board of studies nsw office of the board of studies nsw

Board of Studies NSW Office of the Board of Studies NSW

Office of the Board of Studies NSW 117 Clarence Street Sydney NSW 2000

Tel: (02) 9367 8111 Fax: (02) 9367 8484 Internet: www.boardofstudies.nsw.edu.au

Postal address: Office of the Board of Studies NSW GPO Box 5300 SYDNEY NSW 2001

© Board of Studies NSW 2007

ISBN 978 174147 9720

Total external cost: $6650.60 incl GST (printing)

This report is available on the Board of Studies website at www.boardofstudies.nsw.edu.au Office hours: 8.30 am – 5.30 pm Monday to Friday.

Board staff are available outside these hours by arrangement.

2008347

The Honourable Verity Firth MP

Minister for Education and Training

Minister for Women

Dear Minister

We are pleased to present the Annual Report of the Board of Studies and the Office of the Board of Studies for the year ending June 30, 2008.

The report highlights the activities and achievements of the Board of Studies and the Office of the Board of Studies over the reporting year. It addresses the requirements of Section 106 of the Education Act 1990 as well as the Annual Reports (Statutory Bodies) Act 1984 and the Annual Reports (Departments) Act 1985.

Kelvin Canavan Deputy President Board of Studies NSW

John Bennett General Manager Office of the Board of Studies NSW

CONTENTS

1 Function and Structure 7

2 Mission and Goals 15

3 Review of 2007–2008 18

Summary of Key Developments 18

Detailed Overview: Goals, Outcomes, Major Programs 26

4 Management and Performance 88

5 Appendices

1 Australian Music Examinations Board and Aboriginal Education Consultative Group 108

2 Exhibitions, Awards and Events 112

3 Major Assets 114

4 Statutory Disclosure Requirements 114

5 Credit Card Compliance 116

6 Equal Employment Opportunity 116

7 Disability Action Plan 116

8 Privacy Management Plan 116

9 Ethnic Affairs Priorities Statement 117

10 Action Plan for Women 117

11 Profiles of Board Members 119

12 Freedom of Information 125

13 Publications 135

14 Inspectors 138

15 Board of Studies Liaison Officers 139

16 Financial Statements 141

Index 185

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1 Function and Structure

The Education Act 1990 established the Board of Studies NSW as a statutory body with a membership representative of community interests. The Board’s responsibilities are to:

■ develop curriculum and curriculum support materials for all schools from Kindergarten to Year 12

■ develop and conduct examinations leading to the award of the School Certificate and Higher School Certificate

■ advise the Minister for Education and Training on applications from non-government schools seeking to operate in New South Wales

■ accredit non-government schools to present candidates for the School Certificate and Higher School Certificate.

The Office of the Board of Studies was established as a department in 1995 under the Public Sector Management Act 1988. The Office of the Board provides professional and administrative support and services to the Board. The Office also encompasses the Australian Music Examinations Board (New South Wales) and the Aboriginal Education Consultative Group and administers the home schooling program under delegation from the Minister for Education and Training.

The Board of Studies and the Office of the Board of Studies are portfolio responsibilities of the Minister for Education and Training, The Hon. Verity Firth MP.

Minister

Board of Studies Office of the Board of Studies

The Board and its Committees

The Board

The Act provides for 23 members of the Board. There are 19 appointed members, a full-time President and three persons who are members by virtue of their office (ex-officio members).

Membership during the reporting period is shown below. Members are appointed for a period of three years.

President

Professor Gordon Stanley (until March 2008)

Ex-officio Members

Managing Director of TAFE NSW, Director-General of Education and Training or nominee

Mr Trevor Fletcher

Ms Leslie Loble

Ms Marie Persson

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Function and Structure

Appointed Members

One nominee of the New South Wales Vice-Chancellors’ Committee

Professor Anthony Baker

Two nominees of the Council of the Federation of Parents and Citizens’ Associations of New South Wales: one nominee to represent parents of primary school children, the other to represent parents of secondary school children

Representing parents of primary school children: Ms Dianne Butland (from June 2007)

Representing parents of secondary school children: Ms Deborah Lloyd

One nominee of the Catholic Education Commission, New South Wales

Dr Brian Croke

Following the conclusion of Professor Stanley’s appointment in March 2008, Dr Croke chaired meetings of the Board in his capacity as the Board’s Deputy President.

One nominee of the Association of Independent Schools, the Headmasters’ Conference and the Association of Heads of Independent Girls’ Schools

Mr Phillip Heath

One non-government school teacher (other than a principal), being a nominee of the NSW Independent Education Union

Mr Larry Grumley

One parent of a child attending a non-government school, being a nominee of the Council of Catholic School Parents and the New South Wales Parents’ Council

Ms Caroline Benedet (until August 2007)

Ms Rose Cantali (from August 2007)

Two principals of government schools, one being a nominee of the New South Wales Council of Primary School Principals, the other being a nominee of the New South Wales Council of Secondary School Principals

Representing primary school principals: Ms Janet Chan

Representing secondary school principals: Ms Suzette Young

Two nominees of the New South Wales Teachers Federation, one being a primary government school teacher (other than a principal) and the other being a secondary government school teacher (other than a principal)

Primary school teacher: Mr Christiaan Goudkamp (until December 2007)

Mr Garry Grant (from February 2008)

Secondary school teacher: Dr Mary Fogarty

One person with knowledge and expertise in early childhood education

Professor Sue Dockett

An Aboriginal person with knowledge and expertise in the education of Aboriginal people

Mr Dave Ella (until April 2007)

Mr Carlo Svagelli (from June 2007)

Six other persons having, in the Minister’s opinion, qualifications or experience that enables them to make a valuable contribution to primary or secondary education in New South Wales

Brother Kelvin Canavan, AM Executive Director of Schools, Catholic Education Office Sydney

Ms Susan Gazis, AM (until August 2007) Senior Policy Officer, NSW Institute of Teachers

Mr John Gelling Retired high school principal

Dr Jackie Manuel (from August 2007) Senior Lecturer in Secondary English Education, University of Sydney

Dr Meredith Martin Consultant in Special Education

Ms Jennifer Neary Principal in a Management Consulting firm and Chair of the Foundation for Public Education in NSW

Mr Xian-Zhi Soon University student

Profiles of the Board members are included in Appendix 11.

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The Board’s Committees

The Board has a number of standing committees. These committees advise the Board on:

■ Kindergarten to Year 6 issues

■ applications from non-government schools for registration and accreditation

■ technical aspects of the School Certificate and Higher School Certificate programs

■ special cases arising from the School Certificate tests and the Higher School Certificate examinations.

Primary Curriculum Committee

The role of this committee is to advise the Board on strategic issues relating to primary education in New South Wales having regard to the functions of the Board as set down in the Education Act 1990. In this context the committee considers links between the formal school curriculum and early childhood and advises on promoting and ensuring Kindergarten to Year 12 continuity.

Membership of this committee:

Board Members Non-Board Members

Professor G Stanley (until March 2008) Mr G Brown, Headmaster, representing Association of Independent Schools, the Headmasters’ Conference and

Ms C Benedet (until August 2007) the Association of Heads of Independent Girls’ Schools

Ms D Butland (from September 2007) Ms K Buck, Assistant Principal, representing the Early Ms J Chan Childhood Council of NSW Inc

Professor S Dockett Ms K Clancy, Principal, representing the Catholic Education Commission NSW

Mr C Goudkamp (until November 2007) Mr S Collins, Primary school teacher, representing the

Mr Garry Grant (from February 2008) Aboriginal Education Consultative Group (from

Ms D Lloyd September 2007)

Ms D Costello, Primary school teacher, representing the NSW/ACT Independent Education Union (from May 2008)

Ms D Cronin, Executive Director, Council of Catholic School Parents (from February 2008)

Ms S Fern, Assistant Principal, representing the NSW/ACT Independent Education Union (until March 2008)

Ms R Mamouney, Assistant Director, Curriculum (K–12), NSW Department of Education and Training (for Mr R Randall, Director, Professional Support and Curriculum Development)

Mrs P Smith, representing NSW Parents Council Inc (from November 2007)

Ms M McKay, Principal, representing Special Education

Dr J McLeod, Senior Lecturer and Convenor, Primary Teacher Education, University of Newcastle, representing the NSW Vice-Chancellors’ Committee

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Registration and Accreditation Committee

This committee monitors non-government schools’ compliance with the requirements for registration and accreditation, as specified in the Act. On delegation from the Board, the committee considers and decides applications made by non-government schools to present courses of study leading to the award of the School Certificate and of the Higher School Certificate.

Membership of this committee:


Professor G Stanley (until March 2008) Mr T Alegounarias Chief Executive Officer, NSW Institute of

Ms C Benedet Teachers

Dr M Fogarty Ms K Campbell Catholic Education Commission NSW

Ms D Lloyd Mr M Graham General Manager, External Relations Policy, NSW Department of Education and Training

Dr G Newcombe Executive Director, Association of Independent Schools

Mr J Quessy Assistant Secretary NSW/ACT Independent Education Union

Mr G Wheaton Principal, representing the NSW State Council of Christian Parent Controlled Schools Ltd

Higher School Certificate Consultative Committee

The role of this committee is to monitor the application of the Board’s standards-setting procedure and approve the final performance band cut-off marks for each course.

Membership of this committee for the 2007 Higher School Certificate:


Professor G Stanley Dr John Bennett (Office of the Board of Studies)

Professor G Cooney (School of Education, Macquarie University)

Emeritus Professor M Cooper

Associate Professor P Coutts (School of Education, Macquarie University)

Emeritus Professor J Mack

Associate Professor P Southwell-Keely (School of Chemistry, University of New South Wales)

Dr D Tacon (School of Mathematics, University of New South Wales)

Professor J Tognolini (Pearson Research and Assessment)

Professor N Weber (School of Mathematics and Statistics, University of Sydney)

Dr R Wilson (Faculty of Education and Social Work, University of Sydney)

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School Certificate Consultative Committee

The role of this committee is to monitor the application of the Board’s standards-setting procedure for the School Certificate Tests and approve the final performance band cut-off marks for each test.

Membership of this committee for the 2007 School Certificate:


Professor G Stanley Professor G Cooney (School of Education, Macquarie

Mr P Heath University)

Ms S Young Mr C Freeman (Australian Council for Educational Research)

Technical Advisory Committee

This is a small group that meets when needed to advise the Board on statistical and measurement issues associated with Higher School Certificate assessment procedures. It comprises Board members and staff of the Office of the Board of Studies, as well as university personnel with expertise in statistics and educational measurement.


Professor G Stanley (until March 2008) Dr J Bennett (Office of the Board of Studies)

Professor G Cooney (School of Education, Macquarie University)

Emeritus Professor M Cooper

Associate Professor P Coutts (School of Education, Macquarie University)

Emeritus Professor J Mack

Emeritus Professor D Spearritt

Professor J Tognolini (Pearson Research and Assessment)

Dr R Wilson (Faculty of Education and Social Work, University of Sydney)

Examination Rules Committee

This committee meets at the end of each year to consider alleged breaches and determine penalties relating to School Certificate Tests and Higher School Certificate Examination rules and procedures. In 2007 the membership comprised Board members Ms R Cantali, Dr M Fogarty and Mr P Heath.

Special Education Committee

This committee advises the Board on special education issues and on syllabus development from Kindergarten to Year 12 in relation to students with special education needs. The committee is chaired by Board member Dr Meredith Martin, and includes representatives from the Department of Education and Training, the Association of Independent Schools, the Catholic Education Commission, the Australian Association of Special Education, the New South Wales Teachers Federation and the Independent Education Union.

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Aboriginal Education Advisory Committee

This committee advises the Board on broad policy issues relating to Aboriginal education. It is chaired by the President of the Aboriginal Education Consultative Group Inc (who is also a member of the Board of Studies) and consists of representatives from the NSW Department of Aboriginal Affairs, the Aboriginal Education Consultative Group, the Department of Education and Training, the Commonwealth Department of Education, Employment and Workplace Relations, the Catholic Education Commission, the Independent Education Union, the New South Wales Teachers Federation and the Higher Education Network Aboriginal Corporation. It also has representation from the Aboriginal Teachers’ Membership Committee (one secondary teacher and one primary teacher).

Board Curriculum Committees

Board Curriculum Committees are established to monitor the development of individual syllabuses.

Memberships comprise the following:

1–2 members of the Board of Studies

2 tertiary sector nominees, nominated by the Committee of Chairs of Academic Boards

3 NSW Department of Education and Training nominees (2 with school backgrounds and 1 with a TAFE background for Years 7–12 projects)

2 New South Wales Teachers Federation nominees

1 Independent Education Union nominee

1 Aboriginal Education Consultative Group Inc nominee

1 Catholic Education Commission nominee

1 NSW Federation of Parents and Citizens’ Associations nominee

1 Association of Independent Schools of NSW nominee

1 representative with a background in Special Education

1 Professional Teachers’ Council NSW nominee

1 NSW Parents Council/Council of Catholic School Parents nominee

1 Primary Principals’ Association nominee (for K–6 syllabus projects).

Board of Studies VET Advisory Committee

This committee advises the Board on matters relating to vocational education and training (VET) including the development of VET courses as part of the Higher School Certificate. It ensures a consistent approach across VET curriculum frameworks.

The membership comprises the following:

1–2 members of the Board of Studies

Director of Curriculum (Office of the Board of Studies) or nominee

2 NSW Department of Education and Training nominees (1 with a school background, 1 with a TAFE background)


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1 tertiary sector nominee (nominated by the Committee of Chairs of Academic Boards/Senates in NSW and ACT)

1 NSW Aboriginal Education Consultative Group Inc (AECG) nominee

1 Industry Training Advisory Board (ITAB) nominee

1 Vocational Education and Training Accreditation Board (VETAB) nominee

1 Unions NSW nominee

1 employer representative

3 practising teachers (2 representing the Teachers Federation, 1 TAFE and 1 school; and 1 representing the Independent Education Union)

1 representative from the Parents and Citizens’ Association

1 Association of Heads of Independent Schools of Australia (AHISA) nominee

1 Association of Catholic School Principals nominee

1 NSW Secondary Principals’ Council nominee

1 NSW Parents Council Inc nominee.

Industry Curriculum Committees

These committees guide the development of each VET curriculum framework. They act as a reference point for the views and interests of the industry, training, university and schools sectors. Each committee focuses on a particular industry area.

The membership of each committee is as follows:

2 industry nominees (1 ITAB representative, 1 employer representative)

3 NSW Department of Education and Training nominees:

- 1 TAFE NSW Curriculum Centre Program Manager

- 1 officer from the Vocational Education in Schools Directorate

- 1 officer from the Retraining Unit



1 private provider, if appropriate to the industry

1 university representative from a related industry area

3 practising teachers:

- 1 TAFE NSW representing the Teachers Federation

- 1 school representing the Teachers Federation

- 1 representing the Independent Education Union of Australia

Other(s) deemed necessary by the Board.

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School Certificate Test/Higher School Certificate Examination Committees

These committees write the test papers for the School Certificate and develop the examination papers and marking guidelines for the Higher School Certificate. The Higher School Certificate committees also contribute to reports on student examination performance. Committees comprise teachers and representatives of tertiary institutions. They are recruited through an expression of interest process and are selected by panels.

In 2007 there were six School Certificate test committees and 80 Higher School Certificate examination committees.

Board Appeals Committees

Following the 2007 Higher School Certificate examinations, three student appeals were considered under section 97 of the Education Act 1990. The Board appointed two Appeals Committees under section 103 of the Act to consider these matters. One committee comprised Professor Tony Baker, Associate Professor Pamela Coutts and Ms Caroline Benedet. It reviewed the marks awarded to a student. The other committee comprised Professor John Mack, Mr John Gelling and Ms Kitty Guerin. It reviewed two matters related to non-serious attempts at the Higher School Certificate examinations.

Standing Committees of the Board of Studies

Board of Studies NSW

VET Advisory Committee

Industry Curriculum Committees

Special Education Committee

Aboriginal Education Advisory Committee

Technical Advisory Committee


Primary Curriculum Committee

Registration and Accreditation Committee

HSC Consultative Committee

School Certificate Consultative Committee

Examination Rules Committee

SC Test/HSC Examination Committees

Board Appeals Committees

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2 Mission and Goals

Mission The mission of the Board of Studies NSW is to provide educational leadership through the development of quality policies, programs and practices in school curriculum, assessment, registration and accreditation.

In achieving its mission, the Board has the following responsibilities:

■ Develop curriculum and curriculum support materials for all schools from Kindergarten to Year 12

■ Develop and conduct examinations leading to the award of the School Certificate and Higher School Certificate

■ Advise the Minister for Education and Training on applications from non-government schools seeking to operate in New South Wales

■ Accredit non-government schools to present candidates for the School Certificate and Higher School Certificate.

Strategic Planning and Goals The Board of Studies and the Office of the Board of Studies produce complementary strategic planning documents.

The Board’s planning encompasses four broad strategic goals – development of curriculum and support materials for primary and secondary education; secondary credentialing; registration and accreditation of non-government schools; and associated research and development in national and international best practice. The Office’s planning provides the operational structure for executing these four goals together with an additional fifth goal relating to the effective, efficient, economic and equitable management of the Office’s functions, activities and staff.

The Board’s strategic planning processes result in the identification and inclusion of visionary planning priorities in order to further strengthen the Board’s educational leadership role within a context of emerging national and state developments and research findings in education. These priorities have been reviewed annually and updated, where necessary, to reflect new or emerging issues in education.

The planning documents for the 2007–2008 reporting period were organised around the following goals and key result areas.

High-quality syllabuses, courses and support materials that promote high standards of primary and secondary education

Key Result Areas:

■ Setting clear expectations for learning and a framework for assessing and reporting through standards-based syllabuses and support materials for primary and secondary schooling

■ Promoting understanding of Aboriginal history and culture through support materials for teachers

■ Promoting education for further education and training, work and lifelong learning

1

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Mission and Goals

2 Highly-regarded, comprehensive, flexible and inclusive credentials that meet the needs of students and the community

Key Result Areas:

■ Improving school practices in assessing student achievement for the Higher School Certificate and School Certificate

■ Incorporating best practice approaches to testing student achievement

■ Reporting student achievement of standards and foundation skills for the School Certificate credential

■ Reporting student achievement of standards for the Higher School Certificate

3 Compliance with registration and accreditation requirements by non-government schools and systems

Key Result Areas:

■ Supporting, monitoring and advising on the implementation of the 2004 amendments to the Education Act 1990 relevant to the Board’s functions arising from the Grimshaw Review of Nongovernment Schools in NSW

■ Reviewing and advising on policy issues in relation to the establishment and registration of nongovernment schools

4 Policies and practices that reflect contemporary national and international best practice and research in curriculum, assessment, registration and accreditation

Key Result Areas:

■ Monitoring and advising on emerging Federal and State curriculum, assessment and reporting requirements

■ Collecting, analysing and evaluating relevant information, particularly student participation and performance data, to inform Board activities and policy directions

■ Identifying, developing and applying innovations in information and communication technologies to teaching, learning, assessment and reporting

■ Working collaboratively with national and international agencies on areas of common interest

■ Benchmarking Board services and materials against national and international standards and practices

The Office of the Board of Studies plan included a fifth goal:

5 Effective, efficient, economic and equitable management of the Office’s functions, activities and staff

Key Result Areas:

■ Conducting research and projects to enhance the activities and meet the responsibilities of the Office

■ Identifying and applying best-practice standards in service delivery support

■ Establishing strong and effective partnerships with key education stakeholders and the broader community

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For each strategic priority identified for the 2007–2008 reporting year, key outcomes statements and corresponding performance measures were identified and incorporated into the 2007–2008 Operational Plan. These were captured in the individual Performance Agreements for Senior Executive Service officers and in Management Plans for each branch of the Office. This promoted a direct link between the priorities in the Strategic Plan, the actions in the Operational Plan and the responsibilities and priorities of each officer. A full report on the status and outcomes of the major priorities committed to in the 2007–2008 Operational Plan follows in Section 3: Review of 2007–2008.

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3 Review of 2007–2008

Summary of Key Developments

Primary Education: Kindergarten–Year 6

Primary education has continued to be a major focus of the Board’s work during 2007–2008.

The Parents’ Guide to the NSW Primary Syllabuses was developed to help parents to better understand what their children will learn at each stage of their primary schooling.

The major review of the K–6 Science and Technology Syllabus progressed, through an independent review of national and international literature and practice, widespread consultation, including student forums, and an evaluation of the existing syllabus. A draft writing brief for the new syllabus was then developed during Term 1, 2008 and distributed for consultation in Term 2, 2008.

The Mathematics K–6 Support Document for Students with Special Education Needs has been developed as an online resource and published on the Board’s K–6 website. The document supports teachers in the planning, programming, assessment, implementation and evaluation of learning experiences that enable all students to demonstrate achievement in relation to the outcomes and content of the Mathematics K–6 Syllabus. A printed introduction to the online document has been sent to all primary schools.

NSW K–10 Standards Framework

The Board continued to collaborate with the Department of Education and Training, the Catholic Education Commission and the Association of Independent Schools of NSW to support teachers in their implementation of the NSW K–10 Standards Framework and the new Common Grade Scale. The scale comprises five descriptive levels of achievement, broadly in line with the Board’s School Certificate Grading Scale, to provide a basis for more consistent plain-English school reports to parents.

The main outcome of the project is to collect, calibrate and publish samples of student work on the Board’s Assessment Resource Centre that clarify the standards, illustrate the standard of work typically produced by students at each of the five achievement levels, and have been aligned to the Common Grade Scale on advice from experienced primary and secondary teachers. In March 2008 primary teachers were invited to participate in the first Assessment Resource Centre workshops for Kindergarten teachers to produce work samples illustrating the standards of performance in English and Mathematics in Early Stage 1 (Kindergarten) of Primary schooling. Work also began on adding English and Mathematics work samples for the ‘middle points’ in Stages 1, 2 and 3 (Years 1–6).

Indigenous Education Initiatives

Indigenous education initiatives have continued to be an important focus of the Board during 2007–2008. The Board worked collaboratively with a number of organisations and agencies to undertake research and consultation and to develop resources to continue to effectively implement those recommendations from the NSW Review of Aboriginal Education relating to the work of the Board.

The Office of the Board was awarded a Silver Award in the ‘Fairness and Opportunity’ category of the NSW Premier’s 2007 Public Sector Awards in acknowledgement of the work of the Board’s Aboriginal Education Unit for Building the educational capacity of Aboriginal communities.

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Successful workshops on how communities and schools can develop sustainable learning partnerships to enhance educational outcomes for Aboriginal students were conducted across NSW during 2007 and 2008. The 2007 NSW Aboriginal Languages Forum, a joint venture by the Department of Aboriginal Affairs, Department of Education and Training (DET), the Murrbay Aboriginal Language and Culture Co-op and the Board’s Aboriginal Curriculum Unit, built on the success of ‘Sharing Workshops’ conducted in 2006. Board officers also worked with a Department of Education, Employment and Workplace Relations funded national project ‘Dare To Lead’ to which over 500 schools have signed. A Consortium of officers from the Office of the Board, the Aboriginal Education and Training Directorate and the Aboriginal Educational Consultative Group was also formed to coordinate planning of curriculum, ensure the efficient development and delivery of programs and provide a coordinated response to the developing of teaching and learning activities.

Curriculum support materials including teaching and learning programs and sample units of work to support the Years 7–10 syllabuses for Aboriginal Studies, Technological and Applied Studies and English were developed to assist teachers to improve the participation and achievement of Aboriginal students. Units of work supporting implementation of Aboriginal Language teaching in Kindergarten to Year 8 were developed and published. Board officers also contributed to the production of a DVD titled ‘The Aboriginal Languages of NSW’ by the NSW Aboriginal Languages Research and Resource Centre.

The Board’s Aboriginal Curriculum Unit conducted a research project in collaboration with academic researchers from the University of New South Wales and the University of Wollongong to assess the implementation of the Aboriginal Languages K–10 syllabus. The project involved individual interviews with over 100 students from four school sites. A report with recommendations, where necessary, will be submitted to the Board during late 2008.

In 2007, through collaboration between the Board’s Aboriginal Languages team , DET and key stakeholders, a feasibility study was undertaken to explore the possible development of a Stage 6 (Years 11–12) Aboriginal Languages syllabus. A survey was also sent to schools at the beginning of Term 1, 2008. The results of the survey will inform curriculum development decisions in the next reporting period.

2007 School Certificate

Mandatory School Certificate tests in English-literacy, Mathematics, Science, Australian History, Geography, Civics and Citizenship and Computing Skills were conducted from 12 to 16 November 2007 in approximately 750 centres across NSW. In 2007, 86 740 students were enrolled for the School Certificate, of whom 83 963 received a full credential. The 2007 School Certificate was awarded to students on 10 December 2007. Each student was provided with a School Certificate Folio in which to present their School Certificate award documents, school reports and other records.

As part of the 2007 School Certificate tests program, the Board successfully conducted the second mandatory Computing Skills test from 14 to 16 November. The 2006 Computing Skills test was the first mandatory public examination in Australia ever to be made available online. In 2007, a total of 57 672 students, representing 74 per cent of schools across NSW, sat the online version of the new Computing Skills test. The remainder sat the pen-and-paper format. Students received their Computing Skills test results as part of their 2007 School Certificate results package in December.

HSC Curriculum Development Initiatives

During 2007–2008 the Board and the Office continued to implement the government’s White Paper Securing Their Future for the reform of the School Certificate and Higher School Certificate with an ongoing program of systematic curriculum review and syllabus evaluation to ensure that NSW maintains a contemporary, relevant and high-quality curriculum.

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Review of 2007–2008

In response to a request from the NSW Minister for Education and Training, the Board agreed in April 2008 to begin consultation with teachers and key education groups on a range of policy options related to strengthening Australian Literature in the English curriculum. Revised Stage 6 English Prescriptions (2009–2012) were distributed to schools in July 2007, including an HSC web support document Workplace and Community Texts designed for the HSC Standard and HSC English as a Second Language courses. In September 2007, the support document English Advanced Module B: Critical Study of Texts was posted on the Board’s website and a support document Academic English was also posted early in Term 2 of 2008, replacing the Studying in English support document in Module B of the HSC English as a Second Language course.

A review and revision of the Higher School Certificate Mathematics curriculum commenced in Term 1, 2006. The first phase included a review of the full Stage 6 Mathematics course provision and involved extensive consultation with teachers, academics and organisations with an interest in Mathematics. Draft writing briefs were developed and made available to schools for consultation in May and June 2007. These were amended on the basis of the feedback received and five draft new Mathematics syllabuses, developed in the period September 2007 – April 2008, were made available to schools for consultation in May and June 2008. The draft syllabuses will be amended on the basis of the feedback received and submitted for the Board’s endorsement. The new Mathematics syllabuses are scheduled for release in late 2008 for implementation with Year 11 in 2010.

A review of the Stage 6 Legal Studies syllabus commenced in February 2007 with a forum to discuss possible future directions. Following further consultation and a survey, broad directions were approved by the Board in June 2007. A draft writing brief was approved by the Board in October 2007 and sent to schools and key groups for consultation in April 2008. A consultation survey was also made available on the Board’s website from February to April 2008. The Consultation Report and the Draft Writing Brief were approved by the Board in June, 2008. Work has commenced on the writing of the Draft Syllabus.

Following consultation through an established reference group, amendments to the Stage 6 Visual Arts syllabus were approved by the Board in June 2008 for implementation in the 2009 HSC. In June 2008, the Board approved revised Stage 6 Dance and Drama Course Prescriptions for implementation in 2010–2011. An extension of the current Course Prescriptions was approved for the 2009 HSC. Draft amendments to the Stage 6 Personal Development, Health and Physical Education syllabus were completed in Term 4, 2007 and distributed to schools for consultation in Term 1, 2008.

Consultations were held on the amendments to the Stage 6 Food Technology and Software Design and Development syllabuses during Terms 1 and 2 of 2008. A report on both syllabuses will be submitted to the Board in August 2008. Amendments to the Industrial Technology syllabus will be published in July 2008, including support documents. Amendments to the Information Processes and Technology and Design and Technology Syllabuses were published on the Board’s website in October 2007. An updated Software and Design Course Specification Guide and a new Preliminary support document for the amended Information Processes and Technology syllabus were published in October 2007, with Marking Guidelines for the current HSC to be published in December 2008. Amendments to the Stage 6 Textiles and Design syllabus were also published in October 2007 for implementation in 2008.

A revised Stage 6 Arabic Beginners Syllabus was approved by the Board in August 2007 and distributed to schools in Term 4, 2007 for implementation with Year 11 in 2008. A specimen examination paper package was completed and made available to schools in Term 1 2008. Amendments to Stage 6 Modern Languages and Modern languages Extension syllabuses were approved by the Board in April 2008 for implementation with Preliminary courses in 2008 and HSC courses and examinations in 2009. Revised Stage 6 Course Prescriptions (2009–2013) for Languages Extension courses in Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Modern Greek, Spanish and Background Speakers courses in Chinese, Indonesian, Japanese, Korean, Persian and Russian were developed and approved by the Board in August 2007 and published on the Board’s website. Changes to Prescriptions for Stage 6 Background Speakers Chinese,

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Indonesian, Japanese and Korean were endorsed by the Board at its April, 2008 meeting. Revised prescriptions for Stage 6 Languages Extension courses in Classical Greek, Classical Hebrew and Latin were also published on the Board’s website and sent to schools in Term 4, 2007.

Research into how schools are currently utilising the existing Stage 6 Life Skills syllabuses to meet the needs of their students was conducted by Board officers in Term 4, 2007. The research involved analysis of enrolment data and consultations with a sample of 10 schools. A report with policy options was developed and submitted to the Board in June 2008. The Board also approved a recommendation for a review of Stage 6 Life Skills courses in Creative Arts, Technology and Applied Studies and Citizenship and Society. The review commenced in 2008 and will continue into 2009. Following a recommendation from the Board’s Special Education Committee in April, 2008 the Board decided to investigate options for maintaining languages for students undertaking Life Skills courses in Stage 6.

Vocational Education and Training (VET)

The Board is continuing to work on a range of initiatives to strengthen Vocational Education and Training (VET) in schools in New South Wales.

The Office of the Board completed a project to explore vocational education options in Stage 5 of schooling (Years 9 and 10). The objective of the project was to provide sound policy advice on options to strengthen vocational education curriculum pathways in Stage 5 that will improve engagement, retention and outcomes for students, particularly those likely to disengage from schooling. Following a pilot program and further consultations with key stakeholders, the Board approved a proposal to enable students in Stage 5 (Years 9 and 10) to access VET pathways from 2009. A progress report on the program will be submitted to the Board in late 2009.

In Stage 6 (Years 11 and 12), NSW students can earn VET qualifications recognised under the Australian Qualification Framework (AQF) in a range of Industry Curriculum Frameworks as part of their Higher School Certificate program of study. Students enrolled in a Higher School Certificate Industry Curriculum Framework course must complete compulsory work placement in an industry setting and a qualified assessor evaluates their competence.

The Board developed two new additional industry curriculum frameworks in Automotive and Electrotechnology for implementation from Year 11, 2008, bringing the number of Higher School Certificate industry curriculum framework courses to eleven – Automotive, Business Services, Construction, Electrotechnology, Entertainment Industry, Hospitality, Information Technology, Metal and Engineering, Primary Industries, Retail Services and Tourism.

The Board also endorsed new processes for the development of VET Content Endorsed Courses in industry areas with significant participation in locally designed VET courses. These processes are designed to significantly improve the efficiency and effectiveness for all stakeholders, particularly schools, in ensuring appropriate HSC VET curriculum pathways are available in industry areas not covered by Industry Curriculum Frameworks.

Good scholarship and ethical practices in the HSC

In recent years credentialing authorities around the world have seen an increase in instances of plagiarism and other forms of cheating in assessment activities. This is particularly the case in relation to take-home activities and tasks that are completed over a period of time and away from the direct supervision of school teachers and university lecturers. The volumes of information and material that can be obtained through the use of technology and the extent to which students use private tutors or others to assist them in their learning have increased significantly.

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Within this context the Board has been monitoring and reviewing its programs in recent years to minimise as far as possible the potential for unethical scholarship in the NSW Higher School Certificate. In 2005 the Board referred allegations of plagiarism and unethical behaviour related to Higher School Certificate tutoring to the NSW Independent Commission Against Corruption (ICAC). The initial focus for the ICAC investigation was related to allegations that a number of students had obtained inappropriate levels of assistance in preparing English Extension 2 major works. ICAC broadened its enquiry to examine the potential for malpractice in all take-home assessment tasks and submitted works. ICAC released its ‘Report on an investigation and systems review of corruption risks associated with HSC take-home assessment tasks’ on 7 February 2007. It contains 20 recommendations designed to address what the investigation had identified as risks of corruption in relation to HSC assessment.

Concurrently with the ICAC investigation, the Board commenced its own review of assessment procedures to ensure that students are clear as to their responsibilities in providing work that is their own. As a result, a range of strengthened procedures and processes relating to submitting major projects, as well as clear advice to students, teachers and parents regarding the nature of plagiarism and how to avoid it, were developed and published. Pamphlets entitled HSC Assessments and Submitted Works – Advice to Teachers, HSC Assessments and Submitted Works – Advice to Students, HSC Assessments and Submitted Works – Advice to Parents were distributed to schools and can be read on the Board’s website. The Board also developed and introduced a compulsory new online program in good scholarship and ethical practices for senior secondary students, entitled HSC: All My Own Work. Completion of the program or its equivalent is a mandatory eligibility requirement for all candidates entering Higher School Certificate courses from 2008.

During the reporting period the Board has continued work on the implementation of its action plan for addressing the ICAC recommendations. In April 2008, the Board submitted a progress report to ICAC providing details of the implementation of the recommendations. One of the significant actions undertaken by the Board, after extensive consultation with schools, subject experts and a range of stakeholders and after legal counsel is the development of Honesty in Assessment – the Standard. The standard is an overarching statement of the Board’s expectations of students, requirements for acknowledgement of contributions by others, explication of the parameters and consequences of malpractice and direction to associated Board syllabuses and policies. The standard has been published on the Board’s website and sent to all schools for distribution to all Year 11 and Year 12 students. The Board of Studies NSW is the first school examining authority in Australia to develop a comprehensive standard of this nature. The standard will progressively be incorporated into all relevant documentation.

Further action designed to strengthen procedures and processes related to Higher School Certificate assessment in response to the ICAC recommendation is planned for the next reporting period.

2007 Higher School Certificate

The Higher School Certificate Class of 2007 was the seventh group to sit examinations based on the new HSC curriculum. The 2007 Higher School Certificate examinations were conducted from 18 October to 13 November 2007 in approximately 855 centres across NSW under the supervision of official examination supervisors. Students sat examinations for 113 different courses ranging from English to Latin, Physics to Drama, Business Studies to Textiles and Design, and from Software Design and Development to vocational courses such as Construction, Retail Services and Tourism. The NSW Higher School Certificate continued to make a significant contribution towards industry training and the national skills shortage with 20 597 students in Year 12 – more than 30% of the candidature – undertaking one or more Vocational Education and Training (VET) courses. These students will gain nationally recognised VET qualifications as part of their Higher School Certificate program. In 2007 the Higher School Certificate candidature comprised 67 189 students, with 61 477 receiving a full Higher School Certificate credential.

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Registration and Accreditation of Non-government Schools

During 2007–2008, the Board continued to refine its processes relating to the implementation of revised requirements and procedures for the registration and accreditation of non-government schools resulting from the amendments to the Education Amendment (Non-government Schools Registration) Act 2004. Refinements have been made to the Board’s website facilities with regard to registration. An increasing number of schools and school systems are using RANGS Online to communicate electronically with the Board in making notifications, applications and submitting annual school reports. The changes have streamlined the application and notification process and enhanced the user-friendliness of the facility for schools and registration systems. Processes were also refined in a number of areas including the professional development of inspection teams and the management of specific projects such as the review of annual school reports, the briefing of schools and registration systems and the Office’s management of the documentation received with applications from schools.

In June 2007 the Minister for Education and Training approved amendments to the registration manuals with regard to the Disability Discrimination Act 1992 and the Disability Standards for Education. These amendments became effective with the publication of the Board Bulletin in August 2007. In September 2007 the Education Regulation 2007 (the Regulation) came into force. The Regulation provides for the Board of Studies to publish its rules on the Board of Studies website. These amendments became effective with the publication of the Board Bulletin in March 2008.

The Board also consulted with schools and systems on a number of registration matters including monitoring processes and the secondary employment of teachers in the tutoring industry and updated its registration manuals, with revisions available on the Board’s website.

A program of regular, productive and collaborative meetings and discussions with the NSW Institute of Teachers was conducted over the reporting period. The Board continued its cooperative relationship with the Institute in order to facilitate timely advice on non-government school staff satisfying the Institute’s accreditation requirements.

Information and Communications Technology Initiatives

During the reporting period the Office of the Board continued to make use of new technologies to enhance and improve Board communications, programs and services. In May 2008 the Office was awarded two national awards for IT Innovation by the Australian Government. The Assessment Resource Centre (ARC) received the Highly Commended award plaque and the online Computing Skills Test for students requiring special provisions received a Finalist award certificate.

Improvements to the Office’s Information and Communications Technology infrastructure were consolidated and online services to schools and students were further enhanced and expanded. The Office continued its successful partnership with other organisations and industry groups to produce educational interactive multimedia products to support and promote the Board’s curriculum materials. The Office also continued the development of major educational websites in partnership with other government agencies to add to the quality of curriculum support available on the internet. In particular, through a partnership with the Commonwealth Department of Veterans’ Affairs, the Office continued to develop four educational websites, titled Australia’s War 1939–1945, Visit Gallipoli, Australians on the Western Front 1914–1918 and Australia and the Vietnam War and is now developing a new websites on the Kokoda Track.

The Board’s website, now in its fourteenth year of public service, has for a number of years ranked in the top ten websites and has on occasions ranked first among NSW Government websites. In line with its policy of providing the latest versions of all Board-produced documents in digital format the Board provides online

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over 22 000 pages of information together with many documents for viewing or downloading. As part of the eSyllabus project, syllabuses in Stage 6 English, Stage 6 Business Studies and Stages 4 and 5 English and History were converted into a new online syllabus format and published on the Board’s website in June 2008. Work on the conversion of further syllabuses is continuing. During 2007–2008 the Board’s main website received two and a half million visitors from schools and individuals in Australia, New Zealand, Singapore, Hong Kong, Canada, the UK and the United States. The Board of Studies NSW suite of websites, including the very popular Assessment Resource Centre and the K–6 Educational Resources website, were restructured this year to bring their design into compliance with the NSW Government Web Directive. The multiple-award-winning websites lead the field in providing the latest online education services for teachers, parents and students.

A new version of eBos Students Online, a service that allows Higher School Certificate students to check important dates and view and change information held by the Board about their HSC enrolment, was released in June 2008. Additional features now allow students to use the site as their own personalised ‘study centre’.

‘e-Assessment’ developments

The Board is continuing to implement its ‘e-Assessment Agenda’ by expanding the use of technology in its programs to assess and report student achievement. The Board’s HSC and School Certificate multiple-choice online self-testing service continued to expand, with over 700 000 visits by students accessing this resource material during the reporting period. Students have access on the Board’s website to around 3750 multiple-choice questions from 29 HSC course examinations and five School Certificate tests. Teachers also use these trial tests in the classroom as a strong revision and examination preparation tool. The online multiple-choice testing system provides the Office with the added benefit of a ‘test-bed’ for online eAssessment high-speed test delivery application development.

Following the successful trialling of onscreen marking in General Mathematics, two questions in the 2008 General Mathematics HSC will be marked onscreen in a pilot project. Further trials are planned in the next reporting period aimed at expanding the range of test item types that can be delivered online, and integrating the online test delivery and online marking systems, and increasing the opportunities for onscreen marking.

The Board has been introducing a wider range of objective-response items. The responses are captured as text in the Board’s computer system using scanning technology and intelligent character recognition software. They can then be scored by comparing the students’ responses to a defined set of acceptable responses. In mid-2007 the Board conducted a small-scale trial of tests entirely delivered and marked on computer, involving 500 students from nine schools. The objective response items were machine scored, while the free response items were marked using the Board’s on-screen marking application. The trial was highly successful and confirmed that the Board’s existing components can be linked together to allow online delivery and marking of examinations.

In 2006, a new computer application in the form of a small secure word-processor called Exam Writer was successfully trialled. An additional trial was undertaken in 2007 by students granted the use of a computer for their School Certificate tests. Participating schools were provided with copies of the ExamWriter word-processor on flashdrives and were asked to run the trial themselves. The schools were overwhelmingly positive about the program and its potential to simplify security arrangements for students granted the use of a computer in examinations. During trialling, a few issues were identified with the general administration of the program and these were resolved in time for a new set of trials with schools during 2008.

Significant progress in the pedagogies of e-learning is informing the development of school curriculum, assessment and reporting. In March 2008 the Board hosted a one-day seminar for interested education

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professionals to explore the future potential use of computers in public examinations. The Board’s role in conducting public examinations, including the introduction of the new online School Certificate Computing Skills test, and in providing web-based curriculum and assessment services and support to schools and school systems, placed the Board in a unique position to facilitate this seminar.

Communication and Liaison

During 2007–2008 the Office of the Board further strengthened communication and liaison with the NSW education community. Board of Studies Liaison Officers (BOSLOs) participated in 1633 meetings across the state, averaging 41meetings each week during the school year. Extensive presentations were made by the BOSLOs at 1402 of those meetings. The BOSLOs met with secondary and primary teachers, principals, parents and students from both government and non-government sectors, as well as with overseas visitors and professional associations. Nearly 82 000 people attended the meetings, which provided broad professional support and specific presentations on the School Certificate, the Higher School Certificate and Kindergarten to Year 12 curriculum and assessment. The BOSLOs also participated in the Pre-employment Program for Overseas Trained Teachers conducted by the Department of Education and Training, delivering off-site presentations on the role of the Board of Studies to eight groups of teachers (comprising more than 215 teachers) who were trained overseas and wish to teach in NSW government schools.

Senior officers hosted presentations on NSW approaches to curriculum, examination-setting, standards-referenced assessment and reporting, and non-government school registration, to visiting groups of senior education officials and teachers from China, Hong Kong, Malaysia, Northern Ireland, Saudi Arabia, South Korea and the United States of America.

The above achievements would not have been possible without the very substantial input of thousands of teachers, subject specialists, academics and other individuals and groups throughout the year. The Board of Studies and the Office of the Board gratefully acknowledge their contribution.

The following pages report on these achievements in greater detail and describe many other initiatives commenced or completed during the 2007–2008 reporting period.

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Detailed Overview: Goals, Outcomes, Major Programs

Goal 1

High-quality syllabuses, courses and support materials that promote high standards of primary and secondary education

The Board of Studies is responsible under the Education Act 1990 for developing courses of study for primary and secondary schools. A course of study, or syllabus, is that part of the curriculum that describes – in terms of aims, objectives, content and outcomes – what students are expected to learn.

NSW students from Kindergarten to Year 12 and the Higher School Certificate are taught according to a detailed common curriculum which clearly prescribes what students should learn and be taught. The NSW syllabuses contain explicit descriptions of the subject content that must be taught and the knowledge and skills that students should develop.

The syllabuses and related support materials also describe clear standards of achievement expected of students at each of the stages of learning, allowing for student achievement to be assessed and reported against these standards. The NSW syllabuses have been developed following extensive consultation with subject experts, academics, teachers and the community and ensure that common material is taught in both government and non-government schools irrespective of where a student lives or attends school.

For Kindergarten to Year 6, the Board provides syllabuses in each of the following learning areas: English; Mathematics; Science and Technology; Human Society and Its Environment; Personal Development, Health and Physical Education; and Creative and Practical Arts.

The secondary curriculum to Year 10 is grouped into eight key learning areas: English; Mathematics; Science; Human Society and Its Environment; Languages; Technological and Applied Studies; Creative Arts; and Personal Development, Health and Physical Education.

Syllabuses are organised in stages as follows:

Early Stage 1 – Kindergarten

Stage 1 – Years 1 and 2






Students who complete schooling to the end of Stage 5 and meet the relevant requirements are eligible for the School Certificate. Students who complete schooling to the end of Stage 6 and meet the relevant requirements are eligible to present for the Higher School Certificate.

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Key Result Area 1.1

Setting clear expectations for learning and a framework for assessing and reporting through standards-based syllabuses and support materials for primary and secondary schooling

Targeted Outcomes Status as at 30 June 2008

Materials and services on the An additional 353 student work samples aligned to Grades A to E for Early Assessment Resource Centre website, Stage 1 to Stage 5 were published on the Board’s Assessment Resource Centre including additional standards materials website, which now contains more than 350 activities and over 1520 work samples to support the Stage 6 English Standard aligned to grades. Of these, about one-third relate to Early Stage 1 – Stage 3 and Advanced syllabuses, further (Primary Years K–6). 45 additional sample answers for the HSC Standard and developed to support K–12 assessment Advanced English courses were also published on the ARC. and reporting.

K–6 Science and Technology Draft The K–6 Science and Technology syllabus was reviewed and evaluated and Writing Brief developed and published presented to the Board’s Curriculum Committee. The Draft Writing Brief was for consultation, and a consultation developed and published for consultation in April 2008, with feedback from report prepared and submitted to teachers expected in June, 2008. the Board.

K–12 Geography Framework developed Work on the development of a K–12 Geography Framework has been and submitted to the Board for re-scheduled to 2009 by the Board. endorsement.

Standards Packages for the School All Higher School Certificate and School Certificate Standards Packages are now Certificate and Higher School accessible through the Board’s Assessment Resource Centre website, with Certificate developed or revised for amended Standards Packages for Studies of Religion (HSC) published in 2008. priority subjects.

Feasibility of incorporating additional At its April 2008 meeting the Board agreed to recommend to the Minister that it studies of Australian Literature in the consult with teachers and key education groups on a range of identified policy Board’s English syllabuses investigated options related to strengthening Australian Literature in the English curriculum. and a report with recommendations, where necessary, submitted to the Board.

Review of Stage 6 Mathematics courses Consultation reports and writing briefs were endorsed by the Board in September continued and draft syllabuses 2007. Draft syllabuses were completed and distributed for consultation in May, developed. 2008. The draft syllabuses will be presented to the Board for approval in August

2008. Final syllabuses are scheduled for distribution to schools in Term 4, 2008 for implementation in Year 11, 2010.

Review of the Stage 6 Legal Studies A Draft Writing Brief was endorsed by the Board in October 2007 and published syllabus commenced, Draft Writing for consultation in April 2008. The Draft Writing Brief Consultation Report was Brief developed and published for approved by the Board in June. Work on the development of the Draft Syllabus consultation, a consultation report will commence in July 2008. prepared and submitted to the Board and work on the draft syllabus development commenced.

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Review of the Stage 6 Business The Review of the Stage 6 Business Studies syllabus has been re-scheduled to Studies syllabus commenced, a draft 2009 by the Board. writing brief developed and published for consultation and a consultation report submitted to the Board (pending Board approval).

Revision of the Stage 6 Work Studies Revision of the Stage 6 Work Studies Content Endorsed Course has been Content Endorsed Course commenced re-scheduled to 2009 by the Board. (pending Board approval).

Revised Stage 6 Arabic Beginners The revised syllabus was endorsed by the Board in August 2007 and distributed syllabus submitted to the Board for to schools in Term 4, 2007 for implementation with Year 11 in 2008. A specimen endorsement and specimen paper examination paper package was completed and made available to schools in package developed. Term 2, 2008.

Patterns of study and accreditation for A research program involving data analysis and consultation was conducted by Stage 6 Life Skills courses reviewed to Board officers in Term 4, 2007. At its June 2008 meeting the Board approved a determine the extent to which the review and some revision of Stage 6 Life Skills courses in Creative Arts, needs of students are being met. Technology and Applied Studies and Citizenship and Society, which will be

undertaken in 2008 and 2009.

Draft amendments to reduce the Draft amendments to the syllabus were completed in Term 4, 2007 content load of the Stage 6 PDHPE and distributed to schools for consultation in Term 1, 2008. Amendments have syllabus developed for consultation and been revised in response to consultation feedback. Further consultation will final amendments identified and take place and amendments finalised in Term 4 2008. submitted to the Board for endorsement.

Consultative process on draft Consultation was finalised and a report was submitted to the Board in August amendments to the Stage 6 Technology 2007. Final amendments to the syllabus were approved by the Board in syllabuses finalised and a consultation September, 2007 and communicated to schools. report prepared and submitted to the Board.

Draft amendments to the Stage 6 Final amendments to the Stage 6 Design and Technology, Industrial Technology, Agriculture, Design & Technology, Information Processes and Technology and Textiles and Design syllabuses were Engineering Studies, Food Technology, developed and approved by the Board in September 2007. The Board also Industrial Technology, Information approved a program of moderate revision of the Stage 6 Agriculture and Processes and Technology and Engineering Studies syllabuses, which is scheduled to commence in 2011. Textiles and Design syllabuses Further work on minor amendments to Food Technology and Software Design developed for consultation and final and Development syllabuses was noted by the Board and commenced in 2008. amendments identified and submitted to the Board for endorsement.

Amendments to Stage 6 Industrial Amendments to Stage 6 Information Processes and Technology, Design and Technology, Information Processes Technology, and Textiles and Design syllabuses and the amended Information and Technology, Design and Processes and Technology Course Specifications were published on the Board’s Technology and Textiles and Design website in November 2007. Sample teaching programs for Information Processes syllabuses and support materials and Technology were published on the Board’s website in February, 2008. completed.

The amended Stage 6 Industrial Technology syllabus was approved by the Board at its October, 2007 meeting. The syllabus, together with sample teaching programs and a revised specimen examination, will be published on the Board’s website in September, 2008.

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Review of Stage 6 Dance and Drama The Board approved the extension of 2006–2008 Stage 6 Dance and Drama course prescriptions commenced. Course Prescriptions for the 2009 HSC. Revised prescriptions were approved by

the Board at its June 2008 meeting for implementation 2010–2012.

Amendments to the Visual Arts In 2006 the Board endorsed a recommendation that advice be provided to Stage 6 Syllabus completed. schools to clarify the Stage 6 Visual Arts Body of Work requirements. During Terms

1 and 2 2007 Board officers established a reference group and developed amendments in response to consultation. At its June 2008 meeting the Board approved the amendments for implementation for the 2009 Higher School Certificate.

Review of Stage 6 course prescriptions Revised Stage 6 Course Prescriptions (2009–2013) for the extension courses were for Language extension courses in developed and approved by the Board in 2007 and published on the Board’s Arabic, Chinese, French, German, website. Changes to Prescriptions for the Background Speakers courses were Indonesian, Italian, Japanese, Modern endorsed by the Board at its April, 2008 meeting. Greek, Spanish and Background Speakers courses in Chinese, Indonesian, Japanese and Korean finalised.

Stage 6 Modern Languages Syllabus At its April, 2008 meeting the Board approved syllabus amendments to Stage 6 amendments completed. Modern Languages and extension syllabuses (if available) in Arabic, Chinese,

French, German, Indonesian, Italian, Japanese, Korean, Modern Greek, Modern Hebrew, Spanish and Vietnamese for implementation in Preliminary Courses in 2008.

Stage 6 course prescriptions for Revised prescriptions were approved by the Board in October, 2007. The revised Languages extension courses in prescriptions were published on the Board’s website and sent to schools in Classical Greek, Classical Hebrew and Term 4, 2007. Latin reviewed and draft new prescriptions developed and submitted to the Board for endorsement.

Major Programs for Key Result Area 1.1

Setting clear expectations for learning and a framework for assessing and reporting through standards-based syllabuses and support materials for primary and secondary schooling

Primary Curriculum

In February 2008, the Board’s new Parents’ Guide to the NSW Primary Syllabuses was launched by the Minister for Education and Training, the Hon John Della Bosca MLC. The new Guide was developed in consultation with parents, teachers and principals to help parents to better understand what their children will learn at each stage of their primary schooling and the recommended amounts of school time that could typically be devoted to each key learning area. The new Guide was published on the Board’s website at www.bos.nsw.edu.au and distributed to schools with sufficient copies for all NSW families with children starting Kindergarten in 2008.

The Board continued to progress its major review of the K–6 Science and Technology Syllabus, which commenced in 2007. As part of the ‘Syllabus Review’ phase of the Board’s established syllabus development process, an independent review of national and international literature and practice has been undertaken. Widespread consultation and an evaluation of the existing syllabus have provided useful directions for the review. The Board’s Inspector for Primary Education, Ms Margaret Malone, was awarded a Churchill

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Fellowship to investigate K–6 Science and Technology in the United Kingdom, United States of America and Canada and her research has informed the review process. Teachers from a sample of 200 schools were surveyed and consultation meetings were conducted with teachers, education academics, key stakeholder groups as well as other organisations with an interest in Science and Technology education to gather views and identify key issues in relation to the current syllabus.

A ‘Student Voice’ was incorporated into the consultation process, with student forums held during Term 3, 2007. In August 2007 the Board also held a symposium on the syllabus covering national and international research on a range of topics with representation from a range of stakeholders, including keynote presentations by eminent Science and Technology academics and experts. An evaluation report incorporating feedback from the consultation process and draft broad directions for the revision of the syllabus was prepared and submitted to the Board in September 2007. A draft writing brief for the new syllabus was then developed during Term 1, 2008 and distributed for consultation in Term 2, 2008. The new K–6 Science and Technology Syllabus is expected to be finalised in 2010 for implementation in schools from 2011.

The Board continued to build its online resources to support teaching and learning for Primary education. A web-based document Mathematics K–6 Support Document for Students with Special Education Needs has been developed and published on the Board’s K–6 website. The document supports teachers in the planning, programming, assessment, implementation and evaluation of learning experiences that enable all students to demonstrate achievement in relation to the outcomes and content of the Mathematics K–6 Syllabus. A printed introduction to the online document will be sent to all primary schools.

Data was also gathered for a strategic evaluation of aspects of the primary curriculum. Surveys from principals from around the state were collected and a report was presented to the Board in September 2007. Issues such as the use of specialist teachers, external providers in particular key learning areas, students using textbooks, languages being taught, preparation for students coming into Kindergarten and students entering secondary school were included as part of the data collection.

NSW K–10 Standards Framework

The NSW Kindergarten to Year 10 curriculum provides clear descriptions of the subject content that must be taught and the knowledge and skills that students at each stage should develop. The NSW K–10 Standards can be thought of in terms of ‘what’ and ‘how well’. Syllabuses state ‘what’ students at each stage are expected to learn and the new common grade scale and aligned student work samples enable teachers to determine ‘how well’ students have achieved the syllabus content for each stage.

A common standards-based performance scale, known as the common grade scale, has been developed using five descriptive levels of achievement. The common grade scale allows for consistency across NSW in the way student achievement is judged and reported against common standards drawn from the NSW curriculum. All NSW schools have been required to use the new grading scale or its equivalent to report on students’ achievements to parents from the end of 2006.

Teachers can use the common grade scale to report on students’ achievements at any point in time – both during a stage and at the end of a stage. Students are given the grade that best matches the standard of their achievement based on the work that they have done up to the particular point in the stage. Teachers are not limited to set numbers of each grade within their class or school.

In collaboration with the Department of Education and Training, the Catholic Education Commission and the Association of Independent Schools of NSW, the Board continued work on the project to support teachers in their implementation of NSW K–10 Standards Framework and the Common Grade Scale by further illustrating the standard of student performance with work samples published on the Board’s web-based Assessment Resource Centre. The standards can be used for the purpose of assessing and reporting student achievement in Kindergarten to Year 10. The main outcome of the project is to collect, calibrate and publish

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work samples that clarify the standards and assist teachers from all sectors to make consistent judgements of student achievement. The work samples are annotated with commentaries that describe the features of the work in each sample that make it typical of the achievement level to which it has been aligned. The work samples have been aligned to the common grade scale on advice from experienced primary and secondary teachers.

In the first half of 2008, work also began on adding work samples to illustrate standards of performance in English and Mathematics in Early Stage 1 (Kindergarten) and in mid-Stages 1 to 3 (Years 1–6). By June 2008, the Assessment Resource Centre contained more than 350 sample assessment activities and over 1500 work samples aligned to grades. Of these, more than 624 aligned samples relate to the Primary Years K–6.

Stage 6 Curriculum

The reforms to the NSW Higher School Certificate curriculum, assessment and credentialing that were introduced with Year 11 students in 2000 were the most significant changes in NSW senior secondary education in more than 30 years.

The NSW Higher School Certificate has withstood the test of time and has evolved substantially with the times. Since its inception in 1967 it has prepared nearly two million citizens for life beyond school. In 1967 some 18 000 students sat examinations in just 29 subjects. This was a time when the majority of young people completed their formal schooling at the end of Year 10 and typically only about 20 percent proceeded on to Years 11 and 12. Currently the range of Higher School Certificate courses targets the needs and aspirations of those NSW students – these days the vast majority of young people – who choose to complete Year 12 study.

The NSW Higher School Certificate has a world-class curriculum that has been thoroughly updated to reflect international best practice. Rigorous academic study remains a cornerstone of the Higher School Certificate and NSW students are well placed to have their Higher School Certificate achievements recognised for university entrance here in Australia as well as overseas. In fact, each year many NSW Higher School Certificate students gain advanced entry into prestigious universities in the United States, Great Britain and Europe.

The NSW Higher School Certificate is also making a significant contribution towards industry training and the national skills shortage, with more than 14 000 Australian Qualifications Framework (AQF) Certificate II or higher qualifications issued in 2007 as part of a Higher School Certificate program (refer Key Result Area 1.3).

Current Stage 6 curriculum developments

In May 2005 the Board endorsed a process to gather information about the implementation of syllabuses from Kindergarten to Year 12 to ensure that NSW maintains a contemporary, relevant and high-quality curriculum.

In the time since, the Office has prepared reports on the currency and relevance of its syllabuses from Kindergarten to Year 12 in all key learning areas. In the reporting period the Board endorsed recommendations and priorities for minor, moderate and major changes to a number of Kindergarten to Year 12 syllabuses, including review of the Science and Technology K–6 Syllabus and the redevelopment of the Stage 6 Mathematics and Stage 6 Legal Studies syllabuses.

The review and revision of one area of the Higher School Certificate curriculum – the Stage 6 Mathematics curriculum – was not included as part of the development of the new Higher School Certificate curriculum in order to allow the Board an opportunity to assess the implementation of revised Mathematics syllabuses for Kindergarten to Year 6 and Years 7 to 10. While new non-calculus Stage 6 Mathematics courses were developed and introduced in 2000, the existing calculus-based 2-unit and extension courses were continued

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without significant change, pending a later review. The review of the Stage 6 Mathematics course provision commenced in Term 1, 2006. The Board endorsed the broad directions for the review of the syllabuses in December 2006. The writing brief development phase of the project commenced in January 2007 and draft syllabus writing briefs were developed and made available to schools for consultation in May and June 2007. The draft writing briefs were amended on the basis of the feedback received and endorsed by the Board at its September 2007 meeting. The syllabus development phase commenced in September 2007 and five draft syllabuses were developed and made available to schools for consultation in May and June 2008. The draft syllabuses will be amended on the basis of the feedback received. The final syllabuses are scheduled be submitted to the Board for endorsement at its August 2008 meeting. Final syllabuses are scheduled for release to schools by November 2008 for implementation with Year 11 in 2010.

The revised Stage 6 English Prescriptions, 2009–2012, were distributed to schools in July 2007. Also released as part of the prescriptions package was the HSC web support document Workplace and Community Texts designed for HSC Standard and HSC English as a Second Language courses. In addition, the support document Academic English was also posted early in Term 2, 2008. This document replaces the Studying in English support document in Module B of the HSC English as a Second Language course.

In September 2007, the support document English Advanced Module B: Critical Study of Texts was posted on the Board’s website to assist teachers in their implementation of this module.

The Stage 6 Science Support Document has been revised to include updated information on planning, programming and assessment and is available on the Board’s website. The draft sample learning units for each Stage 6 Science course were reviewed and trialled by teachers. The completed sample units for Preliminary course modules can be used or adapted by schools and were published on the Board’s website in May, 2008.

Work has continued on the Stage 6 Legal Studies review. A draft writing brief was developed from the broad directions approved by the Board in June 2007. Consultation on the draft writing brief was completed in April 2008. A report on the consultation was considered by the Board in June 2008. Work has commenced on the writing of the draft syllabus.

Work has been completed on minor revisions to the Stage 6 Visual Arts Syllabus. These revisions are due for implementation for the 2009 HSC. Revision of the Dance and Drama Stage 6 Course Prescriptions has also been completed. These prescriptions will be implemented for the 2010 HSC and the current prescriptions have been extended to 2009 in order to allow more preparation time for teachers to implement the changes.

Consultations were held on the amendments to the Food Technology and Software Design and Development syllabuses with teachers, students and professional associations during Terms 1 and 2 of 2008. A report on both syllabuses will be submitted to the Board in August 2008. Amendments to the Industrial Technology syllabus will be published in July 2008, including support documents with programmed work units for the Preliminary Course. Work on Stage 6 Agriculture and Engineering Studies will be evaluated by 2012.

Amendments to the Information Processes and Technology and Design and Technology syllabuses were published on the Board of Studies website in October 2007. An updated Software and Design Course Specification Guide and a new Preliminary support document for the amended Information Processes and Technology syllabus were published in October 2007, with Marking Guidelines for the current HSC to be published in December 2008. Amendments to the Stage 6 Textiles and Design syllabus were published in October 2007 for implementation in 2008.

Revised Stage 6 Language Beginners syllabuses in Chinese, French, German, Indonesian, Italian, Japanese, Modern Greek and Spanish were implemented in the Preliminary course in 2007, to be examined for the first time in the 2008 Higher School Certificate. Specimen examination paper packages including a specimen examination paper, listening transcripts, mapping grid, marking guidelines, oral marking guidelines and performance bands were developed and published on the Board’s website in May 2007.

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The revised Stage 6 Arabic Beginners Syllabus was published in October 2007. The Preliminary course was implemented in 2008. A specimen examination paper package has been developed and was published on the Board’s website in June 2008.

Course Prescriptions for HSC Extension courses in Chinese, German, Indonesian, Japanese and Spanish were developed and approved by the Board in June 2007. Course Prescriptions for HSC Extension courses in Arabic, Italian and Modern Greek and for Background Speakers courses in Chinese, Indonesian, Japanese and Korean were developed and approved by the Board in August 2007. Course Prescriptions for the HSC French Extension course were approved by the Board in September 2007. The revised Course Prescriptions are to be examined for the first time in the 2009 Higher School Certificate.

Following the first examination in 2007 of the new Studies of Religion courses, a new standards package was produced and published on the Board’s Assessment Resource Centre. Additional samples of student work from the 2007 HSC English (Advanced) Paper 2 examination were also published to supplement the existing standards package for this course.

During the first half of 2008, HSC specimen examination papers and other associated materials were produced for the following new or revised courses that will be examined for the first time in the 2009 HSC examination: Arabic Beginners, Automotive Curriculum Framework, Electrotechnology Curriculum Framework, and the revised Retail Services Curriculum Framework.

Developments in Special Education

Mathematics K–6 Support Document for Students with Special Education Needs

The Mathematics K–6 Support Document for Students with Special Education Needs is a new web-based document that supports teachers in assessment, planning, implementation and evaluation for students who are experiencing difficulties in acquiring knowledge, skills and understanding in Mathematics. The document and support material including photographs, videos and case studies will be published on the Board of Studies K–6 website in Term 3, 2008.

The web document will be supplemented by a short print document. The print document summarises the key features of the web-based document and provides teachers with tips for navigation.

Review of Stage 6 Life Skills Syllabuses

In response to the December 2006 decision by the Board to review the Stage 6 Life Skills syllabuses the Office undertook a Research Project to investigate how schools were utilising existing Stage 6 Life Skills syllabuses to meet the needs of students. The Project, which commenced in June 2007, involved the analysis of enrolment data and consultation with schools. The Research Project concluded that additional course options would be appropriate for the Creative Arts, TAS and HSIE Learning Areas.

A paper proposing a revised syllabus structure for the Creative Arts and TAS learning areas and associated information with relation to course requirements, credentialing and patterns of study was considered by the Board in June 2008. The paper also included recommendations with regard to the HSIE Learning Area. The Office will commence the review of the Creative Arts, TAS and Citizenship and Society Life Skills Syllabuses in Semester 2 of 2008.

Stage 6 Languages for Students Undertaking Life Skills Courses

Following a recommendation from the Special Education Committee the Board decided at its April 2008 meeting to investigate options for maintaining languages for students undertaking Life Skills courses. A paper which considers the options will be presented to the Board in Term 4 2008.

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Key Result Area 1.2

Promoting understanding of Aboriginal history and culture through support materials for teachers


Implementation of recommendations A consortium of officers from the Office of the Board (OBOS), the Aboriginal from the review of Aboriginal Education Education and Training Directorate (AETD) and the Aboriginal Educational relating to the work of the Board Consultative Group (AECG) was formed to coordinate planning of curriculum, continued. ensure the efficient development and delivery of programs and provide a

coordinated response to the developing of teaching and learning activities. A joint Management Team comprising key OBOS, AETD and AECG personnel met regularly in 2007 to coordinate activities across six curriculum teams. Work currently being progressed includes projects on Aboriginal Languages, Aboriginal Studies and Community Partnerships.

Curriculum support materials Curriculum support materials, including teaching and learning programs and demonstrating cross-curriculum content sample units of work, were developed to support the Years 7–10 Aboriginal in Years 7–10 Aboriginal Studies, Studies, Technological and Applied Studies and English syllabuses. Units of work Years 7–10 TAS, Years 7–10 English and supporting implementation of Aboriginal Language teaching in Kindergarten to K–10 Aboriginal Languages syllabuses Year 8 were developed and published. Board officers also contributed to the developed and published. production of a DVD titled ‘The Aboriginal Languages of NSW’ by the NSW

Aboriginal Languages Research and Resource Centre.

Feasibility study conducted into the The Board’s Aboriginal Languages team has worked in collaboration with the possible development of a Stage 6 Department of Education and Training and key stakeholders on a feasibility study Aboriginal Languages Syllabus. into the possible development of a Stage 6 Aboriginal Languages syllabus. A

survey was developed and sent to schools at the beginning of Term 1, 2008 to gain feedback as part of the study. This study will be finalised in late 2008.

Research conducted and teaching The Board’s Aboriginal Curriculum Unit conducted a research project in resources developed to support the collaboration with academic researchers from the University of New South Wales implementation of the Aboriginal and University of Wollongong to assess the implementation of the Aboriginal Languages K–10 syllabus. Languages K–10 syllabus. The project involved individual interviews with over 100

students from 4 school sites. A report with recommendations, where necessary, is currently being prepared for the Board.

Community workshops conducted in Successful workshops were conducted in 12 locations across NSW during 2007. 12 locations throughout NSW to A further 14 workshops planned for 2008 began in June. Board officers also develop sustainable learning worked with the Department of Education, Employment and Workplace partnerships for improved student Relations (DEEWR) on the ‘Dare To Lead’ initiative to which over 5000 schools education, performance and retention have signed. for Aboriginal students.

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Promoting understanding of Aboriginal history and culture through support materials for teachers

Aboriginal Education

During the reporting period, the Board continued its work with a number of Indigenous Education initiatives. The Aboriginal Languages K–10 syllabus has been available for implementation since 2005. The Board has continued its support to schools, school systems and to local communities. During 2007, the Board worked with schools in Brewarrina, Bourke, Hillston, Nambucca and the lower South Coast in the establishment of curriculum and ongoing curriculum support.

The Board has undertaken the development of a variety of curriculum projects to support teachers to implement the Aboriginal Perspectives K–6 and the mandatory Aboriginal Cross-curriculum Content in Years 7–10 syllabuses. The material has been published along with assessment tasks and students work samples on the Board’s website.

The Board has worked cooperatively with the Aboriginal Education Consultative Group Inc (AECG) in developing and delivering a series of workshops for schools and Aboriginal communities. These workshops focus on developing sustainable learning partnerships to improve parental engagement with student education, student performance and retention. During 2007, the Board and AECG ran a series of 12 regional workshops to support schools working towards the development of curriculum-orientated programs.

The Board has worked with schools and school systems in the development of teaching and learning programs to support the implementation of both the Years 7 to 10 and Stage 6 Aboriginal Studies Syllabuses. This material takes the form of units of work, teaching resources and rich assessment tasks. These were published on the Board’s website in 2008.

The Board has also collaborated with the State Library to collect a sample of the best student major projects and to have them digitally copied and placed in the State Library Collection. These will be made available through the State Library website.

Implementation of Recommendations of the Royal Commission into Aboriginal Deaths in Custody

The Board of Studies has partial responsibility (in conjunction with the NSW Department of Education and Training) for implementing recommendations 289, 290, 291, 292 and 298 of the Report of the Royal Commission into Aboriginal Deaths in Custody (RCIADIC) (1991).

The implementation of each recommendation is an ongoing process, as syllabuses, support materials and teaching kits are developed and revised.

The Board seeks to address the underlying disadvantage experienced by Aboriginal people by providing curriculum materials that improve the educational outcomes of Aboriginal students and that increase all students’ knowledge and understanding of Aboriginal history, cultures and societies.

During the reporting period continuing work on six projects sought to improve the learning outcomes for Aboriginal students:

■ Supporting the implementation of the mandatory cross-curriculum content within Years 7–10 TAS and English

■ Aboriginal Studies – Stage 6 and Years 7–10

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■ Aboriginal Languages K–10: Program implementation

■ Community Capacity workshops

■ Visual Arts Years 7–10 support materials: Affirmations of Identity

■ Enhancing Community Capacity – brokering school/Aboriginal community curriculum projects.

Recommendations 289–292 of the Royal Commission broadly relate to activities of the Board. In response:

■ Board syllabuses and support documents acknowledge the importance of prior learning and promote recognition of diverse learner groups and the importance of equity and inclusiveness.

■ Curriculum writers are informed by the Board’s Equity Principles, which recognise the importance of consultation and direct involvement of Aboriginal people in the process of curriculum development along with the proper and appropriate inclusion of Aboriginal and Indigenous perspectives that provide students with the opportunity to develop knowledge and understanding of Indigenous history and culture in new syllabuses.

■ Members of the Aboriginal Curriculum Unit of the Office of the Board of Studies work closely with key stakeholder bodies such as the NSW Aboriginal Education Consultative Group Inc (AECG), the Federation of Aboriginal and Torres Strait Islander Languages (FATSIL) and other regional and local bodies. The Unit attends, participates in, and facilitates meetings and workshops in support of its own projects as well as in conjunction with other government and regional agencies. The Unit provides opportunities for Aboriginal teachers, Aboriginal Education Assistants and community members to take active roles in all projects.

■ The Board’s Aboriginal Education Advisory Committee (AEAC) meets approximately once each school term to advise the Board of Studies on curriculum issues and Aboriginal education.

■ The President of the NSW AECG is chair of the AEAC Committee and is also a member of the Board of Studies.

■ All Board Curriculum Committees include a member representing the AECG, the peak New South Wales body for advising the Government on Aboriginal education. The Higher School Certificate Aboriginal Studies Examination Committee has an Aboriginal representative.

Recommendation 298 calls for the participation of Aboriginal parents and community members in decisions regarding the planning, delivery and evaluation of preschool, primary and secondary education services.

The Board promotes the participation of Aboriginal people in its core functions through:

■ an Aboriginal Board member with expertise in the education of Aboriginal people

■ ongoing consultation with the NSW AECG and other relevant Aboriginal organisations

■ positions within the Office of the Board of Studies Aboriginal Curriculum Unit for which Aboriginality is an essential criterion

■ employment of other Aboriginal people as project officers, curriculum writers, consultants and administrative staff

■ representation of Aboriginal people on advisory, planning and writing groups

■ active engagement with parents and Aboriginal community members in all Aboriginal Curriculum projects.

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Key Result Area 1.3

Promoting education for further education and training, work and lifelong learning


Retail Services, Hospitality and Tourism and Business Services VET frameworks reviewed and revised, as training packages are revised and endorsed.

The review and revision of the Retail Services Curriculum Framework was completed, endorsed by the Board in October 2007 for implementation in 2008. Reviews of the Hospitality and Tourism Curriculum Frameworks recommenced in February 2008 with draft syllabuses completed for consultation during June 2008. Final syllabuses are scheduled for approval in September 2008 for implementation from 2009. The Business Services Curriculum Framework was reviewed and consultation on the draft syllabus occurred during May 2008. The final Business Service syllabus is scheduled for approval in August 2008 for implementation from 2009.

Review of credit transfer arrangements (including Advanced Standing) undertaken.

The Board’s Credit Transfer arrangements (including Advanced Standing) were reviewed in early 2008 to ensure their alignment with the Australian Qualifications Framework (AQF) and the Board’s recent Vocational Education and Training curriculum development initiatives. In July 2008 the AQF announced a review of its terminology for credit transfer and articulation. Following completion of this review revised credit transfer arrangements will be finalised and submitted to the Board for approval.

Review of vocational education options in Stage 5 undertaken and policy options developed.

Policy proposals and a report were discussed by the Board in December 2007 and February 2008. The Board approved principles for the access to Vocational Education and Training (VET) courses by students in Stage 5 via early commencement of Stage 6 VET courses and Stage 5 School Certificate VET board endorsed courses. Guidelines and an application process were published on the Board’s website.

Automotive and Electrotechnology VET frameworks developed.

New Automotive and Electrotechnology VET Frameworks were developed, endorsed by the Board in October 2007 and released to schools and TAFE for implementation in 2008.

Options to maximise credit transfer availability from HSC VET to post-school VET pathways investigated.

Options to maximise credit transfer availability from HSC VET to post-school VET pathways have been strengthened in the design of school-based apprenticeship pathways in trade areas and incorporated into the curriculum pathways planning required for Trade Training Centres in schools and access to VET by students in Stage 5.

A range of initiatives designed to integrate school-based apprenticeships and traineeships in the HSC including a Board endorsed course in

The Stage 6 Industry Based Learning board endorsed course was available for implementation from 2007 along with support materials for schools.

Industry-Based learning implemented.

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Promoting education for further education and training, work and lifelong learning

Higher School Certificate Vocational Education and Training (VET)

NSW is a world leader in reporting senior secondary achievement in a way that allows employers and admissions officers to better match students’ achievements to job descriptions or entry requirements. NSW students can now receive a Higher School Certificate, a VET qualification nationally recognised under the Australian Qualification Framework (AQF), TAFE credit and a Universities Admission Index.

NSW students can earn nationally recognised AQF VET qualifications in one or more of eleven Higher School Certificate Industry Curriculum Frameworks based on key industries as part of their Higher School Certificate program of study. Students enrolled in a Higher School Certificate Industry Curriculum Framework course must complete compulsory work placement in an industry setting and a qualified assessor evaluates their competence. These Higher School Certificate VET industry curriculum frameworks are based on national Training Package qualifications recognised under the AQF.

There are currently eleven Higher School Certificate industry curriculum framework courses – Automotive, Business Services, Construction, Electrotechnology, Entertainment Industry, Hospitality, Information Technology, Metal and Engineering, Primary Industries, Retail Services and Tourism. Students can count an industry curriculum framework course towards a Universities Admission Index (UAI) by electing to take the optional Higher School Certificate examination for the industry curriculum framework.

As the national Training Packages are revised and endorsed the corresponding Higher School Certificate industry curriculum frameworks need to be revised. Accordingly, the Board has endorsed a revised industry curriculum framework for Retail Services. The Board also developed new industry curriculum frameworks in Automotive and Electrotechnology for implementation from Year 11, 2008.

The Board has commenced reviews of the Business Services, Hospitality and Tourism Curriculum Frameworks following the endorsement of revised National Training Packages in these industry areas.

The Board has endorsed new processes for the development of VET Content Endorsed Courses in industry areas with significant participation in locally designed VET courses. These processes are designed to significantly improve the efficiency and effectiveness for all stakeholders, particularly schools, in ensuring appropriate HSC VET curriculum pathways are available in industry areas not covered by Industry Curriculum Frameworks.

2007 AQF credentials issued by the Board of Studies on behalf of school sector Registered Training Organisations (RTOs):

All Stage 6 VET1 Year 12 students2 (Frameworks only)

Qualification Level Certificate Statement of Attainment

Certificate Statement of Attainment

Certificate I 4498 6566 3538 552

Certificate II 12 842 24 293 11 657 2878

Certificate III 739 1048 478 39

Certificate IV 13

1 Includes credentials issued to stage 6 students enrolled in Framework or Board Endorsed VET Courses. Credentials issued by TAFE for students undertaking VET courses delivered at TAFE are not included in the counts

2 Includes credentials issued to Year 12 students enrolled in Framework courses. Credentials issued by TAFE for students undertaking VET courses delivered at TAFE are not included in the counts

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School-based Apprenticeships and Traineeships

School-based apprenticeships were available in NSW from the beginning of 2007. School-based apprenticeship curriculum pathways have been developed in five industry curriculum frameworks in skill shortage areas:

■ Automotive

■ Construction

■ Electrotechnology

■ Hospitality (Commercial Cookery)

■ Metal and Engineering

School-based apprenticeship curriculum pathways have also been developed in:

■ Beauty Therapy

■ Hairdressing

■ Plumbing

Electronic HSC VET Course Mapping tools have been made available on the Board’s website to assist schools and Registered Training Organisations (RTOs) to map school-based apprenticeship and traineeship training plans into appropriate HSC VET courses.

The flexibility of school-based apprenticeships and traineeships has been significantly improved through the availability of the Industry-based Learning Board endorsed course which gives HSC unit credit for the ‘learning in the workplace’ component.

Access to VET by students in Stage 5 of Schooling (Years 9 and 10)

The Office of the Board of Studies completed the Exploring Vocational Education Options in Stage 5 project to explore vocational education options in Stage 5 of schooling.

There were 25 schools that trialled a range of curriculum models during 2006 and 2007 that would be credentialed as a part of either the School Certificate or Higher School Certificate. An evaluation of the pilot projects was undertaken during 2007. In addition to this, broad consultation was undertaken with a range of stakeholders from across the state to inform the policy advice being developed.

There were strong positive findings from the schools involved in the pilot projects exploring vocational education options in Stage 5 in terms of impact on engagement, retention, transition and other outcomes. The project also identified a range of implementation issues that need to be managed.

There was also general widespread support from key stakeholders consulted across the state, while noting a range of implementation issues, particularly the capacity of schools, school systems and sectors to resource the access to VET in Stage 5 via external providers.

The Board approved the following principles for the access to Vocational Education and Training (VET) courses by students in Stage 5:

■ VET in Stage 5 is an option for students to include a VET course(s) as a part of a broad general education leading to recognised schooling and VET sector qualifications. Students will continue to be required to complete the mandatory requirements of the School Certificate, including the development of essential literacy and numeracy skills, while concurrently studying a VET course.

■ VET courses undertaken by Stage 5 students will be based on industry developed national training packages and delivered and assessed in accordance with the Australian Quality Training Framework.

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They should enable access to pathways that allow students the opportunity to achieve higher levels of training (VET qualifications) by the time they complete their schooling. Pathways should maximise students’ further training opportunities post-school.

■ Access to VET by students in Stage 5 should:

– be based on individualised careers and transition planning for students

– provide access to clear curriculum pathways to further education and training through Stage 6 and post-school – including opportunities to achieve higher level VET qualifications by the time they complete their schooling

– take into account local needs and opportunities

– take into account local infrastructure and community and industry partnerships

■ School system authority approval and support will be essential to offer VET to students in Stage 5.

Guidelines and an application process for schools seeking approval to offer access to VET to Stage 5 students in 2009 have been developed in consultation with school systems/sectors and published on the Board’s website.

Higher School Certificate/TAFE Credit Transfer

The Higher School Certificate/TAFE credit transfer program provides an important link between the senior school curriculum and post-school vocational education, training and work. It gives students moving from school into TAFE the opportunity to gain credit for Higher School Certificate courses towards their TAFE vocational qualification. Receiving credit for both general education and VET courses studied at school can increase students’ opportunities and also increase for them the relevance and appeal of both TAFE courses and the Higher School Certificate.

Credit transfer arrangements are negotiated between the Board of Studies and TAFE. The amount of recognition within each subject is based on similarity of outcomes between courses in the Higher School Certificate and TAFE courses. In some cases, the proportion of the TAFE course granted to students as credit will vary according to the core/elective modules completed during Higher School Certificate study. Schools may package clusters of general Higher School Certificate courses with complementary VET courses to increase the amount of recognition students may gain in TAFE.

At present, students can gain credit from more than 50 Higher School Certificate courses into some 650 TAFE courses. If they have credit, students will do fewer modules in their TAFE courses and complete their qualifications faster.

Comprehensive information about Higher School Certificate/TAFE credit transfer is available at www.det.nsw.edu.au/hsctafe

Credit Transfer and Recognition of Prior Learning towards the Higher School Certificate

As a qualification within the Australian Qualifications Framework, the Higher School Certificate provides for credit transfer and the recognition of prior learning towards the award of the credential. The provisions are primarily for individual students who are re-entering the education system to seek the award of the Higher School Certificate. The Board may recognise a student’s prior formal and/or informal learning as follows:

■ Credit towards the HSC in the form of Board Endorsed Course units, based on study successfully completed in a formal learning context such as TAFE or another education or training provider; or

■ Recognition of prior learning (RPL) which exempts a student from some course requirements if the student is able to demonstrate that he/she has already achieved particular learning outcomes.

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Board Endorsed Courses

There are three categories of Board Endorsed Courses — Content Endorsed Courses (CECs), School Developed Courses (SDCs) and University Developed Board Endorsed Courses (UDBECs).

Content Endorsed Courses are developed by the Board to cater for a wide candidature in areas of specific need not served by Board Developed Courses. TAFE-delivered CECs and VET CECs are categories of Content Endorsed Courses.

School Developed Courses are designed by an individual school, or by a group of schools, to meet the local needs of a group of students.

University Developed Board Endorsed Courses are developed by universities in conjunction with a school or group of schools or school system for the particular needs of high-ability Stage 6 students.

School Developed Courses

School Developed Board Endorsed Courses are submitted to the Board by schools for endorsement in Stage 5 for the School Certificate or in Stage 6 as Preliminary or Higher School Certificate units. In Stage 6 completed courses are included in a student’s pattern of study but may not contribute to the calculation of the Universities Admission Index (UAI). School Developed Courses (SDCs) may be endorsed for a maximum of four years.

In 2007–2008 the Board Endorsement Panel considered 192 courses. The number of Stage 5 proposals received by the panel showed a ‘rebound’ effect of the four-year endorsement period, echoing the large number of courses endorsed in 2003–2004. Nearly half of the courses received were seeking endorsement for a Child Studies course in the Personal Development Health and Physical Education key learning area. Very few applications for Stage 6 courses were received.

Year Stage Proposals Approvals

2007–2008 Stage 5 172 161

Stage 6 20 14

2006–2007 Stage 5 75 68

Stage 6 61 60

2005–2006 Stage 5 33 30

Stage 6 51 45

2004–2005 Stage 5 42 31

Stage 6 34 30

2003–2004 Stage 5 239 227

Stage 6 42 39

2002–2003 Stage 5 168 158

Stage 6 78 70

2001–2002 Stage 5 350 295

Stage 6 162 122

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University Developed Board Endorsed Courses

University Developed Board Endorsed Courses (UDBECs) supplement and extend the Higher School Certificate curriculum for high-achieving students in Stage 6. The courses may be included in a student’s pattern of study but, as with all other Board Endorsed Courses, the results in these courses are not eligible for inclusion in the calculation of the UAI. Some form of university credit is usually attached to these courses.

The criteria for endorsement of UDBECs are consistent with those used for any new courses developed or endorsed by the Board. Requirements are set out in the Board’s document University Developed Board Endorsed Courses in the Higher School Certificate: Guidelines and Application Form, which is available on the Board’s website and was last updated in November 2004.

Applications are due on the last Friday in May and come before the Board Appraisal Panel in July each year. Recommendations for endorsement are then forwarded to the Board in time for the courses to be implemented the following year.

Twenty-one courses were endorsed for study at the 2007 Higher School Certificate. One hundred and sixty-one students from more than forty schools were entered to study one or more of the courses.

Distinction Courses

Distinction Courses are challenging university-level courses designed for high-achieving senior secondary students who have accelerated in at least one Higher School Certificate course ahead of their Year cohort.

Distinction Courses in Philosophy, Cosmology and Comparative Literature were again available for study by eligible students in 2007 and were delivered by distance education through Charles Sturt University (Cosmology and Comparative Literature) and the University of New England (Philosophy).

In 2007 there were 103 students enrolled. Sixty-eight percent of the Distinction Course students in 2007 were male and thirty-two percent were female.

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Goal 2

Highly-regarded, comprehensive, flexible and inclusive credentials that meet the needs of students and the community

The Board of Studies is responsible for issuing the School Certificate (at the end of Year 10) and the Higher School Certificate (at the completion of Year 12). The eligibility criteria for these certificates are specified in the Education Act 1990. Included in the criteria are requirements for students to be assessed via internal school-based assessment and via statewide public examinations.

Students receive a Record of Achievement that identifies the courses of study they have successfully completed and the results they have achieved. The School Certificate Record of Achievement includes courses completed during Stage 5 (Years 9 and 10). The Higher School Certificate Record of Achievement includes all courses successfully completed during Stage 6 (Years 11 and 12). For each Higher School Certificate course with external assessment, students receive a course report that clearly identifies what the student knows and can do. The results of students are reported against clearly defined standards. Students undertaking Life Skills courses also receive a Profile of Student Achievement identifying what they have achieved with respect to key learning area outcomes. At the Higher School Certificate level, results from externally examined courses may be used to calculate the Universities Admission Index (UAI).

Students who complete a course of study that is also accredited under the Australian Qualifications Framework, receive a Statement of Attainment showing the units of competency they have achieved, and may also receive an AQF Certificate if eligible. These certificates are nationally recognised.

The School Certificate and Higher School Certificate credentials provide students with a comprehensive and meaningful report of what they have accomplished during their schooling. These credentials are useful documents for students seeking employment, further education and university entrance.

Key Result Area 2.1

Improving school practices in assessing student achievement for the Higher School Certificate and School Certificate


Revised HSC assessment and examination approaches for the Preliminary Year investigated.

A paper developed for the Board’s October 2007 meeting outlined strategies for refining the HSC assessment and examinations. The Board approved pre-consultation forums on a number of proposals designed to reduce student workload and stress.

Policies and advice concerning schools’ administration of externally assessed major works and their certification of authenticity of student work updated and provided to schools.

The Board’s policies and advice concerning schools’ administration of externally-assessed major works and their certification of authenticity of student work in relation to take-home assessment tasks were further strengthened as part of the Board’s continuing efforts to promote academic honesty and ethical scholarship. In late 2007 and early 2008, the Board developed a new ‘Standard’ in the form of a streamlined statement designed to clarify requirements and further educate students, teachers and parents about a generally acceptable level of assistance and guidance that students may receive when completing assessment tasks. The new Standard clarifies the meaning of the term ‘the student’s own work’ across all HSC courses.

In developing the new Standard, the Board conducted a forum of all Australasian Curriculum Assessment and Certification Authorities on ‘Authenticity of Student Work’, held consultations with students, teachers and executive staff from a range

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of secondary schools and conducted ‘round table’ discussions with HSC Chief Examiners and Supervisors of Marking regarding the suitability of the Standard, preventative strategies and strategies for dealing with cheating.

The new Standard, together with revised Board policies, documentation and advice concerning academic honesty and ethical scholarship, were approved by the Board in February 2008 and communicated to schools and published on the Board’s website. A comprehensive communication strategy was developed to promote the strengthened requirements to students, parents, teachers and the wider community.

During 2008, revised course-specific advice regarding additional assessment requirements and examination specifications for courses requiring compulsory submitted major works is being developed to ensure greater consistency with the new Standard across the curriculum. The revised course-specific advice is expected to be finalised and communicated to schools in Term 4, 2008 for implementation with the 2009 Higher School Certificate program.

Assessment Requirements and A systematic review of advice for schools concerning requirements and procedures Examination Specifications for courses for compulsory submitted major works and/or ‘take-home’ tasks was developed requiring compulsory submitted major and submitted to the Board at its June 2008 meeting. Updated advice will be works or ‘take-home’ tasks published for schools in Term 3, 2008. systematically reviewed, and revised requirements and procedures approved by the Board and communicated to schools.

Assessment and examination Advice from the Technical Advisory Committee was presented in a report at the requirements for the English Board’s April 2008 meeting. The Board requested a paper outlining the issues be Extension 2 course reviewed and prepared and submitted to the Board in October, 2008. revised requirements approved by the Board and communicated to schools for implementation with the 2009 HSC program.

Impact of secondary employment of Discussions were held in late 2007 with the principals of a range of independent non-government school teachers in the non-government schools to update them on the ICAC Report’s tutoring industry and potential conflicts Recommendations relating specifically to teacher employment and to obtain of interest assessed in consultation with information regarding their current employment policies, practices and contracts. the non-government school sector and A consultation report with policy options relating to revised accreditation a revised accreditation process, where processes, where necessary, will be developed and submitted to the Board in necessary, developed and submitted 2008. to the Board.

Continued guidance in assessing Advice on assigning Grades A to E to report student achievement against the student achievement using the common grade scale and using student work samples to support consistent Common Grade Scale provided to application of the K–10 Standards was placed on the Board’s Assessment Resource schools. Centre website.

Continued guidance in best practice Implementation of the Board’s Assessment Round Table on Higher School for internal HSC assessment provided Certificate assessment is continuing. An Action Plan for HSC Assessment and to schools. Examinations was approved by the Board at its April 2008 meeting. After

consultation with relevant parties a report proposing refinements to HSC Examinations and Internal Assessment was submitted to and endorsed by the Board at its June 2008 meeting. Course-specific consultation began in Term 3, 2008.

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Improving school practices in assessing student achievement for the Higher School Certificate and School Certificate

School Certificate Assessment

The School Certificate assessment program combines school-based assessment during Year 10 with mandatory statewide School Certificate tests at the end of Year 10. Students at the end of Year 10 receive grades for the courses they have studied as well as a mark and performance band for each School Certificate test.

School-based Assessment

Schools assess their students during Year 10 and award them School Certificate grades – A, B, C, D or E – in each Stage 5 course, based on their performance in school-based assessment activities. These grades correspond to the Board’s common grade scale, which is used by schools and systems to record student achievement in Stages 1 to 5. Teachers award School Certificate grades in accordance with Course Performance Descriptors, which are ‘professional elaborations’ of the common grade scale, and are specific to the outcomes and content of each syllabus. In each course, schools match the student’s overall achievement in the course to the Course Performance Descriptor that is most appropriate. The grade that corresponds to that descriptor is then awarded to the student. The Board monitors the award of grades to ensure comparability in the grades awarded by different schools.

On its web-based Assessment Resource Centre (ARC), the Board has been developing and publishing a range of student work samples aligned to grades in Stages 1 to 5 to support teachers in the consistent awarding of grades to report student achievement. By June 2008 there were over 650 Stage 5 aligned samples, across 24 courses, on the website to support teachers in the consistent awarding of School Certificate grades.

Review of Higher School Certificate policies, rules and procedures relating to school assessment tasks and major works and projects

The NSW Higher School Certificate is a highly regarded credential. The HSC assessment program combines school-based assessment (mainly during Year 12) with external Higher School Certificate examinations. Higher School Certificate students benefit from a balanced approach with 50% of their final marks for each course based on the school assessment component during the HSC course and 50% based on the external Higher School Certificate examinations at the end of the year.

In recent years credentialing authorities around the world have seen an increase in instances of plagiarism and other forms of cheating in assessment activities. This is particularly the case in relation to take-home activities and tasks that are completed over a period of time and away from the direct supervision of teachers. The volume of information and material that can be obtained through the use of technology and the extent to which students use private tutors or others to assist them in their learning have increased significantly.

Within this context the Board has been monitoring and reviewing its programs in recent years to minimise as far as possible the potential for unethical scholarship in the NSW Higher School Certificate.

ICAC investigation and concurrent Board strategies

In 2005 the Board referred allegations of plagiarism and unethical behaviour related to Higher School Certificate tutoring to the NSW Independent Commission Against Corruption (ICAC). Concurrently with the ICAC investigation, the Board commenced its own review of assessment procedures to ensure that students

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are clear as to their responsibilities in providing work that is their own. As a result, a range of strengthened procedures and processes relating to submitting major projects, as well as clear advice to students, teachers and parents regarding the nature of plagiarism and how to avoid it, were developed and published. Pamphlets entitled HSC Assessments and Submitted Works – Advice to Teachers, HSC Assessments and Submitted Works – Advice to Students, HSC Assessments and Submitted Works – Advice to Parents, can be read on the Board’s website. The pamphlet for parents is also published in the six main community languages – Chinese, Vietnamese, Arabic, Korean, Spanish and Turkish.

Mandatory online program in ethical scholarship: ‘All My Own Work’

The Board also developed and implemented a compulsory new online program in good scholarship and ethical practices for senior secondary students, titled HSC: All My Own Work. Completion of the program or its equivalent is a mandatory eligibility requirement for all candidates entering Higher School Certificate courses from 2008. It is designed to strengthen the capacity of Higher School Certificate students to follow the principles and practices of good scholarship, including understanding and valuing ethical practices related to locating and using information as part of their Higher School Certificate program. The user-friendly online format facilitates flexible delivery in schools.

ICAC findings

The initial focus for the ICAC investigation was related to allegations that students had obtained inappropriate levels of assistance in preparing English Extension 2 major works. ICAC broadened its enquiry to examine the potential for malpractice in all take-home assessment tasks and submitted works. ICAC released its ‘Report on an investigation and systems review of corruption risks associated with HSC take-home assessment tasks’ on 7 February 2007. It contains 20 recommendations designed to address what the investigation had identified as risks of corruption in relation to HSC assessment.

ACACA Forum

On 29 June 2007 the Board of Studies hosted a forum for all Australasian Curriculum Assessment Certification Authorities (ACACA) representatives to enable agencies to share their policies and practices related to the authentication of student work, especially in relation to take-home assessment tasks, with a view to further strengthening academic honesty and ethical scholarship. Twenty-five delegates, representing SSABSA (South Australia), the Curriculum Council of WA (Western Australia), VCAA (Victoria), NZQA (New Zealand), TQA (Queensland), Board of Secondary Studies (ACT), QSA (Queensland) and the Board of Studies (New South Wales) attended the forum. The presentations and key discussion points from the forum contributed to the Board’s work implementing the key strategies identified in its action plan for addressing the ICAC recommendations.

The Board’s response to the ICAC recommendations

In April 2008 the Board submitted a progress report to ICAC providing details of the implementation of ICAC’s recommendations. Relevant actions undertaken by the Board include the following

■ After extensive consultation with schools, subject experts and a range of stakeholders, the Board has developed one agreed standard – Honesty in Assessment – The Standard. The standard is an overarching statement of the Board’s expectations of students, requirements for acknowledgement of contributions by others, explication of the parameters and consequences of malpractice and direction to associated Board syllabuses and policies. The standard has been published on the Board’s website and sent to all schools for distribution to all Year 11 and Year 12 students.

■ The Board of Studies NSW is the first school examining authority in Australia to develop a comprehensive standard of this nature.

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■ The standard will progressively be incorporated into all relevant documentation, including:

– Rules and Procedures for Higher School Certificate Candidates

– Assessment Certification and Examination Manual

– HSC Assessments and Submitted Works – Advice to Students

– HSC Assessments and Submitted Works – Advice to Parents

– HSC Assessments and Submitted Works – Advice to Teachers

– HSC: All My Own Work

– HSC assessment in a standards referenced framework – A Guide to Best Practice

■ The standard and the pamphlets providing information about assessment to students, parents and teachers state clearly that malpractice will jeopardise the student’s HSC examination results.

■ The standard states that ‘Serious and deliberate acts of malpractice amount to corrupt conduct and, where appropriate, the NSW Board of Studies will report matters to the Independent Commission Against Corruption’.

■ The standard also states that ‘should malpractice be suspected, students will be required to demonstrate that all unacknowledged work is genuinely their own.’ Students will be provided with additional advice concerning the kind of evidence they will be required to provide in such cases.

■ Numerous examples and case studies illustrating malpractice (including plagiarism) are available in the online HSC: All My Own Work program and in the pamphlets for students, parents and teachers. The Board documents HSC assessment in a standards referenced framework – A Guide to Best Practice, the Assessment Certification and Examination (ACE) Manual and Rules and Procedures for Higher School Certificate Candidates all contain lists of specific examples of behaviour that constitutes malpractice.

■ A document that clearly and consistently describes requirements for certification of authenticity of student work has been developed and will be distributed to schools.

■ A generic log for courses with projects, including the English Extension 2 course, is being developed. It will be used to record the student’s progress and will enable teachers to monitor that progress at nominated key points in the development of the work.

■ Students will be required to submit the major work journal for English Extension 2 to the school for sign-off at nominated points in the development of the work.

■ An analysis of data pertaining to the format, requirements and assessment procedures in the English Extension 2 courses has taken place and has been considered in the light of the corruption risks associated with the course. This data has been presented to and considered by:

– the Board’s Technical Advisory Committee on Scaling

– the sub-committee of the Board responsible for responding to ICAC

– the April 2008 meeting of the full Board of Studies.

■ Board Liaison Officers and other Board officers are providing independent expert advice to schools in developing policies concerning management of individual cases of malpractice.

■ A central point has been established at the Office of the Board of Studies for centrally recording, assessing and analysing the number and type of misconduct incidents that occur in the HSC assessment program and submitted works. An online collection system is to be specified for this purpose.

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Further action designed to strengthen procedures and processes related to Higher School Certificate assessment in response to the ICAC recommendation is planned for the next reporting period.

Key Result Area 2.2

Incorporating best practice approaches to testing student achievement


School Certificate and HSC examination paper development and results processing programs maintained and reviewed.

The 2007 Higher School Certificate and School Certificate examination programs were successfully delivered, evaluated and a report with recommendations, where appropriate, was presented to the April 2008 Board meeting.

School Certificate marking and support programs maintained and reviewed.

The 2007 School Certificate marking and support programs were successfully delivered and evaluated, and a report with recommendations was presented to the April 2008 Board meeting.

HSC marking and support programs maintained and reviewed.

The 2007 Higher School Certificate marking and support programs were successfully delivered and evaluated, and a report with recommendations was presented to the April 2008 Board meeting.

Student outcomes of School Certificate tests, including the Computing Skills test, analysed and feedback to 2008 testing program provided.

Feedback from the analysis of student performance data from the 2007 School Certificate tests informed the construction of the 2008 Computing Skills test.

Trial of distributed marking technology for HSC General Mathematics analysed and planning for 2008/2009 initial implementation finalised.

Following the successful trialling of onscreen marking in General Mathematics, two questions in the 2008 General Mathematics HSC will be marked onscreen in a pilot project.

Investigation of application of distributed marking methodology to other courses conducted.

Distributed marking methodology was extended to the HSC Information Processes and Technology course. In June 2008 approximately 800 Year 11 students from 35 schools undertook a trial test in Information Processes and Technology which was marked onscreen.


Incorporating best practice approaches to testing student achievement

School Certificate tests

As part of the 2007 School Certificate tests program, the Board successfully conducted the second-ever mandatory Computing Skills test from 14 to 16 November. The 2006 Computing Skills test was the first mandatory public examination in Australia ever to be made available online. In 2007, schools could choose to offer the test in either pen-and-paper or online format. Seventy-four per cent of schools (57 672 students) sat the online version, while twenty-six per cent of schools (24 037 students) sat the pen-and-paper test. The test is optional for students undertaking any School Certificate courses based on Life Skills outcomes and content and, in 2007, 298 of these students sat for the test.

The online test was available to schools from 8 am to 5 pm on Wednesday 14 and Thursday 15 November and from 8 am till 11 am on Friday 16 November. The pen-and-paper test was sat on Friday 16 November at 11 am. It was conducted and supervised in the same manner as the other School Certificate tests.

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The online test

The online test was delivered as a secure package that was downloaded to the school’s computers from Schools Online. The test application was developed by the Office of the Board of Studies. A separate ‘special examination provisions’ application was also developed, which is web-based, and is accessed via a secure log-in. This application allowed students with approved special provisions to be given extra time or rest breaks, and also allowed changes to be made to the size of the screen image and to the font and background colours. 4510 students were approved provisions that allowed them access to the ‘special examination provisions’ format of the test. In addition, three whole school groups used this web-based version as a broader trial of the technology.

There are some additional security issues with an online test, given that it was sat over an extended period and students were working at computers which sometimes means that the computer screen may be visible to other students. To maintain the integrity of the test, not all students received identical questions. In addition, the questions within each skill area were randomised, and the skill areas themselves were presented in different orders.

Support for schools offering the online test

A series of workshops was conducted in all BOSLO regions for any teachers who were coordinating the Computing Skills test in their schools and who wished to attend. The workshops covered downloading and installing the test applications, the support materials in Schools Online, the tutorials, the format and conduct of the test, the practice test, the administration of the test and special provisions.

The computer ‘diagnostic tool’, developed in 2006, was again available for schools to use to ensure that the test would run successfully on their computers. The 2007 practice test was also developed. Its primary purpose was to give students experience of the format and function of the online test, but it also offered schools the opportunity for a full dress rehearsal of administering the online test. A practice version of the special provisions test was also produced.

Contingency plans

Contingency plans were firmly in place to ensure that if schools encountered technical or other problems before or during the test, their students would still be able to successfully complete the test.

The test application required students to print their answers in the event that their connection to the Board’s computer was lost during the test. These answer sheets were then to be faxed to the Board. Schools could also request pen-and-paper tests to be sent to the school if technical problems meant that their students were unable to do the test online.

During the three-day test period a technical support phone line was available, staffed by technical experts and other Board officers, who were able to assist schools with any difficulties they encountered.

Conduct of the test

For most schools the conduct of the test went smoothly, and the test was a positive experience for their students. Most students completed the test on the first day, and schools were able to use the other available days to have the rest of their students sit for the test. The table shows the percentages of students who sat the online test on each of the three days.

Wednesday 14 November 77%

Thursday 15 November 22%

Friday 16 November 1%

A total of 1160 phone calls were taken by the technical support line during the test period. The main issues concerned critical mass, local network issues, passwords, server permissions and the tracking of student progress.

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Evaluation

A comprehensive evaluation of all aspects of the test was conducted by the Office early in 2008. Overall, the implementation of the test was successful. A number of areas were identified where improvements could be made. These are being implemented from 2008 as the Computing Skills test continues to be integrated in the Board’s School Certificate operation.

Seminar on Use of Computers in Examinations

On Thursday 13 March 2008 the Board of Studies hosted a one-day seminar for education professionals to consider the future potential use of computers in public examinations. This was considered timely in the current educational climate where the pedagogies of e-learning are informing the development of school curriculum.

The seminar was attended by approximately 80 participants comprising representatives from school systems, education interest groups and employers, nominated principals and other identified school staff, and teachers currently involved in the Board’s e-Assessment trials.

Presentations were given by experienced e-Assessment practitioners from the Office of the Board of Studies, school systems, the tertiary sector and the business world that explored progress in technology, support structures, measurement issues and post-school pathways. The areas covered included:

■ progress and innovation in the use of machine-scoring, scanning, onscreen marking, and trials in online testing

■ the usefulness of the School Certificate tests as a testing ground for these developments, as demonstrated by the online Computing Skills test

■ the data provided by the Board’s ‘Test Yourself’ online multiple choice tests regarding high speed, high volume delivery, online test delivery interface design, accessibility issues for low-vision students, and security and results capture

■ the potential to develop examination systems that adapt to the learning pace of the student, remove traditional constraints, provide richer assessment tasks, and provide more effective and efficient assessment of student performance, online marking and statistics retrieval

■ the use of ICT to augment or replace paper-based assessment, and to support an ‘assessment for learning’ approach through the provision of on-demand tests with immediate diagnostic feedback

■ the high use of technologies in the ‘millennial generation’, and the statistically significant differences in access and use based on age, gender, geographic location and socioeconomic background

■ the important place of technology in the tertiary learning context, and the imperatives of learner needs, enhanced quality of feedback, flexibility for distance learning, delivery to large numbers of students and objectivity in marking

■ employer group opinion that there would be no negative implications for employment if students moved to a model where they did not complete written examinations.

A forum was then conducted where participants were invited to direct questions to a panel of presenters, and to share their experiences and concerns.

The main issues and directions identified in developing and delivering public examinations using computers were reflected in a number of development principles that emerged for the Office of the Board of Studies. The examination:

■ must allow equitable testing in a blended environment over a lengthy period

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■ must not require more computing skills to do the test than are used routinely in teaching and learning

■ must not exceed the requirements of the school/system’s network settings

■ must remove as many of the opportunities and temptations to cheat as possible

■ must work for all students including those with disabilities

■ must allow flexible future-proofing in terms of development investment.

A five-year target was set for the Office of the Board of Studies to introduce the use of computers by students to complete some examinations or parts of examinations where appropriate. The program is to be monitored annually. This target will not only apply to the readiness of the Office to conduct such an examination but also depend on suitable and sufficient infrastructure being available in schools and school systems.

Key Result Area 2.3

Reporting student achievement of standards and foundation skills for the School Certificate credential


Purpose and role of School Certificate A paper in relation to the purpose and value of the School Certificate was credential monitored in relation to developed for the Board and noted at its June 2007 meeting. The Board advised developments in national testing. the Minister of its continued support for the current arrangements for the NSW

School Certificate.

Support for the consistent reporting of Over 100 additional student work samples for Stage 5 were published on the student achievement in relation to Board’s Assessment Resource Centre website to provide further support for the standards provided. consistent reporting of student achievement in relation to standards.


Reporting student achievement of standards and foundation skills for the School Certificate credential

School Certificate Tests

Mandatory tests in English-literacy, Mathematics, Science, Australian History, Geography, Civics and Citizenship, and Computing Skills are conducted at the end of Year 10, complementing the school-based grades that students receive. The School Certificate tests are designed to assess students’ foundation knowledge and skills in key areas of the curriculum important for success in further school study, training or the workplace. Student achievement in the tests is referenced against set state standards for each test.

Test papers and marking guidelines were produced in accordance with the Board’s principles by committees of practising teachers working under the leadership of a Chief Examiner, and in conjunction with a Senior Assessment Officer as project manager. Board Inspectors and Supervisors of Marking of the tests also had roles in ensuring the quality of the tests and marking guidelines. Each test paper was also independently assessed by an experienced teacher who had recently taught the related subject at Year 10 level.

The English-literacy, Mathematics, Science and Australian History, Geography, Civics and Citizenship tests were conducted from Monday 12 November and Tuesday 13 November 2006, in 797 centres under the supervision of Presiding Officers appointed by the Office of the Board of Studies. The Computing Skills test was held on Wednesday to Friday 14–16 November. Schools offering the online test could schedule it at any time from Wednesday morning to Friday morning. The pen-and-paper test, held on the Friday at 11 am, was conducted and supervised as for all other School Certificate tests.

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The preparation of these tests involved:

■ 6 test committees

■ 29 test committee members and 15 item writers

■ 8 assessors

■ 82 committee meetings

■ printing of 470 000 test papers.

Special Examination Provisions

Special Examination Provisions for the tests in 2007 were requested by 5446 students. This represents a decrease of approximately 4% over the previous year.

The Special Examination Provisions program is designed by the Office of the Board of Studies to ensure that candidates with special examination needs (verified by functional evidence) can:

■ access the questions in the School Certificate tests

■ communicate their responses.

The program has parameters for the level of support it can provide and must be considered in the contexts of a timed written examination and equity for the candidature across the state. The program’s aim is to offer practical help to students by providing support including (but not limited to) a writer, a reader, a computer, extra time to write, extra time to rest, coloured examination papers and examination papers in Braille or large print.

In 2007, the Test Development Unit produced approximately 1300 School Certificate special provisions test papers including 708 coloured papers, 470 large print papers, 6 Braille papers, and 111 specially modified papers.

For students who were entered to sit the online format of the 2007 School Certificate Computing Skills test, a separate ‘special provisions’ application of the test was also developed. The special application is web-based and is accessed via a secure log-in. The application allowed students with approved special provisions to be given extra time or rest breaks, and also allowed changes to be made to the size of the screen image and to the font and background colours. Students who are blind or have severe vision impairment are not only unable to read questions presented on screen, but they also use computers in a different way. The Office of the Board worked with Vision Australia to develop questions that are applicable to these students, and also developed a format for the test that allowed them to use screen-reading software to access the questions.

The reporting of the School Certificate tests remained as in the past: students receive a mark out of 100, aligned to a performance band. For the Australian History, Geography, Civics and Citizenship test, there are two marks (out of 100) reported, one each for Australian Geography, Civics and Citizenship, and Australian History, Civics and Citizenship. For the Computing Skills test, student performance is reported as a mark out of 100, in one of three categories: Highly Competent (80–100), Competent (50–79), and Competence Not Demonstrated (0–49).

School Certificate Marking

More than 1100 markers were appointed to assess students’ responses in the School Certificate tests. Marking was conducted in various Sydney metropolitan marking venues.

Illness and Misadventure Appeals

The Board has delegated to school principals the authority to determine student illness and/or misadventure appeals for the School Certificate. In 2007, 1555 individual students submitted appeals: 1543 students had all their appeals upheld.

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Students may appeal to the Board if they disagree with the principal’s decision. Two students submitted appeals to the Board. The principal’s decision was confirmed in both cases.

Ten whole-group appeals were submitted to the Board by principals. Nine appeals were upheld.

School Certificate Reporting and Credentialing

The School Certificate is awarded to eligible students who have completed Stage 5 (Years 9 and 10). Successful School Certificate students receive a portfolio of credentials consisting of:

■ a testamur

■ a Record of Achievement listing:

– all Stage 5 courses completed and the grades awarded

– the results awarded for the School Certificate tests in English-literacy, Mathematics, Science, Australian History, Geography, Civics and Citizenship, and Computing Skills

– a statement regarding satisfactory completion of the mandatory curriculum requirements.

Courses based on Life Skills outcomes and content are credentialed on the School Certificate Record of Achievement as, for example, ‘Mathematics (Life Skills) – Completed’. In such cases, schools are required to record the syllabus outcomes achieved by the student via Schools Online, and the student is then issued with a Profile of Student Achievement that shows all Life Skills outcomes achieved in each course.

In 2007, 83 195 students received a School Certificate, of whom 2069 were studying at least one course based on Life Skills outcomes and content.

The 2007 School Certificate was awarded to students on 13 December 2007. Each student was given a School Certificate Folio in which to present their certificate, school reports and other records.

Employers’ Website

The Employers’ Website, which went online in Term 4, 2006, contains useful information for employers and the broader community about the School Certificate (Year 10 students), Preliminary year (Year 11 students) and Higher School Certificate (Year 12 students).

The various sections of the site assist employers in understanding students’ results and the documentation that students provide to employers about their educational achievements. The site contains information on the employment skills students gain through studying the curriculum, and the Vocational Education and Training options that one in three students now undertake for the HSC. There are also answers to frequently asked questions and links to other relevant sites.

The Employers’ Website was updated in May 2008 to reflect two new Vocational Education and Training industry curriculum frameworks, Automotive and Electrotechnology, which have been added to the Board developed HSC VET offerings in 2008.

Since October 2006, there have been almost 16 000 visitors to the website. The most popular section of the website, HSC and beyond (including UAI), had more than 4000 visitors.

The Employers’ Website can be accessed via the Board of Studies website on www.boardofstudies.nsw.edu.au/employers

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Key Result Area 2.4

Reporting student achievement of standards for the Higher School Certificate


Performance data relating to student Approved 2007 Higher School Certificate meritorious student performance lists achievement of HSC course standards were published on the Board’s website and provided on schedule to key media and merit lists highlighting outstanding organisations for publication at the time of the release of the 2007 Higher School student performance published. Certificate results to students.

Awards Ceremony honouring First Students who achieved first place in a 2007 Higher School Certificate course were Place in Course conducted. honoured at a successful awards ceremony conducted at the Sydney

Conservatorium of Music in December 2007.

Award ceremonies honouring The Premier’s Award for All-Round Excellence ceremony was evaluated. Due to outstanding achievements in the the increase in HSC candidates numbers and thus the number of award winners, Higher School Certificate evaluated the ceremony had become unwieldy and impersonal. and revised arrangements, where necessary, implemented. For the first time students who achieved a Premier’s Award for Excellence in the

2007 Higher School Certificate by achieving the highest band standard in 10 or more units of study were awarded a new-style Premier’s Award.

The relevance and usefulness of In the previous reporting period consultation was conducted with representatives current HSC reporting reviewed. of the Australian Industry Group and associated employers on the relevance and

usefulness of the School Certificate and Higher School Certificate credentials. This resulted in the development of a site for employers which was published on the Board’s website in December 2006. This site contains useful information on the School Certificate and Higher School Certificate. It includes sections on understanding students’ results and documentation, as well as information on employment skills and Vocational Education and Training options. There are also answers to frequently asked questions and links to other relevant sites. The website was reviewed in early 2008 and updated to reflect recent developments. Further consultations around the relevance and usefulness of the Board’s credentials and the Employers’ Website will be conducted in late 2008.

Guidelines for Accelerated Progression The Board’s Guidelines for Accelerated Progression were reviewed in February reviewed and updated where necessary. 2008 and areas requiring revision were identified. The Guidelines will be updated

during the next reporting period as part of the overall review of the Board’s Assessment Certification and Examinations (ACE) Manual.

Board Delegations Manual updated A revised Board Delegations Manual was approved by the Board in June 2008. and submitted to the Board.

Assessment Certification and The review of the Board’s Assessment Certification and Examinations (ACE) Examinations (ACE) Manual reviewed Manual has been rescheduled to commence in late 2008 to enable the updated and updated, where necessary, to manual to incorporate revised policies and procedures arising from the Board’s reflect revised policies, rules and continuing initiatives to promote and further strengthen academic honesty and procedures arising from the Board’s ethical scholarship in the HSC and a range of recent curriculum development response to the ICAC Report and initiatives. curriculum development initiatives.

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Reporting student achievement of standards for the Higher School Certificate

Higher School Certificate Examinations

Examination Setting

Administration and Conduct

Examination papers and marking guidelines were produced, in accordance with the Board’s principles, by committees of practising secondary teachers and tertiary educators, working under the leadership of a Chief Examiner, and in conjunction with a Senior Assessment Officer as project manager. Board Inspectors and Supervisors of Marking of the examinations also had a role in ensuring the quality of the examinations and marking guidelines. Each examination was assessed by an independent practising teacher with recent experience of teaching the Higher School Certificate course.

The preparation of the Higher School Certificate exams involved:

■ 80 examination committees

■ 325 examination committee members

■ 117 assessors

■ 689 committee meetings

■ printing of over 700 000 examination papers.

The administration and conduct of the Higher School Certificate examinations involved:

■ 19 days of written examinations

■ practical examinations/projects in Agriculture, Dance, Design and Technology, Drama, English Extension 2, Industrial Technology, Music, Society and Culture, Textiles and Design, and Visual Arts

■ speaking skills examinations in more than 46 Language courses

■ more than 6000 examination supervisors

■ 13 marking sites for written examinations

■ more than 7000 markers assessing students’ written scripts, practical examinations and submitted works

■ more than 750 casual clerical staff.

Special Examination Provisions

For the 2007 Higher School Certificate examinations, special provisions were requested by 4366 students. This represents an increase of approximately 1% above the previous year.

The Special Examination Provisions program is designed by the Office of the Board of Studies to ensure that candidates with special examination needs (verified by functional evidence) can:

■ access the questions in the Higher School Certificate examinations

■ communicate their responses.

The program has parameters for the level of support it can provide and must be considered within the contexts of a timed written examination and equity for the candidature across the state. The program’s aim is

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to offer practical help to students by providing support including (but not limited to) a writer, a reader, a computer, extra time to write, extra time to rest, coloured examination papers and examination papers in Braille or large print.

The Test Development Unit produced approximately 1250 Higher School Certificate special provisions papers, including 13 Braille papers, 648 coloured papers, 423 large-print papers and 179 special papers.

Illness and Misadventure Appeals

Students who are prevented from attending an examination (including a speaking/listening or practical examination), or who consider that their performance has been affected by illness and/or misadventure immediately before or during an examination, may request special consideration of their examination results. In 2007 individual appeals were received from 4478 students. Of these, 4075 were totally or partially upheld. Seventy-one whole-group appeals were received. Fifty of these were upheld.

Special Cases

The Board’s Examination Rules Committee considered 11 cases of suspected malpractice or breach of examination rules and made determinations under delegation from the Board.

Following the 2007 Higher School Certificate examinations, three student appeals were considered under section 97 of the Education Act 1990. The Board appointed two Appeals Committees under section 103 of the Act to consider these matters. One committee reviewed the marks awarded to a student; the other reviewed two matters related to non-serious attempts at the Higher School Certificate examinations.

Higher School Certificate Marking

Higher School Certificate Metropolitan and Regional Day Marking

For teachers who would not normally be able to participate in evening marking sessions, the Metropolitan and Regional Day Marking programs continue to provide an opportunity to gain insight and experience into the standards being achieved by students presenting for the Higher School Certificate. Each year the Office rotates day-marked subjects to give this opportunity to teachers in as many courses as possible.

In 2007 approximately 12% of the total marking hours were set aside for day marking in seven marking centres in both metropolitan and regional areas: Sydney Showground, Rosehill Gardens, Canterbury Park, Bathurst, Wagga Wagga, Coffs Harbour (two subjects) and Tamworth (two subjects).

Metropolitan Day Marking

Aboriginal Studies

Chemistry

Engineering Studies (Sydney component)

English (Advanced) Paper 2 Module B

Geography

Modern History (core component)

Primary Industries

Society and Culture

Textiles and Design

School Certificate English-literacy (Part F only))

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Regional Day Marking

Subject Venue

Agriculture Tamworth

English (Standard) Bathurst

English (Standard) Wagga Wagga

English (Advanced) Tamworth

English (Advanced) Coffs Harbour

PDHPE Coffs Harbour

The Office meets the full cost of relief to the school for teachers appointed to day-marked subjects.

Country Transfer of Duty Marking Program

In a joint initiative with the Department of Education and Training and the Catholic Education Office, Lismore, the Office continues to conduct the Country Transfer of Duty Marking Program.

The program provides opportunities for marking for country teachers who have no previous marking experience.

A limited number of positions are available for country teachers from targeted districts who are interested in teaching in a Sydney metropolitan school by day while marking a regionally identified priority subject at a designated metropolitan marking centre at night.

In 2007, 20 teachers were appointed to participate in this program across a variety of subjects.

Standards-setting Operation

The Board of Studies reports student achievement in the Higher School Certificate and in the School Certificate tests using a standards-referenced approach. This means that, in addition to reporting student achievement in terms of marks, achievement is reported in relation to performance bands which describe different levels of achievement.

The procedure used by the Board of Studies for setting standards has a strong theoretical foundation, and is based on the use of professional judgement, informed by statistical reports and student responses. The procedure has been used since the introduction of the School Certificate tests in 1998.

The procedure involves using teams of highly experienced markers (referred to as judges) to determine the examination mark that corresponds to the borderline between each performance band. The procedure is conducted over several stages depending on which standards-setting model applies to the course. This multi-staged process allows judges the opportunity to refine initial recommendations.

Minor adjustments have been made to the general standards-setting procedure to accommodate courses that have both a written and a practical/performance component, and small-candidature Language courses.

Once the Board accepts the band cut-off marks for each course, they are used to produce the marks for each student as reported on their Record of Achievement.

Services for Higher School Certificate Students

Higher School Certificate Advice Line

The Higher School Certificate Advice Line is a telephone service designed to help students with their preparation for the Higher School Certificate examinations. For 25 cents, students from anywhere in New South Wales can access expert advice on selected subjects. The Advice Line responded to 11 785 calls in 2007.

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In 2007 the Advice Line supported 26 courses until the evening before the relevant final examination, operating from Monday 8 October to Thursday 8 November. Eighty lines were available, with more than 500 teachers providing advice.

Release of Higher School Certificate Results

The Office provides three services to allow students to access their results on the day that results are released. From 6 am on 19 December until the service was closed 54 053 students used one or more of these services to access their results.

The Internet release in 2007 was again highly successful with 29 449 students first accessing their results by 10 am, compared to 28 827 in 2006. By the end of the first day, 49 404 students had received their results first in this manner, compared to 45 975 in 2006. In total, 14 068 students made use of the SMS results service. Of these, 12 643 pre-registered prior to the release; 1425 ‘pulled’ their results by SMS after the time of release. 1928 students used the IVR telephone system. Schools could access their students’ results from 6 am on 19 December via Schools Online. By 10 am, 695 schools had downloaded their results, and by 1 pm, 701 had done so. This compared with 672 schools downloading by 10 am in 2006 and 691 by 1 pm.

A one-page Student Result Summary was also mailed to all Higher School Certificate students to ensure they had access to their results before the end of the year.

Higher School Certificate Examination Inquiry Centre

The 2007 Higher School Certificate Examination Inquiry Centre opened to coincide with the release of Higher School Certificate results and operated for 10 days. The centre enabled students to ask questions regarding aspects of their results, including performance bands and assessment marks. There were 6261 inquiries from students across the state.

Clerical Rechecks

Students may apply for a clerical recheck of their Higher School Certificate results. The recheck is to confirm that all marks have been correctly entered on the Office’s corporate computer system. In 2007 there were 1898 course clerical rechecks of Higher School Certificate results.

Anomalous Results Inquiries

Principals may seek explanation of an individual student’s or a group’s results where the performance of the individual or group does not fall within expectations. A thorough investigation of each inquiry is undertaken by Office staff and, where appropriate, the Supervisor of Marking also reviews the case and provides feedback. Following the release of results for the 2007 Higher School Certificate, 46 principals lodged an inquiry.

Higher School Certificate Reporting and Credentialing

Students who meet all of the requirements for the Higher School Certificate receive a portfolio of credentials consisting of:

■ a testamur

■ a Record of Achievement listing all Stage 6 (Preliminary and Higher School Certificate) courses completed and, where appropriate, the results achieved

■ a Higher School Certificate Course Report for each externally examined Board Developed Course undertaken

■ a Statement of Attainment listing competencies achieved for school-delivered VET courses, if applicable

■ a Certificate for VET qualifications achieved under the AQF, if applicable.

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In 2007, 76 721 students successfully completed Preliminary courses. Details of the courses completed by each student were reported on a Record of Achievement and, where appropriate, a Statement of Attainment and AQF Certificate.

In 2007 the Higher School Certificate candidature was 66 634 of whom 62 274 received a full Higher School Certificate. Students were offered 111 different Board developed courses, including three Distinction courses, chosen from 70 subject areas, as well as a range of courses from nine Industry Curriculum Frameworks. In addition, students chose over 140 endorsed courses (including VET courses delivered through TAFE) that do not include an external examination.

Students with Special Education Needs

There were 1439 students undertaking one or more Board Developed Life Skills courses for their Higher School Certificate.

2008 Higher School Certificate Entries

■ At the end of Term 1, 2008 there were 70 113 students enrolled for at least one Higher School Certificate course.

■ 25% of students eligible for a Higher School Certificate are enrolled in at least one Extension course (note: this does not include students in VET specialist studies).

■ 26% of students eligible for a Higher School Certificate are enrolled in at least one Year 12 course from a VET Industry Curriculum Framework in 2008.

Board Delegations

Section 119 of the Education Act 1990 allows the Board to delegate the exercise of any of its functions to any person or body, including any committee of the Board. The Board of Studies has delegated a number of its functions to standing committees, special purpose panels, directors and managers in the Board’s Office, and to school principals.

Delegations are formally conferred by means of an ‘instrument’, which is a schedule that links each delegation to a specific power or function of the Board under the Act. The schedule also identifies the particular persons or groups who are to exercise each delegation.

During the reporting period, the Board updated its Instrument of Delegation to take account of changes to the Education Act and Regulations since the last schedule was published in February 2001. The revision also reflected recent changes to roles and responsibilities within the Board’s Office.

Assessment, Certification and Examination (ACE) Manual

The Assessment, Certification and Examination (ACE) Manual describes rules and procedures for the School Certificate and Higher School Certificate. It is produced by the Office of the Board of Studies to inform principals, teachers, parents and students of the requirements for these awards.

The ACE Manual is reviewed periodically to reflect any changes in School Certificate and Higher School Certificate rules and procedures and to ensure that the information it contains is up to date. An electronic copy of the ACE Manual is available on the Board’s website at www.boardofstudies.nsw.edu.au/manuals/acemanual.htm

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Goal 3

Compliance with registration and accreditation requirements by nongovernment schools and systems

Under the Education Act 1990, the Board of Studies is responsible for:

■ providing advice and making recommendations to the Minister for Education and Training about the registration of non-government schools – that is, granting permission for schools to operate

■ accrediting registered non-government schools – that is, granting permission for schools to present candidates for the School Certificate and/or Higher School Certificate

■ providing advice to the Minister about proposals from groups of schools to form registration systems – that is, granting permission for the formation of a system of non-government schools under the Act

■ monitoring compliance of registration systems with the requirements of the Act and providing advice to the Minister regarding the monitoring procedures of registration systems.

Key Result Area 3.1

Supporting, monitoring and advising on the implementation of the 2004 amendments to the Education Act relevant to the Board’s functions arising from the Grimshaw Review of Non-government Schools in NSW


Effectiveness of the revised procedures The annual survey of principals of non-government schools was completed and for the registration and accreditation of survey responses informed the implementation of the 2008 Registration Program. non-government schools evaluated. Following consultation with non-government school stakeholders a new policy on

the random monitoring of schools was approved by the Board for implementation in 2008.

Effectiveness of the revised The administration of the Home Schooling Program was evaluated through an requirements for home schooling audit of processes in August 2007. The audit report confirmed the compliance of arising evaluated. the Board program.


Supporting, monitoring and advising on the implementation of the 2004 amendments to the Education Act relevant to the Board’s functions arising from the Grimshaw Review of Non-government Schools in NSW

Registration and accreditation of non-government schools

The major purpose of registration is to ensure that the requirements of the Education Act 1990 are being met. The purpose of accreditation is to satisfy the Board that the requirements for the School Certificate and/or Higher School Certificate are being met.

Non-government schools may be registered either as individual schools or as members of an approved registration system. A registration system is responsible for ensuring its member schools comply with the Act. There are currently 13 registration systems in New South Wales, comprising schools administered by the 11 Catholic Education Offices, the Seventh-Day Adventist Church and Christian Schools Australia. The Board

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monitors the processes used by registration systems on an annual basis, to ensure that member schools comply with the Act.

Categories of registration include ‘primary education’, ‘secondary education’, or ‘education of a kind, or for children of a kind as prescribed by the regulations under the Act’. The Board’s Registration Committee, under delegation from the Board of Studies, makes recommendations to the Minister for Education and Training on the registration of non-government schools, on the basis of school inspections or through the advice of the registration systems.

The Board of Studies grants accreditation to schools where the requirements are being met to provide courses of study to their students to enable eligibility for the School Certificate and/or Higher School Certificate. The Board also grants recognition to overseas schools where the requirements are met to provide courses of study to their students to enable eligibility for the NSW School Certificate and/or Higher School Certificate.

Operationalising enhanced registration requirements

In 2007–2008, the third full year of implementing the new, enhanced registration requirements, processes were refined in a number of areas including the briefing of schools and registration systems, management of the documentation received with applications, professional development of inspection teams and the management of specific projects such as the review of annual school reports.

Additionally, refinements have been made to the Board’s website facilities with regard to registration. An increasing number of schools and school systems are using RANGS Online to communicate electronically with the Board in making notifications, applications and submitting annual school reports.

During 2007–2008, the Board consulted with schools and systems on a number of registration matters including monitoring processes and the secondary employment of teachers in the tutoring industry.

The Board updated its registration manuals with revisions available on the Board of Studies website.

Briefing of registration systems and individual schools

Briefings for registration systems were held in November 2007 and March 2008. Representatives from each non-government school registration system engaged with topics such as:

■ issues arising from the monitoring of member schools

■ Board of Studies curriculum requirements

■ proposed amendments to registration manuals

■ State and National curriculum initiatives

■ Changes to RANGS Online

■ Good character requirements

■ School attendance requirements

■ Assessment Resource Centre (ARC) developments

■ Implementation of All My Own Work program

■ Monitoring processes.

The briefings also provided opportunities for the systems to share examples of their work in monitoring the compliance of their schools.

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With regard to individual non-government schools with registration expiring in 2008, the Office participated in briefings conducted in 2007 in a range of metropolitan and country centres. The sessions explored the registration and accreditation requirements, the application process and the documentation required to support an application. The briefings also provided a further opportunity to encourage schools to apply for renewal of registration using the online process.

Managing the curriculum documentation received with applications

The 2008 KLA Review was held during April. The review assessed the curriculum documentation submitted by schools participating in the registration program in 2008.

Experienced teachers reviewed the curriculum documentation to assess compliance with the requirements of the Board’s syllabuses and registration manual. The use of newly developed proformas and procedures led to streamlining the operation. The detailed information and comments resulting from the review assist the registration process.

Professional development of inspection teams

During 2007–2008 inspectors participated in an ongoing program of training covering such areas as:

■ requirements for Boarding Schools

■ amendments to the manual

■ working with systems

■ Institute of Teachers requirements

■ pedagogies and school affiliations.

Inspection Teams

During 2007–2008 the Office continued to use of a pool of experienced casual officers with expertise in curriculum areas to supplement inspection teams.

Annual school reports

In July 2007 all non-government schools disclosed publicly and submitted to the Board an annual report for the 2006 school year. The reports were submitted in electronic form using the Board’s online facility RANGS Online.

The reports for the 2006 school year reflected the expanded annual reporting requirements that became effective during that year. The new requirements increased the scope of the reports to include additional measures such as student performance data, student and teacher attendance, information about parent, student and teacher satisfaction and initiatives to promote respect and responsibility.

RANGS Online

The Board’s RANGS Online facility has developed single integrated application and notification forms. The developments allow schools and registration systems to generate a form that is relevant to particular contexts. These changes have streamlined the application and notification process and enhanced the user-friendliness of the facility for schools and registration systems.

During 2007 and 2008 the frequency of using RANGS Online has increased significantly.

Impact of DDA on registration

In June 2007 the Minister for Education and Training approved amendments to the registration manuals with regard to the Disability Discrimination Act 1992 and the Disability Standards for Education.

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The amendments require a non-government school to confirm that it has policies and procedures to meet the requirements of the Disability Discrimination Act 1992 in terms of the school’s buildings and premises including any boarding buildings and premises. A non-government school is also required to notify the Board if, following an investigation by a relevant agency or authority, the school is formally notified in writing by that agency or authority of an alleged breach by the school of the Disability Discrimination Act 1992.

These amendments became effective with the publication of Board Bulletin Vol 16 No 3, Official Notice BOS 42/07, August 2007.

Enhanced registration requirements – good character

The Education Act 1990 requires that persons responsible for the management and operation of nongovernment schools be of good character. This requirement is detailed in section 3.9.1 of the Registered and Accredited Individual Non-government Schools (NSW) Manual and section 5.9.1 of the Registration Systems and Member Non-government Schools (NSW) Manual.

Following a review of this requirement, the manuals were revised with regard to the ‘good character’ requirement and contemporary regulatory practice. The revised text expresses more explicitly the meaning of ‘good character’ providing a guide for schools.

These amendments became effective with the publication of Board Bulletin Vol 16 No 4, Official Notice BOS 56/07, October 2007.

Education Regulation 2007

In September 2007 the Education Regulation 2007 (the Regulation) came into force.

The Regulation provides for the Board of Studies to publish its rules on the Board of Studies website. With regard to registration, the rules are published in the web version of the registration manuals. Any changes to the manuals are published in the Official Notices of the Board Bulletin on the Board’s website.

The Regulation also impacts on registration by requiring a non-government school to notify the Board of Studies should it close or cease operating, that is, cease to have students enrolled in the Years of schooling for which the school is registered, or cease to deliver courses of study for which the school is registered. Notification must be given within one month of closing or ceasing to operate.

These amendments became effective with the publication of Board Bulletin Vol 17 No 1, Official Notice BOS 14/08, March 2008.

Registration Statistics

In 2007–2008 the Board’s Registration Committee, under delegation from the Board of Studies, made the following recommendations in relation to registration.

A total of 82 individual non-government schools were recommended for renewal of registration. This total comprised 15 primary schools, 19 secondary schools and 40 schools providing both primary and secondary education. The registrations of two schools providing both primary and secondary education were renewed for primary Years of schooling only. Nine secondary schools or schools offering both primary and secondary education sought registration only. Seven schools were recommended for registration as schools of a kind or for children of a kind. Recommendations for registration for Years of schooling were made for specific campuses of each school of a kind. Four of these recommendations were for secondary Years of schooling.

One school was recommended for exemption from registration.

Extensions of registration under Section 55 of the Education Act 1990 were granted to four individual schools. This total comprised two primary schools, one secondary school and one school providing both primary and secondary education.

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Three individual primary schools, four individual secondary schools and 13 schools providing both primary and secondary education were granted initial registration for new Years of schooling.

Initial registration of eight new schools to commence in 2008 was recommended.

New campuses were registered for 13 individual schools, including two schools that each opened two new campuses.

Five of the schools recommended for registration as schools of a kind or for children of a kind were also recognised as Special Schools. In total, five individual schools were recognised as Special Schools. Two schools were recognised as Special Assistance Schools.

Of the 63 secondary schools and schools providing primary and secondary education recommended for renewal of registration, nine did not seek renewal of accreditation for the School Certificate. Renewal of accreditation for the School Certificate was recommended for 44 schools and for the Higher School Certificate for 47 schools.

One registered school with continuing registration was recommended for initial accreditation for the Higher School Certificate. Five recommendations for the School Certificate and three recommendations for the Higher School Certificate were made for schools that had new Years of schooling. Six schools with new Years of schooling did not seek School Certificate accreditation as these schools had continuing accreditation for this award.

It should be noted that for two campuses of the schools of a kind, or for children of a kind recommended for registration, accreditation was recommended for the School Certificate. Accreditation for the Higher School Certificate was also recommended for two campuses.

Extension of accreditation under section 87 of the Education Act 1990 was recommended for one individual school.

Monitoring of specific registration requirements and/or the teaching of courses leading to the award of the Higher School Certificate was recommended for 23 schools in 2008 and two schools in 2009.

Two individual schools amalgamated and one school and a campus of a school closed in 2007–2008.

In relation to schools that are members of a registration system, the Registration Committee in 2007–2008 recommended renewal of registration for all schools from the Archdiocese of Sydney, Diocese of Broken Bay and Diocese of Wollongong registration systems. In all, renewals were recommended for 191 primary schools and 48 secondary schools. Registration was recommended for a further 15 schools providing schooling in both primary and secondary years. Initial registration was recommended for four primary, three secondary school and nine schools providing schooling in both primary and secondary years for new years of schooling.

Renewal of School Certificate accreditation was recommended for 63 schools. The renewal of Higher School Certificate accreditation was recommended for 50 schools.

For schools with new Years of schooling, initial accreditation for the School Certificate was recommended for one school and four schools received recommendations for initial accreditation for the Higher School Certificate.

Extension of Registration under Section 55 under the Education Act 1990 and extension of accreditation under section 87 of the Act were granted to one school in a registration system.

The campus of one school closed.

One additional overseas school was recognised to present candidates for the award of the Higher School Certificate.

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Individual Non-government Schools

Recommendations for registration (5 years)

Primary schools 15

Secondary Schools 19

Schools providing both primary and secondary education 40

Schools of a kind, or for children of a kind 7

School seeking exemption from registration 1

Total number of schools 82

Recommendations for initial registration for new Years of schooling (1 year)

Primary schools 3

Secondary Schools 4


Recommendations for extension of registration under section 55 of the Act (up to 1 year)

Primary schools 2

Secondary Schools 1


Schools recognised by the Minister as Special Schools (for period of Registration) 5

Schools recognised by the Minister as Special Assistance Schools (for period of Registration) 3

New schools recommended for initial registration (1 year) 8

New campuses registered for period of schools’ registration 13

Individual school closures in 2007–2008 1

Recommendations for accreditation (5 years)

Courses leading to the award of the School Certificate 44

Courses leading to the award of the Higher School Certificate 47


Recommendations for initial accreditation for new Years of schooling (1 year)




Recommendations for extension of accreditation under section 87 of the Act (up to 1 year)


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1


Courses leading to the award of the Higher School Certificate

Recommendations for monitoring in 2008 23

Recommendations for monitoring in 2009 2

Non-government Systems’ Schools

Recommendations for registration (5 years)

Primary schools 191

Secondary Schools 48



Recommendations for initial registration for new Years of schooling (1 year)

Primary schools 4

Secondary Schools 3


Recommendations for extension of registration under section 55 of the Act (up to 1 year)


New schools recommended for initial registration (1 year) 1

Systems’ campus closures in 2007–2008 1

Recommendations for accreditation (5 years)



Recommendations for initial accreditation for new Years of schooling (1 year)




Recommendations for extension of accreditation under section 87 of the Act (up to 1 year)


Recognition of overseas schools in 2007–2008

For courses leading to the award of the Higher School Certificate 1

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Complaints Investigated by Board Officers

The Registration Committee considered reports relating to investigation of 10 complaints regarding nongovernment schools. Only complaints that are relevant to the requirements of registration are investigated by the Board.

Complaints

Number of individual schools for which complaints lodged 10

Number of systems/member schools for which complaints lodged 2

Issues No of complaints by Issue*

Governance

Teaching staff

Curriculum 2

Safe and supportive environment 8

Premises and buildings

Facilities

Discipline 2

Management and operation of the school 2

Educational and financial reporting

Complaints handling 1

Investigations completed 11

Investigations ongoing 1

No of complaints substantiated 0

* For some schools complaints addressed more than one issue.

Home Schooling

Part 7, Division 6 of the Education Act 1990 provides for parents to home school their children. Authorised Persons assess applications and provide recommendations to the Minister for Education and Training. At the conclusion of the reporting period, there were 1703 students registered for home schooling from 1016 families.

Part 7, Division 7 of the Act provides for exemption from registration for home schooling on religious grounds. At the end of 2007–2008, exemption had been granted by the Minister to 99 students from 50 families.

The Board’s Authorised Persons participated in two professional development conferences designed to promote enhanced understanding of home schooling approaches and consistency of judgement in assessing applications.

Administrative Decisions Tribunal

The Administrative Decisions Tribunal (ADT) hears applications for review of recommendations by the Board to the Minister that a non-government school not be registered, decisions by the Board that a nongovernment school not be accredited, and recommendations to the Minister by an Authorised Person that a child not be registered for home schooling. There were no such applications for review lodged.

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Key Result Area 3.2

Reviewing and advising on policy issues in relation to the establishment and registration of non-government schools

Targeted Outcomes Status as at June 30 2008

Impact of secondary employment in the tutoring industry investigated.

Discussions were held in late 2007 with the principals of a range of independent non-government schools to update them on the ICAC Report’s Recommendations relating specifically to teacher employment and to obtain information regarding their current employment policies, practices and contracts. A consultation report with policy options relating to revised accreditation processes, where necessary, will be developed and submitted to the Board in 2008.

Registration requirements related to the Disability Discrimination Act published and implemented.

The relevant non-government school registration application forms and manuals were updated to include relevant requirements of the Disability Discrimination Act. These changes were approved by the Board at its October 2007 meeting and were published in November 2007 for immediate implementation.

New requirements for annual school reporting reviewed.

New requirements for annual school reporting by non-government schools were implemented in 2006. In 2007 the Board reviewed the school reports incorporating the new requirements and developed and published advice to assist schools with the annual reporting process.

Enhanced registration requirements related to good character published and implemented.

Enhanced registration requirements were finalised and the relevant Board manuals were updated online and communicated to schools in the Board Bulletin.

Consultation with DOCS in relation to regulation of preschools on school sites undertaken.

In 2007 a senior Board officer met with DOCS staff responsible for the regulation of preschools in order to clarify the respective roles of the Board and DOCS for preschools on school sites. The Board does not have statutory responsibility in relation to the regulation of preschools on school sites.

Consultation with VETAB regarding registration requirements for schools accredited by the Commonwealth Register of Institutions and Courses for

In 2007 a senior Board officer met with VETAB staff to clarify aspects of the respective roles of the Board and VETAB regarding registration requirements for schools accredited by the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). A process for providing information and notifying

Overseas Students (CRICOS) undertaken. changes to the registration status in schools was established.


Reviewing and advising on policy issues in relation to the establishment and registration of nongovernment schools

Following consultation in 2006, 2007 and 2008 with representatives from the non-government schooling sector, a new program for monitoring non-government schools has been approved by the Board for implementation during 2008.

An overview of the monitoring program was published in Board Bulletin Vol 17 No 1, Official Notice BOS 18/08, March 2008.

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Goal 4

Policies and practices that reflect contemporary national and international best practice and research in curriculum, assessment, registration and accreditation

In order to exercise its functions in delivering curriculum, assessment and credentials to students, and in the registration of non-government schools, the Board needs to ensure that its policies and practices are underpinned by contemporary pedagogical research and international best practice in the development and delivery of its functions. The Board identifies areas for specific research that support the delivery of its core programs, within the resources available for education in NSW schools.

Key Result Area 4.1

Monitoring and advising on emerging Federal and State curriculum, assessment and reporting requirements


Developments in national curriculum monitored and its relevance for NSW assessed.

The Board has met the process of compliance endorsed by MCEETYA for the implementation of the Statements of Learning by 1 January 2008. The Board is continuing to monitor developments in national curriculum, and is working with the AESOC Working Party on Senior Secondary Reporting and National Curricula in the development of Year 12 subject achievement standards.

Future directions and initiatives in curriculum development informed by analysis of national and international research into teaching, learning, assessment and reporting.

The Board is continuing to monitor and review national and international research in teaching, learning, assessment and reporting. As part of the review of the K–6 Science and Technology and Stage 6 Mathematics syllabuses expert advisory groups have been formed. These groups, comprising academics and other experts with national credibility, advise the Office and the Board on matters in relation to best practice for both primary and secondary curriculum nationally and internationally.

Development of national testing programs monitored and their relevance for NSW assessed.

In 2007 the Commonwealth, states and territories agreed to the introduction of annual national tests in reading, writing, spelling and numeracy for Years 3, 5, 7 and 9. The new national tests were conducted for the first time in May 2008 and replaced the existing NSW basic skills tests for Years 3, 5, 7 and 8 previously conducted by the NSW Department of Education and Training. The Board’s School Certificate and Higher School Certificate examination programs remain unaffected by the introduction of the new national tests.


Monitoring and advising on emerging Federal and State curriculum, assessment and reporting requirements

The Board continued to monitor national and international developments and research findings in education. Major developments included the establishment of an interim National Curriculum Board and associated work towards developing a national curriculum in English, mathematics, the sciences and history from Kindergarten to Year 12, the implementation of national testing programs for Years 3, 5, 7 and 9, and implementation of the new

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NSW K–10 Standards Framework and associated common grade scale to support NSW teachers in their reporting of students’ achievement of standards to parents. Communication and liaison with the NSW education community were also further strengthened. (Refer Section 4.4 for detail regarding Interim National Curriculum Board.)

Implementation of National Statements of Learning

In 2006 Ministers from all states and territories approved the Statements of Learning in Mathematics, Science, Civics and Citizenship and Information and Communication Technologies (ICT). The Board has mapped each statement of Learning in English, Mathematics, Science, Civics and Citizenship and ICT to an outcome in Board developed syllabuses. The Statements of Learning are incorporated in the relevant NSW curriculum.

The NSW Minister has advised the Federal Minister that NSW met the process of compliance endorsed by MCEETYA for the implementation of the Statements of Learning by 1 January 2008.

Key Result Area 4.2

Collecting, analysing and evaluating relevant information, particularly student participation and performance data, to inform Board activities and policy directions


Secondary school retention and Data was collected and analysed to inform a range of policy options developed outcomes data, including participation for the Board’s consideration. Investigations included analysis of Higher School and performance for particular groups Certificate participation of students who undertook the Stage 5 VET trial courses, of students such as Indigenous and analysis of the patterns of study of students undertaking Life Skills courses in low-SES groups, analysed and policy Stages 5 and 6, analysis of HSC student attainment of VET qualifications as part of options developed and implemented their programs of study, and participation and performance trends of Aboriginal as appropriate. students.

Finding from the evaluation of the An evaluation of the outcomes of the standards-setting process for the 2007 HSC Board’s standards-setting process and SC was undertaken and a report provided to the Board in April 2008. The implemented. Board agreed to a number of recommendations made by the HSC Consultative

Committee for implementation in 2009.

Results of the exit survey of 2006 HSC The Board considered an evaluation report in March 2007 and recommended students analysed and a report enhancements to the online survey for the 2007 HSC which was implemented in submitted to the Board. November 2007. The responses were collated and a detailed analysis of students’

participation and feedback was considered by the Board in March 2008. The Revised exit survey for 2007 HSC Board’s online HSC student survey has now been incorporated into the annual students developed and implemented. HSC program.

Analysis of data relating to students The numbers and patterns of enrolment in HSC Preliminary courses across all enrolled in Preliminary courses without schools for students who do not hold a NSW School Certificate were analysed and holding the NSW School Certificate a report was prepared and submitted to senior Board officers as part of the undertaken. Board’s ongoing program of research and monitoring of students’ participation

and performance in the School Certificate and HSC programs.

K–6 performance data analysed. A cross-sectoral focus group comprising an identified representative sample of primary schools across NSW was formed to provide advice and feedback to the Board’s Primary Curriculum Unit as part of the K–6 Science and Technology syllabus development project.

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Collecting, analysing and evaluating relevant information, particularly student participation and performance data, to inform Board activities and policy directions

Detailed analyses of student participation and performance data are systematically undertaken at key points each year, including:

■ Term 1 Preliminary and Higher School Certificate Entries: An analysis of entries in Preliminary and Higher School Certificate course entries at the end of Term 1 is presented to the May meeting of the Board each year. This report provides an early indication of entry trends.

■ Commencement of Examinations: The annual Media Guide incorporates extensive statistical data on the Higher School Certificate and School Certificate programs.

■ Release of Results: A comprehensive analysis of participation and performance data is prepared for the Minister and senior personnel from school sector authorities at the time of the release of Higher School Certificate results in December.

■ Minister’s Report to Parliament: Section 18A(3) of the Education Act 1990 requires the Minister to report to Parliament annually on the effectiveness of schooling by providing detailed information about the results of the public examinations of the previous calendar year. The Minister’s Report to Parliament is tabled on or near the last sitting day of the calendar year and includes details of participation and performance trends in the Higher School Certificate and School Certificate.

■ An Exit survey was developed and trialled with the 2006 Higher School Certificate student cohort, with results analysed and reported to the Board. Following a review of the 2006 trial, a revised Exit Survey was made available to the 2007 Higher School Certificate cohort

In addition to these regular reports, other investigations are undertaken in areas of particular interest.

Analysis of responses to the 2007 HSC Student Survey

A revised student survey was implemented for students who completed the 2007 Higher School Certificate, following a trial survey in 2006. The 2007 student survey was available to students through the eBOS Students Online service after the HSC examinations and before students received their results.

The survey asked students about how useful they found the resources developed by the Board, about their understanding of ethical scholarship, how challenging and relevant they found each of their HSC courses, and how they felt about the assessment program, including the examinations.

Over 800 students responded to the survey. Their responses identified the resources that students found most valuable for their study were those available online, particularly the past examination papers and the HSC Test Yourself Multiple Choice Quiz, and indicated that the courses they studied were challenging and relevant, with a fair assessment program. The responses will inform the development and delivery of resources to students, and will also form a component of the consultation process for syllabus and examination evaluation.

Course Enrolments

An analysis of participation for School Certificate, Preliminary and Higher School Certificate courses is undertaken as a component of the annual syllabus evaluation program, with reports presented to the Board for each curriculum area throughout the year. The participation statistics include individual course completions, retention from the Preliminary to the HSC course, and the proportion of the total cohort completing courses in each curriculum area.

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Two Ways Together

An analysis of the participation, performance and retention rates of Aboriginal students for the School Certificate and Higher School Certificate awards was undertaken and included in the Education chapter of the Two Ways Together report published biannually by the Department of Aboriginal Affairs.

Key Result Area 4.3

Identifying, developing and applying innovations in information and communication technologies to teaching, learning, assessment and reporting

Targeted Outcomes Status as at June 30 2008

Online testing and assessment strategies and systems further developed and trialled.

Online testing and assessment strategies were further developed in the 2007 Computing Skills test. Online marking of General Mathematics was also trialled in 2007. The trial of online marking of Higher School Certificate courses will be expanded in 2008–2009.

Further research activities related to the applications of information technologies to testing undertaken.

Further research activities related to the applications of information technologies to testing were undertaken in the delivery of special provisions, in marker reliability and in the use of computers by test-takers. In 2007 a successful small-scale trial of the delivery and on-screen marking of School Certificate English and Australian History and Australian Geography questions was conducted. A pilot project using laptop computers in the HSC Oral Examinations for Modern Greek, Chinese Beginners and Modern Hebrew is under way for the 2008 examinations.

Innovations in ICT applied to the development of syllabus support materials and resources.

Targeted, syllabus-specific content, is integrated into the new NSW School Curriculum site (eSyllabus project). Users are able to directly access related support material and other resources from the location of the syllabus. This innovative approach provides the user with benefits such as time-savings and exposure to a wide range of targeted resources as identified by experts, as well as adding value to the syllabus documents.

Innovations in ICT applications used to deliver online special provisions where applicable.

A Special Provisions format of the online Computing Skills test was successfully delivered for eligible students as part of the 2007 School Certificate tests program. The Office of the Board of Studies worked with Vision Australia to develop questions that are applicable to students who are blind or have severe vision impairment, and also developed a format of the test that allowed students to use screen-editing software to access the questions.

The eSyllabus project developed in consultation with key groups and syllabuses published on the Board’s website.

Syllabuses in Stage 6 English, Stage 6 Business Studies and Stages 4 and 5 English and History were converted into a new syllabus format and published in June 2008. Consultation on the revised syllabus format was carried out in Term 2, 2008. Work on the conversion of further syllabuses is continuing.

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Identifying, developing and applying innovations in information and communication technologies to teaching, learning, assessment and reporting

eSyllabus Project

The purpose of this project is to transform the Board’s syllabuses from static downloadable files to a web page format. This allows each course to be presented with links to assessment advice, curriculum support, Official Notices from the Board of Studies, educational sites relevant to that specific course, downloads of all course files and document history details. Consultation with teachers about the utility and ‘friendliness’ of the proposed format began in June, 2007.

Syllabuses will be transformed progressively. The first phase of the three-phase project involved Stage 6 English, Biology and Business Studies, Stages 4 and 5 English and History, Stage 4 Technology Mandatory and K–6 Mathematics syllabuses. Phase 2 will be undertaken in September 2008 and the third phase in November 2008. Following the release of each phase there will be a period of consultation with teachers from all sectors and systems.

Assessment Resource Centre (ARC) Website

The Board’s Assessment Resource Centre website was further developed and populated with work samples to assist teachers and others to better understand the Board’s curriculum standards.

The innovative website has been developed to support teachers in the assessment of students from Kindergarten through to Year 12. The Assessment Resource Centre contains resources to support quality assessment practices, presented across three areas of schooling: Years K–6, Years 7–10 and Years 11–12. It has been designed to allow for continual expansion and updating as resources are developed.

Teachers can view the Assessment Resource Centre by following the link from the home page of the Board’s website: www.boardofstudies.nsw.edu.au

Trials in online testing and assessment strategies and systems

HSC and School Certificate multiple-choice online self-testing service

Students have access to around 3750 multiple-choice questions from 29 HSC course examinations and five School Certificate tests in an online self-testing service on the Board’s website.

Between September and November 2007, students completed approximately half a million self-tests a month. As in previous years, on the night before the School Certificate English test, over 100 000 tests were completed within the eight hours until midnight.

The online multiple-choice testing system also provides the Office with a ‘test-bed’ for online eAssessment high-speed test delivery application development.

Machine-marking of objective-response items

Twenty-nine HSC examinations and all the School Certificate tests contain multiple-choice items. With the exception of the School Certificate Computing Skills test, students record their responses to these items on machine-scored answer sheets. The responses on these answer sheets are captured on the Board’s computer system using scanning technology. Apart from students who complete the Computing Skills test in pen-andpaper format, the responses for this test – which consists entirely of multiple-choice items – are entered directly on computer by the students, and are transmitted automatically to the Board’s computer for scoring.

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The Board has been introducing a wider range of objective-response items. The School Certificate Mathematics test contains five items in multiple correct/incorrect format. These are answered and scored in a similar fashion to multiple-choice items. In the School Certificate Science test there are 10 constrained response items, where students write responses consisting of one or two words (or a number) in a set of boxes. These responses are captured as text in the Board’s computer system using scanning technology and intelligent character recognition software. They can then be scored by comparing the students’ responses to a defined set of acceptable responses.

Use of computers in examinations

In mid-2007 the Board conducted a small-scale trial of tests entirely delivered and marked on computer. The tests contained items similar in style to those in the School Certificate Science and Australian History, Geography, Civics and Citizenship tests. The item types consisted of objective response questions (multiplechoice, multiple correct/incorrect, and constrained response), as well as short free response and extended response questions. Many were based on stimulus material that was presented to students on screen.

The objective response items were machine scored, while the free response items were marked using the Board’s on-screen marking application.

Approximately 500 students from nine schools took part in the trial. The trial was highly successful, and confirmed the concept that the Board’s existing components can be linked together to allow online delivery and marking of examinations.

Key Result Area 4.4

Working collaboratively with national and international agencies on areas of common interest


Work with state and national agencies The Board is currently working with other agencies on the National Reference to address national curriculum initiatives Group of Consumer and Financial Literacy. The President of the Board represents and projects. NSW on current national curriculum committees and groups.

In response to the National Curriculum Board’s invitation to submit curriculum documents considered best practice for English, Mathematics, History and the Sciences and overarching curriculum framework documents the Board of Studies has presented a comprehensive package of materials.

Collaboration with registration Senior officers of the Office of the Board participated in the November 2007 authorities in other states and ‘Annual National Meeting of Non-government School Program Managers’. This territories strengthened. provided an opportunity to share initiatives and strengthen state and national networks.

Assessment of and input to Officers of the Board have been active in this very important area. They have developments towards greater national prepared briefings and have been involved in forums associated with national consistency in curriculum, assessment bodies including the interim National Curriculum Board, ACACA, AESOC and credentialing. (Australian Education Systems Officials Committee ) and MCEETYA (Ministerial

Council on Education Employment Training and Youth Affairs).

The Leaving School in Australia – The Office of the Board has responsibility for maintaining the currency of these Year 12 State by State website and the national websites on behalf of ACACA. The websites provide valuable information Changing Secondary Schools in ‘at a glance’ about school curriculum, assessment and certification in each of the Australia Years 7 to 10 website updated states and territories. The Office reviewed the contents of the websites for on behalf of the ACACA agencies. completeness and currency in April 2008 and identified areas requiring revision.

The Office will collaborate with the ACACA authorities during the next reporting period to update the websites.

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Working collaboratively with national and international agencies on areas of common interest

National Curriculum Development

In response to the National Curriculum Board’s invitation to submit curriculum documents considered best practice for English, mathematics, history and the sciences and overarching curriculum framework documents, the Board of Studies has presented all of its Kindergarten to Year 12 English, Mathematics, History and Science syllabuses and support materials. The Board has also submitted new draft syllabuses for Mathematics in Years 11 and 12 and documents relating to the K–6 Science and Technology syllabus review.

As well as subject-specific documents the Board has sent key documents relating to the syllabus development process, the K–10 Curriculum Framework, the systematic evaluation of syllabuses, assessment in a standards-referenced framework, the development and conduct of examinations, certification procedures, and the Primary Curriculum Foundation Statements and Parents’ Guide to the NSW Primary Syllabuses.

The materials submitted reflect the strengths of the NSW curriculum and provide an opportunity for NSW to share our experience with the nation.

National AESOC Project on Standards in Senior Secondary Reporting

In the first half of 2008, the Office of the Board of Studies participated in Phase 2 of a national project run by the Australian Education Systems Officials Committee (AESOC) and administered by the Victorian Curriculum and Assessment Authority (VCAA).

Phase 1 of this project, featured in the previous annual report, investigated the possibility of each Australian state and territory working together to grade senior secondary student examination responses and projects on a single, common scale. The project included four subject areas: English, Mathematics, Chemistry and French. The purpose of Phase 2 of the project was to build on the results of Phase 1, leading to detailed subject achievement standards – descriptors and exemplars – being established. Phase 2 was also expanded to include research aimed at comparing the content of curricula in each of these subject areas across Australia.

Leaving School in Australia and Changing Schools in Australia Websites

The Office of the Board has responsibility for maintaining the currency of these national websites on behalf of the Australasian Curriculum Assessment and Certification Authorities. While the websites have been progressively updated since their establishment, the Office has recently commenced a more comprehensive review of the sites to ensure their continuing relevance to users.

Key Result Area 4.5

Benchmarking Board services and materials against national and international standards and practices


Registration procedures in relation to Senior Board and DET officers participated in national information-sharing sessions practices in other states and territories at the September 2007 ‘National Meeting of Non-government Schools Program reviewed. Managers’ held in Brisbane.

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Benchmarking Board services and materials against national and international standards and practices

During the reporting period the Board continued to work with State and National bodies to ensure that its programs embody best practice and reflect National standards. On 29 June 2007 the Board of Studies hosted a forum for all Australasian Curriculum Assessment Certification Authorities (ACACA) representatives to enable agencies to share their policies and practices related to the authentication of student work, especially in relation to take-home assessment tasks, with a view to further strengthening academic honesty and ethical scholarship. The Board’s Credit Transfer arrangements (including Advanced Standing) were reviewed in early 2008 to identify necessary updates to ensure their alignment with the Australian Qualifications Framework (AQF) and the Board’s recent Vocational Education and Training curriculum development initiatives. In March 2008 the Board of Studies hosted a one-day seminar for NSW education professionals to consider the future potential use of computers in public examinations. This was considered timely in the current educational climate where the pedagogies of e-learning are informing the development of school curriculum. Members of the Aboriginal Curriculum Unit of the Office of the Board of Studies work closely with key stakeholder bodies such as the NSW Aboriginal Education Consultative Group Inc (AECG), the Federation of Aboriginal and Torres Strait Islander Languages (FATSIL) and other regional and local bodies. The work of the Board has also been recognised through various State and National awards with a Silver Award in the NSW Premier’s Public Sector Awards 2007 for the Aboriginal Education Unit project: Building Educational Capacity of Aboriginal Communities and, in May 2008, two National awards for IT Innovation.

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Goal 5

Effective, efficient, economic and equitable management of the Office’s functions, activities and staff

This goal deals with the operations of the Office of the Board of Studies in its role of delivering the goals of the Board as defined in the Education Act 1990.

Key Result Area 5.1

Conducting research and projects to enhance the activities and meet the responsibilities of the Office


ACACA Quality Assurance evaluation Documentation of key business functions of ACACA agencies completed and procedure implemented. available to support an evaluation or audit of such functions. The decision of

when or whether to implement such an action is the responsibility of each agency.

Examination paper evaluation process An evaluation of the effectiveness of the 2007 Higher School Certificate informed by feedback from the 2007 examinations and School Certificate tests was conducted and feedback form the examinations. 2007 programs used in the development of the 2008 examinations and tests. A

report was submitted to the Board in April 2008. Marking reports from the 2007 Higher School Certificate examination programs were also analysed and feedback provided to senior Board officers in January 2008.

Knowledge and Information A Request for Tender (RFT) was issued in December 2007. Following evaluation Management System (KIMS) of the RFT responses revised system requirements are currently being developed. developed and implemented.

The research into real-time collection The trial of an online tool for the real-time production of marker reliability reports and analysis of marker reliability data using scanned marksheet data was continued in the 2007 Higher School expanded to a greater range of subjects. Certificate marking operations. The trial included Business Studies and Engineering

Studies in Newcastle; Community and Family Studies, Information Processes and Technology, Engineering Studies, Physics and Software Design and Development at Homebush; and Latin at Rosehill.

The Office’s TRIM system upgraded The Office’s records management system (TRIM) was upgraded in April 2008 and implemented. enabling digital record-keeping and enhanced functionality. Associated protocols,

procedures and staff training programs were developed and trialled with key staff across the Office of the Board during late 2007 and early 2008. The trial will be monitored and evaluated during the remainder of 2008 to inform the anticipated roll-out of the new records management system for all staff in early 2009.

Research into online collection of Specifications for an online application for Special Provisions were developed. Special Provisions applications scoped and planned for the SC and HSC.

HSC Advice Line Program evaluated A report on the evaluation of the HSC Advice Line Program, with appropriate and a report with recommendations, recommendations, was submitted to the February 2008 Board meeting. The where necessary, submitted to the Board provided advice to the Minister and then agreed, at its June 2008 meeting, Board. to a more focused service in 2008. This will be supplemented by an enhanced

Student Online advisory service.

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Conducting research and projects to enhance the activities and meet the responsibilities of the Office

Onscreen marking for Higher School Certificate Mathematics examination

Onscreen marking provides markers with access to electronic images of student responses delivered via the internet. Two trials of onscreen marking in General Mathematics have been successfully undertaken, one in 2006 and one in the early part of 2007. The onscreen marking application is now ready for implementation, with features to accommodate briefing, training, pilot marking and quality assurance provisions. As a pilot, two questions from the 2008 General Mathematics Higher School Certificate Examination will be marked on screen, and a trial in Information Processes and Technology was undertaken in Term 2, 2008. Meanwhile work continues in developing functions for double marking and discrepancy resolution with a view to further implementation of onscreen marking in 2009 and beyond.

Key Result Area 5.2

Identifying and applying best-practice standards in service delivery support


Plans arising from government Savings targets flagged for the reporting period were achieved. The Office’s Results management reforms and savings and Services Plan was evaluated and re-aligned with the NSW State Plan. The strategies developed and implemented. Office’s Efficiency Improvement Plans were also developed and implemented.

New salary awards negotiated in line A salary awards negotiation strategy has been developed in accordance with the with government policy. government’s NSW Public Sector Wages Policy.

The Office’s Results and Services Plan The Office’s Results and Services Logic Framework and associated Results and evaluated and revised against Treasury Services Plan were comprehensively reviewed in late 2007 in line with Treasury requirements. recommendations and the NSW State Plan. A revised Logic Framework

incorporating stronger ‘cause and effect’ links between key services and outcomes was subsequently developed and approved. An updated 2008/09 Results and Services Plan based on the revised Logic Framework was finalised in March 2008.

The 2007/2008 – 2010/2011 Budget Budget negotiations with Treasury and the Office’s senior management were Strategy and Workforce Plan successfully concluded. The Office’s four-year rolling Workforce Plans were implemented and refined. implemented with appropriate consultation and further work was undertaken on

the Office’s Staff Training and Development Plan with a focus on performance recognition and career development.

The Office’s IM&T strategic plan actions The Office’s Information Management and Technology Committee effectively implemented. implemented identified actions from the Information Management and

Technology Strategic Plan (2006/07–2009/10).

Improvements to the Office’s The Office’s 2004/05–2007/08 Information and Communication Technology (ICT) information and communications Infrastructure Project was implemented on schedule and within budget. technology infrastructure continued.

The Office’s existing and emerging Statutory and central agency requirements were met. These were informed by corporate governance responsibilities timely and effective legal advice and services. met.

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Corporate information system implemented and refined.

Following evaluation of the Request for Tender responses revised system requirements are currently being developed.

The Office’s revised OH&S programs implemented and Public Sector OH&S and Injury Management Strategy targets achieved.

Implementation of key strategies for the achievement of OH&S and injury management core performance indicators is ongoing.

The 2008/2009 – 2011/2012 Infrastructure Plan developed.

The Office’s 2008/09–2011/2012 ICT Infrastructure Plan was developed.


Identifying and applying best-practice standards in service delivery support

Information Security

The Office maintained its certification to the ISO/IEC 27001:2005 standard within the Assessment and Reporting Branch’s Test Development Unit in 2007 and is currently expanding the ISMS implementation for the Information Services branch. Certification to the standard by SAI-Global provides assurance to the Office’s stakeholders of its commitment to security and complies with NSW Office of the Premier and Cabinet requirements for information security.

Online Transactional Services

The Office has continued to enhance and expand its online service delivery via its eBOS suite of online services.

ESD Service Description

eBOS Schools Online eBOS Schools Online is a service that allows school principals and selected school staff to view and maintain information held by the Board about their school and students. More than 1000 principals, teachers and school administration staff are now registered users of eBOS Schools Online.

The Board developed and introduced a compulsory new online program in good scholarship and ethical practices for senior secondary students, titled HSC: All My Own Work. The online certification and certification tracking functionality of the program allows school principals to certify that students have satisfactorily completed the material contained in the AMOW program before commencing their Higher School Certificate program of study. Completion of the program or its equivalent is a mandatory eligibility requirement for all candidates entering Higher School Certificate courses from 2008.

eBOS Shop Online The eBOS Shop Online service provides access to all the Office’s products with advice on ‘What’s Hot’, where each month new products and special offers are highlighted.

The service can be accessed from the Board of Studies website www.boardofstudies.nsw.edu.au or directly at http://shop.bos.nsw.edu.au

eBOS Authorities Online eBOS Authorities Online is a service that allows Education Authorities and Systems to view entry and statistical information held by the Board about schools under their management.

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This access to information has improved the Education Authorities’ and Systems’ ability to respond to and plan for government initiatives in education and has facilitated the planning of the development and maintenance of schools in their area.

eBOS RANGS Online The Board of Studies is responsible for providing advice and making recommendations to the Minister for Education and Training about the registration of non-government schools and for making decisions about the accreditation of non-government schools to present candidates for the School Certificate and Higher School Certificate.

The eBOS Registration and Accreditation of Non-Government Schools (RANGS) online service provides information about the requirements for registration and accreditation and the registration and accreditation process. Non-government schools and registration systems can use the service to:

■ view school details

■ view system details

■ select, complete and submit forms

■ submit annual school reports

■ view previously submitted forms and/or annual school reports.

eBOS VCS Online eBOS VCS Online is the Office’s Vocational Education and Training (VET) Credentialing System that allows education systems to view entry and completion information held by the Board about VET in Schools programs required for mandatory reporting and VET management purposes. The service includes a TAFE – Office of the Board of Studies link, which provides electronic communication between TAFE and the Office of the Board of Studies systems, allowing the transfer of information regarding student participation and performance in TAFE-delivered VET (TVET) and VET courses. The eBOS VCS Online service allows greater authentication and validation for both the TAFE and OBOS systems regarding VET enrolments, competency achievement and qualification attainment.

eBOS Markers Online eBOS Markers Online is a service that allows School Certificate and Higher School Certificate marking and Higher School Certificate Advice Line applicants to apply online and maintain personal details, also online.

eBOS Students Online eBOS Students Online is a service that allows Higher School Certificate students to check important dates and view and change information held by the Board about their HSC enrolment, including their HSC enrolment details, personal HSC written examination timetable, personalised HSC Advice Line timetable and their Assessment Rank Order Notice. A new version of Students Online was released in June 2008. Additional features now allow students to use the site as their ‘study centre’. Students may:

■ view syllabuses, HSC exam papers, marking guidelines, past student essays

■ self-test on HSC multiple-choice questions

■ view their own HSC exam calendar and project submission dates

■ add links to other useful HSC websites

■ view an extensive list of Frequently Asked Questions

■ view important documents, eg HSC Rules and Procedures

eBOS RTOs Online eBOS RTOs online is a service that allows Registered Training Organisations (RTOs) to view entry and completion information held by the Board about Vocational Education and Training (VET) in Schools programs managed by the RTO.

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New projects

Application modernisation

The Office has initiated a project aimed at modernising its core business applications through the use of a Rapid Application Modernisation tool, which not only provides presentation enhancements but also automatically generates navigation and organisation components and streamlines business processes into a consolidated application that greatly improves end user productivity. A trial with a major module of the Office’s Examinations System is currently under way and consideration is being given to expanding the project to other modules.

Information Management and Technology (IM&T) Strategic Plan

The IM&T Strategic Plan was developed in 2006 and includes a number of projects for implementation during the period 2006–2010.

■ Web services have been expanded to automate the transfer of data for results delivery through IVR and SMS.

■ Access to the Office desktop and web mail facilities via the internet.

■ Piloting of onscreen marking and use of computers in examinations delivery.

■ Expansion of SMS services for marker appointments and pay advice.

■ Development and implementation of a standard operating environment for computing.

■ Expansion of barcode scanning to include parcel tracing during the Higher School Certificate examinations.

■ Establishment of computing services at the consolidated warehouse in North Rocks.

■ Establishment of more secure processes such as sanitisation of hardware, penetration testing and enhancing content filtering systems.

ICT Infrastructure Project

An ICT Infrastructure Plan was developed in 2007 based on the IM&T Strategic Plan. The ICT Infrastructure Project was established to oversee the implementation of the plan. Key deliverables of the project include replacement of the IBM mainframe computer, implementation of wireless, remote access via the Citrix Access Gateway, expansion of scanning facilities and relocation of the Data Centre to commercial facilities.

Web Partnerships

During the reporting period the Office continued its successful partnership with other organisations and industry groups to produce educational interactive multimedia products to support and promote the Board’s curriculum materials. The Office also continued the development of major educational websites in partnership with other government agencies to add to the quality of curriculum support available on the internet. In particular, through a partnership with the Commonwealth Department of Veterans’ Affairs, the Office has continued developing four educational websites, titled: Australia’s War 1939–1945, Visit Gallipoli, Australians on the Western Front 1914–1918, Australia and the Vietnam War. In planning phase is a website on South East Asia, including the Indonesian Confrontation and the Malayan Emergency.

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2007/2008 Website Developments

Visit Gallipoli www.anzacsite.gov.au

This website, Winner of the national 2001 ‘Best Educational Website’ award in the Excellence in Educational Publishing Awards by the Australian Publishers Association, is being developed in partnership with the Commonwealth Department of Veterans’ Affairs and the Office of Australian War Graves, for teachers and students of History, Geography, and other study areas.

New educational materials continue to be added to this website. The site now includes the story of the Australian Peace Ambassadors – four Australian women who travelled to Turkey in March 2008 to participate in a program of commemorative and cultural activities emphasising peace and international understanding. The very popular Australian submarine AE2 animation is now also available in Turkish.

Australia’s War 1939–1945 www.ww2australia.gov.au

This website is being developed in partnership with the Commonwealth Department of Veterans’ Affairs, for teachers and students in many subject areas. Short-listed in the national 2005 ‘Best Educational Website’ category in the Excellence in Educational Publishing Awards by the Australian Publishers Association, new educational materials continue to be added to this website.The site received more than 150 000 visitors in the 2007–08 reporting period.

In particular, in 2007, the site has a new home page that provides greater access to the many resources on the site, including new materials such as the role of the RAAF in Europe during WW2 and further information on HMAS Sydney.

Australians on the Western Front 1914–1918 An Australian journey across the First World War battlefields of France and Belgium. www.ww1westernfront.gov.au

This website is being developed in partnership with the Commonwealth Department of Veterans’ Affairs, for teachers and students in many subject areas. New educational materials continue to be added to this website. In particular, in 2007, educational materials related to the Australian Anzac service at Villers-Brettoneux in France, and many new maps were added.

Australians and the Vietnam War vietnam-war.commemoration.gov.au

This website is being developed in partnership with the Commonwealth Department of Veterans’ Affairs, for teachers and students in many subject areas. New educational materials continue to be added to this website.

In particular, in 2007, educational materials related to the 40th anniversary commemoration of Combat Fire Support Bases Coral and Balmoral 12 May – 6 June 1968 were added.

Making Multicultural Australia for the 21st Century www.multiculturalaustralia.gov.au

This website is being developed in partnership with the Multicultural Programs Unit of the Department of Education and Training and the University of Technology, Sydney for all teachers and students in many subject areas. It assists young people, parents, teachers and the wider community to find quality resources on multiculturalism and to explore new strategies to promote cultural diversity and tolerance. Updated in 2007, it provides information on the contributions that different cultural groups have made to the development of Australian society. It also covers the various views towards immigration and multiculturalism that have historically influenced government policies and programs and transformed the Australian population.

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Winner of the national 2005 ‘Best Educational Website’ award in the Excellence in Educational Publishing Awards by the Australian Publishers Association, the site also won silver in the website category at the 54th Australian Book Design Awards in 2006. In 2007, the site received a Human Rights Award from the University of Technology, Sydney, for promoting anti-racism in schools. New educational materials are continually added to this website.

Encore www.boardofstudies.nsw.edu.au/encore

Encore is jointly funded by the Office of the Board of Studies, the Department of Education and Training, and 2MBS-FM, and is updated annually. The website complements the annual Encore CDs and concerts held at the Sydney Opera House which showcase the outstanding performances and compositions by students in the Higher School Certificate examinations. It provides information about the annual requirements in NSW Higher School Certificate Music subjects. It also provides profiles of participating Encore students from the past several years, excerpts of student performances in .mp3 format, concert ticketing information and links to eBOS Shop Online for purchasing the Encore CDs.

Leaving School www.boardofstudies.nsw.edu.au/acaca

This is a mini-website, managed by the Office of the Board of Studies for ACACA (Australasian Curriculum, Assessment and Certification Authorities). The Office of the Board of Studies coordinates all the state entries and updates to the site. It summarises the types of subjects, courses and various methods of assessing and reporting student achievement in each of the eight public education systems in Australia as well as in the New Zealand system. The site also contains descriptions of the certificates and other records of achievement issued to students when they complete their senior secondary education and outlines the minimum requirements for tertiary entrance.

Changing Schools in Australia acaca.bos.nsw.edu.au

This is a mini-website, managed by the Office of the Board of Studies for ACACA (Australasian Curriculum, Assessment and Certification Authorities). The Office of the Board of Studies coordinates all the state entries and updates to the site. This site summarises the junior secondary curriculum in eight public education systems in Australia as well as in the New Zealand system. It provides an overview of the structure of the secondary system, advice and web links relating to students transferring schools, information about the junior secondary curriculum, subjects and courses, and an outline of the various methods of assessing and reporting student achievement when students complete Year 10. The information on this website is useful for students who move interstate or to or from New Zealand, people who advise secondary school students about curriculum options and career planning and employers who receive job applications from students educated in another state or territory.

AMEB Connect www.ameb.nsw.edu.au

The Office develops and manages the AMEB NSW website, which includes access to AMEB Connect.

This project uses some of the infrastructure developed for the eBOS suite of services, to allow AMEB teachers and examiners to log in to the AMEB Examination System and view enrolments, results and examination timetables for their students. They can also update their own personal details. As an online service, it is available outside regular business hours, significantly improving access to important information. It also reduces the number of routine inquiries fielded by AMEB office staff.

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Office of the Board of Studies Audit Committee

The Office’s Audit Committee is chaired by the Office’s General Manager and also comprises the Office’s Director, Assessment and Examinations and Director, Corporate Services. Committee meetings are also attended by representatives from the NSW Audit Office and the executive director of the organisation contracted to provide internal audit services to the Office (currently Walter Turnbull).

The committee meets twice yearly. Generally, the first meeting reviews and refines, as required, the Office’s three-year internal audit program and the external audit client service plan. The second meeting considers the preceding year’s internal audit reports, any current or emerging issues relevant to the external audit program and the result of any investigations or reviews undertaken outside the scope of the three-year internal audit plan.

The reports reviewed by the committee during the reporting period included those relating to: procurement and contract management; registration and accreditation of non-government schools; examinations and web services security; asset management; personnel payroll systems; and examinations development.

Staff Training and Development

During the reporting period the Office continued its program of diploma-level training in Management and Business, as part of its organisational capability development. The program is tied to the Australian Qualifications Framework. Twenty percent of officers have participated, with more than half of all participants having completed the program.

OH&S Program

During the reporting period the Office continued to implement and evaluate its OH&S Program and associated First Aid and Building Evacuation provisions.

Key Result Area 5.3

Establishing strong and effective partnerships with key education stakeholders and the broader community


Provision of data and information Negotiations with the Department of Education and Training, University between the Office and other Admissions Centre and other relevant agencies for the development of educational systems and sectors agreements for the exchange of data and information are continuing. enhanced.

Regular, systematic feedback from Structured feedback data was collected and analysed from a variety of data clients on service quality and sources, particularly through the Board’s Regional Liaison Officer Program. In the communication obtained. period July 2007 to June 2008 the Board’s Liaison Officers responded to over 7518

telephone inquiries and presented or attended 1633 information sessions, workshops or consultation meetings with parents, students, teachers, principals, education system representatives and interest groups.

Program of regular, ongoing During the reporting period, BOSLOs made extensive presentations at 1307 consultation and information-sharing meetings. They met secondary and primary teachers, parents, principals and with key groups provided and students from government and non-government sectors, as well as with overseas monitored. visitors and professional associations. More than 82 000 people attended the

meetings which provided broad professional support and specific presentations on the School Certificate, the Higher School Certificate and Kindergarten to Year 12 curriculum and assessment.

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Opportunities for involvement of Student feedback on Board policies and programs was obtained through surveys students in relevant consultation and and other data collection activities, including the Board’s online exit survey of research provided. students completing the 2007 HSC. Senior students from a range of government

and non-government schools also participated in consultation meetings with Board officers during the development of the Board’s new academic honesty and ethical scholarship ‘Standard’, which clarifies requirements and further educates students, teachers and parents about a generally acceptable level of assistance and guidance that students may access or receive when completing assessment tasks.

Evaluation of the electronic publication Evaluation of the electronic publication of the Board Bulletin is ongoing. During of the Board Bulletin implemented. 2007–2008 a new process allowing all Official Notices to be published

immediately online was implemented. Official Notices were later collated in print versions of the Board Bulletin. Print Board Bulletin issues have been limited to one per term with a maximum of eight pages. Online publication of the Official Notices has been successful and an evaluation of larger online emphasis in the publication of Board Bulletin editorial content has been implemented. Further evaluation with schools will continue in 2008 and early 2009.

Communication strategies to support A formal communication strategy approach has been employed with initiatives key Board initiatives implemented such as the new Students Online website, release of results and the launch of the and monitored. Parents’ Guide to NSW Primary Syllabuses. Broader use of communication types

for all strategies in order to reach key groups.

Regular and systematic communication Senior Board officers participated in biennial system conferences in March and strategies with non-government schools November 2007 and presented at key non-government school conferences. and registration systems implemented. Consultation on a range of Board issues affecting non-government school

registration was also undertaken with various Independent, Catholic and other school groups such as Seventh Day Adventist and Parent Controlled Christian Schools. Current issues included requirements for annual school reporting, the Disability Discrimination Act, requirements related to good character, advice for new schools and the Board’s random monitoring of schools.


Establishing strong and effective partnerships with key education stakeholders and the broader community

Communications Activities

Communication strategies supported the Board’s response to calls for a national curriculum, and for information about the mandatory 2007 School Certificate Computing Skills test, the 2007 Higher School Certificate and School Certificate programs. Information was disseminated via regular consultation meetings with peak groups, Board and external publications, conference speeches, the Board’s website and the media. Successful awards ceremonies were conducted to honour outstanding student achievement in the 2007 Higher School Certificate.

The Board received positive overall media coverage of its activities, including: NSW’s curriculum and its standards-based approach to assessing and reporting Higher School Certificate student achievement; the 2007 Higher School Certificate and School Certificate programs; exhibitions and performances of outstanding Higher School Certificate student major works; the Board’s ‘anti-plagiarism and ethical scholarship’ initiatives; the revision of Stage 6 Mathematics and K–6 Science and Technology syllabuses.

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Board of Studies Liaison Officers (BOSLOs) provide advice to schools and the wider community on Board policies, procedures and programs and disseminate information on curriculum, assessment and credentialing. BOSLOs also conduct forums and workshops on Board-related matters. BOSLOs provide schools with support in developing and presenting proposals for School Developed Courses and serve on the Board Endorsement Panel. BOSLOs operate as field officers of the Board. Ten such officers cover all schools across the state. They are based at Bathurst, Coffs Harbour, central Sydney (2), Newcastle, Parramatta (2), Wagga Wagga, Wollongong and Tamworth. Each BOSLO office has the services of a clerical officer (BOSCO). The BOSCO provides an important point of contact and service for schools and the community, especially while the BOSLO is away from the office on field visits.

During the reporting period of 2007–2008 BOSLOs participated in 1633 meetings across the state, averaging 41 meetings each week during the school year. Extensive presentations were made by the BOSLOs at 1307 of those meetings. The BOSLOs met with secondary and primary teachers, parents, principals and students from government and non-government sectors, as well as with overseas visitors and professional associations. Nearly 82 000 people attended the meetings, which provided broad professional support and specific presentations on the School Certificate, the Higher School Certificate and Kindergarten to Year 12 curriculum and assessment. Phone inquiries are also a substantial part of the BOSLOs’ communications role, and during the reporting period the Liaison Officers in total answered an average of 188 telephone calls per week over the school year. About half of the phone calls were from government schools with the remainder from nongovernment schools, other educational institutions and individuals.

Board of Studies Liaison Officers have also taken part in the Pre-employment Program for Overseas Trained Teachers conducted by the Department of Education and Training. They have made off-site presentations on the role of the Board of Studies to eight groups of teachers (comprising more than 215 teachers) who were trained overseas and wish to teach in NSW government schools.

Overseas Visitors

During 2007–2008, the work of the Board continued to attract a great deal of interest from overseas education authorities with visitors coming from Korea, Singapore, Hong Kong, China and Ireland.

In July 2007 and June 2008, delegations from the Korea Institute of Curriculum and Evaluation (KICE) visited the Board’s Office. The focus for the first visit was the Board’s curriculum review and syllabus development processes. Information provided to the group included details about the K–6 Science and Technology, Stage 6 Mathematics and Legal Studies reviews being undertaken by Curriculum Branch. The visitors were particularly interested in the timelines for curriculum review. The purpose of the visit from the second KICE delegation was to gain further information about the Higher School Certificate and, in particular, to learn about the Board’s test development process and item banking procedures.

A delegation from the Singapore Ministry of Education visited the Office in October 2007 and was given detailed information on achieving consistent standards in assessment. Of particular interest were the Board’s policies and processes for supporting consistent standards in assessment and a visit to the test development unit.

The Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HCAAVQ) is a statutory body that only came into effect on 1 October 2007 when responsibility for vocational qualifications was added to the charter of a preceding organisation. The Chairman of the HCAAVQ visited the Office in October 2007 to gain information regarding accreditation services in vocational education.

In November 2007 a delegation of 13 Chinese educators from the Tianjin Municipal Educational Admission and Examinations Authority (TAEA) spent a productive day at the Office increasing their knowledge about examination development, implementation, marking (including online assessment) and certification. Incorporated in the program was a visit to the HSC Marking Centre at Homebush Bay to view first-hand the

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marking of examinations. TAEA is among a very small number of Chinese provincial bodies that have been given the authority to conduct university entrance exams.

A second delegation from China, consisting of 26 delegates from a number of Chinese educational institutions, visited the Office on 4 December 2007. Group members were sponsored by the Chinese Education Association for International Exchange (CEAIE), a nationwide, non-governmental organisation for overseas educational exchange in the areas K–12, vocational, ethnic, special and higher education. The delegation was provided with information regarding the development of the NSW curriculum (K–12), the IT support provided for schools and links between the Board and universities.

In December 2007, the chief executive of the National Council for Curriculum and Assessment in Ireland spent two days with senior Board officers. A comprehensive program which included the Board’s syllabus development process, assessment procedures, test development, Assessment Resource Centre, standards setting and visits to primary and secondary schools, was provided.

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4 Management and Performance

The following statements of the performance of the President, Board of Studies, and of the General Manager, Office of the Board of Studies, have been authorised by the Minister for Education and Training.

Performance Statement of the President, Board of Studies

The President of the Board of Studies is a statutory office holder appointed by the Governor of NSW under the Education Act 1990.

President, Board of Studies:

Professor Gordon V Stanley, BA(Hons), PhD, FAPS, FACE

Emeritus Professor, University of Melbourne

Honorary Professor of Education, University of Sydney

Member, NSW Vocational Education and Training Accreditation Board

Member, State Library of NSW Legal Information Access Centre Advisory Board

Member, Hong Kong Council for Academic and Vocational Accreditation

Chair, National Advisory Panel, Kindergarten to Year 10 Syllabus Development Project, Government of Western Australia

Chair, National Numeracy Review, Council of Australian Governments (COAG), Human Capital Working Group

Level: SES Level 5 Period in position: (Until 22 March 2008)

Policy Advice and Support

Professor Stanley provided strong leadership and advice to the Board as it responded to national and international developments relating to the Board’s key responsibilities, including the establishment of an interim National Curriculum Board and associated work towards the development of a national curriculum from Kindergarten to Year 12, the implementation of national testing programs for Years 3, 5, 7 and 9, and implementation of the NSW K–10 Standards Framework and associated common grade scale to support NSW teachers in their reporting of students’ achievement of standards to parents. Communication and liaison with the NSW education community were also further strengthened. He worked with senior Board and Department of Education and Training officers and representatives of non-government schools education systems to ensure that there was an effective consultation process to address these issues.

Meetings also continued to be held on processes relating to the implementation of revised requirements and procedures for the registration and accreditation of non-government schools.

Professor Stanley acted to ensure closer cooperation with both government and non-government school and training sectors in the work of the Board, and in particular relating to the development of policy advice concerning the NSW Kindergarten to Year 10 Standards Framework, the development of options for vocational education in Stage 5 and the review of Board policies and procedures relating to Higher School Certificate examination specifications and assessment requirements.

To guide future Board policies and procedures relating to Higher School Certificate assessment he has also continued to oversee a review of practices to deal with issues around authenticity of student submitted

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works, academic honesty and ethical scholarship. This has involved working with Board Officers as well as having discussions with representatives from other states and territories and other stakeholders.

Ongoing research projects in collaboration with Board staff and university academics have explored new approaches in learning and assessment. Papers published from this work have led to better international understandings of the NSW education reforms here and overseas.

Significant Relationships

Professor Stanley continued developing productive and harmonious relationships with the education community. He maintained regular contact and liaison with key groups and fostered cooperation and dialogue between the various interests represented on the Board and has been an articulate advocate of the Government and Board’s education reforms and policies.

During the reporting period he continued the collaborative relationships and synergies between the Board and the NSW Institute of Teachers, the NSW Vocational Education and Training Accreditation Board, employer groups, other state and territory school education authorities and professional teacher associations. Professor Stanley was the recipient of the 2008 Meritorious Service to Public Education and Training Award for his work. His involvement as a member of the Hong Kong Council for Academic and Vocational Accreditation has provided opportunity to see our NSW work in an international context where the emphasis on quality and benchmark standards is emerging as a significant issue. His leadership of the National Advisory Panel for the Western Australian Government’s Kindergarten to Year 10 Syllabus Development Project and the National Numeracy Review for the Council of Australian Government’s Human Capital Working Group is an acknowledgement of the premier status of the NSW curriculum. There have been many visits from overseas and other state and territory agencies interested in our operations.

Strategic Outcomes

To ensure that the Board’s major strategic initiatives in Kindergarten to Year 12 curriculum and assessment were furthered and understood, Professor Stanley continued and enhanced the close liaison with schools, community groups and business groups across NSW. This involved regular meetings and visits around the state as he worked to promote teachers and community awareness of the progress of the Board’s work, especially in relation to the NSW Kindergarten to Year 10 Standards Framework and the national and international standing of the NSW Higher School Certificate.

During this reporting period Professor Stanley continued discussions with end users of the Board’s qualifications to improve their understanding of the meaning of student achievement and to encourage a more plain language approach to the Board’s communications with all stakeholders.

After 10 years as the Board’s President, Professor Stanley resigned in March 2008 to take up the position of Pearson Professor of Educational Assessment and Director of the Oxford University Centre for Educational Assessment.

Performance Statement of the General Manager, Office of the Board of Studies

The General Manager is the Department Head of the Office under the Public Sector Employment and Management Act 2002.

General Manager, Office of the Board of Studies:

Dr John L Bennett, B Math, B Ed Stud, MEd, PhD

Level: SES Level 5 Period in position: Whole year

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Management and Performance

Policy Advice and Support

Throughout the reporting period, Dr Bennett has identified and provided advice in relation to issues of strategic importance for the Minister and the Board. These matters related to curriculum and assessment, and included development of a new VET pathway to strengthen vocational education curriculum opportunities for Years 9 and 10 students, continued integration of the Computing Skills test as part of the School Certificate program, development of a consolidated package of proposals to refine the HSC examination specifications and assessment requirements, and implementation of a streamlined HSC Advice Line program, with associated expansion and enhancement of online support services for HSC students. He also provided assessment of and input into national developments in curriculum, assessment and credentialing, and analysed the potential impact of these developments on the Board’s programs.

Dr Bennett has also provided further direction in the development and trialing of a range of projects involving the use of computer technology in various areas of the Higher School Certificate (HSC) and School Certificate (SC) examination programs. The Office facilitated a one-day seminar for education professionals to consider the future potential use of computers in public examinations. The seminar was attended by approximately 80 participants comprising representatives from school systems, education interest groups and employers, nominated Principals and other identified school staff, and teachers currently involved in the Board’s e-Assessment trials. Dr Bennett also guided further consolidation of the changes to the Board’s registration and accreditation procedures and processes as a result of amendments to the Education Act 1990 arising from the recommendations of the Review of Non-government Schools in NSW (‘the Grimshaw Review’).

Significant Relationships

During the reporting period, Dr Bennett ensured the Office’s emphasis on effective support to teachers, schools and the educational sectors. This involved providing leadership to cross-sectoral committees and working parties, including those undertaking the planning and management of the pilot study into the wider availability of courses in vocational education to students in Stage 5, and the development of advice and performance standards to support the assessment and reporting of student achievement in Stages 1 to 5.

Dr Bennett continued to meet representatives of key stakeholder groups to gather views on the impact of Board policies and procedures on schools, students and parents. These meetings facilitated consultation about possible new initiatives or changes to the Board’s current approaches. The meetings also provided a forum for feedback and advice from principals, teachers and parents on ways of improving the level and quality of service provided by the Office to schools and their communities.

Dr Bennett has been actively involved in interstate and national forums, in particular in his capacity as the Office’s chief executive as a member of the Australasian Committee of Chief Executive Officers of Curriculum, Assessment and Certification Authorities (ACACA). He took a leadership role in ensuring the ACACA websites are up to date and provide key information about the programs and practices of member authorities.

Dr Bennett has furthered the Office’s international links by meeting with and providing advice to personnel from overseas curriculum and assessment authorities, highlighting major initiatives implemented in NSW in relation to the assessment of student achievement. He has also engaged the Office in a collaborative program with the South African Examinations Board to compare the standards of its examinations with those conducted in NSW.

Agency Programs

Dr Bennett’s management of the Office has ensured that the Office’s programs were completed to a high standard, on time and within budget.

As well as the effective maintenance and operation of the core curriculum, assessment, examination, credentialing and regulatory programs, a number of significant developments were also managed effectively

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over the reporting period. The monitoring and reviewing of programs to strengthen procedures and processes related to Higher School Certificate, and to minimise as far as possible the potential for unethical scholarship in the NSW Higher School Certificate have continued. Stage 6 Mathematics, Stage 6 Legal Studies and K–6 Science and Technology syllabuses are being redeveloped. Stage 6 Course Prescriptions for English, Dance, Drama and a range of language courses have been revised. Opportunities for students to undertake VET courses as part of the HSC have been expanded, including implementation of new HSC Industry Curriculum Framework courses in Automotive and Electrotechnology and amendments to the current Retail Services, Hospitality, Tourism and Business Services Industry Curriculum Framework courses. In addition, there has been a review of patterns of study and accreditation for Stage 6 Life Skills courses to assess the extent to which the needs of students are being met. A Mathematics K–6 Support Document for Students with Special Education Needs was also developed as an online resource and published on the Board’s K–6 website.

Under Dr Bennett’s leadership, the traditional way of honouring outstanding student achievement in the Higher School Certificate was evaluated and a new approach introduced for the HSC Class of 2007.

Strategic Outcomes

Dr Bennett ensured that all the Office programs and services have been strategically focused. As a result the Office has lead assessment of student achievement through the further expansion of the Assessment Resource Centre, providing additional student work samples to underpin a statewide standards-based approach to assessing and reporting student achievement in Stages 1 to 5. As well, the Office implemented the whole-of-government strategy for information and communication technologies (ICT). This realised demonstrable service delivery benefits, including: the expansion of the quality materials on the Board’s website; further enhancements to the development and administration of online testing; the redevelopment of the Students Online service to provide additional information and support to HSC students; the consolidation of the online survey to collect the views of HSC students; and the further development of the Registration of Non-government Schools (RANGS) Online service that supports the exchange of registration and accreditation information and materials with non-government schools. Dr Bennett also oversaw a project to progressively release enhanced electronic versions of the Board’s syllabuses. These will contain links to curriculum and assessment support materials and advice, as well as related Official Notices from the Board and educational sites relevant to the specific course.

The development of materials to support the teaching of Aboriginal languages has continued. The Office of the Board was awarded a Silver Award in the ‘Fairness and Opportunity’ category of the NSW Premier’s 2007 Public Sector Awards in acknowledgement of the work of the Board’s Aboriginal Education Unit for ‘Building the educational capacity of Aboriginal communities’. In addition, the Parents Guide to the NSW Primary Syllabuses was developed to help parents to understand more clearly what their children will learn at each stage of their primary schooling.

Managing Resources

In his management of resources, Dr Bennett brought about improvements in services while meeting efficiency targets. Clear operational plans and a project management focus have resulted in quality outcomes within the required time frames and budget parameters for all programs. These outcomes included key aspects of the HSC and SC programs, such as the development of advice and materials to support student assessment, and the delivery of the 2007 mandatory Computing Skills test for Year 10 students.

Under Dr Bennett’s leadership, the Office of the Board continued to make use of new technologies to enhance and improve Board communications, programs and services. In May 2008 the Office was awarded two national awards for IT innovation by the Australian Government. The Assessment Resource Centre received a Highly Commended award plaque and the online Computing Skills test for students requiring special provisions received a Finalist award certificate. Improvements to the Office’s Information and Communications Technology infrastructure were consolidated and online services to schools and students

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were further enhanced and expanded. The Office continued its successful partnership with other organisations and industry groups to produce educational interactive multimedia products that support and promote the Board’s curriculum materials.

Dr Bennett’s actions emphasised and strengthened staff culture and identity, establishing the Office of the Board of Studies as a place where staff work together effectively and cooperatively, sharing skills, ideas and expertise. He ensured that a strong emphasis on staff professional development and training continued. The highly successful Diploma of Business program has been one instance of this.

Office of the Board of Studies Branch Descriptions

The branches of the Office of the Board of Studies and their functions are detailed below.

Administration

Manager: Ken Collins

Administration Branch provides administrative and operational support services to assist management and staff in their service to the Board’s clients. The Branch consists of two distinct functional areas: Human Resources and Corporate Operations. The Corporate Operations Unit provides services in building and lease management, purchasing, travel arrangements, administrative policies, motor vehicle fleet management and business continuity planning. The Human Resources Unit provides service in recruitment, payroll management, staff entitlements, workers compensation, training, job evaluation and personnel policy development, and offers support and advice to staff regarding human resource issues such as career development.

Assessment and Examinations

Director: Carol Taylor

The former Examination Branch and Assessment and Reporting Branch were amalgamated during the reporting period with the new Assessment and Examination Branch commencing in February 2008.

Assessment and Examinations Branch coordinates the development and production of the Board’s statewide tests and examinations for the awards of the School Certificate and Higher School Certificate. The Branch is responsible for the conduct and marking of the examinations and the timely releases of accurate results to students and other agencies. The Branch provides technical and professional support to the Board on assessment, reporting and credentialing issues and liaises with national and international bodies on assessment matters. The Branch develops support materials and provides advice to NSW schools and the public on assessment, examining and reporting in all key learning areas from Kindergarten to Year 12. The Branch also undertakes research in educational measurement to support the development and application of technology and innovation in assessment and examinations policy and practice.

Corporate Services

Director and Chief Information Officer: David Murphy

The Director, Corporate Services is responsible to the Office’s General Manager for the delivery of high quality and cost-effective corporate services to support the core business of the Office and its shared service clients in the areas of:

■ workforce planning and human resource management

■ industrial relations

■ financial accounting

■ budget and management accounting

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■ internal audit and controls

■ legal services

■ information and communications technology (ICT)

■ the Office’s electronic and print publishing program

■ corporate governance

■ information and records management

■ staff training and development

■ asset and facilities management

■ administrative and office services.

The Director, Corporate Services has overall responsibility for the function of the Office’s Administration, Finance, Information Services and Information Technology branches.

Curriculum

Director: John O’Brien

This branch is responsible for the development of syllabuses and support materials for all key learning areas from Kindergarten to Year 12.

Curriculum Branch is also responsible for the registration and accreditation of non-government schools. It employs Authorised Persons to carry out the function of considering applications for home schooling on behalf of the Minister.

Inspectors are located in Curriculum Branch. A list of their names and key learning area responsibilities is included in Appendix 14. The Inspectors and their teams provide leadership in curriculum through working with Board curriculum committees, managing project teams for curriculum development, presentations at conferences, responding to inquiries, developing papers for the Board, and liaising with all educational institutions both within NSW and nationally. They are involved in addressing meetings of teachers, tertiary educators, professional associations, teacher trainees and DET–TAFE personnel to provide guidance and clarification of issues related to each key learning area.

Finance

Manager: Greg Logan

Finance Branch is responsible for the management of the Office’s budget allocations. Functions undertaken by the branch include the preparation and monitoring of recurrent, capital and revenue budgets, payroll processing, revenue management, payment of all accounts, financial reporting and the timely production of monthly and annual financial statements.

Finance Branch also ensures the timely payment of salaries for the examination Presiding Officers and Supervisors, examination markers and seasonal clerical staff involved in the School Certificate and Higher School Certificate programs.

Information Services

Manager: Lyndon Sharp

Information Services Branch manages the planning, development and operation of electronic and print publishing of curriculum and support materials, online assessment (e-assessment) and examination results delivery services, distribution, purchasing and customer service systems supporting the Office of the Board of Studies and its programs.

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The branch provides web development and maintenance, co-located internet services, high-speed and high-availability critical core business online e-assessment applications and systems, and manages the Board of Studies websites, including partner websites developed with compatible external organisations and shared government services.

The branch provides editing, design, desktop publishing, Intellectual Property (IP) management, copyright clearance, warehousing, customer sales and invoicing services and customer service support to schools and the public.

The branch has operational management responsibility for the North Rocks multi-function and warehousing facility.

The branch undertakes research and develops new educational applications of information and communication technologies to support the Office’s development and application of teaching, learning, assessment and examinations policy and practice, and manages and conducts projects and processes to support the Office’s statewide assessment and examination programs. The branch ensures alignment and compliance with the NSW Government ‘whole-of-government’ policies in the information and communications technology area of internet information delivery to the education sector and the public.

Information Technology

Manager: Mitra Bhar

Information Technology Branch manages the planning, development, operation, governance and security of the Office’s Information Management and Technology (IM&T) and Information and Communication Technology (ICT) systems. The branch develops, ratifies and implements policies and procedures in relation to IM&T and ICT. The branch is responsible for developing and maintaining application systems and infrastructure supporting the Office’s core business and corporate services systems, in particular:

■ supporting the School Certificate and Higher School Certificate programs

■ administering and maintaining the Office’s infrastructure including its local and wide area networks

■ managing contracts in relation to IT infrastructure and services

■ developing and implementing IT governance and information security programs

■ sharing services with other authorities in the development of systems, exchange of data, infrastructure support and information hosting.

Policy and Public Affairs

Manager: Andrew Goodyer

Policy and Public Affairs Branch provides and coordinates strategic policy and planning advice to the Board and the Office. The Branch coordinates Board endorsement of courses developed by schools and universities and manages the Distinction Courses program for gifted HSC students. The Branch also supplies research, library, information management, secretariat and executive services support to the Board and the Office.

Policy and Public Affairs Branch manages corporate communications and media liaison and the events, exhibitions, performances and seminar programs conducted or coordinated directly by the Office or in collaboration with other organisations.

The Branch also manages the Board of Studies Liaison Officer (BOSLO) program providing advisory support relating to Board policies and procedures for schools and their communities.

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Office of the Board of Studies

General Manager Dr John Bennett

Director Assessment and Examinations

Ms Carol Taylor

State Manager AMEB (NSW)

Manager Administration

Branch

Head Student Records and

Production Unit

Head Policy and Planning

Unit

Manager Finance Branch

Head Student Support

Services Unit

Head Public Affairs and

Events Unit

Manager Information Services

Branch

Head Examination Operations

Head Board Support

Unit

Head Liaison Officer

Unit

Head Test Development

Unit

Head Executive Support

Unit

Manager Information

Technology Branch

President Aboriginal Education Consultative Group

Head Registration and

Accreditation Unit

Board Inspectors:

Aboriginal Education

English

Primary

Maths

HSIE (2)

Languages

Vocational Ed

Technology

Science

Creative Arts

PDHPE

Director Corporate Services Mr David Murphy

Director Curriculum

Mr John O’Brien

Head Assessment

Strategies and Measurement Services Unit

Manager Policy and

Public Affairs

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Chief Executive Service (CES) and Senior Executive Service (SES) Staff

Level Total CES/SES Total CES/SES 2007–2008 2006–2007

8

7

6

5 1

4 1

3 2 1

2 1 3

1

Number of positions held by women Current year 1 Previous year 2

Office of the Board of Studies CES/SES Staff Academic Qualifications

General Manager Dr John Bennett, BMath, BEdStud, MEd, PhD

Director, Assessment and Examinations Ms Carol Taylor, BA, DipEd, MEd

Director, Curriculum Mr John O’Brien, BSc, DipEd, MEd

Director, Corporate Services and Chief Information Officer Mr David Murphy, BBus(Acc/Econ), ASA

Corporate Governance Framework

The Office’s corporate governance framework encompasses a number of committees, policies and procedures, including the following:

Committees: Audit; Finance; Program Planning and Review; Concepts; Information and Physical Security; Management; and Information Management and Technology (IM&T).

Polices and Procedures: Code of Conduct; General Manager’s Circulars; Corruption and Fraud Prevention; and Board and Office Delegations Manuals.

Recruitment

During 2007–2008 the Full Time Equivalent (FTE) staffing of the Office of the Board of Studies was 220. Over the course of the preceding year the FTE of a further 593 casual staff were engaged principally to assist with the peak periods associated with the School Certificate and Higher School Certificate programs.

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Staffing of the Office of the Board of Studies

2008 2007 2006 2005

Divisions/Branches CES/SES Other Total CES/SES Other Total CES/SES Other Total CES/SES Other Total

Senior Executive 4 4 5 5 5 5 5 5

Policy and Public Affairs 36 36 39 39 37.6 37.6 36.5 36.5

Curriculum 41 41 39 39 36.5 36.5 43.5 43.5

Assessment and Examinations 66 66 67 67 67 67 69 69

Finance and Administration 19 19 19 19 19 19 20 20

Australian Music Examinations Board 10 10 10 10 10 10 10 10

Information Services 22 22 18.4 18.4 18.4 18.4 21 21

Information Technology 17 17 17 17 15 15 14 14

Aboriginal Education Consultative Group 5 5 5 5 5 5 5 5

Total 4 216 220 5 214.4 219.4 5 208.5 213.5 5 219 224

Equal Employment Opportunity

During the reporting period the Office:

■ Continued its sponsorship of and support for child care arrangements for staff

■ Continued its efforts to make training and development opportunities available to all staff

■ Developed and implemented a Staff Recognition and Development scheme. Implementation will continue during 2008/2009.

N.B. The Director of Equal Opportunity in Public Employment commended the achievement of the Office in exceeding the benchmarks set for the representation of Aboriginal People and Torres Strait Islanders and women.

Equal Employment Opportunity statistics

A Trends in the representation of EEO Groups % of Total Staff

EEO Group Benchmark or target 2005 2006 2007 2008

Women 50% 60% 60% 62% 66%

Aboriginal people and Torres Strait Islanders 2% 2.1% 2.9% 3.2% 3.1%

People whose first language was not English 20% 21% 19% 18% 19%

People with a disability 12% 4% 4% 4% 3%

People with a disability requiring work-related adjustment 7% 2.7% 2.4% 2.3% 1.3%

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B Trends in the distribution of EEO Groups Distribution Index

EEO Group Benchmark or target 2005 2006 2007 2008

Women 100 88 93 88 86

Aboriginal people and Torres Strait Islanders 100 n/a n/a n/a n/a

People whose first language was not English 100 90 89 90 87

People with a disability 100 n/a n/a n/a n/a

People with a disability requiring work-related adjustment 100 n/a n/a n/a n/a

Notes: 1 Staff numbers are as at 30 June. 2 Excludes casual staff. 3 A distribution index of 100 indicates that the centre of the distribution of the EEO group across salary levels is

equivalent to that of other staff. Values less than 100 mean that the EEO group tends to be more concentrated at lower salary levels than is the case for other staff. The more pronounced this tendency is, the lower the index will be. In some cases the index may be more than 100, indicating that the EEO group is less concentrated at lower salary levels.

4 The distribution index is not calculated where EEO group or non-EEO group numbers are less than 20.

Occupational Health and Safety Performance

The Office complies with the consultative requirements of the Occupational Health and Safety Act 2000. The Office’s Occupational Health and Safety Committee acts as the cornerstone of these consultative requirements.

Injuries

Permanent staff: Casual staff:

Fall – 2 Fall – 7

Lifting – 1 Lifting – nil

Strain – 1 Strain – nil

Other – 5 Other – 5

Risk Management

The General Manager, directors and managers comprise the chain of responsibility for Risk Management within the Office of the Board of Studies.

Risk exposures identified include:

■ staff evacuation

■ business continuity

■ data security and handling

■ building access and control

■ asset management.

The Office has a number of policies, plans and procedures that address these risks, including the Office’s Emergency Plans and Procedures, Business Continuity Plan, Information System Management System Policy and Total Asset Management (TAM) Plan.

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Payment of Accounts

Payment Performance Indicators

The Office of the Board of Studies accounts payable procedures are carried out in accordance with the prompt payment guidelines issued by the Premier and set out in accordance with the Treasurer’s Directions and the Public Finance and Audit Act 1983.

Aged analysis at the end of each quarter

Quarter Current (ie within due date)

$

Less than 30 days overdue

$

Between 30 and 60 days

overdue $

Between 60 and 90 days

overdue $

More than 90 days overdue

$

September 9 474 237 456 667 106 352 33 659 22 151

December 21 296 767 2 257 031 211 780 36 843 13 332

March 15 859 448 566 276 446 863 51 237 83 818

June 8 796 031 536 266 235 851 83 979 12 052

Accounts paid on time within each quarter

Total Accounts Paid on Time Total amount paid

Quarter Target % Actual % $ $

September 100% 94% 9 474 237 10 093 066

December 100% 89% 21 296 767 23 815 753

March 100% 93% 15 859 448 17 007 642

June 100% 91% 8 796 031 9 664 179

Total dollar amount of accounts paid on time: $ 55 426 483

Total dollar amount of accounts paid: $ 60 580 640

Prompt payment results for the 2007–08 year show the percentage of accounts paid on time as 91.5%.

The amount and number of invoices not paid on time represented 8.5% overall. The main causes of this can be explained by the following:

■ the period required to certify performance of service prior to payment extending beyond the due date for payment

■ invoices lost in the mail

■ invoices in dispute with supplier.

No interest for late payment of accounts has been charged.

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Exceptional movements in employee wages, salaries or allowances

Administrative and clerical staff employed under the Crown Employees (Public Sector – Salaries 2007) Award received a salary increase of 4% effective from 13 July 2007.

Education Officers employed under the Crown Employees (Office of the Board of Studies – Education Officers) Salaries and Conditions Award received a salary increase of 4% effective from 11 January 2008.

Personnel policies and practices

Board officers are employed under the Public Sector Employment and Management Act 2002.

The salaries and conditions of employment of these staff are determined by the Crown Employees (Public Sector Conditions of Employment) Reviewed Award 2006 and the Crown Employees (Office of the Board of Studies – Education Officers) Salaries and Conditions Award or the Crown Employees (Public Sector – Salaries 2007) Award.

Industrial relations policies and practices

Industrial relations policies and practices at the Office of the Board accord with the direction and guidance provided by the Department of Industrial Relations, the Public Sector Workforce Office, the Department of Premier and Cabinet and relevant government policies.

Recreation leave and extended leave liability

The monetary value of extended (long service) leave and recreation leave as at 30 June 2008 for the Office was:

Extended leave $5 804 000

Recreation leave $1 885 939

Contracting and market testing

The Office of the Board of Studies market-tests and contracts out a wide range of services and activities.

The Office initiated and concluded a number of strategic contracts following a process of market testing during 2007–2008. These included:

■ continued implementation of an information and communication technology infrastructure plan adopting current government policy for acquisition of these assets

■ continued market testing of suppliers for the procurement of a wide range of information computer technology and equipment advice

■ procurement of various goods and services

■ continued management and expansion of printing contracts for the provision of publishing services to the Office

■ procurement of advice/information gathering in relation to knowledge management

■ procurement of corporate training requirements.

Consultancies

Consultancies equal to or more than $30 000

There were no consultancies equal to or more than $30 000.

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Consultancies less than $30 000

There were no consultancies less than $30 000.

Code of Conduct

The Office of the Board of Studies is committed to ethical conduct. This commitment is reflected in its Code of Conduct which sets the standards of behaviour expected of employees and provides guidance for all staff in being responsive to the needs of customers and key groups. The Code has been distributed to all staff and is provided to new employees as part of the induction process. There were no changes to the Code during the reporting period.

Commitment to Service

The Office of the Board of Studies has identified the following clients:

The Minister for Education and Training

The Minister for Education and Training can expect the Office of the Board of Studies to respond to government priorities for education and to maximise the efficient use of government funds.

The Board of Studies and its subcommittees

The Board and its committees can expect the Office of the Board to provide appropriate resources to support their activities.

Schools and systems

Schools and systems can expect that the Office of the Board will have a full appreciation and understanding of schools’ needs and that officers will meet these needs equitably and continue to consult with schools and systems in the development of Board resources and programs.

Teachers in primary and secondary schools

Teachers are entitled to expect that material published for the Board by the Office of the Board is of the highest quality, that it will be effective in the classroom and that it can be taught within the available school and school system resources.

Parents

Parents can expect the curriculum to provide their children with challenge and stimulation across all areas of learning.

Students

Students are entitled to expect that the curriculum will be relevant to their needs. They are also entitled to credentials that adequately and accurately reflect their achievement.

Employers

Employers are entitled to expect that students will receive a range of secondary education credentials that accurately and comprehensively report achievement. They may also expect that the curriculum will provide students with skills and knowledge relevant to the workplace.

Tertiary education sector

Tertiary education bodies such as NSW TAFE and universities can expect curricula that will provide students graduating from school with the skills and knowledge to prepare them for further study, and a credentialing system that accurately reports student achievement.

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Standards of Service

While the specific expectations of clients may vary, all can expect the Office of the Board to respond to their needs in ways that are quality-driven, reflective of client needs, timely and resource-efficient.

Implementing standards of service

The Office of the Board of Studies meets community expectations for high standards of client service by:

■ providing full-time liaison officers in ten regions to address the specific needs of local communities and schools

■ encouraging and addressing feedback from teachers and the wider community on Board policies and decisions

■ researching community opinion on particular initiatives and policies

■ responding to correspondence within two weeks

■ responding to all requests for publications within five working days

■ ensuring that all publications for the general public are in plain English and that they are appropriate for their intended audience

■ providing a range of relevant publications in community languages

■ providing accurate and timely responses to public and media inquiries

■ providing a comprehensive range of value-for-money commercial services and products.

Complaints management and client feedback

Central to the Office’s management of complaints is its policy of devolving accountability for their resolution to line managers and staff at the point of delivery of services. As a result, the Office is able to directly remedy or resolve problems at the source as they arise. The Office’s service standards serve as a reference point for both customers and staff in this process. The Office receives approximately 2300 telephone calls per day. The Office’s Customer Service Unit handles approximately 450 phone calls, 450 faxes and 490 emails per month.

Most direct involvement with the public occurs in relation to matters of a personal nature, ie special provisions for examinations, the illness/misadventure appeals program and the home schooling program, and in responding to correspondence, including email. Complaints arising from these are addressed in accordance with service standards or via structured appeals mechanisms.

The Office has updated its Complaints Handling Policy in line with the NSW Government State Plan and the Ombudsman’s Complaints Handling Procedures Guidelines. This policy will be implemented in the next reporting period.

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Representation on External Committees (as at 30 June 2008)

Professor G Stanley (until March, 2008) (President, Board of Studies)

Member, NSW Vocational Education and Training Accreditation Board

Member, State Library of NSW Legal Information Access Centre Advisory Board

Member, Hong Kong Council for Academic and Vocational Accreditation

Chair, Division of Professional Learning Advisory Board, University of Sydney

Chair, Dean’s Advisory Committee, Faculty of Education and Social Work, University of Sydney

Member, AESOC Post-Secondary Reporting Working Group

Dr J Bennett (General Manager, Office of the Board of Studies)

Australasian Committee of Chief Executive Officers of Curriculum, Assessment and Certification Authorities (ACACA)

NSW Vice-Chancellors’ Conference Technical Committee on Scaling

Mr J O’Brien (Director, Curriculum)

Member, NSW Institute of Teachers, Quality Teaching Council

Ms C Taylor (Director, Assessment and Examinations)

Work Samples Cross-sectoral Task Force

Mr A Goodyer (Manager, Policy and Public Affairs)

TAFE NSW Accreditation Council

Department of Education and Training Gifted and Talented Education Reference Group

NSW Access and General Education Advisory Group

Mr L Sharp (Manager, Information Services)

Premier’s Department, Channels and Access Senior Officers Group

Premier’s Department, Customer Services Working Group

Premier’s Department, Service Delivery Working Group

Department of Commerce, CIM, Internet Reference Group

Ms M Bhar (Manager, Information Technology)

Gateway Review Committee (NSW Government Treasury Department)

Mr M Pearce (Chief Examinations Project Officer)

RSL Scholarship Committee

Mr G Webb (Chief Assessment Officer)

Collaborative Curriculum and Assessment Framework for Languages Reference Group

MCEETYA Review Committee for the National Information and Communication Literacy Assessment Project

Ms G Grant (Board Inspector – Science)

School Animal Care and Ethics Committee

Mr H Kennedy (Board Inspector – Technology Education)

Australian Aerospace Industry Forum Education

Advanced Manufacturing Action Agenda – Skills and Training Work Group

The Excellence in Integration of ICT Award and Scholarship for Teachers Panel

Ms J Lawless (Board Inspector – Human Society and Its Environment)

Premier’s History Teachers’ Scholarship Committee

Premier’s Military Scholarship Committee

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National Archives of Australia Consultative Forum

Cross-sector HSIE Forum

Premier’s Gallipoli Student Scholarship Committee

History Teachers Association of NSW Executive

Parramatta Heritage Advisory Committee

Mr K Lowe (Board Inspector – Aboriginal Education)

Department of Education and Training DirectorGeneral’s Advisory Committee

DET QTP Aboriginal Languages Reference Group

NSW Aboriginal Languages Reference Committee

Ms M Malone (Board Inspector – Primary)

Division of Professional Experiences, Partnerships and Development – University of Sydney

Mr I Balcomb (Board Inspector – Vocational Education)

Australasian Curriculum, Assessment and Certification Authorities Sub-group on Vocational Education in Schools

Qualifications, Recognition and Resource Requirements Committee

Schools Consortium (Vocational Education and

Training in Schools)

Department of Education and Training-VET Consultative Forum

Department of Education and Training-15-19 Years Strategy- Priority Directions Group

Mr D Carter (Board Inspector – English)

Premier’s Reading Challenge

Dr M Silink (Board Inspector – Languages)

External Advisory Committee Bachelor of Arts Program, University of Western Sydney

NSW Community Languages Schools Board

Collaborative Curriculum and Assessment Framework for Languages Reference Group

Mr L Swan (Board Inspector – Human Society and Its Environment)

Consumer and Financial Literacy Reference Group

NSW Human Society and Its Environment Committee

Overseas travel

Ms Mitra Bhar

Wellington, New Zealand, 28–30 November 2007

Presentation of the Work Based Project titled ‘Defining the role of the customer in the design and delivery of ICT enabled services’ to complete the Executive Master of Public Administration (EMPA) Course. Ms Bhar was a successful applicant for a Premier’s Department sponsored place on the EMPA course.

Higher School Certificate Markers

Ms Kerrie-Ann Ridge (Senior Marker, Drama) Ms Lisa Hunt (Senior Marker, Drama)

Singapore, 5–7 September 2007

Mr Bradley Merrick (Senior Marker, Music) Ms Deborah Meyers (Senior Marker, Music)

Singapore, 19–21 September 2007

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Mr Barry Marler (Senior Marker, Visual Arts) Ms Rosemary Gorman (Senior Marker, Visual Arts)

Singapore, 31 October–2 November 2007

The markers listed above attended the Australian International School, Singapore, to mark Higher School Certificate Drama and Music performances, and Higher School Certificate Visual Arts bodies of work. The school met the cost of these visits.

Mr John Montgomery (Senior Marker, Drama) Ms Cindy Pecoviick (Senior Marker, Drama)

Hong Kong, 5–7 September 2007

Mr Greg Goyette (Supervisor of Marking, Music) Ms Jennifer Carter (Senior Marker, Music)

Hong Kong, 19–21 September 2007

Ms Katrina Collins (Senior Marker, Visual Arts) Mr Graeme Colman (Senior Marker, Visual Arts)

Hong Kong, 31 October – 2 November 2007

The markers listed above attended the Australian International School, Hong Kong, to mark Higher School Certificate Drama and Music performances and Higher School Certificate Visual Arts bodies of work. The school met the cost of these visits.

Sponsorships

The Office of the Board of Studies would like to thank the sponsors for their support of the following events in 2007–2008:

ARTEXPRESS

Designation Sponsor

Major Sponsor Integral Energy

Supporting Sponsor S & S Wholesale

Broadcast Media Partner Radio 2GB

Press Media Partner The Sydney Morning Herald

Official Carrier Grace Fine Art

Patron The Sir William Dobell Art Foundation

Minister’s Young Designers Award DesignTECH

Engineers Australia, Sydney Division Australian Design Awards, Standards Australia

NSW Architects Registration Board Design Resource

R E Batger Shelston IP

Taronga Zoo Dyson

UNSW, Faculty of the Built Environment

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Waste reduction and recycling

The Environment Protection Authority (EPA) approved the Office of the Board of Studies’ Waste Reduction and Purchasing Policy (WRAPP) Plan in June 1999. The Office has included WRAPP principles in its Corporate Plans and Operational Policies and Practices.

The Office has been fully committed to recycling its paper and cardboard waste since 1993. Recycling is part of the ‘Waste Reduction Hierarchy’ and is one of the waste minimisation strategies included in the Office’s WRAPP Plan. The Office has continued its commitment to recycling its paper and cardboard waste during the reporting period, during which time the total volume of paper recycled for the Board’s Clarence Street premises was 222 m3 and the total volume of cardboard boxes recycled was 72.1 m3.

Improving waste avoidance and recycling systems across the Office

Waste avoidance

The Office has made significant progress in its efforts to avoid paper waste by developing and enhancing its online services. The areas in which the Office was successful in getting technology to completely replace usage of paper are Students Lists, Entry and Confirmation of Entry for School Certificate and Higher School Certificate students.

Since 1998, when the Office’s WRAPP Plan strategies were first introduced, the following technologies have been used to avoid waste:

■ use of intranet and email systems to reduce the Office’s overall in-house usage of paper

■ electronic publishing of internal newsletters using the Office’s email system

■ use of electronic records within the TRIM records management system.

Recycling

Waste separation to reduce waste going into landfill

In October of 2006 the owners of the head office premises, in partnership with the Office, altered the system of refuse collection within the head office premises to focus on recycling over waste going to landfill. This initiative has proved very successful, with the amount of waste being recycled averaging 79.5% of total waste produced on a daily basis, reaching a peak of 86.09% in June 2008.

Toner cartridges

Since 2001 the Office has successfully engaged a contractor who accepts all types and brands of empty toner cartridges for recycling.

PC monitors and equipment

Over the last 17 years the Office has recycled the majority of written-off electronic equipment via auction. This policy will continue in the future.

Increasing the range and quantity of recycled content materials being purchased

The Office has been purchasing a wide range of recycled paper products for several years, predominantly ‘Green Wrap’ recycled paper, a product of Fuji Xerox made with wastes produced within Australia.

Government Energy Management Program

The NSW Government announced the Government Energy Management Plan (GEMP) in 1998. It is one of several initiatives aimed at reducing greenhouse gas emissions detailed in the NSW Greenhouse Action Plan 1998.

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The Office is committed to achieving and sustaining reduced greenhouse gas emissions and energy cost savings through improved energy management, greater use of ‘green’ energy technologies and more efficient energy-related purchasing.

This commitment is demonstrated by the consistent purchase of energy, which includes 6% Green Power from an accredited energy supplier, and a reduction in cost as well as consumption over the 1995 base year, ie an average 65% of cost and 64% of consumption.

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5 Appendices

Appendix 1 – Australian Music Examinations Board and Aboriginal Education Consultative Group This section of the Annual Report concerns the activities of the Australian Music Examinations Board (AMEB) and the Aboriginal Education Consultative Group Inc (AECG). These agencies are accountable to the Minister for Education and Training through the Office of the Board of Studies.

Australian Music Examinations Board (AMEB)

Contact Details

AMEB (NSW) Level 6, 117 Clarence Street SYDNEY NSW 2000

Telephone (02) 9367 8456 Fax (02) 9367 8091 Email [email protected] Internet www.ameb.nsw.edu.au

NSW State Chairperson Professor Kim Walker Dean, Sydney Conservatorium of Music

NSW State Manager Mr Neal Crocker

The principal activities of the AMEB (NSW) during 2007–2008 are outlined below. Further information about the AMEB is available from the address supplied.

Role and Structure

The Australian Music Examinations Board (NSW) is the agency responsible for administering practical and written examinations in Music and Speech and Drama in accordance with Australian Music Examinations Board requirements. These examinations range from preliminary grades through to the Fellowship in Music Australia and Fellowship in Speech and Drama Australia. These credentials are awarded by the federal Australian Music Examinations Board that is an incorporated body with representatives from each state.

The AMEB (NSW) processes around 43 000 examinations throughout New South Wales and the Australian Capital Territory each year in almost 80 categories and services nearly 8000 teachers and 200 examiners and assessors.

Annual Presentation Ceremony

AMEB Accredited Federal Examiner, Wendy Lorenz, was the guest speaker at the 2008 Presentation Ceremony and presented graduates with their Diplomas and higher certificates at the Sir John Clancy Auditorium, University of New South Wales. Recipients were rewarded for long years of practice and study and some received more than one diploma. In her address Ms Lorenz spoke of the relevance and importance of the AMEB in musical and speech education.

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The AMEB shields were also presented in the following categories:

Private Teacher Pianoforte Category Preliminary to Sixth Grade

Private Teacher Pianoforte Category Seventh Grade to Licentiate

Private Teacher Instrumental/Vocal Category Preliminary to Sixth Grade

Private Teacher Instrumental/Vocal Category Seventh Grade to Licentiate

Private Teacher Speech Category Preliminary to Fifth Grade

Private Teacher Speech Category Sixth Grade to Licentiate

Private Teacher (Written) Category First to Fourth Grade

Private Teacher (Written) Category Fifth Grade to Licentiate

Between the presentations the large audience was treated to performances by some of the successful candidates. The presentations included LMusA award recipient Desmond Tan (Piano), AMusA award recipient Georgina Oakes (Clarinet), ASDA award recipient Marie-Clare Biddle (Speech and Drama item) and finally LMusA award recipient Daniel Ward (Piano). The processional and recessional were performed by Jane Stewart (Organ) who also received an LMusA award during the ceremony.

MusicLink!

MusicLink! is jointly presented by the Sydney Conservatorium Open Academy and the AMEB (NSW) and since 1996 has provided professional development, performance training and concerts to thousands of teachers and students across regional NSW.

Workshops

Regular professional development workshops are held for examiners across all instrument categories. In March 2008 at the annual examiners’ meeting a presentation on the impact of body language gave all practical examiners an insight into the impact body language has in an examination situation.

AMEB (NSW) Board (as at 30 June 2008)

Principal, Sydney Conservatorium of Music Professor Kim Walker (Chairperson)

Private Music Teacher Representatives Rita Crews (Deputy Chairperson), William Clark, Anne Harvey

Private Speech and Drama Teacher Representative Victoria Clancy

Examiner Representatives Richard Morphew, Lyn Morgan

Nominee of the NSW Vice-Chancellors’ Conference Emery Schubert

Nominees of the Director-General of Education James Black, Roslynne Moxham, Margaret Bradley

Representative of the Office of the Board of Studies Carol Taylor

Music Craft Examinations

With the introduction of a new Theory Syllabus called Music Craft, the AMEB (NSW) conducted the first session of the new examinations in August 2007. Offering free examinations in this session allowed for record enrolments with many candidates and especially teachers able to trial the new examinations they will be teaching. A new electronic reporting method was also successfully introduced for this syllabus.

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Appendices

Aboriginal Education Consultative Group Incorporated

Contact Details

Aboriginal Education Consultative Group Incorporated 37 Cavendish Street Stanmore NSW 2048

Telephone (02) 9550 5666 Fax (02) 9550 3361 Email [email protected] Website www.nswaecg.com.au

President Mr Carlo Svagelli (until April 2008) Ms Cindy Berwick (from June 2008)

Mission and Goals

The NSW AECG Inc. is recognised as the principal advisory body to both state and commonwealth governments on all matters relating to Aboriginal education from preschool to higher education.

The vision of the NSW AECG Inc is to:

■ be the political voice of Aboriginal people in regards to quality education

■ provide advice on all matters relevant to education and training with the mandate that this advice represents the Aboriginal community viewpoint

■ promote respect, empowerment, self-determination. The AECG believes that the process of collaborative consultation is integral to equal partnership and is fundamental to the achievement of equality

■ advocate cultural affirmation, integrity and the pursuit of equality to ensure that the unique and diverse identity of Aboriginal people is recognised and valued.

The aim is to provide opportunities for Aboriginal people to be actively involved in all decision-making that is relevant to education and training through a collaborative consultative process.

This is central to developing the highest level of informed decision-making to ensure culturally appropriate delivery of education and training programs for Aboriginal learners and to ensure that all Australians are better informed on Aboriginal history, culture and relevant current issues.

The President of the NSW AECG Inc is a member of the Board of Studies. This follows the convention, which has operated since 1990, that a Board position held by an Aboriginal person be nominated by the NSW Aboriginal Education Consultative Group. Thus the NSW AECG Inc is involved in all aspects of the Board’s planning, policy and strategy.

The President of the NSW AECG Inc chairs the Board of Studies Aboriginal Education Initiatives Advisory Committee (AEIAC). The degree of responsibility and accountability of this committee has continued to broaden and it now advises the Board of Studies, as well as the General Manager of the Office of the Board of Studies.

In partnership with the Office of the Board of Studies, the NSW AECG Inc endeavours to ensure that it is represented on all Board Curriculum Committees (BCCs). This representation means that Aboriginal advice informs decision-making and that Aboriginal perspectives are included in syllabus documents.

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The NSW AECG Inc looks forward to continued collaboration in order to improve outcomes for Aboriginal students in all schooling, as well as ensuring the education of all students about Aboriginal Australia within the context of understanding the true and shared history.


AECG participation on BCCs is of paramount importance. It ensures that curriculum effectively meets the needs of Aboriginal students and promotes awareness and understanding of Aboriginal Australia by all students. The NSW AECG Inc continues its representation on BCCs and provides advice on all relevant matters pertaining to inclusive curriculum and the implementation of Aboriginal perspectives in syllabus, curriculum and teaching.

Curriculum Consortium

NSW AECG Inc, OBOS and DET are working in partnership to implement and deliver effective teaching and learning strategies that support the closing of the achievement gap in the areas of numeracy and literacy. It is also to support the teaching of Aboriginal studies and Aboriginal languages, to foster Aboriginal identity and teach all students about Aboriginal Australia.

School – Community Partnerships

The NSW AECG Inc and the OBOS collaborated on the development and delivery of a project entitled Community Capacity Building: positive, effective relationships between schools and communities.

As a result of this collaboration, a handbook and a DVD that address issues involved in how schools and communities can work together, learn from each other and jointly develop curriculum-based projects are being produced.

School – community partnerships are seen as a crucial means of improving the long-term educational outcomes for Aboriginal students.

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Appendix 2 – Exhibitions, Awards and Events

HSC First in Course Award Ceremony

The First in Course Awards recognise students who have achieved first place in a Higher School Certificate course.

At a ceremony at the Sydney Conservatorium of Music on Tuesday 18 December 2007, the Premier of NSW, The Hon Morris Iemma MP, presented a Certificate of Excellence to each of the 113 students who topped a course in the 2007 HSC.

The ceremony was held the day before the release of the Higher School Certificate results, and more than 300 students, parents and other guests attended.

Premier’s Awards for Excellence in the Higher School Certificate

The annual Premier’s Awards for Excellence in the Higher School Certificate recognise and reward outstanding achievement by Higher School Certificate students. The Awards are presented to students who achieve Band 6 standard (a mark of 90 or above) in 10 or more units. In 2007, the number of students achieving this all-round excellence reached a new record of 1036.

The growing number of award winners meant that the Premier’s Awards ceremony had become unwieldy and impersonal, and so a new approach was introduced for this cohort of students. Instead of attending a long ceremony in Sydney in March, students received their awards in January and were able to be acknowledged in a timely way by their local communities.

The students received a special wall plaque, a certificate to place in their portfolio, and a letter of congratulations from the Premier of NSW. Their names were also published in various newspapers and on the Board’s website in recognition of their significant achievement.

Brother John Taylor Memorial Prize

The Brother John Taylor Memorial Prize acknowledges students who have overcome significant disability or disadvantage to achieve academic excellence at the Higher School Certificate. The award commemorates the contribution of Brother Taylor as a member of the Board of Studies and its predecessors from 1978 until his death in 1993. Brother Taylor was an energetic advocate of equality of opportunity for all students.

In 2007, the Brother John Taylor Memorial Prize was jointly awarded to Samantha Dickson of Bega High School and Andrei Gudas of Sydney Technical High School.

Samantha faced an unstable and difficult home life and then was diagnosed with cancer in the lead-up to her HSC examinations. She could not sit for the exams but her marks, based on school assessment, earned her a place at Macquarie University, where she will study for a Bachelor of Science.

Andrei’s battle with Crohn’s disease led to him repeating Year 12 after extensive hospitalisation and treatments. He completed the HSC on his second attempt, despite painful symptoms. He is studying for a Bachelor of Engineering and a Bachelor of Business at the University of Technology, Sydney.

The Minister for Education and Training, the Hon John Della Bosca MLC, presented each of these students with a $1000 cheque, a trophy and a certificate at a special ceremony at Parliament House on 28 February 2008.

Aboriginal Studies Awards

Each year the Office of the Board of Studies and the NSW Aboriginal Education Consultative Group Inc jointly honour the achievement of the highest-achieving Aboriginal and non-Aboriginal students in 2 unit Aboriginal Studies. The award is presented at the AECG’s Annual General Meeting.

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The prizes for the 2007 Higher School Certificate were awarded to Talila Milroy of St Scholastica’s College and Jennifer Cousemacker of Sydney Distance Education High School.

ARTEXPRESS

ARTEXPRESS is an annual exhibition of outstanding artworks by Higher School Certificate Visual Arts students. In 2008 the works of 279 students from both government and non-government schools were selected for exhibition from more than 9200 submissions for the artmaking component of the 2007 HSC examination.

ARTEXPRESS was held in Sydney from January to March 2008 at the Art Gallery of NSW, David Jones’ Sydney stores, the College of Fine Arts in Paddington, the Hazelhurst Regional Gallery and Arts Centre in Gymea and at the Armory Gallery, Sydney Olympic Park. Works from the metropolitan exhibitions and additional works were combined for the touring exhibition to galleries in Wollongong, Newcastle, Dubbo and Wagga Wagga.

DesignTECH

DesignTECH is an annual exhibition of outstanding Major Design Projects developed by Higher School Certificate students as part of their Design and Technology course. The Powerhouse Museum displays the exhibition for three months from early December. The exhibition provides the community with an opportunity to view the talent, creativity and innovation emerging from the Design and Technology curriculum in NSW schools and at the same time is a valuable resource for students and teachers. In conjunction with the exhibition, DesignTECH seminars are held during February. The 2008 seminars attracted over 2700 students and teachers.

Between March and June 2008, the DesignTECH exhibition also toured the regional centres of Griffith, Nowra, Mudgee, Newcastle, Tamworth and Mullumbimby.

ENCORE

The annual ENCORE concert of outstanding performances and compositions from Higher School Certificate Music students was presented to full houses at both matinee and evening performances in the Concert Hall at the Sydney Opera House on 10 March 2008. The concerts featured a diverse program representing all the Higher School Certificate Music courses and comprising sixteen performances and five compositions.

OnSTAGE

OnSTAGE is a season of performances and an exhibition of exemplary individual and group works representing the different syllabus categories for study in the Higher School Certificate Drama course. OnSTAGE ran from 2–9 February 2008 at the Seymour Theatre Centre, Sydney. It included matinee and evening performances by 37 students and the exhibition of 20 individual projects in the theatre foyer.

Also on show was Writers OnSTAGE/OnSCREEN in the Everest Theatre at the Seymour Theatre Centre, 5–8 February 2008, featuring three video drama screenings and two rehearsed readings of outstanding scripts.

Minister’s Young Designers Awards (MYDA)

At a ceremony held on 24 October 2007 in the Muse Gallery, Sydney Institute of TAFE, Ultimo, the NSW Minister for Education and Training, John Della Bosca MLC, presented awards for 17 innovative Design and Technology projects submitted by 37 Year 7 and Year 8 students.

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Appendix 3 – Major Assets The following major assets were acquired:

Property, Plant and Equipment $’000

IBM i570 Computer systems 1695

IT network computer equipment 124

Digital photocopiers 81

Warehouse fitout 655

Warehouse forklifts 83

Office fitout 158

Total 2796

Intangibles

Examination system upgrade 417

Assistive Technology for Computing Skills Test 201

IBM iCluster software 234

Total 852

Appendix 4 – Statutory Disclosure Requirements

Funds Granted to Non-government Community Organisations

The Office of the Board of Studies did not grant funds to non-government community organisations.

Legal Change

The two pieces of legislation that most directly affect the work of the Board and the Office are the Education Act 1990 and the Public Sector Employment and Management Act 2002. There were no changes to these statutes that materially affected the work of the Board and the Office.

The Education Act contains a number of regulation-making provisions, including a general regulation-making power at section 130 and specific provisions relating to the functions of the Board: publication of test results (section 18A), the registration of non-government schools (sections 53, 63, 64 and 65) and the publication of Board rules (section 131). The previous legislative instrument which contained all these regulations, the Education Regulation 2001, was repealed and remade as the Education Regulation 2007 from September 2007 pursuant to the Subordinate Legislation Act 1989. The remade Regulation is unchanged with respect to the Board’s functions except for new provisions which:

■ give regulatory force to the Board rules and notices that are published electronically on the Board’s website

■ prescribe that a non-government school’s period of registration (and hence any period of accreditation) is limited or ceases when the school ceases to operate or closes.

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Economic/Other Factors Affecting the Achievement of Operational Objectives

There were no specific economic factors affecting the achievement of objectives. Other factors are covered in the body of this report.

Major Works in Progress

The Office had two major works in progress related to the asset acquisition program:

■ Information Communication Technology Services for disabled examination candidates. Expenditure in 2008 was $200 000. Estimated cost to completion in 2009 is $700 000.

■ Information Communication Technology. Expenditure in 2008 was $287 000. Estimated cost to completion in 2008 is $760 000.

Land Disposal

The Office of the Board of Studies does not hold title to any land or buildings and was not involved in the disposal of land by other agencies.

Subsidiaries, Partnerships, Joint Ventures and Other Associations

The Office’s joint ventures with other organisations are listed in the Sponsorships section of this report.

Investment Management Performance

The Office of the Board of Studies does not have an investment portfolio and is funded by Treasury Consolidated Funds and user charges.

Liability and Management Performance

The Office of the Board of Studies does not have a level of debt at or above the level determined by the Treasurer. Accordingly the relevant sections of the Annual Report Acts and Regulations do not apply.

Executive Remuneration

The following information is supplied regarding remuneration of level 5 and above Senior Executive Service executive officers:

Position title and SES level President, Board of Studies SES Level 5

Name of occupant Professor Gordon Stanley Total remuneration package $253 500

Position title and SES level General Manager, Office of the Board of Studies SES Level 5

Name of occupant Dr John Bennett Total remuneration package $253 500

Additional Matters

There were no additional matters arising after 30 June 2008 and prior to the submission of the Annual Report that were expected to have a significant effect on the Board’s operations or clientele.

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Appendices

Appendix 5 – Credit Card Compliance The General Manager of the Office of the Board of Studies certifies that credit card usage in the Office has met best practice guidelines in accordance with Premier’s Memoranda and Treasurer’s Directions 205.1 to 205.8.

Appendix 6 – Equal Employment Opportunity During the reporting period the Office:

■ continued its sponsorship of and support for child care arrangements for staff

■ continued efforts to make training and development opportunities available to all staff

■ developed and implemented a Staff Recognition and Development scheme. Implementation will continue in the next reporting period

■ will consider strategies during 2008–2009 to move closer to the target in its employment of applicants with a disability.

Appendix 7 – Disability Action Plan The Office’s continued commitment to the objectives of the government’s Disability Policy Framework is demonstrated by:

■ the incorporation of Life Skills outcomes and content in new Years 7–10 syllabuses. This involves more than 40 syllabuses

■ the development of support materials to assist teachers in the implementation of Life Skills in schools

■ the Board’s Standing Committee on Special Education continues to provide advice on issues pertaining to students with special education needs

■ the Office’s Special Provisions Unit continues to evaluate and respond to the needs of students with special needs

■ the Board’s assessment of the impact of the Disability Discrimination Act 1992 on its registration requirements and the inclusion of necessary amendments to school manuals.

Appendix 8 – Privacy Management Plan The Office maintains a Privacy Management Plan in compliance with the requirements of the Privacy and Personal Information Protection Act 1998.

The purpose of the Plan is to:

■ maintain a current listing of personal information collected by the Office of the Board of Studies

■ identify the policies and strategies that the Office of the Board of Studies uses to ensure compliance with the Act

■ provide a mechanism for periodic review of the Office’s practices in relation to the handling, maintenance and security of personal information.

Information collected by the Office includes student data related to the Higher School Certificate and School Certificate and personal data concerning employees of the Office.

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A copy of the Plan has been included on the Board’s website for ease of access. It is also generally available to staff via the Office intranet.

Appendix 9 – Ethnic Affairs Priorities Statement In the reporting period, the Board of Studies continued to implement its Ethnic Affairs Priorities Statement in the following ways:

■ An extensive range of language courses has been maintained with 59 Board Developed Courses in 34 languages examined for the 2007 Higher School Certificate. Implementation of 17 new K–10 syllabuses in languages begun in 2005 continued with students in Years 7 to 10.

■ Revised Stage 6 Course Prescriptions for Background Speakers Languages syllabuses in Chinese, Indonesian, Japanese and Korean were developed and published on the Board’s website for implementation in 2009.

■ A revised Arabic Beginners Stage 6 Syllabus was implemented in 2008 with the Year 11 cohort. This was supported with a specimen examination package published on the Board’s website in June 2008.

■ Stage 6 Language Prescriptions for Extension courses in Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Modern Greek and Spanish were also developed and approved for the 2009–2013 Higher School Certificate programs.

■ Revised Prescriptions for Stage 6 Extension courses in Classical Greek, Classical Hebrew and Latin were developed and published in 2007 for implementation in 2009.

■ An Academic English Support Document for Stage 6 English ESL Module B: Texts in Society was developed and published in 2008 for implementation in 2009.

■ The Board Languages Inspector continues membership of the Community Languages Schools Board.

■ Guidelines specifying that examination questions are to be accessible to all candidates and ‘free of culture or gender bias, stereotyping or tokenism’ were used in the development of 2007 School Certificate and Higher School Certificate examinations.

■ A number of School Certificate and Higher School Certificate papers were provided with an additional review by an expert in literacy and English as a Second Language (ESL) to ensure that the papers were accessible for ESL students in appropriate subject areas.

Strategies to promote the Board’s commitment to ethnic affairs in NSW for 2008–2009 include the following:

■ Presentations by Board of Studies Liaison Officers continue to be expanded to promote community understanding of changes to school curriculum and assessment, particularly with regard to the revision of the Years 7–10 curriculum.

■ The review of examination papers from an ESL perspective, in addition to the standard checks to ensure papers are accessible to all students, will continue to be expanded as appropriate.

Appendix 10 – Action Plan for Women The Board of Studies has a responsibility to ensure that access to its curriculum and credentials is equitable for all. It also has a responsibility to ensure that the depiction of women and girls in the Board’s curriculum and assessment materials accurately reflects and encourages the diversity of their achievements, roles, needs and experiences.

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To ensure that materials meet the requirements of the Board’s Statement of Equity Principles, a check list for development of inclusive curriculum and perspectives was developed. The check list continues to be used by writers of curriculum materials and serves to maintain their awareness that Board developed syllabuses and support materials should:

■ contain assumed prior learning that encompasses experiences that all students, male and female, are likely to have

■ achieve a gender balance in the range of work samples, pictorial materials, examples, exercises, assessment tasks and prescribed or recommended texts

■ address issues of gender and suggested strategies for teachers to support students in critical examination of these issues.

Examples of such gender issues for examination include:

■ the causes and effects of discrimination against women, its relevance to the Australian scene and a student’s own circumstances

■ the mechanisms by which women, historically, have been excluded from the subject area and the consequences of the exclusion, such as gender biases in the subject area

■ the contribution women have made to the subject area.

The check list has been applied in the following curriculum development developments and implementations during this reporting period:

■ In the development of new syllabuses for Stage 6 Mathematics, care has been taken to ensure that the broad interests of both males and females are considered and accommodated. The content of the Mathematics General 1 and Mathematics General 2 syllabuses consists of areas of study and focus studies that are of general interest rather than specific to either male or female students. In the same way, topics and subtopics within the new Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 syllabuses reflect appropriate consideration of equity principles.

■ In Stage 6 Legal Studies a syllabus review and development process is under way. Reference to the check list for the Development of Inclusive Curriculum is an ongoing part of this process.

■ Throughout the English Stage 6 text prescriptions development process, consideration has been given to the importance of selecting a balance of texts written by, featuring, and reflecting the interests and achievements of both women and men.

■ Throughout the Dance and Drama Stage 6 text prescriptions development process, consideration has been given to the importance of selecting texts written/created by, featuring, and reflecting the interests and achievements of both women and men.

■ Course prescriptions have been approved by the Board for Extension courses in Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Spanish and Modern Greek and for Background Speakers courses in Japanese, Chinese, Indonesian, and Korean. Care has been taken to ensure that there is no gender bias in the selection of texts and that the texts selected appeal equally to both female and male students.

The Board of Studies NSW monitors and reports on gender difference in subject choice. Course entries by gender for Years 10, 11 and 12 are published annually on the Board of Studies website at www.boardofstudies.nsw.edu.au. This data is used for further policy and planning work and by other government agencies and researchers.

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Appendix 11 – Profiles of Board Members

President

Emeritus Professor Gordon Stanley, BA(Hons), PhD, FAPS, FACE (President until March 2008)

Professor Stanley was appointed President of the Board in March 1998. He was previously Chair of the Commonwealth Higher Education Council (1995 to 1997). From 1990 to 1994 he was Chair of the WA Higher Education Council and Chief Executive Officer of the WA Education Policy Coordination Bureau. In 1990 he was appointed Professor Emeritus at the University of Melbourne where he had been Professor of Psychology from 1975 and Deputy Vice-Chancellor from 1985. Professor Stanley has been a member of the Vocational Education and Training Accreditation Board since 1998. He is an Honorary Professor of Education at the University of Sydney. In 2003 he was appointed an overseas member of the Hong Kong Council of Academic and Vocational Accreditation.

Ex officio members

Mr Trevor Fletcher, BEd, DipTeach

Mr Fletcher is Deputy Director-General Schools, NSW Department of Education and Training. Trevor Fletcher has held a number of high level positions in the educational system in three states, Victoria, South Australia and New South Wales.

Mr Fletcher places great value on building the capacity of teachers and education leaders. In his career he has led the development of frameworks for school development and accountability; professional learning and leadership development; and the introduction of performance review systems for principals and schools.

Mr Fletcher has led the implementation of significant initiatives in NSW for Literacy, Numeracy, Aboriginal students, retention and cohesive tri-level planning. He has focused on constructive use of data for improvement, quality teaching and capacity building across all ten regions.

Mr Fletcher has ensured a climate of partnership and interdependence with schools, regions and the centre working together towards continuous improvement for the benefit of NSW students. Mr Fletcher’s leadership in this area has attracted both national and international interest.

Ms Leslie Loble, BSc, MPubAdmin

Ms Loble is Deputy Director-General, Strategic Planning and Regulation, NSW Department of Education and Training. She is a member of the Department’s Executive and a member of the NSW Board of Vocational Education and Training. Ms Loble also chairs the NSW Non-government Schools Advisory Committee. National responsibilities include being a member of the COAG Productivity Working Group chaired by the Deputy Prime Minister, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) and the Ministerial Council for Vocational and Technical Education (MCVTE). Ms Loble played an instrumental role in developing and establishing the NSW Skills Council. Before coming to Australia in 1998, Ms Loble served in President Bill Clinton’s Administration for five years as part of the top management team at the US Department of Labor.

Ms Marie Persson, BA, DipEd, MEd, FAIM, FAICD, MACE

Ms Persson is Deputy Director-General, TAFE and Community Education, NSW Department of Education and Training. Ms Persson has over 20 years’ experience in vocational education and training, as a teacher, manager, consultant, and in the national and state policy areas. She was one of the original senior executives with the Australian National Training Authority (ANTA), as Director of Training Reform. Ms Persson is a Fellow of the Australian Institute of Management and the Australian Institute of Company Directors, and a member

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of Women Chiefs of Enterprises International. In 2003 Ms Persson won the NSW Telstra Business Woman of the Year Award and the Australian Government and Community Business Woman Award.

In April 2008, Ms Persson was appointed as a member of the Skills Australia Board, and attended the 2020 Summit in Canberra.

Appointed Members

Professor Anthony Baker, BSc(Hons), PhD (UNSW), FRACI, FAICD

Professor Baker is Chair of the Committee of Chairs of Academic Boards and Senates of Universities in NSW and ACT. He is Chair of the Academic Board and Professor of Chemistry at the University of Technology, Sydney. Professor Baker is also a member of the Higher Education Advisory Committee of the NSW Department of Education and Training. In 2006 Professor Baker was awarded an honorary Doctor of Philosophy by Phranakhon Rajabhat University, Thailand.

Ms Caroline Benedet, BEd

Ms Benedet was the inaugural Chairperson of the Council of Catholic School Parents and is actively involved at local, diocesan and state levels. In her professional role, she is Parent Community Educator with the Catholic Education Office, Inner Western Region, Archdiocese of Sydney.

Ms Dianne Butland, CT, BA(Social Science), MEd

Ms Butland is an executive member of the Federation of Parents and Citizens' Associations which acts on behalf of communities in public schools across NSW. She has an active and broad interest in education K–12. Ms Butland serves the Federation on a range of committees at state, regional and at the local school level. She is a sociologist and works in teacher education. Her research interests are in education policy, inequality and community empowerment. Her current research is a global comparative study that focuses on the educational and the social implication of national testing.

Brother Kelvin Canavan, fms, AM, BA, MS, EdD, FACE

Brother Canavan has been Executive Director of Schools, Catholic Education Office Sydney, since 1987. He has worked for the Catholic Education Office for some 40 years, following 10 years teaching in Catholic primary schools, and seven years as the Inspector of Schools for the Sydney Archdiocesan school system. Brother Canavan was the inaugural recipient of the Sir Harold Wyndham Medal from the Australian College of Educators in 1994. In 1997 Br Canavan was made a member (AM) of the Order of Australia ‘for services to education as Executive Director of Schools in the Archdiocese of Sydney’. In 2008 he was awarded a Doctor of the University degree by the Australian Catholic University.

Mrs Rose Cantali, BA(Special Education), DipTeach, MEd MAPS

Mrs Rose Cantali previously worked as a teacher. She is currently a registered psychologist who works as a school counsellor. Mrs Cantali is on the State executive of the NSW Parent Council and on the State Executive of the Australian Psychological Society, Sydney Branch. She has worked for over 25 years in both independent and state schools. Mrs Cantali is very interested in the emotional wellbeing of children and adolescents and has undertaken significant research in the area of connectedness to school and the effects on school retention and at-risk behaviours in children and adolescents. She has developed preventative programs such as Connected to School that are currently been used in schools to develop resilience in young people. Mrs Cantali has a particular interest in developing better strategies to assist students with learning, testing and special education.

Ms Janet Chan, DipTeach, GradDip Education Studies (Reading)

Ms Chan is currently Principal, Plumpton Public School and formerly Principal, Tregear Public School. She is an active member of the NSW Primary Principals’ Association, being a current member of the Curriculum

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Reference Group, past member of the Assessment and Reporting Reference Group, member of the Sustaining Quality Schools committee and immediate past chair of the Sydney West Forum committee.

Dr Brian Croke, BA(Hons), DipEd, DPhil, FAHA (Acting Chair, Board of Studies meetings from March 2008)

Dr Croke is the Executive Director of the Catholic Education Commission New South Wales. He is also Adjunct Professor of History at Macquarie University.

Professor Sue Dockett, BEd(Hons), MEd(Hons), PhD

Dr Dockett is Professor (Early Childhood Education) at Charles Sturt University. She has been actively involved in early childhood education for over 25 years, as a teacher, academic and researcher. Most recently, she has researched and published extensively in the area of children’s transition to school. Dr Dockett is patron of the NSW Early Childhood Education Council.

Dr Mary Fogarty, BA, DipEd, MEd, EdD, MACE

Dr Fogarty is Deputy Principal at Turramurra High School, Custodian of the NSW Teachers’ Federation and a member of the Teachers’ Federation Executive. She has researched the impact of national curriculum developments on teacher workloads in both the US and UK. Her most recent research is in the area of student assessment and exit credentialing.

Ms Susan Gazis, AM, FACEL, MCom, BA, MA, DipEd – member until August 2007

Ms Gazis has 21 years’ teaching experience in NSW state high schools. More recently, she was the Head Teacher, English at St George Girls' High School. Ms Gazis is currently working with the NSW Institute of Teachers. She has been involved with syllabus development in English, Drama and Society and Culture. Ms Gazis was the English Extension 2 HSC Supervisor of Marking. She is a member of the Teaching Australia Board and is on the National Advisory Committee for the OECD Activity: Improving School Leadership. Ms Gazis is currently the President of the NSW Professional Teachers' Council and Vice-President of the Australian Joint Council of Professional Teaching Associations. She is a past-President of the Australian Association for the Teaching of English and the NSW English Teachers Association.

Mr John Gelling, TC, BSc, MEd

Mr Gelling has had 34 years teaching experience, including 10 years as a secondary principal and a two-year period as Executive Officer of the Australian Secondary Principals’ Association. He was Director of Curriculum in the ACT for a year and was also a member of the Secondary Colleges’ Planning Team. Since retirement he has been actively involved in national projects on Leadership and Management Training of Principals, and School Business Industry Links.

Mr Christiaan Goudkamp, TC – member until December 2007

Mr Goudkamp is a classroom teacher at Murwillumbah Public School. He has been a primary school teacher since 1968, and most of his teaching career has been on the Far North Coast of New South Wales. Mr Goudkamp was a vice-president of the New South Wales Teachers Federation and a member of its executive from 1988 to 2006. He was awarded active life membership of his union in 1993. In 2002 he was awarded The Tweed Heads/Ballina District Superintendent’s Award for his outstanding contribution to Public Education and in 2005 The Tweed Heads/Ballina Directors’ Award for his contribution to school, district and zone sporting programs. Mr Goudkamp is a representative of public school teachers in New South Wales on the Institute of Teachers’ Quality Teaching Council.

Mr Garry Grant, TC, BSc, GradDipEd (Computing), MEd

Mr Grant is currently a full-time teaching Assistant Principal at Dubbo Public School. His experience in the classroom extends over a 39-year career in public education, as a classroom teacher in small schools, primary schools and as a consultant with the DET in Computing Assessment. The bulk of his teaching career has

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Appendices

been spent in the Far Western Region of NSW. He is a current member of the NSWTF executive, a position he has held for the last 10 years. His interests are in the area of curriculum development, assessment and reporting, along with social justice issues concerning students, parents and teachers in the public education sector.

Mr Larry Grumley, BSE, DipEd, MA(Hons Eq)

Mr Grumley has 33 years’ teaching experience in both secondary (government and independent) and tertiary sectors both in New South Wales and overseas. He has also been involved in HSC and School Certificate marking, examination committees and syllabus development. Mr Grumley is currently Head Teacher English at Catherine McAuley School, Westmead.

Mr Phillip Heath, BA(Hons), MA(Hons), DipEd, MACEA, FACE

Mr Heath has been Head of School at St Andrew’s Cathedral School since 1995. He is currently a member of the Association of Heads of Independent Schools of Australia (AHISA), The Headmasters’ Conference (ex-Chair) and the Anglican Synod. He is the Immediate Past-President of the Australian Anglican Schools’ Network (AASN) and is Deputy Chairman of the Independent Schools Sporting Association (ISA).

Ms Deborah Lloyd, BSocSci, BEd

Ms Lloyd is a life member of the Federation of Parents and Citizens’ Associations and active at school, regional and state levels. She brings a rural perspective, and is the parent of school-aged children. In 2000, she was awarded the Director-General’s Award for Service to Public Education. Her interests are in the areas of equity, community development and student-centred curriculum. She is currently a member of the Board’s Registration of Non-government Schools Committee, the Primary Curriculum Committee, and the K–6 Science and Technology Syllabus Review Curriculum Committee.

Dr Jacqueline Manuel BA(Hons I), DipEd, PhD

Dr Jacqueline Manuel is a Senior Lecturer in Secondary English Education in the Faculty of Education and Social Work at the University of Sydney. She is co-convenor of the Arts, English and Literacy Education (AELE) Research Network and coordinator of Secondary Curriculum Methodology in the Faculty. Her research, teaching and scholarship are in the field of secondary English education. Her publishing, scholarship and research also include secondary English curriculum history, theory and pedagogy; early career experience of English teachers; adolescent reading and literature; and teacher motivation and expectations. Jackie has been involved in English syllabus development in NSW and the ACT, was a member of the HSC English Examination Committee (Standard and Advanced) for a number of years and in 2007 was Chief Examiner of these courses.

Dr Meredith Martin, BA(Hons), DipEd, MEd(Special Ed), PhD

Dr Martin is a consultant in Special Education. She was previously lecturer in Special Education, Macquarie University and Principal Education Officer in Special Education in the NSW Department of Education and Training. She is a member of the Guardianship Tribunal, the Mental Health Review Tribunal and, until June 2008, was a member of the Administrative Decisions Tribunal. Dr Martin has worked for over 30 years in training and evaluation for government and non-government sectors that have programs for people with disabilities.

Ms Jennifer Neary, BA, DipEd, FAICD

Ms Neary commenced her career as a secondary Mathematics teacher and has had a long history of involvement in public policy in employment, education and training. This involvement has been at both state and federal levels, and internationally with the OECD. Ms Neary has also had extensive experience as a senior executive in the financial services sector. She is Principal in a Management Consulting firm, is the Chair of the Foundation for Public Education in NSW and a member of the Board of the NSW Institute of Teachers.

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Mr Xian-Zhi Soon

Mr Soon is completing a combined degree in Arts/Law at the Australian National University. He completed his Higher School Certificate in 2003 at Hurlstone Agricultural High School as School Captain. Mr Soon went on to tutor senior Mathematics and English at Hurlstone for a number of years. As a former member of the NSW Youth Advisory Council and NSW Health Futures Strategic Advisory Council he has had active experience in policy development. He has also worked with the NSW Department of Education and Training on various projects and was a participant at the Australia 2020 Summit. Mr Soon is the ACT 2008 Young Australian of the Year. He currently works as a Management Consultant in Canberra and also serves as the Business Manager of the Federal Law Review.

Mr Carlo Svagelli, BEd

Mr Svagelli was the President of the NSW Aboriginal Education Consultative Group Inc and chaired the Board of Studies’ Aboriginal Education Advisory Committee until April 2008. He holds a Bachelor of Education (Adult Education) from the University of Technology, Sydney, and Mr Svagelli is a member of the DirectorGeneral’s Aboriginal Education Advisory Committee for the NSW Department of Education and Training. He has also previously been a member of Jumbunna’s Community Advisory Committee (University of Technology) which developed direction for the future of Jumbunna from Student Support Services to a much broader platform including research. Mr Svagelli has had direct involvement in the planning and development of the NSW Government’s ‘Two Ways Together Aboriginal Affairs Plan’, since its inception. He also has considerable knowledge of and expertise in Aboriginal affairs policy development and understands the cultural, social and economic factors that affect our communities.

Ms Suzette Young, BA, DipEd, MA

Ms Young is Principal at Willoughby Girls High School and is in her second term as a member of the Board of Studies. Up until 2007 she held the position of Deputy President of the NSW Secondary Principals’ Council for a number of years and remains a member of the Council. She has worked in public education for over 30 years in a variety of teaching and executive posts. Ms Young is a past President of the English Teachers’ Association of NSW, was a Supervisor of HSC Marking and lectured for four years in the teacher education program at Macquarie University. Her interests are in pedagogy, leadership and professional learning.

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Appendices

Board Meetings and Attendance of Members of the Board of Studies

2007 2008

7/8 18/9 30/10 11/12 26/2 8/4 3/6

Prof A Baker ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mr I Baker (for Mr B Croke) ✓

Ms C Benedet (up to August 07 ) ✓

Ms R Booth (for Ms M Persson) ✓

Ms D Butland ✓ ✓ ✓ ** ✓ ✓ ✓

Br K Canavan ✓ ✓ ✓ ✓ ✓ ✓ ✓

Ms R Cantali (from 15.8.07) ✓ ✓ ap ✓ ✓ ✓

Ms J Chan ✓ ✓ ✓ ✓ ✓ ✓ ✓

Dr B Croke ✓ ✓ ✓ ap ✓ ✓ ✓

Professor S Dockett ✓ ✓ ✓ ✓ ** ✓ ✓

Mr T Fletcher ✓ ✓ ✓ ✓ ap ✓ ✓

Dr M Fogarty ✓ ✓ ✓ ✓ ✓ ✓ ap

Ms S Gazis (up to August 07) ✓

Mr J Gelling ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mr C Goudkamp (up to Dec 07) ✓ ✓ ap ✓

Mr G Grant (from Dec 07) ✓ ap ✓

Mr L Grumley ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mr P Heath ✓ ✓ ✓ ✓ ✓ ✓ ap

Ms D Lloyd ✓ ✓ ✓ ✓ ✓ ✓ ✓

Ms L Loble ✓ ✓ ap ✓ ✓ ap ap

Dr J Manuel (from Sept 07) ✓ ✓ ✓ ✓ ✓ ✓

Dr M Martin ✓ ✓ ap ✓ ✓ ✓ ✓

Ms J Neary ✓ ✓ ✓ ✓ ✓ ✓ **

Ms M Persson ✓ ap ✓ ap ab ✓ ap

Mr R Randal (for Ms L Loble) ✓

Ms G Shadwick (for Mr T Fletcher) ✓

Mr P Sheehan (for Ms L Loble) ✓ ✓

Mr Xian-Zhi Soon ✓ ✓ ✓ ✓ ✓ ✓ ✓

Prof G Stanley (up to March 08) ✓ ✓ ✓ ✓ ✓

Mr C Svagelli ✓ ✓ ✓ ap ✓ ap ab

Ms S Young ✓ ✓ ✓ ✓ ✓ ap ✓

ab Absent ap Apology ** Leave of absence

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Appendix 12 – Freedom of Information

Freedom of Information Statistics

These statistics are set out in accordance with the provision of the Freedom of Information Act 1989, the Freedom of Information Regulation 2000 and the Freedom of Information Manual issued by the Freedom of Information Unit, NSW Premier's Department.

SECTION A: NEW FOI APPLICATIONS

How many FOI applications were received, discontinued or completed? Number of FOI applications

Personal Other Total

2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

A1 New 5 5 9 4 14 9

A2 Brought forward 0 0 1 0 1 0

A3 Total to be processed 5 5 10 4 15 9

A4 Completed 3 5 10 4 13 9

A5 Discontinued 2 0 0 0 2 0

A6 Total processed 5 5 10 4 15 9

A7 Unfinished (carried forward) 0 0 0 0 0 0

SECTION B: DISCONTINUED APPLICATIONS

Why were FOI applications discontinued? Number of discontinued FOI applications


2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

B1 Request Transferred out to another agency (s.20) 0 0 0 0 0 0

B2 Applicant withdrew request 2 0 0 0 2 0

B3 Applicant failed to pay advance deposit (s.22) 0 0 0 0 0 0

B4 Applicant failed to amend a request that would have been an unreasonable diversion of resources to complete (s.25(1)(a1)) 0 0 0 0 0 0

B5 Total discontinued 2 0 0 0 2 0

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Appendices

SECTION C: COMPLETED APPLICATIONS

What happened to completed FOI applications? Number of completed FOI applications


2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

C1 Granted or otherwise available in full 0 1 4 1 4 2

C2 Granted or otherwise available in part 1 4 4 2 5 6

C3 Refused 2 0 1 0 3 0

C4 No documents held 0 0 1 1 1 1

C5 Total completed 3 5 10 4 13 9

SECTION D: APPLICATIONS GRANTED OR OTHERWISE AVAILABLE IN FULL

How were the documents made Number of FOI applications available to the applicant? (granted or otherwise availabe in full)


All documents requested were: 2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

D1 Provided to the applicant 0 0 3 1 3 1

D2 Provided to the applicant’s medical practitioner 0 0 0 0 0 0

D3 Available for inspection 0 0 0 0 0 0

D4 Available for purchase 0 1 0 0 0 1

D5 Library material 0 0 0 0 0 0

D6 Subject to deferred access 0 0 0 0 0 0

D7 Available by a combination of any of the reasons listed in D1–D6 above 0 0 1 0 1 0

D8 Total granted or otherwise available in full 0 1 4 1 4 2

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SECTION E: APPLICATIONS GRANTED OR OTHERWISE AVAILABLE IN PART

How were the documents made Number of FOI applications available to the applicant? (granted or otherwise availabe in part)


Documents made available were: 2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

E1 Provided to the applicant 1 4 4 2 5 6

E2 Provided to the applicant’s medical practitioner 0 0 0 0 0 0

E3 Available for inspection 0 0 0 0 0 0

E4 Available for purchase 0 0 0 0 0 0

E5 Library material 0 0 0 0 0 0

E6 Subject to deferred access 0 0 0 0 0 0

E7 Available by a combination of any of the reasons listed in E1-E6 above 0 0 0 0 0 0

E8 Total granted or otherwise available in part 1 4 4 2 5 6

SECTION F: REFUSED FOI APPLICATIONS

Why was access to the documents refused? Number of refused FOI applications


2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

F1 Exempt 2 0 2 0 4 0

F2 Deemed Refused 0 0 0 0 0 0

F3 Total refused 2 0 2 0 4 0

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Appendices

SECTION G: EXEMPT DOCUMENTS

Why were the documents Number of FOI applications classified as exempt? (refused or access granted or otherwise available in part only)


2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

Restricted documents:

G1 Cabinet documents 0 0 0 0 0 0

G2 Executive Council documents (Clause 2) 0 0 0 0 0 0

G3 Documents affecting law enforcement and public safety (Clause 4) 0 0 1 0 1 0

G4 Documents affecting counter terrorism measures (Clause 4A) 0 0 0 0 0 0

Documents requiring consultation:

G5 Documents affecting intergovernmental relations (Clause 5) 0 0 0 0 0 0

G6 Documents affecting personal affairs (Clause 6) 0 0 2 0 2 0

G7 Documents affecting business affairs (Clause 7) 0 0 0 0 0 0

G8 Documents affecting the conduct of research (Clause 8) 0 0 0 0 0 0

Documents otherwise exempt

G9 Schedule 2 exempt agency 0 0 0 0 0 0

G10 Documents containing information confidential to Olympic committees (Clause 22) 0 0 0 0 0 0

G11 Documents relating to threatened species, Aboriginal objects or Aboriginal places (Clause 23) 0 0 0 0 0 0

G12 Documents relating to threatened species conservation (Clause 24) 0 0 0 0 0 0

G13 Plans of management containing information of Aboriginal significance (Clause 25) 0 0 0 0 0 0

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2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

G14 Private documents in public library collections (Clause 19) 0 0 0 0 0 0

G15 Documents relating to judicial functions (Clause 11) 0 0 0 0 0 0

G16 Documents subject to contempt (Clause 17) 0 0 0 0 0 0

G17 Documents arising out of companies and securities legislation (Clause 18) 0 0 0 0 0 0

G18 Exempt documents under interstate FOI legislation (Clause 21) 0 0 0 0 0 0

G19 Documents subject to legal professional privilege (Clause 10) 0 1 0 1 0 2

G20 Documents containing confidential material (Clause 13) 1 1 1 0 2 1

G21 Documents subject to secrecy provisions (Clause 12) 0 0 0 0 0 0

G22 Documents affecting the economy of the State (Clause 14) 0 0 0 0 0 0

G23 Documents affecting financial or property Interests of the State or an agency (Clause 15) 0 0 0 0 0 0

G24 Documents concerning operations of agencies (Clause 16) 2 2 1 0 3 2

G25 Internal working documents (Clause 9) 0 0 0 1 0 1

G26 Other exemptions (eg., Clauses 20, 22A and 26) 0 0 0 0 0 0

G27 Total applications including exempt documents 3 4 5 2 8 6

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Appendices

SECTION H: MINISTERIAL CERTIFICATES (S.59)

How many Ministerial Certificates were issued? Number of ministerial certificates

2006–07 2007–08

H1 Ministerial Certificates issued 0 0

SECTION I: FORMAL CONSULTATIONS

How many formal consultations were conducted? Number

2006–07 2007–08

I1 Number of applications requiring formal consultation 1 0

I2 Number of persons formally consulted 1 0

SECTION J: AMENDMENT OF PERSONAL RECORDS

How many applications for amendment of Number of applications for personal records were agreed or refused? amendment of personal records

2006–07 2007–08

J1 Agreed in full 0 0

J2 Agreed in part 0 0

J3 Refused 0 0

J4 Total 0 0

SECTION K: NOTATION OF PERSONAL RECORDS

How many applications for notation of personal records were made (s.46)? Number of applications for notation

2006–07 2007–08

K1 Applications for notation 0 0

SECTION L: FEES AND COSTS

What fees were assessed and received for FOI applications processed (excluding application transferred out)? Assessed costs Fees received

2006–07 2007–08 2006–07 2007–08

L1 All completed applications $0 $0 $360 $240

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SECTION M: FEE DISCOUNTS

How many fee waivers or discounts Number of FOI applications were allowed and why? (where fees were waived or discounted)


2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

M1 Processing fees waived in full 0 0 0 0 0 0

M2 Public interest discounts 0 0 0 1 0 1

M3 Financial hardship discounts – pensioner or child 0 1 1 0 1 1

M4 Financial hardship discounts – non-profit organisation 0 0 0 0 0 0

M5 Total 0 1 1 1 1 2

SECTION N: FEE REFUNDS

How many fee refunds were granted as a result of significant correction of personal records? Number of refunds

2006–07 2007–08

N1 Number of fee refunds granted as a result of significant correction of personal records 0 0

SECTION O: DAYS TAKEN TO COMPLETE THE REQUEST

How long did it take to process the completed applications? (Note: calendar days) Number of completed FOI applications


2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

O1 0–21 days – statutory determination period 2 5 5 4 7 9

O2 22–35 days – extended statutory determination period for consultation or retrieval of archived records (S.59B) 1 0 3 0 4 0

O3 Over 21 days – deemed refusal where no extended determination period applies 0 0 0 0 0 0

O4 Over 35 days – deemed refusal where extended determination period applies 0 0 2 0 2 0

O5 Total 3 5 10 4 13 9

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Appendices

SECTION P: PROCESSING TIME: HOURS

How long did it take to process the completed applications? Number of completed FOI applications


2006–07 2007–08 2006–07 2007–08 2006–07 2007–08

P1 0–10 hours 3 4 5 4 8 8

P2 11–20 hours 0 1 5 0 5 1

P3 21–40 hours 0 0 0 0 0 0

P4 Over 40 hours 0 0 0 0 0 0

P5 Total 3 5 10 4 13 9

SECTION Q: NUMBER OF REVIEWS

How many reviews were finalised? Number of competed reviews

2006–07 2007–08

Q1 Internal reviews 1 2

Q2 Ombudsman reviews 0 1

Q3 ADT reviews 1 0

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SECTION R: RESULTS OF INTERNAL REVIEWS

What were the results of internal reviews finalised?

Grounds on which the internal review was requested Number of internal reviews


Original Original Agency Agency Decision Decision Upheld Varied



R1 Access refused 1 0 0 0 1 0

R2 Access deferred 0 0 0 0 0 0

R3 Exempt matter deleted from documents 1 0 0 0 0 1

R4 Unreasonable charges 0 0 0 0 0 0

R5 Failure to consult with third parties 0 0 0 0 0 0

R6 Third parties’ views disregarded 0 0 0 0 0 0

R7 Amendment of personal records refused 0 0 0 0 0 0

R8 Total 2 0 0 0 1 1

Statement of Affairs of the Office of the Board of Studies

Introduction

Under section 14 of the Freedom of Information Act 1989 NSW Government agencies are required to publish an annual Statement of Affairs. The statement outlines the structure and functions of the Office of the Board of Studies, how these functions affect the public, how the public may participate in agency policy development, the types of documents held by the agency and how these documents can be accessed and amended.

Structure and functions

The Office of the Board of Studies supports the Minister for Education Training and the Board of Studies in their respective functions under the Education Act 1990. The Board develops syllabuses and curriculum support materials from Kindergarten to Year 12; registers and accredits non-government schools; administers home schooling registration; and prepares and conducts the School Certificate tests and Higher School Certificate examinations. The Office of the Board of Studies also encompasses the Australian Music Examinations Board (NSW) and the Aboriginal Education Consultative Group Inc.

Further details on the function and structure of the agency can be found in the Annual Report.

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Appendices

Effect of functions on members of the public

The functions of the Office of the Board of Studies have an effect on members of the public including students, teachers, parents and employers. The curriculum developed and endorsed by the agency directly impacts on what students are expected to learn from Kindergarten to Year 12. The credentials awarded by the agency to students undertaking the School Certificate and Higher School Certificate programs report what students have achieved through their secondary schooling, and can also be utilised by employers and tertiary educational institutions as an indication of the knowledge and skills achieved at school. The agency also ensures that certain standards (including teacher qualifications, building safety and curriculum offerings) are met in all non-government schools through its registration and accreditation function.

Public participation in policy development

Members of the public are able to participate in the policy development process of the Office of the Board of Studies. Consultation is a key component of major policy initiatives. The public may participate in the policy development process by completing consultation surveys that are made available on the agency’s website.

Queries regarding the agency’s policies may be directed to the Customer Service Unit on (02) 9367 8178 or by email at: [email protected]

Categories of documents held

The Office of the Board of Studies holds the following categories of documents:

a Documents relating to Board and committee meetings, including agendas and minutes.

b Documents relating to the syllabus development process from Kindergarten to Year 12.

c Documents relating to non-government school registration, accreditation and home schooling applications.

d Publications and online resources including reports, manuals, examination papers and work samples.

e Documents relating to the development, conduct and marking of the School Certificate, Higher School Certificate and AMEB (NSW) examinations.

f Documents relating to the enrolment, achievement and credentials of students undertaking the School Certificate, Higher School Certificate and AMEB (NSW) Music and Speech and Drama programs.

g Documents pertaining to internal administration.

Personal documents

The public are able to request a reprint of their School Certificate or Higher School Certificate awards. Applications for replacement certificates can be made by mail or in person. There is a search fee for replacement certificates: details can be found on the agency’s website www.boardofstudies.nsw.edu.au

Students undertaking the Higher School Certificate are provided with access to a secure internet service that allows them to view their current records. Amendments to personal details are made through their school.

Applications to amend other documents regarding a person’s personal affairs may be made to the FOI Coordinator.

Access arrangements

All current policy, rules and procedures documents and manuals can be accessed from the Office of the Board of Studies website www.boardofstudies.nsw.edu.au In addition a wide range of resources for students, teachers, parents and employers are published online, with some resources also available for purchase through Shop Online http://shop.bos.nsw.edu.au or by contacting the Customer Service Unit on (02) 9367 8178 or by email at: [email protected]

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Requests under the FOI Act for access to documents in possession of the Board should be accompanied by a $30.00 application fee in writing to:

FOI Coordinator Office of the Board of Studies GPO Box 5300

Phone: Fax:

(02) 9367 8360 (02) 9367 8375

Sydney NSW 2001

Arrangements can be made to obtain copies of documents or to inspect them between 9 am and 4 pm at Level 4, 117 Clarence Street, Sydney by contacting the FOI Coordinator.

Appendix 13 – Publications

Printed Publications

Many of the print documents completed during the reporting period were also presented in electronic form on the Board of Studies website.

Curriculum, Assessment and Examination 2008 Special Examination Provisions application documents form

2007 Higher School Certificate Advice Line Approved scientific calculators for 2007 Higher documents School Certificate examinations

2007 Higher School Certificate and School Approved scientific calculators for 2008 Higher Certificate Media Guide School Certificate examinations

2007 Higher School Certificate wall planner Draft syllabuses, consultation surveys and reports

2007 Notes for Markers Higher School Certificate Illness/Misadventure forms

2007 Notes for Senior Markers Higher School Certificate new course descriptions

2007 Presiding Officer Finance Handbook Home Education in NSW registration certificates, information package

2007 Presiding Officer Handbook School Developed Board Endorsed Courses

2008 Higher School Certificate and School Guidelines for Course Proposals Certificate events timetables

Stage 6 English ‘Area of Study’ poster 2008 Higher School Certificate examinations and School Certificate tests equipment check lists Stage 6 English course prescriptions (2009–2012)

2008 Higher School Certificate examinations Books and bookletsimportant dates

2008 Higher School Certificate examinations Stage 6 (Years 11 and 12)

timetable (poster and booklet) Reprint Stage 6 syllabuses (2 items)

2008 Higher School Certificate Languages speaking Stage 6 syllabuses and support materials (various) examinations timetable

Studying for the NSW HSC 2008 2008 Higher School Certificate specimen examination papers Young Writers Showcase 7 – book and DVD

package 2008 Rules and Procedures for HSC Candidates

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Appendices

Stages 4 and 5 (Years 7–10)

2007 School Certificate objective response answers

2007 School Certificate Record of Achievement documentation

Guide to the 2008 School Certificate

School Certificate Rules and Procedures 2008

Primary

Mathematics K–6 Units of Work

Parents’ Guide to the NSW Primary Syllabuses (in four community languages)

Science and Technology K–6 Review

Vocational Education and Training documents

Guidelines and application forms for Board Endorsed VET courses commencing in 2008

Retail Services PowerPoint presentation

Stage 6 Draft Curriculum Frameworks, consultation surveys, reports and presentations (5 subjects)

Vocational Education award certificates

Vocational Education Options in Stage 5: Guidelines 2008

Australian Music Examinations Board NSW documents

2008 enrolment forms

2008 presentation program

2008 Teachers Handbook

Assessment Examiner Reports for 2007: Theory and Musicianship

Calendar, notice board

Client survey 2007/8

FMusA program

Manuscript sheets

Music Craft survey

Newsletter Nov 2007

Product order form updates

Speech and Drama advertisement

Stationery, general

Events documents

ARTEXPRESS 2007 catalogue, invitations, plaques, certificates

DesignTECH 2007 certificates, catalogue, invitations, postcards, banner

DesignTECH 2007 Seminar booklets, videos

ENCORE 2007 certificates, postcards, program, performer poster

MYDA 2007 invitations, certificates

OnSTAGE 2006 certificates, postcards, program, banner, daybill

Premier’s Awards Certificate of Appreciation, VIP invitation, programs

Promotional materials

ARTEXPRESS 2007 catalogue flyer

DesignTECH 2007 catalogue flyer

ENCORE 2007 performance flyer

Home Education CD-ROM flyer

MYDA 2007 brochure, flyer

New Students Online flyer, FAQs

OnSTAGE 2007 posters, flyer

Parents’ Guide to the NSW Primary Syllabuses brochure

Results Analysis Package (RAP) flyer

Shop Online flyers, order forms

‘Studying for the HSC’ brochure

Writers Onstage/Onscreen flyer

Young Writers Showcase 7 flyer

Other printed publications

2007 Higher School Certificate portfolio and inserts

2007 School Certificate folio and inserts

Board Bulletin (periodical) (4 issues)

Board of Studies Annual Report 2006–2007 136

Aboriginal Studies Top Students certificates First in Course certificates and program

Brother John Taylor Memorial Prize certificate Higher School Certificate award stationery

Distinction Course certificate Stationery – various (letterheads, business cards, envelopes, calendars etc)

Excellence in the Higher School certificate

Web-only publications

Major revisions and new content were added to the Board of Studies websites. A selection of these is listed below.

2007 Advice Line information

2007 Computing Skills Test

2007 Higher School Certificate examination papers

2007 Higher School Certificate Notes from the Marking Centre (72 items)

2007 School Certificate test papers

Aboriginal Education Consultative Group Inc website

Aboriginal Educational Contexts website (10 items)

All My Own Work website updates

Assessment Resource Centre: Additional grade commentaries, work samples etc (148 items)

‘Employers’ website updates

HSC 40th anniversary feature

KLA Reviews 2008

Languages course prescriptions (30 items)

Manuals and Guides

Mathematics K–6 Support Document for Students with Special Education Needs

Registration and Accreditation of Non-government Schools web page updates

Special Education web page updates

Stage 6 Languages amendments (25 items)

Stage 6 Mathematics writing briefs, consultation surveys, reports (6 items)

Visit Gallipoli website (8 new sections)

Vocational Education web page updates

Young Writers Showcase website updates

Events web pages (updates)

ARTEXPRESS 25th anniversary feature, visual gallery

DesignTECH

ENCORE

MYDA

OnSTAGE

Publications for other public sector organisations

Community Relations Commission

Department of Veterans’ Affairs website additions

NSW Department of Education and Training HSC Online Wall Planner 2008

Roads and Traffic Authority, NSW (3 items)

CD-ROM and DVD publications

ARTEXPRESS 2007 catalogue (two-CD pack)

ENCORE 2007 audio CD

Home Education CD

Young Writers Showcase 7 (DVD to accompany book) 137

Appendices

Appendix 14 – Inspectors Aboriginal Education Mr Kevin Lowe (02) 9367 8198

Creative Arts Mr Jay McPherson (02) 9367 8030

English Mr Don Carter (02) 9367 8276

Human Society and Its Environment Ms Jennifer Lawless (02) 9367 8151 Mr Lindsay Swan (02) 9367 8150

Languages Dr Margaret Silink (02) 9367 8152

Mathematics Mr Peter Osland (02) 9367 8103

Registration and Accreditation Mr Paul Hewitt (02) 9367 8313 Ms Anne Keenan (02) 9367 8424

Personal Development, Health Mr Stan Browne (02) 9367 8156 and Physical Education

Primary Education Ms Margaret Malone (02) 9367 8199

Science Ms Gina Grant (02) 9367 8136

Technology Education Mr Howard Kennedy (02) 9367 8246

Vocational Education Mr Ian Balcomb (02) 9367 8038

138

Appendix 15 – Board of Studies Liaison Officers

Area Address Contact Numbers

Metropolitan East Ms Kim Owens

Level 7/117 Clarence Street SYDNEY NSW 2000 GPO Box 5300 SYDNEY NSW 2001

Phone: Fax: Mobile:

(02) 9367 8311 (02) 9367 8080 0417 244 139

Metropolitan North Mr Greg Martin

Level 7/117 Clarence Street SYDNEY NSW 2000 GPO Box 5300 SYDNEY NSW 2001

Phone: Fax: Mobile:

(02) 9367 8356 (02) 9367 8080 0418 683 608

Metropolitan North West Ms Margot Braithwaite

Suite 3, Level 2, 96 Phillip St PARRAMATTA NSW 2150 PO Box 3513 PARRAMATTA NSW 2124

Phone: Fax: Mobile:

(02) 9806 0931 (02) 9806 0937 0408 021 193

Metropolitan South West Ms Cheryl Russell

Suite 3, Level 2, 96 Phillip St PARRAMATTA NSW 2150 PO Box 3513 PARRAMATTA NSW 2124

Phone: Fax: Mobile:

(02) 9806 0932 (02) 9806 0937 0417 270 680

Hunter Ms Philippa Young

Newcastle State Office Block Phone: 117 Bull Street Fax: NEWCASTLE NSW 2302 Mobile: Locked Bag 7 HAMILTON DELIVERY CENTRE NSW 2303

(02) 4924 9976 (02) 4924 9979 0419 499 176

North Coast Ms Edwina McCoy

Coffs Harbour Education Campus Hogbin Drive COFFS HARBOUR NSW 2457

Phone: Fax: Mobile:

(02) 6659 3274 (02) 6659 3275 0428 660 126

North West Ms Meredith How

Level 1, Noel Park House 155 Marius Street TAMWORTH NSW 2340 PO Box 600 TAMWORTH NSW 2340

Phone: Fax: Mobile:

(02) 6755 5043 (02) 6766 9405 0428 667 668

Riverina Ms Lindy Billing

Level 2, 76 Morgan Street WAGGA WAGGA NSW 2650 PO Box 478 WAGGA WAGGA NSW 2650

Phone: Fax: Mobile:

(02) 6937 3889 (02) 6937 3809 0408 693 063

South Coast Ms Debra Watson

NSW Government Offices Level 1, 84 Crown Street WOLLONGONG NSW 2500 PO Box 819 WOLLONGONG NSW 2500

Phone: Fax: Mobile:

(02) 4224 9940 (02) 4227 2775 0428 424 354

Western Ms Melanie Meers

NSW Government Offices 140 William Street BATHURST NSW 2795 PO Box 143 BATHURST NSW 2795

Phone: Fax: Mobile:

(02) 6334 8048 (02) 6334 8049 0418 635 920

139

Appendices

140

Annual Report 2008

Appendix 16 – Financial Statements


Year ended 30 June 2008

Pursuant to the Public Finance and Audit Act 1983, I state that:

(a) the accompanying financial statements have been prepared in accordance with the applicable Australian Accounting Standards, the requirements of the Public Finance and Audit Act 1983, the Public Finance and Audit Regulation 2005, the Financial Reporting Directions published in the Financial Reporting Code for Budget Dependent General Government Sector Agencies, the Treasurer’s Directions and other authoritative pronouncements of the Australian Accounting Standards Board (AASB) and Australian Accounting Interpretations;

(b) the Operating Statement presents a true and fair view of the results of the Office of the Board of Studies for the year ended 30 June 2008;

(c) the Balance Sheet gives a true and fair view of the state of affairs of the Office of the Board of Studies as at 30 June 2008; and

(d) there are no circumstances which would render any particulars included in the financial statements to be misleading or inaccurate.

Dr John Bennett General Manager

20 October 2008

141

Financial Statements

142

Annual Report 2008

143


144

Annual Report 2008

Contents

Operating Statement 146

Balance Sheet 148

Cash Flow Statement 149

Summary of Compliance with Financial Directives 150

Notes to and forming part of the Financial Statements

1 Summary of significant accounting policies 151

2 Budget review 156

3 Expenses excluding losses 157

4 Revenues 158

5 Gain/(loss) on disposal 158

6 Acceptance by the Crown Entity of employee benefits and other liabilities 159

7 Cash and cash equivalents 159

8 Receivables 159

9 Inventories 159

10 Property, plant and equipment 160

11 Intangible assets 161

12 Payables 162

13 Provisions 162

14 Changes in equity 163

15 Commitments for expenditure 163

16 Contingent liabilities 163

17 Consultancies 163

18 Assistance provided by other parties 163

19 Reconciliation of cash flows from operating activities to net cost of services 164

20 Appropriations 164

21 Financial instruments 165

22 Programs/activities of the agency 167

23 Early adoption of new or revised Accounting Standards/Interpretations 168

24 After balance date events 168

145


Operating Statement for the Year Ended 30 June 2008

Notes Actual 2008 $’000

Budget 2008 $’000

Actual 2007 $’000

Expenses Excluding Losses

Operating expenses

Employee related

Other operating expenses

Depreciation and amortisation

Finance costs

Total Expenses Excluding Losses

3(a)

3(b)

3(c)

3(d)

80,243

23,497

1,483

25

105,248

79,581

21,828

1,207

24

102,640

76,848

22,602

1,480

23

100,953

Less:

Revenue

Sale of goods and services

Investment revenue

Grants and contributions

Other revenue

Total Revenue

4(a)

4(b)

4(c)

4(d)

6,470

301

1,237

342

8,350

5,457

250

773

279

6,759

6,285

300

1,161

228

7,974

Gain/(Loss) on Disposal

Net Cost of Services

5

19

3

96,895

10

95,871

1

92,978

Government Contributions

Recurrent appropriation

Capital appropriation

Acceptance by the Crown Entity of employee benefits and other liabilities

Total Government Contributions

20

20

6

93,204

2,453

2,037

97,694

92,896

487

1,639

95,022

90,296

816

1,278

92,390

SURPLUS/(DEFICIT) FOR THE YEAR 799 (849) (588)

The accompanying notes form part of these statements.

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Annual Report 2008

Statement of Recognised Income and Expense for the Year Ended 30 June 2008

Notes Actual Budget Actual 2008 2008 2007 $’000 $’000 $’000

TOTAL INCOME AND EXPENSE RECOGNISED DIRECTLY IN EQUITY – – –

Surplus/(Deficit) for the Year 799 (849) (588)

TOTAL INCOME AND EXPENSE RECOGNISED FOR THE YEAR 14 799 (849) (588)


147


Balance Sheet as at 30 June 2008


ASSETS

Current Assets

Cash and cash equivalents 7 3,946 6,052 5,971

Receivables 8 1,713 1,157 1,157

Inventories 9 1,672 1,913 1,913

Total Current Assets 7,331 9,122 9,041

Non-current Assets

Property, plant and equipment

– Land and buildings 1,540 859 1,045

– Plant and equipment 2,945 1,363 1,567

Total property, plant and equipment 10 4,485 2,222 2,612

Intangible assets 11 2,701 2,060 2,410

Total Non-current Assets 7,186 4,282 5,022

Total Assets 14,517 13,404 14,063

LIABILITIES

Current Liabilities

Payables 12 2,583 3,195 3,135

Provisions 13 2,395 2,316 2,214

Total Current Liabilities 4,978 5,511 5,349

Non-current Liabilities

Provisions 13 499 501 473

Total Non-current Liabilities 499 501 473

Total Liabilities 5,477 6,012 5,822

Net Assets 9,040 7,392 8,241

EQUITY

Accumulated funds 14 9,040 7,392 8,241

Total Equity 9,040 7,392 8,241


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Annual Report 2008

Cash Flow Statement for the Year Ended 30 June 2008


CASH FLOWS FROM OPERATING ACTIVITIES

Payments

Employee related (77,969) (77,776) (75,370)

Other (29,274) (26,623) (25,100)

Total Payments (107,243) (104,399) (100,470)

Receipts

Sale of goods and services 6,528 5,457 6,242

Interest received 320 250 299

Other 6,358 5,847 4,647

Total Receipts 13,206 11,554 11,188

Cash Flows from Government

Recurrent appropriation 93,204 92,896 90,296

Capital appropriation 2,453 487 816

Cash reimbursements from the Crown Entity

Net Cash Flows from Government 95,657 93,383 91,112

NET CASH FLOWS FROM OPERATING ACTIVITIES 19 1,620 538 1,830

CASH FLOWS FROM INVESTING ACTIVITIES

Proceeds from sale of plant and equipment 3 30 1

Purchases of plant and equipment (2,796) (287) (695)

Other (852) (200) (744)

NET CASH FLOWS FROM INVESTING ACTIVITIES (3,645) (457) (1,438)

NET INCREASE/(DECREASE) IN CASH (2,025) 81 391

Opening cash and cash equivalents 5,971 6,351 5,580

CLOSING CASH AND CASH EQUIVALENTS 7 3,946 6,432 5,971


149


Supplementary Financial Statements

Summary of Compliance with Financial Directives

2008 2007 Recurrent Expenditure/ Capital Expenditure/ Recurrent Expenditure Capital Expenditure

Appropriation Net Claim on Appropriation Net Claim on Appropriation Appropriation Consolidated Consolidated

Fund Fund $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000

ORIGINAL BUDGET APPROPRIATION/EXPENDITURE

Appropriation Act 92,896 92,896 487 487 90,093 90,093 816 816

Additional appropriations

s 21A PF&AA – special appropriation – – – –

s 24 PF&AA – transfers of functions between departments – – – – – – – –

s 26 PF&AA – Commonwealth specific purpose payments – – – – – – – –

OTHER APPROPRIATIONS/CAPITAL

Treasurer’s Advance – – 1,966 1,966 – – – –

s 22 – expenditure for certain works and services – – – – – – – –

1. Transfers to/from another agency (s 32 of the Appropriation Act) 308 308 – – 203 203 – –

Total Appropriations/Expenditure/ Net Claim on Consolidated Fund (includes transfer payments) 93,204 93,204 2,453 2,453 90,296 90,296 816 816

Amount drawn down against Appropriation 93,204 2,453 90,296 816

Liability to Consolidated Fund – – – –

The Summary of Compliance is based on the assumption that Consolidated Fund moneys are spent first (except where otherwise identified or prescribed).

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Annual Report 2008

Notes to the Financial Statements for the Year Ended 30 June 2008

1 SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

(a) Reporting Entity

The Office of the Board of Studies, as a reporting entity, is a not-for-profit entity with no cash generating units. All the operating activities are under the control of the Office, which includes supporting the services required by the Board of Studies, Australian Music Examinations Board and the Aboriginal Education Consultative Group.

The Office of the Board of Studies provides personnel services free of charge to the Board of Studies and the Board of Studies Casual Staff Division. The value of these services is estimated at $0.281m ($0.348m 2007) and $47.929m ($46.115m 2007) respectively. These services relate primarily to the provision of casual examination staff.

The Office of the Board of Studies is a NSW government department. The reporting entity is consolidated as part of the NSW Total State Sector Accounts. These financial statements have been authorised for issue by the General Manager on 20 October 2008.

(b) Basis of Preparation

The Office’s financial report is a general purpose financial report which has been prepared in accordance with:

• applicable Australian Accounting Standards (which include Australian Accounting Interpretations);

• the requirements of the Public Finance and Audit Act 1983 and Regulation; and

• the Financial Reporting Directions published in the Financial Reporting Code for Budget Dependent General Government Sector Agencies, or issued by the Treasurer.

Property, plant and equipment, investment property, assets (or disposal groups) held for sale and financial assets held for trading and available for sale are measured at fair value. Other financial statements items are prepared in accordance with the historical cost convention.

Judgements, key assumptions and estimations management has made are disclosed in the relevant notes to the financial statements.

All amounts are rounded to the nearest one thousand dollars and are expressed in Australian currency.

(c) Statement of Compliance

The financial statements and notes comply with Australian Accounting Standards, which include Australian Accounting Interpretations.

(d) Income Recognition

Income is measured at the fair value of the consideration or contribution received or receivable. Additional comments regarding the accounting policies for the recognition of income are discussed below.

(i) Parliamentary Appropriations and Contributions

Parliamentary appropriations and contributions from other bodies (including grants and donations) are generally recognised as income when the agency obtains control over the assets comprising the appropriations/contributions. Control over appropriations and contributions is normally obtained up on the receipt of cash.

An exception to the above is when appropriations are unspent at year-end. In this case, the authority to spend the money lapses and generally the unspent amount must be repaid to the Consolidated Fund in the following financial year. As a result, unspent appropriations are now accounted for as liabilities rather than revenue.

151



(ii) Sale of Goods

Revenue from the sale of goods is recognised as revenue when the agency transfers the significant risks and rewards of ownership of the assets.

(iii) Rendering of Services

Revenue is recognised when the service is provided or by reference to the stage of completion (based on labour hours incurred to date).

(iv) Investment Revenue

Interest revenue is recognised using the effective interest method as set out in AASB 139 Financial Instruments: Recognition and Measurement. Rental revenue is recognised in accordance with AASB 117 Leases on a straight-line basis over the lease term. Royalty revenue is recognised in accordance with AASB 118 Revenue on an accrual basis in accordance with the substance of the relevant agreement.

(e) Employee Benefits and Other Provisions

(i) Salaries and Wages, Annual Leave, Sick Leave and On-Costs

Liabilities for salaries and wages (including non-monetary benefits), annual leave and paid sick leave that fall due wholly within 12 months of the reporting date are recognised and measured in respect of employees’ services up to the reporting date at undiscounted amounts based on the amounts expected to be paid when the liabilities are settled.

Long-term annual leave that is not expected to be taken within 12 months is measured at present value in accordance with AASB 119 Employee Benefits.

Unused non-vesting sick leave does not give rise to a liability as it is not considered probable that sick leave taken in the future will be greater than the benefits accrued in the future.

The outstanding amounts of payroll tax, workers compensation insurance premiums and fringe benefits tax, which are consequential to employment, are recognised as liabilities and expenses where employee benefits to which they relate have been recognised.

(ii) Long Service Leave and Superannuation

The Office’s liabilities for long service leave and defined benefit superannuation are assumed by the Crown Entity. The Office accounts for the liability as having been extinguished, resulting in the amount being shown as part of the non-monetary revenue item described as ‘Acceptance by the Crown Entity of employee benefits and other liabilities’.

Long service leave is measured at present value in accordance with AASB 119 Employee Benefits. This is based on the application of certain factors (specified in NSWTC 07/04) to employees with five or more years of service, using current rates of pay. These factors were determined based on an actuarial review to approximate present value.

The superannuation expense for the financial year is determined by using the formula specified in the Treasurer’s Directions. The expense for certain superannuation schemes (ie Basic Benefit and First State Super) is calculated as a percentage of the employee’s salary. For other superannuation schemes (ie State Superannuation Scheme and State Authorities Superannuation Scheme), the expense is calculated as a multiple of the employees’ superannuation contributions.

(iii) Other Provisions

Other provisions exist when: the agency has a present legal or constructive obligation as a result of a past event; it is probable that an outflow of resources will be required to settle the obligation; and a reliable estimate can be made of the amount of the obligation.

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Annual Report 2008


(f) Acquisition of Assets

The cost method of accounting is used for the initial recording of all acquisitions of assets controlled by the Office. Cost is the amount of cash or cash equivalents paid or the fair value of the other consideration given to acquire the asset at the time of its acquisition or construction or, where applicable, the amount attributed to that asset when initially recognised in accordance with the requirements of other Australian Accounting Standards.

Assets acquired at no cost, or for nominal consideration, are initially recognised at their fair value at the date of acquisition.

Fair value is the amount for which an asset could be exchanged between knowledgeable, willing parties in an arm’s length transaction.

Where payment for an asset is deferred beyond normal credit terms, its cost is the cash price equivalent, ie the deferred payment amount is effectively discounted at an asset-specific rate.

(g) Capitalisation Thresholds

Property, plant and equipment and intangible assets costing $5,000 and above individually (or forming part of a network costing more than $5,000) are capitalised.

(h) Revaluation of Property, Plant and Equipment

Physical non-current assets are valued in accordance with the ‘Valuation of Physical Non-Current Assets at Fair Value’ Policy and Guidelines Paper (TPP 07-01). This policy adopts fair value in accordance with AASB 116 Property, Plant and Equipment.

Property, plant and equipment is measured on an existing use basis, where there are no feasible alternative uses in the existing natural, legal, financial and sociopolitical environment. However, in the limited circumstances where there are feasible alternative uses, assets are valued at their highest and best use.

Fair value of property, plant and equipment is determined based on the best available market evidence, including current market selling prices for the same or similar assets. Where there is no available market evidence, the asset’s fair value is measured at its market buying price, the best indicator of which is depreciated replacement cost.

The Office revalues each class of property, plant and equipment at least every five years or with sufficient regularity to ensure that the carrying amount of each asset in the class does not differ materially from its fair value at reporting date. The last revaluation was completed on 30 June 2002 and based on an independent assessment.

Non-specialised assets with short useful lives are measured at depreciated historical cost, as a surrogate for fair value.

When revaluing non-current assets by reference to current prices for assets newer than those being revalued (adjusted to reflect the present condition of the assets), the gross amount and the related accumulated depreciation are separately restated.

For other assets, any balances of accumulated depreciation at the revaluation date in respect of those assets are credited to the asset accounts to which they relate. The net asset accounts are then increased or decreased by the revaluation increments or decrements.

Revaluation increments are credited directly to the asset revaluation reserve, except that, to the extent that an increment reverses a revaluation decrement in respect of that class of asset previously recognised as an expense in the surplus/deficit, the increment is recognised immediately as revenue in the surplus/deficit.

Revaluation decrements are recognised immediately as expenses in the surplus/deficit, except that, to the extent that a credit balance exists in the asset revaluation reserve in respect of the same class of assets, they are debited directly to the asset revaluation reserve.

As a not-for-profit entity, revaluation increments and decrements are offset against one another within a class of non-current assets, but not otherwise.

153



Where an asset that has previously been revalued is disposed of, any balance remaining in the asset revaluation reserve in respect of that asset is transferred to accumulated funds.

(i) Impairment of Property, Plant and Equipment

As a not-for-profit entity with no cash-generating units, the Office is effectively exempted from AASB 136 Impairment of Assets and impairment testing. This is because AASB 136 modifies the recoverable amount test to the higher of fair value less costs to sell and depreciated replacement cost. This means that, for an asset already measured at fair value, impairment can only arise if selling costs are material. Selling costs are regarded as immaterial.

(j) Depreciation of Property, Plant and Equipment

Depreciation is provided for on a straight-line basis for all depreciable assets so as to write off the depreciable amount of each asset as it is consumed over its useful life to the Office.

All material separately identifiable components of assets are depreciated over their shorter useful lives. Useful lives of each major category of depreciable assets are:

Plant and Equipment

Computer hardware 4 years

Office furniture 10–15 years

Office equipment 5 years

Plant and machinery 10 years

Building Improvements 10–15 years

(k) Restoration Costs

The estimated cost of dismantling and removing an asset and restoring the site is included in the cost of an asset, to the extent it is recognised as a liability.

(l) Inventories

Inventories held for distribution are stated at cost, adjusted when applicable, for any loss of service potential. A loss of service potential is identified and measured based on the existence of a current replacement cost that is lower than the carrying amount. Inventories (other than those held for distribution) are stated at the lower of cost and net realisable value. Cost is calculated using the weighted average cost or ‘first in first out’ method.

The cost of inventories acquired at no cost or for nominal consideration is the current replacement cost as at the date of acquisition. Current replacement cost is the cost the Office would incur to acquire the asset. Net realisable value is the estimated selling price in the ordinary course of business less the estimated costs of completion and the estimated costs necessary to make the sale.

(m) Administered Activities

The Office has no administered activities.

(n) Restricted Assets

The Office holds moneys donated for the Brother John Taylor Memorial Trust ($34,990) and for the Mary Besley Biology Teachers award ($463). The Brother John Taylor Memorial Trust recognises an HSC student who has overcome significant disadvantage to achieve academic excellence. The Mary Besley Biology Teachers award recognises outstanding achievement in Biology. Interest earned from the investment of these assets is used to provide cash awards to the recipients.

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Annual Report 2008


(o) Insurance

The Office’s insurance activities are conducted through the NSW Treasury Managed Fund Scheme of self insurance for Government agencies. The expense (premium) is determined by the Fund Manager based on past claim experience.

(p) Leased Assets

Operating lease payments are charged to the Operating Statement in the periods in which they are incurred. The Office has no finance leases.

(q) Intangible Assets

The Office recognises intangible assets only if it is probable that future economic benefits will flow to the Office and the cost of the asset can be measured reliably. Intangible assets are measured initially at cost. Where an asset is acquired at no or nominal cost, the cost is its fair value as at the date of acquisition.

All research costs are expensed. Development costs are only capitalised when certain criteria are met.

The useful lives of intangible assets are assessed to be finite.

Intangible assets are subsequently measured at fair value only if there is an active market. As there is no active market for the Office’s intangible assets, the assets are carried at cost less any accumulated amortisation.

The Office’s intangible assets are amortised using the straight-line method over a period of 4–10 years for software intangibles.

In general, intangible assets are tested for impairment where an indicator of impairment exists. However, as a not-for-profit entity with no cash-generating units, the Office is effectively exempted from impairment testing (refer para (i)).

(r) Accounting for the Goods and Services Tax (GST)

Revenues, expenses and assets are recognised net of the amount of GST, except where:

• the amount of GST incurred by the Office as a purchaser that is not recoverable from the Australian Taxation Office is recognised as part of the cost of acquisition of an asset or as part of an item of expense;

• receivables and payables are stated with the amount of GST included.

(s) Receivables

Receivables are recognised initially at fair value, usually based on the transaction cost or face value. Subsequent measurement is at amortised cost using the effective interest rate method. Short-term receivables with no stated interest rate are measured at the original invoice amount where the effect of discounting is immaterial. An allowance for impairment of receivables is established when there is objective evidence that the entity will not be able to collect all amounts due. The amount of the allowance is the difference between the asset’s carrying amount and the present value of estimated future cash flows, discounted at the effective interest rate. Bad debts are written off as incurred.

(t) Payables

These amounts represent liabilities for goods and services provided to the Office and other amounts, including interest. Payables are recognised initially at fair value, usually based on the transaction cost or face value. Subsequent measurement is at amortised cost using the effective interest method. Short-term payables with no stated interest rate are measured at the original invoice amount where the effect of discounting is immaterial.

(u) Budgeted amounts

The budgeted amounts are drawn from the budgets as formulated at the beginning of the financial year with any adjustments for the effects of additional appropriations (s 21A, s 24 and/or s 26 of the Public Finance and Audit Act 1983). The budgeted

155



amounts in the Operating Statement and the Cash Flow Statement are generally based on the amounts disclosed in the NSW Budget Papers (as adjusted above). However, in the Balance Sheet the amounts vary from the Budget Papers, as the opening balances of the budgeted amounts are based on carried forward actual amounts, ie per the audited financial statements (rather than carried forward estimates).

(v) Comparative Information

Comparative figures have been disclosed for all amounts reported in the financial statements.

(w) Impairment of Financial Assets

All financial assets, except those measured at fair value through profit and loss, are subject to an annual review for impairment. An allowance for impairment is established when there is objective evidence that the entity will not be able to collect all amounts due.

2 BUDGET REVIEW

Net Cost of Services

The actual net cost of services in 2008 was higher than budget by $1.024m. This was primarily due to additional supplementation received for redundancy payments ($0.3m), increased employers superannuation provision accepted by the Crown Entity ($0.4m) and an increase in depreciation expense ($0.276m) as a result of additional plant and equipment purchases funded from the capital appropriation.

Assets and Liabilities

Current assets were lower than budget by $1.791m due to a decrease in cash and inventories and an increase in receivables.

Non-current assets were higher than budget by $2.905m due to an increase in all classes of assets. Supplementation to the original budget of $1.966m was approved by Treasury for the purchase of plant and equipment and software intangibles associated with the cyclical replacement of the Office’s core information and communications technology (ICT) infrastructure. $0.7m was expended on the relocation and consolidation of the Office’s warehouse and marking operations.

Current liabilities were lower than budget by $0.533m due to a decrease in payables.

Cash Flows

Net Cash Flows from Operating Activities was higher than budget by $1.082m due to an increase in net actual receipts over payments.

Net Cash Flows from Investing Activities exceeded the budget by $3.188m due to increases in plant and equipment and intangible purchases.

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Annual Report 2008


2008 2007 3 EXPENSES EXCLUDING LOSSES $’000 $’000

(a) Employee related expenses Salaries and wages (including recreation leave) 69,152 66,917

Superannuation – defined benefit plans 1,235 826

Superannuation – defined contribution plans 4,446 4,273

Long service leave 755 385

Workers compensation insurance 288 293

Payroll tax and fringe benefits tax 4,367 4,154

80,243 76,848

(b) Other operating expenses Auditor’s remuneration

– audit of the financial reports 46 43

Computing expenses 3,002 2,119

Insurance 86 80

Postage 906 912

Couriers 459 391

Printing and publishing 2,290 2,525

Inventory write-downs – 419

Marking centre rental 3,597 3,726

Operating lease rental 3,224 2,751

Security 1,809 1,712

Travel and accommodation 2,082 2,193

Stationery and consumables 532 548

Motor vehicles 783 736

Furniture and equipment 917 1,000

Telephones 278 337

Legal fees 80 78

Fees for services 2,206 2,076

Staff development 382 280

Bad and doubtful debts 1 1

Other expenses 817 675

23,497 22,602

(c) Depreciation and amortisation expense Depreciation

Building improvements 215 179

Plant and equipment 707 784

922 963

Amortisation

Software intangibles 561 517

561 517

(d) Finance costs Unwinding of discount rate 25 23

25 23 157



2008 2007 $’000 $’000

4 REVENUES

(a) Sale of goods and services

Publication and copyright fees 1,990 1,587

Rendering of services:

HSC and school certificate user charges 1,369 1,248

Australian Music Examination Board fees 2,671 3,040

Exhibition fees 440 410

6,470 6,285

(b) Investment revenue

Interest 301 300

(c) Grants and contributions

Aboriginal education 533 578

Vocational education and training 446 335

Information technology projects 257 245

Other 1 3

1,237 1,161

(d) Other revenue

Insurance claims 61 41

Design and editing services – –

Rental income – 64

Other 281 123

342 228

5 GAIN/(LOSS) ON DISPOSAL

Gain/(Loss) on disposal of plant and equipment:

Proceeds from disposal

Written down value of assets disposed

Net gain/(loss) on disposal of plant and equipment

3

–

3

1

–

1

158

Annual Report 2008


2008 2007 $’000 $’000

6 ACCEPTANCE BY THE CROWN ENTITY OF EMPLOYEE BENEFITS AND OTHER LIABILITIES

The following liabilities and/or expenses have been assumed by the Crown Entity:

Superannuation 1,235 826

Long service leave 728 402

Payroll tax 74 50

2,037 1,278

7 CURRENT ASSETS – Cash and cash equivalents

Cash at bank and on hand 3,946 5,971

3,946 5,971

For the purposes of the Cash Flow Statement, cash and cash equivalents include cash at bank and cash on hand

Cash and cash equivalent assets recognised in the Balance Sheet are reconciled at the end of the financial year to the Cash Flow Statement as follows:

Cash and cash equivalent (per Balance Sheet) 3,946 5,971

Closing cash and cash equivalents (per Cash Flow Statement) 3,946 5,971

8 CURRENT ASSETS – Receivables

Sale of goods and services 89 177

Less: Allowance for impairment – –

Sundry government debtors 671 462

Other debtors 34 85

Prepayments 919 433

1,713 1,157

9 CURRENT ASSETS – Inventories

Held for distribution

Publications stock – at cost 1,095 1,092

1,095 1,092

Held for resale

Publications stock – at cost 577 821

577 821

1,672 1,913

159



Buildings Plant and Total Improvements Equipment

$’000 $’000 $’000

10 NON-CURRENT ASSETS – Property, Plant and Equipment

At 1 July 2007

At Fair Value 2,938 6,956 9,894

Accumulated depreciation and impairment (1,893) (5,390) (7,283)

Net carrying amount 1,045 1,566 2,611

At 30 June 2008

At Fair Value 3,648 8,709 12,357



Reconciliations

A reconciliation of the carrying amount of each class of property, plant and equipment at the beginning and end of the current and previous financial years is set out below.


Net carrying amount at start of year 1,045 1,566 2,611

Additions 710 2,086 2,796

Disposals – – –

Depreciation expense (215) (707) (922)

Net carrying amount at end of year 1,540 2,945 4,485

At 1 July 2006

At Fair Value 2,786 6,414 9,200



At 30 June 2007

At Fair Value 2,938 6,956 9,894

Additions – – –




Net carrying amount at start of year 1,072 1,808 2,880

Additions 152 542 694

Disposals – – –

Depreciation expense (179) (784) (963)

Net carrying amount at end of year 1,045 1,566 (2,611)

160

Annual Report 2008


Software Total $’000 $’000

11 INTANGIBLE ASSETS

At 1 July 2007

Cost (gross carrying amount) 6,333 6,333

Accumulated amortisation and impairment (3,923) (3,923)

Net carrying amount 2,410 2,410

At 30 June 2008





Net carrying amount at start of year 2,410 2,410

Additions 852 852

Amortisation (recognised in ‘depreciation and amortisation’) (561) (561)

Net carrying amount at end of year 2,701 2,701

At 1 July 2006




At 30 June 2007





Net carrying amount at start of year 2,183 2,183

Additions 744 744

Amortisation (recognised in ‘depreciation and amortisation’) (517) (517)

Net carrying amount at end of year 2,410 2,410

161



2008 2007 $’000 $’000

12 CURRENT LIABILITIES – Payables

Accrued salaries, wages and on-costs 366 315

Creditors 910 776

Relief staff costs 165 161

Unearned revenue 1,101 1,847

Other 41 36

2,583 3,135

13 CURRENT/NON CURRENT LIABILITIES – Provisions

Employee benefits and related on-costs

Recreation leave 1,886 1,731

Long service leave on-costs 180 171

Payroll tax on LSL payable 356 338

2,422 2,240

Other provisions

Restoration costs 472 447

472 447

Total provisions 2,894 2,687

Aggregate employee benefits and related on-costs

Provisions – current 2,395 2,214

Provisions – non-current 27 26

Accrued salaries, wages and on-costs (Note 12) 366 315

2,788 2,555

Movements in provisions (other than employee benefits)

Movements in each class of provisions during the financial year, other than employee benefits are set out below:

2008 Restoration Total Costs $’000 $’000

Carrying amount at the beginning of the financial year 447 424

Unwinding/change in the discount rate 25 23

Carrying amount at end of financial year 472 447

162

Annual Report 2008


2008 2007 $’000 $’000

14 CHANGES IN EQUITY

Accumulated funds

Balance at the beginning of the financial year 8,241 8,829

Surplus/(deficit) for the year 799 (588)

Balance at the end of the financial year 9,040 8,241

15 COMMITMENTS FOR EXPENDITURE

(a) Operating lease commitments

Future non-cancellable operating lease rentals not provided for and payable

Not later than one year 3,277 3,089

Later than one year and not later than five years 10,847 10,664

Later than five years 268 714

Total (including GST) 14,392 14,467

Operating lease commitments relate to office accommodation and motor vehicles.

The total ‘Operating lease commitments’ above includes input tax credits of $1.308m that are expected to be recoverable from the Australian Taxation Office.

(b) Other expenditure commitments

Aggregate other expenditure for the acquisition of goods and services contracted for at balance date and not provided for:

Not later than one year 1,323 1,019

Total (including GST) 1,323 1,019

The total ‘Other expenditure commitments’ above includes input tax credits of $0.12m that are expected to be recoverable from the Australian Taxation Office.

16 CONTINGENT LIABILITIES

Contingent liabilities

The Office is unaware of any contingent liabilities existing as at 30 June 2008.

17 CONSULTANCIES

During the year the Office paid $Nil (2007 – $Nil) for consultancy services.

18 ASSISTANCE PROVIDED BY OTHER PARTIES

During the year there was no assistance provided to the Office by any other party for which financial consideration was not paid.

163



2008 2007 $’000 $’000

19 RECONCILIATION OF CASH FLOWS FROM OPERATING ACTIVITIES TO NET COST OF SERVICES

Net cash used on operating activities 1,620 1,830

Cash flows from Government/Appropriations (95,657) (91,112)

Depreciation (1,483) (1,480)

Decrease/(increase) in provisions (234) (154)

Acceptance by the Crown Entity of employee benefits and other liabilities (2,037) (1,278)

Increase/(decrease) in receivables 556 274

Decrease/(increase) in creditors 552 (430)

Increase/(decrease) in inventories (215) (629)

Net gain/(loss) on sale of plant and equipment 3 1

Net cost of services (96,895) (92,978)

20 APPROPRIATIONS

Recurrent appropriations

Total recurrent draw-downs from NSW Treasury 93,204 90,296 (per Summary of Compliance)

Less: Liability to Consolidated Fund – – (per Summary of Compliance)

93,204 90,296

Comprising:

Recurrent appropriations (per Operating Statement) 93,204 90,296

Transfer payments – –

93,204 90,296

Capital appropriations

Total capital draw-downs from NSW Treasury 2,453 816 (per Summary of Compliance)

Less: Liability to Consolidated Fund – – (per Summary of Compliance)

2,453 816

Comprising:

Capital appropriations (per Operating Statement) 2,453 816

Transfer payments – –

2,453 816

164

Annual Report 2008


21 FINANCIAL INSTRUMENTS

The Office’s principal financial instruments are outlined below. These financial instruments arise directly from the Office’s operations or are required to finance the Office’s operations. The Office does not enter into or trade financial instruments, including derivative financial instruments, for speculative purposes.

The Office's main risks arising from financial instruments are outlined below, together with the Office's objectives, policies and processes for measuring and managing risk. Further quantitative and qualitative disclosures are included throughout this financial report.

The Audit Committee has overall responsibility for the establishment and oversight of risk management and reviews and agrees policies for managing each of these risks. Risk management policies are established to identify and analyse the risks faced by the Office, to set risk limits and controls and to monitor risks. Compliance with policies is reviewed by the Internal Auditors on a continuous basis.

(a) Financial instrument categories

Financial Assets

Cash and cash equivalents

Receivables *

Note

7

8

Category

N/A

Receivables

Carrying Amount

2008 $’000

3,946

123

Carrying Amount

2007 $’000

5,971

262

* Excludes statutory receivables and prepayments

Financial Liabilities

Payables *

Note

12

Category

Payables

Carrying Amount

2008 $’000

1,092

Carrying Amount

2007 $’000

1,063

* Excludes statutory payables and unearned revenue

(b) Credit risk

Credit risk arises when there is a possibility of the Office’s debtors defaulting on their contractual obligations, resulting in a financial loss to the Office. The maximum exposure to credit risk is generally represented by the carrying amount of financial assets (net of any allowance for impairment).

Credit risk arises from the financial assets of the Office, including cash, receivables, and authority deposits. No collateral is held by the Office. The Office has not granted any financial guarantees.

Credit risk associated with the Office’s financial assets, other than receivables, is managed through the selection of counterparties and establishment of minimum credit rating standards. Authority deposits held with NSW TCorp are guaranteed by the State.

Cash

Cash comprises cash on hand and bank balances within the Treasury Banking System. Interest is earned on daily bank balances at the monthly average NSW Treasury Corporation (TCorp) 11am unofficial cash rate, adjusted for a management fee to Treasury.

165

2008

2007



Receivables – trade debtors

All trade debtors are recognised as amounts receivable at balance date. Collectability of trade debtors is reviewed on an ongoing basis. Debts which are known to be uncollectable are written off. An allowance for impairment is raised when there is objective evidence that the entity will not be able to collect all amounts due. The credit risk is the carrying amount (net of any allowance for impairment). No interest is earned on trade debtors. The carrying amount approximates fair value. Sales are made on 30-day terms.

The Office is not materially exposed to concentrations of credit risk to a single trade debtor or group of debtors. Based on past experience, debtors that are not past due (2008: $78,000; 2007: $154,000) and not less than three months past due (2008: $45,000; 2007: $108,000) are not considered impaired, and together these represent 100% of the total trade debtors. Most of the Office's debtors have a XXX credit rating. There are no debtors which are currently not past due or impaired whose terms have been renegotiated.

The only financial assets that are past due or impaired are ‘sales of goods and services’ in the ‘receivables’ category of the balance sheet.

$’000 Past due but 1,2 Considered

Total1,2 not impaired impaired

< 3 months overdue 123 45 –

3 months – 6 months overdue – – –

> 6 months overdue – – –

< 3 months overdue 262 108 –

3 months – 6 months overdue – – –

> 6 months overdue – – –

Notes 1 Each column in the table reports ‘gross receivables’. 2 The ageing analysis excludes statutory receivables and receivables that are not past due and not impaired.

(c) Liquidity risk

Liquidity risk is the risk that the Office will be unable to meet its payment obligations as they fall due. The Office continuously manages risk through monitoring future cash flows and maturities planning to ensure adequate holding of high quality liquid assets. The objective is to maintain a balance between continuity of funding and flexibility through the use of overdrafts, loans and other advances. Liquidity risk is assessed as low.

(d) Market risk

Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in market prices. The Office’s exposure to market risk is considered low.

166

Annual Report 2008


Interest rate risk

The Office’s exposure to interest rate risk is set out below.

Carrying Amount $’000

Profit $’000

-1% Equity $’000

Profit $’000

1% Equity $’000

2008

Financial assets


Receivables

Financial liabilities

3,946

123

(39)

(1)

(39)

(1)

39

1

39

1

Payables 1,092 11 11 (11) (11)

2007

Financial assets


Receivables

Financial liabilities

5,971

262

(60)

(26)

(60)

(26)

60

26

60

26

Payables 1,063 11 11 (11) (11)

Payables – trade creditors and accruals

The liabilities are recognised for amounts due to be paid in the future for goods or services received, whether or not invoiced. Amounts owing to suppliers (which are unsecured) are settled in accordance with the policy set out in Treasurer’s Direction 219.01. If trade terms are not specified, payment is made no later than the end of the month following the month in which an invoice or a statement is received. Treasurer’s Direction 219.01 allows the Minister to award interest for late payment. No interest rate payment was made.

22 PROGRAMS/ACTIVITIES OF THE AGENCY

Program Objective: To provide leadership in curriculum development and promote the achievement of excellence and equity in education for students from Kindergarten to Year 12 in all NSW schools, both government and non-government.

Program Description: Provision of guidance to schools in curriculum and assessment, professional leadership in developing quality education, implementation of registration and accreditation procedures for non-government schools. Management of public examinations – School Certificate and Higher School Certificate. Administration of music examinations in the state on behalf of the Australian Music Examinations Board.

167



23 EARLY ADOPTION OF NEW OR REVISED ACCOUNTING STANDARDS/INTERPRETATIONS

As mandated by the Treasurer, the Office has not early-adopted the following new/revised Standards/Interpretations:

Issue Date Operative Date

AASB 101 Presentation of Financial Statements September 2007 1 January 2009

AASB 1004 Contributions December 2007 1 July 2008

AASB 1052 Disaggregated Disclosures December 2007 1 July 2008

AASB 1050 Administered Items December 2007 1 July 2008

AASB 1049 Whole of Government and General

Government Sector Financial Reporting October 2007 1 July 2008

It is expected that the impact of the application of the new Standards on the Office’s financial report in the period of initial application will not be significant.

24 AFTER BALANCE DATE EVENTS

There are no events occurring after reporting date which provide new information that relates to conditions existing at reporting date.

End of Audited Financial Statements

168

Annual Report 2008

Board of Studies



(a) the accompanying financial statements have been prepared in accordance with the applicable Australian Accounting Standards, the requirements of the Public Finance and Audit Act 1983, the Public Finance and Audit Regulation 2005 and Australian Accounting Interpretations;

(b) the Operating Statement presents a true and fair view of the results of the Board of Studies for the year ended 30 June 2008;

(c) the Balance Sheet gives a true and fair view of the state of affairs of the Board of Studies as at 30 June 2008; and


Signed under delegation from the Board of Studies.

Dr John Bennett General Manager Office of the Board of Studies

20 October 2008

169


170

Annual Report 2008

171


Board of Studies Income Statement for the Year Ended 30 June 2008

CONSOLIDATED PARENT

2008 2007 2008 2007 Note $’000 $’000 $’000 $’000

Income

Services received free of charge 48,210 46,463 281 348

Total income 48,210 46,463 281 348

Expenses

Personnel services 2(a) 47,779 46,039 221 294

Other operating expenses 2(b) 431 424 60 54

Total expenses 48,210 46,463 281 348

Operating result – – – –


Board of Studies Statement of Changes in Recognised Income and Expense for the Year Ended 30 June 2008

2008 2007 2008 2007 Note $’000 $’000 $’000 $’000

TOTAL INCOME AND EXPENSE RECOGNISED DIRECTLY IN EQUITY – – – –

Surplus/(Deficit) for the Year – – – –

TOTAL INCOME AND EXPENSE RECOGNISED FOR THE YEAR – – – –


172

Annual Report 2008

Board of Studies Balance Sheet as at 30 June 2008

2008 $’000

Assets

Receivables

Total assets –

2007 $’000

–

2008 $’000

–

2007 $’000

–

Liabilities

Payables

Provisions

Total liabilities – – – –

Net assets – – – –

Equity

Accumulated funds

Total equity


Board of Studies Cash Flow Statement for the Year Ended 30 June 2008


Payments

Personnel services

Total payments

Receipts

Other

Total receipts

NET CASH FLOWS FROM OPERATING ACTIVITIES

–

–

2008 $’000

–

–

–

–

–

–

–

2007 $’000

–

–

–

–

–

–

–

2008 $’000

–

–

–

–

–

–

–

2007 $’000

–

–

–

–

–

NET INCREASE/(DECREASE) IN CASH – – – –

Opening cash and cash equivalents – – – –

CLOSING CASH AND CASH EQUIVALENTS – – – –


173


NOTE 1: SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

(a) Reporting entity

The Board of Studies was established under the Education Act 1990 and is, for the purposes of any Act, a statutory body representing the Crown.

The Board of Studies consolidated accounts include the Board of Studies and the Board of Studies Casual Staff Division.

Pursuant to Treasury Circular 06/13, the Board of Studies receives personnel services on a free of charge basis from the Office of the Board of Studies. From 17 March 2006 the Board of Studies Casual Staff Division provided personnel services to the Board in respect of casual examination staff. These staff were previously employed by the Board of Studies directly under the Education Act 1990 but they were paid by the Office of the Board of Studies. This employment provision has since been repealed.

The financial report was authorised for issue by the General Manager, Office of the Board of Studies under delegation from the Board of Studies on 20 October 2008. The report will not be amended and reissued as it has been audited.

(b) Basis of preparation

This is a general purpose financial report prepared in accordance with the requirements of Australian Accounting Standards (which include Australian Accounting Interpretations), the Public Finance and Audit Act 1983 and Regulation and specific directions issued by the Treasurer.

Generally, the historical cost basis of accounting has been adopted and the financial report does not take into account changing money values or current valuations.

Management’s judgements, key assumptions and estimates are disclosed in the relevant notes to the financial report.


(c) Statement of compliance

The consolidated and parent entity financial statements and notes comply with Australian Accounting Standards, which include Australian Accounting Interpretations.

(d) Comparative information

Except where an Australian Accounting Standard permits or requires otherwise, comparative information is disclosed in respect of the previous period for all amounts reported in the financial statements.

(e) Income

Income is measured at the fair value of the consideration received or receivable. Revenue from the rendering of personnel services is recognised when the service is provided and only to the extent that the associated recoverable expenses are recognised.

(f) Employee benefit provisions and expenses

Liabilities associated with, but that are not, employee benefits (such as payroll tax) are recognised separately.

Defined contribution plan superannuation liabilities are recognised as expenses when the obligations arise, which is usually through the rendering of service by employees.

Long service leave is measured at present value in accordance with AASB 119 Employee Benefits. This is based on the application of certain factors (specified in NSWTC 07/04) to employees with five or more years of service, using current rates of pay. These factors were determined based on an actuarial review to approximate present value.

174

Annual Report 2008

NOTE 2: EXPENSES

CONSOLIDATED PARENT

2008 2007 2008 2007 $’000 $’000 $’000 $’000

(a) Personnel services comprise:

Salaries and wages (incl recreation leave) 41,458 39,919 209 273

Long service leave – 5 – 5

Payroll tax 2,698 2,624 12 15

Superannuation – defined contribution plans 3,623 3,490 – –

Workers compensation insurance – 1 – 1

47,779 46,039 221 294

(b) Other operating expenses comprise:

Rent and accommodation 15 12 15 12

Postage and telephones 8 6 8 6

Travel 174 191 17 12

Printing 6 12 6 12

Meeting fees 9 6 9 6

Other 219 197 5 6

431 424 60 54

NOTE 3: FINANCIAL INSTRUMENTS

The Division does not have a separate bank account or a bank overdraft facility. It uses the bank facility of the Office of the Board of Studies.

The Division does not have any financial instruments as at 30 June 2008. The Division does not enter into or trade financial instruments, including derivative financial instruments, for speculative purposes.

The Division’s Audit Committee has overall responsibility for the establishment and oversight of risk management and reviews and agrees policies for managing each of these risks. Risk management policies are established to identify and analyse the risks faced by the Division, to set risk limits and controls and to monitor risks. Compliance with policies is reviewed by the Trust’s Finance Committee on a continuous basis.

2008 $’000

2007 $’000

(a) Financial instrument category

Financial assets 1,2

Receivables – –

– –

Financial liabilities 1,2

Payables – –

– –

Notes 1 Excludes statutory receivables and prepayments (not within scope of AASB 7). 2 Excludes statutory payables and unearned revenue (not within scope of AASB 7).

175


(b) Credit risk

Credit risk arises when there is the possibility of the Division’s debtors defaulting on their contractual obligations, resulting in a financial loss to the Division.

There are no financial assets that are past due or impaired in the balance sheet.

Exposure to credit risk is considered minimal.

(c) Liquidity risk

The Division’s exposure to liquidity risk is deemed insignificant based on prior period’s data and current assessment of risk.

(d) Market risk

The Division is not subject to any interest rate, foreign currency or other price risk.

(e) Fair value

The cost of financial instruments recognised in the balance sheet approximates the fair value because of the short-term nature of the financial instruments.

NOTE 4: EARLY ADOPTION OF NEW OR REVISED ACCOUNTING STANDARDS/INTERPRETATIONS










NOTE 5: AFTER BALANCE DATE EVENTS



176

Annual Report 2008

Board of Studies Casual Staff Division

For the year ended 30 June 2008


(a) the accompanying financial statements have been prepared in accordance with the applicable Australian Accounting Standards, the requirements of the Public Finance and Audit Act 1983, the Public Finance and Audit Regulation 2005 and Australian Accounting Interpretations;

(b) the Operating Statement presents a true and fair view of the results of the Board of Studies Casual Staff Division for the year ended 30 June 2008;

(c) the Balance Sheet gives a true and fair view of the state of affairs of the Board of Studies Casual Staff Division as at 30 June 2008;


Dr John Bennett General Manager Office of the Board of Studies

20 October 2008

177


178

Annual Report 2008

179


Board of Studies Casual Staff Division Income Statement for the Year Ended 30 June 2008

Note 2008 $’000

2007 $’000

Income

Services received free of charge

Total income

47,929

47,929

46,115

46,115

Expenses

Personnel services

Other operating

Total expenses

2(a)

2(b)

47,558

371

47,929

45,745

370

46,115

Operating result – –


Board of Studies Casual Staff Division Statement of Recognised Income and Expense for the Year Ended 30 June 2008

Note 2008 $’000

2007 $’000

TOTAL INCOME AND EXPENSE RECOGNISED DIRECTLY IN EQUITY

Surplus/(Deficit) for the Year

–

–

–

–

TOTAL INCOME AND EXPENSE RECOGNISED FOR THE YEAR – –


180

Annual Report 2008

Board of Studies Casual Staff Division Balance Sheet as at 30 June 2008

Note 2008 $’000

2007 $’000

Assets

Receivables

Total assets

–

–

–

–

Liabilities

Payables – –

Provisions – –

Total liabilities – –

Net assets – –

Equity

Accumulated funds – –

Total equity – –


Board of Studies Casual Staff Division Cash Flow Statement for the Year Ended 30 June 2008

2008 2007 Note $’000 $’000


Payments

Personnel services – –

Total payments – –

Receipts

Other – –

Total receipts – –

NET CASH FLOWS FROM OPERATING ACTIVITIES – –

NET INCREASE/(DECREASE) IN CASH

Opening cash and cash equivalents – –

CLOSING CASH AND CASH EQUIVALENTS – –


181


NOTE 1: SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES

(a) Reporting entity

The Board of Studies Casual Staff Division is a Division of the Government Service, established pursuant to Part 3 of Schedule 1 to the Public Sector Employment and Management Act 2002. It is a not-for- profit entity as profit is not its principal objective. It is domiciled in Australia and its principal office is at 117 Clarence Street, Sydney.

Pursuant to Treasury Circular 06/13 the Board of Studies Casual Staff Division objective is to provide personnel services to the Board of Studies. The personnel services relate to the provision of examination staff. It first receives these services from the Office of the Board of Studies.

The Board of Studies Casual Staff Division commenced operations on 17 March 2006 when it assumed responsibility for the employees and employee-related liabilities of the Board Of Studies casual examination staff. No employee liabilities existed at the time of transfer.

The Office of the Board of Studies' General Manager as Division Head of the Board of Studies Casual Staff Division, pursuant to Schedule 1 Part 3 of the Public Sector Employment and Management Act 2002 (the Act), has delegated the employment power for these staff, pursuant to section 4F of the Act, to the Office of the Board of Studies.

The financial report was authorised for issue by the General Manager, Office of the Board of Studies on 20 October 2008. The report will not be amended and reissued as it has been audited.

(b) Basis of preparation

This is a general purpose financial report prepared in accordance with the requirements of Australian Accounting Standards (which include Australian Accounting Interpretations), the Public Finance and Audit Act 1983 and Regulation and specific directions issued by the Treasurer.

Generally, the historical cost basis of accounting has been adopted and the financial report does not take into account changing money values or current valuations.

Management’s judgements, key assumptions and estimates are disclosed in the relevant notes to the financial report.


(c) Comparative information

Except where an Australian Accounting Standard permits or requires otherwise, comparative information is disclosed in respect of the previous period for all amounts reported in the financial statements.

(d) Income

Income is measured at the fair value of the consideration received or receivable. Revenue from the rendering of personnel services is recognised when the service is provided and only to the extent that the associated recoverable expenses are recognised.

(e) Employee benefit provisions and expenses

Liabilities associated with, but that are not, employee benefits (such as payroll tax) are recognised separately.

Defined contribution plan superannuation liabilities are recognised as expenses when the obligations arise, which is usually through the rendering of service by employees.

No employee liabilities exist at 30 June 2008 for casual examination staff.

182

Annual Report 2008

NOTE 2: EXPENSES

2008 2007 $’000 $’000

(a) Personnel services comprise:

Salaries and wages 41,249 39,646

Payroll tax 2,686 2,609

Superannuation – defined contribution plans 3,623 3,490

47,558 45,745

(b) Other operating expenses comprise:

Travel 157 179

Fees for services 214 191

371 370

NOTE 3: FINANCIAL INSTRUMENTS

The Division does not have a separate bank account or a bank overdraft facility. It uses the bank facility of the Office of the Board of Studies.

The Division does not have any financial instruments as at 30 June 2008. The Division does not enter into or trade financial instruments, including derivative financial instruments, for speculative purposes.

The Division’s Audit Committee has overall responsibility for the establishment and oversight of risk management and reviews and agrees policies for managing each of these risks. Risk management policies are established to identify and analyse the risks faced by the Division, to set risk limits and controls and to monitor risks. Compliance with policies is reviewed by the Trust’s Finance Committee on a continuous basis.

2008 $’000

2007 $'000

(a) Financial instrument category

Financial assets 1,2

Receivables – –

– –

Financial liabilities 1,2

Payables – –

– –

Notes 1 Excludes statutory receivables and prepayments (not within scope of AASB 7). 2 Excludes statutory payables and unearned revenue (not within scope of AASB 7).

183


(b) Credit risk

Credit risk arises when there is the possibility of the Division’s debtors defaulting on their contractual obligations, resulting in a financial loss to the Division.

There are no financial assets that are past due or impaired in the balance sheet.

Exposure to credit risk is considered minimal.

(c) Liquidity risk

The Division’s exposure to liquidity risk is deemed insignificant based on prior period’s data and current assessment of risk.

(d) Market risk

The Division is not subject to any interest rate, foreign currency or other price risk.

(e) Fair value

The cost of financial instruments recognised in the balance sheet approximates the fair value because of the short-term nature of the financial instruments.

NOTE 4: EARLY ADOPTION OF NEW OR REVISED ACCOUNTING STANDARDS/INTERPRETATIONS










NOTE 5: AFTER BALANCE DATE EVENTS



184

Index This index follows NSW Treasury guidelines to show compliance with statutory disclosure guidelines.

Action Plan for Women, 117

AECG Inc Report, 110

AMEB Report, 108

Board of Studies

Board Members, 7

committees, 9, 14

Liaison Officers, 139

meetings and attendance, 124

profiles of Board Members, 119

Code of Conduct, 101

Commitment to service, 101

Complaints management and client feedback, 102

Consultancies, 100, 163

Contracting and market testing, 100

Corporate governance framework, 96

Credit card compliance, 116

Disability Action Plan, 116

Equal employment opportunity, 116

Ethnic Affairs Priorities Statement, 117

Exceptional movements in employee wages, salaries or allowances, 100

Exhibitions, awards and events, 112

Freedom of information, 125

Statement of Affairs, 133

Statistics, 125

Financial statements, 141

Government Energy Management Program, 106

Home schooling, 67

Industrial relations policies and practices, 100

Inspectors, 138

Letter of submission, 3

Major assets, 114

Mission and goals, 15

Narrative Summary of Operations Review 2007–2008, 18

Occupational health and safety performance, 98


Branch descriptions, 92

Structure, 95

Online transactional services, 79

Overseas travel, 104

Overseas visitors, 86

Payment of accounts, 99

Performance statements, 88

Personnel policies and practices, 100

Privacy Management Plan, 116

Publications, 135

Recreation leave and extended leave liability, 100

Recruitment, 96

Representation on external committees, 103

Research reviews and program evaluations, 18

Risk management, 98

Senior executive service profile, 96

Shared Services Delivery, 79, 81

Sponsorships, 105

Standards of service, 102

Statutory disclosure requirements, 114

Waste reduction and recycling, 106

185