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1 Annual Report 2010

ANNUAL REPORT2012–2013

BOARD OF STUDIES NSW • OFFICE OF BOARD OF STUDIES NSW

Contact detailsOffice of the Board of Studies NSW117 Clarence StreetSydney NSW 2000

Tel: (02) 9367 8111Fax: (02) 9367 8484

Internet: www.boardofstudies.nsw.edu.au

Postal addressOffice of the Board of Studies NSWGPO Box 5300SYDNEY NSW 2001

This report is available on the Board of Studies website atwww.boardofstudies.nsw.edu.au

Office hours: 8.30 am – 5.30 pm Monday to Friday

Board staff are available outside these hours by arrangement.

Biology

containing� 2012 exam questions� Marking guidelines�Marker feedback�Top-scoring student answers

ExamWorkbook

2012Higher SchoolCertificate

Showcasing exemplary HSC major works andperformances

ARTEXPRESS

ARTEXPRESS is an annualexhibition of exemplaryartworks by Higher SchoolCertificate Visual Artsstudents. In 2013, thebodies of work of246 students from bothgovernment and non-government schoolswere selected for exhibition

from more than 9600 submissions for the artmakingcomponent of the 2012 HSC Examination.

ARTEXPRESS was held in Sydney from February to Aprilat the Art Gallery of NSW; Hazelhurst Regional Galleryand Arts Centre, Gymea; and the Armory, SydneyOlympic Park (SOPA). Works from the metropolitanexhibitions and additional works were combined for theexhibitions in Orange, the Blue Mountains, Tamworth,Broken Hill and Maitland. Further regional exhibitions arescheduled for Wagga Wagga, Shoalhaven and Graftonin the second half of 2013.

ARTEXPRESS visitors to 30 June 2013

Gallery Visitors

Art Gallery of NSW 108 000(estimate only)

Hazelhurst 14 903

SOPA 13 097

Orange 3 070

Blue Mountains 10 749

Tamworth 3 034

Broken Hill 3 020

Maitland 13 240

ARTEXPRESS sponsors

Designation Sponsor

Major sponsor Australia Post

Associate sponsor S & S Creativity Unlimited

News media partner The Sydney Morning Herald

Television media partner TVS Television Sydney

Official ARTEXPRESScarrier Grace Fine Art

Camera supplied by Foto Riesel

DesignTECH

DesignTECH is an annual exhibition of exemplary MajorDesign Projects developed by Higher School Certificatestudents as part of their Design and Technology course.The Powerhouse Museum displayed the exhibition frommid-February to 12 May 2013. The exhibition provided avaluable resource for teachers and students, and gavethe community an opportunity to view the talent,creativity and innovation emerging from the Design and

Technology curriculum in New South Wales. Inconjunction with the exhibition, DesignTECH seminarsheld during March 2013 attracted over 2000 studentsand teachers.

Between May and July 2013,DesignTECH toured Newcastleand Tamworth.

DesignTECH sponsors

Powerhouse Museum

Shelston IP

Alan Broady Memorial Trust

Built Environment, UNSW

Dyson

ENCORE

The annual ENCORE concert ofexemplary performances andcompositions from Higher SchoolCertificate Music students waspresented to full houses at bothmatinee and eveningperformances in the Concert Hall,Sydney Opera House on25 February 2013. The concertsfeatured a diverse programrepresenting all the Higher SchoolCertificate Music courses and comprising16 performances and five compositions.

OnSTAGE

The 2013 OnSTAGE season at theSeymour Centre, Sydney, ran from2 to 8 February and featured47 performers and an exhibitionof 26 exemplary projects thatrepresented the different syllabuscategories for study in the HigherSchool Certificate Drama course.

Also on show was WritersOnSTAGE/OnSCREEN in theEverest Theatre, Seymour Centre,6–8 February 2013 featuring threevideo drama screenings and two rehearsed readings ofexemplary scripts.

Word Express

In collaboration with the State Library of NSW, WordExpress was held in June 2013 to launch Young WritersShowcase 12, the anthology of major works (extendedcompositions) by 2012 HSC English Extension 2students. The State Library will host a study day forstudents and teachers in October 2013.

Gallery Guide PHM

EXHIBITIONS, AWARDS AND EVENTS 2012–2013

2012 H

igher

Sch

ool C

erti

fica

te

writersshowcase

12

Outstanding primary schoolwriting from theYoungest Writer:WriteOncompetition

YOUNGEESSTTWRITERWriteOn

2012

MATHEMATICS K--10 SYLLABUSVOLUME 1

MATHEMATICS K--6

NSW SYLLABUSfor the Australiancurriculum

ENGLISH K--10 SYLLABUSVOLUME 2


ENGLISHYEARS 7--10

A R T E X P R E S S H S C 2 0 1 2

• G A L L E R Y G U I D E •M A I T L A N D R E G I O N A L A R T G A L L E R Y

Concert Hall Sydney Opera House 25 February 2013

Presented by Board of Studies NSW and NSW Department of Education and Communities

ENCORE

BOARD OF STUDIES PUBLICATIONSThe Communications and Publishing Branch (CPB), Office ofthe Board of Studies, published more than 1100 documentsin the reporting period – an average of more than four itemsper day throughout the year – incorporating the work ofgraphic designers, editors, website staff and copyrightofficers. In line with the continuing rapid increase in the useof electronic, internet and interactive publishing, moredocuments were published on the Board’s websites andpartner websites than in previous years. The Board ofStudies is currently implementing the National TransitionStrategy and aims to have all content on its websitesWCAG 2.0 Level AA compliant by 31 December 2014.

The CPB published eight new NSW K–10 syllabuses inEnglish, Mathematics, Science (including Science andTechnology K–6) and History, incorporating the Australiancurriculum. For the first time the syllabuses are available inan interactive online format.

Printed publications included syllabuses, syllabus supportdocuments, timetables in various formats, flyers to supportevents and eBOS Shop Online, performance programs forOnSTAGE and ENCORE, DesignTECH 2012 seminar booklets,and sets of project cards and programs. Printed products alsocomprised invitations, postcards and flyers for ARTEXPRESS2012, credential certificates and awards, posters, banners,rules and procedures booklets, general stationery and muchmore. Most publicly available printed documents can also beaccessed on the Board of Studies website.

Commercial publications produced included Young WritersShowcase 2012, The Sydney Morning Herald YoungestWriter: WriteOn 2012, ENCORE CD and 2012 HSC Examworkbooks for a range of subjects.

Publications on the Board’s website and partner websitesincluded new and updated content on the AssessmentResource Centre site and gallery guides for the ARTEXPRESSand DesignTECH metropolitan and regional exhibitions.

A selection of annually recurring major web-onlypublications included sample multi-choice questions for theHigher School Certificate, as well as Marking Guidelines,Notes from the Marking Centre, Sample Answers andexamination papers from the 2012 HSC Examinations.

SCIENCE K--10 SYLLABUSVOLUME 1

SCIENCE AND TECHNOLOGY K--6


HISTORY K--10 SYLLABUSVOLUME 1

HISTORY K--6



ENGLISH K--6


BusinessStudies


ExamWorkbook


Chemistry


ExamWorkbook


English (Advanced)Paper 2 – Modules


ExamWorkbook


Economics


ExamWorkbook


Physics


ExamWorkbook


Office of the Board of Studies NSW117 Clarence StreetSydney NSW 2000

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

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

© Board of Studies NSW 2013

ISBN 978 174301 0389


20130321

The Honourable Adrian Piccoli MP

Minister for Education

Dear Minister

We are pleased to present the Annual Report of the Board of Studies and the Officeof the Board of Studies for the year ending 30 June 2013.

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

Tom Alegounarias PresidentBoard of Studies NSW

Carol TaylorChief ExecutiveOffice of the Board of Studies NSW

4 Annual Report 2012–2013

President’s message2012–2013 has been another exciting year foreducation in New South Wales.

This report highlights the achievements of theBoard of Studies over the past year, all of whichcould not have been realised without theextensive engagement and commitment of theeducation community. The response toconsultation by the education sector, parents andother stakeholders has been impressive, and thissupport has been greatly appreciated.

The Board of Studies new Strategic Plan (2012–2016) has been the basis for guiding theBoard’s work throughout 2012–2013. The plandraws closely on government initiatives identifiedin the New South Wales State Plan – NSW 2021:A Plan to Make NSW Number One, current andemerging educational environments and strategicdevelopments in education nationally andinternationally.

2012 Higher School Certificate Results We are continuing to see an increasing numberof students qualify for the NSW Higher SchoolCertificate with over 72 000 students receivingan HSC result in at least one course in 2012.

HSC results are important indicators of educationaloutcomes and our latest results confirm that NewSouth Wales continues to show soundperformance and a steady pattern of growth.

It is also heartening to see, through HSCenrolments and results, that the Higher SchoolCertificate continues to be a relevant and valuablecredential that offers a breadth of study forstudents who have aspirations to continueacademic study, undertake other training, ormove straight into the workforce.

Record of School Achievement (RoSA)The year 2012 saw the first cohort of studentsreceive a Record of School Achievement (RoSA),the new credential that has replaced the SchoolCertificate.

The RoSA was developed by the Board inrecognition that senior secondary retention rateshave increased significantly since the SchoolCertificate was first introduced 47 years ago andthat a new, more relevant academic andvocational credential was needed for thosestudents who still chose to leave school at anypoint after completing Year 10.

To complement the RoSA credential, the Boardhas also developed new optional online Literacyand Numeracy tests that were first offered inNovember 2012. The tests focus on skills to helpschool leavers gain employment or transition tofurther training.

The Australian curriculum in NSW Our important work in representing New SouthWales in the development of an Australiancurriculum continues.

In October 2012, the new NSW K–10 syllabusesin English, Mathematics, Science and History thatincorporate Australian curriculum content werelaunched by the NSW Minister for Education.Implementation of these new syllabuses inclassrooms will be staggered, commencing withEnglish in 2014 and concluding in 2016.

A raft of materials to support the implementationof these new syllabuses has been developed bythe Board, including Schools Guides, ParentsGuides and an easy-to-use programming tool forteachers to prepare for and deliver lessons.

The Board of Studies will continue to coordinatethe formal NSW response to further developmentand incorporation of the Australian curriculumcontent across the NSW K–12 curriculum. Anyfurther decisions about adopting the Australiancurriculum, developing syllabuses, and planningsubsequent implementation will continue to bemade only after thorough consultation with NSWstakeholders.

Supporting Teacher Quality in NSW In July 2012 the Minister for Education releasedGreat Teaching, Inspired Learning, a discussionpaper aimed at exploring ways of improving thequality of teaching in NSW classrooms inrecognition of this relationship to studentoutcomes.


The paper, co-written by myself, Dr MichelleBruniges, the Director-General of the NSWDepartment of Education and Communities andMr Patrick Lee, the Chief Executive of the Instituteof Teachers at the Minister’s request, hasgenerated much discussion about possible waysto enhance the quality of teaching in New SouthWales.

The new National Professional Standards forTeachers will help to further guide ourcoordinated efforts to attract the most suitableapplicants to initial teacher training, to bettersupport beginning teachers and to recognise andvalue experienced teachers.

Languages Education Review Our work, evaluating languages education fromKindergarten to Year 12 in New South Wales,continued throughout the year. At the request ofthe Minister for Education, the Board isconducting a review with the aim of providing allNSW students with a broader and more inclusivelanguages education to ensure we meet thechanging demands in this area of the curriculum.

The Consultation Paper and Reference Paperbeing developed will provide an overview oflanguages education in NSW, map currentprovision and participation in languageseducation in NSW, and outline recentdevelopments and best practice in languageseducation teaching and learning in Australia andinternationally. The papers will also proposepreliminary directions for the future to enhanceprovision and quality of languages education inNew South Wales.

International partnershipsOver 2012–2013, we were privileged to hostdelegations of international educators from Chinaand India interested in exchanging ideas andexperiences to better understand globaleducational developments.

Our partnership with the Secretariat of the PacificBoard for Educational Assessment (SPBEA) thatcurrently has nine member countries was furtherexpanded, with the Board of Studies becoming aconsultative member of the Pacific Board forEducational Assessment (PBEA). In August 2012,I attended the annual PBEA meeting in Fiji andwas privileged to deliver a keynote address onassessment practices in the pursuit of quality atthe SPBEA regional conference.

Building Our Cultural Capital – President’s Lecture Series

In 2012 we continued our work through theBuilding Our Cultural Capital initiative, bringingtogether members of the education communitywith key members from an identified field ofindustry, to discuss emerging issues in education

and invite a range of perspectives on the work ofthe Board of Studies NSW.

Our most recent flagship event held in September2012 at the Australian Museum focused on Thematter of Science in education. Several prominentAustralian scientists delivered a series of lectures,with the keynote address delivered by NobelLaureate and Astronomer, Dr Brian Schmidt,Distinguished Professor at The Australian NationalUniversity, Research School of Astronomy andAstrophysics (Mt Stromlo Observatory).

The event, attended by over 75 people, includingrepresentatives from government, corporate,academic and research organisations, hasprovided opportunity for Board Officers toestablish direct connections with a range ofindustry partners that will inform and support thedevelopment of relevant, meaningful curriculumand support materials.

Student voiceThrough its 15 member Student Advisory Groupand regular student meetings across the state, theBoard has obtained valuable student feedback ona range of key issues over the past year.

Students have considered and shared their viewson topics including Languages education, HSCcourse selection and requirements, HSCassessment, and HSC student support services.These contributions are vital to ensuring theBoard’s work continues to reflect studentperspectives.

Research, evaluation and development In recognition of the increasing importance ofresearch, evaluation and data analysis inproviding an evidence base for improvement inpolicy and program design and delivery, theBoard’s Research, Evaluation and DevelopmentCommittee engaged in numerous initiativesfocused on identifying strategic research prioritiesand encouraging collaboration in areas of mutualinterest.

As an integral member of the education portfolio,the Board plays a critical role in finding solutionsthat contribute to supporting continuingstandards of exceptional educational practice inNSW. The year ahead will see a continued focuson educational policy initiatives to improveeducational outcomes for students in New SouthWales.

Thanks to all who have contributed to this year’sachievements. I look forward to your ongoingsupport.

Tom AlegounariasPresident


Chief Executive’s messageI am delighted to present the NSW Board ofStudies Annual Report for 2012–2013,highlighting another year of achievements for ourorganisation.

As well as documenting the Board’s activities insupporting the education of NSW students, thisreport highlights some of our efforts to seekinnovative and efficient ways of working andapplying new practices to better deliver theBoard’s services.

The 2012 Higher School CertificateA total of 72 487 students completed an HSCcourse in 2012 with a record 66 676 studentsqualifying for a full Higher School Certificatecredential.

The Higher School Certificate continues to offerstudents a suite of courses that cater for thebroadening range of students staying at schooluntil the end of Year 12. In 2012, students choseto study from over 250 courses including 115externally examined courses, a range of coursesfrom 12 industry curriculum frameworks, 18 LifeSkills courses, 117 endorsed courses includingVET courses delivered through TAFE as well ascourses developed and delivered by universities.

The Record of School Achievement (RoSA)One of the most significant events of the reportingyear was the awarding of the first Record ofStudent Achievement (RoSA) credentials forstudents who leave before completing the HigherSchool Certificate.

Support for awarding RoSA grades To support the introduction of A to E grading forthe new RoSA, the Board has developedextensive resources designed to assist teachersin awarding consistent grades that reflect thestandards demonstrated in student work.

Numerous projects were completed over the year,including the collection and publication of over780 work samples that have been aligned togrades, the development of the Grading for RoSA– getting it right video that demonstrates andexplains the process of moderating grades, and aprofessional development package that promotesconsistent teacher judgements. The Board alsodeveloped new historical grade analysis graphsand tables that schools can access to assist themin the grade allocation process.

Up2now websiteIn recognition that many employers are interestedin more than academic results, the Board hasdeveloped the Up2now – my ongoing learningportfolio website designed for students to bring

together a digital record of their extracurricularachievements to document their broader learning,such as first-aid qualifications, community serviceor volunteer work. A second-year pilot study isbeing conducted in 2013 to inform furtherimprovements to the site.

Implementation of new NSW K–10 Syllabuses inEnglish, Mathematics, Science and HistoryThe new NSW K–10 syllabuses in English,Mathematics, Science and History thatincorporate Australian curriculum content werelaunched by the NSW Minister for Education on16 October 2012.

As well as publishing the syllabuses in print, theBoard developed a website providing access tothe syllabuses in a world-first interactive format.The website allows teachers to easily navigate thesyllabuses to find content and outcomes and toaccess the extensive range of support materialsthat have been developed to help support theimplementation of the new syllabuses.

Resources available on the website includeguides to the new syllabuses for teachers,schools and parents, advice on assessment andprogramming, as well as advice and support forteachers of students with special educationneeds.

As additional support for teachers inimplementing the new syllabuses, the Boarddesigned Program Builder, a revolutionary onlineprogramming tool that uses content from the newNSW syllabuses for the Australian curriculum tocreate scope and sequences and units. Since theMinister for Education launched Program Builder

in April 2013, over 24 000 teachers from alleducation sectors have logged in and createdover 90 000 units of work.

NAPLAN test administration The Board of Studies administered the NAPLANtests for the first time in 2013 after responsibilitywas transferred from the NSW Department ofEducation and Communities. The Board is nowalso responsible for delivering NAPLAN results toschools and students.

New examination technologies New technologies in HSC examination testingand marking are continually being introduced toenhance the effectiveness and efficiency of theHSC program.

In 2012, over a third of HSC courses examinedwere marked using on-screen marking technologydeveloped by the Board. Markers of project andperformance examinations are increasingly usingportable devices such as iPads to record marks.In 2012, HSC Drama Performance markers useda purpose-built app specially designed to improvethe process by which marks are submitted andquality checked.

The first of the new optional online Literacy andNumeracy tests for students leaving schoolbefore completing the Higher School Certificatewere made available in November 2012. Theonline program through which the tests arepresented was developed by the Board of Studiesand has generated great interest from a range ofeducation authorities and organisations wishingto adapt the technology to support their literacyand numeracy assessment programs.

Guides for primary school parentsThe Board of Studies recognises the importantrole parents play in their child’s education andproduces materials designed to help parentsparticipate in and support their child’s learning.

In August 2012, the NSW Minister for Educationlaunched a set of three guides developed by theBoard to help parents reinforce the reading,writing and mathematics skills of primary schoolstudents. The guides explain what a child shouldbe able to do at each developmental stage, insimple terms and with practical examples andhow parents can support skill developmentthrough everyday activities. A resource forparents to help their child learn about grammar iscurrently under development.

Professional development workshopsDuring the reporting year, a range of professionaldevelopment workshops and videoconferenceswere conducted with primary and secondaryschool staff focusing on Board of Studies policies

and processes. Topics covered included gradeallocation, consistent teacher judgements, LifeSkills courses, HSC Assessment, Schools Online,and assessment and credentialling for Years 10,11 and 12.

Maintaining the NSW curriculumDuring the year, considerable efforts have beenfocused on evaluating existing NSW syllabusesand support materials and strategically identifyingareas for future development.

Some of the Board’s major achievements in thisarea over 2012–2013 include:

• support materials for the new MathematicsGeneral Stage 6 syllabus

• a new RTA-contracted Road Safety websitefor Years 5 and 6 students

• a new Child Studies Years 9 and 10 ContentEndorsed Course

• English K–6 Support Materials for Studentswith Special Education Needs

• updates to a range of Stage 6 syllabuses andsyllabus prescriptions

• updates to VET syllabuses and revised VETcurriculum frameworks

• resources to support the implementation ofthe K–10 Aboriginal Languages syllabus.

My thanks go to staff, teachers, parents and themany others across New South Wales who havecontributed to the development and delivery ofthis work. I am extremely proud of ourcollaborative achievements over the 2012–2013year and look forward to your continuedinvolvement in our important work.

Carol TaylorChief Executive


CONTENTS1 Governance – Our organisation 11

Enabling legislationThe Board and its committeesMembers of the Board Structure of the Office of the BoardStrategic planning and goals

2 Performance – Our achievements 33CURRICULUM and ASSESSMENT 35The Australian curriculumThe NSW curriculum• Primary• Stages 4 and 5• Stage 6 • Board Endorsed Courses• Vocational Education and Training (VET) Courses• Aboriginal education• Assessment Resource Centre (ARC)• NSW Syllabuses for the Australian Curriculum website• The Up2now website Australian Music Examinations Board (AMEB)

EXAMINATIONS and CREDENTIALS 612012 Higher School CertificateRecord of School Achievement (RoSA)2013 National Assessment Program –

Literacy and Numeracy (NAPLAN)

REGISTRATION and ACCREDITATION 75ResponsibilitiesOur achievementsBest practice policies and processes

in the regulation of non-government schoolsRegistration statisticsHome schooling

POLICY and PRACTICE 87Research, evaluation and developmentOverseas visitorsSecretariat of the Pacific Board for Educational

Assessment (SPBEA) PartnershipSupporting teacher quality in New South WalesTES Australia 2012–2013 website developments Board of Studies Student Advisory GroupCommunicationsLanguages Education ReviewRoSA Data for UniversitiesBoard of Studies Liaison Officers (BOSLOs)Acknowledging outstanding student achievements

3 Managing our organisation 101Performance statementsChief Executive Service (CES) and

Senior Executive Service (SES) staffDirectorate descriptionsBranch descriptionsOverseas travelRepresentation on external committeesManagement and governance of the Office of the Board of StudiesPayment of accountsCommitment to serviceWaste reduction and recycling

4 Appendixes 127

5 Index 195

GOVERNANCE – OUR ORGANISATION

• Enabling legislation 13

• The Board and itscommittees 14

• Members of the Board 16

• Structure of the Office of the Board 22

• Strategic planningand goals 23

SECTION 1

From Cats have no masters, only slavesby Bronte McPartland (Green Point Christian College) HSC 2012 Visual Arts student

Enabling legislation The Education Act 1990 established the Board of Studies NSW as a statutory body with amembership representative of community interests. The Office of the Board of Studies is adepartment pursuant to the Public Sector Employment and Management Act 2002.


Values and principles

Educational leadershipThe Board will exercise a leading role inongoing monitoring, research and developmentin school curriculum, assessment, registrationand accreditation.

Focus on stakeholdersThe Board will provide optimal service to itsstakeholders, with professional competenceand commitment.

Accountability and transparencyThe Board will actively promote communityconfidence in NSW education through activitiesthat are ethical, sustainable, transparent and inthe public interest.

Productive relationships and partnershipsThe Board will foster rich and valuablerelationships and partnerships across thecommunity.

Equity and inclusivenessThe Board’s policies and programs will beunderpinned by the principles of equity andinclusiveness and will be designed anddelivered with fairness and consistency.

Quality and effectivenessThe Board will implement best practices toprovide high-quality services that are effectiveand respond to the community’s needs.

InnovationThe Board will encourage and promote innovationand creativity in the workplace to encourage newideas, products, processes and procedures.

Continuous improvementThe Board will secure its own continuousimprovement through active self-evaluation andindependent external evaluation of its work andservices.

Evidence-based decision-makingThe Board’s policies and programs will beinformed by research, analysis and evidence.

ResponsibilitiesThe Board has the following responsibilities:

• develop curriculum and curriculum supportmaterials for all students and teachers in NewSouth Wales from Kindergarten to Year 12

• develop and deliver examinations leading tothe award of the Higher School Certificate

• award the Record of School Achievement toeligible students who leave school prior tocompleting the Higher School Certificate

• implement and administer the NationalAssessment Program – Literacy and Numeracy(NAPLAN) tests in New South Wales

• register non-government schools seeking tooperate in New South Wales

• accredit non-government schools to presentcandidates for the Record of SchoolAchievement and the Higher School Certificate

• approve schools to deliver courses tooverseas students.

The Office of the Board has the followingresponsibilities:

• provide professional and administrativesupport and services to the Board

• encompass the Australian Music ExaminationsBoard (NSW) and the NSW AboriginalEducation Consultative Group Inc

• administer the home schooling program underdelegation from the Minister for Education.

The Board of Studies and the Office of theBoard of Studies are portfolio responsibilities ofthe Minister for Education, the Hon AdrianPiccoli MP.



The Board and its committees

The BoardThe Education Act 1990 (the Act) providesfor 23 members of the Board.There are19 appointed members, a full-time Presidentand three persons who are members by virtueof their office (ex-officio members).

Membership during the reporting period isshown below. Members are appointed for aperiod of three years.

President Mr Tom Alegounarias

Ex-officio members

Ms Pam Christie (until February 2013) Ms Janet Davy (from February 2013)

Ms Leslie Loble

Mr Gregory Prior

Appointed members One nominee of the New South WalesVice-Chancellors’ Committee

Professor Jo-Anne Reid

Two nominees of the Council of the Federationof Parents and Citizens Associations of NewSouth Wales: one nominee to represent parentsof primary school children, the other torepresent parents of secondary school children

Representing parents of primary schoolchildren:

Ms Dianne Butland

Representing parents of secondary schoolchildren:

Mr David Hope

One nominee of the Catholic EducationCommission, New South Wales

Dr Brian Croke

One nominee of the Association ofIndependent Schools of NSW, theHeadmasters’ Conference and the Associationof Heads of Independent Girls’ Schools

Dr Timothy Wright

One non-government school teacher (otherthan a principal), being a nominee of theIndependent Education Union NSW/ACT

Mr Larry Grumley

One parent of a child attending anon-government school, being a nominee ofthe Council of Catholic School Parents andthe NSW Parents’ Council

Dr Angela Schulz

Two principals of government schools, onebeing a nominee of the New South WalesCouncil of Primary School Principals, the otherbeing a nominee of the New South WalesCouncil of Secondary School Principals

Representing primary school principals:

Mr John Mularczyk

Representing secondary school principals:

Mr Gary Johnson

Two nominees of the New South WalesTeachers Federation, one being a primarygovernment school teacher (other than aprincipal) and the other being a secondarygovernment school teacher (other than aprincipal)

Primary school teacher:

Mr Philip Cooke

Secondary school teacher:

Mr Denis Fitzgerald

One person with knowledge and expertise inearly childhood education

Professor Sue Dockett

An Aboriginal person with knowledge andexpertise in the education of Aboriginal people

Ms Cindy Berwick

Six other persons having, in the Minister’sopinion, qualifications or experience thatenables them to make a valuable contributionto primary or secondary education in NewSouth Wales

Mr Barry Calvert

Regional Vocational Education Consultant forthe NSW Department of Education andCommunities, Western Sydney Region



Associate Professor Jacqueline Manuel

Curriculum Coordinator, Secondary EnglishMaster of Teaching, University of Sydney

Dr Meredith Martin

Consultant in Special Education

Ms Jennifer Neary

Business consultant and Chair of the PublicEducation Foundation

Dr Dan White

Executive Director of Catholic Schools,Archdiocese of Sydney

Professor John Pegg

Professor and Founder/Director of the Science,Information and Communication Technology, andMathematics Education for Rural and RegionalAustralia (SiMERR) National Research Centre atthe University of New England, Armidale.

The Board’s committeesThe Board has a number of standingcommittees. These committees advise theBoard on:

• Kindergarten to Year 6 issues

• applications from non-government schoolsfor registration and accreditation

• technical aspects of the Record of SchoolAchievement and Higher School Certificateprograms

• special cases arising from the HigherSchool Certificate examinations.

Registration and Accreditation Committee

HSC Consultative Committee

Examination Rules Committee

Board Appeals Committees

Primary Curriculum Committee

Board Curriculum Committees

Technical Advisory Committee

Aboriginal Education Advisory Committee

Special Education Committee

Industry Curriculum Committees

VET Advisory Committee

Board of

Studies NSW HSC

Examination Committee

CommitteePrimar

Committeey Curriculum Primar

tion CommitteeAccreditation and Registra

Committee

Committees

Committeeech TTechnical Advisor

Board Curriculum

Studies

Committee

Committees

Committeey echnical Advisor

Board Curriculum

Studies of

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tion Committee

Committee

Committeetion Rules Examina

tive HSC Consulta

Accredita

Advisor

CommitteeSpecial Educa

Aboriginal Educa

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Committeetion Special Educa

Advisortion Aboriginal Educa NSW

Studies tion Committee

Committeesppeals Board A

ExaminaHSC

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Standing committees of the Board of Studies


Mr Tom AlegounariasBEc, DipEd

Mr Alegounarias wasappointed President of theBoard of Studies NSW inJune 2009. He waspreviously the foundingChief Executive of theNSW Institute of Teachersand was responsible fordeveloping the Institute’spolicy and legislativeframework.

Mr Alegounarias is theNSW nominee to theAustralian Curriculum,Assessment andReporting Authority(ACARA) Board. He is anAdjunct Professor in theFaculty of Education andSocial Work at theUniversity of Sydney.Previously he has beenDirector of Equity andGeneral Manager ofStrategic Policy for theNSW Department ofEducation and Training,where he was responsiblefor national, cross-sectoraland cross-agency policyand liaison. He has beenChair and ExecutiveOfficer of a number ofnational policycommittees, including theSchools ResourcingTaskforce of the MinisterialCouncil on Education,Employment, Training andYouth Affairs (MCEETYA).He was co-founder andinaugural chair of theAustralian Centre forEquity through Education.

Ms Cindy BerwickBEd

Ms Berwick is thePresident of the NSWAboriginal EducationConsultative Group Incand chairs the Board ofStudies AboriginalEducation AdvisoryCommittee. She is asecondary mathematicsteacher and has spentconsiderable timeteaching in schools as wellas lecturing at theUniversity of WesternSydney and University ofSydney.

Ms Berwick is a memberof the Director-General’sAboriginal EducationReference Group for theNSW Department ofEducation andCommunities. Ms Berwickrepresents Aboriginalpeople on a number ofnational committees,including First PeoplesEducation Advisory Groupand the Ministerial Councilfor Education, EarlyChildhood Developmentand Youth Affairs(MCEECDYA) Aboriginaland Torres Strait IslanderWorking Group. Ms Berwickhas considerableknowledge and expertisein Aboriginal educationand training, includingpolicy development, andunderstands the cultural,social and economicfactors that affectAboriginal communities.

Ms Dianne Butland (until May 2013)PTC, BA (Social Science),MEd

Ms Butland is a Vice-President of theFederation of Parents andCitizens Associations ofNSW, which representsthe interests of parentsand communities in publicschools across New SouthWales. She has an activeand broad interest ineducation K–12. Ms Butland serves theFederation on a range ofcommittees at state,regional and local schoollevels. Her researchinterests are in educationpolicy, inequity, andcommunity and schoolengagement. Her careerhas been in teachereducation, currently withthe University of WesternSydney.

Mr Barry Calvert (until February 2013)BEc, DipEd

Mr Calvert joined theBoard in 2010 and iscurrently a RegionalVocational EducationConsultant for the NSWDepartment of Educationand Communities,Western Sydney Region,a role that includes actingas the day-to-daymanager of the regionalRegistered TrainingOrganisation (RTO). Hehas a 36-year career inpublic education and forthe past 15 years hasbeen working to providegreater opportunities forstudents through theplanning, introduction anddevelopment of vocationaleducation and training(VET) courses, vocationallearning programs(including work-readinessprograms for newly arrivedstudents), ongoingpartnerships betweenschools and industry, andschool-based part-timeapprenticeships andtraineeships. Mr Calvert isalso a local governmentcouncillor and in this rolehe has focused onincreasing youthparticipation andinvolvement in localdecision-making as well asinstigating planningdirections to ensure thatlocal communities providea strong support networkfor their youth.



Members of the Board of Studies

Ms Pam Christie(until February 2013)BA, DipEd, DipSpEd

Ms Christie has worked ineducation and training formore than 30 years andwas appointed DeputyDirector-General, TAFEand CommunityEducation, in March 2010.Her key responsibilitiesinclude driving strategicdirections and policyacross TAFE NSW, andworking with industry toincrease productivity anddevelop a highly skilledworkforce. She waspreviously InstituteDirector for TAFE NSW –Sydney Institute.

Ms Christie is also amember of the NSW TAFECommission Board, theTAFE NSW HigherEducation Council andAcademic Board, and theLH Martin Institute forHigher EducationLeadership andManagement AdvisoryBoard.

Mr Philip CookeBEd (Primary)

Mr Cooke is a full-timeclassroom teacher atCessnock Public School.He has been a teacher inthe NSW Public Educationsystem since 1990 andhas taught in rural,regional and metropolitanschools.

Currently the President ofthe Cessnock TeachersAssociation and a memberof the State Executive ofthe New South WalesTeachers Federation, Mr Cooke has conducteda variety of researchactivities on behalf of theFederation. This researchhas included acomparative study ofteaching and learningconditions in schoolsacross Australian statesand territories.

Mr Cooke’s educationalinterests includecurriculum development,pedagogical models andsupport models forteachers that enhancestudent outcomes.

In recent years, Mr Cookehas worked closely withthe University ofNewcastle on the MEGS(Making Educational GoalsSustainable) Project.MEGS aims to address theeducation and careeraspirations of studentsfrom low SESbackgrounds by providingaccess to, and knowledgeof, higher education,particularly in the areas ofscience, mathematics andtechnology.

Dr Brian CrokeBA(Hons), DipEd, DPhil,HonDLitt

Dr Brian Croke isExecutive Director of theCatholic EducationCommission NSW andDeputy Chair of theNational CatholicEducation Commission, aswell as being a director ofthe Australian Council forEducational Research,Education ServicesAustralia and theAustralian Curriculum,Assessment andReporting Authority(ACARA). He is alsoAdjunct Professor ofHistory at MacquarieUniversity and HonoraryAssociate at the Universityof Sydney.

Ms Janet Davy(from February 2013)BEd, MEd

Ms Janet Davy is theExecutive Director, Officeof the Director-Generalwithin the NSWDepartment of Educationand Communities. Janetcommenced in this role inJuly 2012 after three yearsas Group Manager forCurriculum, Assessmentand Teaching in theAustralian GovernmentDepartment of Education,Employment andWorkplace Relations. Priorto this, Janet was ChiefExecutive and DeputyChief Executive of the ACTDepartment of Educationand Training. Janet startedher career in New SouthWales as a secondaryPersonal Development,Health and PhysicalEducation (PDHPE)teacher in south-westernSydney and then went onto hold various seniorcurriculum roles in theNSW Department ofEducation andCommunities and theBoard of Studies NSW.Janet has also undertakenhigh-level changemanagement roles withAusAID in Papua NewGuinea and the SolomanIslands, including twoyears as ProgramManager for the PNGEducation CapacityBuilding Program.






Professor Sue DockettBEd(Hons), MEd(Hons),PhD

Professor Dockett isProfessor of EarlyChildhood Education atCharles Sturt University.Over a period of 30 years,she has been activelyinvolved in early childhoodeducation as a teacher,academic and researcher.For the past 20 years, shehas been involved in earlychildhood teachereducation and research.Much of her currentresearch agenda isfocused on educationaltransitions, particularlytransitions to school andthe expectations,experiences andperceptions of all involved.Other educationaltransitions, including thetransition from primary tosecondary school andfrom school to work, arealso components ofongoing research.Professor Dockett’sresearch is widelypublished both nationallyand internationally. She isa patron of the EarlyChildhood EducationCouncil of NSW Inc.

Mr Denis FitzgeraldBA, DipEd

Mr Fitzgerald has taught ina range of public schoolsacross New South Walesas a classroom teacherand in a variety ofpromotion positions. Hewas a founder member ofthe NSW Board ofSecondary Education, amember of the CurriculumCorporation of Australiaand a founder member ofthe Board of Studies NSW.

Mr Fitzgerald has alsobeen President of the NewSouth Wales TeachersFederation, the FederalPresident of the AustralianEducation Union and awriter and speaker oneducational and socialissues. More recently, Mr Fitzgerald was Directorof Equity and AboriginalEducation in the NSWDepartment of Educationand Training, a position heleft in order to return toschools. Recently, theUniversity of New SouthWales Press published hishistory of education,Teachers and their Times.Mr Fitzgerald continuesresearch work along withcasual teaching and is theDirector of the Centre forProfessional Learning.

Mr Larry GrumleyBSE, DipEd, MA(Hons Eq)

Mr Grumley has 35 yearsteaching experience insecondary (government,independent, diocesanand TAFE) and tertiarysectors in both New SouthWales and overseas. Hehas taught in co-educational, all boys andall girls schools over thecourse of his career. Hehas also been involved inHigher School Certificateand School Certificatemarking as a Supervisor ofMarking, a Senior Markerand a Marker, as well asbeing a part ofexamination committeesand syllabus development.

Mr Grumley is currentlyHead Teacher of English atCatherine McAuley HighSchool, Westmead. Heworks with current HSCstudents through thelibraries in New SouthWales and the SPARKprogram in primaryschools, in an effort togive all students equalaccess to education andto promote independentlearning for life after formalschooling.

He is a passionateadvocate for equality andthe rights of all to accesseducation and learning,and the system’s need tofacilitate that access.

Mr David HopeBE(Hons)

Mr David Hope is aVice-President of theFederation of P arents andCitizens Associations ofNSW. He has held a rangeof leadership roles in theP&C movement at state,regional, district andschool levels, and is aformer P&C Journal editor.

David’s interests inimproving our educationsystems, and providing lifeopportunities for allchildren irrespective ofsocial advantage, stemfrom the personal benefitsthat he obtained from theavailability of a strongpublic education system.His belief is that such asystem underpins acivilised, fair andproductive society.

David’s interests ineducation, training andlife-long learning havecontinued throughout hisworking life as aprofessional engineer,senior manager and nowan independent consultantin the water industry.

David is a life member ofthe Australian WaterAssociation (AWA) and hasheld a range of positions,including NSW Presidentand National Vice-President. As a director ofAWA, David had portfolioresponsibility for majorconferences and technicalpublications, including therefereed journal Water.




Mr Gary JohnsonBA, DipEd

Mr Johnson is currentlyPrincipal at CherrybrookTechnology High Schooland was formerly Principalof Jamison High School.He is an active member ofthe New South WalesSecondary Principals’Council (SPC), being amember of theAssessment andReporting Referencegroup and previously amember of the SPCexecutive. He has workedin public education forover 30 years in a varietyof teaching and executivepositions.

He has held leadershiproles in Higher SchoolCertificate and SchoolCertificate marking,examination committeesand syllabus development.He is an occasional writerand speaker oneducational issues. Hisinterests includepedagogy, curriculumdevelopment, andassessment and reporting.He is committed to thepreservation of strong,local comprehensive highschools.

Ms Leslie LobleBSc, MPubAdmin

Ms Loble is ChiefExecutive of the Office ofEducation, NSWDepartment of Educationand Communities. Sheleads strategy and policyon cross-sectoral,statewide and nationaldevelopments ineducation, spanning earlychildhood education,schooling, training andhigher education. She alsomanages nationalengagement in educationand training on behalf ofthe NSW Government andthe Centre for EducationStatistics and Evaluation.

Associate ProfessorJacqueline ManuelBA(Hons1), DipEd, PhD

Dr Manuel is an AssociateProfessor in secondaryEnglish education in theFaculty of Education andSocial Work, University ofSydney. She holds a PhDin English Literature fromthe University of NewEngland (1991). She haspublished widely in thefields of English educationand teacher motivationand early careerexperience. She haspublished six books in thefield of English education,the most recent beingTeenagers and Reading:Literary Heritages, CulturalContexts andContemporary ReadingPractices (2012);Imagination, Innovation,Creativity: Re-VisioningEnglish in Education (withPaul Brock, Don Carterand Wayne Sawyer, 2009)and The English Teacher’sHandbook A to Z (withDon Carter, 2009). She co-edited Drama andEnglish Teaching:Imagination, Action andEngagement, published byOxford University Press in2008. She has been amember of the NSWHigher School CertificateEnglish ExaminationCommittee (Standard andAdvanced, 2004–2006)and Chief Examiner ofthese courses (2007–2011).

Dr Meredith MartinBA(Hons), DipEd,MEd(Special Ed), PhD

Dr Martin is a consultant inSpecial Education. Shewas previously lecturer inSpecial Education,Macquarie University andPrincipal Education Officerin Special Education in theNSW Department ofEducation and Training. Dr Martin is currently apart-time lecturer atSydney University in theSchool of Education andSocial Work. She is amember of theGuardianship Tribunal, theMental Health ReviewTribunal and, until June2008, was a member ofthe AdministrativeDecisions Tribunal. Dr Martin has worked forover 30 years in trainingand evaluation forgovernment and non-government sectors thathave programs for peoplewith disabilities.




Mr John MularczykBEd, DipEd

Mr Mularczyk, in his roleas Principal in severalschools, has created asustainable culture ofimprovement bydeveloping strategictargets, using data to driveimprovement and actionplans that emphasisestudent learning.

He was seconded to theProfessional Learning andLeadership DevelopmentDirectorate to deliver theTeam Leadership forSchool Improvement K–12Program statewide.

Mr Mularczyk hasaddressed nationalconferences on integratinginternet technologies andcritical thinking into K–12,sustaining studentsuccess and expandingteachers’ pedagogicalknowledge. He is focusedon building schoolcapacity in leadership,developing talents tofoster learning and growthfor new and experiencedprincipals. He was amember of the Institute ofSenior EducationalAdministrators tour toHong Kong and Singaporethat studied school anduniversity systems.

Since 2010, he has been aMember of the Board ofStudies, NSW PrimaryPrincipals’ Association(PPA) Primary CurriculumReference Group andAustralian CurriculumWorking Party.

Ms Jennifer NearyBA, DipEd

Ms Neary began hercareer as a secondaryMathematics teacher inNew South Wales. Shethen worked for theAustralian GovernmentDepartment of Education,the Schools Commission,the Victorian Ministry ofEducation, and TAFE inboth Victoria and NewSouth Wales. She has hada long history in thedevelopment andimplementation of publicpolicy in employment,education and training.This has been at bothstate and federal levels,and internationally with theOECD Manpower andSocial Affairs Committee.

Ms Neary has also beena senior executive in thefinancial services sector.She was the ManagingDirector of HorwathChartered Accountants,a Director in Financial RiskManagement atPricewaterhouseCoopersand the Head ofKnowledge and DataManagement at InsuranceAustralia Group Limited(IAG). She is the Chair ofthe Foundation for PublicEducation in New SouthWales and a member ofthe Board of the NSWInstitute of Teachers.

Professor John PeggBSc, DipEd, MMath, PhD

Professor John Pegg beganhis career as a secondarymathematics teacher.Currently, he is Professorand Foundation Director ofthe SiMERR NationalResearch Centre at theUniversity of New England,Armidale. His work is farranging, and he is knowninternationally and nationallyfor his contribution to theory-based cognition research inmathematics education andassessment. He advocatesequality of educationallearning outcomes forstudents and teachers,regardless of theirgeographic circumstance.He has strong links withschools, professionalteaching associations andeducational authorities inAustralia and overseas,being used as aconsultant/evaluator in adiverse range of educationalcontexts.

In the past few years, he hasbeen a team leader on manylarge-scale nationallysignificant projects linked tounderachieving learners inbasic Mathematics andLiteracy, statewidediagnostic testing in science,developmental-basedassessment and instruction,the validation of theAustralian NationalProfessional Standards forTeachers, investigatingfaculties achievingoutstanding student-learningoutcomes in the ÆSOPstudy, and evaluations of theeffectiveness of programs ineducation jurisdictions.

Mr Gregory PriorBEd Dip Teach, MEd

Mr Prior is DeputyDirector-General Schools,NSW Department ofEducation andCommunities. His keyresponsibilities includedriving strategic directionsand policy across PublicSchools NSW. He leadsthe implementation ofsignificant initiatives inNew South Wales inleadership, curriculum andassessment, literacy andnumeracy, AboriginalEducation, quality teachingand organisationaleffectiveness.

Mr Prior has worked ineducation for over 34 years and has held anumber of senior positionsacross the state. He hasbeen instrumental inbuilding the capacity ofteachers and leadersthrough the developmentof a culture ofcollaboration at all levels,including school, regionand central office. Heplaces great value oninstructional leadership atall levels, supported by asystems approach tofacilitate continuousimprovement and qualityteaching to meet theneeds of the students ofNew South Wales.

Mr Prior is an AdjunctProfessor, School ofEducation, University ofWestern Sydney.




Professor Jo-Anne Reid BA, DipEd, Qld, GCertEd,Ballarat, BEd, PhD Deakin

Professor Jo-Anne Reid iscurrently Associate Dean,Teacher Education atCharles Sturt University.As a secondary Englishteacher, she served as aCurriculum AdvisoryConsultant for ruralteachers in WesternAustralia before beingappointed to MurdochUniversity, and has sinceworked as a literacyteacher educator in threerural universities (Ballarat,New England and CharlesSturt). She is committedto improving thepreparation of teachersfor schools in rural andremote locations. She haswon a range of nationalcompetitive researchgrants over her career,several of which havefocused on Englishteaching and teachereducation, rural teachereducation, the experienceof overseas-born andIndigenous teachers, aswell as on classroompractice related to literacyand the environment. Shehas published in theseareas and has served asco-editor of the She is apast president ofAustralian Association forResearch in Education(AARE), AustralianTeacher EducationAssociation (ATEA), theNSW Teacher EducationCouncil, and was aninaugural member of theNSW Quality TeachingCouncil.

Dr Angela SchulzBSc(Hons), PhD

Dr Schulz joined the Boardof Studies NSW in 2010 asthe joint representative forthe Council of CatholicSchool Parents and theNSW Parents’ Council.

Dr Schulz has come froma background of tertiaryeducation and biomedicalresearch at the Universityof Sydney and the SaveSight Institute at SydneyEye Hospital. As a motherof two primary schoolaged children, she has akeen interest in ensuringquality and engagingeducational experiencesfor all children. Shebelieves that all childrenare entitled to aneducation that will helpthem to reach their fullpotential and that parentshave the right to exercisechoice to achieve this. Shebelieves that providingquality educationalexperiences and resourcesto all children isfundamental tosuccessfully encouragingchildren to developinquiring minds andbecome lifelong learners.Dr Schulz is an advocatefor ensuring appropriateprofessional developmentfor the teachers in ourvarious educationalsystems to enable them tostay abreast of besteducational practices.

Dr Dan WhiteBA, DipEd, GradDip(Religious Studies),MEd(Leadership),MEd(Religious Education),EdD (ACU), FACEL

Dr Dan White is currentlythe Executive Director ofCatholic Schools for theArchdiocese of Sydney.Prior to this, he was theDirector of CatholicEducation for theArchdiocese of Hobart forsix years and has servedin senior leadership rolesin the Dioceses ofParramatta and Bathurst.

Dr White’s researchinterests includeinvestigations into brain-based learning theory andits practical implications forclassroom pedagogy,especially in the field ofreligious education. Dr White is the co-author ofseven educational resourcebooks focusing particularlyon higher order learningand thinking strategies.

Dr White is a Fellow ofboth the AustralianCollege of Educators andthe Australian Council forEducational Leaders. Dr White is currently theExecutive Officer of theSydney ArchdiocesanCatholic Schools (SACS)Board and representsSydney on the CatholicEducation CommissionNSW. In 2010, he wasappointed to the Board ofStudies NSW. Dr White isalso a member of theBoard of Governors for theUniversity of Notre Dame,and a member of the NSWChapter and Senate of theAustralian CatholicUniversity.

Dr Timothy Wright BSc(Hons), DipEd, PhD,FACE, MRACI, CCHEM

Dr Wright is Headmasterof Sydney Church ofEngland Grammar School(SHORE). Prior to thisappointment he wasHeadmaster of All Saints’College, Bathurst.

He has served as theChairman of the GPSHeadmasters’ StandingCommittee, and asSecretary of thiscommittee as well asSecretary of the Heads ofIndependent Co-Educational Schoolsgroup. He has been amember of the Associationof Heads of IndependentSchools of Australia(AHISA) since 1993. Hebecame chair of theAssociation ofIndependent SchoolsLeadership Centre inAugust 2013.

His educational interestsinclude pedagogy, staffdevelopment andprofessional learning aswell as a lifelong interest ineffective pastoral care foryoung people. Personallyhe enjoys walking,swimming and sports ofall kinds.

Dr Wright is an activemember of the AnglicanChurch of Australia and amember of the CrusaderCouncil, a Christianorganisation that workswith independent schools.

.


Board Inspectors:

Aboriginal EducationEnglishPrimaryMathsHSIE (2)LanguagesVocational EducationTechnology EducationScienceCreative ArtsPDHPE

DirectorExaminations and

CredentialsGarry Webb

Assistant DirectorNational Programs

Head National Projects

State ManagerAMEB (NSW)

ManagerExamining and Testing

ManagerCommunications

and Publishing

PresidentAboriginal Education

Consultative Group

ManagerQuality, Processing

and Research

ManagerStudent Support

Services

Deputy DirectorExaminations and

Credentials

ManagerNAPLAN

HeadCommunications

HeadPublishing

HeadLiaison

Chief ExecutiveCarol Taylor

PolicyUnit

HeadPlanning and

Executive Support

ManagerExamination Operations

DirectorRegulatory and

Management ServicesDavid Murphy

DirectorCurriculum and

AssessmentPaul Hewitt

Assistant DirectorRegistration

and Accreditation

Assistant DirectorProject Management

Office

ManagerFinance and

Administration

Chief Information Officer

Information Technology and

Services

ManagerStrategic Policy

and Planning


Structure of the Office of the Board of Studies




Strategic planning and goals

Strategic planning processes and initiativesThe NSW government’s ten-year strategic blueprint for further improving education andlearning outcomes for NSW students provides the key focus for the Board’s futuredirections and initiatives. The NSW State Plan, NSW 2021: A Plan to Make NSW NumberOne, outlines a range of key goals and targets designed to strengthen the NSW skill base,improve education and learning outcomes for all NSW students, and foster greateropportunity for and partnership with Aboriginal people.

In June 2012, the Board finalised a new Board of Studies Strategic Plan (2012–2016) inresponse to NSW 2021. The Board’s new strategic plan sets broad strategic directions forthe Board over the next four years and will play an essential role in guiding the focus andwork of the Board towards achieving the NSW State Plan targets within an ever-changingcontext of significant global and national developments.

The Board’s new strategic plan encompasses nine key priority areas (KPAs):

• Educational leadership and support for government policy implementation

• Curriculum and assessment

• Examining and credentialling

• Regulation (including registration and accreditation of non-government schools)

• Supporting teacher quality in New South Wales

• Pathways and credentials

• Technological innovation in assessment and examinations

• Consultation and engagement

• Stakeholder services, ICT innovation and communication.

The Office’s operational planning provides a detailed framework for implementing theBoard’s nine KPAs together with an additional tenth KPA relating to the effective, efficient,economic and equitable management of the Office’s functions, activities and staff.

The Office’s Operational Plan promotes a direct alignment between the priorities in theBoard’s Strategic Plan and the ongoing strategic focus of the Office, as well as theresponsibilities and priorities of each officer. The Operational Plan also provides the basisfor the individual performance agreements for Senior Executive Service officers,Corporate Development Plans and the Management Plans for each branch of the Office.

For each strategic priority identified for the 2012–2013 reporting year, key activities,milestones, timeframes, accountabilities and targeted outcomes were incorporated intothe Office’s detailed 2012–2013 Operational Plan.

Reports highlighting the activities and achievements of the Board and the Office of theBoard over the reporting year 2012–2013 follow in Sections 2–4 of this Annual Report.



STRATEGIC PRIORITIES STRATEGIC ACTIVITIES

1.1 Position the Board ofStudies NSW as aleading Australianeducation authoritythrough strategicresearch, evaluationand development

1.1.1 Strategically advocate high-quality education forNSW students from Kindergarten to Year 12drawing on the Board’s national and internationalreputation as a leading curriculum, assessmentand certification authority

1.1.2 Lead a review of languages education in NSW inconsultation with school education sectors andother key stakeholders and provide advice andrecommendations to the Minister for Educationregarding the development of more effectivelanguages curriculum and implementation forNSW students from Kindergarten to Year 12

1.1.3 Lead a project to increase the capacity ofuniversities to recognise the breadth ofachievement of NSW school students and theachievements of low-SES, regional, isolated andAboriginal students through formal collaborationwith the higher education sector and schooleducation sectors

1.1.4 Provide strategic leadership through Board-initiated research and evaluation and by drawingon relevant external research studies to strengthenthe Board’s advocacy for the nationaldevelopment of high-quality evidence-basedcurriculum, assessment and certification

1.1.5 Report annually on the participation andperformance of NSW school students in relation toNSW curriculum and performance standards aswell as national and international performancedata

Key Priority Area 1:

Educational Leadership and Support for Government Policy Implementation




2.1 Strategically reviewand update the NSWcurriculum to ensure itpromotes high-qualityeducation for NSWstudents

2.1.1 Lead the provision of a high-quality, inclusive andengaging education for NSW students throughbest practice curriculum and assessment policiesand programs

2.1.2 Expand the range of nationally accreditedvocational education and training pathways,courses and qualifications for Years 9 to 12students

2.1.3 Support the effective transitioning of NSW schoolstudents to the world of work and furthereducation and training

2.1.4 Promote high levels of knowledge andunderstanding of Aboriginal history, cultures andidentities

2.2 Ensure thedevelopment and provision of ahigh-quality Australiancurriculum for NSWstudents

2.2.1 Actively collaborate with the AustralianCurriculum, Assessment and Reporting Authority(ACARA) in the development of a high-qualityAustralian curriculum for NSW students

2.2.2 Provide advice and recommendations to the NSWMinister for Education regarding the suitability ofthe Australian curriculum for NSW students

2.2.3 Lead the successful implementation of theAustralian curriculum in NSW schools

2.3 Promote highstandards ofachievement andimproved retentionrates for students fromall communitiesthroughout NSW –including Aboriginalstudents, students inregional and remoteareas and studentswith special educationneeds

2.3.1 Promote active partnerships with Aboriginalpeople and communities at state, regional andlocal levels

2.3.2 Collaborate with other agencies and Aboriginalcommunities to support the coordination andintegration of services to Aboriginal people acrossNSW

2.3.3 Support Aboriginal communities to revitalise theirlanguages through the Board’s K–10 Aboriginallanguages framework

2.3.4 Develop and promote guidance and resourcesto support enhanced student engagement andimproved literacy, numeracy and vocationaloutcomes within schools in regional and remoteareas

2.3.5 Promote high-quality, inclusive education forstudents with special education needs


Curriculum and Assessment



2.3.6 Support enhanced literacy, numeracy andvocational outcomes for students within schoolsoffering flexible curriculum approaches

2.3.7 Support improved student engagement in Years 11 and 12 with a focus on improving literacy,numeracy and vocational education and trainingoutcomes

2.4 Develop and promotebest practice in theschool-basedassessment andreporting of studentachievement fromKindergarten throughto Year 12

2.4.1 Develop and implement best practice assessmentand reporting policies and practices that providea clear indication of each student’s progress,strengths and areas requiring further remediationand support


Examining and Credentialling


3.1 Deliver highly regarded,comprehensive andinclusive credentialsthat meet the needs ofstudents and the NSWcommunity

3.1.1 Promote the national and international standingand recognition of the NSW Higher SchoolCertificate

3.1.2 Lead the effective implementation of a modernand relevant new Record of School Achievementthat records a broad range of curricular and other-curricular achievements for eligible studentswho leave school prior to the HSC

3.2 Collaborate withnational andinternational educationauthorities to supportthe global developmentof high-qualityexamining andcredentialling ofstudent achievement

3.2.1 Collaborate with national and internationaleducation authorities to exchange information,share expertise and benchmark and promote NSWschool curriculum, assessment and certification ofstudent achievement

3.2.2 Establish formal collaboration with the Secretariatof the Pacific Board for Educational Assessment(SPBEA) to strengthen educational development inthe Pacific region

3.2.3 Establish the Board as a national leader inresearch evaluation and development in‘technology in examinations and assessment’


Curriculum and Assessment ... continued




Regulation


4.1 Regulate and promotethe delivery of high-quality educationalprograms by non-government schools

4.1.1 Provide advice and make recommendations to theNSW Minister for Education regarding theregistration of non-government schools

4.1.2 Accredit non-government schools to presentcandidates for the NSW Record of SchoolAchievement and Higher School Certificate

4.1.3 Monitor the legislative compliance of registrationsystems

4.2 Regulate and promotethe delivery of high-quality educationalprograms to NSWhome schooledchildren

4.2.1 Register eligible children for home schooling

4.3 Regulate and promotethe delivery of high-quality educationprograms by schoolproviders deliveringcourses to overseasstudents

4.3.1 Approve NSW school providers to deliver coursesto overseas students




Supporting Teacher Quality in New South Wales


5.1 Complement the workof the NSW Institute ofTeachers, schoolsystems and the highereducation teachertraining sector toensure the balance andquality of the NSWteaching profession

5.1.1 Support the role of the NSW Institute of Teachersthrough formal collaboration and advice on theBoard’s curriculum, assessment, credentialling,registration and accreditation programs

5.1.2 Strengthen the capacity of the NSW teachingprofession through the delivery of high-qualityBoard of Studies developed and NSW Instituteof Teachers accredited ‘teacher professionallearning’ courses

5.1.3 Support the capacity of the higher educationteacher training sector to deliver effective,up-to-date pre-service and post-graduate teachertraining through formal collaboration and adviceon the Board’s curriculum, assessment andcredentialling programs




6.1 Develop a new Recordof School Achievementcredential thatpromotes and reportsa broader range ofachievements forstudents leaving schoolprior to the HSC

6.1.1 Develop a relevant and meaningful new Record ofSchool Achievement that reports a broad rangecurricular and other-curricular achievements foreligible students who leave school prior tocompleting the HSC

6.2 Identify andaccommodate theimpacts of thedevelopment ofnational curriculum,assessment andreporting on the NSWRecord of SchoolAchievement and HSCcredentials

6.2.1 Provide high-quality advice to the NSW Ministerfor Education regarding the credentialling of NSWstudent achievement of the Australian curriculumstandards

6.3 Promote the smoothand effective transitionof students throughthe stages of schoolingand VET into the worldof employment, tertiaryeducation and furthertraining

6.3.1 Develop and promote strong and flexiblecurriculum pathways, recognition andcredentialling for the full range of students fromYears 9 to 12

6.3.2 Develop and promote guidance and resourcesto support enhanced student engagement andimproved literacy, numeracy and vocationaloutcomes within schools offering flexiblecurriculum approaches

6.3.3 Support the effective transitioning of studentsfrom early childhood education into Kindergarten


Pathways and Credentials




Technological Innovation in Assessment and Examinations


7.1 Develop andimplementtechnologicalinnovation and bestpractice in theexamination andassessment of studentachievement

7.1.1 Provide strategic leadership of the development ofnew examination technologies in testing andmarking and the progressive online delivery andmarking of NSW HSC examinations


Consultation and Engagement


8.1 Strengthenpartnerships with theeducation communityand effectivelyadvocate the views,needs and interests ofNSW schoolcommunities, keyeducation groups andemployers

8.1.1 Promote strong engagement with and support forNSW school communities, key education groupsand employers through the Board’s Liaison OfficerProgram and targeted consultation strategies

8.1.2 Strengthen consultation processes with NSWstudents to ensure an active ‘student voice’ inBoard decision-making

8.1.3 Strengthen consultation processes with rural andregional communities to ensure their ‘active voice’in Board decision-making

8.1.4 Promote improved parental understanding andengagement with their children’s education




Stakeholder Services, ICT Innovation and Communication


9.1 Actively promotecommunity confidencein NSW educationthrough conduct andstakeholderengagement that isethical, transparent andin the public interest

9.1.1 Provide strategic leadership and direction for thedelivery of professional and responsive services tothe Board’s stakeholders, with a particularemphasis on the needs of students, parents andteachers

9.1.2 Endorse a range of resources, key events andexhibitions to showcase the outstanding quality ofstudents’ achievement of NSW K–10 standards,with a particular emphasis on outstandingachievement of NSW Higher School Certificatestandards


Governance (Office of the Board)


10.1 Governance andWorkforce Planning,Management Reformand OrganisationDevelopment

10.1.1 Update the Board of Studies Strategic Plan (2012–2016) and develop, implement and monitorassociated Office operational plans

10.1.2 Develop and submit comprehensive andinformative Annual Reports to the Minister fortabling in the NSW Parliament

10.1.3 Develop and implement Efficiency ImprovementPlans, Workforce Plans, Recurrent Maintenance ofEffort and Capital Funding Proposals and othersavings measures

10.2 Training andDevelopment

10.2.1 Develop and implement a new PerformanceBuilding and Measurement Program to supportthe Office’s delivery of priorities, capabilitydevelopment and business continuity

SECTION 2PERFORMANCE – OUR ACHIEVEMENTS

• Curriculum andAssessment 35

• Examinations andCredentials 61

• Registration andAccreditation 75

• Policy and Practice 87


CURRICULUM and ASSESSMENT

• The Australian curriculum

• The NSW curriculum– Primary– Stages 4 and 5– Stage 6– Board Endorsed Courses– Vocational Education and

Training (VET) Courses

– Aboriginal education– Assessment Resource

Centre (ARC)– NSW Syllabuses for the

Australian Curriculumwebsite

– The Up2now website

• Australian MusicExaminations Board (AMEB)

From Finding Form Through Folds byDaniel Meier (St Paul’s College, West Kempsey)HSC 2012 Visual Arts student


Key Priority Area 2: Curriculum and Assessment

Strategic Priorities2.1 Strategically review and update the NSW curriculum to ensure it promotes high-quality

education for NSW students

2.2 Ensure the development and provision of a high-quality Australian curriculum for NSWstudents

2.3 Promote high standards of achievement and improved retention rates for students from allcommunities throughout NSW – including Aboriginal students, students in regional andremote areas and students with special education needs

2.4 Develop and promote best practice in the school-based assessment and reporting ofstudent achievement from Kindergarten through to Year 12

Key Priority Area 6: Pathways and Credentials

Strategic Priorities6.3 Promote the smooth and effective transition of students through the stages of schooling

and VET into the world of employment, tertiary education and further training

The Australian curriculum Working collaboratively to build a quality national curriculum

CURRICULUM AND ASSESSMENT

Our achievements

Development of the Australian curriculum

In 2012 and 2013, the Board of Studies NSWcontinued to work collaboratively with theAustralian Curriculum, Assessment andReporting Authority (ACARA), all states andterritories, and the education sectors in NewSouth Wales towards achieving a high-qualityAustralian curriculum.

In New South Wales, the Board is workingclosely with the NSW Department of Educationand Communities, the Catholic EducationCommission NSW, the Association ofIndependent Schools of NSW, principals andteachers to ensure that the Australiancurriculum enhances the already high standardof curriculum in New South Wales and that itsimplementation is well supported.

K–10 English, Mathematics, Scienceand History

The Board of Studies endorsed the newKindergarten to Year 10 syllabuses for English,

Mathematics, Science and History in June2012 for recommendation to the Minister forEducation, the Hon Adrian Piccoli MP, forapproval. The Minister approved the newsyllabuses in August 2012.

The new syllabuses were published in print andin an interactive online format on the Board’sNSW Syllabuses for the Australian Curriculumwebsite in October 2012. Materials to supportinitial implementation in schools, includingmulti-media guides for schools, teachers andparents, information about accessing the newsyllabuses online, and overarching principlesabout assessment were also published inOctober 2012. Additional materials to furthersupport professional learning and assistschools with planning for implementation,including advice about programming, sampleunits, sample scope and sequences, andassessment activities were published on theBoard’s website in December 2012.

The Board conducted meetings with the NSWDepartment of Education and Communities,the Catholic Education Commission NSW, theAssociation of Independent Schools of NSW,



teacher professional associations, academics,and tertiary educators as part of its handoverof the syllabuses. The meetings provided a fullbriefing on the syllabuses and supportmaterials as well as presentation of the NSWSyllabuses for the Australian Curriculumwebsite and the Board’s Program Builder.

Implementation schedule: K–10 English,Mathematics, Science and History

In July 2012, the Board issued a jointmemorandum with the NSW Department ofEducation and Communities, the CatholicEducation Commission NSW, and theAssociation of Independent Schools of NSW.This memorandum provided a timeline for theimplementation of the new K–10 syllabuses forEnglish, Mathematics, Science and History forthe Australian curriculum. The memorandumconfirmed that 2013 would be a year offamiliarisation and planning for teachers andschools, and that implementation wouldcommence in schools from 2014.

The timeline for implementation of the newsyllabuses from Kindergarten to Year 6included some options for early implementationof Mathematics, Science and Technology, andHistory to accommodate the priorities andplanning of individual schools.

Other phases of the Australian curriculum

Phases 2 and 3 of the Australian curriculuminclude Geography, Languages, the Arts,Health and Physical Education, Technologies,Civics and Citizenship, Economics andBusiness, and National Trade Cadetships.

The Board has continued to work with ACARAin leading New South Wales’ consultationstrategies to provide consolidated advice onPhases 2 and 3 subjects. The Board’sconsultation processes include face-to-facemeetings in metropolitan and regional areas, areference group meeting and an online survey.

NSW representatives, including Board Officers,have been involved in ACARA workshops toprovide input on draft shape papers, curriculumcontent and achievement standards, and havealso provided input at national forums.

Senior secondary Australian curriculumThe senior secondary Australian curriculum in theareas of English, Mathematics, Science andHistory comprises 14 courses. The draft courseswere made available by ACARA for consultationfrom 10 May to 20 July 2012. The Boardconsulted with teachers and the public duringJune and July 2012 to provide ACARA with formalNSW feedback about the quality and suitability ofthe curriculum. The focus of the Board’sconsultation was on the draft content.

On 7 December 2012, the English, Mathematics,Science and History curriculum for the seniorsecondary years was presented for approval tothe Education Ministers of the Standing Councilon School Education and Early Childhood(SCSEEC). The ministers approved the curriculumas the basis for further development incollaboration with states and territories. Theministers also approved ACARA’s role in workingwith states and territories in 2013 to monitor howmaterial will be integrated into their respectivecourses and curriculum structures.

The development and implementation of any newsenior secondary curriculum in New South Waleswill be subject to the Board’s normal timelines, inconsultation with NSW teachers andstakeholders. At this stage there is no timetablefor implementation of the senior secondaryAustralian curriculum in New South Wales.

Communication

The Board of Studies website and the BoardBulletin continue to be the main sources ofinformation about the Australian curriculum inNew South Wales. In 2013, each edition of theBoard Bulletin featured an article relating toKindergarten to Year 6 matters, with a focus onplanning for implementation of the new syllabusesfor the Australian curriculum from 2014.

The Australian Curriculum in New South Walessite on the Board’s website is updated withmemorandums, news items and informationabout the latest developments relating to theAustralian curriculum in New South Wales.Opportunities for teachers and the public toparticipate in consultation and provide feedbackwere published regularly, and archived, onthis site.

Curriculum overviewThe Board of Studies is responsible, under theEducation Act 1990, for developing courses ofstudy for primary and secondary schools. Acourse of study, or syllabus, is that part of thecurriculum that describes – in terms of aims,objectives, content and outcomes – whatstudents are expected to learn.

NSW students from Kindergarten to Year 12are taught according to a detailed commoncurriculum, which clearly prescribes whatstudents should learn and be taught. The NSWsyllabuses contain explicit descriptions of thesubject content that must be taught and theknowledge and skills that students shoulddevelop.

The syllabuses and related support materialsalso describe clear standards of achievementexpected of students at each of the stages of

learning, allowing for student achievementto be assessed and reported against thesestandards. The stages of learning are asfollows:

Early Stage 1 Kindergarten

Stage 1 Years 1–2

Stage 2 Years 3–4

Stage 3 Years 5–6

Stage 4 Years 7–8

Stage 5 Years 9–10

Stage 6 Years 11–12

The NSW syllabuses have been developedafter extensive consultation with subjectexperts, academics, teachers and thecommunity, and ensure that common materialis taught in both government and non-government schools irrespective of wherea student lives or attends school.


The NSW curriculumPromoting high standards of primary and secondary education in New SouthWales through the provision of quality syllabuses, courses and support materialsas well as the assessment, reporting and credentialling of student achievement

Years Learning areas Credential

K–6 EnglishMathematicsScience and TechnologyHuman Society and Its EnvironmentPersonal Development, Health and Physical EducationCreative and Practical Arts

7–10 EnglishMathematicsScienceHuman Society and Its EnvironmentLanguagesTechnological and Applied StudiesPersonal Development, Health and Physical EducationCreative Arts

Record of SchoolAchievement

11–12 English (compulsory) plus a choice from over 150 BoardDeveloped Courses, Board Endorsed Courses, VocationalEducation and Training Courses, Life Skills Courses

Higher School Certificate

Organisation of the curriculum


Our achievements

Setting clear expectations for learning

Curriculum development

The Syllabus Development Handbook (2006)guides those responsible for curriculumdevelopment in undertaking an inclusiveapproach to curriculum development. It detailsthe policies that all Board syllabuses andsupport materials are required to meet. Theseinclude:

• the K–10 Curriculum Framework

• the Statement of Values (revised statementpublished in July 2010)

• the Statement of Equity Principles (revisedstatement published in February 2011).

The K–10 Curriculum Framework (2002) guidesthe evaluation and revision of syllabuses. Itensures that the curriculum is coherent,challenging and allows for developmentalcontinuity.

The Board’s syllabus development process

The Board is committed to a syllabusdevelopment process that providesopportunities for consultation, establishesachievable timelines and ensures qualitysyllabuses.

The process uses a project managementapproach involving four phases:

1. syllabus review

2. writing brief development

3. syllabus development

4. implementation.

The ongoing strategic review and updating ofthe NSW curriculum provides syllabus andsupport material that meets the needs of thefull range of students and operates within thecontext of national and internationaldevelopments in curriculum, assessment,teaching and learning.

Full details about the process are availableon the Board of Studies website:www.boardofstudies.nsw.edu.au/manuals/pdf_doc/syl_dev_process.pdf.





Support materials for primary teachers

In 2013, the development of A teacher’s guideto phonics in the early years was completed.This publication will be available at thecommencement of the 2014 school year. Ateacher’s guide to understanding grammar wasalso developed and is expected to be availablein 2014. These publications will form part of thesupport materials produced to help primaryteachers as they implement the new NSWEnglish K–10 Syllabus for the Australiancurriculum.

A1-sized posters entitled Key MathematicsSkills K–6 have been published and are beingwell received by teachers. These posters havebeen designed to support the new NSW K–10 Mathematics Syllabus for the Australiancurriculum.

An English Grammar Key Skills poster thatmaps key grammar skills across the stages hasbeen published and is being well received byteachers. These posters are available in A1 sizeand enable teachers to track students’progress in grammar skills.

An A1 poster entitled Graphological andPhonological Key Skills has been developedand published for the primary years. This is themost popular of the three new key skills chartsbecause it provides details across the stages ofthe key development skills of children in theirearly years of learning for reading and writing.

The K–6 writing competition WriteOn continuesto develop as a competition attracting high-quality entries from across the state. Ananthology of the best entries is published eachyear and is considered by schools to be anexcellent resource as they strive to improve thequality of students’ writing from Kindergartento Year 6.

In preparation for the implementation of thenew English and Mathematics syllabuses forthe Australian curriculum, modules for eachstage of learning, ie Early Stage 1, Stage 1,Stage 2 and Stage 3, are being developed andwill be ready for publication in 2014. These

modules will provide support to teachers asthey come to terms with planning,programming, teaching and assessing, usingthe new syllabuses.

An innovative interactive website calledSafetytown, which has been developed incollaboration with Transport for NSW, will belaunched in November 2013. Using technology,students will ‘take’ their Safetytown characteron safe journeys: when riding bikes, aspedestrians and as train travellers. The websiteis designed to support the Safe Living strand ofthe current Personal Development, Health andPhysical Education (PDHPE) Syllabus, withactivities incorporated that use outcomes fromthe new English and Mathematics syllabuses. A 100-page Teachers Handbook of additionalactivities to promote safe behaviours has alsobeen developed to accompany this resource.

Support materials for parentsThe Board has continued its development ofsupport materials for parents of primary schoolchildren. The latest book that is beingdeveloped is entitled Helping your child learnabout grammar: A guide for parents. This willadd to, and complement, the suite of threebooks published for parents in 2012. Thispublication will provide parents with a clearunderstanding of terminology, how grammarlooks in context, examples of grammar inchildren’s writing, strategies to try at home anduseful resources.

The Board has provided a video presentationfor parents on the new NSW Syllabuses for theAustralian Curriculum website to explain thenew syllabuses, key implementation dates andkey features of the new syllabuses in English,Mathematics, Science and technology, andHistory. Because it is an online presentation,parents can view the presentation anytimeanywhere and refer back to it for furtherclarification if required.

A new interactive road safety website calledSafetytown, which has been developed forStage 3 students (Years 5 and 6), is nearingcompletion. The public component of this

Primary curriculum – Early Stage 1 to Stage 3 (Kindergarten – Year 6)

website will be available for parents to learnabout what is being studied in class as well asfor providing opportunities to extend theirchild’s learning and develop safer road and railhabits and behaviours.

English K–6 support materials for students withspecial education needsThe online resource English K–6 SupportMaterials for Students with Special EducationNeeds has been published on the Board’s K–6website. The materials provide advice andstrategies for teachers to assist students whoare experiencing difficulties with aspects ofliteracy such as:

• comprehending oral and written language

• vocabulary

• speech production

• decoding

• sentence and text construction

• handwriting

• spelling

• initiating and sustaining communication.

Case studies, including videos, have beenincluded to illustrate the strategies in action.The online materials also comprise a variety ofready-to-use resources that can bedownloaded by teachers.

Stages 4 and 5 curriculum – Years 7–10

History Elective Years 7–10 SyllabusLife Skills outcomes and content for the HistoryElective course were endorsed by the Board inJune 2012. This provides the opportunity forstudents with special education needs toundertake additional study in History. TheHistory Elective Life Skills course will beavailable to students in 2014.

Child Studies Content Endorsed Course Years7–10 SyllabusA new Child Studies Content Endorsed CourseYears 7–10 Syllabus was released to schools inOctober 2012 and available for implementationfrom the commencement of 2013. The newsyllabus includes a range of modules thatprovide schools with the flexibility to designcourses that best meet the needs and interestsof their students. Satisfactory completion of100 or 200 hours of study in Child StudiesContent Endorsed Course Years 7–10 duringStage 5 (Years 9 and/or 10) will be recordedwith a grade on the student’s Record of SchoolAchievement.





Syllabuses and support materials n STAGE 6 ENGLISH

Stage 6 English Studies Content EndorsedCourse

The Board’s English Studies Content EndorsedCourse is designed to suit the needs of seniorsecondary students who do not wish to followan ‘ATAR eligible’ program of study. Thisinitiative formed part of the Board’s response tothe increased leaving age legislation (EducationAmendment Act 2009).

During 2013, the English Studies coursecontinued to be available to all schools in NewSouth Wales. At its May 2013 meeting, the

Board extended the pilot phase to the end of2016. For all participating schools, the courseremains at the pilot phase and is subject toongoing evaluation and appropriate furtherdevelopment. The course is now being offeredat over 400 schools and has an HSC cohortexceeding 6000 students.

Further support materials have been developedto assist schools in their assessment andreporting of student achievement in EnglishStudies. A support document entitledReporting Achievement in HSC English Studieswas published in September 2011. Thissupport document provides advice on theassessment and reporting of studentachievement. Aligned student work samples

Syllabus amendment/project Key features Status/completion

Technology (Mandatory) Years 7–10

Food Technology Years 7–10

Science and Technology K–6Outcomes and Indicators

Science Years 7–10

Science K–10 (incorporating Scienceand Technology K–6)

Personal Development, Health andPhysical Education K–6

Personal Development, Health andPhysical Education Years 7–10

Agriculture Stage 6

Software Design and DevelopmentStage 6

Syllabuses and relatedsupport materialsamended to strengthenthe knowledge andawareness of teachersand students to foodallergies that could resultin an anaphylacticreaction.

Amendments published on theBoard’s website

Stage 6 curriculum – Years 11 and 12

Stage 4 and Stage 5 Anaphylaxis AmendmentsA number of syllabuses were reviewed andmodified to increase student knowledge of therisks associated with allergy and theappropriate action in the case of anaphylacticreaction.

The NSW Higher School Certificate providesstudents with a world-class end-of-schoolcredential that offers up-to-date, challengingcourses with clear pathways to furthereducation, training and work, with fair,meaningful assessment and reporting ofachievement.

with commentaries were also uploaded to theYears 11 and 12 section of the AssessmentResource Centre (ARC) website in April 2012.

In response to teacher feedback on the needsand interests of students, further EnglishStudies modules were developed andpublished in Term 4, 2012.

Stage 6 English Prescriptions

At its February 2012 meeting, the Boardapproved a review of the English Stage 6Prescriptions: Area of Study, Electives and Textsfor the HSC 2015–2020. The revision includedthe development of a new Area of Study,changes to electives, the relocation of sometexts, and the addition of new texts. The newprescribed text list will remain current for aperiod of six years in place of the existingarrangement of four years. The Area of Study willcontinue to be refreshed at four-yearly intervals.

n STAGE 6 MATHEMATICS

A new Mathematics General Stage 6 Syllabuswas released in 2012. The syllabusincorporates a Preliminary course and two HSCcourses. The Preliminary Mathematics Generalcourse was implemented in schools from thebeginning of 2013. The course allows studentsto access either the HSC Mathematics General 2 course or the HSC MathematicsGeneral 1 course in their HSC year.

Students following the Preliminary MathematicsGeneral/HSC Mathematics General 2 pathwaywill be able to count their Mathematics studytowards the calculation of an ATAR. The firstHSC examination for Mathematics General 2will be conducted in 2014.

The HSC Mathematics General 1 course is aContent Endorsed Course and represents anadditional course in the suite of Stage 6 HSCmathematics courses. It has been designed tobetter meet the needs of students who wish tostudy mathematics in Stage 6 but whosepurposes are not accommodated in the HSCMathematics General 2 course. As with otherContent Endorsed Courses, the HSCMathematics General 1 course will be subjectto internal assessment only and will not counttowards the calculation of an ATAR.

A range of support materials has been releasedprogressively in 2012–2013 for the informationand assistance of teachers. These materialsinclude programming advice, support materialsfor the teaching of new syllabus content, andan HSC specimen examination package forMathematics General 2.

n STAGE 6 LANGUAGES

In all, 63 HSC languages are examined for theNSW Higher School Certificate. The Board hasdeveloped 40 of these courses. The remaining23 courses are community language coursesdeveloped and managed nationally. Thenational candidatures for many of thesecommunity language courses are very small.

Since the early 1990s, a national framework ofinter-agency collaboration between state andterritory Year 12 curriculum and assessmentauthorities has supported these smallcandidature community languages. This nationalprogram is known as CCAFL (CollaborativeCurriculum and Assessment Framework forLanguages). The national framework allowsstates to collaborate in developing syllabusesand conducting examinations for seniorsecondary students in languages where thereare small numbers of students.

There are now 32 languages developed underthe national framework. The 23 CCAFL coursesoffered in New South Wales are designed at anumber of levels: 3 courses at BackgroundSpeakers level, 16 at Continuers level and4 at Heritage level.

The Heritage Language courses in Chinese(Mandarin), Japanese and Korean were examinedfor the first time in the 2012 Higher SchoolCertificate. Indonesian will be examined forthe first time in 2013.

In 2013, the NSW Minister for Educationapproved the development of the RussianContinuers course to replace the existingRussian Background Speakers course. Thenew syllabus will be examined for the first timein the 2015 Higher School Certificate.

The Heritage Language Curriculum Frameworkand Courses of Study were developed as partof CCAFL and are consistent with a national





set of curriculum statements at the seniorsecondary level. The syllabuses were preparedin accordance with the Framework for HeritageLanguages at Senior Secondary level that wasendorsed by the Department of Education,Employment and Workplace Relations andaccepted by the NSW Minister for Educationand Training in August 2009.

A project began in 2011 to select newprescriptions for Extension courses in Arabic,Chinese, French, German, Indonesian,Japanese, Modern Greek and Spanish, andStage 6 Background Speakers courses inChinese, Indonesian, Japanese and Korean.Prescribed texts are an integral part of thestudy of languages in both Extension andBackground Speakers courses. The newprescriptions were published in August 2012.The prescriptions will be examined for the firsttime in the 2014 Higher School Certificate.

In 2012, a project was begun to select newcourse prescriptions for the Stage 6 ClassicalGreek Continuers from 2018, Extensioncourses from 2016, Classical HebrewContinuers from 2019 and Extension coursesfrom 2016. Consultation with key stakeholderswas undertaken in Term 1, 2013. The proposednew prescriptions will be presented to theBoard in August 2013.

n STAGE 6 LIFE SKILLS

New Stage 6 Life Skills courses

A new Stage 6 Community and Family StudiesLife Skills course is currently in developmentand will be available for implementation withYear 11 students in 2014. The new syllabus isbeing developed in response to increasingenrolments within the Stage 6 Community andFamily Studies course and to broaden LifeSkills course options within the PersonalDevelopment, Health and Physical Educationkey learning area.

In addition, the Stage 6 Studies of Religion LifeSkills course will be available as both a 1 unitand 2 unit course, commencing 2014. Studentswill be able to undertake either Studies ofReligion I Life Skills or Studies of Religion II LifeSkills, facilitating course delivery in integratedsettings.

2012–2013 syllabus amendment table Stage 6The following table provides an overview of syllabus changes and support materials developedduring the reporting period.


Stage 6 AutomotiveCurriculum Framework

Updated curriculum framework toversion 4 of the AUR05 TrainingPackage

Updated framework publishedon Board website

Stage 6 Business ServicesCurriculum Framework

Updated curriculum framework toversion 7 of the BSB07 TrainingPackage


Stage 6 ConstructionCurriculum Framework

Updated curriculum framework toversion 7 of the CPC08 TrainingPackage


Stage 6 ElectrotechnologyCurriculum Framework

Revised curriculum framework basedon UEE11 Training Package

Revised framework publishedon Board website

Stage 6 Financial ServicesCurriculum Framework

Updated curriculum framework toversion 3.1 of the FNS10 TrainingPackage


Stage 6 Human ServicesCurriculum Framework

Updated curriculum framework toversion 4.1 of the CHC08 and version5 of the HLT07 Training Packages


Stage 6 InformationTechnology CurriculumFramework

Amended to allow students toaccess units of competency and theCertificate III qualification from thenew ICA11 Training Package

Syllabus amendmentdocument published on Boardwebsite

Stage 6 Information and DigitalTechnology CurriculumFramework

New curriculum framework based onICA11 Training Package (replacingInformation Technology)

New framework published onBoard website

Stage 6 Metal and EngineeringCurriculum Framework

Updated curriculum framework toversion 8.1 of the MEM05 TrainingPackage


Stage 6 Primary IndustriesCurriculum Framework

Updated curriculum framework toversion 4 of the AHC10 TrainingPackage


Stage 6 Retail ServicesCurriculum Framework

Revised curriculum framework basedon version 3.1 of the SIR07 TrainingPackage

Revised framework publishedon Board website

Stage 6 Tourism and EventsCurriculum Framework

Updated curriculum framework toversion 3 of the SIT07 TrainingPackage

Official notice published onBoard website to inform of newversion




Relevant flexible and inclusivepathways for student learning

Board Endorsed Courses There are three categories of Board EndorsedCourses.

1. Content Endorsed Courses (CECs):developed by the Board to cater for a widecandidature in areas of specific need notserved by Board Developed Courses.TAFE-delivered CECs and VET CECs arecategories of Content Endorsed Courses.

2. School Developed Courses: designed byan individual school or group of schools tomeet the local needs of a group of students.

3. University Developed Courses: developedby universities in conjunction with a school,a group of schools or a school system forthe particular needs of high-achievingStage 6 students.

School Developed CoursesSchool Developed Board Endorsed Coursesare submitted to the Board by schools forendorsement in Stage 5 for the Record ofSchool Achievement or in Stage 6 asPreliminary or Higher School Certificate units.In Stage 6, completed courses are includedin a student’s pattern of study but do notcontribute to the calculation of the AustralianTertiary Admission Rank (ATAR). SchoolDeveloped Courses may be endorsed fora maximum of four years.

In 2012–13, the Board Endorsement Panelconsidered 68 courses in both Stage 5 andStage 6 (see table below). Of theseapplications, two were declined and 13 weredeferred prior to endorsement.

Year Stage 5/6 Proposals Approvals

2012–2013 Stage 5

Stage 6

45

23

44

22

2011–2012 Stage 5

Stage 6

112

92

112

92

2010–2011 Stage 5

Stage 6

88

74

86

74

2009–2010 Stage 5

Stage 6

35

60

32

60

2008–2009 Stage 5

Stage 6

38

24

37

23


Stage 6 Mathematics General Syllabus

New support materials developedfor new Preliminary MathematicsGeneral, HSC Mathematics General 2,and HSC Mathematics General 1courses

New support materialsdeveloped and published onBoard website

Stage 6 English Studies CEC Support document developed andpublished to support new syllabus

New support materialsdeveloped and published onBoard website

Stage 6 Agriculture Minor amendments increasing clarity andconsistency of specific content ofsyllabus

Amendments endorsed by theBoard in June 2013. Publicationon Board website expected inTerm 3, 2013


University Developed Board Endorsed CoursesUniversity Developed Board Endorsed Courses(UDBECs) supplement and extend the HigherSchool Certificate curriculum for high-achievingstudents in Stage 6. The courses may beincluded in a student’s pattern of study but, aswith all other Board Endorsed Courses, theresults in these courses are not eligible forinclusion in the calculation of the ATAR. Someform of university credit is usually attached tothese courses.

The criteria for endorsement of UDBECs areconsistent with those used for any newcourses developed or endorsed by the Board.Requirements are set out in the Board’sdocument University Developed BoardEndorsed Courses in the Higher SchoolCertificate: Guidelines and Application Form,which is available on the Board’s website.

Twenty-six courses were endorsed for study in2012. One hundred and sixty-six students inYears 11 and 12 were enrolled in a UniversityDeveloped Board Endorsed Course.

Board Endorsed Alternative Education programsFrom 2011, the Board has delegatedresponsibility for the endorsement ofalternative education programs. BoardEndorsed Alternative Education programs areprovided for a very small number of ‘at risk’young people who are unable to participate informal education due to their exceptionalcircumstances. The aim of the Board EndorsedAlternative Education programs is to supportyoung people to return to school, othereducation or training, or to enter intoemployment.

The Board has established a BoardEndorsement Panel for the purpose ofapproving alternative education programsbased on criteria for endorsement detailed inthe Guidelines for Equivalent and AlternativeCourses of Study. The panel consists ofrepresentatives from the NSW Commission forChildren and Young People, NSW Departmentof Education and Communities, CatholicEducation Commission NSW, Association ofIndependent Schools of NSW, TAFE NSW andCommunity Education, and agencies workingwith at-risk young people.

In 2012, 14 Board Endorsed AlternativeEducation programs were being deliveredacross New South Wales.

HSC–University Pathways for talented HSCstudentsHSC–University Pathways recognises andprovides for the learning needs of talentedstudents. The program offers flexibility forhighly able students to begin university whilestill concluding their HSC studies. Successfulstudents can access first-year universitycourses through a variety of delivery modes.2013 is the third year that students wereenrolled in university courses through theprogram.

HSC–University Pathways gives gifted studentsan opportunity to apply for entry to challengingfirst-year university subjects and fast-tracktheir first university degree. Students undertakethe study of a university subject concurrentlywith completion of the Higher SchoolCertificate. In previous years the program wasmade available only to students who hadaccelerated in at least one HSC course. In2013, the selection criteria for the programhave been broadened by one university toconsider applications from highly able studentswho have not had the opportunity to acceleratetheir HSC studies but who have demonstratedoutstanding academic ability in other ways.

The Board of Studies NSW continues tocoordinate and monitor this program.

The University of New England, the Universityof New South Wales and Macquarie Universityhave participated in HSC–University Pathwayssince its inception.

In 2013, there are 42 courses available forstudy across a range of disciplines, includingcourses such as Advanced Mathematics, theSciences, Law, Criminology, Microeconomics,Financial Accounting, Australian Indigenousstudies, Early Childhood studies, Education,Psychology, Philosophy, Sociology and Music.Students can choose from a number of deliverymodes. For example, they can choose to studyby distance mode with the option of a weekendresidential, or they might attend university oncampus for an early experience of studying in auniversity environment. The experience of three




years of the program indicates that coursesdelivered largely through a distance model arethe most practical for students and thereforethe most popular.

On completion of their university subjects,students receive relevant university credentialsand appropriate cross-university credit. Theprogram is independent of the Higher SchoolCertificate and does not contribute to the ATAR.

Maximising curriculum provisions for students in Years 9 to 12 to accessnationally accredited vocational education and training courses

Vocational Education and Training(VET) coursesThe Board of Studies continues to expand therange of VET courses available for students inYear 9 through to Year 12, providing access tomore industry areas and to higher-levelqualifications.

The Board’s VET courses allow students tostudy and achieve vocational qualifications thatare recognised nationally by employers andindustry. They also allow such study to begiven credit as part of the Record of SchoolAchievement and Higher School Certificate.

Industry Curriculum Frameworks

The majority of VET courses studied in theHigher School Certificate are available throughIndustry Curriculum Frameworks developed bythe Board. In addition to the nationallyrecognised Australian Qualifications Framework(AQF) VET qualifications available through theFrameworks, students can also count theresults from the HSC VET examination availablein each Framework towards their AustralianTertiary Admission Rank (ATAR). There are currently 13 Industry Curriculum

Frameworks covering the major areas of workand employment in New South Wales:Automotive, Business Services, Construction,Electrotechnology, Entertainment Industry,Financial Services, Hospitality, HumanServices, Information and Digital Technology,Metal and Engineering, Primary Industries,Retail Services, and Tourism and Events.

Mandatory work placement requirements are acritical feature of Industry CurriculumFramework VET courses. The work placementthat students do as part of their HSC VETcourses underpins the quality of the outcomesthey achieve in these courses.


As the national industry training packages onwhich the Frameworks are based are revised,the corresponding HSC Industry CurriculumFrameworks are also revised. This providesstudents with access to the latest VETqualifications and industry competencystandards.

The Board endorsed the new Information andDigital Technology and revisedElectrotechnology and Retail ServicesCurriculum Frameworks for implementation in2013. These Frameworks provide newpathways to Certificate III qualifications withintheir respective industry areas.

Revisions were also made to the Automotive,Business Services, Construction, FinancialServices, Human Services, InformationTechnology, Metal and Engineering, PrimaryIndustries, and Tourism and EventsFrameworks.

Industry Curriculum Committees have beenconvened to oversee the development ofrevised Automotive, Hospitality, and Tourismand Events Curriculum Frameworks forimplementation in 2014. Initial consultation onproposals for these revised Frameworksoccurred in March 2013, with final consultationon draft syllabuses in June 2013.

Board Endorsed VET Courses

Board Endorsed VET courses allow schools theopportunity to offer vocational courses inindustry areas not available through IndustryCurriculum Frameworks. Curriculum pathwaysprovided through these courses cater for arange of student needs and interests within theHigher School Certificate and Record of SchoolAchievement, including those undertakingschool-based apprenticeships or traineeships.

The suite of Stage 6 (HSC) and Stage 5 (Years 9 and 10) Board Endorsed VET courseswere updated to align with the most recentversion of their associated training package.

A new format of course description was usedacross all courses and has been well received.In 2012, 113 VET courses were endorsed for2013:

• 104 Stage 6 VET courses

• 9 Stage 5 VET courses.

VET curriculum provisions to enable pathwaysfor Years 11 and 12 students to higher level VET qualificationsThe Board of Studies continues to enhancecurriculum provisions, enabling schools andschool systems to offer VET pathways leadingto Certificate III and IV AQF VET qualificationsfor students in Years 11 and 12.

Students undertaking HSC VET courses inAutomotive, Business Services, Construction,Electrotechnology, Entertainment Industry,Financial Services, Hospitality, HumanServices, Information and Digital Technology,Metal and Engineering, Primary Industries,Retail Services, and Tourism and Events havethe opportunity to work towards, or obtain, aCertificate III AQF VET qualification.

There are approximately 35 VET BoardEndorsed courses that allow students to worktowards, or obtain, a Certificate III AQF VETqualification. These include Assistant DanceTeaching, Children’s Services, DesignFundamentals, Education Support, Farriery,Indigenous Primary Health Care, Informationand Cultural Services, Laboratory Skills,Locksmithing, Maritime Operations, Plumbing,Property Services, Signage and Stonemasonry.

There are also six VET Board Endorsedcourses that enable students to work towardsCertificate IV AQF VET qualifications inAdvertising, Beauty Therapy, Children’sServices (Outside school hours care), HumanResources, Marketing and TelecommunicationsNetworks Technology.





More students complete Year 12 or recognised vocational training better prepared for further study,training or employment

i Number of VET Certificate II or higher qualifications and Statements of Attainment achieved as part of the HigherSchool Certificate program.

ii Impact of increase in school leaving age to 17 years from January 2012 reflected in 2010 and 2011 actuals.

2008–09 2009–10 2010–11 2011–12 2012–13

Result indicators Units Actual Actual Actual Actual Actual

HSC VET credentials atAQF Certificate II levelor higher i

no. 45 070 42 993 49 651ii 58 627ii 67 684

Training Package industry area 2008 2009 2010 2011 2012

Information Technology 39 20 130 178 327

Manufacturing/Metal and Engineering 17 38 112 160 259

Business Services 9 46 135 100 109

Primary Industries 31 34 80 69 184

Construction 22 0 0 31 48

Total 118 138 457 538 927

VET pathways for Years 9 and 10 studentsSince 2009, undertaking a VET course in Years 9 and 10 (Stage 5) has been an optionavailable to all students in NSW schools as apart of a broad general education leading torecognised schooling and VET sectorqualifications.

Access to VET courses for students in Years 9and 10 can be a valuable strategy for schoolsseeking to improve student engagement,retention and participation in education andtraining. It provides options for developingtraining pathways from Stage 5 to Stage 6 and

post-school. This is of particular benefit inplanning pathways for students who will nowstay on at school as a result of the increase tothe school leaving age in New South Wales,which requires students to participate ineducation, training or employment until theage of 17 years.

Students in Years 9 and 10 can access VETcourses through two curriculum pathways:

• Stage 5 Board Endorsed VET courses

• early commencement of Stage 6 VETcourses.

Number of entries in School Certificate/Record of School Achievement VET courses/qualifications byTraining Package industry area (2008–2012)

Students in Years 9 and 10 undertaking early commencement of HSC VET courses (2008–2012) –Top 20In 2012, there were 2478 students in Years 9 or 10 who undertook early commencement of 2590HSC VET courses.

In 2012, there were 29 students in Years 9 or 10 who sat for an HSC VET examination.

In 2012, there were 15 students in Year 9 or 10 who undertook the Industry-based learning course.

The top 20 industry areas for these entries in 2012 were in:

HSC course industry area 2008 2009 2010 2011 2012

Hospitality 140 217 366 448 593

Metal and Engineering 135 91 139 177 320

Construction 127 148 230 217 303

Retail Services 31 98 91 49 197

Sport, Fitness and Recreation 23 2 46 125 164

Automotive 126 142 136 148 160

Information Technology 96 149 125 96 146

Primary Industries 64 110 119 118 123

Community Services and Health 57 40 53 60 109

Hairdressing 77 37 70 93 106

Business Services 47 57 74 61 89

Beauty 33 44 22 80 56

Animal Studies 103 61 73 55 51

Workplace Communication 0 0 1 26 39

Entertainment Industry 0 37 27 56 34

Electrotechnology 0 0 5 21 30

Plumbing 0 5 8 16 15

Furnishing 5 4 1 15 9

Resources and Infrastructure 0 0 7 2 9

Visual Arts and Contemporary Craft 3 11 20 14 9

Other 88 106 124 76 28

Total 1155 1359 1737 1953 2590





Internal review of VET curriculum developmentDuring 2012, the Board conducted an internalreview of its processes for the developmentand endorsement of VET curriculum. Thereview involved analysis of the Board’s existingVET curriculum development and endorsementarrangements as well as consultation withexternal stakeholders. Key stakeholdersindicated strong support for the review.

The review was prompted by the significantchallenges arising from the:

• scale and speed of continual improvementand revisions of national industry trainingpackages on which the Board’s VETcurriculum is based

• new requirements surrounding howRegistered Training Organisations (RTOs)who deliver the curriculum manage thetransition and teach-out arrangements forsuperseded training packages.

The review identified ways that the Board’s VETcurriculum development process could beenhanced in light of this emerging context. Inline with the feedback and recommendations ofthe review, VET officers commencedimplementation of new practices during2012–2013 relating to VET Industry CurriculumFrameworks and VET Board EndorsedCourses, including streamlining of processesand products. These recommendations, alongwith principles for dealing with VET syllabustransition and teach-out, were endorsed by theBoard in April 2013.

Promoting high levels of knowledgeand understanding of Aboriginalhistory, cultures and identities

Aboriginal educationThe Board has an ongoing commitment toAboriginal education and, during the reportingperiod, has advanced a range of significantprojects.

Aboriginal Studies syllabuses

The Board revised the Aboriginal StudiesStage 6 Syllabus in 2010. Schools beganimplementing the revised syllabus in Year 11in 2011 and the first HSC cohort commencedin 2012. During the reporting period, adetermination was made for the inclusionof additional HSC examination preparationsupport for students of Aboriginal Studies tobe included in the Sydney Morning HeraldHSC Study Guide.

The Board continued its work to support thedevelopment of resources to assist teachers toimplement both the Year 7–10 and the Stage 6Aboriginal Studies syllabuses.

The Board has collaborated with the StateLibrary of New South Wales and schools tocollect and digitise a range of exemplary majorprojects by HSC Aboriginal Studies students.The major projects were copied and placed inthe State Library of New South Wales digitalcollection and can be accessed through thelibrary’s website.

Aboriginal Languages K–10

The Aboriginal Languages K–10 Syllabus hasbeen available for implementation since 2005.Since that time, the Board has providedsupport to several local communities andschools to develop Stage 4 and 5 units of workin the NSW languages of Paakantji, Wiradjuri,Gamilaraay/Yuwaalaraay and Gumbaynggirr.During the reporting period, the Boardnegotiated with the NSW Department ofEducation and Communities, NSW AboriginalEducation Consultative Group Inc (AECG) andthe NSW Office of Communities – AboriginalAffairs in relation to the planning of the NSW

Aboriginal Language and Culture Nestsinitiative. This will involve the provision offurther curriculum support to local communitiesand schools by the Board’s AboriginalCurriculum Unit during 2013–14.

The Board is also working with highereducation representatives on resourcedevelopment to support school-based, NSWAboriginal languages education.

NSW Consultation on the AustralianCurriculum: Languages – Draft K–10Framework for Aboriginal Languages andTorres Strait Islander Languages

The Board commenced a consultation programto acquire feedback from NSW stakeholders onthe Australian Curriculum: Languages – DraftK–10 Framework for Aboriginal Languages andTorres Strait Islander Languages. Theconsultation comprised meetings in fourlocations, in some cases incorporating links toother sites through videoconferencing.Stakeholders were also invited to providesubmissions directly to the Board’s AboriginalCurriculum Unit. In addition, a targeted focusgroup and a reference group meeting of systemrepresentatives will be held.

The Board’s final consultation report will beprovided to the Australian Curriculum,Reporting and Assessment Authority (ACARA)in 2013 and published on the Board’s website.

Implementation of recommendations of theReport of the Royal Commission intoAboriginal Deaths in Custody

The Board has partial responsibility, inconjunction with the NSW Department ofEducation and Communities, for implementingrecommendations 289, 290, 291, 292 and 298of the Report of the Royal Commission intoAboriginal Deaths in Custody (AustralianGovernment, 1991). The implementation ofeach recommendation is an ongoing process,as syllabuses, support materials and digitalresources are developed and revised.

Through its work with local communities,teachers and other stakeholders, the Boardseeks to develop and showcase exemplary and

innovative curriculum opportunities thatcontribute to positive learning conditions andenhanced educational outcomes for Aboriginaland Torres Strait Islander students. All NSWstudents continue to benefit from theAboriginal and Torres Strait Islander learningacross the curriculum content within existingNSW syllabuses, and opportunities have beenretained or enhanced in the development of thenew NSW syllabuses that incorporate theAustralian curriculum. Through thesemeasures, the Board contributes to meetingthe aspirations of Aboriginal communities forsocial justice and cultural security.

During the reporting period, continuing workon the following initiatives seeks to improvethe learning outcomes of Aboriginal students:

• supporting the implementation of themandatory cross-curriculum contentwithin Years 7–10 syllabuses

• assisting teachers in the implementation ofAboriginal Studies syllabuses Stage 6 andYears 7–10

• collaborating with other agencies on jointinitiatives to further support Aboriginallanguages K–10 programs

• facilitating school and Aboriginalcommunity partnerships.

Recommendations 289 to 292 of the RoyalCommission into Aboriginal Deaths in Custodybroadly relate to activities of the Board.

In response, the Board’s syllabuses andsupport documents acknowledge theimportance of prior learning and promoterecognition of diverse learner groups as well asthe importance of equity and inclusiveness.Curriculum writing is informed by the Board’sequity principles. These principles recognisethe importance of consultation with, and thedirect involvement of, Aboriginal people in theprocess of curriculum development, along withthe proper and appropriate inclusion ofAboriginal and Indigenous perspectives. Theseperspectives provide all students with theopportunity to develop knowledge andunderstanding of Aboriginal and Torres StraitIslander histories and cultures.





The Board’s Aboriginal Curriculum Unit worksclosely with key stakeholder bodies such asthe NSW Aboriginal Education ConsultativeGroup Inc (AECG) and other regional and localbodies. The unit attends, participates in andfacilitates meetings and workshops in supportof its own projects as well as in conjunctionwith other government and regional agencies.The unit provides opportunities for Aboriginalteachers, Aboriginal Education Officers andcommunity members to take up roles inAboriginal Curriculum Unit projects.

The Board’s Aboriginal Education AdvisoryCommittee (AEAC) meets approximately onceeach school term to advise the Board ofStudies on curriculum issues and Aboriginaleducation.

In 2012–2013, AEAC provided valuable adviceon the Board’s opportunities in working withACARA in relation to the development of theAustralian Curriculum: Languages – Foundationto Year 10 Draft Framework for AboriginalLanguages and Torres Strait IslanderLanguages and on the Review of LanguagesEducation in New South Wales.

The President of the NSW AECG is Chair of theAEAC and is also a member of the Board ofStudies.

All Board curriculum committees include amember representing the AECG, the peak NSWbody for advising the government on Aboriginaleducation. The HSC Aboriginal StudiesExamination Committee has an Aboriginalrepresentative.

Recommendation 298 of the RoyalCommission calls for the participation ofAboriginal parents and community members indecisions regarding the planning, delivery andevaluation of preschool, primary and secondaryeducation services.

The Board promotes the participation ofAboriginal people in its core functionsthrough:

• inclusion, as a member of the Board, of anAboriginal person with knowledge andexpertise in the education of Aboriginalpeople

• ongoing consultation with the NSW AECGand other relevant Aboriginalorganisations

• inclusion of positions within the Board’sAboriginal Curriculum Unit for whichAboriginality is an essential criterion

• employment of other Aboriginal people asproject officers, curriculum writers,consultants and administrative staff

• representation of Aboriginal people onadvisory, planning and writing groups

• active engagement with parents andAboriginal community members inAboriginal curriculum projects.

Assessment Resource Centre (ARC)

arc.boardofstudies.nsw.edu.au

The Assessment Resource Centre (ARC)supports teachers in the assessment andreporting of students from Kindergarten to Year 12. While primarily developed forteachers, the ARC is also used by parents,students and other stakeholders.

The ARC contains resources to support qualityassessment and reporting practices acrossthree areas of schooling: Years K–6, Years 7–10, and Years 11–12. It is regularly updatedas resources are developed and renewed.

The ARC provides support for teachers in theiruse of assessment to enhance learning.Activities and student work samples illustratethe Board’s curriculum standards and assistteachers to apply the common grade scale byawarding grades A–E to specific work samples.Brief commentaries are also provided toexplain why teachers award a particular gradeduring alignment workshops.

The Years 11–12 section contains informationon assessment for the Higher SchoolCertificate in relation to the standards.Standards packages have been produced toillustrate the performance standards in HSCcourses. These include samples of responsestypically demonstrated by students whoachieved that standard.

The ARC Standards packages are currentlybeing redeveloped for increased usability, witha larger number of student work samples for arange of subjects. The student work samplesshow the standard of work typically producedby students across the range of performancesfor the courses available.

The results obtained on searching theStandards packages can be filtered on thebasis of syllabus content or assessmentcomponent.

New courses are added to the Standardspackages available on the ARC, in preparationfor the initial examination of the courses at theHigher School Certificate.

The ARC has been designed to allow for thecontinual upgrading and expansion as furtherresources are developed. By the end of thereporting period, over 370 activities and 2572work samples had been published. The worksamples comprise 2123 graded work samplesand 449 ungraded samples for Kindergarten toYear 10 (Early Stage 1 to Stage 5). This is inaddition to the annotated samples of students’work from HSC examinations that are alsoavailable on the ARC.

Student work samples from the ARC





NSW Syllabuses for the AustralianCurriculum websiteThe new NSW K–10 English, Mathematics,Science and History syllabuses for theAustralian curriculum were released in aninteractive online format on the Board’s NSWSyllabuses for the Australian Curriculumwebsite in October 2012. The interactive onlinepresentation of the syllabuses is a first for NewSouth Wales and provides online access to thenew K–10 syllabuses on a variety of devices.

The website includes the four new K–10syllabuses and a range of support materialssuch as syllabus guides as well as advice onprogramming and assessment to supportteachers in planning and programming forimplementation from 2014. Currently, the NSW Syllabuses for the Australian Curriculumwebsite caters to over 80 000 visitors every month.

Features of the online presentation of thesyllabuses include the ability to:

• navigate syllabuses by stage or subject

• view syllabus outcomes, content and stagestatements by subject or stage

• view and download mathematics equationsand diagrams

• use a hyperlinked glossary

• filter ‘learning across the curriculum’content

• search syllabuses and support materials

• download the syllabuses or specific stagesas PDF and Word documents.

Additional enhancements for development in2013 include machine-readable versions of thenew syllabuses and tagging of content to linkto national online resources.

The Board is working closely with the NSWDepartment of Education and Communities aswell as Education Services Australia to developan integrated resource discovery optionconnecting the NSW Syllabuses for theAustralian Curriculum website, Program Builderand Scootle.

Program Builder

Program Builder is a programming tooldesigned and developed by the Board ofStudies to support primary and secondaryteachers in New South Wales in implementingthe new NSW Syllabuses for the AustralianCurriculum. The Minister for Education, theHon Adrian Piccoli MP, launched ProgramBuilder in April 2013.

Program Builder has a number of features thatstreamline the processes teachers typically useto plan and create scope and sequences andunits of work. Program Builder enables teachersto select outcomes and content, includingmathematics diagrams, and import them directlyinto a range of ready-to-use or customisedprogram templates without the need to reformator retype text. Teachers are able to share scopeand sequences as well as units of work withcolleagues, and collaborate to develop teachingand learning activities for students.

Since the launch of Program Builder, over 24 000 teachers from all education sectorshave logged in and created over 90 000 unitsof work. School development days and teacherprofessional development opportunities for thenew K–10 syllabuses have resulted in anincrease in the use of Program Builder as wellas the number of scope and sequences andunits of work created. Currently, ProgramBuilder is being accessed and used nearly14 000 times every month.

The Up2now websiteIn 2012, the Board launched a website as partof a pilot project for students to record theirextracurricular activities as an adjunct to theRecord of School Achievement. The Up2now –My Ongoing Learning Portfolio Pilot projectinvolved 1300 Year 10 and Year 11 studentsfrom 30 schools across New South Wales.The 2012 Up2now website allowed studentsto record, organise and describe theirextracurricular awards and achievements andshare this information with prospectiveemployers or use it to access other educationor training pathways. A more extensive pilotproject involving over 200 schools and 50 000students is underway in 2013.



Australian Music Examinations Board (AMEB)

Role and StructureThe Australian Music Examinations Board (NSW) is the agency responsible for administering practicaland written examinations in Music and Speech and Drama in accordance with the Australian MusicExaminations Board requirements. These examinations range from preliminary grades through to theFellowship in Music Australia and Fellowship in Speech and Drama Australia. These credentials areawarded by the federal Australian Music Examinations Board, which is an incorporated body withrepresentatives from each state.

The AMEB (NSW) processes around 40 000 examinations throughout New South Wales and theAustralian Capital Territory each year in almost 80 categories, and services nearly 8000 teachers and200 examiners and assessors.

Governance of the AMEB NSW

AMEB (NSW) Board(as at 30 June 2013)

Dean, Sydney Conservatorium of MusicDr Karl Kramer (Chairperson)

Private Music Teacher RepresentativesDr Rita Crews (Deputy Chairperson), Dr William Clark, Anne Harvey

Private Speech and Drama TeacherRepresentativeVictoria Clancy

Examiner RepresentativesRichard Morphew, Lyn Morgan

Nominee of the NSW Vice-Chancellors’Committee and NSW Representative of theFederal AMEB Board (since 6 May 2013)Professor Jennifer Shaw

Nominees of the Director-General of EducationMargaret Bradley, Stephen Bull,Roslynne Moxham

Representative of the Office of the Board ofStudiesHoward Kennedy

Management

NSW State ChairpersonDr Karl Kramer – Dean,

Sydney Conservatorium of Music

NSW State ManagerMs Maree Lucas

Achievement highlights 2012–2013The principal activities of the AMEB (NSW)during 2012–2013 are outlined below. Furtherinformation about the AMEB is available fromthe address supplied on page 60.

Examinations

The AMEB (NSW) conducted around 40 000examinations throughout New South Walesand the Australian Capital Territory in 2012–2013. These examinations involvedalmost 60 practical music syllabuses, threepractical speech and drama syllabuses andfour written syllabuses, each containingmany grades.

Natasha Petzel, recipient of two Licentiate diplomas



Annual Presentation Ceremony

The Annual Diploma Presentation Ceremonyfor 2013 was held on 10 March, with 212 Associate Diplomas and 47 LicentiateDiplomas awarded to musicians and 6 Diplomas to Speech and Drama students.

Spectacular performances were given by avariety of outstanding musicians whoreceived their LMusA diplomas withDistinction, along with a performance byNatasha Petzel, a talented young performerwho received the rare honour of twoLicentiate awards for Speech and Drama atthis ceremony.

In 2013 Erin Bubb, a Speech and Dramateacher from the Wollongong area, wasawarded her first ever teaching shield andAlex Todicescu, a violin and viola teacherfrom the North Shore, celebrated a milestone– his twentieth AMEB (NSW) teaching shield.Speech and Drama examiner Jack Walkerwas awarded a shield to commemorate 25 years as an AMEB examiner.

During the ceremony, AMEB shields werepresented in the following categories:

Examiner Award for 25 years ServiceJack (John) Walker (Speech & Drama)

Private Teacher Pianoforte CategoryPreliminary to Sixth GradeMarie Elisabeth Cull

Private Teacher Pianoforte CategorySeventh Grade to LicentiateBradley Evans

Private Teacher Instrumental/Vocal CategoryPreliminary to Sixth Grade Jocelyn Edey Fazzone

Private Teacher Instrumental/Vocal CategorySeventh Grade to LicentiateAlex Todicescu

Private Teacher Written CategoryPreliminary to LicentiateHelen Lowry

Private Teacher Speech CategoryPreliminary to Fifth GradeErin Joy Bubb

Private Teacher Speech CategorySixth Grade to LicentiateVictoria Clancy

Schools CategorySydney Grammar School

Diploma presentation performers 2012–2013

Workshops

Regular professional development workshopsare held for examiners in all instrumentcategories.

A successful Speech and Drama workshopwas held in February 2013 with keynotespeaker Simone Whetton, a Special Counsel,at national law firm Clayton Utz.

More than 60 people attended a workshopjointly run by the AMEB (NSW) and the MusicTeachers’ Association of New South Wales on17 February 2013 at The King’s School to learnmore about the teaching syllabuses offered bythe AMEB. Participants were keen to gainvaluable tips regarding preparation for the foliosubmission and the written and practicalcomponents of the Certificate of Teaching, theAssociate of Teaching and the Licentiate ofTeaching. These are flexible alternatives forstudio teachers wishing to gain a teachingcredential without committing to full-time study.

AMEB (NSW) Woodwind Advisor JocelynFazzone presented a well-attended workshopon 5 May 2013 exploring the new FluteSyllabus. Jocelyn not only covered the mainfeatures of the new syllabus and thedifferences in the technical work, but she alsosummarised where and how pieces had beenregraded. She also provided useful tips in thesourcing of CD performances of syllabuspieces. There are more than 590 new syllabuspieces. Samples from the new grade booksand the manual lists were performed for eachgrade level ranging from Preliminary toLicentiate, with many of the publications ondisplay for teachers and students to viewduring the day.

The annual Examiners’ Meeting included aguest presentation by Dr Samantha Pickering,Head of the Measurement and ResearchServices Unit at the Office of the Board ofStudies NSW, who presented the review ofexaminer grading patterns. A workshop washeld on report writing for grade examinations,and examiners then participated in sessions fortheir specialist categories organised andfacilitated by the adviser for each group.

AMEB contact details:

AMEB (NSW)Level 6, 117 Clarence StreetSYDNEY NSW 2000

Telephone (02) 9367 8456Fax (02) 9367 8091Email [email protected] www.ameb.nsw.edu.au



John Keene, LMusA with Distinction




• 2012 Higher School Certificate

• Record of School Achievement(RoSA)

• 2013 National AssessmentProgram – Literacy andNumeracy (NAPLAN)

EXAMINATIONSand CREDENTIALS

OnSTAGE HSC 2012, Hunter School of the Performing Arts



Key Priority Area 3: Examining and Credentialling

Strategic Priorities3.1 Deliver highly regarded, comprehensive and inclusive credentials that meet the needs of

students and the NSW community

3.2 Collaborate with national and international education authorities to support the globaldevelopment of high-quality examining and credentialling of student achievement

Key Priority Area 6: Pathways and Credentials

Strategic Priorities6.1 Develop a new Record of School Achievement credential that promotes and reports a

broader range of achievements for students leaving school prior to the HSC

6.2 Identify and accommodate the impacts of the development of national curriculum,assessment and reporting on the NSW Record of School Achievement and HSC credentials

Key Priority Area 7: Technological Innovation in Assessment and Examinations

Strategic Priorities7.1 Develop and implement technological innovation and best practice in the examination and

assessment of student achievement

Highly regarded, comprehensive, flexible and inclusive credentialsThe Board is responsible for issuing the Higher School Certificate (at the completion of Year 12)and, from 2012, the Record of School Achievement (for eligible students who leave school priorto the completion of the Higher School Certificate). The eligibility criteria for these certificatesare specified in the Education Act 1990. The criteria require that students be assessed viainternal school-based assessment and, for the Higher School Certificate, via statewide publicexaminations.

The Board’s credentials provide students with a comprehensive and meaningful report of whatthey have accomplished during their schooling. These credentials are useful documents forstudents seeking employment, further education and university entrance.

EXAMINATIONS AND CREDENTIALS


2012 Higher SchoolCertificate

Our achievements

Higher School Certificate reporting andcredentialling

Higher School Certificate candidature

In 2012, the Higher School Certificatecandidature was 72 487, of whom 66 676received a full Higher School Certificate.Students selected from 115 externallyexamined courses, one non-examined Englishcourse, a range of courses from 12 industrycurriculum frameworks, and 18 Life Skillscourses. In all, these Board Developed Coursescovered 81 subject areas. In addition, studentschose from 117 endorsed courses (includingVET courses delivered through TAFE anduniversity developed and delivered courses)that do not include an external examination.

There were 1349 students receiving a fullHigher School Certificate who identified ashaving an Aboriginal or Torres Strait Islanderbackground, representing 2 percent of thetotal HSC candidature.

In 2012, 84 956 students successfullycompleted Preliminary courses (typicallystudied during Year 11). Details of the coursescompleted by each student were reported on aRecord of Achievement and, where appropriate,a Statement of Attainment and AustralianQualifications Framework (AQF) Certificate.

Students with special education needsThere were 1595 students who completed oneor more Board Developed Life Skills coursesfor their Higher School Certificate.

2013 Higher School Certificate entriesAt the end of Term 1, 2013 there were 77 605students enrolled for the Higher SchoolCertificate credential. Of these students, 1925have identified as having an Aboriginal and/orTorres Strait Islander background, representing2.5 percent of all HSC enrolments.

Twenty-three percent of students eligible for aHigher School Certificate are enrolled in, orhave completed, at least one Extension course(this does not include students in VETspecialist studies).

Thirty-three per cent of students eligible for aHigher School Certificate are enrolled in, orhave completed, at least one VocationalEducation and Training (VET) course as part oftheir total pattern of study.

2012 Higher School Certificate examinations

Examination settingExamination papers and marking guidelineswere produced, in accordance with the Board’sprinciples, by committees of practisingsecondary teachers and tertiary educatorsworking under the leadership of a ChiefExaminer, with the support of Senior ProjectOfficers.

Board Inspectors and Supervisors of Markingalso had a role in ensuring the quality of theexaminations and marking guidelines. Eachexamination was assessed by at least oneindependent practising teacher with recentexperience of teaching the Higher SchoolCertificate course.

The Higher School Certificate portfolio

Students who met all of the requirements forthe Higher School Certificate received aportfolio of credentials consisting of:

• a testamur

• a Record of Achievement listing all Stage 6 (Preliminary and HSC) coursescompleted and, where appropriate, theresults achieved

• a Course Report for each externallyexamined HSC course undertaken

• a Statement of Attainment listingcompetencies achieved for school-delivered VET courses, if applicable

• a Certificate for VET qualificationsachieved under the AQF, if applicable.



The preparation of the 2012 Higher SchoolCertificate examinations involved:

• 84 examination committees

• over 450 examination committee membersand assessors

• over 1000 committee meetings

• printing over 700 000 examination papers.

Administration and conductThe administration and conduct of the 2012Higher School Certificate examinations involved:

• 19 days of written examinations

• practical examinations/projects inAgriculture, Dance, Design and Technology,Drama, English Extension 2, IndustrialTechnology, Music, Society and Culture,Textiles and Design, and Visual Arts

• speaking skills examinations in more than49 Language courses

• more than 5000 examination supervisors

• 13 marking sites for written examinations

• more than 6000 markers assessingstudents’ written scripts, practicalexaminations and submitted works

• more than 500 casual clerical staff.

Higher School Certificate marking

Higher School Certificate metropolitan andregional day markingFor teachers who would not normally be able toparticipate in evening marking sessions, themetropolitan and regional day marking programscontinue to provide an opportunity to gain insightand experience into the standards beingachieved by students presenting for the HigherSchool Certificate. Each year the Board rotatesday-marked subjects to give this opportunity toteachers in as many courses as possible.

In 2012, day marking made up approximately9.5 percent of the total marking hours in sixmarking centres in both metropolitan andregional areas: Sydney Showground, AustralianTechnology Park, Bathurst, Wagga Wagga,Coffs Harbour and Tamworth.

Metropolitan day markingSubject

Aboriginal Studies

Legal Studies

Physics

Primary Industries

Regional day marking Subject Venue

Agriculture (part) Wagga Wagga

English (Advanced) Tamworth

English (Advanced) Coffs Harbour

English (Standard) Bathurst

English (Standard) Wagga Wagga

The Board meets the cost of employing casualteachers to replace teachers appointed today-marked subjects.

Country Transfer of Duty Marking ProgramIn a joint initiative with the NSW Department ofEducation and Communities and the CatholicEducation Office, Lismore, the Board continuesto conduct the Country Transfer of DutyMarking Program.

The program provides opportunities formarking to country teachers who have limitedmarking experience.

A limited number of positions are available forcountry teachers from targeted districts who areinterested in teaching in a Sydney metropolitanschool by day, while marking at a designatedmetropolitan marking centre at night.

In 2012, 31 teachers were appointed toparticipate in this program across a varietyof subjects.




New examination technologiesDuring the reporting period, the Board continuedto progressively develop and implementtechnologies in testing procedures and markingto enhance the effectiveness and efficiency ofthe Higher School Certificate program.

In 2012, 36 HSC courses were marked totally orpartially using secure on-screen markingtechnology developed by the Board,representing over 26 percent of the total numberof HSC marks awarded. On-screen markinginvolves students’ examination responses beingpresented to markers as electronic files on acomputer. The files can be a scanned image ofa handwritten response, or a sound file from alanguage oral examination. On-screen markingallows markers to mark securely at home via theinternet or at a corporate marking centre. TheBoard's on-screen marking software allows forthe efficient real time electronic recording ofmarks into the Board’s examination system andenables senior markers to monitor the markingand advise their teams through the continuousprovision of immediate data while the marking istaking place. In 2012, a total of 775 on-screenmarkers marked externally via a secure internetconnection, representing 70 percent of the totalnumber of on-screen markers.

The Board also integrated the use of netbooksor tablets (iPads) to record marks for a range ofproject and performance examinationsconducted in schools and other centresthroughout the state. These marks havetraditionally been recorded on paper and thencentrally collected and processed by theBoard. Markers of Dance, Design andTechnology, Drama, Industrial Technology andVisual Arts major works or performances usedthe technology. This allowed for marks to bequickly and securely transmitted to the Boardand statistics on the marking process to beavailable daily, allowing senior markers tomonitor and advise the work of their markingteams more effectively. In 2012, iPads wereused for the first time in a corporate markingcentre. Senior markers in English Paper 1(Section I) were issued with iPads to review themarks awarded by markers in their team and toview statistics. They reported that the iPadsmade the monitoring and reviewing of themarking faster and more effective.

Standards-setting operationThe Board reports student achievement in theHigher School Certificate using a standards-referenced approach. This means that, inaddition to reporting student achievement interms of marks, achievement is reported inrelation to performance bands that describedifferent levels of achievement.

The procedure used by the Board for settingstandards has a strong theoretical foundationand is based on the use of professionaljudgement informed by statistical reports andstudent responses. This procedure has beenused since 1998. The procedure involves usingteams of highly experienced markers (referredto as judges) to determine the examinationmark that corresponds to the borderlinebetween each performance band. Theprocedure is conducted over several stagesdepending on which standards-setting modelapplies to the course. This multi-stagedprocess allows judges the opportunity to refineinitial recommendations.

The Consultative Committee for the HigherSchool Certificate has the responsibility toapprove the final cut-off marks.

Once the band cut-off marks for each coursehave been finalised, they are used to producethe marks for each student as reported on theirRecord of Achievement.

Supervisor of Marking briefingsBriefings for 82 Supervisors of Marking, whomanage the marking operation for an allocatedsubject/part, were held across the Sydneymetropolitan area in 2012. These briefingsessions covered a range of topicsencompassed in the administration andorganisation of the marking centre as well asquality assurance of marking.

A series of briefing sessions were held for newSupervisors of Marking as well as for practical,language, written and on-screen Supervisorsof Marking.



Student support services for HigherSchool Certificate

Disability provisions

Disability provisions are practical arrangementsdesigned to assist candidates with a disability(verified by functional evidence) so that they can:

• access the questions in the Higher SchoolCertificate examinations

• communicate their responses.

The program’s aim is to offer practical help tostudents by providing support, including (butnot limited to) a writer, a reader, extra time towrite, extra time to rest, coloured examinationpapers and examination papers in large print.The Board’s policy on disability provisionsrequires that they neither advantage nordisadvantage any student and complies withthe Disability Discrimination Act 1992 (Cth) andits prescribed disability standards.

It is planned that disability provisionsapplications for the 2014 HSC cohort will beopened in Term 3, 2013 when students are inYear 11. Earlier applications will allow schools

and students to practise with the approvedprovisions and allow the school to implementprovisions for the internal assessment program,in full knowledge of what has been approvedfor the student for the HSC examinations.

Comprehensive statistics on disabilityprovisions application and approval rates havebeen provided for the period 2009–2012 on theBoard’s website. A breakdown of data for eachschool in the same period is also available.

The guidelines used to determine disabilityprovisions are reviewed and updated annually.

The disability provisions program is reviewedregularly by education experts and independentauditors to ensure that decisions are fair,appropriate and consistent. Reports of pastreviews are available on the Board’s website. TheNSW Ombudsman conducted a review of thedisability provisions program specifically targetingdifferent levels of participation across the sectors,looking at the difference in government, Catholicand independent schools. The Ombudsmanmade a number of recommendations, most ofwhich the Board has implemented or is in theprocess of implementing.

HSC disability provisionsDisability provisions applications

Modified examination papers produced

2009 2010 2011 2012

4817 5117 5261 5464

Disability provisionsexamination papers 2009 2010 2011 2012

Coloured papers 734 730 842 684

Large print papers 379 340 412 388

Braille papers 10 16 13 32

Specially modified papers 177 180 168 208


2009 2010 2011 2012

Appeal type Number Fully orpartiallyupheld

Number Fully orpartiallyupheld



Individual 4400 3987 4631 4157 4441 4076 4740 4244

Whole group 104 60 65 51 85 69 59 44

Illness and misadventure appeals

Higher School Certificate examinationsStudents who are prevented from attending an examination (including speaking/listening or practicalexaminations) or who consider that their performance has been affected by illness and/or misadventureimmediately before or during an examination, may submit an illness/misadventure appeal.

Release of HSC results

The Board provides three services that allowstudents to access their HSC results on theday the results are released: via the web, SMS and IVR telephone services.

The results release from 6 am on 19 December2012 was highly successful. The HSC class of2012 overwhelmingly chose to access theirresults via the web. The results serviceswebsites had approximately 88 000 hits intotal, exceeding the number of studentsenrolled, since many students access theirresults more than once. Large numbers ofstudents continued to view their resultsthroughout the day and about 70 percent ofthese students accessed their results onlinebefore 10 am.

A one-page Student Result Summary was thenmailed to all HSC students and received bymost of them on 21 December 2013.

The trend towards fewer students using the IVR phone and SMS services continues, asmore web-enabled devices allow students touse the internet to view their results.

Higher School Certificate ResultsInquiry Centre

The 2012 Higher School Certificate ResultsInquiry Centre opened to coincide with therelease of the HSC results and operated for10 days. The centre enables students to ask

questions regarding aspects of their results.There were 4082 inquiries from students acrossthe state.

HSC post-results services

The 2012 HSC post-results services forstudents allow students to access their resultscheck, raw marks and examination responseson payment of a fee. The 2012 services openedwith the release of the HSC results check on 20 December. The raw marks and examinationresponses were available on 24 December2012, with the closure of the services on 12 April 2013.

Altogether, 662 students ordered one or moreof the results check, raw marks or examinationresponses services, with 2736 items requestedin total (many students requested severalitems). In 2012, there were HSC results checkrequests for 1390 HSC courses. Of these,8 resulted in a change of results.

Anomalous results inquiries

Principals may seek explanation of anindividual student’s or a group’s results wherethe performance of the individual or groupdoes not fall within expectations. A thoroughinvestigation of each inquiry is undertaken byBoard staff and, where appropriate, theSupervisor of Marking also reviews the caseand provides feedback. Following the releaseof results for the 2012 Higher SchoolCertificate, 46 inquiries were received.




Record of SchoolAchievement (RoSA)From 2012, eligible students wholeave school after Year 10 andbefore receiving their Higher SchoolCertificate will receive the NSWRecord of School Achievement(RoSA)

Record of School AchievementThe RoSA is a major educational reform thathas been made possible through the Board’songoing commitment to work in closecooperation with education sectors. It providesstudents in New South Wales with a 21stcentury credential that goes hand-in-hand withthe internationally recognised NSW HigherSchool Certificate.

Following extensive consultation withrepresentatives of key stakeholder groups, inAugust 2011 the NSW Government announcedthe abolition of the School Certificate. Thegovernment asked the Board to conductfurther consultation and makerecommendations about an alternativemoderated credential that would recognise awider range of student achievement and wouldbe more easily understood by employers.

The Board prepared a consultation paper ona credential to replace the School Certificate.Feedback was gathered via separate meetingswith more than 500 principals, teachers,students, parents, community members andover 450 responses to an online survey. Therewas strong support for the proposed directionsfor change and the Board responded to areasof common concern, which principallyregarded the nature of the proposed Literacyand Numeracy tests.

As the School Certificate was enshrined in theEducation Act 1990, legislative changes wererequired to enact the new Record of SchoolAchievement. In 2011, Cabinet approved:

• abolishing the School Certificate andassociated external examinations

• replacing the School Certificate with amoderated school-based statement ofachievement

• amending the Education Act 1990accordingly.

The requisite legislative changes passed bothHouses of Parliament in March 2012.

The RoSA is a cumulative, comprehensivecredential provided to eligible students wholeave school after Year 10 and before receivingtheir Higher School Certificate. It recognisesstudent achievement in all courses completedin Years 10 and 11, and aims to encourageretention into the senior years of schooling byproviding an incentive for students to add totheir results incrementally.

Eligibility requirements for the RoSA areessentially unchanged from the SchoolCertificate, except for the deletion of the SchoolCertificate tests. Requirements relating tomandatory curriculum, school attendance andthe completion of Year 10 are identical to thosethat previously applied to the School Certificate.

The RoSA shows mandatory curriculumrequirements completed by the student,additional courses completed with the school-based grade achieved, and a statement of thestudent’s eligibility for the RoSA. VocationalEducation and Training (VET) courses arerecorded as completed (with separatevocational documentation), as are coursesbased on Life Skills outcomes and content (witha separate Profile of Student Achievement).

Students leaving school who do not meet theRoSA requirements will be issued with aTranscript of Study, containing the sameinformation as the RoSA, for coursessatisfactorily completed.

School-based grades (A–E) will be awarded forStage 5 courses, as previously occurred for theSchool Certificate, as well as for Stage 6Preliminary (Year 11) courses from 2013. Thiswill allow a broader assessment of studentachievement that aligns strongly with thecurriculum. The Board will continue to monitormoderation procedures carefully to ensure thatschool-based grades are awarded consistentlyand fairly.



To help school leavers gain employment ortransition to further training, optional Literacyand Numeracy tests were offered in November2012 as part of the RoSA. An online record ofextracurricular achievements is also beingdeveloped and was piloted in 2012 with agroup of volunteer schools.

In June 2012, the Board launched a newwebpage with the latest information on thedevelopment of the RoSA and these detailsare updated regularly. The RoSA landing pagedirects visitors to three separate sites forstudents, principals and teachers, and parentsand employers, with information tailoredspecifically to each group.

2013 Year 10 Entries

At the end of Term 1, 2013 there were 89 363 students enrolled for at least oneStage 5 course eligible for inclusion towardsthe RoSA. Of these students, 2074 haveidentified as having an Aboriginal or TorresStrait Islander background, representing2.3 percent of the total candidature.

Assessment for the Record of SchoolAchievement

School-based assessmentSchools assess their students during Year 10and award them Stage 5 grades – A, B, C, D or E – in each Stage 5 course, based on theirperformance in school-based assessmentactivities. These grades correspond to theBoard’s common grade scale, which is usedby schools and systems to record studentachievement in Stages 1 to 5. Teachers awardgrades in accordance with CoursePerformance Descriptors, which are Stage 5level ‘professional elaborations’ of the commongrade scale and are specific to the outcomesand content of each syllabus. In each course,schools match the student’s overallachievement in the course to the CoursePerformance Descriptor that is mostappropriate. The grade that corresponds tothat descriptor is then awarded to the student.

The Board monitors the award of grades toensure comparability in the grades awarded bydifferent schools.

On its web-based Assessment ResourceCentre (ARC), the Board has published6808 student work samples aligned to gradesin Stages 1 to 5. These work samples assistteachers to consistently award appropriategrades in their reporting of studentachievement. By June 2013, there were781 graded and 169 ungraded Stage 5samples on the ARC, across 25 courses, tosupport teachers in the consistent awarding ofgrades at the end of Year 10. New samples forStages 5 and 6 are currently being selectedand graded to support the introduction of theRecord of School Achievement. By June 2013,37 new work samples were added for Stage 6across 4 courses.

Literacy and Numeracy testsIn November 2012, the Board launchedoptional online Literacy and Numeracy tests forYear 10 students planning to leave school. InMay 2013, the tests were available to studentsin Years 10 and 11 and by 2014, will alsoinclude school leavers up to Year 12.

The tests are presented in an online programdeveloped by the Board of Studies anddelivered through an internet browser. Theprogram accommodates a range of studentdisability needs, including the use of screen-reading software for vision impairment.

The results are made available to studentsusing the Students Online portal, and toschools using Schools Online. Schools andstudents can print detailed reports indicatingthe marks obtained and the Australian CoreSkills Framework level corresponding to theirtest performance.

Students may re-sit the tests if they decide tostay on at school so that their increased skillscan be recognised.

The Board is working with a range of interstateeducation authorities and non-school youth-based organisations that wish to adaptthe technology to support their numeracy andliteracy assessment programs.



2013 National AssessmentProgram – Literacy andNumeracy (NAPLAN)The Melbourne Declaration on EducationalGoals for Young Australians articulatesnationally consistent future directions andaspirations for Australian schooling agreed byall Australian Education Ministers.

The Melbourne Declaration has twooverarching goals for schooling in Australia:

Goal 1 Australian schooling promotes equityand excellence

Goal 2 All young Australians becomesuccessful learners, confident andcreative individuals, and active andinformed citizens.

The National Assessment Program is ameasure through which governments,education authorities and schools candetermine whether or not young Australiansare meeting important educational outcomes.

NAPLAN tests the types of skills that areessential for every child to progress throughschool and life, such as reading, writing,spelling and numeracy. The assessments areundertaken nationwide every year, in thesecond full week in May.

NAPLAN tests identify whether all studentshave the literacy and numeracy skills thatprovide the critical foundation for their learningas well as for their productive and rewardingparticipation in the community. Students areassessed using common national tests inReading, Writing, Language Conventions(spelling, grammar and punctuation) andNumeracy.

Schools play a central role in ensuring thesmooth running of NAPLAN tests. Each year,the Australian Curriculum, Assessment andReporting Authority (ACARA) and the Office ofthe Board of Studies as the NSW TestAdministration Authority (TAA) provideinformation and guidance to schools to ensurethey understand what is required to support theadministration of the NAPLAN tests.

All states and territories administer the tests inaccordance with nationally agreed protocols.The National Protocols for Test Administrationdetail information on all aspects of theadministration of the tests. It specifies securityrequirements and uniform processes andprocedures to ensure students complete thetests under similar conditions, which in turn willensure that the results of the tests will becomparable across Australia.

Test Administration Authority

From the 2013 test cycle, the responsibility forNAPLAN test administration in New South Waleswas transferred from the NSW Department ofEducation and Communities to the Office of theBoard of Studies, which now is the TAA for allschools in New South Wales and for internationalschools registered with the Board of Studies.Students who registered for home schoolingmay also opt to participate in the tests. Byarrangement with the ACT Department ofEducation and Training, the Board of Studiesalso provides the testing and reporting servicesto the Australian Capital Territory.

Contracts

In 2011, Pearson Research and Assessment(PRA) was awarded the contract for print,distribution, data capture, marking of writingand the reporting of results for the 2012NAPLAN cycle. The contract was for one year,with two one-year extension options. Followinga successful 2012 program, the option for asecond year was executed for the 2013program.

Governance

A special NAPLAN coordination committee hasbeen established to oversee the operationalmatters relating to the administration of theNAPLAN tests in New South Wales and toprovide a reporting and accountabilitymechanism to the Board.

A standing committee of the Board is to beestablished to advise the Board on NationalAssessment Program related matters. Thiscommittee will be advisory and will notexercise any of the Board’s functions inrelation to NAPLAN.



2013 NAPLAN tests

The 2013 NAPLAN tests were held from Tuesday 14 May to Thursday 16 May, withFriday 17 May designated as a catch-up testday. A small number of schools was givenapproval to conduct the NAPLAN tests theweek commencing 20 May, due to their beingclosed in the week of the NAPLAN testsbecause of religious holy days.

Test participation

Schools register to participate in NAPLANtesting and to register their students who areeligible. The following table lists the number ofschools registered in 2013 by sector:

All students in Years 3, 5, 7 and 9 are expectedto participate in the tests. In 2013, the Boardwas responsible for the administration of oneor more tests to over 377 595 students acrossthe various sectors in New South Wales, theAustralian Capital Territory and internationally.

Student participation and registration websiteA secure website has been established forschools to register details of all studentsparticipating in the NAPLAN tests. Thesestudent details are required to facilitate thesmooth administration of the testing program.

Each school can only access and amend thedetails of their own students. Schools areprovided with their usernames and passwordsin a letter included in the package containingtheir Handbook for principals, Information forteachers and Information for parents.

In the registration phase, schools are able toadd new students and review and edit studentdetails. Schools can allocate students intoclasses according to their arrangements foradministering the NAPLAN tests and select theorder in which the test booklets are printed.This enables test booklets to be sorted anddelivered as per school test administrationrequirements.

In the participation phase, schools are able toupdate student details by adding or deletingstudents, complete the test participation statusfor each student, indicate disabilityadjustments accessed during each test,confirm the number of test books and boxesbeing returned for processing and indicate thepost office details where materials are lodged.

Schools by sector

NSW Government 2123

NSW Catholic Systemic 573

NSW Independent 351

NSW Home Schoolers 82

NSW International 15

ACT Government 75

ACT Catholic Systemic 29

ACT Independent 19

ACT International 3

ACT Home Schoolers 1

Total 3271

Registered students for participation by sector

NSW DET 228 476

NSW CEC 67 067

NSW AIS 60 325

NSW Int 2 252

NSW Home 111

Total 358 231

ACT DET 10 324

ACT AIS 4 499

ACT CEC 4 325

ACT Int 204

ACT Home 12

Total 19 364



For each test, students are placed in one offive categories:

• Absent – students who were unable to sitfor the tests because they were not presentwhen the test was administered and did notcomplete a catch-up test

• Exempt – students may be exempt becausethey have:

– a language background other than Englishand have been in Australia for less than ayear before the tests

– a significant intellectual disability, and/orsignificant co-existing conditions

• Sanctioned abandonment – students whoattempt one or more questions in a test butwho abandon the test due to illness or injury

• Withdrawn – students withdrawn from thetesting program by their parent/carer

• Present – students who are assessedbecause they were present for the test andnot otherwise considered as abandonment.

Tests Absent ExemptSanctioned

Abandonment Withdrawn Present

LanguageConventions 9 527 5727 49 3283 359 009

Numeracy 20 951 8232 72 4508 532 357

Reading 10 467 5723 50 3309 358 041

Writing 10 037 5765 138 3357 358 293

The table below shows the number of students in each of these categories for each test.

Students who participated in one or more tests

NSW Government 215 540

NSW Catholic Systemic 65 508

NSW Independent 57 927

NSW International 2 145

NSW Home Schoolers 107

ACT Government 9 145

ACT Independent 4 261

ACT Catholic Systemic 4 176

ACT International 189

ACT Home Schoolers 11

Total 359 009

Disability adjustments

According to the test protocols, many disabilityadjustments for the NAPLAN tests can beorganised at school level and do not need priorapproval from the TAA. These include theprovision of rest breaks, extra time, oral/signsupport and the use of black and white masters.

For adjustments where approval is required,schools were required to apply for disabilityadjustments prior to the week of the NAPLANtests, and they were advised by the Board ofStudies if their application was approved.Schools must seek approval for scribe use inthe Writing test or for computer use. The Boardof Studies approved 94 students to have ascribe and 224 students to use a computer inthe Writing test. In addition, 106 students wereprovided with electronic answer sheets toenable them to respond to all test questions onscreen. There were 106 applications to use ascribe that were not approved.

In 2013, 9 students with severe disabilitieswere provided with the NAPLAN testselectronically, 15 students were provided withBraille test materials and 219 students wereprovided with large print.

The table below shows the total number ofstudents who accessed one or more disabilityadjustments.

Processing and marking of studentresponses

The processing and capture of studentresponses commenced on Saturday 18 May2013. Approximately 100 schools weretargeted for early pick-up of their test materialson Friday 17 May 2013 and Monday 20 May2013. The early pick-up of test material allowedthe scanning of student test booklets tocommence, emphasis being placed onensuring sufficient writing scripts were loadedinto the Pearson system before the marking ofthe writing task commenced.

Schools returned their test materials viaAustralia Post to Pearson’s premises forprocessing, which include scanning andcapture of multiple-choice and constructedresponses. There were approximately1.1 million test booklets scanned, resultingin approximately 18 million images withapproximately 54 million responses across alltest types captured. The scanning and datacapture of student responses was completedon 16 June 2013.

The writing task

The marking of the writing task is conductedon-screen and commenced with training onThursday 23 May 2013 and Friday 24 May2013, and live marking from Saturday 25 May2013. There were two shifts per day(approximately 240 markers per shift), andBoard staff monitored the contractors’implementation of quality assuranceprocedures.

In 2013, a pilot of home-based marking wasconducted in conjunction with the CorporateMarking Operation. Forty-five home-basedmarkers were trained in the writing rubric in theHunter/Central Coast area and commencedmarking from 27 May 2013. The pilot wassuccessful and consideration is being given toan expansion of home-based marking in 2014.

The marking of the writing scripts wascompleted on schedule on 21 June 2013.



Disability adjustments ACT NSW

Scribe 39 511

Support person 78 2 396

Reader 75 1 622

Computer 15 524

Large print 85 708

Braille 0 62

Black & white 55 1 868

Electronic test 8 22

Extra time 726 8 741

Rest break 83 2 144

Support class 367 4 272

Total 1 531 22 870




• Responsibilities

• Our achievements

• Best practice policies andprocesses in the regulationof non-government schools

• Registration statistics

• Home schooling

REGISTRATION and ACCREDITATION

OnSTAGE HSC 2012,Mosman High School


Key Priority Area 4: Regulation

Strategic Priorities4.1 Regulate and promote the delivery of high-quality educational programs by non-government

schools

4.2 Regulate and promote the delivery of high-quality educational programs to NSW homeschooled children

4.3 Regulate and promote the delivery of high-quality education programs by school providersdelivering courses to overseas students

Our achievements

High-quality educational programs deliveredby non-government schools

The major functions of the Board of Studiesregistration program are to:

• inspect schools seeking registration andaccreditation

• assess applications for proposed newschools and new Years of schooling

• monitor:

– schools by inspection

– schools where concerns aboutcompliance have been identified

– the procedures used by registration

systems to monitor the compliance ofmember schools

– the submission of annual school reports.

Since October 2010, the Board of Studiesregistration program has also had thefunction to:

• inspect school providers seeking approvalto deliver courses to students fromoverseas

• assess applications for initial approval andto amend approval

• monitor:

– school providers by inspection

– school providers where concerns aboutcompliance have been identified.

ResponsibilitiesUnder the Education Act 1990 (the Act), the Board of Studies is responsible for:

• providing advice and making recommendations to the Minister for Education (the Minister) aboutthe registration of non-government schools – that is, granting permission for schools to operate

• accrediting registered non-government schools – that is, granting permission for schools topresent candidates for the Record of School Achievement and/or Higher School Certificate

• providing advice to the Minister about proposals from groups of schools to form registrationsystems – that is, granting permission for the formation of a system of non-government schoolsunder the Act

• monitoring compliance of registration systems with the requirements of the Act and providingadvice to the Minister regarding the monitoring procedures of registration systems.

The Board of Studies is also the designated authority for approving NSW schools delivering coursesto students from overseas under the Education Services for Overseas Act 2000 (the ESOS Act) andassociated legislative framework.

REGISTRATION AND ACCREDITATION


The Board of Studies Registration andAccreditation Committee (the RegistrationCommittee), under delegation of the Board ofStudies (the Board), is responsible for makingrecommendations to the Minister regardingregistration and for making decisions withregard to accreditation and approval.

Recommendations are based on the findingsof school inspections or through the advice ofregistration systems.

The Board’s registration program is based onthe requirements and evidence of compliancedescribed in the Registered and AccreditedIndividual Non-government Schools (NSW)Manual and the Registration Systems andMember Non-government Schools (NSW)Manual (the registration manuals).

With regard to approval, the Board’s programis based on the requirements and evidence ofcompliance described in the Guidelines forApproved NSW School Providers DeliveringCourses to Overseas Students (theGuidelines).

The Board also grants recognition to schoolsfrom outside New South Wales to providecourses of study leading to the awards of theRecord of School Achievement and/or HigherSchool Certificate.

At the end of the 2012–2013 reporting period,there were 927 non-government schoolscomprising 322 individual schools and 605 systemic schools.

Non-government schools

There are 13 registration systems. Of these, 11 are administered by Catholic dioceses, oneby Christian Schools Australia and one by theSeventh-day Adventist Church.

13 registration systems

322 individual schools

605 systemicschools

Christian Schools Australia

�Seventh-day Adventist

Church

Catholic dioceses



Making enhanced registration requirementsoperational

Enhanced registration requirements becameeffective for all non-government schools in2005.

During the 2012–2013 reporting year, therequirements were made operational throughthe following processes: briefings ofregistration systems, non-government schoolsand proposed new schools; the onlineapplication process; the review of curriculumdocumentation received with applications;inspecting and monitoring schools andregistration systems; professional developmentof inspection teams; handling complaints; andreviewing the annual reports from non-government schools.

Briefing of registration systems, schools andproposed new schoolsBriefings for registration systems were held inNovember 2012 and March 2013. The sessionsprovided an opportunity to advise systems withregard to updated information, emerging issuesand plans for monitoring systems. Topics fordiscussion included the new Kindergarten toYear 10 Board of Studies syllabuses, theRecord of School Achievement, evidence-based decision-making, handling complaintsand the further development of five-year plansfor monitoring registration systems.

With regard to briefing non-governmentschools, in 2012 the Office of the Board ofStudies (the Office) participated in sessions forschools with registration expiring in 2013. Thesessions, held in metropolitan and regionalareas, focused on providing information aboutthe registration and accreditation requirements,the online application form, the documentationrequired to support an application, and theinspection process. Of particular relevance tothe sessions was advice about the applicationprocess using RANGS Online.

In February 2013, the Office also conducted abriefing for proposed new schools seekinginitial registration for 2014. The session aimedto provide an overview of the requirements forinitial registration, the evidence of complianceand the process for assessing an application.

Online application processIn 2005, the Board introduced an online facilityfor registered schools, RANGS Online. Since2009, all applications and notifications havebeen made electronically using the onlinefacility. Each year the facility has beenenhanced with a range of improvements.

Reviewing documentation received withapplicationsThe 2013 Key Learning Area (KLA) Review washeld in April 2013. The review assessed thecurriculum documentation submitted byschools applying for registration andaccreditation in 2013. Experienced teachersreviewed the curriculum documentation toassess compliance with the requirements ofthe Board’s syllabuses and the registrationmanual. Reviewers accessed the curriculumdocumentation online, thus streamlining theprocess and reducing the time taken.

In 2013, the documentation provided by schoolproviders seeking renewal of approval or initialapproval was reviewed by Registration andAccreditation Branch staff with the assistanceof experienced casual staff.

Inspecting and monitoring schools During the 2012–2013 reporting period,109 non-government schools that applied forregistration were inspected. The registrationstatistics later in this report provide details ofthe inspections.

During the reporting period, Board Inspectorsreviewed the monitoring procedures of all13 registration systems and confirmed thateach system’s procedures are adequate formonitoring the compliance of member schools.

Another eight schools were selected randomlyfor monitoring by partial inspection. Thisprocess involves assessing compliance inrelation to a limited set of requirements. Eachschool was monitored against no more thanfour requirements that were selected randomly,thus generating a varied set of requirements foreach school. All schools were found to complywith the selected registration requirements.



Inspecting school providersIn October 2010, the Board commenced itsnew responsibilities for approving schoolproviders delivering courses to students fromoverseas. During the 2012–2013 reportingperiod, 37 school providers were inspected inresponse to applications relating to approval.

Professional learning for inspection teamsInspection teams comprise Board Inspectorsfrom the Curriculum Branch and theRegistration and Accreditation Branch, and aresupported by Senior Registration Officersand/or Curriculum Officers. During the2012–2013 reporting period, inspection teamswere supplemented by a pool of experiencedcasual officers with expertise in curriculumareas and/or approval of school providers.

During 2012–2013, Inspectors and SeniorRegistration Officers participated in regularprofessional learning forums and workshops.Topics for discussion and/or input included thenew Kindergarten to Year 10 Board of Studiessyllabuses, the Record of School Achievement,updated information from the NSW Institute ofTeachers, changes to child protectionlegislation, five-year plans for monitoringregistration systems, inspection reports and thedevelopment of an evidence matrix based onthe requirements for registration andaccreditation.

Handling complaintsDuring the 2012–2013 reporting year, the Officecontinued to develop enhanced procedures tostrengthen the investigative and reportingprocesses applied by Board Inspectors indealing with complaints.

Annual reportsBy July 2012, all non-government schoolsdisclosed publicly and submitted annualreports to the Board for the 2011 school year.The reports were submitted in electronic formatusing the Board’s RANGS Online facility. A review of a sample of the reports found thatthe significant majority met the requirement forspecific measures to be reported. Publicationof annual reports on school websites was themost common form of public disclosure.

School providers delivering courses forstudents from overseasIn October 2010, the Board of Studies becameresponsible for approving NSW schoolproviders delivering courses to students fromoverseas. An approved provider may seek tobe registered on the Commonwealth Registerof Institutions and Courses for OverseasStudents (CRICOS).

The Board’s Guidelines for approved providersand its Administrative Arrangements forApproved NSW Providers to Deliver Courses toOverseas Students were published in October2010. During the 2012–2013 reporting period,the Board updated its Guidelines in relation tochanges made by the Commonwealth tointroduce the Tuition Protection Scheme and inrelation to the Board's responsibilities forapproving school providers delivering EnglishLanguage Intensive Courses for OverseasStudents (ELICOS).

The Office has also provided information forschool providers by participating in briefingsconducted by the Association of IndependentSchools of NSW.

Administrative Decisions Tribunal

The Administrative Decisions Tribunal (ADT)hears applications for review ofrecommendations by the Board to the Ministerthat a non-government school not beregistered and decisions by the Board that anon-government school not be accredited.

During 2012–2013, the Appeal Panel of theADT considered an appeal related to arecommendation by the Board to cancel theregistration of ANC High School, Sydney. TheAppeal Panel determined that the school’speriod registration be reduced to expire on31 December 2012. During the appeal process,the school decided to close in November 2012.As the school closed, the recommendation tocancel the school’s registration was not madeto the Minister. The school’s registrationexpired on 8 November 2012 when it closed.



Best practice policies and processesin the regulation of non-governmentschools During the 2012–2013 reporting year, the Officeevaluated the registration program for the 2012calendar year to review key performance datain relation to its responsibilities for regulatingnon-government schools, registration systemsand approved providers. A report on theevaluation was considered by the Board ofStudies at its meeting in February 2013.

The Board also updated its registrationmanuals, the Registered and AccreditedIndividual Non-government Schools (NSW)Manual and the Registration Systems andMember Non-government Schools (NSW)Manual. The manuals were amended withregard to the replacement of the SchoolCertificate with the Record of SchoolAchievement, the introduction of the ChildProtection (Working with Children) Act 2012,the clarification of information aboutregistration for Years 11 and 12 requiring thatschools have policies and procedures forstudent welfare issues arising fromunsatisfactory attendance, and a range ofminor matters as identified in the relevantBoard of Studies Official Notices, 21/12 and22/13.

In 2010, the Minister established a cross-sectoral attendance working party for all schoolsectors to work together in responding tolegislative changes concerning schoolattendance. A focus of the working party,which includes representatives from the Office,has been the development of commonguidelines and processes for recording studentattendance. The working party will continue tomeet during the 2013–2014 reporting year.



Registration statistics

Recommendations of the RegistrationCommittee in relation to registration Reporting year

2009–2010 2010–2011 2011–2012 2012–2013

Renewal of registration (5 years)+ i s i s i s i s

Primary education 20 3 14 3 13 149 14 37

Secondary education 20 2 13 6 16 45 11 6

Primary and secondary education 81 1 46 4 60 20 38 2

Education of a kind, or for children of a kind 2++ 0 6++ 0 6++ 0 5 0

Exemption from registration 0 0 0 0 0 0 1 0

Total 123 6 79 13 95 214 69 45

+ The variation in the number of recommendations for renewal of registration for each reporting year reflects the number ofschools with registration expiring in each reporting year.

++ These schools also received registration for particular Years of schooling.

Initial registration for new Yearsof schooling (1 year)




Total 21 5 17 12 21 5 13 4

Extension of registration (1 year)




Total 8 0 11 0 10 0 16 0

Reduced period of registration(provisional)

0 0 1 0 0 0 2 0

Cancel registration 1 0 0 0 1 0 1 0

Initial registration of new schools 10 3 7 3 6 0 7 2+

Registration of new campuses of existing schools

11 1 19 3 14 4 11 3

+ This school received initial registration to commence in 2015.


i = individual non-government school s = systemic non-government school, belonging to a registration system


i = individual non-government school s = systemic non-government school, belonging to a registration system

Recommendations of the RegistrationCommittee in relation to other matters Reporting year

2009–2010 2010–2011 2011–2012 2012–2013

Renewal of accreditation (5 years)+ i s i s i s i s

Courses leading to the award of the Recordof School Achievement

70 0 42 2 58 58 39 7

Courses leading to the award of the HigherSchool Certificate

67 1 33 3 46 53 30 7

+ The variation in the number of recommendations for renewal of accreditation for each reporting year reflects the numberof schools with accreditation expiring in each reporting year.

Reduced period of accreditation(provisional)

0 0 1 0 0 0 1 0

Cancel accreditation 1 0 0 0 1 0 0 0

Recognition as a special school 7 0 5 0 5 0 5 0

Recognition as a special assistanceschool

6 0 5 0 14 0 8 0

School closed 10 2 6 4 8 6 5 0

Campus closed 3 1 2 1 8 2 8 0

Recognition for schools outside of NSW

Courses leading to the award of the Recordof School Achievement

3 0 1 0

Courses leading to the award of the HigherSchool Certificate

2 0 6 0

Approval of school providers of courses forstudents from overseas

n/a 2+ 28 31

+ The Board’s responsibility for approval commenced in October 2010.



New schools granted initial registration to commence in 2013 calendar year

School name Location Years of schooling

ALESCO Learning Centre – Far West Broken Hill Year 10

ET Australia Secondary College Gosford Years 9 and 10

International Football School Kariong Years 5 to 10

Irfan College Cecil Park Kindergarten to Year 8

Pal International School Canley Vale Years 7 to 12

Southern Highlands – Rudolf Steiner School Bowral Kindergarten

Wollongong Flexible Learning Centre Towradgi Years 7 to 10

Schools closed during the 2012–2013 reporting period

School name Location Years of schooling

Southern Cross High School Sydney Years 11 and 12

ANC High School Sydney Years 11 and 12

Sydney Jacaranda College Sydney Years 11 and 12

Lifestyle Solutions Inspired Education Wickham Years 5 to 8

Iqra Grammar College Minto Kindergarten to Year 12



* For some schools the complaint related to more than one issue/requirement.

Complaints about non-governmentschools investigated by BoardOfficers 2009–2010 2010–2011 2011–2012 2012–2013

Number of complaints aboutindividual schools

11 14 8 12

Number of complaints about systemicschools

2 0 0 3

Number of complaints about schoolswith overseas recognition

0 0 0 0

Number of complaints substantiated 6 6 2 6

Number of complaints per requirement*

Governance 0 0 1 0

Teaching staff 3 1 3 3

Curriculum 4 3 1 2

Safe and supportive environment 12 13 4 8

Premises and buildings 1 0 0 0

Facilities 1 0 1 1

Discipline 2 7 2 2

Management and operation of theschool

3 2 0 1

Educational and financial reporting 1 2 0 0

Investigations completed 15 12 9 12

Investigations ongoing into the nextreporting period

2 4 3 6



Home schoolingUnder the Education Act 1990 (the Act), theOffice of the Board of Studies is responsible foradministering the program for home schoolingregistration – that is, granting permission for achild to be schooled at home.

The Act provides for parents to home schooltheir children. Authorised Persons assessapplications and provide recommendations tothe Minister for Education or delegate.

Children may be registered, or exempt frombeing registered, for a maximum period of twoyears. Children with exemption fromregistration on religious grounds must meet therequirements for registration.

The number of children registered for homeschooling has shown a steady increase overrecent years. From the commencement of the2010 calendar year, applicants for homeschooling have been invited to provide a reasonfor choosing to apply for home schooling. Themajority of applicants have not provided areason for applying for home schoolingregistration. Applicants who have provided areason commonly cite philosophical choice orindividualised approach to learning difficultiesas the reason for applying to home school.

Increase in school leaving age

In June 2009, the NSW Government passedlegislation increasing the school leaving age

effective from January 2010. In response tothe legislation, the Office of the Board ofStudies introduced home schooling registrationfor children up to 17 years of age and aprocess for parents to apply for a Certificateof Completion of Year 10. These changes aredetailed in the Home Education in NSWInformation Package, which is available on theBoard’s website. During the 2012–2013reporting period, 34 certificates of completionof Year 10 were issued.

During the 2012–2013 reporting year, theOffice’s Authorised Persons participated inthree professional learning forums. The forumsprovided opportunities for professionaldialogue on topics relevant to home schoolingregistration, including the new Board of StudiesKindergarten to Year 10 syllabuses, the Board'sAssessment Resource Centre (ARC), the natureof evidence and strengthened procedures. Oneof the learning forums involved input from theStudent Welfare Directorate of the NSWDepartment of Education and Communities(DEC). This session was valuable in furtheringthe relationship between the Office and theDEC's home school liaison program.

Administrative Decisions Tribunal

The Administrative Decisions Tribunal (ADT)hears applications for review of decisions torefuse home schooling registration. There wereno such appeals lodged during the reportingperiod.

Home schooling statistics

Comment: The number of children registered for home schooling has shown a steady increase since the 2009–2010 reportingyear. During the 2012–2013 reporting year, the most common reasons for home schooling have been philosophical preferencefor home schooling and individualised approach to address special learning needs.

Number of children with homeschooling registration at the end ofreporting period 2009–2010 2010–2011 2011–2012 2012–2013

Number of children with registration 2315 2631 2802 3194

Number of families 1350 1538 1625 1853

Number of children with exemptionfrom home schooling registration atthe end of reporting period 2009–2010 2010–2011 2011–2012 2012–2013

Number of children with exemption fromregistration

128 132 122 133

Number of families 69 73 61 69





POLICYand PRACTICE

• Research, evaluation anddevelopment

• Overseas visitors

• Secretariat of the PacificBoard for EducationalAssessment (SPBEA)Partnership

• Supporting teacher quality inNew South Wales

• TES Australia

• 2012–2013 websitedevelopments

• Board of Studies StudentAdvisory Group

• Communications

• Languages Education Review

• RoSA Data for Universities

• Board of Studies LiaisonOfficers (BOSLOs)

• Acknowledging outstandingstudent achievements

88 Annual Report 2012–201388 Annual Report 2011–2012

From The Tempest by Nicola Shear (Masada College)2012 Visual Arts student


Key Priority Area 1: Educational Leadership and Support for

Government Policy Implementation

Strategic Priorities1.1 Position the Board of Studies NSW as a leading Australian education authority through

strategic research, evaluation and development

Key Priority Area 5: Supporting Teacher Quality in NSW

Strategic Priorities5.1 Complement the work of the NSW Institute of Teachers, school systems and the higher

education teacher training sector to ensure the balance and quality of the NSW teachingprofession

Key Priority Area 8: Consultation and Engagement

Strategic Priorities8.1 Strengthen partnerships with the education community and effectively advocate the views,

needs and interests of NSW school communities, key education groups and employers

Key Priority Area 9: Stakeholder Services, ICT Innovation and Communication

Strategic Priorities9.1 Actively promote community confidence in NSW education through conduct and stakeholder

engagement that is ethical, transparent and in the public interest

Strategic policy and communicationsIn order to continually maximise the impact of its functions in delivering the highest qualitycurriculum, assessment and credentials to students, and in the registration of non-governmentschools, the Board needs to ensure that its policies and practices are underpinned by contemporarypedagogical 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, withinthe resources available for education in NSW schools.

POLICY AND PRACTICE


Achievement highlights 2012–2013

Promoting key aspects of effectiveBoard programs

Research, evaluation anddevelopment The Board of Studies recognises theimportance of research, evaluation and dataanalysis in providing an evidence base toinform continuous improvement in policy andprogram design and delivery.

Research, Evaluation and DevelopmentCommittee

The Research, Evaluation and Development(RE&D) Committee functions to assist theBoard and the Office to fulfil their respectivestatutory functions in curriculum andassessment, examinations and credentials, andregulatory and management services throughthe strategic identification of the researchagenda and the commissioning andoversighting of appropriate research in areas ofstrategic importance as well as of topicalinterest.

The Committee is chaired by the ChiefExecutive and comprises the Office’s directorstogether with managers and other members ofthe Committee as nominated by the ChiefExecutive.

The Committee monitors and evaluates bothinternal and external research anddevelopment projects conducted under theCommittee’s auspices and provides reports tothe Board as appropriate.

The Committee meets regularly and performsthe following functions:

• identify, promote and facilitate research inareas of strategic importance and interest

• commission, or approve the involvement ofBoard officers in, research in identified areas

• commission Occasional Papers by Boardofficers

• act as a steering committee for whole-of-agency research and development projects

• evaluate research and developmentproposals and provide approval anddirection

• monitor progress of approved research anddevelopment projects

• ensure research and developmentprocesses are appropriately structured,including the documentation ofmethodology, timelines and resources

• approve final research and developmentproject reports

• authorise the appropriate publication ofOccasional Papers and research findings

• oversee partnerships with other Australianand international curriculum, assessment,examinations, credentialling and regulatoryagencies

• review and revise the Board’s ResearchPolicy and Guidelines, as required.

Board of Studies Research Policy andGuidelines

During the reporting period, the Officecommenced a review of the Board of StudiesResearch Policy and Guidelines in line with theRE&D Committee’s decision in March 2013 tomaintain a dedicated Research Applicationpathway that is separate from, butcomplementary to, the formal GovernmentInformation (Public Access) Act 2009 (GIPA)requirements.

Once approved, the revised Board of StudiesResearch Policy and Guidelines and theassociated Application to Access Board ofStudies Data and Information for ExternalResearch Purposes will be published on theBoard’s website.

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Overseas visitorsIn 2012–2013, the Board of Studies warmlywelcomed delegations from overseascountries. These visits assist in promoting thepolicies and initiatives taken by the Board ofStudies in meeting the challenges of 21stcentury education. The exchange of ideas andexperiences with international educatorsencourage better understanding of thedevelopments in global education.

This year, senior members of the educationalcommunity from China and India visited theBoard. The visitors focused on currenteducational standards, frameworks andprocesses, including regulations, qualityassurance and accreditations as well asteaching and learning pedagogies.

A high-ranking delegation from India visited onMonday, 22 October 2012. The delegation washeaded by Mr Apurva Chandra, Joint Secretary,Secondary Education and Ministry of HumanResource Development (MHRD). The groupwas accompanied by Mr Chris Freeman,Research Director, Australian Council forEducational Research (ACER) Sydney; MsRatna Dhamija, Manager, ACER India; andMs Frances Eveleigh, Assistant Manager,ACER Sydney.

Carol Taylor welcomed the delegation andpresented an overview of the work of the Boardof Studies in the NSW educational context,including standards-referenced assessmentand credentialling of the Higher SchoolCertificate. The new K–10 syllabuses forEnglish, Mathematics, Science and Historyincorporating the Australian curriculum contentwere highlighted using the Board’s website aswell as a demonstration of how theAssessment Resource Centre (ARC) supportsconsistent teacher judgement.

On Wednesday, 19 December 2012 the Officehosted a delegation from Guangzhou in thePeople's Republic of China. A group of twentydelegates represented the technical collegesof the province. Mr He Shilin, Deputy Chief ofBureau, Guangzhou Municipal HumanResources and Social Security Bureau ledthem. Other delegates represented colleges

teaching Trade, Communications,Electromechanical and Light Industry. Thepurpose of the visit was to gain knowledge ofthe Board’s place in the context of NSWeducation, examination processes andcredentialling, with a special focus on themanagement of Vocational Education.

Paul Hewitt welcomed the delegates andintroduced them to the assessment andcredentialling processes of the Board. Hisdemonstration of the ARC website wasreceived with enthusiasm. With the aid of an

POLICY AND PRACTICE

Mr He Shilin presents Paul Hewitt with a contemporaryscroll

Mr He Shilin, Paul Hewitt and Ian Balcomb


interpreter, the non-English speaking groupwas given an overview of the Board of Studiesin the NSW educational context. Ian Balcomb,Board Inspector Vocational Education,provided a detailed account of the VocationalEducation curriculum in New South Wales andanswered many questions that identified thedeep interest shown by the group.

The delegates saw the work of the Board asprogressive, and they expressed theirappreciation for the opportunity that their visitto the Board gave them.

Secretariat of the Pacific Board forEducational Assessment (SPBEA)PartnershipThe Board of Studies commenced apartnership with the Secretariat of the PacificBoard for Educational Assessment (SPBEA) inAugust 2011. The SPBEA administers tworegional senior secondary school qualificationsand currently has nine member countries: Fiji,Kiribati, Nauru, Tokelau, Tonga, Tuvalu, Samoa,Solomon Islands and Vanuatu.

SPBEA operates under the Education, Trainingand Human Development Division of theSecretariat of the Pacific Community (SPC).During 2012 the role of the SPBEA, includingits directions and future activities, was part ofan external review commissioned by the SPC.As recommended by that review, the SPBEAhas been the subject of a further specificreview in 2013.

In this context of review, the Board engaged ina number of activities associated with thepartnership during the reporting period:

• The Board became a consultative memberof the Pacific Board for EducationalAssessment (PBEA). The PBEA consists ofthe Chief Executive Officers of Ministries orDepartments of Education of nine membercountries, and Australia and New Zealandas major donors. Consultative membersinclude the New Zealand QualificationsAuthority, the Pacific Islands ForumSecretariat, the United Nations Children’sFund and the United Nations EducationalScientific and Cultural Organisation.

The President of the Board attended theannual PBEA meeting in Fiji in August 2012.The principal functions of the PBEA are: toadvise on regional, national andinternational developments in educationalassessment and other related issues; to bethe awarding authority of the PBEA’squalifications; and to be the governing bodyfor the Pacific Register of Qualifications andStandards.

• The President of the Board attended theSPBEA regional conference in Fiji in August2012 on Challenges in Pacific EducationalAssessment – Quality and the Shift inEmphasis. The President delivered akeynote address on assessment practicesin the pursuit of quality.

The partnership provides the Board with anopportunity to assist and cooperate in theeducational development of the Pacific Regionand to develop valuable links with the membercountries. It positions the Board as aninternational leader in the educational arenaand attests to the Board’s reputation for highquality and rigour in curriculum, assessment,certification and educational policy.

Supporting teacher quality inNew South WalesIn 2011–2012, the Board was endorsed by theNSW Institute of Teachers to provideprofessional development opportunities inrelation to Elements 3 and 6 and Standard7.2.4 of the NSW Professional TeachingStandards at Professional Competence.

In 2013, this scope of endorsement wasextended to incorporate Standards 3, 5 and 6and Descriptor 7.4.2 of the AustralianProfessional Standards for Teachers at thelevel of Proficient Teacher.

During the transition to Australian Standards,the Board has supported teachers inmaintaining their accreditation under both setsof standards.

In 2012–2013, the Board led a total of 123professional development sessions that wereaccredited by the NSW Institute of Teachers.

POLICY AND PRACTICE



These sessions provided teachers withprofessional development in relation to:

• HSC Visual Arts and Textiles and Designmarking processes

• assessment and reporting of studentachievement in Stages 4 and 5

• standards-based assessment, reporting ofstudent achievement and assessment bestpractice

• assessment and reporting of studentachievement in the Preliminary Record ofSchool Achievement using the Board’sAssessment Resource Centre (ARC) website

• collection of data and the use of theSchools Online website

• consistency in teacher judgement forStages 4, 5 and 6.

A breakdown of courses is shown in the tablebelow.

POLICY AND PRACTICE

Professional Development CourseNumber of sessionsJuly 2012 – June 2013

2012 Higher School Certificate Visual Arts Practical MarkingDevelopment Day

1

2012 Higher School Certificate Textiles and Design PracticalMarking Development Evening

1

Board of Studies Information Workshops 25

Consistent Teacher Judgement Workshops for Stages 4, 5 and 6 41

Preliminary Grading Workshop 35

Understanding Schools Online 16

Using the Assessment Resource Centre Website K–6 4

TES AustraliaThe Board of Studies has been working inpartnership with TSL Education in the UnitedKingdom to develop a website TES Australia forAustralian teachers to connect and shareresources. The website mirrors TSL Education’soriginal site, TES Connect, developed in theUnited Kingdom and available to teachersglobally. Currently, over 90 000 Australianteachers are registered with TES Connect.

TES Australia will provide a platform forteachers to share teacher-developedresources, connect and network with otherteachers through online forums, and reviewcurrent employment opportunities in education.

The resources shared on TES Australia aremapped to a variety of subjects and learningareas from Kindergarten to Year 12, available ineach state and territory. Resources are alsomapped to the Australian curriculum, includingthe cross-curriculum priorities and generalcapabilities. Teachers will also be able to shareand access resources relating to specialeducation needs as well as whole-schoolpolicies and programs such as student welfare,assessment and staff development.

Other contributors to the development of TES Australia include the Australian EducationUnion and the Centre for Professional LearningNSW. TES Australia was launched in July 2013.


Board website – HSC multiple-choice self-testing systemwww4.boardofstudies.nsw.edu.au

The HSC multiple-choice online self-testingservice, established in 2001 as a trial, has sincebecome one of the most popular internetservices developed by the Board of StudiesNSW.

Students have access to around 5000 multiple-choice questions from 33 HSC courseexaminations in an online self-testing serviceon the Board’s website.

In the weeks leading up to the Higher SchoolCertificate, the site is heavily used by studentspractising for their tests. The online multiple-choice testing system also provides the Boardwith a ‘testbed’ for online eAssessment high-speed test delivery application development.

Web partnershipsDuring the reporting period, the Boardcontinued its successful partnership with otherorganisations, industry groups and governmentagencies to produce educational websites thatsupport and promote the Board’s curriculummaterials and add to the quality of curriculumsupport available on the internet for studentsand teachers everywhere. In particular, througha partnership with the Australian GovernmentDepartment of Veterans’ Affairs, the Board hascontinued developing these historicaleducational websites:

Gallipoli and the Anzacs, Australians on theWestern Front 1914–1918, Australia’s War1939–1945, Australia and the Vietnam War,Australian involvement in South-East Asianconflicts, The Kokoda Track and Australia’sinvolvement in the Korean War as well assupporting the ABC Television series byhosting Australians at War.

Websites No. of visits No. of page views

Board of Studies NSW 8 136 598 27 213 633

HSC: All My Own Work 185 384 2 036 509

Assessment Resource Centre (ARC) 424 994 2 720 095

Aboriginal Resource Centre 46 190 114 266

Students Online 760 185 4 046 043

Schools Online 23 028 88 016

ENCORE (HSC Showcase) 11 535 36 009

ARTEXPRESS (HSC Showcase) 17 763 39 657

K–6 Education 663 192 1 579 732

Board News 408 971 743 714

Multiple-choice self-testing 889 710 5 586 293

WriteOn competition 12 805 33 316

School Registration 19 834 42 717

ANZAC Day Teaching and Learning 12 117 20 760

Sydney Harbour Bridge 74 561 133 302

2012–2013 website developments

Frequency of access to BOS websites 2012–2013

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Partner sites No. of visitsUniquevisitors

No. of pageviews

AMEB ameb.nsw.edu.au 185 061 65 933 415 761

ACACA acaca.bos.nsw.edu.au 16 768 14 359 43 697

Teaching Heritagewww.teachingheritage.nsw.edu.au

29 536 25 131 43 578

The Kokoda Trackkokoda.commemoration.gov.au

122 472 75 531 297 587

Australians on the Western Front 1914–1918ww1westernfront.gov.au

231 042 183 612 468 662

Australia’s involvement in the Korean Warkorean-war.commemoration.gov.au

52 419 43 446 89 223

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

263 186 173 940 618 976

Australian involvement in South-East Asianconflicts se-asia.commemoration.gov.au

11 437 9 497 22 834

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

210 539 210 539 1 320 163

Australians at War (ABC Television series)australiansatwar.gov.au

35 739 28 442 118 789

Commemoration – Australia’s wartimeheritage commemoration.gov.au

2 692 2 376 3 213

Gallipoli and the Anzacs anzacsite.gov.au 419 767 296 926 1 055 905

Making Multicultural Australiawww.multiculturalaustralia.gov.au

156 092 116 198 344 081

WriteOn writeon.bos.nsw.edu.au 12 805 7 276 33 316

POLICY AND PRACTICE


POLICY AND PRACTICE

Meeting the needs and expectationsof customers through effectivecommunications and support services

Board of Studies Student AdvisoryGroupThe Board of Studies Student Advisory Groupwas developed to provide direct student inputinto the Board's work on a range of issues inline with the Board’s statutory functions. TheStudent Advisory Group is one of a range ofstrategies the Board uses to promotemeaningful involvement of young people in theBoard’s processes.

The inaugural Student Advisory Group wasformed in 2012. The fourteen members wererepresentative of schooling sectors, regionaland metropolitan areas, age, gender and arange of learning abilities. The core activities ofthe 2012 Student Advisory Group programcomprised three meetings – one face-to-facemeeting and two video conferences.

The experience of the Student Advisory Groupin 2012 reinforced the importance of gainingstudent feedback on the overall work of theBoard and on specific Board projects. Theexperience also highlighted the need todevelop student knowledge and understandingof the Board's roles and responsibilities.

A stronger, broader student advisory program isunderway in 2013. The focus of this program ison two-way communication between the Boardand students throughout the state. In 2013, theStudent Advisory Group is the central studentbody and has been expanded to fifteen members.Its first meeting was held on 14 May 2013.

The 2013 program also includes supplementarystudent group meetings conducted by theBoard’s Liaison Officers in metropolitan andregional areas each term. Feedback from thesupplementary student meetings is provided tothe Student Advisory Group, which isresponsible for reporting student perspectivesto the Board.

The expanded program enables feedback tothe Board from at least 20 student meetingsacross the state as well as the StudentAdvisory Group. Topics for the 2013 programinclude: HSC curriculum, Students Online,Languages education and HSC: All My OwnWork. Emerging educational issues areincluded in the program of topics as required.

Communications

Media

SMH HSC Study GuideEach year the Board of Studies contributes to the content of the Sydney Morning Herald HSCStudy Guide. In 2013, the Guide was publishedin the Sydney Morning Herald on 17 June andthe Board sent copies to all high schools foreach HSC student.

HSC Media GuideThe Higher School Certificate attractsconsiderable media attention and to assist theBoard’s work with the media in providingaccurate and timely information on the HigherSchool Certificate, the Board prepares a mediaguide. As in 2011, the 2012 HSC Media Guidewas published online on the Board of Studieswebsite.

An addition to the content was inclusion of anaddress from the President of the Board ofStudies, which was regularly visited byjournalists.

The Media Guide consisted of these sections:

• President’s message for the 2012 HigherSchool Certificate

• Media guidelines for media attendingschools

• HSC statistics

• HSC timetable, historical data, setting andmarking, results and merit lists

• How the Board assists students

• Rules and regulations.


POLICY AND PRACTICE

The Board’s Communications Unit focusedmedia resources on the core business of theBoard and less on the individual circumstancesand achievements of students.

Digital resources for the new NSW syllabusesIn October 2012 the Minister for Education,the Hon Adrian Piccoli MP, launched the newK–10 syllabuses for English, Mathematics,Science and History at Ultimo Public School.

For the first time the syllabuses are availableonline through the NSW Syllabuses for theAustralian curriculum website, which providesteachers with access to syllabus content onany digital device.

In April 2013 the Minister for Educationsubsequently launched a support for thesyllabuses, the online application ProgramBuilder, at Homebush Boys High School.Program Builder is designed to assist teachersto adapt the content of these syllabuses to aformat suitable for classroom lessons, to createinnovative teaching strategies. As at 30 June2013, a total of 24 380 educators (approximately30 percent of all NSW teachers) were using theapplication.

Schools

Board BulletinEach week during school term, the Boardemails the Board Bulletin electronic newsletterto over 19 600 subscribers. The Board Bulletinincludes Official Notices, news items, key datesand staff vacancies. All Official Notices andnews items also appear on the News section ofthe Board’s website. Fifty-eight Official Noticesto inform principals and teachers of new oramended policies and procedures werepublished in the reporting period.

In addition to principals, teachers, and parentsacross all sectors, the Board invites allmembers of the community to subscribe to theBoard Bulletin.

President and Chief Executive communicationsOver the reporting period, the President andthe Chief Executive communicated directly withprincipals on a range of key issues, includingan update on the Board’s credentials and anannouncement regarding the malpracticeregister for HSC school-based assessments.

TwitterIncreasingly, the Board engages with itsstakeholders by Twitter. The volume andfrequency of Twitter use increased over thereporting period. The Board now has4157 Twitter followers sending 1871 tweetssince the account was opened in 2009 and126 over the reporting period.

Students

Student communicationThe Board uses online and printed channels tocommunicate important HSC updates andinformation to senior secondary students. Year 12 students who have provided an emailaddress receive a series of email newslettersrelevant to the progress of the HSC year. Emailcommunication is being expanded to Years 10and 11 students. Each cohort also receives aseries of guides with information and adviceabout different stages of senior study.

Students Online websiteStudents Online is a website designed toprovide Year 12 students with information andadvice about the Higher School Certificate, aswell as to provide access to a student’s personalstudy details. In 2012, access to the site wasexpanded with accounts made available for Year10 students, so they can access their personalstudy details including their grades. From 2013,Years 10, 11 and 12 students have access toStudents Online accounts.


POLICY AND PRACTICE

HSC ExposThe Board was a sponsor of the SydneyMorning Herald HSC and Careers Expo heldfrom 31 May to 2 June 2013 at Moore Park andthe Western Sydney Careers Expo held from20 June to 24 June 2013 at Homebush.

The Board’s liaison officers answeredquestions from students, parents and teachersand sold HSC examination preparation materialto assist students.

The Moore Park Expo attracted 16 327visitors including more than 80 school groups.75 percent were students, and of these57 percent were in Year 12. The HomebushExpo attracted 23 269 visitors including morethan 115 school groups. 76 percent werestudents, and of these 62 percent were inYear 12.

HSC exit survey The sixth annual HSC exit survey was conductedin 2012 to help capture the student view of theHigher School Certificate.

Around 2 000 students responded to thesurvey. Overall, students expressed generalagreement that the HSC examination was a fairtest and that their assessment tasks were

varied and helped with their learning. Studentsgenerally disagreed with the statement thatthere were too many assessment tasks. Themajority of respondents found individualcourses to be interesting, challenging anduseful for their further work and education.

Parents

Magazines and newslettersTo extend the reach of our messages beyond theeducation community, the Communications Unitprovided articles to stakeholder publications,including parent organisation newsletters, on arange of topics including the Record of SchoolAchievement and the availability of Literacy andNumeracy tests for students.

Languages Education ReviewIn February 2012, the Minister for Educationrequested that the Board undertake a review oflanguages education in New South Wales. Initialdiscussions were held with key stakeholdersand a stocktake of current provision andparticipation was undertaken. A literaturereview combined with research on bestpractice and recent developments in languageseducation in New South Wales, Australia andinternationally was also carried out.

The Sydney Morning Herald HSC and Careers Expo, Moore Park


POLICY AND PRACTICE

New South Wales does not currently have aLanguages policy for schools. The Board’sConsultation and Reference Papers outlineproposals that together provide all NSWstudents with a broader and more inclusivelanguages education. The proposals providethe foundation for a sustainable and coherentlanguages education policy in New SouthWales. Together, the recommended actions aimto utilise best practice teaching, moreeffectively coordinate resources across theschool sectors and increase language courseparticipation rates at senior secondary level.

RoSA Data for UniversitiesThe Record of School Achievement (RoSA)Data for Universities is a new project. It aimsto help universities to broaden their entrancecriteria by using RoSA achievement data.

The project is overseen by a cross-sectoralsteering committee, including representativesfrom universities, the Universities AdmissionsCentre (UAC), and secondary school sectors.As part of the RoSA, the Board capturesstudents’ grades for Year 10 and Year 11courses. Co-curricular achievements may alsobe recorded by students using the Up2Nowwebsite. Up2Now is under development and isbeing piloted in a number of secondary schools.

From 2014, universities, via UAC, will be ableto access students’ Year 10 and Year 11 schoolgrades where students have opted to take partin this project. In future years, students also willbe able to make their Up2Now co-curricularrecord available.

Board of Studies Liaison Officers(BOSLOs)Board of Studies Liaison Officers (BOSLOs) arehighly experienced teachers who are secondedby the Board of Studies to provide advice andassistance to schools and the community onmatters relating to Board of Studies policiesand programs. There are nine BOSLOs locatedacross the state. Three are situated inmetropolitan Sydney and six are based inregional centres.

Over the reporting period, the BOSLO teamhas conducted in excess of 750 school visits to

more than 400 individual schools across thestate, led a comprehensive schedule ofvideoconferences to promote professionaldiscussion and feedback regarding Boardadvice and procedures, and continued to assistwith curriculum consultations statewide.

The reporting year 2012–2013 has seen afurther development and coordination of theBoard of Studies workshop program. TheBoard is endorsed by the NSW Institute ofTeachers to provide professional learningopportunities in relation to Standards 3, 5, 6and Descriptor 7.4.2 of the AustralianProfessional Standards for Teachers at the levelof Proficient Teacher, as well as Elements 3, 6and Standard 7.2.4 of the NSW ProfessionalTeaching Standards at ProfessionalCompetence. Workshops included HSC BestPractice, K–6 Assessment Resource Centre,Schools Online and Board of StudiesInformation days.

Throughout 2012–2013, the BOSLO teamhas continued its ongoing support for theimplementation of the Record of SchoolAchievement, in particular, the introduction forthe first time of grades in Preliminary courses.Preliminary Grading workshops using a ‘teach-the-teacher’ model reached more than1200 teachers across the state. Theseworkshops focused on the application of thePreliminary course common grade descriptionsin schools.

The BOSLO team was also involved with thedevelopment of a ‘student voice’ within theBoard. In collaboration with the Board’s Policybranch, the BOSLO team has surveyedstudents across the state on a series of topicspertinent to students in Years 10, 11 and 12. A review of HSC: All My Own Work, itsrelevance and accessibility, was just one of thesurveyed topics.

In 2012–13, the BOSLO team continued itsrole of providing student support servicesrelated to the administering and reporting ofthe Higher School Certificate. In particular,the BOSLO team was integrally involved inthe HSC Illness/Misadventure Panel and theHSC Inquiry Centre, and also providedseminars and advice to hundreds of studentsthrough two major metropolitan HSC Expos.


POLICY AND PRACTICE

Acknowledging outstanding studentachievements

HSC First in Course AwardsThis presentation acknowledges students whohave achieved first place in an HSC course. In2012, awards were given to 117 students in atotal of 111 courses.

The awards were presented to students withtheir family and friends in attendance, by NSWMinister for Education, the Hon Adrian PiccoliMP, at a ceremony at Australian TechnologyPark on 18 December 2012.

In 2012, equal first place was given in ninecourses with five students receiving a First InCourse Award for more than one course andone student receiving four awards.

Premier’s Award for Excellence in the HSCThe Premier’s Award for Excellence is awardedto all HSC students who achieve a Band 6standard in 10 or more units. In 2012,1291 students received a Premier’s Awardfor Excellence.

Record of School AchievementOn 11 December 2012 the NSW Minister forEducation, the Hon Adrian Piccoli MP,presented Reece Barrett from Windsor HighSchool and Ashley Alwan from Model FarmsHigh School with their Record of SchoolAchievement (RoSA) credentials at a ceremonyat Parliament House, Sydney. These studentswere the first to receive a RoSA – the newcredential for students who leave school afterYear 10 and before they receive their HigherSchool Certificate.

Brother John Taylor Memorial PrizeThe Brother John Taylor Memorial Prize isawarded to a student, or students, whoovercome significant disability or disadvantageto achieve academic excellence in the HigherSchool Certificate.

In 2012, prize recipients were Bethany-KateRichmond from Grafton High School and MaiaJane Ryall from Trinity Catholic College,Lismore. Both received HSC results of thehighest possible band for at least two of theircourses.

The NSW Minister for Citizenship andCommunities and Minister for AboriginalAffairs, the Hon Victor Dominello MP, presentedthe prizes to the recipients at a ceremony heldat NSW Parliament House in March 2013 onbehalf of the Minister for Education.

Aboriginal Studies awardsEach year the Board and the NSW AboriginalEducation Consultative Group Inc (AECG)honour the achievements of the highestachieving Aboriginal and non-Aboriginalstudents who have completed the 2 UnitHSC Aboriginal Studies course.

In 2012, the highest achieving Aboriginalstudent in the course was Bianca Manning ofKotara High School. The highest achievingnon-Aboriginal student was Alexandra Grahamof Cheltenham Girls’ High School.

The recipients were announced by the Directorof Curriculum and Assessment Mr Paul Hewittand the Chair of the AECG Ms Cindy Berwickat the AECG Annual General Meeting.

First Place in Course students with Tom Alegounarias The Hon Adrian Piccoli presents the first RoSA credentials


SECTION 3MANAGING OUR ORGANISATION

• Performance statements 103

• Chief Executive Service(CES) and Senior Executive Service(SES) staff 108

• Directorate descriptions 108

• Branch descriptions 110

• Overseas travel 113

• Representation on external committees 114

• Management and governance of the Office of the Board of Studies 116

• Payment of accounts 120

• Commitment to service 123

• Waste reduction andrecycling 124

From Six Degrees by Courtney Martyn (Bishop Druitt College)HSC 2012 Visual Arts student


Key Priority Area 10: Governance (Office of the Board)

Strategic Activities

10.1.1 Update the Board of Studies Strategic Plan (2012– 2016) and develop, implement andmonitor associated Office operational plans

10.1.2 Develop and submit comprehensive and informative Annual Reports to the Minister fortabling in the NSW Parliament

10.1.3 Develop and implement Efficiency Improvement Plans, Workforce Plans, RecurrentMaintenance of Effort and Capital Funding Proposals and other savings measures

10.2.1 Develop and implement a new Performance Building and Measurement Program tosupport the Office’s delivery of priorities, capability development and business continuity

Performance statement of thePresident, Board of StudiesThe President of the Board of Studies is astatutory office holder appointed by theGovernor of NSW under the Education Act1990.

President, Board of Studies:

Mr Tom Alegounarias, BEc, DipEd

Level: SES Level 6

Period in position: Whole year

Strategic Leadership and Direction of theBoard

During the reporting period, Mr Alegounariascontinued to work collaboratively with schoolsector representatives in his role as a memberof the Minister’s NSW Schools AdvisoryCouncil (SAC). The SAC has membership fromall public and private education sectors andregulators, and reports directly to the Ministerfor Education. It advises on school educationmatters that arise from early childhoodeducation, higher education and vocationaleducation and training.

Mr Alegounarias also oversaw commencementof the implementation of the Board’s newStrategic Plan (2012–2016) and associateddetailed operational plans.

Development of the Australian Curriculumfor NSW Students

Mr Alegounarias provided strategic guidanceon the development of the Australian SeniorSecondary curriculum and the AustralianGeography curriculum as both President ofthe Board and as the NSW representative onthe Australian Curriculum, Assessment andReporting Authority (ACARA) Board.

Following extensive negotiations with all schoolsectors and a wide range of interest groups,Mr Alegounarias announced a consensustimetable for the staged NSW-wideintroduction of Phase 1 K–10 Australiancurriculum for English, Mathematics, Historyand Science approved by the Minister.Mr Alegounarias also oversaw the creationof the innovative NSW e-Syllabuses teachingresource to support implementation of thenew Australian curriculum.

MANAGING OUR ORGANISATION

The Office of the Board of StudiesDelivering the goals of the Board as defined in the Education Act 1990


Strategic Review and Update of the NSWCurriculum

Mr Alegounarias led the Board in itsconsideration of the staged review anddevelopment of identified NSW syllabuses.A new Years 9–10 Child Studies ContentEndorsed Course and thirteen revised courseprescriptions for Stage 6 Languages courseswere approved by the Minister on therecommendation of the Board.

To support the implementation of curriculumacross all subjects, new educational resourceswere developed and promoted to supportteachers of the new K–10 English syllabus,Years 11–12 English Studies Course,K–10 Aboriginal Languages syllabus, andYears 7–10 students with special educationneeds.

NSW Higher School Certificate

The high level of confidence by key school,professional and community stakeholders inthe quality and integrity of the 2012 NSWHigher School Certificate program underpinsthe national and international esteem in whichthe credential is held.

Technological Innovation in Assessment andExaminations

Mr Alegounarias oversaw the introduction ofonline Literacy and Numeracy tests as part ofthe suite of reforms implemented with theNSW Record of School Achievement.

Registration and Accreditation of Non-government Schools

As Chair of the Board’s Registration andAccreditation Committee, Mr Alegounariassustained the Board’s highly successfulregulatory system for non-government schoolsand the educational programs they provide. Heprovided expert advice and recommendationson school compliance matters to the Minister.

Mr Alegounarias’ stewardship of schoolregulation matters underpins the high level ofconfidence by key cross-sectoral, professional

and community stakeholders in the quality andintegrity of the Board’s regulatory processesregarding non-government schools.

Approval of School Providers to DeliverCourses to Overseas Students

Mr Alegounarias also oversaw the Board’sregulation of school providers deliveringcourses to overseas students, ensuring theconfidence of stakeholders in the integrity ofNSW schools.

NSW Record of School Achievement

From the end of 2012, eligible NSW studentswho leave school without completing theHigher School Certificate may be awardeda Record of School Achievement.Mr Alegounarias liaised extensively withstakeholders about the implementation of thisnew credential, and oversaw the developmentof high-quality resources to support schools inthe consistent assessment and reporting ofStage 5 student achievement.

Consultation

Mr Alegounarias has introduced a schedule ofregular, formal consultation meetings with NSWeducation stakeholders, meeting most groupsonce every school term (four times per year).This two-way communication ensures thatstakeholders are kept well informed, and thatthe Board is able to take disparate views intoaccount in its decision-making.

During the reporting period, the Board’srecently established Student Advisory Groupoperations and outcomes were reported tothe Board.

Community, Business and Peak InterestGroup Engagement

The innovative Building Our Cultural Capitallecture series that Mr Alegounarias establishedin 2011 continued during the reporting periodwith the ‘Science’ themed lecture. The lecturespromote engagement with key ideas andsectors not usually involved in informing theeducation discourse.



Performance statement of theChief Executive, Office of the Boardof StudiesThe Chief Executive is the Department Head ofthe Office under the Public Sector Employmentand Management Act 2002.

Chief Executive, Office of the Board ofStudies:

Ms Carol Taylor, BA, DipEd, MEd

Level: SES Level 5

Period in position: Whole year

Delivery of the NSW Higher SchoolCertificate

During 2012–13 Ms Taylor oversaw the strategyfor management of the 2012 NSW HigherSchool Certificate. More than 70 000 studentssat for written exams in 760 examinationcentres in NSW. Ms Taylor was responsible forincreasing the proportion of on-screen markingof NSW Higher School Certificate writtenexaminations.

Record of School Achievement (RoSA)

Ms Taylor led the successful implementationof the Board’s policy positions for RoSAcredentialling and Literacy and Numeracytesting, and provided strong direction for theinaugural Literacy and Numeracy tests.

National Assessment Program – Literacyand Numeracy (NAPLAN)

During the reporting period, the responsibilitiesof the NSW Test Administration Authority forNAPLAN were transferred from the Departmentof Education and Communities to the Board.Ms Taylor led the seamless integration of theNAPLAN staff and functions into the agency,and the 2013 NAPLAN tests for NSW Years 3,5, 7 and 9 students were successfullydelivered.

Development of the Australian Curriculumfor NSW Students

Ms Taylor oversaw publication of the NSW e-Syllabuses incorporating the Phase 1 K–10Australian curriculum for English, Mathematics,Science and History for implementation byschools, along with accompanying supporttools. She continued to provide high-qualityadvice to the Board and its stakeholders on thesuitability of the Senior Secondary Australiancurriculum and Geography Australiancurriculum for NSW students.

Strategic Review and Update of the NSWCurriculum

During 2012–13 Ms Taylor assisted the Boardto establish priorities for NSW curriculumdevelopment for the next five years. In additionshe oversaw the development andimplementation of curriculum for 17 newVocational Education and Training (VET)courses.

High Quality Support Materials for NSWSyllabuses

Ms Taylor oversaw the development andpublication of a high-quality collection ofsyllabus support material, including:

• an interactive road safety resource forteachers of Years 5 and 6 students availableon the Board’s website for initialconsultation, produced on behalf of theDepartment for Transport;

• support documents for teachers ofsecondary school children (Years 7–10)with special education needs.

High Quality Curriculum Support forAboriginal and Torres Strait IslanderEducation

Ms Taylor oversaw the development of newresource materials to support schools’implementation of the K–10 AboriginalLanguages syllabus.



Strengthened Board Pathways andCredentials

During the reporting period Ms Taylor providedstrategic direction for:

• rationalising the Credit Transfer, AcceleratedProgression and Compression Modelpolicies; and

• VET pathways for students in Years 9 to 12.

Regulatory Functions

During the reporting period Ms Taylor oversawthe delivery of programs for regulatingindividual non-government schools, schoolregistration systems, school providersdelivering courses to overseas students andhome schooling.

AMEB NSW

The AMEB NSW is a branch of the Office of theBoard of Studies, and this reporting year itexamined about 40 000 candidates across alllevels. To support this, it delivered a professionaldevelopment program to 180 examiners.

Research and Evaluation

Ms Taylor oversaw implementation of theResearch, Evaluation and Development prioritiesidentified by the Board and the development ofassociated Policy and Guidelines.

Curriculum Innovation

Ms Taylor provided thought leadership indeveloping advice to the Minister on thedevelopment of a more effective languagescurriculum that meets the changing demand forlanguages education, including with regard toAsian languages.

Broader Recognition of StudentAchievement

In 2012–13 Ms Taylor worked closely withuniversities to raise their awareness of thebreadth of achievement of NSW schoolstudents, and obtained Board support forthe phased implementation of data sharingbetween the Board and the universities.

Technology in Examinations andAssessment

Ms Taylor’s leadership in this area resulted in:

• RoSA Literacy and Numeracy tests beingdelivered and marked online;

• implementation of an expanded range ofcourses marked on-screen for the 2012NSW Higher School Certificateexaminations.

Leveraging the Board’s Reputation toIncrease Revenue

Ms Taylor continued to market the Board’sinnovative products – including eSyllabus,Program Builder and Mark Manager – tonational and international agencies.

She also successfully applied for the formalrecognition of Board developed ‘teacherprofessional learning’ courses by the NSWInstitute of Teachers.

Governance and Workforce Planning,Management Reform and OrganisationDevelopment

Ms Taylor guided the on-time achievement ofkey priorities in the organisation’s OperationalPlan (2012–2013), supporting the Board’sStrategic Plan (2012–2016).

Evaluation and Updating of Board Rules andProcedures

During the reporting period Ms Taylor ensuredthat the Board’s Assessment Certification andExamination (ACE) Manual was updated toincorporate the new Record of SchoolAchievement rules and procedures.

Information Management and TechnologyPlanning and Implementation

A revised new IM&T Strategic Plan (2012/13 – 2015/16) was developed duringthe reporting period.


Training and Development

A new corporate Capability DevelopmentProgram targeting management developmentand staff development needs was developedand implemented during the reporting period.

Engagement with External Stakeholders

During the reporting period Ms Taylor oversawthe development of several products forparents with children in Years K–6. She alsoensured that the Board’s key messages weredelivered to internal and external stakeholdersvia the weekly Board Bulletin email.

Online Services

Ms Taylor provided direction to the plans for anenhanced Students Online website portal to becompleted for the 2013 NSW Higher SchoolCertificate.

Organise and Host the 2012 ‘Building OurCultural Capital’ Lecture Series

Ms Taylor organised and hosted the BuildingOur Cultural Capital Science lecture.




Chief Executive Service (CES) andSenior Executive Service (SES) staff

Number of positions held by women

Current year 1

Previous year 1

Office of the Board of Studies CES/SES staffacademic qualifications

Chief Executive

Ms Carol Taylor, BA, DipEd, MEd

Director, Examinations and Credentials

Mr Garry Webb, BSc (Hons), MA, DipEd,MACE

Director, Regulatory and Management Services

Mr David Murphy, BBus (Acc/Econ), MALP,CPA

Office of the Board of Studiesdirectorate descriptions The directorates of the Office of the Board ofStudies and their functions during the reportingperiod are detailed below.

Curriculum and Assessment

Director: Paul Hewitt

The Director, Curriculum and Assessment isresponsible to the Office’s Chief Executive formaintaining and enhancing the high-qualityNSW Board of Studies K–12 curriculum andassessment support.

This includes:

• curriculum development

• collaboration with Australian Curriculum,Assessment and Reporting Authority(ACARA) in the development andimplementation of the Australian curriculum

• securing the high quality and rigour of theNSW curriculum during the consultation andimplementation of the first phase of theAustralian curriculum

• delivery of curriculum support materials

• evaluation of the Board’s curriculum andother proposed curriculum materials

• assessment policy advice and support

• development of performance standardsdescribed through syllabus statements

• descriptions of student performance,illustrated by student work samples alignedto the performance descriptions.

The Director, Curriculum and Assessment hasoverall responsibility for the functions of theBoard Inspectors; the Assistant Director,National Programs; the Assessment ResourceCentre; and the branch supporting theoperations of the NSW Branch of theAustralian Music Examinations Board (AMEB).A description of the AMEB is provided in Section 2, Curriculum and Assessment,pages 58–60.

Level

TotalCES/SES2012–2013

TotalCES/SES2011–2012

8

7

6

5

4

3

2

1

1

1

1

1

1

1



CURRICULUM AND ASSESSMENTMANAGING OUR ORGANISATION

National Programs Assistant Director: Howard Kennedy

The role of the Assistant Director, NationalPrograms reflects the Office’s current andfuture responsibilities that involve a nationalfocus, including an increase in resources tosupport the implementation of the Australiancurriculum.

The Assistant Director and the NationalPrograms Unit have a strong liaison role withACARA and a coordinating role with NSWstakeholders.

The Assistant Director supervises the NationalProjects Unit, the Interactive Syllabus andProgram Builder project and the AssessmentResource Centre (ARC), and is responsible forproviding advice as well as producingcurriculum and assessment materials tosupport the Board’s Kindergarten to Year 12syllabuses. Emphasis is on ensuring effectiveintegration of curriculum and assessmentsupport materials during the implementation ofthe Australian curriculum.

The Assistant Director also has responsibilityfor the NSW Branch of the Australian MusicExaminations Board (AMEB).

Regulatory and Management Services

Director: David Murphy

The Director, Regulatory and ManagementServices is responsible to the Office’s ChiefExecutive for the delivery of high-quality andcost-effective regulatory and managementservices in the areas of:

• the registration and accreditation of non-government schools

• the registration of children for homeschooling

• the approval of school providers of coursesto overseas courses

• workforce planning and human resourcemanagement

• industrial relations

• financial accounting

• budget and management accounting

• audit and risk management

• legal services

• information and communicationstechnology (ICT)

• corporate governance

• information and records management

• staff training and development

• asset and facilities management

• administrative and office services.

The Director has overall responsibility forthe functions of the Office’s Finance andAdministration, Information Technology andServices, Project Management Office andRegistration and Accreditation branches.

Examinations and Credentials

Director: Garry Webb

The Director, Examinations and Credentials isresponsible to the Office’s Chief Executive formaintaining and enhancing the high-qualityNSW Board of Studies examinations andcredentials. This includes:

• preparation and delivery of the Board’sHigher School Certificate examinations aswell as Literacy and Numeracy tests

• marking and scoring of the Board’s testsand examinations

• development and management ofthe on-screen marking and online testingprograms

• delivery of the Higher School Certificateresults and Record of School Achievementcredentials

• delivery of student support and appealsservices associated with the Board’sassessment and examinations



• evaluation of the Board’s assessment andexamination programs

• assessment policy advice and support.

Branch descriptionsThe branches of the Office of the Board ofStudies and their functions are detailed below.

Communications and Publishing Branch

Manager: Kathy Connell

The Communications and Publishing Branchbrings together three units that focus onpresenting information to key audiences,including schools, students, parents and thebroader community.

The Communications Unit focuses on proactiveand reactive media management, internal andexternal communications functions, and eventsand exhibitions.

The Publishing Unit includes specialists inediting, graphic design, website developmentand publishing. It also provides copyright andintellectual property advice in the production ofeducational and information products, as wellas customer support for purchasers of theBoard’s products.

The Liaison Unit includes the Board of StudiesLiaison Officers (BOSLOs) in both metropolitanand regional locations (see report on page 102).BOSLOs are a key conduit for directinformation flow between the Board, teachersand educational leaders.

Examination Operations Branch

Manager: Peter Feary

Examination Operations Branch manages theplanning, conduct and marking of the HigherSchool Certificate examinations, including theconduct of performance examinations and themarking of projects and submitted works.

The branch is responsible for the recruitment,appointment and training of all personnel forthe conduct, marking and support of the

examinations and tests, including examinationsupervisors, examiners, markers andadministrative support staff.

The branch is also responsible for all logisticalorganisation and support associated with theconduct and marking of all examinations andtests across the state, including the costing,planning and structure of all marking sessions,warehousing of examination and test papers,and the set-up and pack-up of all associatedresources supporting the conduct and markingprograms. As part of this role, the branch takesa leading part in enhancing the effectiveness ofits examination program through strategic useof information technology.

Examining and Testing Branch

Manager: Helen Bristow

Examining and Testing Branch is responsiblefor the development of the Board’s HigherSchool Certificate examinations as well as theLiteracy and Numeracy tests for the Record ofSchool Achievement.

Functions of the branch include theappointment and training of Chief Examiners,committee members and reviewers for eachexamination; the secure development of all testand Higher School Certificate examinationmaterials, including marking guidelines andsample answers, Language and ESL listeningexaminations, specimen papers and questions,and the Notes from the Marking Centre; andthe oversight of the printing and production ofthese materials.

The branch manages the development ofmodified papers for the HSC examination forstudents with approved disability provisions.These include large print, coloured, modifiedand braille papers, and a variety of specialpapers tailored to individual students’ needs.

The branch also devises and monitorsprocedures for the effective, valid and reliableconduct and marking of the Board’sperformance and practical examinations.

Finance and Administration Branch

Manager: Greg Logan

The Finance and Administration Branchprovides an efficient and effective supportstructure through which the financial andadministrative resources and assets of theOffice and subsidiary units are managed. TheBranch consists of three distinct functionalareas: Finance, Human Resources andCorporate Operations.

The Financial Operations Unit is responsible forthe management of the Office’s budgetallocations. Functions undertaken by thebranch include the preparation and monitoringof recurrent, capital and revenue budgets,payroll processing, revenue management,payment of accounts, financial reporting andthe timely production of monthly and annualfinancial statements.

The Human Resources Unit provides servicesin recruitment, payroll management, staffentitlements, workers compensation, training,job evaluation and personnel policydevelopment, as well as offering support andadvice to staff.

The Corporate Operations Unit providesservices in building and lease management,purchasing, travel arrangements, administrativepolicies, motor vehicle fleet management andbusiness continuity planning. The unit isresponsible for the operational management ofthe North Rocks multi-function andwarehousing facility.

Information Technology andServices Branch

Chief Information Officer: Mitra Bhar

The Information Technology and Servicesbranch is organised into four units responsiblefor various aspects of infrastructure, network,desktop and web.

Infrastructure and Governance: Infrastructureencompasses hardware, software and servicessupport operations, including data centrefacilities. This unit is also responsible fororganisation-wide ICT enterprise standards,

architecture and design. Governance coversproject review, management and oversight ofall ICT-based projects that require in-house orthird-party ICT infrastructure and applications,as well as program and portfolio management,security, procurement and servicemanagement.

Applications Development is responsible forsoftware application business analysis,development, quality assurance and/oruser-acceptance testing for both in-house andthird-party applications, including the web.

Service Support is responsible for end-usersupport for all in-house and third-party ICTinfrastructure, applications and services,including user acceptance testing and training.

Online Marking is responsible for management,administration and maintenance of onlinemarking operations for internal and externalclients. This includes overseeing the ICTcomponent of scanning operations, includingin-house scanning and outsourcing to third-party suppliers.

Project Management Office

Assistant Director: Ken Emeleus

The Project Management Office (PMO)provides coordinated management of majorprojects across the Board’s Office. This is doneby creating and maintaining standards,monitoring compliance and providing projectmanagement support. The PMO is alsoresponsible for the continual evaluation andimprovement of all project managementgovernance-related policies and processes.

The PMO also provides a reporting andconsultative role to the Board’s seniorexecutive in the identification and planning ofthe review of the Board’s programs.

Quality, Processing and Research Branch

Manager: Dr Kelvin Gregory

Quality, Processing and Research Branch isresponsible for the Office's measurement andassessment research functions. The branchconducts the analyses of the results for the





Board's Higher School Certificate programsand conducts research to support and enhancethe Board's educational measurementactivities.

The branch is also responsible for developingprocesses and procedures that ensure theaccurate and reliable marking of the Board'sexaminations and the integrity of thestandards-referenced reporting of studentachievement in the Higher School Certificateand Literacy and Numeracy tests. It monitorsthe alignment of Higher School Certificateexamination marks to standards through theBoard's standards-setting and consultativecommittee programs. It also monitors theawarding of grades for the Record of SchoolAchievement.

Quality, Processing and Research Branch isalso responsible for the credentialling ofstudent achievement in accordance with theBoard's policies, including determining studenteligibility for the Board's credentials and forparticular courses. It ensures the accurate andtimely processing of all student examinationand assessment data to produce the Board'scredentials, the accuracy of information in theBoard's examination system database tosupport the results processing, and isresponsible for the production and distributionof credentials.

The Branch monitors and supports theimplementation of the Board's procedures forquality assurance of marking and for thealignment of Higher School Certificateexamination marks to standards. It analysesenrolment and performance data to inform theBoard's curriculum and credentialling offerings,as well as produces statistical reports fromstudent entry and result data for the Board, theMinister and external clients and bodies. Itreports on performance of students in theBoard's examinations to internal and externalaudiences, which includes identifyingoutstanding student performance in theBoard's merit lists and for approved externalclients, providing information to schools on theperformance of their students and providinginformation to students on their examinationperformance.

Registration and Accreditation Branch

Assistant Director: Anne Keenan

Registration and Accreditation Branch isresponsible for the administration of thenon-government school registration andaccreditation program and the monitoring ofregistration systems with regard to thecompliance of their member schools. Thebranch is also responsible for the administrationof the program for approving NSW schoolproviders of courses for overseas students.

Functions performed by the branch includeprocessing applications for registration ofnon-government schools, processingapplications for approval of school providers,managing the curriculum and documentationreview process, coordinating and managinginspection visits, processing inspection reportsfor the Registration Committee, monitoring andassessing school annual reports, coordinatingthe complaints handling process and liaisingwith systems and professional bodies.

Board Inspectors from the Curriculum andAssessment Directorate have a significantresponsibility relating to the functions of theRegistration and Accreditation Branch.

The branch is also responsible for processingand assessing applications for home schoolingregistrations. Authorised Persons are employedto review and make recommendations aboutapplications.

Strategic Policy and Planning Branch

Manager: Andrew Goodyer

Strategic Policy and Planning Branch providesand coordinates strategic policy and planningadvice to the Board and the Office relating tothe Board’s curriculum, examinations,assessment and reporting, and registration andaccreditation programs.

The Branch manages and coordinates researchand policy advice on strategic issues inoperational and external relations policydomains, including cross-sectoral and otherexternal stakeholder liaison and emergingpolicy issues of strategic importance in thewider educational and public policy landscape.


The Branch arranges briefings and advisorymaterials in these policy domains for theMinister for Education, the Board, centralagencies and senior officers and managesthe Office’s correspondence program. It alsocoordinates the provision of administrativesupport for the Board of Studies and itsstanding committees, the Senior Executiveand the Board President .

The Branch coordinates the development ofstrategic plans for the Board and the Office,including the Office’s operational plan,monitors the implementation of corporatepriorities in the operational plan and producesthe Annual Report.

The Branch also supplies expert support andinput into other Board programs and services,as well as manages applications for data andassistance from university and other externalresearchers.

Student Support Services Branch

Manager: Kevin Ford

Student Support Services Branch manages avariety of programs relating to students and theBoard’s Record of School Achievement andHigher School Certificate programs. Theseinclude the disability provisions program,appeals relating to illness or misadventureaffecting student performance in theexaminations, posthumous credentials,investigation of non-certification of examinationprojects, possible breaches of examinationrules, examination malpractice, and therequirement for students to make a seriousattempt at their examinations.

Additionally, the branch conducts students’appeals of school decisions such as thoseregarding eligibility for certain courses, non-completion of course requirements,assessment rankings and grades awarded.

The branch also provides advice to studentsthrough telephone and online informationservices, as well as to the Minister forEducation, the Board and its committees,schools and the public on issues relating todisability provisions, appeals andexaminations.

Overseas travel

Mr Tom AlegounariasSuva, Fiji, August 2012

Attended the meeting of the Secretariat ofthe Pacific Board for Educational Assessment(SPBEA) and addressed the precedingSPBEA Regional Conference

Mr Paul HewittMs Marina LaingLondon, UK, 4–11 February 2013

Meeting with TSL Education Limited (TSL)

Dr Andrew KyngdonSuva, Fiji, 18–22 March 2013

Attendance at meeting organised by theSecretariat of the Pacific Board for EducationalAssessment (SPBEA) for South Pacific Islandsto discuss regional Literacy and Numeracy testdata

Mr Kevin FordMr Neal CrockerMs Tracey McIntoshNew Zealand, 24–27 March 2013

Meeting of the Australian Curriculum,Assessment and Reporting Authority (ACACA)Special Provisions Workshop Group hosted bythe New Zealand Qualifications Authority

Dr Andrew KyngdonSan Francisco, USA, 26–30 April 2013

National Council on Measurement in Education(NCME) Annual MeetingPresented a paper on assessment

Ms Marina LaingLondon, UK, 26 June – 12 July 2013

Meeting with TSL Education Limited

Higher School Certificate markers

Ms Pauline Cain (Senior Marker, Drama)

Ms Julia Homfray (Senior Marker, Drama)Singapore, 5–7 September 2012

Mr Bradley Merrick (Senior Marker, Music)




Ms Karen Pennings (Senior Marker, Music)Singapore, 17–19 September 2012

Ms Colleen Fry (Senior Marker, Visual Arts)

Ms Brigiat Maltese (Senior Marker, Visual Arts)Singapore, 22–25 October 2012

Ms Catherine Sip (Assistant Supervisor of Marking, Design andTechnology)

Mr Stephen Davies(Senior Marker, Design and Technology)Singapore, 10–12 September 2012

The markers listed above attended theAustralian International School, Singapore tomark Higher School Certificate Drama andMusic performances as well as Higher SchoolCertificate Visual Arts bodies of work. Theschool met the cost of these visits.

Ms Catherine Sip (Assistant Supervisor of Marking, Design andTechnology)

Mr Stephen Davies(Senior Marker, Design and Technology)Hong Kong, 12–14 September 2012

Ms Nancy Morvillo(Supervisor of Marking, Music)

Mr Owen Nelson (Senior Marker, Music)Hong Kong, 19–21 September 2012

The markers listed above attended theAustralian International School, Hong Kong tomark Higher School Certificate Drama andDesign and Technology major projects as wellas Music performances. The school met thecost of these visits.

Mr David Smith (Senior Marker, Industrial Technology)Norfolk Island, 17–20 August 2012

The above marker attended Norfolk IslandCentral School to mark Higher SchoolCertificate Industrial Technology majorprojects. The school met the cost of this visit.

Representation on externalcommittees (as at 30 June 2013)

Mr T Alegounarias (President, Board of Studies)

Australian Curriculum, Assessment andReporting Authority (ACARA) Board

Dean’s Advisory Board, Faculty of Educationand Social Work, The University of Sydney

Faculty of Arts and Social Sciences AdvisoryCommittee, University of Technology, Sydney

Legal Information Access Centre (LIAC)Advisory Board of the State Library of NewSouth Wales

Non-government Schools Advisory Council(NGSAC)

NSW Schools Advisory Council (SAC)

Pacific Board for Educational Assessment(PBEA)

Teacher Education Advisory Board (TEAB) ofThe University of Sydney

Ms C Taylor(Chief Executive, Office of the Board ofStudies)

Australasian Committee of Chief ExecutiveOfficers of Curriculum, Assessment andCertification Authorities (ACACA)

NSW Vice-Chancellors’ Conference TechnicalCommittee on Scaling

Quality Teaching Council – NSW Institute ofTeachers

Mr P Hewitt(Director, Curriculum and Assessment)

ACARA F–12 Curriculum Reference Group

Schools Consortium (Vocational Education andTraining in Schools)


Mr H Kennedy(Assistant Director, National Programs)

Australian Music Examinations Board NSW

ACARA Directors Curriculum Group

Mr I Balcomb(Board Inspector, Vocational Education)

Australasian Curriculum, Assessment andCertification Authorities (ACACA) Sub-group onVocational Education

TAFE NSW Accreditation Council

Schools Consortium (Vocational Education andTraining in Schools)

State Advisory Committee on Work PlacementCoordination

Department of Education and Communities –VET Consultative Forum

Mr S Browne(Board Inspector – Personal Development,Health and Physical Education (PDHPE))

Premier’s Physical Activity Scholarship

Cross-sectoral Working Party

Ms G Grant(Board Inspector, Science)

Premier’s Macquarie Capital Science School

STANSW School Animal Care and EthicsCommittee

Australian Museum Eureka Prizes – ScienceTeaching Award Panel

Mr H Jacobs (Board Inspector, Languages)

Collaborative Curriculum and AssessmentFramework for Languages Reference Group

NSW Community Languages Schools Board

Ms J Lawless(Board Inspector, Human Society and ItsEnvironment (HSIE))

Premier’s History Teachers’ ScholarshipCommittee

National Archives of Australia ConsultativeForum

Cross-sector HSIE Forum

Premier’s Gallipoli Student ScholarshipCommittee

Community Learning Panel, State Library ofNew South Wales

Ms A Keenan(Assistant Director, Registration andAccreditation)

Cross-sectoral Attendance Working Party

Tripartite Meeting

National Non-government School ProgramManagers Meeting

Mr A Goodyer(Manager, Strategic Policy and Planning)

Chair, External Review Panel, TAFE NSWTertiary Preparation Courses

National Senior Secondary Outcomes WorkingGroup

Project Reference Group, State of Education inNew South Wales Project




Management and governance of theOffice of the Board of Studies

The Board’s Strategic Plan

The Board of Studies Strategic Plan(2012–2016) has been developed in responseto the NSW State Plan – NSW 2021: A Plan toMake NSW Number One. It sets broadstrategic directions for the Board over the nextfour-year period and will play an essential rolein guiding our focus and work towards theachievement of the NSW State Plan targetswithin an ever-changing context of significantglobal and national developments.

The Board’s planning encompasses nine keypriority areas (KPAs):

• Educational leadership and support forgovernment policy implementation


• Examining and credentialling

• Regulation (including registration andaccreditation of non-government schools)

• Supporting teacher quality in NSW

• Pathways and credentials

• Technological innovation in assessment andexaminations

• Consultation and engagement

• Stakeholder services, ICT innovation andcommunication.

The Office’s planning

The Office’s planning provides the detailedframework for implementing the Board’s nineKPAs together with an additional tenth KPArelating to the effective, efficient, economic andequitable management of the Office’sfunctions, activities and staff.

The Office’s Operational Plan (2012–2013)identifies the key strategic activities,milestones, accountabilities and targetedoutcomes to be achieved over the periodJuly 2012 to December 2013. The Office’sOperational Plan is a key corporate governancetool that promotes a direct alignment betweenthe priorities in the Board’s Strategic Plan, the

ongoing strategic focus of the Office and theresponsibilities and priorities of each officer.The plan also provides the basis for the Board’sand Office’s Annual Report to parliament aswell as the individual performance agreementsfor Senior Executive Service officers, corporatedevelopment plans and the management plansfor each branch and business unit of the Office.

Delivering the plan

The Chief Executive provides leadership andoversight of the implementation of the Office’sOperational Plan through the followingcorporate governance committees andmeetings:

• Audit and risk

• Finance

• Information and physical security

• Information management and technology

• Board matters

• Program planning and review

• eServices projects

• Examinations and credentials


• Directors

• Senior executive

• Management.

Progress towards achieving the plan’s keyoutcomes is actively monitored by the seniorexecutive and is reviewed in detail at adedicated Management meeting at the end ofeach month. The plan is a ‘living document’that is continually updated to reflect anychanging priorities and timelines as they arisefrom time to time.

Recruitment

During 2012–2013, the full-time equivalent(FTE) staffing of the Office of the Board ofStudies was 245. Over the course of the year,the FTE of a further 509.7 casual staff wereengaged principally to assist with the peakperiods associated with the Higher SchoolCertificate programs.



Board of Studies – FTE Staffing 2010–2013

2013 2012 2011 2010

CES/SES

Other Total CES/SES

Other Total CES/SES

Other Total CES/SES

Other Total

Senior Executive 3 3 3 3 3 3 3 3

Strategic Policy andPlanning

17 17 19 19 15 15 15 15

Communications andPublishing

33.4 33.4 37.4 37.4 30.2 30.5 30.2 30.2

Quality, Processing andReporting

14 14 14 14 14 14 13 13

Examining and Testing 14 14 14 14 13 13 13 13

Student SupportServices

6.6 6.6 7.6 7.6 7.6 7.6 7.6 7.6

ExaminationOperations

31 31 29 29 28.5 28.5 29.5 29.5

NAPLAN 6 6

Curriculum 36 36 34.6 34.6 25.2 25.2 32.7 32.7

National Programs 4 4 10 10 13 13 5 5

Australian MusicExaminations Board

10 10 10 10 10 10 10 10

Finance andAdministration

21 21 21 21 22 22 22 22

Registration andAccreditation

14 14 14 14 9.4 9.4 9.7 9.7

Information Technologyand Services

27 27 25 25 21.2 21.2 21 21

Project ManagementOffice

3 3

Aboriginal EducationConsultative Group Inc

5 5 5 5 5 5 5 5

Total 3 242 245 3 240.6 243.6 3 214.1 217.4 3 213.7 216.7

Equal Employment Opportunity

Equal Employment Opportunity statistics

Notes

1. A Distribution Index of 100 indicates that the centre of the distribution of the EEO group across salary levels is equivalent tothat of other staff. Values less than 100 mean that the EEO group tends to be more concentrated at lower salary levels thanis the case for other staff. The more pronounced this tendency is, the lower the index will be. In some cases the index maybe more than 100, indicating that the EEO group is less concentrated at lower salary levels.

2. The Distribution Index is not calculated where EEO group or non-EEO group numbers are less than 20.



A: Trends in the representation of EEOgroups

Percentage of total staff

EEO group Benchmark ortarget

%

2011

%

2012

%

2013

%

Women 50 65.9 69.6 65.1

Aboriginal and Torres Strait Islander people 2.6 2.2 3.3 2.1

People whose first language spoken as a childwas not English

19 22.3 22 21.4

People with a disability n/a 2.3 1.3 1.7

People with a disability requiring work-relatedadjustment

1.5 0.9 0.9 1.3

B: Trends in the distribution of EEOgroups

Distribution of index

EEO group Benchmark ortarget

2011 2012 2013

Women 100 89 90 89

Aboriginal and Torres Strait Islander people 100 n/a n/a n/a

People whose first language spoken as a childwas not English

100 89 91 96

People with a disability 100 n/a n/a n/a

People with a disability requiring work-relatedadjustment

100 n/a n/a n/a



Workplace Health and Safety performance

The Office complies with the consultativerequirements of the Work Health and Safety Act2011. The Office’s Health and SafetyCommittee acts as the cornerstone of theseconsultative requirements.

Public interest disclosures

Details of public interest disclosures receivedfor the period 1 July 2012 to 30 June 2013.

Number of public officials who have made apublic interest disclosure to the Office: 0

Number of public interest disclosures receivedby the Office by category:

Number of public interest disclosures finalisedby the Office: 0

The Office has established public interestdisclosures policy and procedures that areavailable to all staff on its intranet site. TheChief Executive has ensured that all staff areaware of the policy and procedures byundertaking internal briefings, training newstaff, email messages and circulars.

Audit and risk management

The Office’s approach to audit and riskmanagement complies with the requirements ofTreasury Circular TC 09/08 Internal Audit andRisk Management Policy.

During the reporting period, the Office’s Auditand Risk Committee comprised Mr Brian Suttor(Independent Chair), Dr Gul Izmir (IndependentMember) and Mr Paul Hewitt (ExecutiveMember).

The Audit and Risk Committee met five timesduring the reporting period. Matters forconsideration included the Office’s risk register,risk management review, Finance Committeeminutes, 2011–12 unaudited and auditedfinancial statements, the associatedmanagement representation letter andresponse, and audit and risk committeeresponsibilities. The internal audit reportsreviewed by the Committee during thereporting period included those relating toWorkplace Health and Safety, SyllabusDevelopment and National Curriculum, Reviewof Corporate Governance, Accounts PayableData Mining and Home Schooling Review.

Injuries

Permanent staff Casual staff

Fall 2 Fall 3

Lifting 0 Lifting 0

Strain 2 Strain 1

Other 1 Other 3

Corrupt conduct 0

Maladministration 0

Serious and substantialwaste of public money

0

Government informationcontraventions

0

Payment of accounts

Payment performance indicators

The Office’s accounts payable procedures are carried out in accordance with the government’spayment of accounts policy as required by the Treasurer’s Directions and the Public Finance andAudit Regulation 2010.

Aged analysis at the end of each quarter



Quarter Current(ie withindue date)$ ’000

Less than30 daysoverdue$ ’000

Between 30and 60 daysoverdue $ ’000

Between 60and 90 daysoverdue$ ’000

More than 90days overdue

$ ’000

All suppliers

September 12 694 727 77 20 22

December 20 335 718 108 12 34

March 15 188 632 234 8 21

June 13 650 508 37 58 175

Small business suppliers

September 516

December 396

March 496

June 431



Accounts due or paid within each quarter

Measure Sep 2012 Dec 2012 Mar 2013 Jun 2013

All suppliers

Number of accounts due for payment 2152 2907 1846 1624

Number of accounts paid on time 1880 2638 1693 1458

Actual percentage of accounts paidon time (based on number ofaccounts)

87.4% 91.0% 92.0% 90.0%

Dollar amount of accounts due forpayment

$13 539 808 $21 208 024 $16 083 304 $14 428 154

Dollar amount of accounts paid ontime

$12 694 346 $20 335 304 $15 188 441 $13 650 645

Actual percentage of accounts paidon time (based on $)

93.8% 95.9% 94.4% 94.61%

Number of payments for interest onoverdue accounts

0 0 0 0

Interest paid on overdue accounts 0 0 0 0

Small business suppliers*

Number of accounts due for paymentto small business

105 87 60 67

Number of accounts due to smallbusiness paid on time

105 87 60 67

Actual percentage of small businessaccounts paid on time (based onnumber of accounts)

100% 100% 100% 100%

Dollar amount of accounts due forpayment to small business

$516 359 $396 124 $496 114 $431 110

Dollar amount of accounts due tosmall business paid on time

$516 359 $396 124 $496 114 $431 110

Actual percentage of small businessaccounts paid on time (based on $)

100% 100% 100% 100%

Number of payments to smallbusiness for interest on overdueaccounts

0 0 0 0

Interest paid to small business onoverdue accounts

0 0 0 0

* The identification of small business suppliers is an ongoing process. Suppliers have been advised of the new policy viapurchase orders and selected identification from vendor and payment records.



The Office has implemented an accountspayable email address for the electroniclodgement of invoices by suppliers to assist inimproving the payment process.

The main causes of accounts not being paid ontime can be explained by the following:

• the period required to certify performance ofservice prior to payment extended beyondthe due date for payment

• invoices lost in the mail

• invoices in dispute with the supplier.

No interest for late payment of accounts hasbeen paid to suppliers.

Exceptional movements in employee wages,salaries or allowances

Administrative and clerical staff employedunder the Crown Employees (Public Sector –Salaries 2008) Award received a salary increaseof 2.5% effective from 6 July 2012.

Education Officers employed under the CrownEmployees (Office of the Board of Studies –Education Officers) Salaries and ConditionsAward received a salary increase of 2.5 percenteffective from 4 January 2013.

Personnel policies and practices

Board officers are employed under the PublicSector Employment and Management Act2002.

The Crown Employees (Office of the Board ofStudies – Education Officers) Salaries andConditions Award or the Crown Employees(Public Sector – Salaries 2008) Awarddetermines the salaries and conditions ofemployment of these staff.

Industrial relations policies and practices

Industrial relations policies and practices at theOffice of the Board accord with the directionand guidance provided by the IndustrialRelations Branch, NSW Department of Financeand Services, the Public Service Commission,the Department of Premier and Cabinet, andrelevant government policies.

Recreation leave and extended leave liability

The monetary value of extended (long service)leave and recreation leave as at 30 June 2013for the Office was:

• Extended leave $8 413 000

• Recreation leave $2 693 947.

Contracting and market testing

The Office of the Board of Studies market-testsand contracts out a wide range of services andactivities.

The Office initiated and concluded a number ofstrategic contracts following a process ofmarket testing. These included:

• continued implementation of an informationand communication technologyinfrastructure plan adopting currentgovernment policy for acquisition of theseassets

• continued market testing of suppliers for theprocurement of a wide range of informationcomputer technology and equipment advice

• procurement of various goods and services

• continued management and expansion ofprinting contracts for the provision ofpublishing services to the Board

• procurement of corporate trainingrequirements.



Consultancies

Consultancies equal to or more than $50 000

There were no consultancies equal to or morethan $50 000.

Consultancies less than $50 000

There were no consultancies less than $50 000.

Major works in progress

The Office had major works in progress relatedto the asset acquisition program:

• Information Communication TechnologyReplacement Program. Expenditure in 2013was $1 558 000. Total cost to completion in2014 is $2 724 000.

• Examination System ApplicationsDevelopment. Expenditure in 2013 was$324 000. Estimated total cost to 2014 is $1 951 000.

• Examination System Upgrade Program.Expenditure in 2013 was $547 000.Estimated total cost to completion in 2014is $5 036 000.

• Office Accommodation Fitout. Expenditurein 2013 was $688 000. Total cost tocompletion was $1 488 000.

Code of Conduct and Ethics

The Board of Studies is committed to ethicalconduct. The commitment is reflected in itsCode of Conduct and Ethics that sets thestandards of behaviour expected of employeesand provides guidance to all staff in beingresponsive to the needs of customers and keygroups. The Code has been distributed to allstaff and is provided to new staff as part of theinduction process. A revised Code of Conductand Ethics was implemented in July 2011.

Commitment to service The Office of the Board of Studies hasidentified the following clients:

The Minister for EducationThe Minister for Education can expect theOffice of the Board of Studies to respond togovernment priorities for education and tomaximise the efficient use of governmentfunds.

The Board of Studies and its committeesThe Board and its committees can expect theOffice of the Board to provide appropriateresources to support the activities of the Boardand its committees.

Schools and systemsSchools and systems can expect that theOffice of the Board will have a full appreciationand understanding of schools’ needs and thatofficers will meet these needs equitably andcontinue to consult with schools and systemsin the development of Board resources andprograms.

Teachers in primary and secondary schoolsTeachers are entitled to expect that materialpublished for the Board by the Office of theBoard is of the highest quality, that it will beeffective in the classroom and that it can betaught within the available school and schoolsystem resources.

ParentsParents can expect the curriculum to providetheir children with challenge and stimulationacross all areas of learning.

StudentsStudents are entitled to expect that thecurriculum will be relevant to their needs. Theyare also entitled to credentials that adequatelyand accurately reflect their achievement.



EmployersEmployers are entitled to expect that studentswill receive a range of secondary educationcredentials that accurately andcomprehensively report achievement. Theymay also expect that the curriculum willprovide students with skills and knowledgerelevant to the workplace.

Tertiary education sectorTertiary education bodies such as TAFE NSWand universities can expect curriculums thatwill provide students graduating from schoolwith the skills and knowledge to prepare themfor further study, and a credentialling systemthat accurately reports student achievement.

Standards of service

While the specific expectations of clients mayvary, all can expect the Office of the Board ofStudies to respond to their needs in ways thatare quality driven, reflective of client needs,timely and resource efficient.

Implementing standards of serviceThe Office of the Board of Studies meetscommunity expectations for high standards ofclient service by:

• providing three full-time liaison officers inmetropolitan Sydney and six across regionalNew South Wales to address the specificneeds of local communities and schools

• encouraging and addressing feedback fromteachers and the wider community onBoard policies and decisions

• researching community opinion onparticular initiatives and policies

• responding to correspondence within twoweeks

• responding to all requests for publicationswithin five working days

• ensuring that all publications for the generalpublic are in plain English and that they areappropriate for their intended audience

• providing a range of relevant publications incommunity languages

• providing accurate and timely responsesto public and media inquiries

• providing a comprehensive range of value-for-money commercial services andproducts.

Complaints management

Central to the Office’s management ofcomplaints is its policy of devolvingaccountability for its resolution to linemanagers and staff at the point of delivery ofservices. As a result, the Office is able todirectly remedy or resolve problems at thesource as they arise. The Office’s servicestandards act as a reference point for bothcustomers and staff in this process.

Most direct involvement with the public occursin relation to matters of a personal nature, suchas the disability provisions for examinations,the illness/misadventure appeals program andthe home schooling program, and inresponding to correspondence, includingemail. Complaints arising from these areaddressed in accordance with servicestandards or via structured appealsmechanisms.

Further information is available using the‘Contact Us’ link on the Board’s website.

Waste reduction and recycling The Environment Protection Authority (EPA)approved the Office of the Board of StudiesWaste Reduction and Purchasing Policy(WRAPP) Plan in June 1999. The Office hasincluded WRAPP principles in its corporateplans and operational policies and practices.

The Office has been fully committed torecycling its paper and cardboard waste since1993. Recycling is part of the ‘Waste ReductionHierarchy’ and is one of the waste minimisationstrategies included in the Office’s WRAPP Plan.The Office has continued its commitment torecycling its paper and cardboard waste duringthe reporting period, during which time thetotal volume of recycled waste, includingrecycled paper and cardboard, for theBoard’s Clarence Street premises was322 cubic metres.



Improving waste avoidance and recyclingsystems across the Office

Waste avoidanceThe Office has made significant progress in itsefforts to avoid paper waste by developing andenhancing its online services. The areas inwhich the Office was successful in applyingtechnology to completely replace usage ofpaper are Students Lists as well as Entry andConfirmati on of Entry for Higher SchoolCertificate students.

Since 1998, when the Office’s WRAPP Planstrategies were first introduced, the followingtechnologies have been used to avoid waste:

• use of intranet and email systems to reducethe Office’s overall in-house use of paper,with electronic publishing of internalnewsletters using the Office’s email system

• moves that increased the percentage ofexternal publications available in electroniconline formats, replacing hard copies

• use of electronic records in theTRIM records management system

• electronic registration and accreditation ofnon-government schools.

Recycling

Waste separation to reduce waste going intolandfillIn October 2006, the owners of the head officepremises, in partnership with the Office, alteredthe system of refuse collection in the headoffice premises to focus on recycling overwaste going to landfill. This initiative hasproved very successful, with the amount ofwaste being recycled averaging 83.69 percentof total waste produced daily, reaching a peakof 84.03 percent in July 2010.

Toner cartridgesSince 2001, the Office has successfully engageda contractor who accepts all types and brandsof empty toner cartridges for recycling.

PC monitors and equipmentThe Office continues to recycle the majority ofwritten-off electronic equipment via auction.This policy will continue in the future.

Increasing the range and quantity of recycledcontent materials being purchasedThe Office has been purchasing a wide rangeof recycled paper products for several years,predominantly green recycled paper, a productmade with wastes produced in Australia. Thisoffice paper is cert ified carbon neutral underthe National Carbon Offset Scheme.

Government Energy Management Program

The Office is committed to achieving andsustaining reduced greenhouse gas emissionsand energy cost savings through improvedenergy management, greater use of ‘green’energy technologies and more efficientenergy-related purchasing.

This commitment is demonstrated by theconsistent purchase of energy, which includes6 percent green power from an accreditedenergy supplier, and a reduction in cost as wellas consumption over the 1995 base year by anaverage 35 percent of cost and 63 percent ofconsumption.

The Office has achieved a 4.5 star NABERS(National Australian Built Environment RatingSystem) energy efficiency rating for its headoffice in Clarence Street Sydney, before greenpower considerations.


SECTION 4APPENDIXES

• NSW Aboriginal Education ConsultativeGroup Incorporated (NSW AECG Inc) 129

• Standing committeesof the Board 131

• Board meetings and attendance of members 136

• Major assets 137

• Statutory disclosure requirements 138

• Credit card compliance 140

• Disability Action Plan 140

• Privacy Management Plan 141

• Multicultural Policiesand Services Plan 142

• Government Information(Public Access) 144

• Financial statements 149

OnSTAGE HSC 2012,Vinay Matta, The Scots College


Governance of the NSW AECG Inc The Governance of the NSW AECG Inccomprises an Association ManagementCommittee (AMC), a State Committee,

19 regional AECGs and over 120 localAECGs. Office Bearer positions (President,Vice-President, Secretary and Treasurer) areelected by full members for a 3-year term. Thisalso applies to the local and regional AECGs.

APPENDIXES

Appendix 1 – NSW Aboriginal Education Consultative GroupIncorporated (NSW AECG Inc)

Background The NSW AECG Inc is an Aboriginal community controlled, independent, not-for-profit AdvocacyGroup. The NSW AECG Inc promotes respect, empowerment and self-determination, andbelieves the process of collaborative consultation is integral to equal partnerships andfundamental to the achievement of equality. Furthermore, the NSW AECG Inc advocates culturalaffirmation, integrity and the pursuit of equality, ensuring that the unique and diverse identity ofAboriginal employees, students, families and community is recognised and valued.

The Association Management Committee(AMC) is elected by members in attendance atthe NSW AECG Inc Annual General Meeting(AGM). The 19 regional representatives andAMC members form the NSW AECG Inc StateCommittee. The elected arm of the NSW AECGInc is supported by a small Secretariat who

provide administrative and managementsupport to the AMC, State Committee, andregional and local AECGs. In 2012–13, theSecretariat was maintained with 16 staffmembers, 11 based at the Stanmore officeand 5 in satellite locations across New SouthWales.

LOCAL AECG

REGIONAL AECG

STATE COMMITTEE19 REGIONAL REPRESENTATIVES & THE ASSOCIATION MANAGEMENT COMMITTEE

ASSOCIATION MANAGEMENT COMMITTEEPRESIDENT, VICE-PRESIDENT, SECRETARY, TREASURER & 5 ORDINARY MEMBERS


NSW AECG Inc and the Board ofStudies In 2012–13, the NSW AECG Inc continued itsmembership of the Board of Studies ensuringAboriginal people are represented in all aspectsof the Board’s planning, policy and strategy.The NSW AECG Inc provides advice to theBoard on all matters relevant to inclusivecurriculum and the implementation ofAboriginal perspectives in syllabuses,curriculum and teaching.

The NSW AECG Inc looks forward to continuedcollaboration with the Board of Studies toimprove outcomes for all Aboriginal studentsand to ensure that all students learn aboutAboriginal Australia in the context ofunderstanding the true and shared history.

Key programs and initiatives

Connecting to Country

The Connecting to Country program is anintensive professional development programfor principals and teachers consisting of a 3-day cultural immersion program facilitated bylocal and/or regional AECGs and a follow-up 2-day workshop delivered by the NSWDepartment of Education and Communities.In 2012–13, over 100 government andindependent schools participated in theprogram.

Aboriginal languages

Centre for Aboriginal Languages Coordinationand Development (CALCD)

The NSW AECG Inc continues to support therevitalisation, reclamation and maintenance ofAboriginal languages in New South Walesthrough the establishment of the Centre forAboriginal Languages Coordination andDevelopment (CALCD). In 2012−13, regionalAboriginal Community Language forums wereheld to provide critical information as well asthe opportunity for participants to providevaluable input and feedback. Regional forumswere held in Nambucca, Gunnedah,Mollymook, Condobolin, Broken Hill,Newcastle and Liverpool.

Aboriginal Language Nests

The NSW AECG Inc continues to work closelywith the Office of Communities AboriginalAffairs on the creation of Aboriginal LanguageNests – an outcome of the NSW GovernmentMinisterial Taskforce on Aboriginal Affairs.

Language programs in schools

In 2012–13, the NSW AECG Inc has beenresponsible for the distribution of languagefunds to schools that currently deliver anAboriginal Language program.

Connected Communities

The Connected Communities programpositions a school as a community hub, with akey focus on delivering quality education whilereinforcing Aboriginal cultural identity throughlanguage nests and cultural streams. Therelevant local AECG will chair a referencegroup that will provide strategic and communityadvice in partnership with the leadership ofthe school.

Parent and Community Engagement (PaCE)

The NSW AECG Inc coordinates the PaCEprogram that places an emphasis on parentand community involvement in regard to theConnected Communities program, incollaboration with the NSW Department ofEducation and Communities as well as theAboriginal communities of Boggabilla, Moree,Toomelah and Wilcannia. The program aims tobuild on community capacity to influence whatthe people would like in their communities,such as languages and strengthening theirlocal AECG. In 2012–13, the PaCE programsupported numerous participants from acrossNew South Wales in undertaking a TAFEaccredited Certificate III in Employment,Education and Training course.

Contact details NSW Aboriginal Education Consultative GroupIncorporated Secretariat

37 Cavendish Street, Stanmore NSW 2048

Telephone: (02) 9550 5666 Fax: (02) 9550 3361 Email: [email protected]: www.aecg.nsw.edu.au

APPENDIXES


Primary Curriculum Committee

The role of this committee is to advise theBoard on strategic issues relating to primaryeducation in New South Wales having regard tothe functions of the Board as set down in theEducation Act 1990. In this context, thecommittee considers links between the formalschool curriculum and early childhood, andadvises on promoting and ensuringKindergarten to Year 12 continuity.

Membership of this committee:

Board membersMr T Alegounarias

Ms D Butland

Mr P Cooke

Professor S Dockett

Mr J Mularczyk

Non-Board membersMr G Brown, Headmaster, representing theAssociation of Independent Schools of NSW,the Headmasters’ Conference and theAssociation of Heads of Independent Girls’Schools

Mr S Collins, Primary school teacher,representing the Aboriginal EducationConsultative Group Inc

Ms D Costello, Primary school teacher,representing the Independent Education UnionNSW/ACT

Ms K Turnbull, representing the EarlyChildhood Education Council of NSW Inc

Mr A Fraser, Head, Professional Learning andDevelopment, Human Resources Team,representing the Catholic EducationCommission NSW

Mrs L Kumulia, representing the NSW Parents’Council

Ms M McKay, Principal, representing SpecialEducation

Dr J McLeod, Senior Lecturer and Convenor,Primary Teacher Education, University ofNewcastle, representing the New South WalesVice-Chancellors’ Committee

Mrs C Zurowski, Council of Catholic SchoolParents NSW/ACT

Dr D Cullen, representing NSW Department ofEducation and Communities

APPENDIXES

Appendix 2 – Standing committees of the Board of Studies

The Board’s committeesThe 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 Higher School Certificate programs

• special cases arising from the Higher School Certificate examinations.


Registration and Accreditation Committee

This committee monitors non-governmentschools’ compliance with the requirements forregistration and accreditation, as specified inthe Act. On delegation from the Board, thecommittee considers and decides applicationsmade by non-government schools to presentcourses of study leading to the award of theRecord of School Achievement and the HigherSchool Certificate.

Membership of this committee:

Board membersMr T Alegounarias

Ms D Butland

Mr D Fitzgerald

Non-Board membersMr J Healey, NSW Institute of Teachers

Ms K Campbell, Catholic EducationCommission NSW

Mr M Graham, General Manager, ExternalRelations Policy, NSW Department ofEducation and Communities

Dr G Newcombe, Executive Director,Association of Independent Schools of NSW

Mr J Quessy, Assistant Secretary, IndependentEducation Union NSW/ACT

Mrs N Taylor (from November 2010), Principal,representing NSW State Council of ChristianParent Controlled Schools Ltd

Higher School Certificate ConsultativeCommittee

The role of this committee is to approve thefinal performance band cut-off marks for eachcourse.

Membership of this committee for the 2012Higher School Certificate:

Non-Board membersDr J Bennett

Professor G Cooney

Emeritus Professor M Cooper

Associate Professor P Coutts (School ofEducation, Macquarie University)

Dr P Southwell-Keely

Dr D Tacon

Professor J Tognolini (Pearson Research andAssessment)

Professor N Weber (School of Mathematicsand Statistics, University of Sydney)

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

Dr R Yager (Department of Mathematics,Macquarie University)

Technical Advisory Group

This is a small group of experts in statistics andeducational measurement who meet whenneeded to advise the Board on statistical andmeasurement issues associated with HigherSchool Certificate assessment procedures.

Non-Board membersProfessor G Cooney

Associate Professor P Coutts (School ofEducation, Macquarie University)

Examination Rules Committee

This committee considers all allegations ofmalpractice and breaches of examination rulesrelating to Higher School Certificateexaminations. The committee determinespenalties under delegation from the Board. In2012, the committee considered 15 cases.

APPENDIXES


The committee also makes determinations andapplies penalties for examination projects thatare unable to be certified by the principal, or fornon-serious attempts at an examination.

In 2012, 26 students received reduced or zeromarks for submitting a project that was lateor contained unoriginal content. A further241 students had one or more coursescancelled for not making a serious attemptat the examination.

Membership of this committee for the2012 Higher School Certificate examinations:

Board members

Mr L Grumley

Mr G Johnson

Dr A Schulz

Special Education Committee

This committee advises the Board on specialeducation issues and on syllabus developmentfrom Kindergarten to Year 12 in relation tostudents with special education needs. Thecommittee is chaired by Board member Dr Meredith Martin, and includesrepresentatives from the NSW Department ofEducation and Communities, the Associationof Independent Schools of NSW, the CatholicEducation Commission NSW, the AustralianAssociation of Special Education, the NewSouth Wales Teachers Federation and theIndependent Education Union NSW/ACT.

Aboriginal Education Advisory Committee

This committee advises the Board on broadpolicy issues relating to Aboriginal education.It is chaired by the President of the AboriginalEducation Consultative Group Inc, Ms Cindy Berwick (who is also a memberof the Board of Studies NSW), and consistsof representatives from the NSW Office ofCommunities Aboriginal Affairs, the NSWAboriginal Education Consultative Group Inc,the NSW Department of Education andCommunities, the Australian GovernmentDepartment of Education, Employment andWorkplace Relations, the Catholic EducationCommission NSW, the Independent Education

Union NSW/ACT, the New South WalesTeachers Federation and the Higher EducationNetwork Aboriginal Corporation (Australia). Italso has representation from the New SouthWales Teachers Federation’s AboriginalTeachers’ Membership Committee (onesecondary teacher and one primary teacher).

Board Curriculum Committees

Board Curriculum Committees are establishedto monitor the development of individualsyllabuses.

Memberships comprise the following:

1–2 members of the Board of Studies

2 tertiary sector nominees, nominated by theCommittee of Chairs of Academic Boards

3 NSW Department of Education andCommunities nominees (2 with schoolbackgrounds and 1 with a TAFE backgroundfor Years 7–12 projects)

2 New South Wales Teachers Federationnominees

1 Independent Education Union NSW/ACTnominee

1 NSW Aboriginal Education ConsultativeGroup Inc nominee

1 Catholic Education Commission NSWnominee

1 Federation of Parents and CitizensAssociations of NSW nominee

1 Association of Independent Schools of NSWnominee

1 representative with a background in SpecialEducation

1 Professional Teachers’ Council NSW nominee

1 NSW Parents’ Council/Council of CatholicSchool Parents nominee

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

APPENDIXES


Additional Board Curriculum CommitteeMembership for K–10 Australian CurriculumMembership of each K–10 Board CurriculumCommittee for the development of theAustralian curriculum in NSW is as follows:

• 1 member of the Board of Studies NSW orits nominee (Chair)

• 1 Tertiary Sector nominee, nominated by theCommittee of Academic Boards

• 2 NSW Department of Education andTraining nominees

• 1 NSW Department of Education andTraining nominee with TAFE background

• 2 Association of Independent Schools ofNSW nominees (one school based nomineeand one non-school based nominee)

• 1 Catholic Education Commission NSWnominee

• 2 New South Wales Teachers Federationnominees (one K–6 nominee and oneYears 7–10 nominee)

• 1 Independent Education Union NSW/ACTnominee

• 1 NSW Aboriginal Education ConsultativeGroup Inc nominee

• 1 Federation of Parents and CitizensAssociations of NSW nominee

• 1 representative with a background inSpecial Education

• 1 representative with a background inprimary education nominated by the Board’sPrimary Curriculum committee

• 1 Early Childhood Australia NSW nominee

• 2 nominees from the learning areaprofessional association, one nominee forK–6 and one nominee for Years 7–10nominated by the Professional TeachersCouncil

• 1 NSW Parents’ Council nominee

• 1 Council of Catholic Schools Parentsnominee

• 1 Primary Principals’ Association NSWnominee

• 1 Secondary Principal nominated by theBoard.

Other(s) deemed necessary by the Board: Executive Officer(s) – Board Inspector, Project Manager and member of National Projects Unit.

Board of Studies VET Advisory Committee

This committee advises the Board on mattersrelating to vocational education and training(VET), including the development of VETcourses as part of the Higher SchoolCertificate. It ensures a consistent approachacross VET curriculum frameworks. Themembership comprises the following:

1–2 members of the Board of Studies

Director of Curriculum and Assessment (Boardof Studies) or nominee

2 NSW Department of Education andCommunities nominees (1 with a schoolbackground, 1 with a TAFE background)



1 tertiary sector nominee (nominated by theCommittee of Chairs of Academic Boards)

1 NSW Aboriginal Education ConsultativeGroup Inc (AECG) nominee

1 Industry Training Advisory Board (ITAB)nominee

1 Unions NSW nominee

1 employer representative

3 practising teachers (2 representing the NewSouth Wales Teachers Federation (1 TAFE and1 school), and 1 representing the IndependentEducation Union)

APPENDIXES


1 representative from the Federation of Parentsand Citizens Association of NSW

1 Association of Heads of IndependentSchools of Australia (AHISA) nominee

1 Association of Catholic School PrincipalsNSW nominee

1 NSW Secondary Principals’ Council nominee

1 NSW Parents’ Council nominee.

Industry Curriculum Committees

These committees guide the development ofeach VET curriculum framework. They act as areference point for the views and interests ofthe industry, training, university and schoolssectors. Each committee focuses on aparticular industry area.

The membership of each committee is asfollows:

2 industry nominees:

• 1 ITAB representative

• 1 employer representative

4 NSW Department of Education andCommunities nominees:

• 1 TAFE NSW – Training and EducationSupport portfolio

• 2 Office of Schools from the SeniorPathways Unit, including VET TeacherTraining

• 1 State Training Services – Apprenticeshipsand Traineeships



1 private provider, if appropriate to the industry

1 university representative from a relatedindustry area

3 practising teachers:

• 1 TAFE NSW representing the New SouthWales Teachers Federation

• 1 school representing the New South WalesTeachers Federation

• 1 representing the Independent EducationUnion NSW/ACT

Other(s) deemed necessary by the Board.

Higher School Certificate ExaminationCommittees

These committees develop the examinationpapers and marking guidelines for the HigherSchool Certificate. Examination committeesusually comprise four people and, wherepossible, the committee is made up equally ofpractising teachers and representatives oftertiary institutions. Committee members arerecruited through an expression of interestprocess and are selected by panels.

For the 2012 examinations, there were84 Higher School Certificate examinationcommittees.

Board Appeals Committee

Section 97 of the Education Act 1990 providesthat a person affected by a decision of theBoard may request the Board to reconsider thedecision. Under section 103 of the Act, theBoard appoints a committee to investigate anddetermine any such requests forreconsideration. Committee members areschool principals Brother Paul Conn, Dr Julie Greenhalgh and Ms Jenni Wilkins.

For the 2012 Higher School Certificate, threeappeals were referred to the committee.

APPENDIXES

Appendix 3 – Board meetings and attendance of members ofthe Board of Studies

APPENDIXES

MEMBER

2012 2013

7/8 18/9 30/10 04/12 26/2 09/4 21/5 25/6

Mr Tom Alegounarias ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Ms Cindy Berwick ✓ ap ✓ ✓ ap ap ✓ ap

Ms Dianne Butland ✓ ✓ ✓ ✓ ✓ ✓ ✓ N/A

Mr Barry Calvert ap ✓ ap ap N/A N/A N/A N/A

Ms Pam Christie ✓ ✓ ap ap N/A N/A N/A N/A

Mr Philip Cooke ✓ ✓ ap ✓ ✓ ✓ ✓ ✓

Dr Brian Croke ✓ ✓ ✓ ap ✓ ✓ ** **

Ms Janet Davy ✓ ✓ ✓ ✓ ap ✓ ✓ ✓

Professor Sue Dockett ✓ ** ✓ ✓ ✓ ap ✓ **

Mr Denis Fitzgerald ✓ ap ✓ ✓ ✓ ✓ obs obs

Mr Larry Grumley ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mr David Hope ✓ ✓ ✓ ✓ ✓ ✓ ap ✓

Mr Gary Johnson ✓ ** ✓ ✓ ✓ ✓ ✓ ✓

Ms Leslie Loble ap ap ✓ ap ✓ ✓ ✓ ap

Associate ProfessorJacqueline Manuel

✓ ap ✓ ✓ ✓ ✓ ap ✓

Dr Meredith Martin ✓ ✓ ✓ ap ap ✓ ✓ ✓

Mr John Mularczyk ✓ ✓ ✓ ap ✓ ✓ ✓ ✓

Ms Jenni Neary ✓ ** ✓ ✓ ✓ ✓ ✓ ✓

Professor John Pegg ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mr Greg Prior ap ✓ ✓ ✓ ✓ ✓ ✓ ✓

Professor Jo-Anne Reid ✓ ✓ ✓ ap ✓ ✓ ✓ ✓

Dr Angela Schulz ✓ ✓ ✓ ✓ ✓ ✓ ✓ ap

Dr Dan White ✓ ✓ ✓ ✓ ✓ ✓ ✓ ap

Dr Timothy Wright ✓ ap ✓ ap ✓ ✓ ✓ ap



APPENDIXES

MEMBER

2012 2013

7/8 18/9 30/10 04/12 26/2 09/4 21/5 25/6

Ian Baker (on behalf of Brian Croke)

✓ ✓

Carole Lawson (on behalf of Leslie Loble)

✓

Sarah Newlands (on behalf of Leslie Loble)

✓

Kathy Rankin (on behalf of Pam Christie)

✓

ap Apology ab Absent ** Leave of absence obs observer

Appendix 4 – Major assets

The following major assets were acquired:

* Includes Work In Progress of $72 000

Property, plant and equipment $’000

IT network computer equipment

Office furniture

Security system upgrade

Office fitout*

1513

130

14

563

Total 2220

Intangibles $’000

Examination system applications

RoSA system applications

324

573

Total 897

Funds granted to non-governmentcommunity organisations

The Office of the Board of Studies did not grantfunds to non-government communityorganisations.

Legal change

The three pieces of legislation that mostdirectly affect the work of the Board and theOffice are the Education Act 1990, the PublicSector Employment and Management Act 2002and the Vocational Education and Training(Commonwealth Powers) (Transitional)Regulation 2011.

The Vocational Education and Training(Commonwealth Powers) (Transitional)Regulation 2011 provided for the Board toregulate school providers of courses tooverseas students. The term of the Regulationexpired on 30 June 2013. The provisions of theRegulation were of a substantive rather thantransitional nature. Accordingly, the EducationAct 1990 was amended to insert these sameprovisions within the principal legislation thatcontains the Board’s other statutory functions,with effect on and from 1 July 2013.

Economic/other factors affecting theachievement of operational objectives

There were no specific economic factorsaffecting the achievement of objectives. Otherfactors are covered in the body of this report.

Land disposal

The Office of the Board of Studies does nothold title to any land or buildings and was notinvolved in the disposal of land by otheragencies.

Subsidiaries, partnerships, joint venturesand other associations

The Office of the Board of Studies jointventures with other organisations are listed inthe Sponsorships section of this Report.

Investment management performance

The Office of the Board of Studies does nothave an investment portfolio and is funded byrecurrent and capital grants and user charges.

Liability and management performance

The Office of the Board of Studies does nothave a level of debt at or above the leveldetermined by the Treasurer. Accordingly, therelevant sections of the Annual Report Actsand Regulations do not apply.


Appendix 5 – Statutory disclosure requirements

APPENDIXES


APPENDIXES

Executive remuneration

The following information is supplied regarding remuneration of level 5 and above Senior ExecutiveService officers:

Position title and SES level President, Board of Studies

SES Level 6

Name of occupant Mr Tom Alegounarias

Total remuneration package $328 650

Position title and SES level Chief Executive, Office of the Board of Studies

SES Level 5

Name of occupant Ms Carol Taylor

Total remuneration package $266 260

Internal audit and risk management attestation for the 2012–2013 financial yearfor Office of the Board of StudiesI, Carol Taylor, Chief Executive am of the opinion that the Office of the Board of Studies has internalaudit and risk management processes in operation that are, in all material respects, compliant withthe core requirements set out in Treasury Circular NSW TC 09/08 Internal Audit and RiskManagement Policy.

I, Carol Taylor, Chief Executive am of the opinion that the Audit and Risk Committee for the Office ofthe Board of Studies is constituted and operates in accordance with the independence andgovernance requirements of Treasury Circular NSW TC 09/08. The Chair and Members of the Auditand Risk Committee are:

• Independent ChairMr Brian Suttor (appointed 1 March 2010 to 28 February 2014)

• Independent MemberDr Gul Izmir (appointed March 2010 to 28 February 2014)

• Non-independent Member 1Mr Paul Hewitt.

These processes provide a level of assurance that enables the senior management of the Office ofthe Board of Studies to understand, manage and satisfactorily control risk exposures.

As required by the policy, I have submitted an Attestation Statement outlining compliance with thepolicy to Treasury on behalf of the Treasurer.

Carol TaylorChief Executive

Additional matters

There were no additional matters arising after 30 June 2013 and prior to the submission of the AnnualReport that were expected to have a significant effect on the Board’s operations or clientele.


Appendix 6 – Credit card compliance

APPENDIXES

Appendix 7 – Disability Action Plan

The Office’s continued commitment to theobjectives of the Government’s Disability PolicyFramework is demonstrated by the:

• development of additional course options inYears 7–10 and Stage 6 for studentsundertaking Life Skills outcomes andcontent

• review and update of support materials toassist teachers to implement courses basedon Life Skills outcomes and content inschools

• review and update of advice in line withcurrent disability legislation, in relation tomeeting the needs of students withdisabilities within the curriculum

• Board’s standing committee on specialeducation, which continues to provideadvice on issues pertaining to students withspecial education needs

• representation of students with disability onthe Board’s student advisory group

• Office’s Student Support Servicescontinuing evaluation and response to theneeds of students with a disability

• Board’s assessment of the impact of theDisability Discrimination Act 1992 (Cth) onits registration requirements and theinclusion of necessary amendments toschool manuals.

The Office is also concerned to ensure that itcomplies with the NSW Department of Premierand Cabinet’s circular C2012-08 NSWGovernment Website Management, whichrequires all NSW Government websites tocomply with Web Content AccessibilityGuidelines (WCAG 2.0) by 31 December 2014.

WCAG 2.0 compliance of the Board’s websitecontent will be achieved in a staged approachby prioritising areas according to the nature ofmaterial and its level of traffic.

The Office continues to refine and update itsDisability Action Plan in line with changes tolegislation and any revised policy guidelinesissued by the NSW Department of Ageing,Disability and Home Care (ADHC).

The Chief Executive of the Office of the Boardof Studies certifies that credit card usage in theOffice has met best practice guidelines inaccordance with the Premier’s Memoranda andTreasurer’s Directions 205.1 to 205.8.


APPENDIXES

The Office maintains a Privacy ManagementPlan in compliance with the requirements of thePrivacy and Personal Information ProtectionAct 1998 (the PPIP Act). The plan explains howthe Office manages personal information in linewith the PPIP Act and health information underthe Health Records and Information Privacy Act2002 (HRIP Act).

The purpose of the plan is to:

• maintain a current listing of personalinformation collected by the Office

• identify the policies and strategies that theOffice uses to ensure compliance with thePPIP Act

• provide a mechanism for periodic review ofthe Office’s practices in relation to thehandling, maintenance and security ofpersonal and health information.

Information collected by the Office includesstudent data in relation to HSC, Year 11, andRoSA candidates. Personal data concerningemployees of the Office is also collected.

The Privacy Management Plan was reviewedand updated during the reporting period.

A copy of the plan has been included on theBoard’s website for ease of access. It is alsogenerally available to staff via the Officeintranet.

Appendix 8 – Privacy Management Plan

During the reporting period, the Board ofStudies continued to implement itsMulticultural Policies and Services Program inthe following ways:

• An extensive range of Language courseshas been maintained, with 17 K–10Language courses offered and 63 BoardDeveloped Courses in 34 languagesavailable for students in Years 11 and 12.

• 63 Board Developed Courses in34 languages were examined for the2012 Higher School Certificate.

• In 2012, the recently developed Stage 6Chinese, Indonesian, Japanese and KoreanHeritage Language courses were examinedfor the first time in the Higher SchoolCertificate.

• Included in the HSC suite of languages are19 courses for small-candidaturecommunity languages that are offeredthrough the national CollaborativeCurriculum and Assessment Framework forLanguages (CCAFL), a program under theauspices of the Australasian Curriculum,Assessment and Certification Authorities(ACACA).

• The Board Inspector, Languages continuesto be a member of the NSW CommunityLanguages Schools Board.

• The Board’s principles specifying thatexamination questions be accessible to allcandidates and ‘free of bias, stereotyping ortokenism’ were used in the development ofthe 2012 HSC examinations.

• A number of 2012 HSC examination paperswere provided with an additional review byan expert in literacy and English as aSecond Language (ESL) to ensure that thepapers were accessible to ESL students inappropriate subject areas.

• Throughout the reporting period, the Boardcontinued a review of languages educationin NSW schools. In light of nationaldevelopments in this area, the Board isseeking to gauge the changing demand forlanguages education, the community’sinterest in sustainable languages educationand possible approaches to assuringconsistency of languages educationopportunities from preschool to Year 12.

Ongoing strategies to promote the Board’scommitment to ethnic affairs in New SouthWales for 2012–2013 include:

• The review of examination papers from anESL perspective, in addition to the standardchecks to ensure papers are accessible toall students, will continue to be expandedas appropriate.

• Parent information on the Board’s website isprovided in community languages on thefollowing:

– Parents’ Guide to the NSW PrimarySyllabuses

– using A–E grades to report studentachievement

– HSC assessments and submitted works

– advice to parents.

• The Board’s website Making MulticulturalAustralia for the 21st Century is one ofAustralia’s leading sources of qualityeducational resources in multiculturalism.The Board developed the site in partnershipwith the Multicultural Programs Unit of theNSW Department of Education andCommunities and the University ofTechnology, Sydney (UTS). In 2012, theBoard continued to work in closecollaboration with UTS in uploading newmaterials from across Australia to the site.


APPENDIXES

Appendix 9 – Multicultural Policies and Services Plan


APPENDIXES

• The Board’s website contains links to otherwebsites that provide information for ethniccommunity groups:

– The HSC Online Parents’ Informationwebsite, developed by Charles SturtUniversity and the NSW Department ofEducation and Communities, providesadvice to parents in communitylanguages on how to support theirHSC student during Year 12.

– The Racism, No Way website is anational response to countering racismin Australian schools, managed by theMulticultural Programs Unit of theNSW Department of Education andCommunities. It provides resources andpractical strategies for use by schoolcommunities.


APPENDIXES

Appendix 10 – Government Information (Public Access)

Government Information (Public Access) statisticsThese statistics are set out in accordance with the provision of the Government Information (PublicAccess) Act 2009 (the Act).

TABLE A: NUMBER OF APPLICATIONS BY TYPE OF APPLICANT AND OUTCOME

Type ofapplicant

Accessgranted infull

Accessgranted inpart

Accessrefused infull

Informationnot held

Informationalreadyavailable

Refuse todeal withapplication

Refuse toconfirm/denywhetherinformationis held

Applicationwithdrawn

Media 0 0 0 0 0 0 0 0

Members ofParliament

0 0 0 0 0 0 0 0

Private sectorbusiness

0 0 0 0 0 0 0 0

Not-for-profitorganisationsor communitygroups

0 0 0 0 0 0 0 0

Members ofthe public(applicationby legalrepresentative)

2 0 0 0 0 0 0 0

Members ofthe public(other)

2 1 2 1 0 0 0 0

Total 4 1 2 1 0 0 0 0


APPENDIXES

TABLE B: NUMBER OF APPLICATIONS BY TYPE OF APPLICATION AND OUTCOME

TABLE C: INVALID APPLICATIONS

Type ofapplication

Accessgranted infull

Accessgranted inpart

Accessrefused infull

Informationnot held

Informationalreadyavailable

Refuse todeal withapplication

Refuse toconfirm/denywhetherinformationis held

Applicationwithdrawn

Personalinformationapplications

2 0 0 0 0 0 0 0

Accessapplications(other thanpersonalinformationapplications)

2 1 2 1 0 0 0 0

Accessapplicationsthat are partlypersonalinformationapplicationsand partlyother

0 0 0 0 0 0 0 0

Total 4 1 2 1 0 0 0 0

Reason for invalidity No. of applications

Application does not comply with formal requirements (section 41 of the Act)

0

Application is for excluded information of the agency (section 43 of the Act)

0

Application contravenes restraint order (section 110 of the Act) 0

Total number of invalid applications received 1

Invalid applications that subsequently became valid applications 0


APPENDIXES

TABLE D: CONCLUSIVE PRESUMPTION OF OVERRIDING PUBLIC INTEREST AGAINST DISCLOSURE:MATTERS LISTED IN SCHEDULE 1 OF THE ACT

TABLE E: OTHER PUBLIC INTEREST CONSIDERATIONS AGAINST DISCLOSURE: MATTERS LISTEDIN TABLE TO SECTION 14 OF THE ACT

Number of timesconsideration used

Overriding secrecy laws 0

Cabinet information 0

Executive Council information 0

Contempt 0

Legal professional privilege 3

Excluded information 0

Documents affecting law enforcement and public safety 0

Transport safety 0

Adoption 0

Care and protection of children 0

Ministerial code of conduct 0

Aboriginal and environmental heritage 0

Total 3

Matters listed Number of occasions whenapplication not successful

Responsible and effective government 0

Law enforcement and security 0

Individual rights, judicial processes and natural justice 0

Business interests of agencies and other persons 1

Environment, culture, economy and general matters 0

Security provisions 0

Exempt documents under interstate Freedom of Informationlegislation

0


APPENDIXES

TABLE F: TIMELINESS

TABLE G: NUMBER OF APPLICATIONS REVIEWED UNDER PART 5 OF THE ACT (BY TYPE OFREVIEW AND OUTCOME)

TABLE H: APPLICATIONS FOR REVIEW UNDER PART 5 OF THE ACT (BY TYPE OF APPLICANT)

Timeframe Number of applications

Decided within the statutory timeframes (20 days plus anyextensions)

8

Decided after 35 days (by agreement with applicant) 0

Not decided within time (deemed refusal) 0

Total 8

Type of applicant Number of applicationsfor review

Applications by access applicants 0

Applications by persons to whom information the subject of accessapplication relates (see section 54 of the GIPA Act)

0

Type of reviewDecisionvaried

Decisionupheld Total

Internal review 0 1 1

Review by Information Commissioner 0 0 0

Internal review following recommendation undersection 93 of the Government Information (PublicAccess) Act 2009 (the GIPA Act)

0 0 0

Review by the Administrative Decisions Tribunal(ADT)

0 0 0

Total 0 1 1


APPENDIXES

Clause 7(a) of the Government Information(Public Access) Regulation 2009 requires theBoard of Studies to report on the followingcategories:

• Details of how the agency carried out thereview required by section 7(3) of the Act,of its program for proactive release of theinformation held.

The Board of Studies (BOS) program for theproactive release of information involved theformulation of an Open Access InformationAdvisory Group. The group met to review,determine and prioritise information foropen access.

During the reporting period, the groupreviewed the list of Policy/Publicationdocuments and the Overriding PublicInterest against Disclosure (OPIAD)Schedule. Both updated documents areavailable on the BOS website.

• Total number of formal access applicationsthe Board of Studies received during thereporting year, including withdrawnapplications (but not invalid applications).

During the reporting period 2012–2013, 8 applications were received. Of those 8 applications:

– 4 applications were granted in full

– 1 application from one school wasrefused in part under Clause 5Schedule 1 of the Act

– 2 applications (1 internal review) fromone applicant were refused underClause 5 Schedule 1 of the Act

– 1 application, not for the Board ofStudies, was invalid. The applicationwas forwarded to the appropriateDepartment.

• The total number of formal accessapplications the Board of Studies receivedduring the reporting year that the Board ofStudies refused, either wholly or partially,because the application was for informationfor which there is conclusive presumption ofan overriding public interest againstdisclosure (information listed in Schedule 1of the Act).

Three applications were refused underSchedule 1 of the Act.

FINANCIAL STATEMENTS


Appendix 11 – Financial statements

Office of the Board of Studies

Year ended 30 June 2013

Pursuant to Section 45F of the Public Finance and Audit Act 1983, I state that:

(a) the accompanying financial statements have been prepared in accordance with the applicable AustralianAccounting Standards, the requirements of the Public Finance and Audit Act 1983, the Public Finance andAudit Regulation 2010, the Financial Reporting Directions published in the Financial Reporting Code forBudget Dependent General Government Sector Agencies, the Treasurer’s Directions and other authoritativepronouncements of the Australian Accounting Standards Board (AASB);

(b) the Statement of comprehensive income presents a true and fair view of the results of the Office of theBoard of Studies for the year ended 30 June 2013;

(c) the Statement of financial position gives a true and fair view of the state of affairs of the Office of the Boardof Studies as at 30 June 2013; and

(d) there are no circumstances which would render any particulars included in the financial statements to bemisleading or inaccurate.

Carol TaylorChief Executive Office of the Board of Studies23 September 2013



CONTENTS

Statement of comprehensive income 154

Statement of financial position 155

Statement of changes in equity 156

Statement of cash flows 157

Service group statements 158

Notes to the financial statements

1 Summary of Significant Accounting Policies 159

2 Budget Review 165

3 Expenses Excluding Losses 166

4 Revenue 168

5 Gain/(Loss) on Disposal 169

6 Current Assets – Cash and Cash Equivalents 169

7 Current/Non-Current Assets – Receivables 169

8 Current Assets – Inventories 169

9 Non-Current Assets – Property, Plant and Equipment 170

10 Intangible Assets 171

11 Current Liabilities – Payables 172

12 Current/Non-Current Liabilities – Provisions 172

13 Current/Non-Current Liabilities – Other 173

14 Commitments for Expenditure 173

15 Contingent Liabilities 173

16 Reconciliation of Cash Flows from OperatingActivities to Net Result 174

17 Non-cash Financing and Investing Activities 174

18 Financial Instruments 175

19 Service Groups of the Entity 178

20 Restricted Assets 178

21 Events after the Reporting Period 178



Start of audited financial statements

Statement of comprehensive income for the year ended 30 June 2013

Notes Actual Budget Actual 2013 2013 2012 $’000 $’000 $’000

Expenses excluding losses

Operating expenses

Employee related 3(a) 84,378 83,787 91,373

Other operating expenses 3(b) 32,780 22,512 27,379

Depreciation and amortisation 3(c) 2,604 2,185 2,559

Finance costs 3(d) – 26 17

Total expenses excluding losses 119,762 108,510 121,328

Revenue

Sale of goods and services 4(a) 11,090 6,392 7,461

Investment revenue 4(b) 100 284 348

Grants and contributions 4(c) 107,338 100,473 106,924

Acceptance by the Crown Entity of employee benefits and other liabilities 4(d) 1,613 1,486 2,778

Other revenue 4(e) 474 197 328

Total Revenue 120,615 108,832 117,839

Gain/(loss) on disposal 5 2 10 (355)

Net result 855 332 (3,844)

Other comprehensive income

Total other comprehensive income – – –

TOTAL COMPREHENSIVE INCOME 855 332 (3,844)

The accompanying notes form part of these financial statements.



Statement of financial position as at 30 June 2013


ASSETS

Current Assets

Cash and cash equivalents 6 4,254 4,864 5,614

Receivables 7 5,481 1,487 1,350

Inventories 8 1,775 1,207 1,203

Total Current Assets 11,510 7,558 8,167

Non-Current Assets

Receivables 7 42 – 178

Property, plant and equipment

– Leasehold Improvements 2,033 1,715 2,037

– Plant and equipment 3,358 4,411 3,276

Total property, plant and equipment 9 5,391 6,126 5,313

Intangible assets 10 2,835 2,011 2,401

Total Non-Current Assets 8,268 8,137 7,892

Total Assets 19,778 15,695 16,059

LIABILITIES

Current Liabilities

Payables 11 6,847 1,704 3,332

Provisions 12 3,763 2,586 3,589

Other 13 578 1,298 578

Total Current Liabilities 11,188 5,588 7,499

Non-Current Liabilities

Provisions 12 57 37 304

Other 13 1,155 211 1,733

Total Non-Current Liabilities 1,212 248 2,037

Total Liabilities 12,400 5,836 9,536

Net Assets 7,378 9,859 6,523

EQUITY

Accumulated funds 7,378 9,859 6,523

Total Equity 7,378 9,859 6,523




Statement of changes in equity for the year ended 30 June 2013

Notes Accumulated Funds Total $’000 $’000

Balance at 1 July 2012 6,523 6,523

Net result for the year 855 855

Other comprehensive income – –

Total other comprehensive income – –

Total comprehensive income for the year 855 855

Balance at 30 June 2013 7,378 7,378

Balance at 1 July 2011 10,367 10,367

Net result for the year (3,844) (3,844)


Total other comprehensive income – –

Total comprehensive income for the year (3,844) (3,844)

Balance at 30 June 2012 6,523 6,523




Statement of cash flows for the year ended 30 June 2013


CASH FLOWS FROM OPERATING ACTIVITIES

Payments

Employee related (82,522) (82,301) (87,884)

Other (35,590) (25,738) (28,741)

Total Payments (118,112) (108,039) (116,625)

Receipts

Sale of goods and services 10,791 6,392 7,174

Interest received 170 284 357

Grants and contributions 106,997 100,473 106,950

Transfers to the Crown Entity (56)

Other 1,908 3,453 4,640

Total Receipts 119,866 110,602 119,065

NET CASH FLOWS FROM OPERATING ACTIVITIES 16 1,754 2,563 2,440

CASH FLOWS FROM INVESTING ACTIVITIES

Proceeds from sale of plant and equipment 5 3 30 22

Purchases of plant and equipment, leasehold improvements and intangibles (3,117) (2,642) (2,343)

NET CASH FLOWS FROM INVESTING ACTIVITIES (3,114) (2,612) (2,321)

NET INCREASE/(DECREASE) IN CASH (1,360) (49) 119

Opening cash and cash equivalents 5,614 4,913 5,495

CLOSING CASH AND CASH EQUIVALENTS 6 4,254 4,864 5,614




Supplementary Financial StatementsService group statements for the year ended 30 June 2013

Service Service Service Not Group 1* Group 2* Group 3* Attributable Total

ENTITY’S EXPENSES & INCOME 2013 2012 2013 2012 2013 2012 2013 2012 2013 2012$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000


Operating expenses

• Employee related 8,764 10,830 72,279 77,262 3,335 3,281 – – 84,378 91,373

• Other operating expenses 4,066 3,758 28,017 23,181 697 440 – – 32,780 27,379

Depreciation and amortisation 372 406 2,232 2,153 – – – – 2,604 2,559

Finance costs – 4 – 13 – – – – – 17

TOTAL EXPENSES EXCLUDING LOSSES 13,202 14,998 102,528 102,609 4,032 3,721 – – 119,762 121,328

Revenue*

Sale of goods and services 1,120 928 9,706 6,268 264 265 – – 11,090 7,461

Investment revenue – – – – – – 100 348 100 348

Grants and contributions 1,409 1,126 – – – – 105,929 105,798 107,338 106,924

Acceptance by the Crown Entity of employee benefits and other liabilities 500 766 1,056 1,921 57 91 – – 1,613 2,778

Other revenue 6 64 468 264 – – – – 474 328

Total revenue 3,035 2,884 11,230 8,453 321 356 106,029 106,146 120,615 117,839

Gain/(loss) on disposal 1 (106) 1 (249) – – – – 2 (355)

Net result (10,166) (12,220) (91,297) (94,405) (3,711) (3,365) 106,029 106,146 855 (3,844)

Other comprehensive income

Increase/(decrease) in asset revaluation reserve – – – – – – – – – –

Other – – – – – – – – – –

Total other comprehensive income – – – – – – – – – –

TOTAL COMPREHENSIVE INCOME (10,166) (12,220) (91,297) (94,405) (3,711) (3,365) 106,029 106,146 855 (3,844)

ENTITY’S ASSETS & LIABILITIES

Current Assets

Cash and cash equivalents – – – – – – 4,254 5,614 4,254 5,614

Receivables 687 277 4,735 935 30 39 29 99 5,481 1,350

Inventories 887 602 888 601 – – – – 1,775 1,203

Total current assets 1,574 879 5,623 1,536 30 39 4,283 5,713 11,510 8,167

Non-current Assets

Receivables 12 44 27 125 3 9 – – 42 178

Property, plant and equipment 769 845 4,622 4,468 – – – – 5,391 5,313

Intangibles – – 2,835 2,401 – – – – 2,835 2,401

Total non-current assets 781 889 7,484 6,994 3 9 – – 8,268 7,892

TOTAL ASSETS 2,355 1,768 13,107 8,530 33 48 4,283 5,713 19,778 16,059

Current liabilities

Payables 581 338 6,148 2,939 118 55 – – 6,847 3,332

Provisions 1,259 1,224 2,251 2,129 253 236 – – 3,763 3,589

Other 167 62 359 494 52 22 – – 578 578

Total current liabilities 2,007 1,624 8,758 5,562 423 313 – – 11,188 7,499

Non-current liabilities

Provisions 16 106 36 165 5 33 – – 57 304

Other 335 186 716 1,481 104 66 – – 1,155 1,733

Total non-current liabilities 351 292 752 1,646 109 99 – – 1,212 2,037

TOTAL LIABILITIES 2,358 1,916 9,510 7,208 532 412 – – 12,400 9,536

NET ASSETS (3) (148) 3,597 1,322 (499) (364) 4,283 5,713 7,378 6,523

* The names and purposes of each service group are summarised in Note 19. Expenses and income, except for investment revenue, have been allocatedon an actual basis. Assets and liabilities have been allocated on an actual basis or by staffing numbers except for cash which is not attributable.



Notes to the financial statements for the year ended 30 June 2013

1 Summary of Significant Accounting Policies

(a) Reporting entity

The Office of the Board of Studies (the Office) is a NSW government entity. The Office is a not-for-profit entity(as profit is not its principal objective) and it has no cash generating units. The reporting entity is consolidated aspart of the NSW Total State Sector Accounts.

All the operating activities of the Office are under the control of the Office, which includes supporting theservices required by the Board of Studies, Australian Music Examinations Board and the Aboriginal EducationConsultative Group.

The Office provides personnel services free of charge to the Board of Studies and the Board of Studies CasualStaff Division. The value of these services are estimated at $.553m ($0.449m 2012) and $45.414m ($51.576m2012) respectively. These services relate primarily to the provision of casual examination staff.

These financial statements for the year ended 30 June 2013 have been authorised for issue by the ChiefExecutive on 23 September 2013.

(b) Basis of preparation

The Office’s financial statements are general purpose financial statements which have been prepared inaccordance 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 Code for NSW General Government SectorEntities or issued by the Treasurer.

Plant and equipment and leasehold improvements are measured at fair value. Other financial statement items areprepared in accordance with the historical cost convention.

Judgments, key assumptions and estimations management has made are disclosed in the relevant notes to thefinancial 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 AustralianAccounting Interpretations.

(d) Administered activities

The Office has no administered activities.

(e) Insurance

The Office’s insurance activities are conducted through the NSW Treasury Managed Fund Scheme of selfinsurance for Government entities. The expense (premium) is determined by the Fund Manager based on pastclaim experience.

(f) Accounting for the Goods and Services Tax (GST)

Income, expenses and assets are recognised net of the amount of GST, except that:

• the amount of GST incurred by the Office as a purchaser that is not recoverable from the Australian TaxationOffice is recognised as part of the cost of acquisition of an asset or as part of an item of expense and

• receivables and payables are stated with the amount of GST included.

Cash flows are included in the statement of cash flows on a gross basis. However, the GST components of cashflows arising from investing and financing activities which are recoverable from, or payable to, the AustralianTaxation Office are classified as operating cash flows.



(g) Income recognition

Income is measured at the fair value of the consideration or contribution received or receivable. Additionalcomments regarding the accounting policies for the recognition of income are discussed below.

(i) Grants and Contributions

Grants and contributions are generally recognised as income when the Office obtains control over the assetscomprising the grants/contributions. Control over grants and contributions is normally obtained upon the receiptof cash.

From 2012 the Office receives its funding via grants from the Department of Education and Communities.

(ii) Sale of goods

Revenue from the sale of goods is recognised as revenue when the Office transfers the significant risks andrewards 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 labourhours 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.

(h) Assets

(i) Acquisitions of assets

The cost method of accounting is used for the initial recording of all acquisitions of assets controlled by theOffice. Cost is the amount of cash or cash equivalents paid or the fair value of the other consideration given toacquire the asset at the time of its acquisition or construction or, where applicable, the amount attributed to thatasset 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 ofacquisition.

Fair value is the amount for which an asset could be exchanged between knowledgeable, willing parties in anarm’s length transaction.

Where payment for an asset is deferred beyond normal credit terms, its cost is the cash price equivalent; ie thedeferred payment amount is effectively discounted at an asset-specific rate.

(ii) Capitalisation thresholds

Property, plant and equipment and intangible assets costing $5,000 and above individually (or forming part of anetwork costing more than $5,000) are capitalised.

(iii) Revaluation of property, plant and equipment

Physical non-current assets are valued in accordance with the ‘Valuation of Physical Non-Current Assets at FairValue’ Policy and Guidelines Paper (TPP 07-01). This policy adopts fair value in accordance with AASB 116Property, Plant and Equipment.

Property, plant and equipment is measured on an existing use basis, where there are no feasible alternative usesin the existing natural, legal, financial and socio-political environment. However, in the limited circumstanceswhere 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, includingcurrent market selling prices for the same or similar assets. Where there is no available market evidence, theasset’s fair value is measured at its market buying price, the best indicator of which is depreciated replacementcost.

Non-specialised assets with short useful lives are measured at depreciated historical cost, as a surrogate for fairvalue.



(iv) Impairment of property, plant and equipment

As a not-for-profit entity with no cash generating units, AASB 136 Impairment of Assets effectively is notapplicable. AASB 136 modifies the recoverable amount test to the higher of fair value less costs to sell anddepreciated replacement cost. This means that, where an asset is already measured at fair value, impairmentcan only arise if selling costs are material. Selling costs for the Office are regarded as immaterial.

(v) 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 depreciableamount 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. Usefullives 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

Motor vehicles 7 years

Leasehold improvements Unexpired period of the lease

(vi) Restoration costs

The estimated cost of dismantling and removing an asset and restoring the site is included in the cost of anasset, to the extent it is recognised as a liability.

(vii) Maintenance

Day-to-day servicing costs or maintenance are charged as expenses as incurred, except where they relate to thereplacement of a part or component of an asset, in which case the costs are capitalised and depreciated.

(viii) Leased assets

Operating lease payments are charged to the statement of comprehensive income in the periods in which theyare incurred. The Office has no finance leases.

(ix) Intangible assets

The Office recognises intangible assets only if it is probable that future economic benefits will flow to the Officeand the cost of the asset can be measured reliably. Intangible assets are measured initially at cost. Where anasset 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 activemarket 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 3–10 years forsoftware intangibles.

Intangible assets are tested for impairment where an indicator of impairment exists. If the recoverable amount isless than its carrying amount, the carrying amount is reduced to recoverable amount and the reduction isrecognised as an impairment loss.

(x) Receivables

Receivables are non-derivative financial assets with fixed or determinable payments that are not quoted in anactive market.

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 statedinterest 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 notbe able to collect all amounts due. The amount of the allowance is the difference between the asset’s carryingamount and the present value of estimated future cash flows, discounted at the effective interest rate. Bad debtsare written off as incurred.

(xi) Inventories

Inventories held for distribution are stated at cost, adjusted when applicable, for any loss of service potential. Aloss of service potential is identified and measured based on the existence of a current replacement cost that islower than the carrying amount. Inventories (other than those held for distribution) are stated at the lower of costand 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 thedate of acquisition. Current replacement cost is the cost the Office would incur to acquire the asset. Netrealisable value is the estimated selling price in the ordinary course of business less the estimated costs ofcompletion and the estimated costs necessary to make the sale.

(xii) Impairment of financial assets

All financial assets, except those measured at fair value through profit and loss, are subject to an annual reviewfor impairment. An allowance for impairment is established when there is objective evidence that the entity willnot be able to collect all amounts due.

(xiii) Derecognition of financial assets and financial liabilities

A financial asset is derecognised when the contractual rights to the cash flows from the financial assets expire;or if the entity transfers the financial asset:

• where substantially all the risks and rewards have been transferred, or

• where the entity has not transferred substantially all the risks and rewards, if the entity has not retainedcontrol.

Where the entity has neither transferred nor retained substantially all the risks and rewards or transferred control,the asset is recognised to the extent of the entity’s continuing involvement in the asset.

A financial liability is derecognised when the obligation specified in the contract is discharged or cancelled orexpires.

(i) Liabilities

(i) Payables

These amounts represent liabilities for goods and services provided to the Office and other amounts, includinginterest. 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 nostated interest rate are measured at the original invoice amount where the effect of discounting is immaterial.

(ii) Employee benefits and other provisions

(a) 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 are dueto be settled within 12 months after the end of the period in which the employees render the service arerecognised and measured in respect of employees’ services up to the reporting date at undiscounted amountsbased on the amounts expected to be paid when the liabilities are settled.

A proportion of the annual leave may be settled after 12 months but the effect of discounting is not likely to bematerial.

Unused non-vesting sick leave does not give rise to a liability as it is not considered probable that sick leavetaken 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 towhich they relate have been recognised.

(b) Long service leave and superannuation

The Office’s liabilities for long service leave and defined benefit superannuation are assumed by the CrownEntity. The Office accounts for the liability as having been extinguished, resulting in the amount assumed beingshown as part of the non-monetary revenue item described as ‘Acceptance by the Crown Entity of employeebenefits and other liabilities’.

Long service leave is measured at present value in accordance with AASB 119 Employee Benefits. This is basedon the application of certain factors (specified in NSW TC 12/06) 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 presentvalue.

The superannuation expense for the financial year is determined by using the formulae specified in theTreasurer’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 StateSuperannuation Scheme and State Authorities Superannuation Scheme), the expense is calculated as a multipleof the employees’ superannuation contributions.

(iii) Other provisions

Other provisions exist when: the entity has a present legal or constructive obligation as a result of a past event; itis probable that an outflow of resources will be required to settle the obligation; and a reliable estimate can bemade of the amount of the obligation.

If the effect of the time value of money is material, provisions are discounted at 5.5%, which is a pre-tax rate thatreflects the current market assessments of the time value of money and the risks specific to the liability.

(j) Budgeted amounts

The budgeted amounts are drawn from the original budgeted financial statements presented to Parliament inrespect of the reporting period, as adjusted for section 24 of the PFAA where there has been a transfer offunctions between departments. Other amendments made to the budget are not reflected in the budgetedamounts.

(k) Equity and reserves

(i) Accumulated funds

The category ‘Accumulated Funds’ includes all current and prior period retained funds.

(l) Comparative information

Except when an Australian Accounting Standard permits or requires otherwise, comparative information isdisclosed in respect of the previous period for all amounts reported in the financial statements.

(m) New Australian Accounting Standards issued but not effective

As mandated by the Treasurer, the Office has not early-adopted the following new/revised Standards/Interpretations:

AASB 9 Financial Instruments (application date 1 Jul 2013)

AASB 13 Fair Value Measurement (application date 1 Jul 2013)

AASB 119 Employee Benefits (application date 1 Jul 2013)

AASB 1055 Budgetary Reporting (application date 1 Jul 2013)

AASB 2010-7 Amendments to Australian Accounting Standards arising from AASB 9 (application date 1 Jul 2013)

AASB 2011-8 Amendments to Australian Accounting Standards arising from AASB 13 (application date 1 Jul 2013)



AASB 2011-10 Amendments to Australian Accounting Standards arising from AASB 119 (application date1 Jul 2013)

AASB 2012-2 Amendments to Australian Accounting Standards – Disclosures – Offsetting Financial Assetsand Financial Liabilities [AASB 7 & AASB 132] (application date 1 Jul 2013)

AASB 2012-3 Amendments to Australian Accounting Standards – Offsetting Financial Assets and FinancialLiabilities [AASB 132] (application date 1 Jul 2013)

AASB 2012-5 Amendments to Australian Accounting Standards arising from Annual Improvements2009–2011 Cycle [AASB 1, AASB 101, AASB 116, AASB 132 & AASB 134 and Interpretation 2] (applicationdate 1 Jul 2013)

AASB 2012-6 Amendments to Australian Accounting Standards – Mandatory Effective Date of AASB 9 andTransitional Disclosures (application date 1 Jul 2013).

Management cannot assess the impact of the applications of the new standards on the Office’s financialstatements.




2 Budget Review

Net result

The actual result in 2013 was higher than budget by $0.523m. The major variances in expenses and revenuerelated to the mid-year transfer of the NAPLAN (National Assessment Program for Literacy and Numeracy) testfunctions to the Office from the Department of Education and Communities.

NAPLAN accounted for additional expenditure of $8.1m, revenue of $3.9m and additional grant funding of$5.9m.

Expenses were also impacted by increases in employer’s superannuation on-costs, depreciation expense andadditional revenue funded expenditures.

Additional revenue was also received for specific grants, project services, redundancy funding and increasedemployer’s superannuation liabilities.

Assets and liabilities

Current assets were higher than budget by $3.952m due to an increase in receivables for NAPLAN test fees andinventories and a decrease in cash.

Non current assets were higher than budget by $0.131m due to additional leasehold improvements andintangible asset acquisitions and a reduction in plant and equipment assets.

Current liabilities were higher than budget by $5.600m due to increases in payables (primarily related toNAPLAN), employee benefit provisions, property lease incentive liabilities and unearned revenue related to theNAPLAN tests.

Non current liabilities were higher than budget by $0.964m due to a provision for property lease incentives.

Cash flows

Net Cash Flows from Operating Activities was lower than budget by $0.809m. This is attributable to increasedpayments over receipts primarily due to additional information communications technology expenses andpurchases of inventory.

Net Cash Flows from Investing Activities exceeded the budget by $0.502m due to an increase in leaseholdimprovements associated with office accommodation fit-outs. This increase was funded by capital funds carriedforward from the prior year.




2013 20123 Expenses Excluding Losses $’000 $’000

(a) Employee related expenses

Salaries and wages (including recreation leave) 73,146 77,935

Superannuation – defined benefit plans 804 897

Superannuation – defined contribution plans 5,065 5,286

Long service leave 749 2,224

Workers’ compensation insurance 318 473

Payroll tax and fringe benefit tax 4,296 4,558

84,378 91,373

(b) Other operating expenses include the following:

Auditor’s remuneration – audit of the financial statements 48 46

Computing expenses 3,047 2,770

Couriers 315 438

Fees for services 693 1,625

Furniture and equipment 446 710

Insurance 62 61

Legal fees 226 212

Maintenance 1,234* 1,412*

Marking centre rental 3,845 4,106

Motor vehicles 615 634

Operating lease rental expense – minimum lease payments 3,630 3,880

Other contractors 10,813 2,691

Other expenses 769 837

Postage 800 778

Printing and publishing 1,891 2,502

Security 1,651 1,696

Staff development 247 287

Stationery and consumables 239 428

Telephones 340 279

Travel and accommodation 1,869 1,987

32,780 27,379

* Reconciliation – Total maintenance

Maintenance expense – contracted labour and other(non-employee related), as above 1,234 1,412

Employee related maintenance expense included in Note 3(a) – –

Total maintenance expenses included in Note 3(a) + 3(b) 1,234 1,412




2013 2012 $’000 $’000

(c) Depreciation and amortisation expense

Depreciation

Building improvements 567 316

Plant and equipment 1,575 1,728

2,142 2,044

Amortisation

Software intangibles 462 515

462 515

Total depreciation and amortisation expense 2,604 2,559

(d) Finance costs

Unwinding of discount rate – 17

– 17




2013 2012 $’000 $’000

4 Revenue(a) Sale of goods

Publication and copyright fees 1,710 1,828

Rendering of services

Higher School Certificate user charges 1,262 1,423

NAPLAN user charges 3,863 –

Australian Music Examination Board fees 3,272 3,226

Information and Communication Technology fees 269 277

Exhibition fees 449 437

Other 265 270

11,090 7,461

(b) Investment revenue

Interest 100 348

(c) Grants and contributions

Aboriginal education 40 40

Vocational education and training 344 321

Department of Education and Communities 105,928* 105,559*

Crown Entity Redundancy Grant 253 239

Road Safety Education 473 765

Other 300 –

* Refer to Note 1(g) 107,338 106,924

(d) Acceptance by the Crown Entity of employee benefits and other liabilities

Superannuation – defined benefit 804 897

Long service leave 765 1,868

Payroll tax 44 13

1,613 2,778

(e) Other revenue

Project Services 418 222

Other 56 106

474 328




2013 2012 $’000 $’000

5 Gain/(Loss) on DisposalGain/(loss) on disposal of plant and equipment:

Proceeds from disposal 3 22

Written down value of assets disposed (1) (377)

Net gain/(loss) on disposal of plant and equipment 2 (355)

6 Current Assets – Cash and Cash EquivalentsCash at bank and on hand 4,254 5,614

4,254 5,614

For the purposes of the statement of cash flows, cash and cash equivalents include cash at bank and cash on hand.

Cash and cash equivalent assets recognised in the statement of financial position are reconciled at the end of the financial year to the statement of cash flows as follows:

Cash and cash equivalent (per statement of financial position) 4,254 5,614

Closing cash and cash equivalents (per statement of cash flows) 4,254 5,614

Refer Note 18 for details regarding credit risk, liquidity risk and market risk arising from financial instruments.

7 Current/Non-Current Assets – ReceivablesSale of goods and services 38 17

Less: Allowance for impairment – –

Sundry government debtors 817 384

Accrued NAPLAN fees 3,714 –

Other debtors 144 360

Prepayments – Current 768 589

Prepayments – Non-Current 42 178

5,523 1,528

Details regarding credit risk, liquidity risk and market risk, including financial assets that are either past due or impaired, are disclosed in Note 18.

8 Current Assets – InventoriesHeld for distribution

Publications stock – at cost 826 628

826 628

Held for resale

Publications stock – at cost 949 575

949 575

1,775 1,203

A provision for obsolescence of $0.154m ($0.228m 2012) is included in the above amounts.




Leasehold Plant and Improvements Equipment Total $’000 $’000 $’0009 Non-Current Assets – Property, Plant and Equipment

At 1 July 2012 – fair value

Gross carrying amount 5,587 9,371 14,958

Accumulated depreciation and impairment (3,550) (6,095) (9,645)

Net carrying amount 2,037 3,276 5,313

At 30 June 2013 – fair value




Reconciliation

A reconciliation of the carrying amount of each class of property, plant and equipment at the beginning and end of the current reporting period is set out below:


Net carrying amount at start of year 2,037 3,276 5,313

Additions 491 1,658 2,149

Work In Progress 72 – 72

Disposals – (1) (1)

Depreciation expense (567) (1,575) (2,142)

Net carrying amount at end of year 2,033 3,358 5,391

At 1 July 2011 – fair value




At 30 June 2012 – fair value




Reconciliation

A reconciliation of the carrying amount of each class of property, plant and equipment at the beginning and end of the current reporting period is set out below:


Net carrying amount at start of year 1,678 4,209 5,887

Additions 675 1,172 1,847

Disposals – (377) (377)

Depreciation expense (316) (1,728) (2,044)

Net carrying amount at end of year 2,037 3,276 5,313



Software Total $’000 $’000

10 Intangible AssetsAt 1 July 2012

Cost (gross carrying amount) 8,921 8,921

Accumulated amortisation and impairment (6,520) (6,520)

Net carrying amount 2,401 2,401

At 30 June 2013





Net carrying amount at start of year 2,401 2,401

Additions 896 896

Amortisation (recognised in ‘depreciation and amortisation’) (462) (462)

Net carrying amount at end of year 2,835 2,835

At 1 July 2011




At 30 June 2012





Net carrying amount at start of year 2,420 2,420

Additions 496 496

Amortisation (recognised in ‘depreciation and amortisation’) (515) (515)

Net carrying amount at end of year 2,401 2,401





2013 2012 $’000 $’000

11 Current Liabilities – PayablesAccrued salaries, wages and on-costs 888 797

Creditors 4,530 1,214

Relief staff costs 103 126

Unearned revenue 1,322 1,190

Other 4 5

6,847 3,332

Details regarding credit risk, liquidity risk and market risk, including a maturity analysis of the above payables are disclosed in Note 18.

12 Current/Non-Current Liabilities – ProvisionsEmployee benefits and related on-costs

Recreation leave 2,694 2,505

Long service leave on-costs 655 664

Payroll tax on LSL payable 471 477

3,820 3,646

Other Provisions – non current

Restoration costs – 247

– 247

Total Provisions 3,820 3,893

Aggregate employee benefits and related on-costs

Provisions – current 3,763 3,589

Provisions – non current 57 57

Accrued salaries, wages and on-costs (Note 11) 888 797

4,708 4,443

The total for recreation leave above includes $1.752m in 2013 ($1.630m 2012) expected to be settled after more than 12 months.

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:

Restoration Costs $’000

2013

Carrying amount at the beginning of the financial year 247

Reversal of provision (247)

Carrying amount at end of financial year –

Note: 2013 reflects the reversal of provision at 30 June 2012 as the renewed lease agreement for office premises contains no 'restoration' clause.



2013 2012 $’000 $’000

13 Current/Non-Current Liabilities – OtherProperty Lease Incentive Liability – Current 578 578

Property Lease Incentive Liability – Non-Current 1,155 1,733

1,733 2,311

14 Commitments for Expenditure(a) Operating Lease Commitments

Future non-cancellable operating lease rentals not provided for and payable:

Not later than one year 3,692 4,089

Later than one year and not later than five years 7,129 10,314

Later than five years – –

Total (including GST) 10,821 14,403

Operating lease commitments relate to office accommodation and motor vehicles.

The total ‘Operating Lease Commitments’ above includes input tax credits of $0.984m that are expected to be recoverable from the Australian Taxation Office.

(b) Capital Commitments

Aggregate capital expenditure for the acquisition of goods and services contracted for at balance date and not provided for:

Not later than one year – 7

Total (including GST) – 7

15 Contingent LiabilitiesThe Office is unaware of any contingent liabilities existing as at 30 June 2013.





2013 2012 $’000 $’000

16 Reconciliation of Cash Flows from Operating Activities to Net ResultNet cash used on operating activities 1,754 2,440

Depreciation and amortisation (2,604) (2,559)

Decrease/(increase) in provisions 651 (2,834)

Increase/(decrease) in receivables 3,995 (418)

Decrease/(increase) in creditors (3,515) (114)

Increase/(decrease) in inventories 572 (4)

Net gain/(loss) on sale of plant and equipment 2 (355)

Net Result 855 (3,844)

17 Non-cash Financing and Investing ActivitiesLiabilities and expenses assumed by the Crown Entity (1,613) (2,778)

(1,613) (2,778)



18 Financial InstrumentsThe Office’s principal financial instruments are outlined below. These financial instruments arise directly from theOffice’s operations or are required to finance the Office’s operations. The Office does not enter into or tradefinancial 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 areincluded throughout these financial statements.

The Audit and Risk Committee (the Committee) has overall responsibility for the oversight of risk managementand reviews, and agrees policies for managing each of these risks. Risk management policies are established toidentify and analyse the risks faced by the Office, to set risk limits and controls and to monitor risks. Compliancewith policies is reviewed by the Committee and internal auditors on a continuous basis.

(a) Financial instrument categories

Financial Assets Note Category Carrying CarryingAmount Amount

2013 2012$’000 $’000

Cash and cash equivalents 6 N/A 4,254 5,614

Receivables* 7 Loan and Receivable at

amortised cost 4,361 476

* Excludes statutory receivables and prepayments (ie not within the scope of AASB 7)

Financial Liabilities Note Category Carrying CarryingAmount Amount

2013 2012$’000 $’000

Payables* 11 Financial Liabilities

measured at amortised cost 7,080 4,114

* Excludes statutory payables and unearned revenue (ie not within the scope of AASB 7)

(b) Credit Risk

Credit risk arises when there is the 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 thecarrying amount of the 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 selectionof counterparties and establishment of minimum credit rating standards. Authority deposits held withNSW TCorp are guaranteed by the State.

Cash

Cash comprises cash on hand and bank balances within the NSW Treasury Banking System. Interest is earnedon daily bank balances at the monthly average NSW Treasury Corporation (TCorp) 11 am unofficial cash rate,adjusted for a management fee to NSW Treasury.





Receivables – trade debtors

All trade debtors are recognised as amounts receivable at balance date. Collectability of trade debtors isreviewed on an ongoing basis. Procedures as established in the Treasurer’s Directions are followed to recoveroutstanding amounts, including letters of demand. Debts which are known to be uncollectible are written off.An allowance for impairment is raised when there is objective evidence that the entity will not be able to collectall amounts due. This evidence includes past experience, and current and expected changes in economicconditions and debtor credit ratings. No interest is earned on trade debtors. 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 (2013: $693,036; 2012: $269,426) and less than6 months past due (2013: $342,913; 2012: $67,960) are not considered impaired. Together, these represent100% of the total trade debtors. There are no debtors which are currently not past due or impaired whose termshave been renegotiated.

The only financial assets that are past due or impaired are ‘sales of goods and services’ in the ‘receivables’category of the statement of financial position.

Past due but 1,2 Considered 1,2

Total 1,2 not impaired impaired $’000 $’000 $’000

2013

< 3 months overdue 343 343 –

3 months – 6 months overdue – – –

> 6 months overdue – – –

2012

< 3 months overdue 68 68 –

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, as these are not within the scope of AASB 7 and excludes receivablesthat are not past due and not impaired. Therefore, the ‘total’ will not reconcile to the receivables total recognised in thestatement of financial position.

(c) Liquidity risk

Liquidity risk is the risk that the Office will be unable to meet its payment obligations when they fall due. TheOffice continuously manages risk through monitoring future cash flows and maturities planning to ensureadequate holding of high quality liquid assets. The objective is to maintain a balance between continuity offunding and flexibility through the use of overdrafts, loans and other advances. Liquidity risk is assessed as low.

During the current and prior years, there were no defaults of any loans payable. No assets have been pledged ascollateral. The Office’s exposure to liquidity risk is deemed insignificant based on prior period’s data and currentassessment of risk.

The liabilities are recognised for amounts due to be paid in the future for goods or services received, whether ornot invoiced. Amounts owing to suppliers (which are unsecured) are settled in accordance with the policy set outin NSW TC 11/12. For small business suppliers, where terms are not specified, payment is made no later than30 days from the date of receipt of a correctly rendered invoice. For other suppliers, if trade terms are notspecified, payment is made no later than the end of the month following the month in which an invoice or a


statement is received. For small business suppliers, where payment is not made within the specified time period,simple interest must be paid automatically unless an existing contract specifies otherwise. For payments to othersuppliers, the Chief Executive may automatically pay the supplier simple interest. During the year no penaltyinterest payments were made.

(d) Market risk

Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because ofchanges in market prices. The Office’s exposure to market risk is considered low.

Interest rate risk

The Office does not account for any fixed rate financial instruments at fair value through profit or loss or asavailable-for-sale. Therefore, for these financial instruments, a change in interest rates would not affect profit orloss or equity. A reasonably possible change of +/- 1% is used, consistent with trends in interest rates. The basiswill be reviewed annually and amended where there is a structural change in the level of interest rate volatility.The Offices’ exposure to interest rate risk is set out below.

$’000

Carrying –1% 1%

Amount Profit Equity Profit Equity

2013

Financial assets

Cash and cash equivalents 4,254 (43) – 43 –

Receivables 4,361 (44) – 44 –

Financial liabilities

Payables 7,080 71 – (71) –

2012

Financial assets

Cash and cash equivalents 5,614 (56) – 56 –

Receivables 476 (5) – 5 –

Financial liabilities

Payables 1,804 18 – (18) –

(e) Fair value compared to carrying amount

The amortised cost of financial instruments recognised in the statement of financial position approximates thefair value, because of the short-term nature of many of the financial instruments.





19 Service Groups of the EntityService Group 1: Curriculum Development and Support

Objectives: This service group covers the provision of relevant high quality syllabuses, courses and supportmaterials that promote high standards of primary (K–6) and secondary (7–12) education for a full range ofstudents.

Service Group 2: Examinations, Assessments and Credentials

Objectives: This service group covers conducting School Certificate (SC) tests to 2011, Higher SchoolCertificate (HSC) examinations, Australian Music Examinations Board (AMEB) examinations, administering thenew Record of School Achievement from 2012 and being the test administration authority for the NationalAssessment Program for Literacy and Numeracy (NAPLAN) from 2013.

Service Group 3: Registration and Accreditation

Objectives: This service group covers the registration and accreditation of non-government schools, theregistration of home schooling and the approval of course providers for students from overseas.

20 Restricted AssetsThe Office holds monies donated for the Brother John Taylor Memorial Trust ($38,228) and for the Mary BesleyBiology Teachers award ($598).

The Brother John Taylor Memorial Trust recognises a HSC student who has overcome significant disadvantageto achieve academic excellence. The Mary Besley Biology Teachers award recognises outstanding achievementin Biology. Interest earned from the investment of these assets is used to provide cash awards to the recipients.

21 Events after the Reporting PeriodThere are no events occurring after reporting date which provide new information that relates to conditionsexisting at reporting date.

End of audited financial statements


Board of Studies

For the year ended 30 June 2013

Pursuant to Section 41C of the Public Finance and Audit Act 1983, I state that:

(a) the accompanying financial statements have been prepared in accordance with the applicable AustralianAccounting Standards, the requirements of the Public Finance and Audit Act 1983, the Public Finance andAudit Regulation 2010 and other authoritive pronouncements of the Australian Accounting Standards Board;

(b) the Statement of comprehensive income presents a true and fair view of the results of the Board of Studiesfor the year ended 30 June 2013;

(c) the Statement of financial position gives a true and fair view of the state of affairs of the Board of Studies asat 30 June 2013; and


Signed under delegation from the Board of Studies.

Carol Taylor Chief Executive Office of the Board of Studies 23 September 2013





Board of StudiesStatement of comprehensive income for the year ended 30 June 2013

CONSOLIDATED PARENT

2013 2012 2013 2012Notes $’000 $’000 $’000 $’000


Operating expenses

Personnel services 2(a) 45,629 51,477 387 402

Other operating expenses 2(b) 338 548 166 47

TOTAL EXPENSES EXCLUDING LOSSES 45,967 52,025 553 449

Revenue

Services received free of charge 45,967 52,025 554 449

Total Revenue 45,967 52,025 553 449

Net result – – – –

Other comprehensive income – – – –

TOTAL COMPREHENSIVE INCOME – – – –


Board of StudiesStatement of changes in equity for the year ended 30 June 2012

Accumulated Notes Funds Total $’000 $’000

Balance at 1 July 2012 – –

Total comprehensive income for the year – –

Balance at 30 June 2013 – –






Board of StudiesStatement of financial position as at 30 June 2013

CONSOLIDATED PARENT

2013 2012 2013 2012Notes $’000 $’000 $’000 $’000

ASSETS

Receivables – – – –

Total Assets – – – –

LIABILITIES

Payables – – – –

Provisions – – – –

Total Liabilities – – – –

Net Assets – – – –

EQUITY

Accumulated funds – – – –

Total Equity – – – –


Board of StudiesStatement of cash flows for the year ended 30 June 2012

CONSOLIDATED PARENT

2013 2012 2013 2012Notes $’000 $’000 $’000 $’000

CASH FLOWS FROM OPERATING ACTIVITIES

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 – – – –





Board of StudiesNotes to the financial statements for the year ended 30 June 2013



The Board of Studies was established under the Education Act 1990 and is, for the purposes of any Act, astatutory body representing the Crown.

The Board of Studies consolidated accounts include the Board of Studies and the Board of Studies Casual StaffDivision.

Pursuant to Treasury Circular 11/19, the Board of Studies receives personnel services on a free of charge basisfrom the Office of the Board of Studies. From 17 March 2006 the Board of Studies Casual Staff Division providedpersonnel services to the Board in respect of casual examination staff. These staff were previously employed bythe Board of Studies directly under the Education Act 1990; however, they were paid by the Office of the Boardof Studies. This employment provision has since been repealed.

These financial statements have been authorised for issue by the Chief Executive, Office of the Board of Studiesunder delegation from the Board of Studies on 23 September 2013.


The Board of Studies financial statements are general purpose financial statements which have been prepared inaccordance with:



• specific directions issued by the Treasurer.

The historical cost basis of accounting has been adopted in the preparation of the financial statements.




The consolidated and parent entity financial statements and notes comply with Australian Accounting Standards,which include Australian Accounting Interpretations.

(d) Income recognition

Revenue from the rendering of personnel services is recognised when the service is provided and only to theextent that the associated recoverable expenses are recognised.

(e) Personal Services Expense

Expenses 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 NSW TC 12/06) to employees with five or moreyears of service, using current rates of pay. These factors were determined based on an actuarial review toapproximate present value. This has been taken up by the Office of the Board of Studies as Acceptance by theCrown of Employee Benefits. On-costs related to long-service leave are taken up as a liability by the Office of theBoard of Studies.


(f) Comparative information

Comparative figures have been disclosed for all amounts reported in the financial statements.

(g) New Australian Accounting Standards issued but not effective

As mandated by the Treasurer, the Board of Studies has not early-adopted the following new/revisedStandards/Interpretations:

AASB 10 Consolidated Financial Statements (application date 1 Jul 2013)

AASB 12 Disclosure of Interests in Other Entities (application date 1 Jul 2013)

AASB 127 Separate Financial Statements (2011) (application date 1 Jul 2013)


AASB 2011-7 Amendments to Australian Accounting Standards arising from the Consolidation and JointArrangements Standards (application date 1 Jul 2013)

AASB 2011-9 Amendments to Australian Accounting Standards – Presentation of Items of OtherComprehensive Income (application date 1 Jul 2013)

AASB 2012-5 Amendments to Australian Accounting Standards arising from Annual Improvements 2009–2011 Cycle [AASB 1, AASB 101, AASB 116, AASB 132 & AASB 134 and Interpretation 2] (applicationdate 1 Jul 2013).

Managment cannot assess the impact of the applications of the new standards on the financial statements.

2 Expenses

CONSOLIDATED PARENT

2013 2012 2013 2012 $’000 $’000 $’000 $’000

(a) Personnel services comprise:

Salaries and wages (incl recreation leave) 39,759 44,929 341 358

Long service leave 3 (8) 3 (8)

Payroll tax 2,348 2,651 19 20

Superannuation – defined contribution plans 3,516 3,902 21 29

Workers’ compensation insurance 3 3 3 3

45,629 51,477 387 402

(b) Other operating expenses comprise:

Rent and accommodation 97 2 97 2

Postage and telephones 5 6 5 6

Travel 173 204 21 18

Printing 9 5 9 5

Meeting fees 11 6 11 6

Other 43 325 23 10

338 548 166 47




3 CommitmentsThere are no commitments existing as at 30 June 2013.

4 Contingent LiabilitiesThe Board of Studies is unaware of any contingent liabilities existing as at 30 June 2013.

5 After Balance Date Events

There are no events occurring after reporting date which provide new information that relates to conditionsexisting at reporting date.

End of Audited Financial Statements


Board of Studies Casual Staff Division

For the year ended 30 June 2013Pursuant to Section 41C of the Public Finance and Audit Act 1983, I state that:

(a) the accompanying financial statements have been prepared in accordance with the applicable AustralianAccounting Standards, the requirements of the Public Finance and Audit Act 1983, the Public Finance andAudit Regulation 2010 and other authoritive pronouncements of the Australia Accounting Standards Board;

(b) the Statement of comprehensive income presents a true and fair view of the results of the Board of StudiesCasual Staff Division for the year ended 30 June 2013;

(c) the Statement of financial position gives a true and fair view of the state of affairs of the Board of StudiesCasual Staff Division as at 30 June 2013; and


Signed under delegation from the Board of Studies.

Carol Taylor Chief Executive Office of the Board of Studies 23 September 2013





Board of Studies Casual Staff DivisionStatement of comprehensive income for the year ended 30 June 2013

2013 2012 Notes $’000 $’000Expenses excluding losses

Operating expenses

Personnel services 2(a) 45,242 51,075

Other operating expenses 2(b) 172 501

TOTAL EXPENSES EXCLUDING LOSSES 45,414 51,576

Revenue

Services received free of charge 45,414 51,576

Total Revenue 45,414 51,576

Net result – –


TOTAL COMPREHENSIVE INCOME – –


Board of Studies Casual Staff DivisionStatement of changes in equity for the year ended 30 June 2013

Accumulated Notes Funds Total $’000 $’000









Board of Studies Casual Staff DivisionStatement of financial position as at 30 June 2013

2013 2012 Notes $’000 $’000ASSETS

Receivables – –

Total Assets – –

LIABILITIES

Payables – –

Provisions – –

Total Liabilities – –

Net Assets – –

EQUITY

Accumulated funds – –

Total Equity – –


Board of Studies Casual Staff DivisionStatement of cash flows for the year ended 30 June 2013

2013 2012 Notes $’000 $’000CASH FLOWS FROM OPERATING ACTIVITIES

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 – –





Board of Studies Casual Staff DivisionNotes to the financial statements for the year ended 30 June 2013



The Board of Studies Casual Staff Division (the Division) is a Division of the Government Service, establishedpursuant 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 officeis at 117 Clarence Street, Sydney.

Pursuant to Treasury Circular 11/19, the Division’s objective is to provide personnel services to the Board ofStudies. The personnel services relate to the provision of examination staff. It first receives these services fromthe Office of the Board of Studies.

The Division commenced operations on 17 March 2006 when it assumed responsibility for the employees andemployee-related liabilities of the Board of Studies casual examination staff. No employee liabilities existed atthe time of transfer.

The Office of the Board of Studies’ Chief Executive as Division Head of the Division, pursuant to Schedule 1Part 3 of the Public Sector Employment and Management Act 2002 (the Act), has delegated the employmentpower for these staff, pursuant to section 4F of the Act, to the Office of the Board of Studies.

These financial statements have been authorised for issue by the Chief Executive, Office of the Board of Studieson 23 September 2013.


The Division’s financial statements are general purpose financial statements which have been prepared inaccordance with:



• specific directions issued by the Treasurer.

The historical cost basis of accounting has been adopted in the preparation of the financial statements.




The financial statements and notes comply with Australian Accounting Standards, which include AustralianAccounting Interpretations.

(d) Income recognition

Revenue from the rendering of personnel services is recognised when the service is provided and only to theextent that the associated recoverable expenses are recognised.

(e) Employee benefits and expenses

Expenses 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 2013 for casual examination staff.


(f) Comparative information

Except when an Australian Accounting Standard permits or requires otherwise, comparative information isdisclosed in respect of the previous period for all amounts reported in the financial statements.

(g) New Australian Accounting Standards issued but not effective

As mandated by the Treasurer, the Division has not early-adopted the following new/revisedStandards/Interpretations:


AASB 2011-9 Amendments to Australian Accounting Standards – Presentation of Items of OtherComprehensive Income (application date 1 Jul 2013)

AASB 2012-5 Amendments to Australian Accounting Standards arising from Annual Improvements 2009–2011 Cycle [AASB 1, AASB 101, AASB 116, AASB 132 & AASB 134 and Interpretation 2] (applicationdate 1 Jul 2013).

Managment cannot assess the impact of the applications of the new standards on the Division’s financialstatements.

2 Expenses

2013 2012 $’000 $’000

(a) Personnel services comprise:

Salaries and wages 39,418 44,571

Payroll tax 2,329 2,631

Superannuation – defined contribution plans 3,495 3,873

45,242 51,075

(b) Other operating expenses comprise:

Travel 152 186

Fees for services 20 315

172 501

3 CommitmentsThere are no commitments existing as at 30 June 2013.

4 Contingent LiabilitiesThe Division is unaware of any contingent liabilities existing as at 30 June 2013.

5 Events after the Reporting Period

There are no events occurring after reporting date which provide new information that relates to conditionsexisting at reporting date.

End of audited financial statements




Aboriginal Languages K–10, 53–54

Aboriginal Studies syllabuses, 53

AECG Inc Report, Appendix 1, 129–30

Assessment Resource Centre, 56

Audit and risk management, 119

Australian curriculum, 37–38

Australian Music Examinations Board (AMEB)Report, 58–60

Board Endorsed Courses, 47–49

Board of Studies –

Board, 14–15

Committees, 15

Meetings and attendance, Appendix 3,136–37

Members of the Board – profiles, 16–21

Message from the President, 4–5

Responsibilities, 13

Standing committees, Appendix 2, 131–35

Strategic planning and goals, 23–31

Structure of the Board – diagram, 15

Student Advisory Group, 96

Values and principles, 13

Board of Studies Liaison Officers (BOSLOs), 99

Code of Conduct and Ethics, 123

Commitment to service, 123–24

Communications, 96–98

Complaints management, 124

Consultancies, 123

Contracting and market testing, 122

Credit card compliance, Appendix 6, 140

Curriculum and Assessment, 35–60

Curriculum overview, 39

Disability Action Plan, Appendix 7, 140

Equal employment opportunity, 118

Examinations and Credentials, 61–74

Exceptional movements in employee wages,salaries or allowances, 122

Exhibitions, awards and events, inside frontcover

Financial statements, Appendix 11, 149–93

Government Energy Management Program, 125

Government Information (Public Access),Appendix 10, 144–48

Higher School Certificate (HSC), 64–66

Home Schooling, 86

HSC–University Pathways, 48–49

Implementation of recommendations of theReport of the Royal Commission into AboriginalDeaths in Custody, 54–55

Industrial relations policies and practices, 122

Languages Education Review, 98–99

Letter of submission, 3

Major assets, Appendix 4, 137

Multicultural Policies and Services Plan,Appendix 9, 142–43

Narrative summary of operations (seePresident’s and Chief Executive’smessages), 4–7

National Assessment Program – Literacy andNumeracy (NAPLAN), 71–74

INDEXThis index follows NSW Treasury guidelines to show compliance with statutory disclosure guidelines.

NSW Consultation on the AustralianCurriculum: Languages – Draft K–10Framework for Aboriginal Languages andTorres Strait Islander Languages, 54

NSW curriculum, 39–40

NSW Syllabuses for the Australian Curriculumwebsite, 57

Office of the Board of Studies –

Branch descriptions, 110–13

Directorate descriptions, 108–10

Management and governance, 116

Message from the Chief Executive, 6–7

Organisational chart, 22

Outstanding student achievements, 100

Overseas travel, 113–14

Overseas visitors, 91–92

Payment of accounts, 120–23

Performance Statements: President and ChiefExecutive, 103–07

Personnel policies and practices, 122

Primary curriculum, 41–42

Privacy Management Plan, Appendix 8, 141

Publications, inside back cover

Record of School Achievement (RoSA), 69–70

Record of School Achievement (RoSA) Datafor Universities, 99

Recreation leave and extended leaveliability, 122

Recruitment, 116

Registration and Accreditation, 75–86

Registration statistics, 82–85

Representation on external committees,114–15

Research, evaluation and development, 90

Secretariat of the Pacific Board for EducationalAssessment (SPBEA) Partnership, 92

Senior executive service profile, 108

Sponsorships, inside front cover

Stage 4 Curriculum, 42–43

Stage 5 Curriculum, 42–43

Stage 6 Curriculum –

English, 43–44

Languages, 44–45

Life Skills, 45

Mathematics, 44

Standards of service, 124

Statutory disclosure requirements, Appendix 5,138–39

Student support services for Higher SchoolCertificate, 67–68

Support materials for parents, 41–42

Support materials for primary teachers, 41

Supporting teacher quality in New SouthWales, 92–93

Syllabus amendment table Stage 6, 46–47

TES Australia, 93

Up2now website, 57

Vocational Education and Training (VET)courses, 49–53

Waste reduction and recycling, 124–25

Website developments, 94–95

Workplace Health and Safety performance, 119

INDEX


Biology


ExamWorkbook


Showcasing exemplary HSC major works andperformances

ARTEXPRESS

ARTEXPRESS is an annualexhibition of exemplaryartworks by Higher SchoolCertificate Visual Artsstudents. In 2013, thebodies of work of246 students from bothgovernment and non-government schoolswere selected for exhibition

from more than 9600 submissions for the artmakingcomponent of the 2012 HSC Examination.

ARTEXPRESS was held in Sydney from February to Aprilat the Art Gallery of NSW; Hazelhurst Regional Galleryand Arts Centre, Gymea; and the Armory, SydneyOlympic Park (SOPA). Works from the metropolitanexhibitions and additional works were combined for theexhibitions in Orange, the Blue Mountains, Tamworth,Broken Hill and Maitland. Further regional exhibitions arescheduled for Wagga Wagga, Shoalhaven and Graftonin the second half of 2013.

ARTEXPRESS visitors to 30 June 2013

Gallery Visitors

Art Gallery of NSW 108 000(estimate only)

Hazelhurst 14 903

SOPA 13 097

Orange 3 070

Blue Mountains 10 749

Tamworth 3 034

Broken Hill 3 020

Maitland 13 240

ARTEXPRESS sponsors

Designation Sponsor

Major sponsor Australia Post

Associate sponsor S & S Creativity Unlimited

News media partner The Sydney Morning Herald

Television media partner TVS Television Sydney

Official ARTEXPRESScarrier Grace Fine Art

Camera supplied by Foto Riesel

DesignTECH

DesignTECH is an annual exhibition of exemplary MajorDesign Projects developed by Higher School Certificatestudents as part of their Design and Technology course.The Powerhouse Museum displayed the exhibition frommid-February to 12 May 2013. The exhibition provided avaluable resource for teachers and students, and gavethe community an opportunity to view the talent,creativity and innovation emerging from the Design and

Technology curriculum in New South Wales. Inconjunction with the exhibition, DesignTECH seminarsheld during March 2013 attracted over 2000 studentsand teachers.

Between May and July 2013,DesignTECH toured Newcastleand Tamworth.

DesignTECH sponsors

Powerhouse Museum

Shelston IP

Alan Broady Memorial Trust

Built Environment, UNSW

Dyson

ENCORE

The annual ENCORE concert ofexemplary performances andcompositions from Higher SchoolCertificate Music students waspresented to full houses at bothmatinee and eveningperformances in the Concert Hall,Sydney Opera House on25 February 2013. The concertsfeatured a diverse programrepresenting all the Higher SchoolCertificate Music courses and comprising16 performances and five compositions.

OnSTAGE

The 2013 OnSTAGE season at theSeymour Centre, Sydney, ran from2 to 8 February and featured47 performers and an exhibitionof 26 exemplary projects thatrepresented the different syllabuscategories for study in the HigherSchool Certificate Drama course.

Also on show was WritersOnSTAGE/OnSCREEN in theEverest Theatre, Seymour Centre,6–8 February 2013 featuring threevideo drama screenings and two rehearsed readings ofexemplary scripts.

Word Express

In collaboration with the State Library of NSW, WordExpress was held in June 2013 to launch Young WritersShowcase 12, the anthology of major works (extendedcompositions) by 2012 HSC English Extension 2students. The State Library will host a study day forstudents and teachers in October 2013.

Gallery Guide PHM

EXHIBITIONS, AWARDS AND EVENTS 2012–2013

2012 H

igher

Sch

ool C

erti

fica

te

writersshowcase

12

Outstanding primary schoolwriting from theYoungest Writer:WriteOncompetition

YOUNGEESSTTWRITERWriteOn

2012

MATHEMATICS K--10 SYLLABUSVOLUME 1

MATHEMATICS K--6




ENGLISHYEARS 7--10

A R T E X P R E S S H S C 2 0 1 2

• G A L L E R Y G U I D E •M A I T L A N D R E G I O N A L A R T G A L L E R Y

Concert Hall Sydney Opera House 25 February 2013

Presented by Board of Studies NSW and NSW Department of Education and Communities

ENCORE

BOARD OF STUDIES PUBLICATIONSThe Communications and Publishing Branch (CPB), Office ofthe Board of Studies, published more than 1100 documentsin the reporting period – an average of more than four itemsper day throughout the year – incorporating the work ofgraphic designers, editors, website staff and copyrightofficers. In line with the continuing rapid increase in the useof electronic, internet and interactive publishing, moredocuments were published on the Board’s websites andpartner websites than in previous years. The Board ofStudies is currently implementing the National TransitionStrategy and aims to have all content on its websitesWCAG 2.0 Level AA compliant by 31 December 2014.

The CPB published eight new NSW K–10 syllabuses inEnglish, Mathematics, Science (including Science andTechnology K–6) and History, incorporating the Australiancurriculum. For the first time the syllabuses are available inan interactive online format.

Printed publications included syllabuses, syllabus supportdocuments, timetables in various formats, flyers to supportevents and eBOS Shop Online, performance programs forOnSTAGE and ENCORE, DesignTECH 2012 seminar booklets,and sets of project cards and programs. Printed products alsocomprised invitations, postcards and flyers for ARTEXPRESS2012, credential certificates and awards, posters, banners,rules and procedures booklets, general stationery and muchmore. Most publicly available printed documents can also beaccessed on the Board of Studies website.

Commercial publications produced included Young WritersShowcase 2012, The Sydney Morning Herald YoungestWriter: WriteOn 2012, ENCORE CD and 2012 HSC Examworkbooks for a range of subjects.

Publications on the Board’s website and partner websitesincluded new and updated content on the AssessmentResource Centre site and gallery guides for the ARTEXPRESSand DesignTECH metropolitan and regional exhibitions.

A selection of annually recurring major web-onlypublications included sample multi-choice questions for theHigher School Certificate, as well as Marking Guidelines,Notes from the Marking Centre, Sample Answers andexamination papers from the 2012 HSC Examinations.

SCIENCE K--10 SYLLABUSVOLUME 1

SCIENCE AND TECHNOLOGY K--6


HISTORY K--10 SYLLABUSVOLUME 1

HISTORY K--6



ENGLISH K--6


BusinessStudies


ExamWorkbook


Chemistry


ExamWorkbook


English (Advanced)Paper 2 – Modules


ExamWorkbook


Economics


ExamWorkbook


Physics


ExamWorkbook





Contact detailsOffice of the Board of Studies NSW117 Clarence StreetSydney NSW 2000

Tel: (02) 9367 8111Fax: (02) 9367 8484

Internet: www.boardofstudies.nsw.edu.au

Postal addressOffice of the Board of Studies NSWGPO Box 5300SYDNEY NSW 2001


Office hours: 8.30 am – 5.30 pm Monday to Friday

Board staff are available outside these hours by arrangement.