysis section.
TQI Governing Board
Section 15(2) of the TQI Act sets out the composition of the TQI Board and requires the Minister to appoint the members of the Board (other than the Chief Executive Officer). The appointment of a member, other than the Chief Executive Officer, must be for a term no longer than three years. A person may be reappointed for a further term of three years. The Chief Executive Officer is a non- voting member of the Board. Remuneration for the Chair is determined by the ACT Remuneration Tribunal in accordance with the provisions of the Remuneration Tribunal Act 1995. Except for the Chair, Board Members and Committee Members will not receive remuneration for performing their Board or Board Committee functions. They will, however, receive reimbursement for expenses reasonably incurred while performing these functions either at board meetings, attending committee meetings or when representing the Board.
The Board met on three occasions during the reporting period:
• 10 September 2019; • 3 December 2019; and • 16 June 2020.
The Board meeting scheduled for 24 March 2020 was cancelled due to the sudden impact of COVID-19. Members considered and noted Board papers for the 24 March meeting out of session.
The Minister made three appointments and one reappointment to the Board during the reporting period as follows:
• Mr Glenn Fowler’s second term as the member nominated by the Australian Education Union (section 15(2)(f)) expired on 18 August 2019. Ms Angela Burroughs was appointed on 10 September 2019 for a period of three years.
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• Mr Michael Lee’s term as the member to represent teachers and Principals of non-government schools (section 15(2)(k)) expired on 26 September 2019. Mr Patrick Ellis was appointed for a period of three years on 30 September 2019. • Mr Tim Elliott’s term as the member nominated by the Archdiocese of Canberra and Goulburn Catholic Education Office (section 15(2)(e)) expired on 17 March 2020. Mr Elliott was reappointed on 10 April 2020 for a period of three years. • Dr Bill Maiden’s second term as Chair of the TQI Board expired on 30 May 2020. Due to COVID-19, the appointment process for the Chair was delayed. Ms Roberta McRae was appointed as interim Chair for the period 6 June – 6 December 2020. Ms Natalie Howson was appointed as the ongoing Chair on 11 August 2020.
During the reporting period, the Board:
• monitored TQI’s performance against the annual operational plan; • monitored TQI’s performance against the annual budget; • reported TQI’s progress to the Minister; • set the TQI Strategic Direction 2020-2022; • set the TQI Operational Plan 2020; • set the TQI Strategic Risk Register; • approved the annual calendar for Board meetings; • applied the functions of Board committees, some members chairing committees, and monitored committee proceedings; and • approved new policies and reviewed existing policies.
The Board deliberated on the following major issues and legislation during the reporting period:
• amendments to the Teacher Quality Institute Act 2010; • the pilot of the new model for the Certification of Highly Accomplished and Lead Teachers; • the recommendations relating to teacher regulatory bodies from the Royal Commission into Institutional Responses to Child Sexual Abuse and the corresponding recommendations in the September 2018 Report from the National Review of Teacher Registration: One Teaching Profession: Teacher Registration in Australia; • professional learning requirements for teachers registered in the ACT; and • TQI’s management of business during COVID-19.
The TQI Board Charter sets out the responsibilities of Board members and details obligations regarding confidentiality of Board discussions and deliberations. The Charter also requires members to avoid conflicts of interest; disclose any conflicts of interest; and to absent themselves from deliberations should a conflict of interest arise.
The Charter states that in accordance with s85 of the FMA, Board members must exercise their functions with the degree of honesty, care, and diligence required to be exercised by a director of corporation in relation to the affairs of that corporation.
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Table 1: TQI Board Members and Meeting Attendance 2019-20 Member Qualifications Role Appointment period Meetings attended
Dr William Maiden TeachCert, BA, MLitt, Chair 30 May 2017 – 2 PSM OAM MEdAdmin, PhD, FACE, 30 May 2020 FACEL
Ms Roberta McRae LLB, GDLP, GDE, BA 1992 Interim Chair 6 June 2020 – 1 OAM Bachelor of Arts, GDES, 6 December 2020 TITC.
Ms Anne Ellis BA, DipEd, GradDip Chief Executive n/a 1 (InfMgt), FACEL Officer, TQI
Mr Jason Borton Bed, BT. A/g Chief n/a 1 Executive Officer
Ms Anna McKenzie BA, Grad Dip Ed, MEd A/g Chief n/a 1 (Hons), ACT Government Executive Officer, Achievement Award, TQI FACE
Ms Meg Brighton BA, MCom Deputy Director- 18 May 2018 – 3 General - Health 17 May 2021 Systems, Policy and Research
Dr Judith Norris Dip Teach, Grad Dip Ed; Australian 5 September 2017 – 2 MEd Admin, PhD. Catholic 4 September 2020 University, ACT Campus
Mr Timothy Elliott Dip Teach, BEd, MEd Catholic 17 March 2017 – 2 Leadership. Education Office 16 March 2020
Ms Berna Simpson Teachers’ Cert, BA, Dip NSW/ACT 5 September 2017 – 3 Ed, Grad Cert, MEd Independent 4 September 2020 Education Union
Mr Glenn Fowler BA(Hons), Grad Dip Ed Australian 19 August 2016 – 0 Education Union, 18 August 2019 ACT Branch
Mr Michael Lee BA, Grad Dip Ed, Grad Teaching 27 September 2016 – 1 Dip RE, MEd, FACEL profession in 26 September 2019 non-government schools
Professor Ting Wang BA, Med Leadership, University of 18 May 2018 – 3 PhD Canberra 17 May 2021
Ms Julie Murkins BA, Grad Dip Ed, MIL Teaching 8 February 2019 – 2 profession in 8 February 2022 government schools
Dr Kaye Price AM Dip Teach, BEd, Med, Community 5 September 2017 – 2 PhD representative 4 September 2020
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Member Qualifications Role Appointment period Meetings attended
Ms Rita Daniels BA, Dip Ed, Dip Association of 8 February 2019 – 2 Theology, MEd Independent 8 February 2022 Schools of the ACT
Mr Patrick Ellis BEd, Teaching 30 September 2019- 2 MChild&AdolesWelf, profession in 29 September 2022 Cert RE. non-government schools
Ms Angela BComm; MT (Hon), M.A. Australian 10 September 2019- 3 Burroughs Education Union, 10 September 2022 ACT Branch
Board Committees
The TQI Board has four committees which provide advice to the Board and the Chief Executive Officer as follows:
• Teacher Professional Registration Committee (TPRC) which provides advice on teacher professional registration matters. The TPRC met and reported to the Board three times in the reporting period; • Initial Teacher Education Committee (ITEC) provides advice on initial teacher education matters. ITEC met and reported to the Board three times during the reporting period; • Professional Learning and Development Committee (PLAD) which provides advice on teacher professional learning matters. PLAD met and reported to the Board three times during the reporting period; and • Standards and Professional Practice Committee (SPPC) which provides advices on standards and professional practices matters including the certification of teachers as ‘Highly Accomplished’ or ‘Lead’ teachers. The SPPC met and reported to the Board three times during the reporting period. Performance Analysis Overview
The primary focus of the ACT Teacher Quality Institute remains the continuous improvement in the quality and professionalism of the ACT teaching workforce with the aim of enhancing the learning outcomes of all ACT school students. The TQI Act provides the regulatory regime within which the Institute pursues its goals.
Under the TQI Act, the teaching profession in the ACT is governed by a comprehensive framework that closely integrates regulatory provisions with a range of specific initiatives designed to assist all ACT teachers to improve their performance, at all stages of their careers. The framework integrates:
• preparation for the profession for initial teachers; • national professional standards;
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• high quality professional learning; and • formal accreditation and registration requirements.
The ACT framework accords with national agreements on education reform. Importantly, the approach in the ACT emphasises continuous quality improvement rather than simply a registration process for teachers.
Under the TQI regulatory framework, important reporting obligations are imposed on all employers of teachers in ACT schools to support the integrity of that framework and to help maintain community confidence in the teaching profession. Amendments to the reporting obligations were passed by the Legislative Assembly in 2019. These amendments imposed additional obligations on employers, requiring teacher employers or any relevant entity or person to provide certain and specific information to TQI to assist TQI to make robust, evidence based, timely and defensible decisions about a teacher’s registration status. During the reporting period, teacher employers have responded positively to the additional requirements around notification to enable TQI to make timely and robust registration decisions.
Strategic Direction 2015-2019
The Institute’s Strategic Direction 2015-2019 concluded in December 2019, halfway through the reporting period. TQI’s actions against this five year plan focused on improving the professionalism of teachers at all stages of their teaching career - from when a person begins their initial teacher education, through to experienced teachers who become certified as a Highly Accomplished or Lead teachers (HALTs).
TQI’s actions against the Strategic Direction over the five years:
• ensured a user-friendly registration process for teachers; • improved teachers’ access to quality professional learning; • strengthened TQI’s access to timely information from teacher employers to ensure all ACT registered teachers are quality teachers; • enhanced the quality of initial teacher education programs at ACT universities; • launched the Professional Experience Framework and established the pre-service teacher register for initial teacher education students; • ensured all ACT teachers and their employers are fully informed of their responsibilities under the professional regulatory framework; and • opened enhanced pathways for teachers to certification at the highly accomplished and lead teacher level.
Since 2015, 21 initial teacher education programs have been accredited for ACT universities. Since 2016, TQI has facilitated the training of 46 ITE accreditation members in the new Program Standards and engaged five panelists in the national ITE Standards Setting process. Seven ACT panelists have represented the ACT as interstate panel members on interstate accreditation panels, and 16 on TQI panels accrediting ACT ITE programs. To gain accreditation, universities are required to provide to an assessment panel evidence:
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• that the ITE program meets the Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures 2019; • of the impact of their initial teacher education programs on pre-service teachers and their teaching performance, and on graduate outcomes; and • that all graduate teachers meet the Graduate level of the Australian Professional Standards for Teachers (APST).
The accreditation process is iterative. In the course of accreditation, should there be gaps or stronger evidence is required, the university is provided with the opportunity to strengthen the application to meet the required standard.
During the five year period, TQI continued to embed its ‘digital first’ strategy through improvements to the online business system (enhanced by new capital funding over four years from 2015-16). TQI improved the user experience by increasing system response times and giving better access to Principals to verify their teachers’ professional learning. TQI gave real time access to providers allowing them to view teacher evaluation of their programs and respond with an even better program.
TQI improved access of teacher employers to real-time data about their teachers’ registration status, including their Working with Vulnerable People registration status.
TQI’s growing store of teacher workforce data, including professional learning information, can be readily analysed for reporting and research. This data store enables TQI to:
• participate in national initiatives such as the Australian Teacher Workforce Data Strategy; • contribute to ACT initiatives including the Future of Education strategy; and • support ACT schools in managing the professional learning of teachers through the provision of online reports on professional learning programs completed by teachers.
Changes to the TQI Act in 2019 strengthened TQI’s ability to obtain timely information from teacher employers or any relevant entity or person in order to make robust decisions about a teacher’s registration status. In addition, the changes to the TQI Act reinforced TQI’s ability to require registered teachers to maintain their Working with Vulnerable People Registration throughout the period of their registration.
August 2019 amendments to the TQI Act expanded TQI’s functions to include work related to developing a workforce profile of teachers to inform teacher workforce planning and research. More information about the new function is included under the Achievements section of this report.
TQI launched the ACT Professional Experience Framework in 2018. The framework, developed with broad education community consultation, articulates the elements essential for achieving high quality professional experience. It established an ACT wide agreement to implement the framework and separate school/education sector agreements for professional experience.
The ACT wide agreement commits the three schooling sectors and the two ACT based ITE providers to working collaboratively to ensure professional experience is high quality and ITE students are welcome in ACT schools.
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After five years of national HALT certification implementation by TQI in the ACT, a review process was undertaken. In 2017 an independent research analysis of HALT certification in the ACT was commissioned, which affirmed the value of the process and informed the approach towards stronger alignment with the needs of stakeholders going forward.
TQI took advantage of a significant opportunity to raise the profile of certification in the ACT nationally, through the 2018 national HALT Summit. Held in Canberra for the first time, the Summit was a valuable platform for the ACT to showcase the use of certification as a strategic school improvement mechanism in ACT schools. Training of an increased number of School Leaders in Teacher Standards understanding and certification assessment, strengthening of the HALT network and mentoring of aspiring applicants, and promotion of a school cohort approach to applicants applying for certification, all served to promote a focus on improvement and a culture of collaborative professionalism for enhanced student outcomes. Inviting Principals and system leaders to the Summit for the first time also served to increase understanding and highlight the strategic value of certification.
In January 2020, TQI established the Pre-service Teacher Register. Currently, pre-service teachers undertaking a professional experience placement in ACT schools are able to be included on the Register. The Register, once fully operational, will enhance TQI’s capacity to collect ITE data, monitor the spread of professional experience placements in ACT schools, and improve ITE students’ engagement with the teaching profession from the commencement of their studies. TQI has continued to communicate with teachers and employers through its website; its portal for registered teachers; and generic emails. Over the five years of the Strategic Direction 2015-19, TQI has developed its social media presence, with the TQI Facebook page well established as a strategic platform for communication with teachers and School Leaders. In early 2020 TQI also began using Twitter as a communications tool. TQI’s uptake of Facebook in 2017 has transformed the connection and engagement of teachers with TQI. TQI’s public Facebook page, which showcases the work of TQI and ACT teachers, as well as providing resources to support the professional development of teachers, continues to grow. Through the Facebook platform teachers receive timely professional content, and information about cross sectoral workshops, network opportunities and other initiatives supporting the ACT teaching profession. Posts are informed by feedback, with posts that celebrate the work of ACT teachers typically having the highest engagement. The number of followers has increased each year as have the number of interactions with, sharing and likes of TQI content. As at 30 June 2020, TQI’s followers numbered 1,985.
In early 2020, the TQI Board endorsed the TQI Strategic Direction 2020-2022. This new plan reflects TQI’s commitment to build upon past successes while advancing its mission to improve the professional standing of teachers and to build the confidence of the ACT community in the teachers in ACT schools. The Strategic Direction sets four pillars, each of which is a foundation for one of the four strategic goals.
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For each of the strategic goals, outcomes are defined to provide greater clarity and focus for aligning TQI programs and activities. Although presented separately, the goals are interrelated. The successful achievement of one goal can impact the success of others.
TQI developed the TQI Operational Plan 2020 to outline the activity focus for 2020 against the Strategic Direction.
COVID-19 impacts
Due to COVID-19, and advice from Government about social distancing, the TQI office closed in March 2020. TQI cancelled most of its Term 1 2020 workshops. This decision was made in acknowledgment of the increased teacher workload related to providing learning and resources on- line.
TQI made and communicated to employers and teachers the following arrangements:
• all TQI face to face workshops from Term 2 2020 are available on-line; • teachers can include as part of the ‘teacher identified activity’ component of their professional learning obligations, their learning related to remote teaching and learning; • many providers of TQI accredited professional learning have converted their programs to on-line; • the TQI portal accessed via the TQI website continues as the main source of communication to registered teachers for information regarding workshops, handbooks, guides, and resources; and • the Certification Module pilot has been adjusted. TQI continues to support applicants.
TQI has continued its engagement with employers, registered teachers, applicants for teacher and pre-service teacher registration and its stakeholders through email, phone calls, on-line meetings, and video chats.
TQI staff also engaged in the ACT Government COVID-19 survey. This provided an opportunity for staff to reflect on their personal and professional circumstances during the pandemic. It enabled input from staff about their wellbeing and impact on their ability to work efficiently and effectively during this time. This informed the ongoing approach taken by TQI to support staff on an ongoing basis.
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TQI has also continued its engagement in the national agenda for teacher registration and regulation. While unable to travel to national meetings or to participate face to face in discussions and consultation about policy relating to accreditation of initial teacher education, TQI has continued to actively represent the ACT position through on-line fora.
Overall, there is little or no evidence to suggest that TQI’s work has been negatively impacted by COVID-19. Participation in some TQI workshops has increased compared to previous years, suggesting that teachers may prefer the flexibility offered by the on-line environment.
2019-20 Key Achievements Standards, regulation, and certification
Teacher registration
As at 30 June 2020, TQI has registered 8,113 teachers and 88 people were approved to hold a permit to teach. For the same period, there are 408 newly registered teachers, as against those teachers who renewed their registration.
In the reporting period, TQI took regulatory action as follows:
• Formal written warning (WwVP) - 1 • Formal written warning (conduct) - 1 • Condition placed on registration - 2 • Suspension of registration (WwVP registration lapsed) - 9 • Suspension of registration (conduct) - 2
TQI has begun developing a suite of short videos to explain processes and support teacher understanding of the day to day business of the Institute and teacher’s legislative responsibilities.
Certification
A most significant achievement for TQI in 2019-20 is the continuation of the trial of the new Modular model for the certification of Highly Accomplished and Lead Teachers (HALTS). Under the new model, teachers can undertake certification in the Domains of the Teacher Standards or modules. The model addresses the assessors’ and participants’ individual circumstances as it allows them to undertake the work in more manageable pieces. It also allows for more dispersed payment i.e. at the submission of each module, rather than two large payments. The payment goes to schools to compensate them for the assessors’ (School Leaders) time spent on certification assessments.
A research partnership with the University of Canberra, will provide an evaluation of the trial through questionnaires and focus groups, an evaluation report by November 2021 and an evidence- base for deciding the approach to certification going forward.
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The 2018 Future of Education strategy, aimed at growing the number of HALTs in schools, to the point where there is at least one HALT in every ACT school. TQI is progressing work on this commitment. As at 30 June 2020, 49 (36%) of ACT schools have at least one HALT, and some schools up to seven.
The number of HALTs who currently hold certification in the ACT has grown from 34 in 2015 to 73 in 2020. 86 ACT teachers have achieved certification since 2012, 12 per cent of the national total of 709. The total number of ACT assessors nationally trained by TQI has increased accordingly from 61 in 2015, to 146 by 2020.
Since the Modular model pilot was begun in 2019, TQI has received 100 Preliminary Applications, twice the number of any previous year, demonstrating a significant increase in interest from teachers in HALT certification.
In addition to those who have achieved certification through the Full portfolio approach in the July 2019-June 2020 period, 16 teachers successfully completed Module 1, while five have successfully completed Module 2. These teachers will be eligible to complete the third and final module in 2021 to achieve certification. 20 Module 1 applications have been received in 2019-2020 from 15 different schools, of which eight schools had no existing HALT, which reflects the wider reach/greater traction certification is having with schools.
Certification: Modular model showing domains of teaching for the seven standards included in the Australian Professional Standards for Teachers
During 2019, TQI certified a further 12 ACT teachers. This brings the total of HALTs with current certification in the ACT in 2020, to 75. A further 16 teachers successfully completed Module One towards certification, with five teachers going on to successfully complete the second of the three modules, following the new modular model recently developed and currently being trialed in the ACT.
National Review of Teacher Registration
Accreditation and preparation for the profession
High quality preparation of future teachers is a key to enhancing the quality of the teaching workforce and hence to improving education outcomes for all ACT school students. In the ACT, the TQI has legislative responsibilities for accrediting Initial Teacher Education (ITE) programs under s.11 (1)(g) and s.76(a) of the TQI Act.
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Royal Commission into Institutional Responses to Child Sexual Abuse and the National Review of Teacher Registration (NRTR).
Reports from Royal Commission into Institutional Responses to Child Sexual Abuse and the NRTR established that information sharing was a key factor in protecting and strengthening the safety and well-being of school children. In 2019-20, TQI, with the cooperation of teacher employers across the three systems, embedded the February 2019 changes to TQI Act regarding requirements around timely information sharing. In the reporting period, teacher employers have responded positively to the new requirements about at what point in a formal investigation into a teacher’s conduct they must provide information to TQI.
During 2019-20, TQI contributed to the national work regarding the implementation of the recommendations from the above-mentioned reports. Anticipated further work on these recommendations is described in the Outlook section of this Report.
Teacher Education Ministerial Advisory Committee (TEMAG) reforms.
Pre-service teacher register
In August 2019, the ACT Legislative Assembly passed amendments to the TQI Act which require that pre-service teachers who wish to undertake a professional experience placement in an ACT school must be approved on the pre-service teacher register (PSTR). This requirement applies to all pre- service teachers including people who are undertaking their pre-service teacher education outside the ACT.
The PSTR commenced operation on 1 January 2020. TQI’s successful collaboration with universities, schools and pre-service teachers has enabled a smooth introduction of the PSTR. As at 30 June 2020, there are 824 pre-service teachers included on the pre-service teacher register, with 46 of these from universities located outside the ACT.
Pre-service teachers on the register can access information about approved professional experience programs that are available to registered teachers. As the business system is further developed, pre- service teachers will be able to enter details of each of their professional experience placements on the register. Should they register on the ACT Teachers Register, the pre-service teacher will eventually be able to easily transition to ACT teacher registration. They will carry through to their teacher registration with the same ID number they began with on the PSTR.
TQI will be able to collect information about the schools and sectors who are involved with providing teacher professional experience placements, and the number of teachers from the PSTR who take up a teaching position in the ACT, following graduation.
TQI will be able to collect deidentified information, which can be shared for workforce planning purposes, on:
• the total number of students undertaking professional experience in a particular year; • the number of schools providing professional experience placements; • the number of ITE students placed at particular schools;
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• the number of students undertaking their professional experience in, for example, a science specialisation; and • the destination of graduating students and their initial teaching experiences.
This information may be used to gain an understanding of the teaching experience from an ITE student’s entry into ITE, their entry to the teaching profession, throughout their teaching career in the ACT and through to their exit.
Accreditation of initial education courses
During the reporting period eight undergraduate ITE programs were submitted by the University of Canberra for Stage Two accreditation (reaccreditation). The provider and accreditation panel followed the process outlined in the February 2018 Guidelines for the accreditation of initial teacher education programs in Australia: Stage two. The provider submitted extensive documentation to demonstrate that continuing program design and delivery have been underpinned by evidence of program outcomes and impact from the preceding accreditation period. Evidence was collected from a range of data sources chosen by the provider, as articulated in the Plan for Demonstrating Impact. The assessment by the panel of the program meeting the Program Standards and Graduate Teacher Standards is the basis for accreditation. In response to COVID-restrictions, TQI made adjustments to the accreditation timeframe and process, including online participation by the interstate panelist, so that the potential for programs to be accredited and subsequently offered in 2021, was not compromised.
Australian Teacher workforce data strategy
In 2017, Education Ministers approved the development of the Australian ITE and Teacher Workforce Data Strategy (ATWD), a national strategy for the collection and analysis of initial teacher education data and teacher workforce data. This decision tasked teacher regulatory authorities with primary responsibility for the collection and supply of teacher workforce data to a national dataset. ITE providers (universities) provide ITE data to inform the ATWD. The ATWD will link ITE student data from 2005 with current teacher data to provide longitudinal information on teachers working in Australian schools and future teachers engaged in teacher preparation. TQI has continued to represent Teacher Regulatory Authorities on the ATWD Oversight Board
August 2019 amendments to the TQI Act allow TQI to contribute to the ATWD strategy by sharing teacher workforce data held by the TQI. The amendments also expanded TQI’s functions to include work related to developing a workforce profile of teachers to inform teacher workforce planning and research.
The aggregated data will:
• inform ACT research and teacher workforce planning to better enable universities and schools to provide an authentic professional experience which will build the ITE students’ readiness to teach; • give more comprehensive information on subject specialties studied through initial teacher education;
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• provide information on how many ACT ITE students are graduating compared with how many register to work as a teacher; • provide information on how many stay in the profession and for how long; • be used to gain an understanding of the teaching experience from an ITE student’s entry into ITE, their entry to the teaching profession, through to their exit; and • inform future policy decisions about the teaching profession.
Professional Learning and Growth
In total, the TQI teachers register has recorded that ACT teachers undertook more than 251,462 hours of professional learning (PL) in the year preceding their 2020 registration. There has been an increase of 806 attendances at TQI accredited programs from last year.
Data demonstrating an increase in attendances of TQI accredited programs
During the reporting period educative collateral has been developed and published to support teacher understanding regarding the breadth and depth of professional learning that can be completed for registration purposes.
Teacher Identified activities that can be submitted for registration purposes
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TQI focused on a campaign to broaden teacher understanding of their obligations under the ACT Teacher Quality Act 2010 Regulations to complete the evaluation of all accredited programs they attend. Teachers have developed their understanding of the importance of their feedback and how this linked to future availability of TQI accredited programs being offered in the ACT.
Collateral sent to all schools regarding the importance of completing TQI evaluations of accredited programs attended
Teachers are required to complete a reflection and responses to evaluation questions when submitting their professional learning activities for registration purposes. These questions have been updated during the reporting period. The Professional Learning and Development Committee (PLaD) made up of members from all sectors, universities, and unions, reviewed the questions to ensure their relevance in the current educational context. The updated questions have been approved by the TQI Board and put into use for 2021 registration renewals.
Details of professional learning programs accredited 1 July 2019 to 30 June 2020 are listed in Attachment 1 to this report.
Data, evidence, and research
As mentioned earlier in this report under TEMAG reforms, amendments to the TQI Act authorise TQI to contribute to the ATWD strategy. For the first time, in 2020, TQI provided teacher workforce data to the national data collection. Additional teacher data will be collected annually through the ATWD teacher survey. As the data collection expands and datasets are linked, valuable longitudinal data on the national teacher workforce will be available for research and planning.
Outlook
TQI activities in the coming year continue to focus on the ACT’s Future of Education strategy and at the national level, actions deriving from the National Review of Teacher Registration; TEMAG reforms related to accreditation of ITE programs and building a sustainable quality teaching workforce; and the development of business systems to support all aspects of TQI’s work.
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ACT Government Future of Education (FoE) strategy.
A key focus area is the Government’s goal of working towards a Highly Accomplished and Lead Teacher (HALT) in every ACT school. Towards achieving this goal, during the reporting period a further 12 teachers have been certified, so that the number of schools in the ACT with at least one HALT has grown to 49, i.e. 36 per cent of ACT schools. 17 schools have more than one certified teacher, while seven schools, taking a cohort approach to leading teacher development through certification, have three or more HALTs. The ACT boasts a significant proportion of the total number of HALT teachers certified nationally since 2012 i.e. 87 teachers have been certified in the ACT since 2012, 12 per cent of the national total of 709.
During this reporting period, TQI continued to trial the Certification 2.0 modular model and, if successful, will embed the new model in TQI’s certification process. The model is an alternative to the full portfolio approach for certification which had been established earlier by TQI. During 2020-2021, TQI is in partnership with the University of Canberra to evaluate the new model for Certification. The purpose of the evaluation is to discover if the Modular model makes teacher certification more achievable and sustainable for teacher applicants and school leader assessors, while maintaining the rigour and credibility of the previous full portfolio approach. An evaluation of the ACT TQI modular approach is also expected to provide important findings and recommendations that can inform the enhancement of the Model and implementation of certification in other jurisdictions. Further research can yield substantive qualitative data in relation to participants’ experience of the certification process and its impact in schools which is largely lacking in other studies in the area.
TQI will continue to promote to schools and teachers the benefits of Certification and support them in their engagement with the process. TQI will encourage teachers and School Leaders to engage with Certification as a school cohort, so that the practice of expert teachers is leveraged, building collective teacher efficacy for school improvement.
National Review of Teacher Registration
In September 2018, Education Council noted recommendations from the National Review of Teacher Registration report - One Teaching Profession: Teacher Registration in Australia (One Teaching Profession) and Ministers agreed that the Australian Institute of Teaching and School Leadership (AITSL) would work with all jurisdictions to develop an implementation strategy for all One Teaching Profession recommendations. Implementation of key recommendations is progressing with a focus on child safety and well-being, information sharing and registration portability, the introduction of Early Childhood and Care teacher registration, and increasing consistency of judgements in teacher regulation. TQI engages key education stakeholders in this work, through Board committees and targeted consultation, to ensure that outcomes align with ACT Government priorities and enhance the standing of the teaching profession.
Child safety and wellbeing
One Teaching Profession made three recommendations relating to child safety and wellbeing. The three recommendations focus on information sharing, suitability to teach and mutual recognition. The six recommendations from the Royal Commission into Institutional Responses to Child Sexual
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Abuse Report which are the responsibility of Teacher Regulatory Authorities have a similar focus. The Royal Commission assigned responsibility for these six recommendations to the Council of Australian Governments, rather than to teacher regulatory authorities (TRAs).
In mid-2020, under Direction from Education Council, a Best Practice Framework for Teacher Registration re child safety was drafted. The Framework’s purpose is to provide a best practice approach for responding to the recommendations from both reports re strengthening child safety and wellbeing.
TQI will continue to work with the ACT Government, with TRAs and with AITSL to implement responses to the Royal Commission and NRTR recommendations related to child safety and wellbeing.
Provisional to Full Registration
Recommendation 2 from the One Teaching Profession report specifies to develop and implement a national strategy to ensure national consistency in the judgements made about whether teachers meet the Proficient career stage of the Australian Professional Standards for Teachers, in the provisional-to-full registration process.
A national steering committee led by AITSL and including TQI representation has worked on staged implementation of actions to progress national consistency in this space. The staged process includes mapping current practices, sharing quality assurance practices and working with the results of this research on a possible agreed forward strategy. Key to this work is the understanding that context is crucial across the diversity within and between jurisdictions, that these are school-based decisions and that partnerships between the TRA and schools in each jurisdiction need to be recognised and valued. TQI continues to be committed to working with teachers and School Leaders to facilitate the growth and support based ACT provisional to full registration model designed for the unique ACT context and workforce. The project is expected to conclude in late 2020.
National consistency in teacher registration
TQI continues to collaborate at the national level about reaching national consistency in teacher registration; the operation of mutual recognition; ensuring teachers are sufficiently proficient in English; and in establishing how early childhood teachers and teachers with vocational education and training qualifications are recognised in the registration of teachers. TQI’s intent is to continue to contribute to the goal of achieving national consistency in the regulation of the teaching professional, while maintaining the ACT’s unique, valuable, and valued characteristics that so well suit the distinctive nature of the ACT teacher workforce.
Teacher Ministerial Advisory Group (TEMAG) reforms.
TQI has progressed national work to strengthen the national Initial Teacher Education Accreditation (ITE) system by building greater consistency in the program accreditation system. Reforms included the review of program accreditation guidelines to enhance understanding of the ITE Program Standards and Procedures by panel members, providers, and authorities. Through participation in national Standards Setting and the Executive Officer Working Group since June 2019, TQI has assisted with the work to refine and improve the Guidelines, providing for greater clarity in the
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interpretation of the Program Standards and consistency of judgement against the Program Standards during the program accreditation panel process. This work forms part of the 2020-23 Strategic Direction and involves strong national collaborative engagement with teacher regulatory authorities and initial teacher education providers.
Pre-service teacher register
Development of the business system for the pre-service teacher register will continue. Completion of this work will enable pre-service teachers to:
• update their personal details; • progressively to enter details of each professional placement including dates, school, and supervising teacher. Details of the outcome of their professional experience are not the business of TQI; and • to register on the teacher register (following successful completion of the ITE course) with the same ID number as was allocated when they joined the pre-service teacher register.
National Teacher Workforce Strategy
Education Ministers commissioned the development of a National Teacher Workforce Strategy (NTWS) to respond to the supply of and demand for teachers across Australia. It is intended that the NTWS will complement the work commenced by the ATWD through focusing national attention on current and future teacher workforce challenges. TQI and the Education Directorate have each provided considerable input to the development of this national strategy. TQI will continue its high level of engagement with the strategy through the NTWS governance structure and the on-going provision of data to the ATWD.
The strategy is built around the importance of the status of the teaching profession and will address an improved understanding of:
• supply and demand issues; • priority needs including more Aboriginal and Torres Strait Islander teachers; • hard to staff schools and areas of teaching specialisation; • supporting teachers and the teaching profession through effective induction and mentoring; • development pathways for School Leaders; • developing educators of the future through understanding motivations to pursue a teaching career; • the impacts and opportunities of emerging technologies on teaching practice; • building data and evidence by exploring the value of existing data projects and sources to understand teacher supply and demand; and • continuing to build Australian Teacher Workforce Data (ATWD).
Business system development
TQI is on track to complete the redevelopment of the TQI Portal 2.0 by the end of June 2021. The TQI Portal 2.0 will introduce enhanced site performance, increase usability, and streamline the user
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experience for all portal users. The TQI Portal 2.0 will also future proof TQI’s ICT services as it will enable any future expansion of the portal functions to be integrated seamlessly into the existing architecture. TQI will also continue to focus on data privacy and site security. Enhanced security measures in relation to server firewall protection and user accounts have been implemented to reduce the risk of data breaches.
Scrutiny
In the reporting period, in relation to scrutiny reports, the Government has made no commitments involving the TQI portfolio.
Risk Management
TQI pursues integrated risk management in all planning and operational processes. Risks particular to TQI arising from its legislative mandate are identified and assessed for management at a range of levels within TQI.
• Strategic Risks are identified as a part of the development and review of the TQI Strategic Register. Strategic risks, their assessment and treatments, are approved and monitored by the TQI Board. • Operations/service level risks are identified in TQI service standards, policies and procedures. The responsibility for assessing and responding to operational level risks lies with the Chief Executive Officer and TQI staff. • Project risks are identified in project plans and for ICT projects within the project guidelines approved by Shared Services. The responsibility for assessing and responding to project risks lies with TQI project managers and committees. Internal Audit
TQI is covered by the audit arrangements of the Education Directorate audit framework.
Fraud Prevention
Fraud prevention measures incorporating procedural checks and balances to minimise the risk of financial and other fraud are included in TQI policies and procedures, particularly those involving financial transactions and regulatory activities.
Freedom of Information
In the reporting period, decisions to publish Open Access Information included publication of or updates to:
• the TQI Formal Complaints Policy 2019 (publication); • the TQI Strategic Direction 2020-2023 (publication); • Teacher Registration and Permit to Teach Policy (update); • Continuing Professional Learning Policy (update);
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• Initial Teacher Education Program Accreditation Policy (update); and • Privacy Policy (update).
TQI did not receive any Freedom of Information requests in the reporting period.
The TQI has information on its organisation, function and decision making powers on its website: www.tqi.act.edu.au/about-tqi. Further information can be obtained by contacting [email protected] or (02) 6205 8867. People seeking information are encouraged first to contact TQI before using the more formal Freedom of Information process.
Documents available on request and without charge include publications produced by TQI on various aspects of its activities.
Documents used by TQI staff when making decisions include:
• Teacher Registration and Permit to Teach Policy; • TQI Procedure for Review of Registration; • Teacher Registration Qualifications Policy; • Australian Qualifications Framework; • Continuing Professional Learning and Program Accreditation Policy; • Continuing Professional Learning Program – TQI Accreditation Guide January 2020; • TQI National Certification of Highly Accomplished and Lead Teachers Policy; • Certification of Highly Accomplished and Lead ACT Teachers – TQI Supplement 2020; • 2017 ACT Certification of Highly Accomplished and Lead Teachers – Assessor Handbook; • Australian Professional Standards for Teachers; • 2020 – Progressing from Provisional to Full Registration – A Guide for Professional Guidance Panels of Provisionally Registered Teachers; • 2020 – Progressing from Provisional to Full Registration – A Guide for Provisionally Registered Teachers; and • Initial Teacher Education Program Accreditation Policy.
In the reporting period, there were no applications made to the Ombudsman or ACT Civil and Administrative Tribunal about TQI’s decisions.
Community engagement and support
In response to COVID-19 restrictions, including social distancing rules and teachers supporting children’s learning from home, TQI expanded professional learning protocols and practices as follows:
• all face to face TQI workshops were made available online; • teachers were advised that they could record their professional learning about the delivery of online teaching and student support as part of their professional learning requirements for teacher registration renewal;
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• providers of 2020 accredited programs were offered a process to convert programs to online delivery; • the Certification Modular Model Pilot was adjusted to support applicants; and • TQI supported all employers in insuring that staff had accessibility to TQI accredited programs.
TQI continuously reviews and evaluates its communication media to ensure it is giving clear, timely, relevant and important messages to our stakeholders, particularly to schools and teachers. As mentioned in the Overview, the TQI Facebook page was established in 2018. In April of 2020 TQI began a TQI Twitter handle. This social media addition was implemented to expand our social media reach and continue to define our narrative to the wider community.
During the 2020 renewal period all teachers were advised that the TQI portal would be the primary source of all communication to registered teachers for information regarding workshops, handbooks, guides and resources. Some of the programs offered by TQI in the reporting period included:
• sixteen cross-sectoral workshops for beginning teachers, teacher mentors/supervisors and School Leaders on the process for progression to Full Registration; • in response to COVID-19 the development of online voiceover PowerPoint workshops for beginning teachers, teacher mentors/supervisors and School Leaders on the process for progression to Full Registration, supplemented by follow up Zoom Q&A sessions; • presentations and information packages to pre-service teachers at University of Canberra (UC) and Australian Catholic University (ACU) to support their transition to the profession; • supporting the launch of the Pre-service Teacher Register through information sessions, drop in sessions and resource materials for UC and ACU for information materials for Australian institutions delivering approved initial teacher education courses; • communication with teachers to assist them to renew their teacher registration, with teachers progressing from provisional to full registration and with the mentors and School Leaders who support them and with School Leaders, teachers and teacher employers to assist teachers to meet WwVP obligations. Communications are via the TQI website, email, phone and face to face; and • Mentoring and Coaching Mini Conference showcasing high quality practice at seven schools across sectors and attended by 115 teachers and School Leaders. Aboriginal and Torres Strait Islander Reporting
In the 2019-20 reporting period, TQI accredited 50 professional learning programs which had content specifically related to standard 1.4 (Strategies for teaching Aboriginal and Torres Strait Islander students) and standard 2.4 (Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians) of the Australian Professional Standards for Teachers. In the reporting period, 22 per cent of teachers participated in one or more of these programs.
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Workplace Health and Safety
TQI has one nominated Health and Safety representative and one Respect, Equity and Diversity Officer.
In the 2019-20 reporting period TQI has had no incidents requiring reporting under the Work Health and Safety Act 2011.
At its weekly whole-of-team meetings, TQI has workplace health and safety as a permanent agenda item.
In 2019 TQI employed the FISH philosophy program - a set of simple, practical tools and activities to build stronger relationships, more connected teams and better communication.
During team meetings, team members were encouraged to regularly undertake stretching exercises designed to relieve muscle tension and avoid workplace injury caused by repetitive use, vibrations, compression or long periods in a fixed position.
In response to COVID-19 restrictions, particularly working from home, daily online executive and team meetings were scheduled. At these meetings, team members were encouraged to identify any issues being experienced, particularly related to the working from home environment. Team members were also encouraged to become familiar with communications from Government about COVID-19 safe practices.
In August 2020, TQI staff undertook a survey about their working arrangements during COVID-19. The survey was prepared by the Education Directorate and based on the ACT Government service wide survey. Nearly 90 per cent of staff indicated they felt well supported by their supervisor and their team while working from home; over 50 per cent responded that their mental health had improved. The response to the question about looking forward to returning to the workplace was even – 50 per cent indicating they are happy to continue working from home and the remainder responding that they are looking forward to returning to the office.
Following the easing of restrictions, TQI staff were given the option of working in the office should they prefer to do so, or should their work require it e.g. use of office equipment such as printers. TQI developed and communicated to all staff protocols and cleaning equipment to ensure social distancing, safe practices around hygiene and only attending the office if well, were maintained. The TQI staff continue to be afforded flexibility in their work arrangements based on individual circumstances and operational needs of the business.
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Human Resources Management Staffing Profile
TQI has a small staff comprising the Chief Executive Officer and 10.6 FTE. The staff gender ratio is 69.2 per cent female, 30.8 per cent male. Staff are supplemented by seconded staff from across the sectors for specific programs.
Staffing profile
Professional Development
TQI staff attended a range of professional development activities including internal TQI training, whole of government initiatives, and specialist external programs. Staff professional development occurred through participation in national initiatives, interstate network meetings with other jurisdictions, participation in whole of government communities of practice and administrative courses. One staff member is undertaking Executive Master of Public Administration.
Ecologically Sustainable Development
TQI is a tenant of the University of Canberra (UC). TQI pays UC a flat rate which covers energy and water consumption. TQI does not have information about the amount of water or energy used.
TQI sources its paper from a sustainable forest, avoids the use of disposable crockery and cutlery when catering for meetings, forums and functions, and promotes a culture among staff of ecologically sustainable practices and purchases.
Financial Management Report Financial Management Analysis
TQI continues to operate in a sound financial manner. ACT Government and registration fees remain the primary sources of revenue for TQI.
Financial Statements
The summary report below shows the details of income and expenses for TQI for the financial year 2019-20 in accordance with the direction issued by the Minister for Education and Training under section 25 of the TQI Act.
At the end of the reporting period, TQI held a cash reserve of $106,792 to cover future leave liabilities.
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Part C – Financial Management Reporting Statement of Income and Expenditure For the year ended 30 June 2020
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Capital Works
TQI's ICT hardware infrastructure was upgraded to support the new pre-service teacher application platform. This enabled the implementation of a new pre-service teacher searchable register, to help schools identify pre-service teachers looking at doing their professional experience placement at the school. This aligns with the Future of Education initiative.
Asset Management
The TQI business system is the single most significant asset of the Institute. Maintaining and updating this system is a key operational consideration. As such, regular analysis and assessment of TQI’s digital services infrastructure is undertaken to ensure that the business system remains fit for purpose and is aligned with industry practice.
Government Contracting
Procurement processes undertaken by TQI comply with the ACT Government procurement legislative framework.
Procurement decisions are authorised by the appropriate delegate within TQI. TQI utilises whole of government procurement arrangements to seek advice and support in relation to procurement and contract management issues.
During the reporting period, TQI entered into no notifiable contracts.
Aboriginal and Torres Strait Islander Procurement Policy
For the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait Islander Procurement Policy three performance measures
Table 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures Performance Measure Result
The number of unique Aboriginal and Torres Strait Nil Islander Enterprises that respond to the reporting entity’s tender and quotation opportunities that were issued from the Approved Systems
The number of unique Aboriginal and Torres Strait $0 Islander Enterprises attributed a value of addressable spend in the financial year
Percentage of the financial year’s addressable spend Nil which is spent with Aboriginal and Torres Strait Islander Enterprise
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ACT Teacher Workforce Analysis
This section provides key data on the ACT teacher workforce derived from information provided by teachers as part of the registration process. It also reports on other specific matters required by Part 4 of the Chief Minister’s Annual Report Directions.
Workforce data statistic
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To support employers during the COVID crisis TQI analysed the data regarding the age demographics of registered teachers in the vulnerable age bracket of 60+.
During the reporting year the age distribution of registered teachers is described below.
Data of ACT registered teacher workforce considered vulnerable during COVID-19
Age demographics
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During the reporting year the age distribution of registered teachers is described below.
Teacher qualifications Ministerial Directions
Over the reporting period no directions were given by the Minister under s.25 of the TQI Act.
Public Interest Disclosure
The Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the definition of disclosable conduct. Disclosable conduct includes any activity by an individual or an ACT Public Sector entity that:
• is illegal; • misuses or wastes public money or resources; • is misconduct; • is maladministration; • presents a danger to the health or safety of the public; and/or • presents a danger to the environment.
No disclosures were received in the reporting period.
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Contact Information
For more information contact the secretariat, the Chief Executive Officer or the Board Chair of TQI: Secretariat:
ACT Teacher Quality Institute Jason Borton Chief Executive Officer
ACT Teacher Quality Institute Natalie Howson Board Chair
ACT Teacher Quality Institute PO Box 263 JAMISON CENTRE ACT 2614 Telephone: 02 6205 8867 Email: [email protected]
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Attachment 1
Details of professional learning programs accredited 1 July 2019 to 30 June 2020 Organisation Program
Catholic Education (CE) Religious A Pathway to Cultural Competence Education and Curriculum Services
(CE) Religious Education and CECG Numeracy Clusters Curriculum Services
(CE) Religious Education and Google for Education: Next Step Curriculum Services
(CE) Religious Education and Google for Education: Beginners Curriculum Services
(CE) Religious Education and Understanding the Religious Education Curriculum - Catholic Education Curriculum Services Canberra Goulburn.
(CE) Religious Education and Understanding Sacred Myth and Creation Stories Curriculum Services
(CE) Religious Education and Curriculum in Focus - Primary Curriculum Leaders Curriculum Services
(CE) Religious Education and CECG Numeracy Clusters 2020 Term 2 Curriculum Services
(CE) Religious Education and Catholic Education working together using Microsoft Teams Curriculum Services
(CE) Religious Education and CECG Year 1 Phonics Assessment Professional Learning Curriculum Services
(CE) School Services Online Training course: Attachment and Trauma Theory
(CE) School Services Online course: Dyslexia and Significant Difficulties in Reading
(CE) School Services Speech, Language and Communication Needs Course
(CE) School Services Supporting Student Wellbeing and Mental Health Course
(CE) School Services Understanding and Supporting Behaviour Course
(CE) School Services Autism Spectrum Disorders
(CE) School Services Understanding Hearing Loss course
(CE) School Services Understanding Motor Coordination Difficulties course
(CE) School Services MAPA (Management of Actual or Potential Aggression) -2019
(CE) School Services Engaging with the APST at Highly Accomplished and Lead Level
(CE) School Services Vision Impairment
Education Directorate (ED) Inclusion Understanding Autism Spectrum Disorders (OLT ASD) and Engagement Branch
(EDU) Inclusion and Engagement Understanding Dyslexia and other Significant Reading Difficulties (OLT Branch DSRD)
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Organisation Program
(ED) Inclusion and Engagement Understanding Motor Co-ordination Development (OLT MCD) Branch
(ED) Inclusion and Engagement Inclusion of Students with Speech Language and Communication Needs Branch (SLCN)
(ED) Inclusion and Engagement Understanding and Supporting Behaviours (OLT USB) Branch
(ED) Inclusion and Engagement Understanding and Supporting Hearing Loss (OLT UHL) Branch
(ED) Learning and Teaching Branch Cultural capability and ways of learning
(ED) Learning and Teaching Branch Teaching P-6 Chemical Sciences using Hands-on Inquiry
(ED) Learning and Teaching Branch From Inspiration to Impact
(ED) Learning and Teaching Branch Teaching Science Using Hands-On Inquiry
(ED) Learning and Teaching Branch Teaching P-6 Physical Sciences using Hands-on Inquiry
(ED) Learning and Teaching Branch Teaching P-6 Earth and Space Sciences using Hands-on Inquiry
(ED) Learning and Teaching Branch Integrating HASS and Science
(ED) Learning and Teaching Branch National Literacy and Numeracy Learning Progressions Workshop
(ED) Learning and Teaching Branch Unpacking the Australian Curriculum Achievement Standards
(ED) Learning and Teaching Branch Curriculum design @ the classroom level (Australian Curriculum)
(ED) Learning and Teaching Branch Australian Curriculum- General Capabilities Workshop 1
(ED) Learning and Teaching Branch Australian Curriculum - General Capabilities Workshop 2
(ED) Learning and Teaching Branch EAL/D Research into Practice PL series "EAL/D Pedagogy" Janet Freeman
(ED) Learning and Teaching Branch Scaffolding Literacy for Secondary School English Teachers and SLCs
(ED) Learning and Teaching Branch Disciplinary Literacy for Secondary Schools- Science/Maths/Technologies
(ED) Learning and Teaching Branch Disciplinary Literacy for Secondary Schools - Arts and Humanities
(ED) Learning and Teaching Branch Count Me In Too
(ED) Learning and Teaching Branch Middle Years Mental Computation - Addition and Subtraction
(ED) Learning and Teaching Branch Middle Years Mental Computation - Decimals
(ED) Learning and Teaching Branch Middle Years Mental Computation - Fractions
(ED) Learning and Teaching Branch Middle Years Mental Computation - Multiplication and Division
(ED) Learning and Teaching Branch Middle Years Mental Computation - Percentages
(ED) Learning and Teaching Branch Middle Years Mental Computation: Introduction: Assessment and Planning
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Organisation Program
(ED) Learning and Teaching Branch Future Focused Curriculum
(ED) Learning and Teaching Branch Read & Write for Google Chrome
(ED) Learning and Teaching Branch E-Learning Level 1 Certified Read&Write for Google Chrome User
(ED) Learning and Teaching Branch Let's Count
(ED) Learning and Teaching Branch Shifting high quality teaching to online learning
(ED) Learning and Teaching Branch Using Google Education tools for online learning
(ED) Learning and Teaching Branch Teaching Young Children English in Multilingual Contexts (TYCEMC) Modules 1-4
(ED) Learning and Teaching Branch Teaching Young Children English in Multilingual Contexts (TYCEMC) Modules 5-7
(ED) School Leadership ACT National School Improvement Training
(ED) School Leadership 10 Essential Instructional Practices in Literacy
(ED) School Leadership Writing: Going Deeper with Essential Practice 6
(ED) School Leadership Every Child, Every Day, Every Classroom: What's Essential in Literacy?
ACS Unpacking the Digital Technologies Curriculum
ACT Association for the Teaching of 2020 Sharing Secrets of Success Conference English (ACTATE)
ACT Association for the Teaching of Taking On Shakespeare: A Workshop on Shakespeare in the Classroom English (ACTATE) presented by Better Strangers
ACT Association for the Teaching of Teaching Writing Digitally Online Course English (ACTATE)
ACT HALT Network HALT Network ShareSpace February 2020
ACT No Waste - Transport Canberra Recycling, Waste and sustainability through inquiry learning and City Services
ACT No Waste - Transport Canberra Citizen Science -getting involved and City Services
ACT Public Colleges Professional 2020 All Colleges Conference Learning Committee
Acting For the Fun of It Acting and Devising Theatre
Acting For the Fun of It Acting Shakespeare
Acting For the Fun of It Acting the Playtext. From Page to Stage
Acting For the Fun of It Acting Techniques
Actsmart Schools - Environment, Recycling and waste at your school Planning and Sustainable Development Directorate
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Organisation Program
Actsmart Schools - Environment, Delivering the sustainability cross curriculum priority Planning and Sustainable Development Directorate
Actsmart Schools - Environment, Sustainability in your school Planning and Sustainable Development Directorate
Actsmart Schools - Environment, Engaging students in sustainability through school food gardens Planning and Sustainable Development Directorate
Actsmart Schools - Environment, Sustainability and waste management at your school Planning and Sustainable Development Directorate
Actsmart Schools - Environment, Addressing the sustainability cross curriculum priority through the Planning and Sustainable Actsmart Schools focus areas Development Directorate
AFL NSWACT AFL Coaching for Teachers
Ainslie School Understanding Inquiry
Australian Literacy Educators’ ALEA Unconference - Literacy Speed Dating Association (ALEA)
ALEA Writing with Author Adam Wallace
ALEA Capitalising on the knowledge of our Canberran Authors
ALEA Phonics and Spelling, in context and as an inquiry
ALEA Scripting the future -visual literacy, meaning & modes -Dr Jon Callow
All About Writers The Essential Elements of the Writer's Workshop
All About Writers The Qualities of Great Writing
All About Writers Writing Conferences: The Foundation of Assessment
All About Writers Unpacking the Writing Process
All About Writers Teaching Writers, K-6
Amaroo School Strategic Indigenous Awareness: to understand our present -we must understand our past.
Amaroo School High Impact Pedagogy
Amaroo School Everything You Need to Know about Dyslexia, Dysgraphia and Dyscalculia
ANNA COMERFORD Neuroscience, Compassion & Mindfulness in the Classroom
ARACY - Australian Research Alliance The Common Approach in Education for Children and Youth
Aranda Primary Seven Steps to Writing
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Organisation Program
Association of Independent Schools Developing and Implementing Effective Individual Learning Plans of the ACT
Association of Independent Schools Developing and Implementing Effective Positive Behaviour Support of the ACT Plans
Association of Independent Schools 2020 AISACT Principals’ Wellbeing Program NESLI of the ACT
Association of Independent Schools 2020 AISACT Evidence into Action Workshop Series of the ACT
Association of Independent Schools AISACT Enhancing Leadership Capabilities – Emerging Leaders Program of the ACT (NESLI)
Association of Independent Schools AISACT 2020: Essential Coaching Skills to Drive The Impact Cycle of the ACT
Australian Catholic University (ACU) - iPLAY project – a mentoring role in action research: Course 1 Institute for Positive Psychology & Education
ACU Institute for Positive Psychology iPLAY Workshop & Education
ACU Institute for Positive Psychology iPLAY - a Mentoring role in action research: Course 2 & Education
ACU Institute for Positive Psychology iPLAY - a Mentoring role in action research: Course 3 & Education
ACU Institute for Positive Psychology iPLAY Movement & Education
ACU Institute for Positive Psychology iPLAY Motivation & Education
ACU Institute for Positive Psychology iPLAY Inclusive Physical Activity & Education
ACU Institute for Positive Psychology iPLAY Feedback & Education
Australian Curriculum, Assessment Digital Technologies in focus: Planning for DT implementation and Reporting Authority (ACARA)
ACARA Digital Technologies: Consistent teacher judgement
Australian Electoral Commission Voting in my classroom
Australian Gifted Support Centre Bright but Struggling- An Introduction
Australian Gifted Support Centre Educating Gifted & Talented Students - and Introduction
Australian Gifted Support Centre Educating young gifted children in the pre-school settings. An Introduction
Australian Gifted Support Centre Under performing gifted students - causes and strategies
ACT Government I Education Directorate 266 Annual Report 2019-2020
Organisation Program
Australian Gifted Support Centre Working memory & executive functioning - developing strategies to support students
Australian Gifted Support Centre Identifying and teaching gifted and talented students.
Australian Gifted Support Centre Visual Spatial Thinking system of 2e learners
Australian Gifted Support Centre Creating a differentiated learning experience for high ability and gifted students.
Australian Gifted Support Centre Working memory & executive functioning - strategies to improve students skills
Australian Securities and MoneySmart Maths (Primary) Investments Commission (ASIC)
Australian Securities and MoneySmart Maths (Secondary) Investments Commission (ASIC)
Australian Securities and MoneySmart HASS (Primary) Investments Commission (ASIC)
Australian Securities and MoneySmart HASS (Secondary) Investments Commission (ASIC)
Australian Securities and Teaching young adults about money (Be MoneySmart) Investments Commission (ASIC)
Australian Securities and Teaching Indigenous students about money (Knowing Growing Investments Commission (ASIC) Showing)
Australian Securities and Connect Moneysmart: Use Moneysmart (2.0) Investments Commission (ASIC)
Australian Securities and Teach Moneysmart: Be Moneysmart (2.0) Investments Commission (ASIC)
Australian Securities and Teaching primary students to be active and informed citizens (Paying It Investments Commission (ASIC) Forward)
Batyr Australia Limited batyr@school Teacher PD
Behaveability Positive Behaviour Management - Taming the behaviour monster
Behaveability Buttons, Bubbles and Popcorn: Promoting Pro-Social Behaviour
Behaviour Zen Pty Ltd Assessing - Managing - Preventing Challenging Behaviour
Behaviour Zen Pty Ltd Developing Emotional Regulation Skills In Students who are Oppositional, Aggressive & Anxious
Behaviour Zen Pty Ltd Teaching students with Autism Spectrum Disorder
Behaviour Zen Pty Ltd Teaching Students Affected By Trauma
Behaviour Zen Pty Ltd Positive Behaviour Strategies for Students with Aggressive Behaviours
Behaviour Zen Pty Ltd Positive Behaviour Support Strategies for Students with ADHD Online Course
ACT Government I Education Directorate 267 Annual Report 2019-2020
Organisation Program
Behaviour Zen Pty Ltd Positive Behaviour Support Strategies for Students with Anxious Behaviour
Behaviour Zen Pty Ltd Positive Behaviour Support Strategies for Autism Spectrum Disorder
Behaviour Zen Pty Ltd Positive Behaviour Support Strategies for Students with Oppositional & Defiant Behaviours (Online)
Behaviour Zen Pty Ltd Guiding the development of emotional regulation skills
Behaviour Zen Pty Ltd Teaching Students with Attention Deficit Hyperactivity Disorder
Berry Street Victoria Berry Street Education Model (Day 1 and 2)
Berry Street Victoria Berry Street Education Model (Day 3 and 4)
Beyond Blue Be You: Mentally Healthy Communities
Beyond Blue Be You: Family Partnerships
Beyond Blue Be You: Learning Resilience
Beyond Blue Be You: Early Support
Beyond Blue Be You: Responding Together
Big Picture Education Foundation Training 2020
Birrigai Outdoor School Ngunnawal Cultural Perspectives with Richie Allan
Black Mountain School Team Teach
Blue Gum Community School Blue Gum Philosophy and Practice 2020
Blue Gum Community School Blue Gum Preschool PL January 2020
Board of Senior Secondary Studies Introduction to the BSSS for Teachers New to the College System (BSSS)
Board of Senior Secondary Studies Quality Assurance and Assessment Workshop for Leaders 2
Board of Senior Secondary Studies Writing Robust Rubrics
Board of Senior Secondary Studies Quality Assurance and Assessment Workshop 1
Board of Senior Secondary Studies Engaging ACS for Excellence
Board of Senior Secondary Studies Designing a Program of Learning.
Board of Senior Secondary Studies Leading Senior Secondary Assessment in Your School
Board of Senior Secondary Studies Designing Assessment to Assess Thinking (AST)
Board of Senior Secondary Studies Surveying Scaling
Bonython Primary Cultivating Curiosity On Country
Burgmann Anglican School Wellbeing for Learning - Strengthening the Cords
Burgmann Anglican School Learning for Wellbeing: Pedagogy that Builds Cohesion
Calwell High PB@C: In the Classroom
ACT Government I Education Directorate 268 Annual Report 2019-2020
Organisation Program
Calwell Primary Team Teach
Campbell Primary Writing a Whole- School Scope and Sequence for Mathematics
Canberra Christian School A Collaborative Approach to Student Growth
Canberra Christian School Staying Mindful During Difficult Times
Canberra Girls' Grammar School Introduction to Communities of Practice and Professional Learning Walks; Part 2
Canberra Girls' Grammar School Approaches to Learning and Inquiry
Canberra Girls' Grammar School Literacy, mathematics and symbolic learning in the early years.
Canberra Girls' Grammar School Canberra Girls Grammar Presents Sarah Wilson - First, We Make the Beast Beautiful.
Canberra Mathematical Association Hands-on Problem Solving - Continuing the Journey with Maths300
Careers Advisers Association 2020 New Careers Advisers Day
Careers Advisers Association UAC Information Day for New Careers Advisers
Careers Advisers Association Industry Update Day for Careers Advisers
Careers Advisers Association 2020 Tertiary Update Day
Caritas Australia Embedding Catholic Social Teaching into School Life
Caroline Chisholm School Team Teach
Challenging Learning Pty Ltd Developing a Culture that Supports Best Practice Feedback and Developing a Schoolwide Mental Model
CIT Solutions Vocational Skills Training - Assessment Mapping
CIT Solutions Vocational Skills Training - Clustering
CIT Solutions Vocational Skills Training – Supervision
Code Club Australia Code Club in the Classroom (Online)
Commonwealth Scientific and An overview of use of the Atlas of Living Australia in the classroom Industrial Research Organisation (CSIRO)
Cool Australia Teach Caring for Country Using Fire 2019
Cool Australia Teach Indigenous Land Management Using Fire 2019
Cool Australia Use Primary Maths to Measure Waste 2019
Cool Australia Use Secondary Maths to Measure Waste 2019
Cool Australia Get Creative with STEM 2019
Cool Australia Introduction to Secondary STEM
Cool Australia Introduction to Primary STEM
Cool Australia Introduction to Early Learning STEM
ACT Government I Education Directorate 269 Annual Report 2019-2020
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Cool Australia Practical Steps for STEM Inquiry
Cool Australia Inspire Young Scientists in the Primary Classroom
Cool Australia Analyse the Impact of Everyday Objects
Cool Australia Teach Nature Play
Cool Australia Investigate How Animals Are Impacted by Their Environment
Cool Australia Inspire Young Scientists in Your Learning Room
Cool Australia Teach Persuasive Language Using Documentaries
Cool Australia Teach Persuasive Language Using Videos
Cool Australia Teach Mindfulness to Children
Cool Australia Teach Mindfulness to Primary Students
Cool Australia Teach Mindfulness to Secondary Students
Cool Australia Teach Science Inquiry in the Primary Classroom
Cool Australia Use Discussion Circles in the Primary Classroom
Cool Australia Use Discussion Circles in the Secondary Classroom
Cool Australia Visualise Data in the Primary Classroom
Cool Australia Visualise Data in the Secondary Classroom
Cool Australia Extend the Thinking Skills of Young Children
Cool Australia Exploring General Capabilities: Ethical Understanding
Cool Australia Use Thinking Tools to Strengthen the Primary Curriculum
Cool Australia Use Thinking Tools to Strengthen the Secondary Curriculum
Cool Australia Meet the NQS by Caring for the Environment
Cool Australia Introduce Primary Students to Design Thinking
Cool Australia STEAM Made Simple
Cool Australia Geographical Inquiry Made Simple
Cool Australia Inspiring Students to Take Action
Cool Australia Create Change with the Right Communication
Cornerstone Teacher Learning PL Improving Writing Across the Curriculum 7-12
Cranleigh School Team Teach V2.1
Cricket NSW Cricket, more than just a bat a ball sport!
Curtin Primary Modified PANL PL
Curtin Primary Inspiring Inquiring
ACT Government I Education Directorate 270 Annual Report 2019-2020
Organisation Program
Cut Through Coaching & Consulting Habits of Leadership - How to have conversations that SHIFT behaviour Pty Ltd & practice
Daramalan College Digital into Practice: Workshop Series - Optimising the impact of digital pedagogies
Daramalan College Teaching with Heart
Dave Barrie - Personal Development Personal Mastery Training
Dennis Yarrington Building Leadership Synergy through Coaching
Design and Technology Teachers DATTA ACT Seminar Program 2020 Association ACT
Drum Effect 10-week African Drumming Course
Duffy Primary Strengthening Australian Curriculum Implementation via Agreed Practices
Early Childhood Australia Inc ECA STEAM – science, technology, engineering, arts and mathematics professional learning package
Early Childhood Australia Inc ECA Equity and inclusion professional learning package
Education Cross Sector ACT Everyone Everyday - A Toolkit for Inclusion
Education Events Understanding Autism Spectrum Disorder - Teaching Strategies and Behaviour Support
Education Events Autism Spectrum Disorder - a different way of thinking, learning and managing emotions.
Education Events Developing Early Childhood Approaches for children with additional needs
Education Events Making it a Success with Sue Larkey online
Education Events Emotional Regulation in students with Autism - Online Masterclass
Education Services Australia ELLA professional learning
Educational Assessment Australia Assessment Evolution Conference: data and decision making.
Educator Impact Educator Impact (EI) for Teachers: Setting Objectives
Educator Impact Educator Impact (EI) EI for Teachers: Calibrating Difficulty
Educator Impact Educator Impact (EI) EI for Teachers: Driving Surface and Deep Learning
Educator Impact Educator Impact (EI) EI for Teachers: Providing Feedback
Educator Impact Educator Impact (EI) EI for Teachers: Building Relevance
Educator Impact Educator Impact (EI) EI for Teachers: Communicating Effectively
Educator Impact Educator Impact (EI) EI for Teachers: Developing Relationships
Educator Impact Educator Impact (EI) EI for Teachers: Managing the Classroom
ACT Government I Education Directorate 271 Annual Report 2019-2020
Organisation Program
English for Work Grammar for Teachers
Fadden Primary Mathematics at Fadden Primary School
Firefly Education Spelling Masterclass
Florey Primary Positive Behaviour for Learning
Forrest Primary The role of mathematics
Franklin Early Childhood School Visible Learning Into Action for Teachers Day One
Garran Primary Best Practices in Literacy Instruction at Garran Primary School
GEG Canberra Digital Technology in the Early Years
GEG Canberra 8 ways of Aboriginal Learning in the mainstream classroom
GEG Canberra Google Educator Certification Level 1
Generation Next The Mental Health and Well Being of Young People - Course 1
Generation Next The Mental Health and Well Being of Young People - Course 2
Generation Next The Mental Health and Well Being of Young People - Course 3
Generation Next The Mental Health and Well Being of Young People - Course 4
Generation Next The Mental Health and Well Being of Young People - Course 5
Generation Next The Mental Health and Well Being of Young People - Course 6
Gilmore Primary Growing Readers and Writers Through The Workshop Model
Giralang Primary Kath Murdoch - Learning Assets and Inquiry Learning for Giralang Primary School and Southern Cross Early Childhood School
Good Shepherd Primary Good Shepherd Inquiry Learning Framework - Phase 2
Good Shepherd Primary Finding the Data Treasure in PAT - A Voyage of Discovery
Growth Coaching International Pty Introduction to Leadership Coaching Ltd
Growth Coaching International Pty The Impact Cycle Ltd
Growth Coaching International Pty Coaching Accreditation Program Ltd
Hawker Primary Whole School Approach to Teaching Mathematics at Hawker School
Hawker Primary Neurobiology of Trauma and Practical Strategies for the Classroom
Hawker Primary High Impact Strategies for Teaching Literacy
Health Improvement Branch, ACT Safe Cycle Years 5&6 Professional Learning Online Course Health, ACT Government
Health Improvement Branch, ACT It's Your Move: Safe Cycle for High Schools Professional Learning Online Health, ACT Government Course
ACT Government I Education Directorate 272 Annual Report 2019-2020
Organisation Program
Health Improvement Branch, ACT Food&ME Preschool Online Course Health, ACT Government
Health Improvement Branch, ACT Food&ME Kindergarten - Year 6 Online Course Health, ACT Government
Health Improvement Branch, ACT Entrepreneurs It's Your Move Teacher Professional Learning Health, ACT Government
Health Improvement Branch, ACT Kids at Play Active Play Online Learning Course Health, ACT Government
Health Improvement Branch, ACT Kids at Play Active Play Workshop Health, ACT Government
Health Improvement Branch, ACT Entrepreneurs: IYM face-to-face Professional Learning workshop Health, ACT Government
Health Improvement Branch, ACT IYM Design Thinking Health, ACT Government
Holy Trinity Primary Structured Word Inquiry
Hughes Primary Positive Education at Hughes Primary School
Human Connections Accidental Counsellor Training Face to Face
Human Connections Online Accidental Counsellor Courses Membership
ICTE Solutions Australia Teach Literacy-ICT Integration Effectively Today
ICTE Solutions Australia Primary Classroom Strategies: Assess Student ICT Capability Today
ICTE Solutions Australia The Primary ICT Coordinator's Guide to Leadership
ICTE Solutions Australia ICT in Early Childhood Education
Impact Learning Team Developing the Writer Within
Impact Learning Team From Learning to Read, to Reading to Learn
Impact Learning Team Unlocking the Meaning of Texts
Impact Learning Team Tapping into the Hidden Power of Numeracy
Impact Learning Team Lighten your load with STEM
Impact Learning Team The National Literacy and Numeracy Learning Progressions: a key to differentiation
Instrumental Music Program Art Up Front 2020
International Baccalaureate (IB) - Category 3 PYP: The Role of the Arts Asia Pacific
IB- Asia Pacific Category 1 MYP: Launching the MYP (one day or two day option)
IB- Asia Pacific Category 1 MYP: Implementing the MYP Curriculum - Heads of School and Coordinators
ACT Government I Education Directorate 273 Annual Report 2019-2020
Organisation Program
IB- Asia Pacific Category 2 MYP: MYP subject-group teachers: Delivering the MYP curriculum
IB- Asia Pacific Category 3 MYP: Approaches to Learning
IB- Asia Pacific Category 3 PYP MYP DP Learning Diversity and Inclusion
IB- Asia Pacific Cat 3 IB Ed+PYP+MYP+DP: The Role of the Librarian
IB- Asia Pacific Cat 2 MYP Delivering the MYP Curriculum - Heads and Coordinators
IB- Asia Pacific Category 3 PYP: Digital Citizenship
IB- Asia Pacific Category 3 PYP: Making the PYP library the hub of learning
IB- Asia Pacific Category 3 IB Ed+PYP+MYP+DP: Approaches to Learning
IB- Asia Pacific Category 1 DP: Administrators
IB- Asia Pacific Category 1 DP: Coordination
IB- Asia Pacific Category 2 DP: Administrators
IB- Asia Pacific Category 2 DP: Coordination
IB- Asia Pacific Category 3 PYP: The Role of the Coordinator
IB- Asia Pacific Category 3 DP: Subject Specific Seminars
IB- Asia Pacific Category 3 MYP: Creating Authentic Units in the MYP
IB- Asia Pacific Category 3 MYP: Projects
IB- Asia Pacific Category 3 IB Ed+PYP+MYP+DP Investigating Inquiry
IB- Asia Pacific Category 1 DP: Subject Workshops
IB- Asia Pacific Category 2 DP: Subject workshops
IB- Asia Pacific Category 2 DP: Theory of Knowledge (ToK)
IB- Asia Pacific Category 1 DP: Theory of Knowledge (ToK)
IB- Asia Pacific Category 2 DP: Creativity, activity, service (CAS)
IB- Asia Pacific Category 1 DP: Creativity, activity, service (CAS)
IB- Asia Pacific Category 1 and 2 DP: Librarians
IB- Asia Pacific Category 1 PYP: Making the PYP Happen: Implementing Agency
IB- Asia Pacific Category 1 PYP: Making the PYP happen in the Early Years: Implementing Agency
IB- Asia Pacific Category 3 PYP: Building for the Future
IB- Asia Pacific Category 1 PYP: Leading the Learning in PYP Schools
IB- Asia Pacific Category 2 PYP: Concept-driven learners
IB- Asia Pacific Category 1 MYP: Implementing the MYP Curriculum: subject specific workshops
ACT Government I Education Directorate 274 Annual Report 2019-2020
Organisation Program
IB- Asia Pacific Category 2 PYP: Evidencing Learning
IB- Asia Pacific Category 2 PYP: Your Exhibition
IB- Asia Pacific Category 3 PYP: Play-based learning
IB- Asia Pacific Category 1 PYP: Leading early years in PYP schools
IB- Asia Pacific Category 3 PYP: Inquiry and the additional language teacher
IB- Asia Pacific Category 3 IB Education: Living learning globally
IB- Asia Pacific Category 3 MYP: Inquiry in the MYP
IB- Asia Pacific Category 3 MYP: Interdisciplinary teaching and learning in the MYP
IB- Asia Pacific MYP Introductory - Developing the MYP - One day option
IB- Asia Pacific MYP Introductory - Developing the MYP - Two day option
John Paul College Embedding Critical Thinking in JPC Classrooms
Kairos Consultancy & Training Classroom Planning for Inclusion: Supporting the learning needs of ALL students in your classroom
Kairos Consultancy & Training All About Assessment Rubrics: Create valid reliable & coherent rubrics
Kairos Consultancy & Training Developing your Educational Philosophy Statement
Kairos Consultancy & Training The Teaching Learning Cycle: Supporting the learning needs of students for whom EAL/D
Kids Yoga Education Kids yoga Teacher Training Preschool (ages 3-5)
Kodály Music Education Institute of Kodály in Action: Music in the Primary Classroom Australia (KMEIA) ACT Inc
KMEIA ACT Inc Kodaly Australia Conference
Lanyon High Lanyon high School - High Reliability School Framework and PLCs
Learning Mentors Pty Ltd The Early Years, What Really Matters
Leonie Anstey Consulting Enabling all learners to make progress in mathematics
Leonie Anstey Consulting Visualising Mathematics through Conceptual Investigations
Lighthouse Literacy Consulting and A Balanced Approach to Literacy at Mother Teresa School Coaching
Little Scientists Australia Early Childhood STEM Professional Development Workshop - Acoustics
Little Scientists Australia Early Childhood STEM Professional Development Workshop - Optics
Little Scientists Australia Early Childhood STEM Professional Development Workshop - Air
Little Scientists Australia Early Childhood STEM Professional Development Workshop - Water
Little Scientists Australia Early Childhood STEM Professional Development Workshop - Human Body
Lyneham High To understand our present, we must understand out past
ACT Government I Education Directorate 275 Annual Report 2019-2020
Organisation Program
Lyneham Primary The Magic of Writing
Lyons Early Childhood School Professional Learning Communities
MacKillop Family Services Ltd Seasons for Growth
Malkara School Roadmap of Communicative Competence (ROCC)
Margaret Hendry School Who we are together- Our cultural narrative - Margaret Hendry School
Marist College Marist Learning Principles
Mathematics Association of NSW Inc 2020 MANSW Pre-K to Year 8 Conference
Mawson Primary Learning Intentions and Success Criteria - LISC
Mawson Primary FEEDBACK
Miles Franklin Primary Bringing relevance, authenticity and connection to student learning
Mindz Brainplay Understanding the Learning Brain
Modern Language Teachers Gathering Evidence for Reporting on the Australian Curriculum: Association of the Australian Capital Languages Achievement Standards Territory Incorporated
Mother Teresa Primary School MTS Analyses PAT as Dazzling Formative Data
Mother Teresa Primary School Conceptual Inquiry in Religion in the Early Years
Mother Teresa Primary School Creating a Mathsmosphere
Mother Teresa Primary School 'Creating a Mathsmosphere in your classroom and school'
Mount Stromlo High School Discipline Literacy
MultiLit Pty Ltd MultiLit Reading Tutor Program Professional Learning Workshop
MultiLit Pty Ltd PreLit Professional Development Workshop
MultiLit Pty Ltd Spell-It Professional Development Workshop
MultiLit Pty Ltd Word Attack Skills Extension Professional Learning Workshop (MulitLit)
MultiLit Pty Ltd Measuring Student Reading Progress for Schools Workshop
MultiLit Pty Ltd Positive Teaching for Effective Classroom Behaviour Management (Primary Schools)
MultiLit Pty Ltd MiniLit Professional Development Workshop
MultiLit Pty Ltd Macquarie Literacy Program (MacqLit) Professional Learning Workshop
MultiLit Pty Ltd MultiLit Reading Tutor Program Professional Learning Online Course
Muse Consulting Bigger Better Brains Educator Course Day 1 + 2
Muse Consulting BBB Facilitator Course 2020
Muse Consulting BBB Starter Course
Musica Viva Australia Music Education Skills for the Primary Classroom Part One.
ACT Government I Education Directorate 276 Annual Report 2019-2020
Organisation Program
Musica Viva Australia Music Education Skills for the Primary Classroom Part Two
Musica Viva Australia Music Education Skills for the Primary Classroom Part Three
Musica Viva Australia Getting Creative with the Curriculum
Musica Viva Australia Musica Viva in Schools Dr Stovepipe Online PD
Musica Viva Australia Adam Hall and the Velvet Players, Musica Viva in Schools Professional Development
Musica Viva Australia Rhythm Works. Musica Viva in Schools Professional Development.
Musica Viva Australia Music Inspired by the Natural Environment - Musica Viva PD Workshop
Musica Viva Australia Passion for Percussion. Musica Viva PD Workshop.
Musica Viva Australia Music for Early Years. Musica Viva PD Workshop.
National Capital Attractions Supporting the teaching of Indigenous histories and cultures using Association Canberra's cultural institutions
National Excellence in Schools Staff Wellbeing Toolkit Leadership Institute
National Gallery of Australia NGA Belonging: Stories of Australian Art
National Gallery of Australia Art across the curriculum
National Gallery of Australia Devotion, Nature, Time, People: Asian Art
National Gallery of Australia Art Ways of Learning
National Institute for Christian Foundations: Bible in the Belly of the School Education
National Institute for Christian Everyday Peacemaking (Brindabella) Education
National Institute for Christian Classrooms and Assessment for Learning Education
National Institute for Christian Classrooms and Formational Learning Education
National Museum of Australia Teaching Indigenous History and Culture
National Youth Science Forum National Science Teacher Summer School 2020
Ngunnawal Primary Strategic Indigenous Awareness: to understand our present -we must understand our past.
NSW ACT Independent Education Responding to Bushfire Trauma Union
Nutrition Australia ACT Incorporated Teaching nutrition in secondary school
Nutrition Australia ACT Incorporated Food&ME - teaching nutrition in primary school
Nutrition Australia ACT Incorporated Food&ME - teaching nutrition in preschool
ACT Government I Education Directorate 277 Annual Report 2019-2020
Organisation Program
Office of the eSafety Commissioner Online risks and protective factors
Office of the eSafety Commissioner eSafety Commissioner – Responding to and Preventing Cyberbullying for NSCP Chaplains
Office of the Legislative Assembly Active Citizenship in the ACT
Orana Steiner School Navigating Change &Tackling Overwhelm-Mental Toughness for Educators
Orff Schulwerk Association of NSW MUSIC PLAY CONFERENCE DAY 1 Inc.
Orff Schulwerk Association of NSW MUSIC PLAY CONFERENCE DAY TWO MAY 16TH 2020 Inc.
Parliamentary Education Office Teaching Civics and Citizenship: A Parliamentary Approach
Partnerships between Education and Positive Partnerships Concurrent Program the Autism Community (Positive Partnerships)
Partnerships between Education and An introduction to autism online module the Autism Community (Positive Partnerships)
Peer Support Australia Peer Support Australia Implementation Workshop
Peer Support Australia Student Representative Council Leadership Workshop for Teachers
Physical Activity Foundation Safe Cycle for Years 5/6
Powerful Partnerships Early Career Teacher Program
Powerful Partnerships From Conflict to Collaboration
Powerful Partnerships Coaching / Mentoring Workshop
Powerful Partnerships Effective Pedagogy Workshop
Powerful Partnerships Leadership Workshop
Propsych School Refusal Masterclass
Propsych Behavioural Management Techniques for Wild and Spirited Children
Propsych The Body as a Voice: Nonsuicidal Self-Injury in The School Context
Propsych Understanding, Managing and Treating School Refusal
Propsych 2020 Mental Health in Schools Conference: Rethinking Mental Health
QL2 Dance Seminar: Facilitating choreographic process in dance education (Primary)
QL2 Dance Seminar: Facilitating choreographic process in dance education (Secondary)
Quality Teaching Australia Academic Writing for Secondary School Students: the sentence essay toolkit
ACT Government I Education Directorate 278 Annual Report 2019-2020
Organisation Program
Quality Teaching Australia Academic Writing for Secondary School Students: the humble essay toolkit
Radford College Developing concept-based inquiry
Radford College Introduction to Positive Education
Radford College Discovering Mindfulness
Radford College Engaging our Radford Secondary School Learners
Red Hill Primary Best practice writing at Red Hill School
Red Hill Primary Going Further with Positive Education: a whole school approach
Research School of Physics (RSPhys) Active learning and sciences meriSTEM Teachers workshop 2020 at The Australian National University
Reshaping Schools Phenomena-based learning: Curriculum that matters!
Rhythm2Recovery Rhythm2Recovery Facilitator Training
Rise Literacy Sounds-Write Linguistic Phonics Programme: Day 3 & 4
Rise Literacy Sounds-Write Linguistic Phonics Programme: Day 1 & 2
Sacred Heart Primary Using Data and Assessment to Develop Quality Teaching of Literacy
School of Education, University of Aspirations: Supporting students' futures. Part A Newcastle
School of Education, University of Aspirations: Supporting Students' Futures. Part B Newcastle
Science Time Education Inquiry Learning and the Nature of Science
Science Time Education Inquiry Learning and the Nature of Science (Virtual)
SEE-Change Parliament of Youth on Sustainability: Teacher Workshops (2020)
Sexual Health and Family Planning SoSAFE! User Training ACT
Sexual Health and Family Planning Safe and Inclusive Schools Core Training ACT
Sexual Health and Family Planning Relationships and Protective Behaviours Training - for Teachers of P - 2 ACT
Sexual Health and Family Planning Teaching Relationships and Puberty in Grades 3-6 ACT
Sexual Health and Family Planning Teaching Relationships and Sexuality in Secondary Schools ACT
St Bede's Primary Whole School Improvement
St Clare of Assisi Primary Teaching Through Conceptual Inquiry
St Edmund's College Whatever you have learned, received or heard - put it into practice.
ACT Government I Education Directorate 279 Annual Report 2019-2020
Organisation Program
St Francis Xavier College Instruction Framework and Pedagogy - an SFX approach
St Francis Xavier College Using Student Data to Inform Decisions
St Francis Xavier College Precision in Pedagogy - building the Instructional Framework
St Francis Xavier College The BRACE model and Trauma Sensitive principles
St Mary MacKillop College Teaching for Impact
St Matthew's Primary Conceptual Inquiry at St Matthew's Primary School
Stronger Smarter Institute Stronger Smarter Leadership Program
Stronger Smarter Institute Introduction to Stronger Smarter Online Module
Stronger Smarter Institute Stronger Smarter Masterclass
Stronger Smarter Institute SSiSTEMIK Masterclass
Sts Peter and Paul Primary Utilising digital tools & technologies for improved teaching & learning
Tata Consultancy Services GoIT Online: Design Thinking in STEM Professional Development
Taylor Primary Establishing a culture for thinking and reading and writing
Teaching for Neurodiversity Teacher Training for Students with Neurodiversity
Telopea Park School Restorative Practices
Tennis ACT Tennis for Primary Schools
Tennis ACT Tennis for Secondary Schools
The Dynamic Learning Group Cracking the Hard Class
The Dynamic Learning Group Inquiry Learning: The Whats, the Whys and the Hows
The Ian Potter Foundation STEM X Academy Technology Learning Centre
The Ian Potter Foundation Engineering is Elementary Technology Learning Centre
The Ian Potter Foundation Questacon - STEM through Inquiry (After school program) Technology Learning Centre
The Shepherd Centre 101 Ideas to Climb the Listening and Spoken Language Ladder
The Shepherd Centre Understanding Hearing Loss
The Shepherd Centre Back on Track: How can we measure and address Rates of progress for children with hearing loss
The Shepherd Centre Bouncing with the Babies: Setting babies with hearing loss on paths for optimal success
The Shepherd Centre Confident Kids_ Enhancing social skills for children with HL, commencing in infancy to school age
The Shepherd Centre Speaking About Speech for Children with Hearing Loss
ACT Government I Education Directorate 280 Annual Report 2019-2020
Organisation Program
The Shepherd Centre Uncurling the Cochlea: Latest Advancements in Cochlear Implant Therapy
The Shepherd Centre Unpacking the Challenges for Children with Hearing Loss
The Shepherd Centre The Functional Listening Index-Paediatric (FLI-P): Monitoring Listening Skills for Positive Progress
The Shepherd Centre Using Interactive Online Services (teleintervention) & Maximising Family Engagement
The Shepherd Centre Engineering Executive Function for Children with Hearing Loss
The Shepherd Centre Leap into Literacy for Children with Hearing Loss
The Shepherd Centre Interactive Online Services (Telehealth) for Children and Students with Hearing Loss
Torrens Primary Developing a Whole School Approach to Problem Solving and Word Problems,
Trinity Christian School Learning Friendly Cultures
Trinity Christian School Flourishing in the Educational Workplace: A Practical Guide to Staff Wellbeing
Trinity Christian School Building Learning Power- The Supple Learning Mind
Turner School Using Inquiry to drive learning in Mathematics and STEAM
Turner School The Power of Disrupted Thinking
University of Canberra High School Literacy Directions 2020 and Beyond Kaleen
University of Canberra Senior Supporting students to succeed in the classroom Secondary College, Lake Ginninderra
UNSW School of Mathematics and Archimedes and the Law of the Lever 2020 Statistics
UNSW School of Mathematics and Vectors in 2D Statistics
UNSW School of Mathematics and Conditional Probability Statistics
UNSW School of Mathematics and Curves from Apollonius to Bezier (2020) Statistics
UNSW School of Mathematics and Primes, Modular Arithmetic and RSA Encryption (2020) Statistics
UNSW School of Mathematics and Population Growth and the Logistic Curve (2020) Statistics
Wanniassa School Team Teach Foundation Course
Wanniassa School Visible Learning
Weetangera Primary Bringing purpose and authenticity to writing
ACT Government I Education Directorate 281 Annual Report 2019-2020
Organisation Program
Wellbeing EDvantage Life Space Crisis Intervention (LSCI)
Wellbeing For Kids Peaceful Kids Training
Yoga Enlightenment Mindfulness for Student Wellbeing and Learning
YWCA Canberra Teaching Respect Ed 2020
Zart Zart Art Book Week-ACT 2020
ACT Government I Education Directorate 282 Annual Report 2019-2020
Attachment 2 Assessment standards required to be met by teachers.
(Section F.2 of the Chief Minister’s Annual Report Directions requires that TQI’s annual report include the current assessment and certification standards that are required to be met by teachers.)
New applicants are required to meet the following assessment standards: Assessment Standards
Full Registration Full registration is only available to experienced applicants who meet the criteria specified below.
Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent.
Teaching experience 180 school teaching days in Australia or New Zealand in the previous five year period before the day the application is made.
Abilities, knowledge and TQI must be satisfied that the person has the abilities, knowledge and skills of skills a comparable level to those in the Proficient level of the Australian Professional Standards for Teachers. If not applying under Mutual Recognition provisions, the applicant is required to submit a TQI Professional Practice Report completed and signed by a Principal or their delegate attesting to the professional practice of the applicant at the Proficient level.
Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach.
English language TQI must be satisfied that the applicant meets the English language proficiency requirements specified in the TQI Act. Applicants who have not undertaken the required four full years of higher education study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing; or the required results of another approved English language test.
Provisional Registration Provisional registrants meet the qualification requirement for Full registration but have not yet accumulated the required teaching experience or skills and abilities for Full registration. It is the appropriate category for Graduate entry and applicable as an interim measure when an applicant may meet the requirements for Full registration but is unable at the time to provide the relevant supporting evidence.
Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent.
Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach.
ACT Government I Education Directorate 283 Annual Report 2019-2020
English language TQI must be satisfied that the applicant meets the English language proficiency requirements specified in the Act. Applicants who have not undertaken the required four full years of higher education study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing; or the required results of another approved English language test.
Permit to teach A permit to teach is not a category of registration but an authorisation for a person to teach for a limited period in a specific teaching role. A permit to teach may be offered to applicants who do not meet the requirements for Full or Provisional registration but who have specialist knowledge, training, skills or qualifications, or have completed a teaching qualification that does not meet the eligibility requirements for Full or Provisional registration. It may also be offered to Initial Teacher Education (ITE) students who have completed their final practicum. This process requires a request to TQI from the employer wishing to engage the person in a teaching position where a suitably qualified or registered teacher is not available.
Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach.
English language TQI must be satisfied that the applicant meets the English language proficiency requirements specified in the TQI Act. Applicants who do not hold a qualification undertaken in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing; or the required results of another approved English language test. If there is an exceptional demonstrated need by a school for the person’s particular specialist knowledge, band scores of no less than 7 in Speaking and Listening and 6 in Reading and Writing are required.
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ACT Teacher Quality Institute Regulation 2010 Part 2A
Assessment standards required to be met by teachers.
Certification against Highly Accomplished and Lead level of the Australian Professional Standards for Teachers
Certification – Only available to experienced applicants who meet the eligibility criteria and assessment requirements specified below
Certification assessment Based on the submission of direct evidence of teacher practice and the direct observation of classroom practice conducted by nationally trained ACT assessors.
Eligibility criteria to apply Australian or New Zealand citizenship or Australian permanent residency for Certification visa. Satisfactory assessment in recent annual performance assessments, i.e. two annual assessments for Highly Accomplished or three annual assessments for Lead. Full registration with the ACT Teacher Quality Institute
Current Certification standards - required to be met by teachers who elect to apply
The collection of evidence • Annotated evidence of teacher practice accounting for each of the required for assessment descriptors in all seven of the Highly Accomplished or Lead level Standards (up to 35 artefacts in total). • Lesson observation reports. • Teacher reflection on the direct evidence as a written statement addressing the Standards. • A written description of a Lead initiative for Lead applications. • Referee statements.
The direct observation of • Classroom observation. classroom practice • Discussion with the principal and other colleagues. • Professional discussion with the applicant.
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Annexure
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Annexure B - ACT Board of Senior Secondary Studies Annual Report 2018-19
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Part A – Transmittal Certificate
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Part B: Organisational Overview and Performance Organisational Overview
The Board of Senior Secondary Studies (the Board) was established in 1991 and the Board of Senior Secondary Studies Act 1997 (the BSSS Act) was enacted in January 1998.
The key functions of the Board are to:
• provide students with ACT Senior Secondary Certificates, Tertiary Entrance Statements and vocational certificates; • maintain the credibility and acceptance of courses through a regular accreditation program; • monitor and support the validity of assessment in Years 11 and 12; • improve the comparability of standards across ACT and overseas schools through moderation procedures; • gain the widest possible recognition for the credentials awarded by the Board; and • service the information needs of the community.
The Board is committed to:
• a general education of high standards providing equal opportunity for all students to the end of Year 12; • choice of courses for students supported by expert advice; • senior secondary college responsibility for course development; • senior secondary college responsibility for the assessment of its students; • shared responsibility for education; and • open access to information.
Twenty-four ACT colleges and six schools located in Fiji, Indonesia, Papua New Guinea and China are delivering courses certificated by the Board. These schools are listed in Appendix B.
The Board’s goal is to provide a high-quality curriculum, assessment and certification system that supports:
• all young adults to achieve an ACT Senior Secondary Certificate or equivalent vocational qualification; • high levels of achievement in literacy and numeracy; • improving educational outcomes for disadvantaged students; and • effective transitions from school to post-school pathways.
In 2016 the Board developed a new Strategic Plan to guide its activities for the period 2017-2021. Work on several aspects of the plan commenced in 2017.
The plan differs from previous plans in three major respects. First, the aims of the new plan are strategic in nature as opposed to previous plans which have been mainly operational. Second, the
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plan is the first BSSS Strategic Plan to be made available to the wider community in a publication format on the BSSS web site and on social media. Finally, the plan runs over five years rather than three as has been the case with previous plans. This allows for longer term strategic objectives to be addressed.
The key focus areas of the plan are:
• Community engagement – working collaboratively with community groups to identify, address or discuss issues that impact the well-being of students; • Tertiary partnerships – establishing collaborative partnerships with the Australian tertiary sector who share common goals, knowledge and resources; • Digital assessment – innovating in the adoption of the methods or tools that educators use to evaluate, measure and document academic readiness, learning progress and skill acquisition of students; • Quality assurance – maintaining a desired level of quality in all programs, products and services delivered by the BSSS; • Global education – integrating multiple dimensions, perspectives and citizenships into the BSSS senior secondary system; and • Sustainability – bringing an entrepreneurial mindset to governance, programs and financial planning to ensure long term relevance, sustainability and economic viability.
Key focus areas over the next year will be based on the Board’s Strategic Plan.
Processing of Year 12 results occurred on schedule and certificates were issued to ACT colleges on 17 December 2019 for distribution to ACT students. Over 10,000 certificates were produced by the Board for students in Year 12 and over 500 vocational qualifications were issued for students in Year 10.
Internal Accountability Board membership
The BSSS Act (s8) creates a board with a Broad membership of 15 from the many stakeholders in senior secondary education. Members, other than the Director-General of the Directorate, are appointed by the Minister for Education and Early Childhood Development for a period of up to three years. Members can be reappointed if they are eligible. Two new members were appointed to the Board and two members were reappointed.
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Table BSSS 1 Board membership as at 1 July 2019 Member Affiliation Initial Appointment Meetings appointment expires attended July-Dec 2019
Ms Roberta McRae Chair 5 June 2018 4 June 2021 2/2 OAM
Ms Lucy Marchant Canberra Institute of 23 November 22 November 1/2 Technology 2018 2021
Ms Louise Mayo AM Vocational education and 17 May 2011 31 December 1/2 training organisations 2022
Professor Royston Australian National University 31 July 2015 8 March 2021 1/2 Gustavson
Professor Geoffrey University of Canberra 1 January 2019 Resigned 0/1 Riordan 17 September 2019
Dr Judith Norris Australian Catholic University 16 July 2016 31 July 2019 0/0
Mrs Fiona Godfrey Association of Independent 9 March 2018 8 March 2021 2/2 Schools
Mr Peter Clayden ACT Branch, Australian 28 November 27 November 2/2 Education Union 2017 2020
Mr Michael Lee Catholic Education Commission 1 January 2019 31 December 1/2 2021
Mrs Kerrie Grundy ACT Principals’ Association 19 November 31 December 2/2 2013 2021
Mr Hugh Boulter Association of Parents and 16 July 2016 31 July 2019 0/0 Friends of ACT Schools ACT
Mr Adam Miller Council of Parents and Citizens 28 November 27 November 2/2 Associations 2017 2020
Mr Mark Field Business and Industry 7 December 6 December 2/2 organisations’ representative in 2018 2021 the ACT
Ms Judy van Rijswijk ACT Trades and Labour Council 1 January 2013 31 December 1/2 2021
Ms Meg Brighton A/g Director–General, 15 August 2019 1 December 2/2 Education Directorate 2019
The Board has four scheduled meetings each calendar year. The Board met on two occasions from July-December 2019.
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Table BSSS 2 Board membership as at 30 June 2020 Member Affiliation Initial Appointment Meetings appointment expires attended Jan-June 2020
Ms Roberta McRae Chair 5 June 2018 4 June 2021 2/2 OAM
Ms Lucy Marchant Canberra Institute of 23 November 22 November 2/2 Technology 2018 2021
Ms Louise Mayo AM Vocational education and 17 May 2011 31 December 2/2 training organisations 2022
Professor Royston Australian National University 31 July 2015 8 March 2021 1/2 Gustavson
Professor Philip University of Canberra 6 November 5 November 1/2 Roberts 2019 2022
Dr Patrick McArdle Australian Catholic University 6 November 5 November 2/2 2019 2022
Mrs Fiona Godfrey Association of Independent 9 March 2018 8 March 2021 2/2 Schools
Mr Peter Clayden ACT Branch, Australian 28 November 27 November 0/2 Education Union 2017 2020
Mr Michael Lee Catholic Education Commission 1 January 2019 31 December 2/2 2021
Mrs Kerrie Grundy ACT Principals’ Association 19 November 31 December 2/2 2013 2021
Mr Hugh Boulter Association of Parents and 16 July 2016 5 November 2/2 Friends of ACT Schools 2022
Mr Adam Miller Council of Parents and Citizens 28 November 27 November 1/2 Associations 2017 2020
Mr Mark Field Business and Industry 7 December 6 December 1/2 representative organisations in 2018 2021 the ACT
Ms Judy van Rijswijk ACT Trades and Labour Council 1 January 2013 31 December 2/2 2021
Ms Katy Haire Director-General, Education 2 December ongoing 1/2 Directorate 2019
The above Board has met on two occasions from January to June 2020, due to COVID-19 the June 2020 meeting was a teleconference.
Remuneration for Board members
The Chair is the only member eligible to receive remuneration, at a rate determined by the ACT Remuneration Tribunal.
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Risk Management
The Office of the Board provides support to the Board on policy and procedures, and the implementation of the BSSS Act. Common practice has been for the Education Directorate to include the Office of the Board and its activities within its Risk Assessment and Management Framework consulting with the Board Chair as appropriate. Through a culture of development and improvement the Office of the Board monitors areas of significant risk including data systems and end of year processing of senior secondary and vocational certificates. A complete review of mitigations and the development of an Enterprise Risk Management Plan began in the latter stages of 2018-19 for completion and implementation across 2019-20 and 2020-21.
Ethical standards
Prior to appointment, Board members are provided with the Bowen Code of Conduct as a guide to ethical behaviour. Members sign a declaration that they have read and agree to observe the principles of the code and agree to disclose all conflicts of interest that arise during their term on the Board. The Board meeting agenda has declaration of conflicts of interests as a standing item. ACT public servants on the Board are also bound by the ACT Public Sector Management Act 1994.
Resources available
Board members have access to staff at the Board Secretariat if they require assistance or advice to carry out their duties.
Standing Committees
The Board appoints committees and panels to provide advice on specific matters. The main standing committees and their roles are listed below; membership is for 2019 and 2020.
Table BSSS 3 Board Standing Committees and their roles Committee Role
Curriculum Advisory To advise the Board on national and ACT curriculum matters and overall Committee direction of curriculum in Years 11 and 12.
Assessment and To advise the Board on assessment and certification policies and procedures, Certification Committee and the overall direction of assessment and certification in Years 11 and 12.
Vocational Education and To advise the Board on vocational education and training issues, particularly Training Committee those relating to national agreements and post-school linkages with the VET sector; and to provide advice on VET initiatives for secondary education. The VET Committee was suspended from March 2020 due to COVID-19 until further notice.
Innovations Committee To advise the Board on the implementation of the Board’s Strategic Plan, and innovative practices in senior secondary education in other jurisdictions and internationally. The INC was suspended from March 2020 due to COVID-19 until further notice.
Accreditation Panels To advise the Board on the accreditation and registration of Year 11-12 courses, which have been developed by teachers, industry and business groups, tertiary institutions and other organisations.
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Board Sub-Committees that operated in 2019 Table BSSS 4 Curriculum Advisory Committee 2019 Name Position
Mrs Kerrie Grundy Chair
Mr Martin Hine Education Directorate
Ms Lyndall Henman ACT Principals’ Association
Ms Maria O’Donnell Catholic Education Office
Mr Andrew Wrigley Association of Independent Schools of the ACT
Ms Jennifer Rickard Association of Parents and Friends of ACT Schools
Ms Jane Koitka ACT Council of Parents and Citizens Associations
Mr Ben Duggan Canberra Business Chamber
Dr Bernard Brown University of Canberra
Table BSSS 5 Assessment and Certification Committee Name Position
Mr Peter Clayden Chair
Mr Ken Gordon Education Directorate
Mr John Alston-Campbell ACT Principals’ Association
Mr Brad Cooney Catholic Education Office
Mr John Folan Association of Independent Schools of the ACT
Ms Crystal Cox ACT Council of Parents and Citizens Associations
Mr Martin Watson Co-opted member
Ms Lyn Mernagh / Mr Mitch Tummers Co-opted member
Table BSSS 6 Vocational Education and Training Committee 2019 Name Position
Mr Hugh Boulter Chair
Mr Mark Pincott Catholic Education Commission
Ms Joanne Garrisson Association of Independent Schools of the ACT
Ms Helen Witcombe ACT Principals’ Association
Mr Vince Ball ACT Industry Training Advisor
Ms Shari Madden Canberra Institute of Technology
TBA ACT Trades and Labour Council
Mr Michael Young Canberra Business Chamber
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Name Position
n/a - Association disbanded ACT Teachers in Vocational Education Association
Ms Louise Selles Education Directorate
Ms Jennifer Rickard Association of Parents and Friends of ACT Schools
Table BSSS 7 Innovations Committee 2019 Name Position
Ms Louise Mayo and Dr Royston Gustavson Co-Chairs
Mr Kris Willis Education Directorate
Mr Andy Mison ACT Principals’ Association
Mrs Catherine Rey Catholic Education Office
Ms Kath Morwitch Association of Independent Schools of the ACT
Dr Duncan Driver A local university
Ms Christina Delay Business and industry organisation
Ms Jennifer Rickard Association of Parents and Friends of ACT Schools
Ms Alice Cahill Catholic School Parents Council
Ms Jane Koitka ACT Council of Parents and Citizens Associations
Mr Martin Watson Co-opted member
Board Sub-Committees that operated in 2020 Table BSSS 8 Curriculum Advisory Committee 2020 Name Position
Mrs Judy van Rijswijk Chair
Mr Martin Hine Education Directorate
Ms Lyndall Henman ACT Principals’ Association
Dr Ann Cleary Catholic Education Office
Mr Andrew Wrigley Association of Independent Schools of the ACT
Ms Jennifer Rickard Association of Parents and Friends of ACT Schools
Ms Jane Koitka ACT Council of Parents and Citizens Associations
Mr Ben Duggan Canberra Business Chamber
Dr Bernard Brown University of Canberra
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Table BSSS 9 Assessment and Certification Committee 2020 Name Position
Professor Patrick McArdle Chair
Mr Ken Gordon Education Directorate
TBC ACT Principals’ Association
Mr Brad Cooney Catholic Education Office
Mr John Folan Association of Independent Schools of the ACT
TBC ACT Council of Parents and Citizens Associations
Mr Martin Watson Co-opted member
Mr Mitch Tummers Co-opted member
Board Secretariat
The Board Secretariat, managed by the Executive Group Manager (titled Executive Director), consists of eleven other staff; seven teachers and four administrative officers, all employed through the Directorate. The Executive Director reports to the Board on its legislated functions and to the Directorate on administrative functions.
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Performance Analysis An informed and effective response to international, national and local initiatives
The Board has continued to provide and facilitate ACT feedback on national curriculum and reporting initiatives through formal responses, teacher participation in curriculum development and surveys, consultation and membership of national working parties. As an example, the Board has made an ongoing contribution to the Australasian Curriculum, Assessment and Certification Authorities’ (ACACA) research partnership with the University of Melbourne to investigate the benefits of Vocational Education to students after completion of secondary education.
A high quality, high equity curriculum, assessment and certification system that caters for all students
The Board places equal importance on multiple pathways, to address the needs and interests of diverse learners. Schools can choose to deliver courses preparing students for university, vocational or life pathways. School communities are free to select from an extensive range of contemporary accredited courses. Students are required to study a course in English as part of their senior secondary certificate.
In 2016, the Board endorsed design specifications for courses based on the ACARA senior secondary courses. To date 68 courses, reflect the design specifications and there are approximately 20 courses currently being redeveloped.
In 2019-20, the following courses were accredited:
• Data Science A/T/V; • Design and Emerging Technologies A/T/M; • Design and Graphics A/T/M; • Digital Technologies A/T/M/V; • Engineering Studies A/T; • Designed Environments A/T/M; • Design and Textiles A/T/M/V; • Networking and Security A/T/V; • Timber Products A/M; • Digital Products A/M/V; • Robotics and Mechatronics A/T/M/V; • Beginning Modern Languages A/T/M; • Continuing Modern Languages A/T/M; • Advanced Modern Languages A/T/M; • Translating and Interpreting T; and • Indigenous Culture and Languages A/T/M.
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The establishment of these partnerships underpins development of quality curriculum that addresses the needs of diverse learners and reflects high expectations for learning. Partnerships were established with local universities and with community groups including the United Ngunnawal Elders’ Council to inform curriculum directions and to mentor course developers.
In 2020, the Office of the Board of Senior Secondary Studies (OBSSS) delivered a suite of TQI accredited professional learning workshops including:
• Introduction to the BSSS for teachers new to the ACT; • Designing a Program of Learning; • Robust Rubrics; • Engaging ACS for Excellence; • Designing Assessment to Assess Thinking (AST); • Surveying Scaling; • Leading assessment in your school; and • Quality Assessment.
The Board has continued its focus on the enhancement of assessment in colleges. Feedback on the quality and effectiveness of school-based assessment and consistency in the application of grade achievement standards has continued to be provided to colleges through system wide moderation. Over 1,000 senior secondary teachers from the ACT and overseas participated in each of the Moderation days in August 2019 and March 2020.
The ACT Government has approved funding for the ACT Certification System - Digital Systems Innovation Program (Phase 5) Upgrade. This upgrade will provide enhancements that enable digital submission of school documentation and student work; automatically link all relevant assessment data to the presentations for Moderation; and allow students to access individual item results for all assessments online through the Student Profiles Online module.
The enhancement of this digital system will make a significant contribution to the improvement and quality of service delivery to the Canberra community for students and their families, and the day to day working lives of teachers. ACT Shared Services ICT in partnership with the OBSSS has begun work on the upgrade.
Year 12 Outcomes 2019
Summary • Percentage of students awarded an ACT Senior Secondary Certificate is slightly down; • Tertiary Entrance Statement percentage in downward trend; • VET outcomes in downward trend; • ACT students are continuing to study higher level Mathematics; • Study of Physical Education and Biology continue upward trend; and • Grade to course score analyses enhanced understanding of moderation and meshing.
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In 2019, 4,553 students met the requirements for an ACT Senior Secondary Certificate. This included 4,374 students enrolled in ACT colleges, 60 enrolled in CIT Pathways and 119 students enrolled in international schools. In the ACT, this represented 92.8 per cent of Year 12 students compared with 93.0 per cent in 2018.
Of the Senior Secondary Certificate receivers 2,782 students also achieved a Tertiary Entrance Statement (TES), having met the requirements for university entrance and calculation of an Australian Tertiary Admission Rank (ATAR). This included 2,692 students enrolled in ACT colleges, 13 students at CIT Pathways and 90 students enrolled in overseas colleges.
Figure BSSS 1 displays the percentage of Senior Secondary Certificate receivers achieving a TES from 2002 to 2019. In 2019, 61.2 per cent of ACT students receiving a Senior Secondary Certificate also received a TES. This continues a downward trend since 2013. Public college males had the largest decrease from 2018 (50.8% to 46.6%) with public college females the only subset to increase from 2018.
Figure BSSS 1 Percentage of ACT Senior Secondary Certificate Receivers who achieved a Tertiary Entrance Statement 2002-2019 100.0 95.0 90.0 85.0 80.0 75.0 70.0 65.0 60.0
55.0 students of Percentage 50.0 45.0 40.0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 females - public colleges Year females - non government colleges males - public colleges males - non governement colleges all colleges Note: From 2006 students classified as Mature Age are included in the data. Source: ACT Board of Senior Secondary Studies
Of students in the ACT who achieved an ATAR, 89.7 per cent achieved an ATAR of 60 or more for direct entry into a local university.
Table BSSS 10 ATAR and cumulative percentage of students ATAR % of ACT T students above % of ACT T males and non- % of ACT T females above ATAR binary above ATAR ATAR
99 2.3 2.7 2.0
90 23.6 22.6 24.3
80 46.8 45.0 48.2
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ATAR % of ACT T students above % of ACT T males and non- % of ACT T females above ATAR binary above ATAR ATAR
70 69.1 68.5 69.5
60 89.7 88.6 90.5
The Board recognises and prints vocational certificates on behalf of school-based Recognised Training Organisations (RTOs). The following chart displays the number of certificates at each level that were completed by school-based RTOs, in each of the industry groupings from 2013-2019.
Figure BSSS 2 Historical Overview by Industry Group
In addition to VET completed by school-based RTOs, the ACT Senior Secondary Certificate also recognises VET achievement in Australian School-Based Apprenticeships (ASBAs) and through external RTOs. In the 2019 graduating cohort, 274 students completed ASBAs and 113 students were awarded units for vocational achievement from external RTOs.
The following table gives the percentage of Senior Secondary Certificate receivers who completed an accredited course in the nominated areas.
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Table BSSS 11 Selected courses on Senior Secondary Certificates, 2018 and 2019 Course Area 2019 2019 2018 Number of ACT Senior Percentage (%) of ACT Percentage (%) of ACT Secondary Certificate Senior Secondary Senior Secondary students who Certificate students who Certificate students who completed a course completed a course from completed a course from this course area this course area from this course area
English/ESL 4,553 100.0 100.0
Drama 342 7.5 7.7
Mathematics 4,188 92.0 92.9
IT 450 9.9 10.0
Sciences 2,012 44.2 44.2
History 718 15.8 15.4
Commerce 1,050 23.1 20.3
Languages 764 16.8 17.0
Behavioural Science 1,240 27.2 27.9
Religious Studies 1,223 26.9 29.1
Art / Photography 902 19.8 19.6
Music 298 6.5 6.6
Design/Technology 789 17.3 17.8
PE/Human Movement/ 1,394 30.6 30.8 Sports Sc/ Outdoor Ed Source: ACT Board of Senior Secondary Studies
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Figure BSSS 3 shows that the national trend away from higher level mathematics do not appear to be occurring in the ACT. Overall enrolment in Specialist Mathematics (including Specialist Methods) and Mathematical Methods appear to have an upward trend in the ACT.
Figure BSSS 3 Percentage of ACT Senior Secondary Certificate receivers with a course in T Mathematics 40.0%
35.0%
30.0%
25.0%
20.0% Specialist Maths Maths Methods Percentage 15.0% Maths Aps 10.0%
5.0%
0.0% 20062007200820092010201120122013201420152016201720182019 Year
One hundred and seventy-three students (81 females and 92 males) from 20 colleges completed an H course through the Australian National University Secondary College Program in 2019. One hundred and fifteen students (66%) used their scaled H course score in their ATAR calculation.
Community Engagement and Support
The Board of Senior Secondary Studies provides a breadth of opportunities for community engagement. The Board itself consists of nominees from a broad range of ACT community stakeholders. Likewise, the committees overseen by the Board and chaired by Board members consist of a variety of community stakeholders. In addition, Board Principals’ meetings, student forums, Board forums, course development and public consultation processes, social media presence, and professional learning programs provide opportunities for the school sector and broader community to contribute to the growth and development of the senior secondary system. The OBSSS engages with Principals, teachers, students, parents/carers, and Government and Non- government agencies on a regular basis. The OBSSS team also work in the national educational context with state senior secondary jurisdictions and the Commonwealth.
Aboriginal and Torres Strait Islander Reporting
A significant achievement has been the implementation of the Indigenous Culture and Languages course which is the first course of its kind in the ACT. It is an interdisciplinary course drawing on disciplines that includes politics, linguistics, psychology, sociology, anthropology, history and the Arts. It lends itself to exploring in depth the general capability of Intercultural Understanding.
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This course draws on a breadth of work from a range of sources including the knowledge of the United Ngunnawal Elders Council, and experts from the Australian National University and the Australian Institute of Aboriginal and Torres Strait Islander Studies. It also draws on an environmental scan of national and international senior secondary curriculum in the area.
The positive and supportive relationship developed with the United Ngunnawal Elders Council has established a partnership that has created the opportunity for the Board and its schools to work and learn with the Ngunnawal community into the future.
For more information contact:
The Executive Group Manager ACT Board of Senior Secondary Studies GPO Box 158 CANBERRA ACT 2601 (02) 620 57181 [email protected] http://www.bsss.act.gov.au
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Appendix A: Sections not covered elsewhere in this report
Section Reporting
Scrutiny There were no direct implications for the Board in Legislative Assembly committee inquiries and reports in 2019-20.
Internal Audit Covered within Directorate report. See section B in that report.
Fraud Prevention Covered within Directorate report. See section B in that report.
Freedom of Information Covered within Directorate report. See section B in that report.
Work Health and Safety Covered within Directorate report. See section B in that report.
Human Resources Management Covered within Directorate report. See section B in that report.
Ecologically Sustainable Covered within Directorate report. See section B in that report. Development
Financial Management Reporting Covered within Directorate report. See section C in that report.
Financial Statements Covered within Directorate report. See section C in that report.
Capital Works Covered within Directorate report. See section C in that report.
Asset Management Covered within Directorate report. See section C in that report.
Government Contracting Covered within Directorate report. See section C in that report.
Statement of Performance Covered within Directorate report. See section C in that report.
Ministerial and Director-General There have been no directions to the Board. Directions
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Appendix B: Compliance Statement
The Annual Report 2019-20 must comply with the Annual Report Directions (the Directions) made under section 8 of the Annual Reports Act. The Directions are found at the ACT Legislation Register: www.legislation.act.gov.au.
The Compliance Statement indicates the subsections, under Part 2 A-C of the Directions, that are applicable to the ACT Board of Senior Secondary Studies and the location of information that satisfies these requirements:
Part 1 Directions Overview
The requirements under Part 1 of the Directions relate to the purpose, timing and distribution, and records keeping of annual reports. The Annual Report 2019-2020 complies with all subsections of Part 1 under the Directions.
To meet Section 15 Feedback, Part 1 of the Directions, contact details for the ACT Board of Senior Secondary Studies are provided within the Annual Report 2019-2020 to provide readers with the opportunity to provide feedback.
Part 2 Reporting entity Annual Report Requirements
The requirements within Part 2 of the Directions are mandatory for all reporting entities and the Education Directorate complies with all subsections. The information that satisfies the requirements of Part 2 is found in the Annual Report 2019-20 as follows:
A. Transmittal Certificate see page 288.
B. Organisational Overview and Performance, inclusive of all subsections, see pages 289-303.
C. Financial Management Reporting, inclusive of all subsections, these are covered in the Education Directorate’s Report.
Part 3 Reporting by Exception
The ACT Board of Senior Secondary Studies has nil information to report by exception under Part 3 of the Directions for the 2019-20 reporting year.
Part 4 Directorate and Public Sector Body Specific Annual Report Requirements
The following subsections of Part 4 of the 2020 Directions are not applicable to the ACT Board of Senior Secondary Studies.
Part 5 Whole of Government Annual Reporting
All subsections of Part 5 of the Directions apply to the Education Directorate. Consistent with the Directions, the information satisfying these requirements is reported in the one place for all ACT Public Service directorates, as follows:
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• Bushfire Risk Management, see the annual report of the Justice and Community Safety Directorate; • Human Rights, see the annual report of the Justice and Community Safety Directorate; • Legal Services Directions, see the annual report of the Justice and Community Safety Directorate; • Public Sector Standards and Workforce Profile, see the annual State of the Service Report; • Territory Records see the annual report of Chief Minister, Treasury and Economic, Development Directorate; and • Human Rights Reporting; the Board of Senior Secondary Studies is included in the Education Directorate response.
ACT Public Service Directorate annual reports are found at the following web address: http://www.cmd.act.gov.au/open_government/report/annual_reports
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Appendix C: Institutions delivering Board certificated courses
Public colleges Code
Canberra College CBRC
Dickson College DCKC
Erindale College ERNC
Gungahlin College GNGC
Hawker College HWKC
Lake Tuggeranong College TUGC
Melba Copland Secondary School COPC
Narrabundah College NARC
The Woden School WODS
University of Canberra Senior Secondary College Lake Ginninderra LGNC
Non-Government colleges Code
Brindabella Christian College BBCC
Burgmann Anglican School BASS
Canberra Girls Grammar School CGGS
Daramalan College DARC
Marist College Canberra MARC
Merici College MERC
Orana Steiner School ORAC
Radford College RDFC
St Clare's College STCC
St Edmund's College EDMC
St Francis Xavier College SFXC
St Mary MacKillop College MKCC
St John Paul II College SJPC
Trinity Christian School TRCC
Other ACT institutions Code
CIT Pathways College CITC
Australian National University Extension Program ANUC
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International schools Code
Australian Curriculum Centre, Shanghai, China ACC1
Sekolah Cita Buana, Indonesia CBJC
Port Moresby International School, Papua New Guinea POMC
Kimbe International School, Papua New Guinea KIMC
Lae International School, Papua New Guinea LAEC
International School Suva, Fiji ISSC
Private Providers Code
Canberra Academy of Languages CALC
Spanish Language and Culture Program in Australia SPAC
The Australian School of Contemporary Chinese ASCC
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Appendices
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Appendix 1 Compliance Statement
The ACT Education Directorate Annual Report 2019-20 must comply with the Annual Report Directions (the Directions) made under section 8 of the Annual Reports (Government Agencies) Act 2004. The Directions are found at the ACT Legislative Register: www.legislation.act.gov.au.
The Compliance Statement indicates the subsections, under Parts 1 to 5 of the Directions, that are applicable to the Education Directorate and the location of information that satisfies these requirements.
Part 1 Directions Overview
The requirements under Part 1 of the Directions relate to the purpose, timing and distribution, and records keeping of annual reports. The Education Directorate complies with all subsections of Part 1 under the Directions.
To meet Section 15 Feedback, Part 1 of the Directions, contact details for Education Directorate are provided inside the front cover of the ACT Education Directorate Annual Report 2019-20 to provide readers with the opportunity to provide feedback.
Part 2 Reporting entity Annual Report Requirements
The requirements within Part 2 of the Directions are mandatory for all reporting entities and the Education Directorate complies with all subsections. The information that satisfies the requirements of Part 2 is found in the ACT Education Directorate Annual Report 2019-20 as follows:
A. Transmittal Certificate, see page 8;
B. Organisational Overview and Performance, inclusive of all subsections, see pages 10-56; and
C. Financial Management Report, inclusive of all subsections, see page 110.
Part 3 Reporting by Exception
The Education Directorate has nil information to report by exception under Part 3 of the Directions from 2019-20 reporting year.
Part 4 Directorate and Public Sector Body Specific Annual Report Requirements
The following subsections of Part 4 of the 2019 Directions are applicable to the Education Directorate and can be found within the ACT Education Directorate Annual Report 2019-20:
• Investigation of Complaints, see page 223; and • Ministerial and Director-General Directions, see page 223.
Part 5 Whole of Government Annual Reporting
Most subsections of Part 5 of the Directions applied to the Education Directorate. Consistent with the Directions, the information satisfying these requirements is reported in the one place for All ACT Public Service directorates as follows:
ACT Government I Education Directorate 310 Annual Report 2019-2020
• Bushfire Risk Management – see the annual report of the Justice and Community Safety Directorate; • Human Rights, see the annual report of the Justice and Community Safety Directorate; • Legal Services Directions, see the annual report of the Justice and Community Safety Directorate; • Public Sector Standards and Workforce Profile, see the annual State of the Service Report; and • Territory Records, see the annual report of Chief Minister, Treasury and Economic Development Directorate.
ACT Public Service Directorate annual reports are found at the following web address: www.cmd.act.gov.au/open_government/report/annual_reports.
ACT Government I Education Directorate 311 Annual Report 2019-2020
Appendix 1 Government Contracting Education Directorate contracts executed in 2019-20 with an estimated total value of $25,000 or more
Procurement content has been derived from the online Contracts Register. This covers agreements entered into from 1 July 2019 to 30 June 2020 in accordance with Government requirements.
Table 56 Agreements entered into from 1 July 2019 to 30 June 2020 Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
Office of the Board of Senior Secondary Studies
10100.220 Psychometrician Support for Single Select Services Yes The Australian $61,930 04/05/2020 30/06/2020 COVID-19 Response (non- Council for consultancy) Education Research Limited (ACER)
Colleges
190408 Dickson College - Shelving for Single Select Goods Yes CEI Pty Ltd $25,016 18/11/2019 24/02/2020 Library Upgrade Trading as Raeco International
190347 Lake Tuggeranong College - Quotation Works No Rilack landscapes $25,366 29/07/2019 09/09/2019 Hub Garden Pty Ltd
ACT Government I Education Directorate 312 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
210220 All Colleges Conference Quotation Services No Encore Event $27,135 21/02/2020 29/02/2020 (non- Technologies consultancy)
091219 Gunghalin College - Year 12 Single Select Services Yes Ginger Catering $34,800 09/12/2019 09/12/2019 Formal (non- consultancy)
17092019 University of Canberra Lake Quotation Goods No Woods Furniture $34,934 17/09/2019 06/12/2019 Ginninderra College - Purchase Pty Ltd of Furniture for Academy of Future Skills
14122019 Dickson College - Year 12 Single Select Services Yes Ginger Catering $43,890 03/12/2019 15/12/2019 Formal 2019 (non- at National consultancy) Arboretum Canberra
190379 Dickson College - Furniture for Single Select Goods Yes Zenith Interiors $44,486 29/09/2019 24/02/2020 Library Upgrade Pty Ltd
190500 Canberra College - Year 12 Quotation Services No Ginger Catering $44,800 04/12/2019 04/12/2019 Formal 2019 (non- consultancy)
15102019 Narrabundah College - Single Select Goods Yes Abacus $46,420 18/10/2019 18/10/2019 Purchase of Calculators Calculators
190171 Canberra College - Vanuatu Single Select Services Yes Dive Adventures $49,305 03/08/2019 19/10/2019 Trip 2019 (non- consultancy)
ACT Government I Education Directorate 313 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
16919 University of Canberra Lake Single Select Services Yes Flight Centre $62,038 08/08/2019 27/09/2019 Ginninderra College - New (non- Group Travel Zealand Excursion 2019 consultancy) Limited
F19200564 University of Canberra Lake Select Works No Higgins Coatings $71,236 11/11/2019 30/09/2020 Ginninderra College - External Pty Ltd Paint to Areas 4,5 and 6
190389 Dickson College - Library Quotation Goods No Ninetwofive $74,108 10/01/2019 29/04/2020 Furniture Interiors
10051.221 Erindale College - Visible Single Select Consultancy Yes Corwin Press $109,010 31/07/2019 13/10/2020 Learning Australian Pty Ltd
High Schools
132881 Lyneham High School - Year 10 Quotation Services No Ginger Catering $25,497 12/12/2019 13/12/2019 Formal 2019 (non- at National consultancy) Arboretum Canberra
190424 Calwell High School - Painting Quotation Services No Carlos Coatings $26,500 12/12/2019 30/01/2020 of Corridors, Doors and (non- Principal’s Office. consultancy)
181616 Amaroo School - Year 5 Camp Quotation Services No NSW Office of $26,922 04/09/2019 06/09/2019 2019 (non- Sport & consultancy) Recreation
ACT Government I Education Directorate 314 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
23819 Calwell High School - Year 9 Quotation Services Yes WorldStrides Pty $28,153 23/08/2019 28/09/2019 Gold Coast Camp 2019 (non- Ltd consultancy)
190707 Caroline Chisholm School - Quotation Goods No RE Batger Pty Ltd $28,286 05/11/2019 24/01/2020 New Furniture for Senior Campus
05-12-2019 Canberra High School - Internal Single Select Services Yes Programmed $30,408 13/01/2020 20/01/2020 Painting (non- Property Services consultancy) Pty Ltd
23032020 Calwell High School - Year 7 Quotation Services Yes Away We Go $30,677 23/03/2020 25/03/2020 Camp 2020 (non- Tours Canberra consultancy)
190096 Harrison School - Year 5 and 6 Quotation Services No NSW Office of $31,200 13/08/2019 25/09/2019 Camp 2019 (non- Sport and consultancy) Recreation
190464 Mount Stromlo High School - Quotation Works No ACT Electrics $32,234 13/12/2019 18/12/2019 Upgrade of Hall and Gym Lighting
5112919 Mount Stromlo High School - Quotation Works No Pykes Flooring $32,480 05/11/2019 31/01/2020 Library Flooring Pty Ltd
09-09-2018 Amaroo School - Year 6 Camp Quotation Services No NSW Office of $32,942 09/08/2019 09/09/2019 2019 (non- Sport and consultancy) Recreation
ACT Government I Education Directorate 315 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
190418 Calwell High School - Quotation Works No ACT Building & $34,000 05/12/2019 30/04/2020 Refurbishment of C11 into Maintenance Pty Access Room Ltd
6112019 Telopea Park School - New Single Select Services Yes Aircalin New $34,270 06/11/2019 14/11/2019 Caledonia School Excursion (non- Caledonia 2019 consultancy)
190238 Mount Stromlo High School - Quotation Works No Dan and Dan $36,155 08/08/2019 09/08/2019 Landscaping Front of Science Landscaping Pty Ltd
150819 Melrose High School - Oval Quotation Services No Green Options $38,000 15/08/2019 28/02/2021 Maintenance (non- Pty Ltd consultancy)
F19200577 Gold Creek Senior School - Select Services No BMG Contracting $40,690 20/12/2019 20/03/2020 External Painting Stage 2 (non- Services consultancy)
261421300 Gold Creek School - Year 7 Quotation Services Yes Action Learning $41,888 28/02/2020 06/03/2020 Camp 2020 (non- Initiatives Pty Ltd consultancy)
190759 Caroline Chisholm School - Quotation Works No A & A Contractors $43,686 06/12/2019 31/01/2020 Senior and Junior Campus - Pty Ltd Renovations and Building Works
ACT Government I Education Directorate 316 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
060719 Telopea Park School - Quotation Works No Allsport Synthetic $45,950 26/07/2019 31/07/2019 Installation of Gi-Allsport Surfaces Synthetic Surfaces
190432 Mount Stromlo High School - Quotation Goods No Norva Nivel $48,431 02/12/2019 03/12/2019 Library Furniture
190692 Caroline Chisholm School - Quotation Goods No Pike’s Flooring $51,375 30/10/2019 31/01/2020 Recarpeting of Senior Campus Pty Ltd Middle Year's Block
190484 Canberra High School Central Quotation Services No G.E.T. Educational $53,280 05/08/2019 16/10/2019 Australia Trip 2019 (non- Tours Pty Ltd consultancy)
5719 Campbell High School - Year 10 Quotation Services No NSW Office of $53,898 05/07/2019 06/10/2019 Camp 2019 (non- Sport and consultancy) Recreation
16-10-2019 Telopea Park School - Year 9 Quotation Services No Intercultural $60,635 16/10/2019 24/10/2019 Camp 2019 (non- Consultancy consultancy) Group
02032020 Melrose High School - Year 7 Quotation Services No Action Learning $62,766 02/03/2020 05/03/2020 Camp 2020 (non- Initiatives Pty Ltd consultancy)
91019 Wanniassa School - Library Quotation Goods No Sebel Pty Ltd $65,768 11/11/2019 31/01/2020 Refurbishment Senior Campus
ACT Government I Education Directorate 317 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
ACTGOVRFQ - Kingsford Smith School - Bike Quotation Works No Complex Co. Pty $67,627 03/07/2019 06/06/2020 10062.110 Track Ltd
1338641 Telopea Park School - Outdoor Quotation Services No NSW Office of $70,406 17/02/2020 19/02/2020 Education Camp (non- Sport and consultancy) Recreation
132727 Lyneham High School - Single Select Services Yes WorldStrides Pty $87,625 09/08/2019 03/10/2019 Malaysia and Cambodia (non- Ltd Excursion 2019 consultancy)
Mount Stromlo High School - Quotation Works No ACT Building & $93,478 30/12/2019 07/02/2020 29102019 Library Refurbishment Maintenance Pty Ltd
21819 Telopea Park School - Band Single Select Services Yes Intercultural $94,000 23/08/2019 29/11/2020 Tour France 2020 (non- Consultancy consultancy) Group Pty Ltd
06052019 Melrose High School - Japan Quotation Services No JTB Australia Pty $100,840 21/09/2019 17/10/2019 Trip 2019 (non- Ltd consultancy)
Primary Schools
190046 Lyneham Primary School - Quotation Goods No RAECO $25,027 18/07/2019 22/08/2019 Installation of Library Shelving International Pty Ltd
5112019 Black Mountain School - Quotation Goods No Budget Carpet $39,577 05/11/2019 04/05/2020 Replacement of Damaged Care
ACT Government I Education Directorate 318 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements Carpet in Gym and Hall with Vinyl Planks
20190930 Black Mountain School - Door Quotation Works No Colda $25,381 30/09/2019 01/10/2020 Works to Rooms 14 and 18 Constructions Pty Ltd
200016 Mawson Primary School - Quotation Services No Murphy Bros $26,400 02/01/2020 28/01/2020 Internal Painting (non- Painting Services consultancy)
EDURFQ - Black Mountain School - Quotation Works No The Playground $26,430 26/08/2019 31/10/2019 190823 Complete Swing, Soft Fall and People Fencing/ Screening Works Adjacent Room 50
14-10-2019 North Ainslie Primary School - Quotation Works No Solace Creations $27,480 14/10/2019 16/10/2019 Installation of Double Glazing Pty Ltd
190247 Forrest Primary School - School Quotation Goods No SchoolFurn $28,369 06/12/2019 08/04/2020 Furniture
18052020 Farrer Primary School - Single Select Works Yes Scenic Living $30,206 18/05/2020 19/06/2020 Landscaping and Irrigation
25-09-2019 Farrer Primary School - Year 5 Quotation Services No CoastLife $31,685 25/09/2019 01/04/2020 and 6 amp 2020 (non- Adventures consultancy)
ACT Government I Education Directorate 319 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
10065.110 Hughes Primary School - Year 5 Single Select Services Yes Away We Go $31,900 04/11/2019 06/11/2019 and 6 Camp 2019 (non- Tours Pty Ltd consultancy)
25112019 Margaret Hendry School - Single Select Goods Yes NorvaNivel $52,000 25/11/2019 31/01/2020 Purchase of Furniture
190197 Yarralumla Primary School - Quotation Works No A_space Australia $54,538 06/08/2019 30/11/2019 Supply and Installation of Pty Ltd Outdoor Equipment
11122019 Turner Primary School - Quotation Services No MBS FM Pty Ltd $89,000 13/12/2019 30/01/2020 Painting and Associated Works (non- consultancy)
SFC.2019.015 The O’Connor Co-operative Quotation Works No First Sheds Pty $95,750 26/11/2019 30/09/2020 School - Installation of Shed Ltd and Associated Works
5819 Yarralumla Primary School - Single Select Goods Yes Link Media $106,359 05/07/2019 05/08/2024 Purchase of Interactive Whiteboards
200019 Macquarie Primary School - Quotation Works No Out and About $106,860 22/10/2019 30/06/2020 Adventure Playground Landscape Landscaping Designs and Construction
91022160 Red Hill Primary School - Oval Quotation Works No Green Options $130,194 20/12/2019 24/04/2020 Remediation Pty Ltd
ACT Government I Education Directorate 320 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
2091019 Forrest Primary School - Quotation Works No Scenic Living $146,333 02/09/2019 31/01/2020 Sensory Garden
Digital Strategy, Services and Transformation
64169 Oliver Support for 12 months Single Select Services Yes Softlink Australia $121,310 28/08/2019 31/10/2020 to October 2020 (non- Pty Ltd consultancy)
64169 Overdrive 12-month renewal Single Select Services Yes Softlink Australia $53,913 20/5/2020 21/5/2021 (non- Pty Ltd consultancy)
EDUDSST-0100 Read&Write for Google Single Select Services Yes Texthelp Pty Ltd $161,179 1/11/2019 31/10/2021 Subscription for the ACT (non- Education Directorate consultancy)
10096.110 Supply of Chromebooks for Single Select Goods Yes Datacom Pty Ltd $1,415,000 1/5/2020 20/4/2021 COVID-19
SCINV00004967 SCISWeb Single Select Goods Yes Education $45,521 1/1/2020 31/12/2020 Services Australia Pty Ltd
LSM0688EDU School Administration System Single Select Goods Yes Civica Education $95,971 30/12/2019 31/12/2020 (MAZE) Pty Ltd
10098.110 ContentKeeper Mobile Virtual Single Select Goods Yes Open Systems $69,300 11/05/2020 10/05/2021 Appliance for COVID-19 Australia Pty Ltd
ACT Government I Education Directorate 321 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
EDU20/557 Salesforce System Integration Single Select Services Yes Accenture Pty Ltd $361,071 10/05/2020 09/05/2021 for COVID-19 (non- consultancy)
EDUDSST-147 SEN-22, Setup of new tenant Open Goods & No Sentral Education $55,900 27/4/2020 26/04/2021 and custom interface for international Services Pty Ltd COVID-19 Care Sites Tender in 2015
EDUDSST-133 Two - Month Extension of the Single Select Goods Yes Campion $33,540 31/05/2020 31/07/2020 Directorates Adobe ETLA Education (Aust) Pty Ltd
EDU20/443/09 BigData Services for Google Single Select Services Yes Geeks on Tap Pty $36,385 10/05/2020 09/05/2021 platforms for COVID-19 (non- Ltd consultancy)
10111.110 Google Suite for Education – Single Select Goods Yes Geeks on Tap Pty $160,000 05/05/2020 04/05/2021 Enterprise for COVID-19 Ltd
2015.21681.220 Web-based Application for Single Select Goods Yes QuantumIT Pty $259,380 09/04/2020 10/10/2020 Workplace Learning in ACT Ltd Public High Schools and Colleges
EDU20/618 Screencastify Unlimited Single Select Goods Yes Screencastify LLC $91,444 04/06/2020 03/06/2021 of Chicago
EDUDSST-122 Provision of assurance services Single Select Services Yes Price Waterhouse $58,000.00 01/03/2020 30/02/2021 to further support the SAS Coopers (PwC) Project
ACT Government I Education Directorate 322 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
EDUDSST-0121 SEN 15- Extension of Existing Public Service No Sentral Education $95,040 01/01/2020 30/06/2020 Utilisation Engagement - CSM Pty Ltd Role Only
EDUDSST-0120 SEN 08- Extension of Existing Public Service No Sentral Education $147,870 01/01/2020 30/06/2020 Utilisation Engagement - Core Pty Ltd Sentral Resourcing
SSICT151/JC160 Microsoft Enterprise Licensing Single Select Goods Yes Data#3 Limited $1,089,718 07/07/2020 30/06/2021 62020 Termly Agreement
SFC.2020.002 Services Related to Records Single Select Services Yes iCognition Pty Ltd $149,118 20/02/2020 20/08/2020 Management Systems (non- consultancy)
EDU19-1780 Copyright Licence for Schools Single Select Services Yes Copyright Agency $652,068 01/01/2020 31/12/2020 (non- Ltd consultancy)
669304093 Agreement for the Provision Public Services No Sentral Pty Ltd $3,668,836 27/09/2019 26/09/2022 and Implementation of a (non- School Administration System consultancy)
Enrolments and Planning
EDU19-1474 East Gunghalin School Planning Consultancy Services No Purdon Planning $47,971 18/09/2019 30/06/2020 Project (non- consultancy)
ACT Government I Education Directorate 323 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
EDU19-1611 Urban Infill Study Quotation Services No Arup Australia Pty $79,905 04/09/2019 31/12/2019 (non- Ltd consultancy)
Governance and Community Liaison
EDU19/1545 Records Management Audit Single Select Consultancy Yes Price Waterhouse $31,364 12/07/2019 30/08/2019 Coopers
EDU19/2442 Leisure Centre FBT Advice Single Select Consultancy Yes Price Waterhouse $47,000 31/01/2020 01/05/2020 Coopers
EDU19/2382 HPE Review Single Select Consultancy Yes Price Waterhouse $60,982 31/01/2020 30/04/2020 Coopers
EDU20/255 Enforceable Undertaking Quotation Consultancy No Ernst and Young $84,403 21/02/2020 29/05/2020 Review
10116.220 Improving Communications in Single Select Services No WPPAUNZ $52,360 27/02/2020 20/09/2020 the ACT Education Directorate (non- Analytics Pty Ltd consultancy) (WPP)
Infrastructure and Capital Works Branch
20201205 Macquarie Primary School - Single Select Works Yes Binutti $25,083 12/05/20 17/06/20 Screens - COVID 19 Stimulus Constructions Pty Works Ltd
KLNH-10062020 University of Canberra Kaleen Quotation Works No IQON Pty Ltd $29,717 18/11/2019 17/07/2020 High - Gym Lighting Upgrade
ACT Government I Education Directorate 324 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
150420 Margaret Hendry School - Single Select Works Yes Joss Facility $25,107 15/04/2020 10/06/2020 COVID-19 Stimulus Works Management Package - Playground Structure and Landscaping
EDSTM -200121 Mawson Primary School - Single Select Works No Enhanced $25,826 21/04/2020 30/06/2020 -25052020 COVID 19 Stimulus Funding - Plumbing Plumbing Works
EDE3190287 Erindale College - Supply and Quotation Works No Colda $26,510 05/12/2019 31/01/2020 Install Chain Wire Fence to Constructions Pty College Oval Ltd
16042020 Melba Copland Secondary Single Select Works Yes Higgins Coatings $26,840 15/04/2020 15/07/2020 School - COVID 19 Stimulus Pty Ltd Works
CLW - 16042020 Calwell High School - COVID 19 Single Select Works Yes Singpro Australia $27,115 09/04/2020 10/06/2020 Stimulus Package - Digital Pty Ltd Signage
190004 and Arawang Primary School - Single Select Works Yes Betta Canvas and $27,500 28/01/2020 14/05/2020 190005 COVID 19 Stimulus Package - Shade Solutions Shade Structure Over Junior Playground Equipment
F19200973 Telopea Park School - Replace Select Works No Carrier Australia $27,852 08/05/2020 08/08/2020 Four High Walls and Repair Pty Ltd Evaporative Coolers
ACT Government I Education Directorate 325 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
23042020-1 Fraser Primary School – COVID Single Select Works Yes Waterland Pty Ltd $28,824 16/04/2020 16/07/20 19 Stimulus Works
F19201016 Gordon Primary School - HVAC Selective Works No King Air Pty Ltd $29,260 21/05/2020 21/08/2020 Works to Replace Split Systems and Evaporative Coolers
265201 Wanniassa School - Purchase of Quotation Goods No R E Batger Pty Ltd $29,449 26/05/2020 26/08/2020 Furniture
265202 Wanniassa School - Purchase of Quotation Goods No BizFurn Express $29,737 26/05/2020 26/08/2020 Furniture Australia
17042020 – Black Mountain School - COVID Single Select Works Yes ACT Building and $30,000 20/04/2020 17/06/2020 Black Mountain 19 Stimulus Package - Swipe Maintenance Pty Access Ltd
CRN - 15042020 Cranleigh School - COVID 19 Single Select Works Yes Colda $31,086 20/04/2020 10/06/2020 Stimulus Package - Supply and Constructions Pty Installation of Shade Sails and Ltd Heaters
SFC.2020.007 Miles Franklin Primary School - Quotation Works No ACT Building and $32,450 14/02/2020 30/04/2021 Doors and Calming Room Maintenance Pty Ltd
F19200943 Campbell Primary School - Select Works No Drain King (ACT) $33,000 24/04/2020 24/07/2020 Drain Repairs Pty Ltd
ACT Government I Education Directorate 326 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
200066 Malkara School - Office Quotation Works No Colda $33,094 30/04/2020 31/07/2020 Conversion Constructions Pty Ltd
15042020-01 & Harrison School - Thermal Single Select Goods Yes Sign World (ACT) $33,170 20/04/2020 30/06/2020 20042020-01 Improvements to Dampers Pty Ltd (Building Envelope)
TUGC - Tuggeranong College - Partial Single Select Works Yes Northern Fencing $34,705 14/04/2020 31/10/2020 23042020 Replacement of the Existing Specialist Pty Ltd Fence
2019.30823.110 Black Mt School - Room 22 Quotation Works No IQON Pty Ltd $36,066 25/05/2019 24/05/2021 & Hughes Primary underground water issued preschool
04052020WE Weetangera Primary School - Quotation Works No CityWide Service $36,074 03/06/2020 17/06/2021 Irrigation Master Valve Solutions Pty Ltd Upgrade
F19201075 Wanniassa Senior School - Select Works No King Air Pty Ltd $36,630 03/06/2020 03/09/2020 HVAC Mechanical Upgrade Humanities and Social Sciences Area
17042020 - Palmerston Primary School - Single Select Works Yes MBSFM $37,706 20/04/2020 17/06/2020 PALMPS COVID 19 Stimulus Package - Door Handle and Amenity Tap Upgrade/Replacement. Disability Access
ACT Government I Education Directorate 327 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
17042020 Mt Rogers Primary School - Single Select Works Yes MBS FM Pty Ltd $44,357 20/04/2020 17/06/2020 COVID 19 Stimulus Works - Bike and Equipment Shed
F19200975 Namadgi School - Supply and Select Works No Colda $39,710 08/05/2020 08/08/2020 Installation of 65 Closers and Constructions Pty Gym Bi - Fold Door Ltd Maintenance and Servicing
F19200945 University of Canberra Kaleen Select Works No Innovative $40,726 24/04/2020 24/07/2020 High School - Building Electrical Management System (BMS) Solutions Works
EDU20200416- The Woden School - COVID 19 Single Select Goods Yes BizFurn Express $40,809 17/04/2020 30/06/2020 SYYN53106 Stimulus Package - Supply of Australia (Trading Sustainable and Australian as BFX) Manufactured Furniture
SFC.2020.006 Malkara School - Fencing Quotation Works No Perimetech Pty $41,294 02/03/2020 30/04/2021 Extension Ltd
SFC2020.005 Malkara School - Security and Quotation Works No Telstra SNP $41,874 02/03/2020 30/04/2020 Swipe Access Control Monitoring
26520 Wanniassa School - Purchase of Quotation Goods No Norva Nivel Pty $41,898 18/05/2020 26/08/2020 Furniture Ltd
265203 Wanniassa School - Purchase of Quotation Goods No Woods Furniture $42,965 26/05/2020 26/08/2020 Furniture Pty Ltd
ACT Government I Education Directorate 328 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
F19200463 Tree Rectification Works (Stage Select Works No Gold Leaf Tree $43,662 26/11/2019 26/02/2020 4) at Various Schools Services Pty Ltd
5122019 Melba Copland Secondary Quotation Works No Colda $43,754 03/09/2019 28/01/2020 School - Reconfiguration and Constructions Pty Associated Works for Small Ltd Group Unit Learning Room
F19201025 Margaret Hendry Primary Select Works No Smart $44,000 25/05/2020 25/08/2020 School - Supply and Install Renewables Pty Battery Storage Ltd
F19201028 Turner Primary School - Select Works No Mindal $44,374 25/05/2020 25/08/2020 Draught Proofing ACT Schools Constructions
02-17042020 Fadden Primary School - Soft Select Works No Your Outdoor $44,700 20/04/2020 08/06/2021 Fall Space
17042020 - Giralang Primary School - Single Select Works Yes MSJ Plumbing $45,000 20/04/2020 17/06/2020 GIRALANG COVID 19 Stimulus Package - Group Pty Ltd Irrigation and Sensory Garden Fencing
F19200403 Richardson Primary School - Select Works No Horizon Coatings $45,050 14/11/2019 14/02/2020 External Painting ACT
F19201030 Lanyon High School - Repairs to Select Works No Monarch Building $48,642 25/05/2020 25/08/2020 Water Damaged Classroom Solutions Pty Ltd
ACT Government I Education Directorate 329 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
F19200464 Tree Rectification Works (Stage Select Works No TreeWorks $49,210 26/11/2019 26/02/2020 5) at Various Schools (ACT/NSW) Pty Ltd
11122019 - Palmerston Primary School - Single Select Works Yes Colda $51,644 06/01/2020 31/01/2020 Palmerston 2019 Classroom Upgrade for Constructions Pty 2020 Enrolments Ltd
CWHS - Calwell High School - Heat Single Select Works Yes Cobul $51,810 28/11/2019 31/01/2021 PO2019017 Mitigation Work Construction
17-09-2019 Cranleigh School - Hoist System Quotation Goods No ACT Building & $53,120 17/09/2019 28/01/2020 Maintenance Pty Ltd
16042020 Charnwood-Dunlop School - Single Select Works Yes Colda $54,081 12/04/2020 20/06/2020 COVID 19 Stimulus Package - Constructions Pty Landscaping Ltd
04032020 Gordon Primary School - Quotation Works No Northern Fencing $56,000 05/03/2020 05/08/2020 Preschool Security Fence Specialists Pty Ltd
F19200982 Giralang Primary School - Select Works No Scenic $57,200 08/05/2020 08/08/2020 Draught Proofing and Door Constructions Replacement
F19200184 Boiler Works and Associated Select Works No King Air Pty Ltd $57,370 24/09/2019 24/12/2019 Mechanical at Harrison School
ACT Government I Education Directorate 330 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
EDSTM-200118- Mawson Primary School - Single Select Works Yes Straight Up $58,807 21/04/2020 30/06/2020 25052020 COVID 19 Stimulus Funding - Joinery Refurbishment of Classrooms
F19200981 Melrose High School - Supply Select Works No Canberra Air $58,842 08/05/2020 08/05/2020 and Installation of Ventilation Conditioning System for Corridor Services
F19200509 Dickson College - External Select Works No Higgins Coatings $59,246 05/12/2019 05/03/2020 Painting Pty Ltd
ED3190287 Melba Copland Secondary Quotation Works No Colda $61,443 27/09/2019 29/01/2020 School - Modification Works to Constructions Pty Small Group Classrooms Ltd
220122020 Campbell Primary School - New Quotation Works No ACT Building & $62,513 30/01/2020 24/04/2020 Preschool Playground Maintenance Pty Equipment Ltd
17042020 Wanniassa Senior and Junior Single Select Works Yes SignPAC $63,196 24/04/2020 08/06/2021 Schools - Double Sided Electronic Signage
19020122 Calwell High School - Quotation Works No Sheds Shade and $65,782 24/07/2019 20/03/2020 Installation of Storage Shed Turf
04-17012020 Wanniassa Primary School - Single Select Works Yes ARIS Building $65,867 20/04/2020 08/06/2021 Community Hub Services
ACT Government I Education Directorate 331 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
F19200942 Melrose High School - Supply Select Works No Canberra Air $65,903 23/04/2020 23/07/2020 and Installation of Ventilation Conditioning System for Corridor Services
16042020-1 Canberra High School - COVID Single Select Works Yes Hawker Roofing $67,617 15/04/20 15/07/20 19 Stimulus Works Pty Ltd
KLNP - 2042020 Kaleen Primary School - COVID Single Select Works Yes Brindabella $67,960 08/04/2020 12/06/2020 19 Stimulus Package - Shade Contractors Pty Sails and Seats Ltd
1082019 Monash Primary School - Main Quotation Works No Fredon ACT Pty $70,000 15/07/2019 10/10/2019 Switchboard Upgrade and Ltd Generator Connection Point
03032020 Flag Pole Program 2020 Quotation Works No ACT Building and $70,000 23/03/2020 30/09/2020 Maintenance Pty Ltd
F19200183 Dedicated Heating Boiler for Select Works No Carrier Australia $70,407 24/09/2019 24/12/2019 M4 at Harrison Middle School Pty Ltd
ARWP - Arawang Primary school - Single Select Works Yes Colda $70,440 20/04/2020 12/06/2020 16042020 COVID 19 Stimulus Package - Constructions Pty Irrigation Works to Preschool Ltd
SFC2019.0014 Refit Works at Level 1 220 Quotation Works No Colda $71,567 26/11/2019 06/03/2020 Northbourne Avenue for Constructions Pty Infrastructure and Capital Ltd Works
ACT Government I Education Directorate 332 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
13012020 Campbell Primary School - New Quotation Works No Monarch Building $71,940 17/12/2019 17/03/2020 Deck and Concrete Works for Solutions Pty Ltd Sandpit Area
200048 Malkara School - Upgrade Staff Quotation Works No Colda $73,005 14/04/2010 26/04/2020 Toilets and Student Kitchen Constructions Pty Ltd
2022040 Dickson College - Library Quotation Works No MBSFM $77,265 10/01/2020 29/04/2020 Joinery
01-17042020 Richardson Primary School - Single Select Works No Brindabella $77,790 17/04/2020 08/06/2021 Landscape Upgrade Contractors Pty Ltd
DCKC - 2042020 Dickson College - COVID 19 Single Select Works Yes Brindabella $79,103 08/04/2020 12/06/2020 Stimulus Package - Shade Sails Contractors Pty and Seats Ltd
20012020 Lyneham Primary School - Single Select Works No Colda $81,423 13/12/2019 31/03/2020 Conversion of Art Room to 2 Constructions Pty Classrooms Ltd
012507 Majura Primary School - COVID Single Select Works Yes Phillips $81,680 15/04/20 15/07/20 19 Stimulus Works Landscapes
200533 Cultural Heritage Survey of Quotation Consultancy No Past Traces $83,935 20/04/2020 29/06/2020 Trees Heritage Consultants
ACT Government I Education Directorate 333 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
200219 Harrison School - COVID 19 Single Select Works Yes B Rands and P.J $83,996 23/04/20 23/07/20 Stimulus Works Stewart Budget Carpet Care
F19200106 Dedicated Heating Boilers for Select Works No Carrier Australia $84,375 04/09/2019 04/12/2019 Building M - Harrison School Pty Ltd
2019-20 Dickson College - Security Quotation Works No Northern Fencing $84,455 16/08/2019 26/11/2019 Fencing Specialist Pty Ltd
202001404 Hughes Primary School - COVID Single Select Works Yes Binutti $84,526 14/04/2020 21/04/2021 19 Stimulus Package - Softfall Constructions Pty Replacement/Repair Ltd
29112019 Florey Primary School - Supply Quotation Works No Colda $85,000 02/12/2019 31/01/2020 and Installation of Doors and Constructions Pty Shop Front Ltd
ARAP - Aranda Primary School - COVID Single Select Works Yes The Playground $88,896 20/04/2020 30/06/2020 16042020 19 Stimulus Package - Softfall People Replacement
11122019 Turner Primary School - Quotation Works No MBS FM Pty Ltd $89,000 13/12/2019 31/01/2020 Painting and Associated Works
CLWP - Calwell Primary School -COVID Single Select Works Yes Colda $96,721 09/04/2020 12/06/2020 16042020 19 Stimulus Package - Erosion Constructions Pty Landscape Ltd
10061.220 Education Directorate Quotation Services No PriceWaterhouse $99,316 28/02/2020 09/04/2020 Workforce Development Coopers
ACT Government I Education Directorate 334 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements Consulting (Australia) Pty Limited
17042020 - Florey Primary School - COVID Single Select Works Yes Colda $100,000 20/04/2020 17/06/2020 FLOREY 19 Stimulus Package - Construction Pty Classroom Doors and Ltd Staffroom Acoustics
17042020 - Macgregor Primary School - Single Select Works Yes Rilack landscapes $100,000 20/04/2020 17/06/2020 MACGREGOR COVID 19 Stimulus Package - Pty Ltd Remediation and Landscaping
F19200974 Neville Bonner Primary School Select Works No Monarch Building $100,760 08/05/2020 08/08/2020 to Forrest Primary School - Solutions Pty Ltd Relocate Transportable
01-17042020 Fadden Primary School - Select Works No Bruce's Bobcats $104,775 20/04/2020 08/06/2021 Courtyard Upgrade and Landscaping
F19200107 Boiler Flue and Gas Works in Select Works No Capital Boiler and $106,652 04/10/2019 04/12/2019 Various Education Sites Burner Services Package 1 Pty Ltd
02-17012020 Namadgi School - Partition to Select Works No Binutti $108,493 20/04/2020 08/06/2021 open plan classroom Constructions Pty Ltd
EVTP - Evatt Primary School - COVID Single Select Works Yes Colda $111,613 08/04/2020 12/06/2020 21042020 19 Stimulus Package - New Construction Pty Carpet and Painting Ltd
ACT Government I Education Directorate 335 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
F19201076 Mt Rogers Primary School - Select Works No Carrier Australia $112,663 03/06/2020 03/09/2020 HVAC Mechanical Upgrade Pty Ltd Administration Area
01-17042020 Wanniassa Senior and Junior Single Select Works Yes Dan and Dan $114,162 20/04/2020 08/06/2021 Schools - Landscaping Works Landscaping Pty Ltd
F19200985 Arawang Primary School - Select Works No Aris Building $116,327 11/05/2020 11/08/2020 Relocation of Library Services Pty Ltd
02023002 Black Mountain School - Room Quotation Works No Colda $120,000 02/04/2020 30/05/2021 30 Walls and Courtyard Construction Pty Upgrade Ltd
F19200946 Garran Primary School - COVID Single Select Works Yes Monarch Building $123,035 24/04/2020 24/07/2020 19 Stimulus Package - Asbestos Solutions Pty Ltd Removal, Office Upgrades
91022140 Black Mountain - Room 13 Quotation Works No ACT Building & $123,668 11/12/2019 02/03/2021 Courtyard Maintenance Pty Ltd
F19201024 Monash Primary School - Select Works No Mondiaux Pty Ltd $124,255 23/04/2020 23/07/2020 Supply and Install Solar Panels and Associated Infrastructure
202001504 Woden School - COVID 19 Single Select Works Yes Binutti $124,722 15/04/2020 21/04/2021 Stimulus Package - Multi Constructions Pty Sport/Multipurpose Play Ltd
ACT Government I Education Directorate 336 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements Surface with Cross and Circuit Fitness
SFC.2019.016 Hedley Beare Centre for Quotation Works No ACT Building & $127,321 19/12/2019 28/02/2020 Teaching and Learning - Fitout Maintenance Pty Work to Multi -Purpose Room Ltd
F19201022 Hawker Primary School - Select Works No J and E Carpentry $127,490 25/05/2020 25/08/2020 Replace Existing Sports Court Pty Ltd Surface with New 15mm Rubber Surface
EDURFQ-2- Tree Planting Program 2020 Quotation Works No Out and About $135,074 17/03/2020 08/08/2021 1920-2009 Landscape Designs and Construction
EDSTM-200120- Mawson Primary School - Single Select Works Yes Murphy Bros $141,350 21/04/2020 30/06/2020 25052020 COVID 19 Stimulus Funding - Painting Services Internal Painting
17042020 - Turner Primary School - COVID Quotation Works No MBSFM $144,292 20/04/2020 17/06/2020 TURNER 19 Stimulus Package - Door Handle and Amenity Tap Upgrade/Replacement. Disability Access
17042020 - Weetangera Primary School - Single Select Works Yes Contour $144,790 20/04/2020 17/06/2020 WEETPS COVID 19 Stimulus Package - Constructions Outdoor Basketball/Sports Upgrade
ACT Government I Education Directorate 337 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
25112019 – Mt Mt Rogers Primary School - Single Select Works Yes Colda $147,928 20/11/2019 26/02/2020 Rogers PS Music Room Upgrade to Small Constructions Pty Group Unit Learning Room Ltd
F19200390 HVAC Upgrade works to Block Select Works No Carrier Australia $150,034 12/11/2019 12/02/2020 H2 at Harrison School Pty Ltd
03120219 Charnwood Dunlop Primary Quotation Works No Olympic Fencing $154,000 04/12/2019 29/02/2020 School - Supply and Install NSW Pty Ltd Security Fence
EDSTM-200117- Mawson Primary School - Quotation Goods No Pike's Flooring $154,000 25/05/2020 30/06/2020 25052020 COVID 19 Stimulus Funding - Carpeting to Multiple Classrooms and Hallways
01-17012020 Taylor Primary School - Single Select Works Yes IQON Pty Ltd $155,756 22/04/2020 08/06/2021 Outdoor Learning Environment
F19200939 Garran Primary School - COVID Select Works No Monarch Building $156,442 24/04/2020 24/07/2020 19 Stimulus Package - Solutions Pty Ltd Administration Office Upgrade
20062020 Chapman Primary School - Quotation Works No B & R Building Pty $160,000 04/07/2020 17/07/2021 Staffroom Upgrade Ltd
81018-NCT-002 City & Gateway Phase 1 - Single Select Consultancy Yes SQC Architecture $163,553 08/05/2020 30/06/2020 Master Planning
F19200163 HVAC Upgrade Works Block H2 Select Works No Carrier Australia $164,334 16/09/2019 16/12/2019 Harrison School Pty Ltd
ACT Government I Education Directorate 338 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
17042020 - DPS Duffy Primary School - COVID Single Select Works Yes Green Options $166,210 20/04/2020 17/06/2021 19 Stimulus Package - Oval Upgrade/Irrigation Works
F19201068 Lanyon High School - HVAC Select Works No King Air Pty Ltd $168,355 03/06/2020 03/09/2020 Mechanical Upgrade Library/Administration
91020152 Dickson College -Library Quotation Works No Act Building & $175,000 19/09/2019 28/11/2020 Refurbishment Maintenance Pty Ltd
F19201015 Melrose High School - Radiator Select Works No Capital Boiler and $181,178 21/05/2020 21/08/2020 Replacement Level 3 Burner Services Pty Ltd
17042020 - Wanniassa Hills Primary School Single Select Works Yes IQON Pty Ltd $182,426 20/04/2020 17/06/2020 WHPS -COVID 19 Stimulus Package - Special Group Unit
2025091 Lanyon High School - Auto Single Select Works Yes Terry Enterprises $190,000 25/05/2020 30/06/2021 Door Airlocks Pty Ltd Trading as Smart Shopfronts
F19200937 Latham Primary School - School Single Select Works Yes Monarch Building $190,938 23/04/2020 23/07/2020 Works Upgrade - COVID 19 Solutions Pty Ltd Stimulus Package 2020
4072019 Emergency Evacuation Quotation Services No Fire Direct $197,334 18/07/2019 17/07/2020 Diagrams for All ACT Public (non- Schools consultancy)
ACT Government I Education Directorate 339 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
F19200941 Melrose High School - Radiator Select Works No Capital Boiler and $202,919 24/04/2020 24/07/2020 Replacement Level 3 Burner Services Pty Ltd
F19200109 Boiler Flue and Gas Works in Select Works No Capital Boiler and $212,370 04/09/2019 04/12/2019 Various Education Sites Burner Services Package 2 Pty Ltd
F19200938 Wanniassa Senior School - Select Works No Colda $232,826 24/04/2020 24/04/2020 Humanities and Social Sciences Constructions Pty and English Area Ltd Refurbishment
F19201078 Mt Rogers Primary School - Select Works No Colda $301,940 04/06/2020 04/09/2020 Administration Upgrade Constructions Pty Ltd
31354-NCT-001 Theodore Primary Pre -School Quotation Works No RAM $336,053 13/12/2019 28/02/2020 Landscape Works Constructions
F19201077 Mt Stromlo High School - Select Works No EPC Solar Pty Ltd $338,742 04/06/2020 04/09/2020 Supply and Install Solar Panels and Associated Infrastructure
F19200948 Lanyon High School - COVID 19 Single Select Works Yes Monarch Building $493,493 24/04/2020 24/07/2020 Stimulus Package - Solutions Pty Ltd Administration Office Upgrade
81014-NCT-001 Franklin Early Childhood School Public Works No Built Pty Ltd $780,608 21/02/2020 31/07/2022 Expansion Design (to the
ACT Government I Education Directorate 340 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements Extent Specified) and Construction
30141.110 Provision of Security Services Public Services No Leader Security $2,365,987 25/09/2019 24/09/2022 to ACT Colleges and Schools (non- Electronics Pty consultancy) Ltd
81002-NCT-001 Throsby Preschool to Year 6 Public Works No Icon SI (AUST) Pty $35,585,777 05/05/2020 30/12/2022 School with Planning for an Ltd Early Childhood Education Centre (ECEC)
81460-RFT-001 Molonglo Pre School to Year 10 Public Works No Joss Construction $40,521,480 23/08/2019 31/01/2022 School with Early Childhood Education Centre (ECEC)
Learning and Teaching Policy and Service Design
ED2190368 School Improvement (Writing): Quotation Consultancy Yes Misty Adoniou $48,400 03/03/2020 01/08/2020 Secondary 2020
People and Performance
10036.223 HR Framework Quotation Services No Bull & Bear $28,900 25/06/2019 30/08/2019 Special Assignments (BBSA) Pty Ltd
10036.221 Pilot Principal Bulk Recruitment Quotation Services No HorizonOne $33,296 01/07/2019 17/11/2019 Process Recruitment Pty Ltd
ACT Government I Education Directorate 341 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
10042.221 Wellbeing Project Quotation Services No Bull & Bear $36,100 01/07/2019 30/06/2020 Special Assignments (BBSA) Pty Ltd
10042.220 Project Management Office Quotation Services No Bull & Bear $42,000 01/07/2019 30/06/2020 Special Assignments (BBSA) Pty Ltd
10036.222 Bulk Recruitment Process Quotation Services No HorizonOne $49,156 26/06/2019 08/09/2019 Recruitment Pty Ltd
10036.224 Business Partner Model Quotation Services No Bull & Bear $99,050 25/06/2019 30/09/2019 Special Assignments (BBSA) Pty Ltd
Strategic Finance and Procurement
10140.110 2019-20 Revaluation of the Quotation Consultancy No CIVAS Pty Ltd $143,000 01/10/2019 30/06/2020 Education Directorate’s Land and Building Assets
10118.110 Additional TM1 Licences for Single Select Goods Yes Excelerated 10118.110 Additional Single School Projects Consulting Pty Ltd TM1 Select Licences for School Projects
ACT Government I Education Directorate 342 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
School Cleaning Services Team
10054.200 Provision of Assessment and Quotation Services No Manpower $41,771 29/11/2019 28/01/2020 Recruitment Support for ACT (non- Services Schools Cleaning Taskforce consultancy) (Australia) Pty Limited
10054.220 Provision of Corporate Single Select Goods Yes Andrews $160,000 12/12/2019 11/12/2020 Uniforms for ACT Schools Corporate Cleaning Services Branch Clothing Pty Ltd
10054.223 Provision of Cleaning Industry Public Tender Goods No RapidClean DRB $260,582 13/03/2020 13/03/2021 Machinery and Equipment
10054.222 Provision of Cleaning Industry Public Tender Goods No Chemworks Pty $455,428 13/03/2020 13/03/2021 Machinery and Equipment Ltd
10117.220 Hand Sanitiser to ACT Public Single Select Goods Yes Chemworks Pty $481,360 29/06/2020 07/08/2020 Schools Ltd
10054.221 Provision of Cleaning Industry Public Tender Goods No The Trustee for $507,179 13/03/2020 13/03/2021 Machinery and Equipment One Stop Shop Family Trust
Systems and Policy Reform
108945 – ACT ACT Government Enterprise Single Select Services Yes NTT Australia $39,699 01/07/2019 30/06/2020 E&TD Information Framework - (non- Digital Pty Ltd Roadmap and Implementation consultancy) Plan
ACT Government I Education Directorate 343 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
108945 - ACT ACT Government Enterprise Single Select Services Yes NTT Australia $59,565 01/07/2019 30/06/2020 E&TD Information Framework - (non- Digital Pty Ltd Enterprise Information consultancy)
2016/08987 Baseline Assessment Program Single Select Services Yes University of $63,500 20/01/2020 19/01/2021 (Kindergarten) 2020 (non- Western Australia consultancy)
2018/07763 Project 2018 School Climate Single Select Consultancy Yes Australian $160,000 1/07/2019 30/06/2022 Survey Analysis and Research National University
2018.297.210 ACT School Leavers – Single Select Consultancy Yes Social Research $126,000 1/04/2019 30/06/2020 Longitudinal Survey Centre
108945 – ACT ACT Gov Enterprise Single Select Services Yes NTT Australia $79,420 30/01/2019 30/06/2020 E&TD Information Framework - Delivery Digital Pty Ltd Discovery Brief
2017/12394-02 General Research Software - Single Select Goods Yes QualtricsLLC $154,451 30/04/2020 29/04/2021 Licencing Agreement
10113.220 ACARA/ACT project to explore Single Select Consultancy Yes Victoria $112,000 04/05/2020 03/12/2020 the operation of the SEA in the University (acting ACT through its Centre for International Research on Education Systems)
ACT Government I Education Directorate 344 Annual Report 2019-2020
Contract Contract Title Procurement Procurement Exception Contractor name Contract Execution Expiry Date Number Methodology Type from amount Date Quotation and Tender Threshold requirements
Universal School Support
10047.110 Economic Modelling Quotation Services No KPMG $49,147 04/03/2020 10/10/2020 (non- consultancy)
2015.25552.210 School Sport ACT Single Select Services Yes School Sport ACT $367,224 01/01/2020 31/12/2020 (non- consultancy)
School Improvement
10104.220 Evaluative Thinking COVID-19 Single Select Consultancy Yes Timperley $35,000 07/05/2020 27/10/2021 Consultants
Student Engagement
10073.11 Evaluation of Off Campus Single Select Services Yes Griffith University $73,590 11/11/2019 30/09/2020 Flexible Learning Program - (non- Muliyan consultancy)
Whole of Government Creative Services Panel
2018.27954.271 COVID-19 Return to school Quotation Services – No The Tilt Agency $25,558 10/05/2020 24/05/2020 (non- Pty Ltd consultancy)
ACT Government I Education Directorate 345 Annual Report 2019-2020
Appendix 2 List of Tables Table 1 Performance Analysis Overview ...... 25 Table 2 Strategic Indicator 1(a) Reduction in the equity gap between the most advantaged and less advantaged students in reading ...... 26 Table 3 Strategic Indicator 1(b) Reduction in the equity gap between the most advantaged and less advantaged students in numeracy ...... 26 Table 4 Strategic Indicator 2(a) ACT public schools gain for Years 3 to 5 in reading ...... 27 Table 5 Strategic Indicator 2(b) – ACT public schools gain for Years 3 to 5 in numeracy ...... 28 Table 6 Strategic Indicator 2(c) – ACT public schools gain for Years 7 to 9 in reading ...... 28 Table 7 Strategic Indicator 2(d) – ACT public schools gain for Years 7 to 9 in numeracy ...... 28 Table 8 Strategic Indicator 3 - Strongly Identified with their school by group, ACT public schools ...... 29 Table 9 Home education registrations as at annual February census ...... 56 Table 10 ACT Auditor-General's Report 2016-17 Financial Audits Financial Results and Audit Findings Report No. 11/2017 ...... 57 Table 11 Auditor-General's Report 2016-17 Financial Audits Computer Information Systems Report No. 4/2018 ...... 57 Table 12 ACT Auditor-General’s Report ACT Government Strategic and Accountability Indicators Report No. 2/2018 ...... 58 Table 13 ACT Auditor-General’s Report Physical Security Report No. 6/2018 ...... 59 Table 14 ACT Auditor-General’s Report Five ACT Public Schools' Engagement with Aboriginal and Torres Strait Islander Students, Families and Community Report No. 7/2018 ...... 59 Table 15 ACT Auditor-General’s Report 2017-18 Financial Audits - Financial Results and Audit Findings Report No. 12/2018 ...... 61 Table 16 ACT Auditor-General’s Report 2017-18 Financial Audits - Computer Information Systems Report No. 4/2019 ...... 62 Table 17 ACT Auditor-General’s Report Maintenance of ACT Government School Infrastructure Report No. 11/2019 ...... 63 Table 18 Government Response to the Report of the Select Committee on Estimates 2017-18 on the Inquiry into Appropriate Bill 2017-18 and the appropriation (Office of the Legislative Assembly) Bill 2017-18 including the Government Response to the Pegasus Economic Report review of the ACT Budget 2017-18 ...... 65 Table 19 Standardised Testing in ACT Schools Report Title - Standing Committee on Education, Employment and Youth Affairs - March 2019 - Report 5 ...... 66 Table 20 Management and Minimisation of Bullying and Violence in ACT Schools - Standing Committee on Education, Employment and Youth Affairs - September 2019 - Report 6 ...... 68 Table 21 Cessation of the Music for Colleges Course - Standing Committee on Education, Employment and Youth Affairs – November 2019 - Report 7 ...... 73 Table 22 Report on Annual and Financial Reports 2018-2019 - Standing Committee on Education, Employment and Youth Affairs – March 2020 - Report 8 ...... 73 Table 23 Audit committee membership and meetings in 2019-20 ...... 76 Table 24 Open Access Information – Section 96 (3) (a) (i), (ii) and (iii) ...... 79 Table 25 FOI Applications received and decision type - Section 96 (3) (a) (iv), (vii), (viii) and (ix) ...... 79 Table 26 FOI Processing timeframe - Section 96 (3) (v) and (vi); Section 96 (3) (d) ...... 79 Table 27 Amendment to personal information - Section 96 (a) (x) and Section 96 (3) (e) ...... 80 Table 28 Review - Section 96 (3) (b); Section 96 (3) (c) ...... 80 Table 29 Fees - Section 96 (3) (f)...... 80 Table 30 2019-20 Grants ...... 82
312
Table 31 WHS Performance Results ...... 88 Table 32 WHS Activities ...... 89 Table 33 Target 1 - reduce the incidence rate of claims resulting in one or more weeks off work by at least 30 per cent ...... 90 Table 34 Target 2 - reduce the incidence rate of claims for musculoskeletal disorders (MSD) resulting in one or more weeks off work by at least 30 per cent ...... 90 Table 35 FTE and headcount by gender ...... 93 Table 36 Headcount by classification and gender ...... 93 Table 37 Headcount by employment category and gender ...... 94 Table 38 FTE and headcount by division/branch ...... 94 Table 39 Headcount by age group and gender...... 94 Table 40 Average years of service by gender ...... 94 Table 41 Headcount by diversity group ...... 95 Table 42 Recruitment and separation rates ...... 95 Table 43 2019 Public Education Award Recipients ...... 101 Table 44 School-based Sustainable Development Performance: Current and Previous Financial Year ...... 102 Table 45 Education Support Office based Sustainable Development Performance Current (2019-20) and Previous (2018-19) Financial year1 ...... 107 Table 46 Net cost of services ...... 113 Table 47 Line item explanation of significant variances from the revised budget – Controlled Operating Statement ...... 114 Table 48 Line item explanation of significant variances from the amended budget – Controlled Balance Sheet ...... 120 Table 49 Capital Works Management 2019-20 ...... 204 Table 50 End of Financial Year Reconciliation Schedule 2019-20 ...... 207 Table 51 Information, Communication and Technology Projects 2018-19 ...... 208 Table 52 Assets and their values as at 30 June 2020 ...... 209 Table 53 Assets added to the Asset Register in 2019-10 ...... 209 Table 54 Education Staff Office sites, staff numbers (headcount) and space occupied as at 30 June 2020 ...... 211 Table 55 Aboriginal and Torres Strait Islander Procurement Policy performance measures ...... 213 Table 56 Agreements entered into from 1 July 2019 to 30 June 2020 ...... 312
313
Appendix 3 List of Figures
Figure 1 Our School Network ...... 12 Figure 2 Attendance rate of public school students Years 1 to 10, 2015 to 20191 ...... 31 Figure 3 Real retention rates in public schools from Preschool to Kindergarten, Year 6 to Year 7 and Year 7 to Year 12, 2016 to 2020 ...... 32 Figure 4 Number of enrolments in Preschool in public schools, 2015 to 2019...... 42 Figure 5 Number of enrolments of Aboriginal and Torres Strait Islander children in Preschool in public schools, 2015 to 2019 ...... 42 Figure 6 Percentage of Year 10 students who proceed to public secondary college education, 2015-16 to 2019-20 ...... 48 Figure 7 Percentage of Year 10 Aboriginal and Torres Strait Islander students who proceed to public secondary college education, 2015-16 to 2019-20 ...... 49 Figure 8 Percentage of Year 12 public school students who received a Tertiary Entrance Statement, 2015 to 2019 ...... 50 Figure 9 Percentage of Year 12 Aboriginal and Torres Strait Islander students who received a Tertiary Entrance Statement, 2015 to 2019 ...... 51 Figure 10 Percentage of Year 12 public school students who received a recognised vocational qualification 2015 to 2019 ...... 52 Figure 11 Percentage of Year 12 Aboriginal and Torres Strait Islander students who received a nationally recognised vocational qualification, 2015 to 2019 ...... 53 Figure 12 Components of Revenue 2019-20 ...... 116 Figure 13 Components of Expenditure 2019-20 ...... 117 Figure 14 Total assets at 30 June 2020 ...... 118 Figure 15 Total liabilities at 30 June 2020 ...... 119 Figure 16 Sources of Territorial revenue ...... 122
314
Appendix 4 Abbreviations and Acronyms Initials Name
ACARA Australian Curriculum and Reporting Authority
ACT Australian Capital Territory
ACTIA ACT Insurance Authority
ACTPA ACT Principals’ Association
ACTPS ACT Public Service
ACU Australian Catholic University
AESOC Australian Education Senior Officials Committee
AEU Australian Education Union
AIS Association of Independent Schools
ANU Australian National University
ATAR Australian Tertiary Admissions Rank
ATWD Australian Teacher Workforce Data Strategy
BEPA Building Energy Performance Analytics
BSO Building Service Officer
BSSS ACT Board of Senior Secondary Studies
CECA Children’s Education and Care Assurance
CEO Chief Executive Officer
CIT Canberra Institute of Technology
CMTEDD Chief Minister, Treasury and Economic Development Directorate
CNG Compressed National Gas
CO2-e Carbon dioxide equivalent
CORPEX Corporate Executive Committee
CPSU Community & Public Sector Union
CSIRO Commonwealth Scientific and Industrial Research Organisation
DCC Directorate Consultative Committee
DDG Deputy Director-General
DG Director-General
DSI Directors of School improvement
DSSC Digital Strategy Sub-Committee
EAL/D English as an Additional Language or Dialect
EAP Employee Assistance Program
EDU Education Directorate
315
Initials Name
EGC Education Governance Committee
ELE External Learning Environments
ESD Ecologically Sustainable Development
ESO Education Support Office
FMA Financial Management Act 1992
FOI Freedom of Information
FTE Full Time Equivalent
GHG Greenhouse gas
HALTs Highly Accomplished or Lead Teachers
HR Human Resources
HSR Health and Safety Representative
HVAC Heating, Ventilation and Air Conditioning
ICSEA Index of Community Socio-educational Advantage
ICT Information Communications Technology
IDAHOBIT International Day against Homophobia, Biphobia, Interphobia and Transphobia
ILP Individual Learning Plan
ITE Initial Teacher Education
LGBTIQ+ Lesbian, Gay, Bisexual, Transgender and Intersex
LPG Liquid Petroleum Gas
LSA Learning Support Assistant
Maze school administration system
MLA Member of the Legislative Assembly
MSD Musculoskeletal disorders
NAIDOC National Aborigines and Islanders Day Observance Committee
NAPLAN National Assessment Program – Literacy and Numeracy
NCCD Nationally Consistent Collection of Data
NDA National Day of Action against Bullying and Violence
NeuEd Neuroscience in Education
NQF National Quality Framework
NQS National Quality Standard
NSET Network Student Engagement Team
OHSC outside hours school care
PAG Principals’ Advisory Group
316
Initials Name
PBL Positive Behaviour for Learning
PBD Positive Behaviour Support
PHWB Principal Health and Wellbeing Plan
PSIU Public Schools Infrastructure Upgrade
PSM Act Public Sector Management Act 1994
PSPF Attorney-General’s Protective Security Policy Framework
PSWHS Public Sector Work Health, Safety and Wellbeing Strategy 2019-2022
PwC PriceWaterhouseCoopers Australia
RiskMan ACT Public Sector Work Injury Reporting online reporting system
RTO Recognised Training Organisations
SAIS Safe and Inclusive Schools
SAS School Administration System
SASSCOs Safe and Support School Contact Officers
SEA Socio-Educational Advantage
SERBIR Senior Executive Responsible for Business Integrity Risk
SLA School Leader A
SLB School Leader B
SLC School Leader C
SRA Student Resource Allocation
STEM Science, Technology, Engineering and Mathematics
TCCS Transport Canberra and City Services Directorate
TEL Technology Enabled Learning
TEMAG Teacher Ministerial Advisory Group
TES Tertiary Entrance Statement
TQI ACT Teacher Quality Institute
UC University of Canberra
VEP Vocational Employment Program
VET Vocational Education and Training
VLO Vocational learning options
WHS Work Health and Safety
WHSCC Work Health and Safety Consultative Committee
WHSMS Work Health and Safety Management System
WwVP Working with Vulnerable People
317
Index A Aboriginal and Torres Strait Islander 21, 30, 42, 44, 49. 51, 53, 59, 60, 61, 83, 84-86, 95, 100, 101, 106, 212-213, 250, 253, 257, 272, 302-303 Aboriginal and Torres Strait Islander Education Officers 61, 85 Australian Curriculum, Assessment and Reporting Authority (ACARA) 66, 67, 266, 297, 344
Academy of Future Skills 14, 48, 82, 313 Accountability 21, 23, 58, 290 Accreditation 55, 73, 106, 238, 239, 242, 243, 245, 247, 249, 250, 252, 272, 289, 293 Affiliated Schools Program 38 Air Conditioning 104, 105, 210, 331
ACT Board of Senior Secondary Studies (BSSS) 49, 50, 287-308 ACT Principals’ Association (ACTPA) 89
ACT Senior Secondary Certificate 49, 73, 289, 298, 299, 300, 301, 302 ACT Teacher Quality Institute (TQI) 225-285 Actsmart 106, 108, 264, 265
Apprentice/ship 53, 300 Attendance 17, 19, 31, 39, 40, 65, 76, 236, 246 Audit 23, 45, 46, 57-65, 74, 76, 78, 102, 104, 106, 110, 113, 233, 251, 304, 324 Auditor-General 57-65 Australian Curriculum 39, 40, 41, 47, 66, 67, 82, 263, 266, 271, 276, 308 Australian Professional Standards for Teachers 229, 233, 239, 243, 249, 252, 253, 283, 285
Award 83, 85, 100-101, 106, 236
B bushfire 4, 16, 46, 47, 81, 111, 228, 277, 306, 311
C Capital Upgrades 210
Carbon 105
Catholic Education Office 54, 235, 236, 294, 295, 296
Children’s Education and Care Assurance (CECA) 44-47 Code of Conduct 78, 293 Committee 14, 23-24, 43, 65-73, 74, 76, 77, 78, 83, 89, 96, 97, 110, 234, 235, 237, 244, 247, 248, 249, 251, 264, 293, 294, 295, 296, 302, 304 Complaint 18, 22, 33, 46, 71, 72, 223, 251, 310
Compliance 23, 24, 44, 45, 46, 55, 57, 61, 74, 97, 205, 210, 212, 227, 232, 305, 310
318
Community Engagement 81-83, 204, 252-253, 290, 302 Contract 212-213, 257, 304, 312-345 COVID-19 4, 17, 18, 33, 35, 36, 38, 39, 40, 45, 46, 47, 60,66, 81, 92, 97, 98, 100, 106, 111, 112, 113, 114, 115, 116, 117, 120, 122, 123, 208, 211, 223, 234, 235, 241-242, 252, 253, 254, 259, 292, 293, 312, 321, 322, 325, 345 Critical Incident 35, 88 Cultural Integrity 14, 30, 38, 60, 82, 83, 84, 85, 100
Cyber 278 D Devices 4, 39, 112, 208 Digital 4, 17, 21, 22, 23, 39, 40, 112, 212, 239, 257, 264, 266, 271, 272, 274, 280, 290, 297, 298, 321, 325 343, 344 Disability 18, 22, 26, 30, 48, 49, 54, 92, 95, 98, 100, 205, 327, 337 E Early Childhood 4, 5, 10, 11, 14, 15, 17, 21, 23, 26, 38, 39, 41, 43-44, 66, 67, 81, 82, 85, 86, 89, 99, 100, 105, 110, 203, 204, 248, 249, 271, 272, 273, 275, 276, 290, 340, 341 Early Years Literacy 38, 43 Early Years Learning Framework 41
Early intervention 33, 34, 35
Education Act 19, 21, 223 Emergency Management 16, 24, 111
Employee Assistance Program 88 Energy 102, 103-104, 105, 106-107, 203, 204, 255
Enforceable Undertaking 46, 77, 91, 324 English as an Additional Language (EAL/D) 33, 263, 275 Enrolment 5, 10, 21, 30, 42, 44, 52, 53, 69, 70, 73, 86, 110, 113, 116, 117, 122, 123, 223, 302, 323, 330 Enterprise Agreement 16, 65, 95-96, 97, 99, 114, 115, 116 eSafety 278
F Facebook 240, 253 Families 4, 10, 18, 22, 34, 35, 36, 40, 43, 44, 54, 59-60, 68, 69, 70, 71, 72, 81, 84, 110, 111, 298 Fraud 57, 62, 74, 78, 251, 304 Freedom of Information 79-80,.251-252, 304 Future of Education 4, 5, 14-15, 16, 19, 26, 27, 28, 37, 38, 83, 96, 111, 230, 239, 243, 247, 248, 257 G Greenhouse Gas Emissions 103-104, 107
319
H Hailstorm 4, 47
High Expectations 32, 298
Home Education 10, 21, 22, 55-56, 110 Human Resources 88, 255, 304
I Inclusion 14, 21, 22, 38, 43, 70, 96, 99, 100, 223, 232, 262-263, 271, 274, 275 Individual Learning Plans 40, 54, 266 Initial Teacher Education 38, 230, 231, 232, 237, 238, 239, 242, 243, 245, 249, 250, 252, 253, 283, 284 Injury 24, 88, 89, 254, 278
International Education 21, 37 Internet 4, 18, 40
K Koori Preschool 4, 15, 44, 86
L Learning Environment 22, 28, 32, 38, 105, 205, 338 Learning Needs 16, 34, 203, 275 Legislation 76, 227, 230, 231, 235, 305, 310 M Mentor 33, 35, 37, 38,.43, 240, 250, 253, 266, 275, 278, 298
Minister’s Student Congress 4, 35
N National Assessment Program 21, 66 National Disability Insurance 54
National Quality Framework (NQF) 44, 46 NAPLAN 26-27, 66
National Day of Action (NDA) 33 New Schools 16, 34, 203 Non-government Schools 10, 18, 21, 22, 30, 48, 55, 110, 122, 123, 235, 236, 237 NSET (Network Student Engagement Team) 35, 69, 70, 211
O
Occupational Violence 14, 21, 35, 71, 72, 74, 87, 91, 96, 98, 99, 111 Office Accommodation 210-211 Organisational Structure 6, 232
P Pedagogy 4, 21, 27, 32, 33, 263, 265, 268, 278, 280 Procurement 22, 212-213, 257, 312-345
320
Professional Learning 4, 18, 33, 34, 37-38, 43, 48, 54, 60, 73, 82, 84, 85, 98, 106, 111, 229, 231, 232, 235, 237, 238, 239, 241, 246-247, 251, 252, 253, 262-281, 298, 302 Psychologist 34, 35, 36, 68, 72 Public Interest Disclosure 78, 260
Q Quality Learning 27, 41
R Reconciliation 84, 85, 102, 253 Registered Training Organisations (RTO) 47, 300 Reportable Conduct 98
Respect, Equity and Diversity 254 Risk Management 24, 45, 74-75, 87, 89, 98, 110-111, 228, 251, 293, 306, 311 Risk Assessment 59, 74, 75, 78, 111, 293 Roadmap for schools 4, 18
Royal Commission into Institutional Responses to Child Sexual Abuse 18, 19, 235, 244, 248-249 Royal Commission into Violence, Abuse, Neglect and Exploitation of 18 People with Disability S Safe and Inclusive 33-34, 70, 279 Safe and Supervised Schools 17
Safe and Supportive Schools 33, 34
Scholarship 16, 33, 38, 65, 83, 84, 85, 98
School Administration System (SAS) 31, 39-40, 57, 61, 62, 72, 208, 321, 323 School Boards 11, 41, 81
School cleaners 16, 92, 204 School Environment 44, 101, 106, 211 Scrutiny 57-73, 251, 304 Security 24, 59, 111, 202, 205, 210, 251, 297, 328, 330, 334, 338, 341 Senior Secondary Certificate 49, 73, 289, 297, 298-302
Set Up for Success: An Early Childhood Strategy 5, 15, 43, 86
Standing Committees 293 Strategic Plan 15, 19, 59, 96, 99, 110, 111, 233, 290, 293 STEM (Science, Technology, Engineering and Mathematics) 14, 48, 82, 83, 84, 269, 270, 273, 275, 279, 280, 351 Student Resource Allocation (SRA) 30 Student Retention 31-32 T Tertiary Entrance Statement (TES) 50, 51, 289, 298, 299
Three-year-old Preschool 4, 43, 86 Transition 4, 21, 22, 36, 44, 47, 86, 96, 104, 108, 230, 244, 253, 289
321
Transport 36, 102, 103, 105, 107, 108, 203, 264
Transportables 203, 335
U Uniform (school) 343
V Values 10, 41, 47, 66, 100, 209, 229
Vision 4, 10, 34, 229 Vocational Education and Training (VET) 14, 53, 54, 249, 291, 292, 293, 294, 298, 300 Vocational Qualification 50, 52, 53, 289, 290
W Water consumption 103, 105, 106, 107, 108, 255 Work Health and Safety 23, 24, 87-91, 96, 98, 99, 210, 254 Y Year 12 31, 32, 35, 36, 47, 49, 50-53, 54, 73, 83, 289, 290, 298-302
ACT Government I Education Directorate 322 Annual Report 2019-2020