Board of Studies NSW Annual Report 2010

ANNUAL REPORT2010

BOARD OF STUDIES NSW • OFFICE OF BOARD OF STUDIES NSW

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 2007

ISBN 978 174147 9720

Total external cost: $19 970 incl GST (printing)

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

2010410

The Honourable Verity Firth MP

Minister for Education and Training

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 June 30, 2010.

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 2010

President’s MessageThe mission of the Board of Studies NSW is toprovide educational leadership through thedevelopment of quality policies, programs andpractices in school curriculum, assessment,registration and accreditation, ensuring thatthese policies and practices reflectcontemporary national and international bestpractice and research.

The close of the 2009–2010 reporting periodsees governments across Australia seeking tomake school education more nationallyconsistent, effective and relevant. This is partof a shared commitment to action towardsimproving educational outcomes for the youthof our nation, as set out in the MelbourneDeclaration on Educational Goals for YoungAustralians.

Through collaboration with the AustralianCurriculum, Assessment and ReportingAuthority (ACARA) in the development andimplementation of quality national curriculumand associated achievement standards, theBoard of Studies NSW is playing a leading rolein that endeavour.

Throughout this reporting period the Board hasbeen actively involved in conductingconsultation with teachers, educational andinterest groups across the state as each phaseof development progresses. For each learningarea, Board Curriculum Committees have beenestablished to ensure that the issues emergingfrom the consultations are identified and thatthe associated recommendations reflect thatadvice.

The delivery of quality curriculum and theformal assessment and credentiallingprocesses related to the School Certificate andthe Higher School Certificate remain the keypriority of the Board of Studies NSW.

A School Certificate review is under way toexamine how the credential can better reflectthe changes to the NSW legislation that now

mandates the completion of Year 10 with afurther participation phase of education,training or work until the young person reachesthe age of 17.

The School Certificate also needs to reflectother changes in the educational landscape,including the introduction of national testing,the development of a national curriculum andinnovation in assessment technologies.

Instead of a school credential at the end ofYear 10 that helps students down a singlecareer path, a modern school certificatecredential will need to reflect new pathwaysalongside the traditional ones based on eachstudent's genuine achievements.

The Board will begin consultation with keystakeholder groups in Term 3 of 2010 to clarifyissues and formulate scope options. The Boardwill provide its initial report on the new SchoolCertificate to the Minister by the end of 2010.Consultation with the wider educationcommunity will take place early in 2011.


The direction of the Board’s work, which isguided by the Board’s Strategic Plan(2009–2013), takes account of acomprehensive Environmental Scan identifyingthe key policies, trends, research and emergentissues that are likely to impact on the Board’sfuture goals. In keeping with the spirit of theMelbourne Declaration, the scan gaugesemerging social, economic and political trendsthat impact on the education, health andwellbeing of our young people.

These trends inform the policies and programswe provide for all NSW students, but especiallyhelp to focus on factors affecting Aboriginalstudents, gifted students and those withspecial needs, students from non-Englishspeaking backgrounds, from geographicallyisolated areas, and from socially disadvantagedbackgrounds. These matters, and the strategicnational issues, will continue to influence thework of the Board in the coming years.

I would like to acknowledge the work of theChief Executive and staff of the Office of theBoard in delivering such a high standard ofprofessional and administrative support to theBoard and its committees. I also thank NSWteachers, schools and professionalassociations for their ongoing dedication andgoodwill, which have made the educationalachievements of the past year possible.


From the Chief ExecutiveThe Office of the Board is a NSW public sectororganisation whose primary role is to provideprofessional and administrative support andservices to the Board in fulfilling keyresponsibilities in school Curriculum,Assessment and Registration and Accreditation.

The Office employs about 200 full-time staffand 570 casual staff and each year servesaround 3000 NSW schools, each comprisingan education community of thousands ofstudents, teachers and parents. The Office alsoengages regularly with educationalstakeholders and professional associations informulating its advice to the Board.

The Board is playing a national leadership role incurriculum development on several fronts, andthis Report looks closely at its involvement inproviding advice and feedback to the AustralianCurriculum, Assessment and ReportingAuthority (ACARA) on the development of theAustralian curriculum. The Office’s advice to theBoard on the development of AustralianCurriculum was based upon extensiveconsultation with stakeholders, BoardCurriculum Committees and mapping andtrialling of content and standards.

During the reporting period, the Office led anational project to develop courses for Stage 6heritage learners of Chinese (Mandarin),Japanese, Indonesian and Korean. Thecourses, developed in collaboration withVictoria and South Australia as part of theCollaborative Curriculum and AssessmentFramework for Languages (CCAFL), were thesubject of consultation with professional andcommunity stakeholders Australia-wide.Review and updating of the NSW Syllabus andSupport Material was also an essential part ofthe Office’s work throughout the year.

The Office’s conduct of the 2009 SchoolCertificate and Higher School Certificateexamination and credentialling operations wasunderpinned by research, best-practice andefficient logistics and once again ensured theBoard’s delivery of highly regarded andmeaningful qualifications that meet the needsof students and the community.

As part of our responsibility to the non-government sector, the Office engaged with930 non-government schools in the past year.Board officers inspected and monitoredschools and systems, conducted briefing andprofessional development sessions, reviewedschools’ curriculum documentation and annualreports, and processed applicationselectronically through RANGS Online, whichour users endorse as a very convenient andtime-efficient process.

Recent national and state developments ineducation are occurring in a period of rapidevolution in information and communicationtechnology. These changes have the potentialto enrich the educational experience whilechallenging the nature of teaching and learning.The emerging technologies impact upon allaspects of our work, and the Office is keepingpace with these changes. This enables us tooperate with increased efficiency, manage ourresources more effectively, establish moreeffective partnerships with the educationalcommunity, and improve our service delivery toour clients through better communication andsupport services.


One key area of innovation is the use ofcomputers in examinations, and the onlineComputing Skills Test was our first endeavourin this field. Arrangements have been put inplace to conduct the 2010 School CertificateComputing Skills Test (CST) entirely online forthe first time.

Another involved our marking program. Afterseveral years of in-house design, developmentand testing, the Office introduced onscreenmarking in about 10 percent of SC and HSCexams in 2009 and we expect to expand this toabout 25 percent of SC and HSC marking in2010.

To maintain the momentum in thesetechnological advances, the Office has set up aComputers in Examinations Reference Groupwith participants including seniorrepresentatives from the major school systems,principals’ organisations and teacher unions.

eBOS online services for students, teachersand schools are continually being upgraded toprovide secure cutting-edge access to a wealthof facilities. In June this year the Office openedSchools Online to the State’s 2242 primaryschools for the first time, providing primaryschools with exclusive early access to Boarddeveloped resources, such as the four new K–6Science and Technology units of work.

Our communication with schools continues toutilise up-to-the-minute technology. All primaryand secondary schools are now automaticallysubscribed to the new electronic Board Bulletinemail and the weekly Board Bulletin e-zine,which is the source for all decisions and othernews from the Board, is emailed to everyschool each Monday during term time. Virtualface-to-face contact between Board officersand schools is taking a giant leap thanks tovideoconferencing technology. Board ofStudies Liaison Officers (BOSLOs) are linkinggovernment schools in metropolitan andregional areas for discussion and presentations

that will enable us to communicate directly withlarge numbers of schools on a regular basis.

The Office has reviewed its audit and riskmanagement functions as required by theInternal Audit and Risk Management Policy forthe NSW Public Sector introduced by Treasuryin August 2009. The Policy aims to strengtheninternal audit, risk management andgovernance processes. The Office’s existingAudit Committee and internal audit functionswere supplemented by the establishment inMarch 2010 of a new Audit and RiskCommittee, which has an independent Chairand an independent member.

As an equal opportunity employer, the Officecontinued to pursue its commitment toencourage and develop staff members toreach their full potential. Through the StaffRecognition and Development Scheme,the Office recognises individual and teamcontributions and achievement, enhancesopportunity for innovation and initiative, andidentifies personal and organisationaldevelopment needs. Each year the Officeassists eligible staff members to pursuetertiary or accredited vocational study, andto undertake an Australian QualificationsFramework recognised Business Diploma.The Office also developed and implemented aLeadership Capability Development Programto support the development of senior officers.

The significant educational and operationaladvances we have made in the past 12 monthsare built upon the professional commitment ofour staff and the principals and teachers ofNSW, working together to deliver the higheststandards of education to our young people.They could not have been achieved withoutthe professional leadership and support of thePresident and members of the Board.Through the continued development andimplementation of best practice in key areas,we are ensuring that NSW stays at the forefrontof both the national and international arenas.

CONTENTS1 Governance – Our Organisation 11

LegislationMissionValues and PrinciplesResponsibilitiesStructure of The BoardMembers of The Board The Office of the BoardStrategic Planning and Goals

2 Performance – Our achievements 29

CURRICULUM and ASSESSMENT 31The Australian CurriculumThe NSW Curriculum• Primary• Stages 4 and 5• Stage 6 • Heritage languages• Board Endorsed Courses• VET• Aboriginal Education• Assessment Resource Centre (ARC)• Australian Music Examinations Board (AMEB)

EXAMINATIONS and CREDENTIALS 57Implementing the School CertificateImplementing the Higher School CertificateStudent Support Services for School Certificate andHigher School CertificateInnovations in Technology and Examination MethodologyReview of the School Certificate

REGISTRATION AND ACCREDITATION 69ResponsibilitiesStrategic OutcomesRegistration StatisticsHome Schooling

POLICY and PRACTICE 81Overseas visitorsIntegration of Information and Communication Technologies 2009/2010 Website Developments Communications: Achievement HighlightsAcknowledging Outstanding Student Achievements

3 Managing Our Organisation 95

Performance Statements: President and Chief ExecutiveDirectorate/Branch DescriptionsOverseas TravelRepresentation on External CommitteesEmerging TechnologiesOBOS Management and GovernancePayment of Accounts

4 Appendices 123

5 Index 199

GOVERNANCE – OUR ORGANISATION

• Legislation 13

• Mission 13

• Values and Principles 13

• Responsibilities 13

• Structure of the Board 15

• Members of the Board 16

• Structure of the Office of the Board 22

• Strategic Planning andGoals 23

SECTION 1

From Flood, Drought and Regenerationby Christine Appleby (Kempsey High School),2009 HSC 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.


MissionThe mission of the Board of Studies NSW is toprovide educational leadership through thedevelopment of quality policies, programs andpractices in school curriculum, assessment,registration and accreditation.

Values and Principles

Leadership

The Board will exercise a leading role inongoing monitoring, consultation, research anddevelopment in relation to school curriculum,assessment, registration and accreditation.

Service

The Board will ensure the delivery ofprofessional and responsive services to itsclients with a view to promoting and supportingthe effective implementation of its policies andprograms for the benefit of NSW students.

Accountability

The Board will actively promote communityconfidence in NSW education through conductthat is ethical and in the public interest and willcommunicate openly and transparently.

Equity and Inclusiveness

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

Quality and Effectiveness

The Board will implement and inform bestpractice standards in education throughbenchmarking against national andinternational standards and practices.

ResponsibilitiesIn achieving its mission, the Board has thefollowing responsibilities:

• develop curriculum and curriculum supportmaterials for all schools from Kindergartento Year 12

• develop and conduct examinations leadingto the award of the School Certificate andHigher School Certificate

• advise the Minister for Education andTraining on applications from non-government schools seeking to operate inNew South Wales

• accredit non-government schools to presentcandidates for the School Certificate andHigher School Certificate.

The Office of the Board has the followingresponsibilities:

• provide professional and administrativesupport and services to the Board

• encompass the Australian MusicExaminations Board (New South Wales) andthe Aboriginal Education ConsultativeGroup

• administer the home schooling programunder delegation from the Minister forEducation and Training.

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



The Board and its Committees

The BoardThe Act provides for 23 members of the Board.There are 19 appointed members, a full-timePresident and three persons who are membersby virtue of 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

Mr Trevor Fletcher

Ms Leslie Loble

Ms Marie Persson (until December 2009)

Ms Pam Christie (from March 2010)

Appointed Members

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

Professor Anne Cusick

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:

Ms Deborah Lloyd

One nominee of the Catholic EducationCommission, New South Wales

Dr Brian Croke

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

Dr Timothy Wright (from August 2009)

One non-government school teacher (otherthan a principal), being a nominee of the NSWIndependent Education Union

Mr Larry Grumley

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

Mrs Rose Cantali

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:

Ms Janet Chan

Representing secondary school principals:

Ms Suzette Young

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 Garry Grant

Secondary school teacher

Dr Mary Fogarty (until December 2009)

Mr Denis Fitzgerald (from May 2010)

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 (from May 2010)

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




Brother Kelvin Canavan, AM

Executive Director Emeritus: Catholic Schools,Archdiocese of Sydney

Visiting Professor: Australian CatholicUniversity; University of Notre Dame, Australia

Dr Jackie Manuel

Senior Lecturer in Secondary EnglishEducation, University of Sydney

Dr Meredith Martin

Consultant in Special Education

Ms Jennifer Neary

Principal in a Management Consulting firm andChair of the Foundation for Public Education inNSW

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 School Certificateand Higher School Certificate programs

• special cases arising from the SchoolCertificate tests and the Higher SchoolCertificate examinations

Registration and Accreditation Committee

HSC Consultative Committee

School Certificate Consultative Committee

Examination Rules Committee

SC Test/HSC Examination Committees

Primary Curriculum Committee

Board Curriculum Committees

Technical Advisory Committee

Aboriginal Education Advisory Committee

Special Education Committee

Board Appeals Committees

Industry Curriculum Committees

VET Advisory Committee

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Standing Committees of the Board of Studies

Mr Tom Alegounarias BEc, DipEd.

Mr Alegounarias wasappointed President ofthe Board of StudiesNSW in June 2009.He was previously thefounding Chief Executiveof the NSW Institute ofTeachers and wasresponsible for developingthe Institute’s policy andlegislative framework.Mr Alegounarias is theNSW nominee to theAustralian Curriculum,Assessment andReporting Authority Board.He is an Adjunct Professorin the Faculty of Educationand Social Work at TheUniversity of Sydney.Previously he has beenDirector of Equity andGeneral Manager ofStrategic Policy for theNSW Department ofEducation and Trainingwhere he was responsiblefor national, cross-sectoraland cross-agency policyand liaison. He has beenChair and ExecutiveOfficer to 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 Berwick,BEd

Ms Berwick is thepresident of the NSWAboriginal EducationConsultative Group Inc.and chairs the Board ofStudies’ AboriginalEducation AdvisoryCommittee. She is asecondary mathematicsteacher and has spentconsiderable timeteaching in schools aswell as lecturing at TheUniversity of WesternSydney and University ofSydney. Ms Berwick is amember of the Director-General’s AboriginalEducation AdvisoryCommittee for the NSWDepartment of Educationand Training and hasinvolvement in the NSWGovernment’s ‘Two WaysTogether Aboriginal AffairsPlan’. She hasconsiderable knowledgeand expertise in Aboriginaleducation and training andalso Aboriginal affairspolicy development andunderstands the cultural,social and economicfactors that affectAboriginal communities.

Ms Dianne Butland, CT, BA(Social Science),MEd

Ms Butland is an executivemember of the Federationof Parents and Citizens'Associations which actson behalf of communitiesin public schools acrossNSW. She has an activeand broad interest ineducation K–12. MsButland serves theFederation on a range ofcommittees at state,regional and local schoollevels. She is a sociologistand works in teachereducation. Her researchinterests are in educationpolicy, inequality andcommunity empowerment.Her current research is aglobal comparative studythat focuses on theeducational and socialimplications of nationaltesting.

Mr Barry Calvert, BEc, DipEd

Mr Calvert joined theBoard in 2010 and iscurrently a RegionalVocational EducationConsultant for the NSWDepartment of Educationand Training, WesternSydney Region, a role thatincludes acting as the day-to-day manager of theregional RTO. He has a36-year career in publiceducation and for the past15 years has been workingto provide greateropportunities for studentsthrough the planning,introduction anddevelopment of VETcourses, 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

Mrs Rose Cantali,BA(Special Education),DipTeach, MEd MAPS

Mrs Cantali previouslyworked as a teacher. Sheis currently a registeredpsychologist who worksas a school counsellor.Mrs Cantali is on the Stateexecutive of the NSWParent Council and on theState Executive of theAustralian PsychologicalSociety, Sydney Branch.She has worked for over25 years in bothindependent and stateschools. Mrs Cantali isvery interested in theemotional wellbeing ofchildren and adolescentsand has undertakensignificant research in thearea of connectedness toschool and the effects onschool retention and at-risk behaviours in childrenand adolescents. She hasdeveloped preventativeprograms such asConnected to School thatare currently used inschools to developresilience in young people.Mrs Cantali has aparticular interest indeveloping betterstrategies to assiststudents with learning,testing and specialeducation.

Brother Kelvin Canavan,fms, AM, BA, MS, EdD,FACE

Brother Canavan isExecutive DirectorEmeritus – CatholicSchools, Archdiocese ofSydney. He joined theBoard in 2001 and whenrequired served as DeputyPresident. He was theinaugural recipient of theSir Harold WyndhamMedal and in 1997 he wasmade a member (AM) ofthe Order of Australia. In2008 Br Canavan wasawarded the degreeDoctor of the University(honoris causa) by theAustralian CatholicUniversity and thehonorary degree, Doctorof Laws by the Universityof Notre Dame Australia. In2009 he received aCertificate of Appreciationfrom the NSW/ACTIndependent EducationUnion in recognition of hiscontribution to ‘building avibrant and highest qualityschool system’. Currentlyhe is Visiting Professor atboth Catholic universities.

Ms Janet Chan, DipTeach, GradDipEducation Studies(Reading)

Ms Chan has beeninvolved in primaryeducation since 1976.Currently Principal,Plumpton Public Schooland formerly Principal,Tregear Public School, sheis an active member of theNSW Primary Principals’Association, being acurrent member of theCurriculum ReferenceGroup and the Leadershipworking party. Her interestin school self-evaluationincludes membership ofthe Sydney West RegionalCyclical ReviewCommittee. In 2009 shewas elected asgovernment schoolprincipal on the QualityTeaching Council for theInstitute of Teachers.

Ms Pam Christie, BA, DipEd, DipSpEd,Graduate Member of theAustralian Institute ofCompany Directors(GAICD)

Ms Christie was appointedDeputy Director-General,TAFE and CommunityEducation in March 2010.Her key responsibilitiesinclude driving strategicdirections and policyacross TAFE NSW,working with industry toenable communitycapacity-building andincreased productivity, anddeveloping a highly skilledworkforce for our state. Ms Christie has worked ineducation and training forover 30 years. She beganher career as a secondaryschool teacher, workedoverseas as an Australianvolunteer and for the AdultMigrant English Service.She went on to work in thevocational education andtraining sector, conductingmajor Commonwealth-State negotiations,managing regulation andfunding of trainingproviders in NSW andleading reforms related toapprenticeships. Morerecently, Pam led TAFENSW – South WesternSydney Institute and TAFENSW – Sydney Instituteand implementedsignificant initiativesacross the tertiary sector. Ms Christie is a member ofthe NSW TAFECommission Board, theNSW Vocational Educationand Training AccreditationBoard, the Board ofStudies NSW and the LHMartin Institute for HigherEducation Leadership andManagement AdvisoryBoard.






Dr Brian Croke, BA(Hons), DipEd, DPhil,HonDLitt

Dr Croke has beenExecutive Director of theCatholic EducationCommission, NSW and amember of the Board ofStudies NSW since 1994.He is currently a memberof the AustralianCurriculum, Assessmentand Reporting Authority(ACARA) and a director ofthe Australian Council forEducational Research, andEducation ServicesAustralia. Educated atMacquarie, Oxford andHarvard Universities in the1970s, he has publishedand presented on variousaspects of Australian andCatholic education, mostrecently a chapter on thechallenges facingAustralian Catholicschools in the firstInternational Handbook ofCatholic Education. DrCroke is Adjunct Professorof History at MacquarieUniversity and theUniversity of Sydney. He isthe author or co-author ofeight books and numerousarticles and reviews ontopics in Roman andByzantine history andhistoriography. In 1995 hebecame the firstMacquarie undergraduateto be elected a Fellow ofthe Australian HumanitiesAcademy and in 2002 hewas awarded theAustralian CentenaryMedal for his contributionto Ancient History.

Professor Anne Cusick,BAppSc (OT),GradCertBusAdmin,GradDipAppBehSc,MA(Psych), MA (InterdiscStud), PhD, DiplomaAustralian Institute ofCompany Directors

Professor Cusick iscurrently Provost ofCampbelltown Campus,University of WesternSydney and Professor ofInterprofessional HealthSciences. As a universityeducator she has beenengaged in health sciencecurriculum developmentand implementation for 25years. For the past 16years she has heldacademic administrationand research positions atthe University of WesternSydney. She is a NSWVice Chancellor’sCommittee-appointedgeneralist for registrationand accreditation of highereducation providers underthe Department ofEducation, has served asDeputy Chair of theNSW/ACT Committee ofChairs of AcademicBoards/Senates, Chair ofthe UWS AcademicSenate 2003–2009, and amember of VETAC.

Professor Sue Dockett,BEd(Hons), MEd(Hons),PhD

Dr Dockett is Professor ofEarly Childhood Educationat Charles Sturt University.Over a period of 30 years,she has been activelyinvolved in early childhoodeducator 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. DrDockett’s research iswidely published bothnationally andinternationally. She ispatron of the NSW EarlyChildhood EducationCouncil.

Mr Denis FitzgeraldBA, DipEd

Mr Fitzgerald has taught ina range of public schoolsacross NSW as aclassroom teacher and ina variety of promotionspositions. He was afoundation member of theNSW Board of SecondaryEducation, a member ofthe CurriculumCorporation of Australiaand a foundation memberof the Board of StudiesNSW.

Mr Fitzgerald has alsobeen President of theNSW Teachers Federation,the Federal President ofthe Australian EducationUnion and a writer andspeaker on educationaland social issues. Morerecently, Mr Fitzgerald wasDirector of Equity andAboriginal Education in theNSW Department ofEducation and Training, aposition he left in order toreturn to schools.Currently, he is writing abook on education historyand ideas and working ata number of PSP schoolsin Sydney’s west.




Mr Trevor Fletcher, BEd, DipTeach

Mr Fletcher is DeputyDirector-General Schools,NSW Department ofEducation and Training.Trevor Fletcher has held anumber of high levelpositions in the educationalsystem in three states,Victoria, South Australiaand New South Wales.He places great value onbuilding the capacity ofteachers and educationleaders. In his career hehas led the developmentof frameworks for schooldevelopment andaccountability;professional learning andleadership development;and the introduction ofperformance reviewsystems for principals andschools.

Mr Fletcher has led theimplementation ofsignificant initiatives inNSW for Literacy,Numeracy, Aboriginalstudents, retention andcohesive tri-level planning.He has focused onconstructive use of datafor improvement, qualityteaching and capacitybuilding across all tenregions.

Mr Fletcher has ensured aclimate of partnership andinterdependence withschools, regions and thecentre working togethertowards continuousimprovement for thebenefit of NSW students.Mr Fletcher’s leadership inthis area has attractedboth national andinternational interest.

Mr Garry Grant, TC, BSc,GradDipEd(Computing),MEd

Mr Grant is currently a full-time teaching AssistantPrincipal at Dubbo PublicSchool. His experience inthe classroom extendsover a 39-year career inpublic education, as aclassroom teacher in smallschools, primary schoolsand as a consultant withthe Department ofEducation and Training inComputing Assessment.The bulk of his teachingcareer has been spent inthe Far Western Region ofNSW. He is a currentmember of the NSWTFexecutive, a position hehas held for the last 10years. His interests are inthe area of curriculumdevelopment, assessmentand reporting, along withsocial justice issuesconcerning students,parents and teachers inthe public educationsector.

Mr Larry Grumley, BSE,DipEd, MA(Hons Eq)

Mr Grumley has 33 years’teaching experience inboth secondary(government andindependent) and tertiarysectors both in New SouthWales and overseas. Hehas also been involved inHSC and SchoolCertificate marking,examination committeesand syllabus development.Mr Grumley is currentlyHead Teacher English atCatherine McAuleySchool, Westmead.

Ms Deborah Lloyd,BSocSci, BEd

Ms Lloyd is a life memberof the Federation ofParents and Citizens’Associations and is in hersecond term as a memberof the Board of Studies.She brings a ruralperspective, and is theparent of school-agedchildren. Ms Lloyd hasbeen a volunteer with P&Cassociations for more than21 years at school,regional and state levels.In 2000, she was awardedthe Director-General’sAward for Service toPublic Education. Herinterests are in the areasof equity, communitydevelopment and student-centred curriculum. Shehas been a member of theBoard’s Registration ofNon-government SchoolsCommittee, the PrimaryCurriculum Committee,and participated in the K–6Science and TechnologySyllabus ReviewCurriculum Committee aswell as in the developmentof the FoundationStatements. She currentlyworks as a primary schoolteacher.




Ms Leslie Loble, BSc, MPubAdmin

Ms Loble is DeputyDirector-General, StrategicPlanning and Regulation,NSW Department ofEducation and Training.She oversees public policydevelopment andcorporate planning andperformance acrossschooling, vocationaleducation and training,and higher education, andleads national engagementin education and trainingon behalf of the NSWGovernment.

Dr Meredith Martin,BA(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.She is a member of theGuardianship Tribunal, theMental Health ReviewTribunal and, until June2008, was a member ofthe AdministrativeDecisions Tribunal. DrMartin has worked for over30 years in training andevaluation for governmentand non-governmentsectors that haveprograms for people withdisabilities.

Ms Jennifer Neary, BA, DipEd, FAICD

Ms Neary commenced hercareer as a secondaryMathematics teacher andhas had a long history ofinvolvement in publicpolicy in employment,education and training.This involvement has beenat both state and federallevels, and internationallywith the OECD.

Ms Neary has also hadextensive experience as asenior executive in thefinancial services sector.She is Principal in aManagement Consultingfirm, is the Chair of theFoundation for PublicEducation in NSW and amember of the Board ofthe NSW Institute ofTeachers.

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 AHISA since1993.

His educational interestsinclude pedagogy, staffdevelopment andprofessional learning aswell as a lifelong interest ineffective pastoral care foryoung people.

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




Dr Jacqueline ManuelBA(Hons1), DipEd, PhD

Dr Manuel is a SeniorLecturer in secondaryEnglish education in theFaculty of Education andSocial Work, University ofSydney. She is Convenorof the Arts, English andLiteracy Education (AELE)Research Network andcoordinator of pre-servicesecondary English teachereducation in the Faculty.She has a Bachelor of Artswith Honours Class I inEnglish, a Diploma inEducation and a PhD inEnglish Literature from theUniversity of New England(1991). She has publishedwidely in the field ofEnglish education andteacher motivation andretention. She has co-authored/edited five booksin the field of secondaryEnglish, the most recentbeing Imagination,Innovation, Creativity: Re-Visioning EnglishEducation (with PaulBrock, Don Carter andWayne Sawyer, 2009) andThe English Teacher’sHandbook, A to Z (withDon Carter, 2009). She co-edited Drama and EnglishTeaching: Action,Imagination, Engagement,published by OxfordUniversity Press in 2008.She has been a memberof the NSW Higher SchoolCertificate EnglishExamination Committee(Standard and Advanced,2004–2006) and ChiefExaminer of these courses(2007, 2009, 2010).

Ms Suzette Young, BA, DipEd, MA

Ms Young is Principal atWilloughby Girls HighSchool and is in hersecond term as a memberof the Board of Studies.Until 2007 she held theposition of DeputyPresident of the NSWSecondary Principals’Council for a number ofyears and remains amember of the Council.She has worked in publiceducation for over 30years in a variety ofteaching and executiveposts. Ms Young is a pastPresident of the EnglishTeachers’ Association ofNSW, was a Supervisor ofHSC Marking and lecturedfor four years in theteacher educationprogram at MacquarieUniversity. Her interestsare in pedagogy,leadership andprofessional learning.




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Office of the Board of Studies –Organisation Structure



Strategic Planning and Goals

Strategic Planning processes and initiatives• The Board of Studies Strategic Plan (2009–2013) has been developed to set

broad strategic directions for the Board over the coming years. The Plan takesaccount of a comprehensive Environmental Scan which identifies the keypolicies, trends, research and emerging issues likely to affect the Board’s futurework. The Plan plays an essential role in guiding the focus and work of theBoard and the Office of the Board in a context of significant global and nationaldevelopments.

• The Board’s planning encompasses four broad strategic goals (Goals 1–4) –development of curriculum and support materials that promote high standardsof primary and secondary education; credentialling of secondary school studentachievement; the registration and accreditation of non-government schools; andassociated research and development in national and international bestpractice. The Office’s planning provides the operational structure for executingthese four goals together with an additional fifth goal (Goal 5) relating to theeffective, efficient, economic and equitable management of the Office’sfunctions, activities and staff.

• For each strategic priority identified for the 2009–2010 reporting year, keyactivities, milestones, accountabilities and targeted outcomes wereincorporated into the Office’s detailed 2009–2010 Operational Plan. The Office’sOperational Plan promotes a direct alignment between the priorities in theBoard’s Strategic Plan, the ongoing strategic focus of the Office and theresponsibilities and priorities of each officer. The Operational Plan also providesthe basis for the individual Performance Agreements for Senior ExecutiveService officers, Corporate Development Plans and the Management Plans foreach branch of the Office.

• Reports highlighting the activities and achievements of the Board and the Officeof the Board over the reporting year 2009–2010 follow in Sections 2–4 in thisAnnual Report.



GOALS STRATEGIC OBJECTIVES

GOAL 1Syllabuses,courses andsupport materialsthat promote highstandards ofprimary andsecondaryeducation

1.1 Collaborate with ACARA in the development andimplementation of quality national curriculum.

1.2 Collaborate with ACARA and other state authorities to ensureNSW’s well established K–12 content and achievementstandards and online Assessment Resource Centre provides abasis for the development of standards for the new nationalcurriculum.

1.3 Evaluate national curriculum documents and materials andadvise the Minister as to their suitability for use in NSWschools.

1.4 Provide advice to the Minister in relation to the strategies andtimelines associated with the implementation of the nationalcurriculum.

1.5 Strategically review and update NSW syllabuses, courses andsupport materials that promote high standards of achievementfor the full range of NSW students from Kindergarten to Year12 taking account of developments in national curriculum,assessment and reporting.

1.6 Develop and provide comprehensive assessment resourcesand advice to schools to ensure the consistent assessmentand reporting of student achievement of standards fromKindergarten to Year 12.

1.7 Promote relevant, flexible and inclusive pathways for studentlearning that enable the full range of students fromKindergarten to Year 12 to maximise their levels of attainment.

1.8 Maximise curriculum provisions for students in Years 9 to 12 toaccess nationally accredited vocational education and trainingcourses and qualifications to ensure they are fully prepared forfurther study, training and education.

1.9 Promote high levels of knowledge and understanding ofAboriginal history, cultures and identities through qualitycurriculum and support materials.

1.10 Promote high standards of achievement and improvedretention rates for students from all communities throughoutNSW, including Aboriginal students, through the developmentof sustained and active learning partnerships withcommunities.

1.11 Assess the implications of the increased school leaving age forNSW students from 2010 and develop appropriate curriculumand credentialling options that promote high standards ofachievement for the broader range of students continuing theirschooling.



GOAL 3Compliance withregistration andaccreditationrequirements bynon-governmentschools andsystems

3.1 Promote the delivery by non-government schools of high qualityeducational programs through the regulation of non-government school compliance with relevant legislativeregistration and accreditation requirements.

3.2 Develop and implement best practice policies and processes inthe regulation of non-government schools and systems.

3.3 Promote the delivery of high-quality education programs tohome schoolers through the regulation of home schoolingfamilies’ compliance with relevant legislative requirements.


GOAL 2Highly-regarded,comprehensive,flexible andinclusivecredentials thatmeet the needs ofstudents and thecommunity

2.1 Support students, universities, employers and the communitythrough the provision of credentials that meaningfullycommunicate student achievement in relation to the SchoolCertificate and Higher School Certificate standards.

2.2 Promote the community’s continued confidence in the integrityof the Higher School Certificate through the implementation ofstrengthened procedures and processes designed to ensuregood scholarship and ethical practices for senior secondarystudents.

2.3 Develop and implement best practice in School Certificate andHigher School Certificate testing of student achievement,drawing on appropriate innovations in technology andexamination methodology.

2.4 Develop and implement best practice in the school-basedassessment of student achievement for the School Certificateand Higher School Certificate.

2.5 Identify and accommodate the impacts of the development andimplementation of national curriculum, assessment andreporting on the School Certificate and Higher SchoolCertificate.

2.6 Evaluate the Board’s credentialling program to ensure that NSWstudents leaving school at the end of Year 10, Year 11 or Year12 are supported with meaningful qualifications that meet theneeds of students and the community.




GOAL 4Policies andpractices thatreflectcontemporarynational andinternational bestpractice andresearch incurriculum,assessment,registration andaccreditation

4.1 Inform the development of quality national curriculum,assessment and reporting through the promotion of keyaspects of effective Board programs.

4.2 Achieve continuous improvement in the quality andeffectiveness of the Board’s products and services.

4.3 Enrich the educational experience and outcomes of studentsby promoting the effective integration of information andcommunication technologies in curriculum, assessment andreporting.

4.4 Monitor and assess the developing impact on the role andnature of teaching resulting from the integration of informationand communication technologies in curriculum, assessmentand reporting.

4.5 Develop effective policies and practices in curriculum,assessment, registration and accreditation throughcollaboration with key NSW, national and international agencieson areas of common strategic interest.

4.6 Assess new national and state curriculum, assessment andreporting developments and prepare appropriate policies andadvice to support implementation in schools.




GOAL 5Effective, efficient,economic andequitablemanagement ofthe Office’sfunctions,activities and staff

5.1 Identify and implement improvements in business processesand practices through effective organisational leadership,strategic planning and quality assurance processes.

5.2 Maximise operational efficiency and improved service deliverythrough the development and implementation of new andemerging technologies.

5.3 Effectively manage the Office’s recurrent and capital resources.

5.4 Deliver high-quality, cost-effective professional andadministrative advice and services to the Board of Studies andits committees.

5.5 Establish strong and effective partnerships with key educationstakeholders.

5.6 Deliver effective communications and support services toenable the Board and its Office to effectively meet the needsand expectations of customers.

5.7 Manage and develop effective organisational and staffingarrangements for the Office of the Board of Studies so thateducational objectives and accountability expectations aremet.

5.8 Effectively and sensitively manage the industrial andemployment relations program of the Office so as to achieve ahigh standard of industrial and employee relations and to meetrelated legislative requirements.

5.9 Research and evaluate emerging policy issues relating to K–12curriculum, assessment, examinations and credentialling anddevelop appropriate policy advice and options for the Ministerand Board.

5.10 Promote dynamic and ethical organisational culture thatencourages and recognises staff innovation and encouragesand develops staff to reach their full potential.


SECTION 2PERFORMANCE – OUR ACHIEVEMENTS

• Curriculum andAssessment 31

• Examinations andCredentials 57

• Registration andAccreditation 69

• Policy and Practice 81


CURRICULUM and ASSESSMENT

• The Australian Curriculum

• The NSW Curriculum

– Primary

– Stage 6

– Heritage Languages

– Board Endorsed Courses

– VET

– Aboriginal Education

– Assessment Resource Centre (ARC)

A Unified Variation of Williams/Robinson Fantasy In Natureby Wallid Hussein (Macquarie Boys Technology High School),2008 HSC Visual Arts student


Related goals:

• Syllabuses, courses and support materials that promote high standards of primary andsecondary education

• Highly regarded, comprehensive, flexible and inclusive credentials that meet the needs ofstudents and the community

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

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

Strategic OutcomesCollaborate with ACARA in the developmentand implementation of quality nationalcurriculum.

Ensure that NSW’s well-established K–12content and achievement standards andonline Assessment Resource Centreprovides a basis for the development ofstandards for the new Australian curriculum.

Evaluate national curriculum documents andmaterials and advise the Minister as to theirsuitability for use in NSW schools.

Advise the Minister in relation toimplementation of the Australian curriculum.

Strategically review and update NSWsyllabuses, courses and support materials,taking account of developments in nationalcurriculum, assessment and reporting.

Ensure that NSW syllabuses, courses andsupport materials promote high standardsof achievement for the full range of studentsin NSW.

Provide comprehensive assessment resourcesand advice to schools.

Provide for relevant, flexible and inclusivepathways that enable the full range ofstudents to maximise their levels ofattainment.

Monitor and assess the continuing effect onthe role and nature of teaching resulting fromthe integration of information andcommunication technologies (ICT) incurriculum, assessment and reporting.

Enrich the educational experience andoutcomes of students by promoting theeffective integration of ICT.

Provide access for students in Years 9 to 12nationally accredited vocational education andtraining courses and qualifications.

Increase students’ knowledge andunderstanding of Aboriginal history, culturesand identities through quality curriculumand support materials.

Ensure high standards of achievement andimproved retention rates for students from allcommunities throughout NSW, through activelearning partnerships with communities.

Provide appropriate curriculum andcredentialling options for the broader rangeof students continuing their schooling.

Best practice in the school-based assessmentof student achievement for the SchoolCertificate and Higher School Certificate.

Identify and accommodate the impacts of thedevelopment and implementation of nationalcurriculum, assessment and reporting on theSchool Certificate and Higher SchoolCertificate.

CURRICULUM AND ASSESSMENT


Inform the development of quality nationalcurriculum, assessment and reporting throughthe promotion of key aspects of effective Boardprograms.

Collaboration with key NSW, national andinternational agencies on areas of commonstrategic interest.

Assess new national and state curriculum,assessment and reporting developments andprepare appropriate policies and advice tosupport implementation in schools.

Establish strong and effective partnershipswith key education stakeholders.

Achievement Highlights

Development of the Australian Curriculum

The Board is involved in providing advice andfeedback on curriculum documentsdeveloped by the Federal Government’sAustralian Curriculum, Assessment andReporting Authority (ACARA).

Development and maintenance of the NSWCurriculum

Quality Aboriginal education curriculum andsupport materials.

Vocational Education and Training Pathwaysfor students

Assessment Resources Centre website(ARC) continually updated to supportstudents, teachers and parents.



Strategic OutcomesCollaborate with ACARA in the developmentand implementation of quality nationalcurriculum.

Collaborate with ACARA and other stateauthorities to ensure NSW’s well establishedK–12 content and achievement standardsand online Assessment Resource Centreprovides a basis for the development ofstandards for the new national curriculum.

Evaluate national curriculum documents andmaterials and advise the Minister as to theirsuitability for use in NSW schools.

Advise the Minister in relation to thestrategies and timelines associated with theimplementation of the national curriculum.

Strategically review and update NSWsyllabuses, courses and support materialstaking account of developments in nationalcurriculum, assessment and reporting.

Our Achievements

Development of the Australian curriculum

In 2009 and 2010 the Board of Studies NSWcontinued to support the work of the AustralianCurriculum, Assessment and ReportingAuthority (ACARA) and has workedcollaboratively with all states and territories,and the education sectors in NSW to developan Australian curriculum.

Consultation

ACARA released the draft K–10 Australiancurriculum on 1 March 2010 for consultationuntil 30 May 2010. The Board of Studiesundertook a widespread program ofconsultation on the draft Kindergarten to Year10 Australian curriculum for Phase 1 learningareas English, Mathematics, Science andHistory during March and April 2010. The

consultation process followed a similar modelto that used for NSW syllabus developmentand included a coordinated approach withACARA and the education sectors in NSW. Theconsultation program included a curriculummapping, teacher meetings in regional andmetropolitan venues, videoconferences,learning area stakeholder meetings, and aseries of stakeholder meetings that focused onK–6 and K–10 whole-school matters, andimplications for assessment, reporting,examining and credentialling.

The Board undertook a mapping and analysisof the draft K–10 Australian curriculum,including the structure and content, generalcapabilities and cross-curriculum dimensionsto determine the degree of difference from theNSW curriculum. This analysis was used for thepreparation of briefings and introductions tothe Australian curriculum at Board of Studiesstakeholder and teacher consultation meetings.

Stakeholder meetings about the draft K–10curriculum content and achievement standardsfor each learning area included broadrepresentation of the Board of Studiesconsultation networks, including curriculumexperts, teachers, principals, parents,representatives from the three educationsectors, unions, the tertiary sector and teacherprofessional associations.

Face-to-face meetings and video conferenceswere held with teachers in different locationsacross NSW. Four meetings and one videoconference were held for each learning area togather feedback about the curriculum contentand achievement standards. Over 1000individuals participated in the face-to-facemeetings. An online survey on the Board ofStudies website was also available for sixweeks; more than 500 responses werereceived.

The Board worked with the education sectorsto assist ACARA to organise two NSWconsultation forums held on 25 and 26 March


The Australian Curriculum Working collaboratively to build a quality national curriculum.


2010. The first forum involved 200 teachers,school leaders, students, representatives fromprofessional associations and universities,parents, teacher unions and industry providingfeedback to ACARA about the draft K–10curriculum. The second day of the foruminvolved discussion between curriculumrepresentatives from the different educationsectors and the Board on issues related tocurriculum development and implementation,assessment and reporting.

The Board’s focus will be to ensure theinclusiveness of the new curriculum and that itis of the same high quality as the current NSWcurriculum.


The Board of Studies established BoardCurriculum Committees (BCCs) for K–10 andsenior Years for the development of theAustralian curriculum in English, Mathematics,Science and History. The role of BCCs includesmonitoring the NSW consultation, analysingfeedback and providing advice to the Board,similar to their role in the syllabus developmentprocess. The BCCs comprise the Board’s keystakeholder groups which includerepresentatives from the three educationsectors, teachers, parents, principals, union,tertiary and special education representatives,and teacher professional associations.

Consultation reports incorporating feedbackfrom Board of Studies consultation activitieswere prepared for each learning area. The K–10BCCs for English, mathematics, science andhistory met in May 2010 to consider the draftK–10 consultation reports for each learningarea and the feedback and advice to ACARAgathered from NSW consultation.

The NSW position on the draft phase 1 K–10Australian curriculum was endorsed by theBoard of Studies at its extraordinary meetingon 1 June 2010, for submission to the Ministerfor Education and Training and subsequently toACARA.

Trialling of K–10 content and achievementstandards

The Board of Studies assisted ACARA with thecoordination of nominations for NSW schoolsto undertake a trial of school-based activitiesas part of ACARA’s consultation on the draftK–10 curriculum. The Board worked withrepresentatives from the three educationsectors to determine the scope and number ofschools and the support to be provided toschools during this activity. The Boardnominated 31 schools from the three sectorsand metropolitan and regional centres, forconsideration by ACARA. Twenty-two schoolsin NSW trialled a range of draft curriculumcontent and achievement standards for primaryand secondary years in each of the learningareas, and the online presentation of thecurriculum. Schools provided feedback directlyto ACARA.

Mapping

The Board coordinated NSW representativesfor mapping by ACARA as part of theirconsultation activities. The mapping comparedcurrent state and territory curriculums againstthe proposed Australian curriculum with afocus on similarities and differences. Mappingcomprised two phases: the first phase requiredcurriculum officers from the education sectorsto complete surveys to determine the coverageof topics and cognitive demands within eachstate and territory curriculum document and inthe national draft; each state and territory’smapping included two local analysts with twoanalysts from other states and territories. Thesecond phase involved teachers nominated bystates and territories to map the coverage oftopics and cognitive demand within their ownclassroom practices.

The outcomes of the mapping will supportACARA in determining the degree of differencebetween state and national curriculums and willhelp to determine implementation andresourcing matters when the final curriculum ispublished.



Implementation

In February 2010 the Board issued amemorandum to all NSW school principals,signed by the President, Board of Studies, theDirector-General, Department of Education andTraining, the Executive Director, CatholicEducation Commission, and the ExecutiveDirector, Association of Independent Schools,advising that the phases and details of theimplementation process in NSW will not bedetermined until the final curriculum is releasedby ACARA in Term 3.

The Board issued an Official Notice in May2010 to confirm that all NSW schools shouldcontinue to use the existing NSW K–12syllabuses in 2011.

Senior secondary curriculum

ACARA released the draft senior secondaryAustralian curriculum content on 14 May 2010for consultation until 30 July 2010. The Board’sconsultation processes will be similar to thatused for the K–10 draft curriculum.

Communication

The Board has developed a number ofresources to assist teachers in theirunderstanding and involvement in thedevelopment of an Australian curriculum. The‘Australian curriculum in NSW’ site on theBoard’s website provides information about theBoard of Studies consultation strategies andmeetings, frequently asked questions,correspondence to schools, an online surveyinstrument and links to ACARA’s website,including the consultation portal andpublications.



Strategic OutcomesNSW syllabuses, courses and supportmaterials that promote high standards ofachievement for the full range of NSW studentsfrom Kindergarten to Year 12.

Comprehensive assessment resources andadvice to schools.

Relevant, flexible and inclusive pathways thatenable the full range of students to maximisetheir levels of attainment.

Monitor and assess the developing impacton the role and nature of teaching resultingfrom the integration of information andcommunication technologies in curriculum,assessment and reporting.

Enrich the educational experience andoutcomes of students by promoting theeffective integration of information andcommunication technologies in curriculum,assessment and reporting.

Students in Years 9 to 12 access nationallyaccredited vocational education and trainingcourses and qualifications.

Knowledge and understanding of Aboriginalhistory, cultures and identities through qualitycurriculum and support materials.

Promote high standards of achievement andimproved retention rates for students fromall communities throughout NSW.

Appropriate curriculum and credentiallingoptions that promote high standards ofachievement for the broader range of studentscontinuing their schooling.

Best practice in the school-basedassessment of student achievement for theSchool Certificate and Higher SchoolCertificate.

The impact of the development andimplementation of national curriculum,assessment and reporting on the SchoolCertificate and Higher School Certificate.

Establish strong and effective partnershipswith key education stakeholders.

Develop effective policies and practices incurriculum, assessment, registration andaccreditation through collaboration with keyNSW, national and international agencies onareas of common strategic interest.


The NSW CurriculumPromoting high standards of primary and secondary education in NSWthrough the provision of quality syllabuses, course and support materials andthe assessment, reporting and credentialling of student achievement.


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 12and the Higher School Certificate are taughtaccording to a detailed common curriculumwhich clearly prescribes what students shouldlearn and be taught. The NSW syllabusescontain explicit descriptions of the subjectcontent that must be taught and the knowledgeand skills that students should develop.

The syllabuses and related support materialsalso describe clear standards of achievementexpected of students at each of the stages oflearning, allowing for student achievement tobe assessed and reported against thesestandards. The NSW syllabuses have beendeveloped following extensive consultationwith subject experts, academics, teachers andthe community and ensure that commonmaterial is taught in both government and non-government schools irrespective of where astudent lives or attends school.


Organisation of the Curriculum

Syllabus Stages Learning Areas Credential

Early Stage 1 – Kindergarten

Stage 1 – Years 1 and 2



English

Mathematics

Science and Technology

Human Society and Its Environment

Personal Development, Health and PhysicalEducation

Creative and Practical Arts.



English

Mathematics

Science

Human Society and Its Environment

Languages

Technological and Applied Studies

Creative Arts

Personal Development, Health and PhysicalEducation.

School Certificate

Stage 6 – Years 11 and 12 English (compulsory) plus a choice from over150 Board Developed Courses, BoardEndorsed Courses, Vocational Education andTraining Courses, Life Skills.

Higher SchoolCertificate


Our Achievements

NSW Syllabuses, Courses and SupportMaterials that Promote High Standardsof Achievement

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

• Statement of Values

• Statement of Equity Principles.

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 processThe Board of Studies is committed to asyllabus development process that providesopportunities for consultation, establishesachievable timelines and ensures qualitysyllabuses.

The process, using a project managementapproach, involves 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 which 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 available onthe Board of Studies websitewww.boardofstudies.nsw.edu.au/manuals/pdf_doc/syl_process.pdf


Support Material for ParentsThe Board has continued its development ofsupport material for parents of primarychildren. The aim is to develop a suite ofsupport guides for Mathematics and English.A Parents’ Guide: Helping your child learn toread will be available in 2010. This documentprovides advice to parents on the process ofteaching reading, strategies to try at home anduseful online websites and resources. TheParents’ Guide to Teaching Writing will followand it is anticipated that this will be availabletowards the end of 2010. The development ofboth documents has incorporated a variety ofconsultation with Indigenous and non-Indigenous parents.

The Parents’ Guide to the NSW PrimarySyllabuses is proving to be a populardownloadable document. It helps parents tobetter understand what their children will learnin each Year or stage of their primaryschooling. The Guide is available on theBoard’s website (www.bos.nsw.edu.au).

The home page for primary curriculum hasbeen updated on the Board’s website. It is nowlocated close to the Years 7–10 syllabusdocuments to ensure schools and parentsunderstand the continuum of development ofthe Board’s syllabuses From Kindergarten toYear 10.

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

Setting Clear Expectations for Learning


Support Material for Primary Teachers An innovative Schools Online site has beenestablished for primary school teachers. Thefacility enables teachers to select the stage ofschooling and the subjects they would like toreceive information about. This personalisedservice will provide prompt access to newprimary support documents and materials.The site was launched with four Science andTechnology sample units which support theimplementation of the current K–6 Scienceand Technology Syllabus. A blog has beenattached to the site to enable primaryteachers to provide feedback and to accessexpert advice and support in primaryeducation. This site has the capacity to linkteachers anywhere in NSW, who may beworking through similar issues, to share theirknowledge and available expertise, andprovide additional strategies that work, andfeedback on strategies that have beentrialled.

A Dictionary of classroom strategies K–6 isbeing developed to provide a range ofstrategies that teachers can use in theclassroom to enhance teaching and learning.

The Board is developing a PersonalDevelopment, Health and Physical Education(PDHPE) Teaching Kit for teachers K–6 dealingwith aspects relating to interpersonalrelationships, antibullying, conflict resolutionand cyber bullying. The kit aligns learningstrategies with the Board’s outcomes in thePDHPE syllabus. It will be available in 2010.

An online English K–6 Support Document forStudents with Special Education Needsincorporating case studies is currently beingdeveloped for release in 2010.

Working Collaboratively – the AustralianCurriculum

The Board has continued to support thedevelopment of the Australian curriculum forprimary schools through consultation, onlinesurveys, workshops and presentations. TheBoard, through the Primary Inspector and itsother K–12 inspectors, has provided expertadvice to ACARA on primary education and theprimary curriculum.

English K–6 Support Materials for Studentswith Special Education Needs

The development of online support materialsfor students with special education needs inthe English Key Learning Area is under way, toinclude updated information from the EnglishInterim Support Document: Communicationand English K–6 Literacy Interim SupportDocument for Students Experiencing LearningDifficulties first published in 1997.

The materials are designed to support teachersof students who are experiencing difficulties inone or more of the English strands or who havecomplex communication needs. They set outstrategies for assessment, planning,programming, implementation and evaluation.


The syllabuses developed as part of the majorreview of Years 7–10 curriculum in 2003continue to serve the needs of the New SouthWales education system.

During the reporting period, support materialswere updated and posted on the Board’swebsite as required.

Stages 4 and 5 Curriculum – Years 7–10



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.

Syllabuses and Support Materials n STAGE 6 ENGLISH

Stage 6 English Studies CEC

The Board has extended the pilot study forEnglish Studies to all schools wishing to offerthe course in 2011. For all participatingschools, the course remains at the pilot phaseand is subject to ongoing evaluation andappropriate further development. The Boardrestricted the delivery of the HSC course inEnglish Studies in 2011 to those schools thatimplemented the Preliminary course as part ofthe pilot study in 2010. It is significant thatthese schools have had the experience ofprogramming and evaluating the coursethroughout the 2010 school year. This initiativeforms part of the Board’s response to theincreased school leaving age legislation(Education Amendment Act 2009).

Changes to the Board’s Internal andExternal Assessment Specifications for the2010 HSC

English Extension 2

Changes to the internal and externalassessment for English Extension 2 wereimplemented for the 2010 HSC. The internalassessment requirement comprises threeassessment tasks to the value of 50 marks: aviva voce addressing the proposal for the MajorWork (10 marks), a Report (15 marks), and asubmission of a draft Major Work (25 marks).

Changes to the external assessment involvethe separate marking of the Major Work (40marks) and the Reflection Statement (10marks).

The Preliminary and HSC English Extension 1Course

A change in assessment components from‘Language Modes’ to ‘Knowledge andUnderstanding of Complex Texts’ and of howand why they are valued (25 marks), and skillsin complex text analysis, sustainedcomposition and independent investigation (25marks) was implemented for the 2010 HSC.

n STAGE 6 BUSINESS STUDIES

The revised Stage 6 Business Studies Syllabus,to be implemented for Year 11 in 2011 andexamined for the HSC in 2012, is an exampleof the Board’s ongoing emphasis on review andupdating of NSW syllabuses to reflectcontemporary issues and concerns.

The main changes to the syllabus include:

• streamlined content, resulting in three topicsfor the Preliminary course and four topicsfor the HSC course

• clearer and fewer outcomes, withPreliminary course outcomes reduced from15 to 10 and HSC course outcomesreduced from 13 to 10

• contemporary content that reflects thedynamic nature of business in Australia andglobally

• requirements for students to examinecontemporary business issues in each topic

• actual and hypothetical case studies

• enhanced content on ethical businessbehaviour and corporate responsibility

• improved continuity of learning from thePreliminary to the HSC course.

A guide to the changes to the syllabus will beavailable on the Board’s website in Term 3 2010.Support materials, including sample units ofwork, sample assessment tasks and sampleassessment schedules for both the Preliminaryand HSC courses will be published later in 2010.


Stage 6 Curriculum – Years 11 and 12



n STAGE 6 MATHEMATICS

In the previous reporting period, the Boardendorsed five new Stage 6 Mathematicssyllabuses in March 2009, but advised theNSW Minister for Education and Training thatthe syllabuses should not be approved forimplementation in 2010 pending thedevelopment of the national Mathematicscurriculum for K–12. In May 2009 the Boardapproved the release of the outcomes andcontent of one of the five new courses,Mathematics General 1, for the use of schoolsin the development or revision of school-designed Stage 6 Mathematics courseproposals for Board endorsement. Thesematerials have been used widely in school-based courses offered in 2010.

n STAGE 6 LANGUAGES

New Heritage Language Courses

The project to develop courses for heritagelearners of Chinese (Mandarin), Japanese,Indonesian and Korean, which began inJanuary 2009, was led by Board of Studies,NSW in collaboration with the VictorianCurriculum and Assessment Authority and theSACE Board of South Australia.

These syllabuses will augment the currentlanguages framework by providing heritagelanguage speakers with an appropriatelanguage course in Stage 6.

The Curriculum Framework and Courses ofStudy were developed as part of theCollaborative Curriculum and AssessmentFramework for Languages (CCAFL) and areconsistent with a national set of curriculumstatements at the senior secondary level.

The syllabuses were prepared in accordancewith the Framework for Heritage Languages atSenior Secondary Level which was endorsedby DEEWR and accepted by the NSW Ministerof Education and Training in August 2009.

A wide range of professional and communitystakeholder groups and individuals acrossAustralia were surveyed 19 October – 30November 2009 for consultation on the draftsyllabuses. A strongly favourable responsejudged the draft courses to be good, subject tosome minor changes.

The proposed syllabuses and consultationreports were endorsed by the Board of Studieson 30 March 2010 and, following approval bythe NSW Minister for Education and Training,were published on the Board website on June 12010. The new syllabuses will be implementedfor Year 11 in 2011, with the first HSCexamination in 2012.

The next phase of the project has begun. Thisinvolves the preparation of specimenexamination packages due for web publicationon 30 September 2010.

Revised eligibility criteria for Stage 6 languagecourses

Concurrently, the Office undertook a languageseligibility monitoring program in 2009 and 2010to monitor the implementation of the Board’slanguages eligibility requirements. The programinvolved a number of schools offeringBeginners and Continuers language courses.The eligibility criteria for all Beginners languagecourses and Continuers courses in Chinese(Mandarin), Japanese, Indonesian and Koreanwere reviewed and clarified in conjunction withthe development of the new eligibility criteriafor the Heritage courses.

The eligibility criteria enable placement of thefull range of students in a fair and equitablemanner, to ensure that no student isadvantaged or disadvantaged.

In accordance with a national framework, theeligibility criteria are based on the student’sformal education, their residency in a countrywhere the course language is the language ofcommunication, and their languagebackground.

Information regarding eligibility for Stage 6language courses that applies to studentsseeking entry to Preliminary languages coursesin 2011 is available on the Board’s website atwww.boardofstudies.nsw.edu.au/syllabus_hsc/lang-eligibility-criteria.html

Further materials to support schools in theirapplication of the eligibility criteria, includingLanguages Eligibility Declaration forms, will beavailable on the Board’s website early in Term3, 2010.


n LIFE SKILLS

Review of Stage 6 Life Skills Syllabuses

The Stage 6 Technological and Applied StudiesLife Skills Syllabus was reviewed with the aimof providing students with additional curriculumoptions in the Technology Learning Area. Thereviewed syllabus (now renamed Stage 6Technology Life Skills Syllabus) gives studentsthe opportunity of undertaking one or more ofseven Stage 6 courses in the areas ofTechnology, Agriculture, Design andTechnology, Food Technology, IndustrialTechnology, Information Processes andTechnology, and Textiles and Design. Thereviewed syllabus includes amended outcomesand content which provide a continuum fromthe Years 7–10 Life Skills outcomes andcontent. The reviewed syllabus was publishedon the Board’s website in March 2010, and willbe implemented for Preliminary courses in2011.

A review of the Stage 6 Citizenship and SocietyLife Skills Syllabus commenced in March 2010.





Syllabus Amendment Project Key Features Status

Stage 6 Business Studies Minor revision of Stage 6Business Studies syllabuscompleted. Revised supportmaterials for the syllabuscurrently under development.

Revised Stage 6 BusinessStudies syllabus published onBoard’s website

Stage 6 Economics Development of revisedsyllabus took place during2009/10.

The revised syllabus iscomplete pending approval forimplementation in Year 11, 2011

Stage 6 Studies of Religion Support materials developed forstudents and teachers for theStudies of Religion HSC exam.

Complete and published on theBoard’s website

Stage 6 Engineering Studies Minor amendment commencedduring 2009/10. Draft syllabushas been completed.

Consultation on draft syllabuscurrently under way

Stage 6 Food Technology Syllabus review completed.Work currently under way ondevelopment of specimenexamination paper.

Revised Stage 6 FoodTechnology Syllabus for 2011published on Board’s website

Stage 6 Agriculture Syllabus review completed.Work currently under way ondevelopment of new supportmaterials for the revisedsyllabus.

Revised Stage 6 AgricultureSyllabus for 2011 published onBoard’s website

Stage 6 Software Design andDevelopment

Minor amendment commencedduring 2009/10. Draft syllabuscompleted.

Consultation on draft syllabuscurrently under way

Stage 6 Industrial TechnologySupport Document

Support document for revisedsyllabus under development.

Support document to bepublished by end of 2010

Stage 6 PDHPE SupportMaterial

Syllabus support document toreflect Stage 6 PDHPEamendments updated in 2010.Features for the support ofteaching program developmentand annotated list of teachingresources

Published on Board’s website

Stage 6 Legal StudiesSupport Material

Revised support materials forrevised Stage 6 Legal Studies2009

Completed and published onBoard’s website

Stage 6 Beginners LanguageCourses: French, German,Italian, Japanese, SpanishStandards Packages

Samples of student responsesfrom the 2009 HSC Beginnersoral examinations supplementthe existing Beginnersstandards packages.

Published on Board’s website

2009–2010 Syllabus Amendment Table Stage 6The following table provides an overview of syllabus changes and support materials developedduring the reporting period.



Relevant Flexible and InclusivePathways for Student Learning

Board Endorsed Courses

There are three categories of Board EndorsedCourses.

1. Content Endorsed Courses: developed bythe Board to cater for a wide candidature inareas of specific need not served by BoardDeveloped Courses. TAFE-delivered CECsand VET CECs are categories of ContentEndorsed Courses.

2. School Developed Courses: designed byan individual school, or by a group ofschools, to meet the local needs of a groupof students.

3. University Developed Courses: developedby universities in conjunction with a schoolor group of schools or school system for theparticular needs of high-ability Stage 6students.

School Developed Courses School Developed Board Endorsed Coursesare submitted to the Board by schools forendorsement in Stage 5 for the SchoolCertificate or in Stage 6 as Preliminary orHigher School Certificate units. In Stage 6completed courses are included in a student’spattern of study but do not contribute to thecalculation of the Australian Tertiary AdmissionRank (ATAR). School Developed Courses(SDCs) may be endorsed for a maximum offour years.

In 2009–2010 the Board Endorsement Panelconsidered 95 courses in both Stage 5 andStage 6 (see table below). An overwhelmingmajority of the courses submitted wereapproved for endorsement. Approximately two-thirds of the Stage 6 courses were endorsedfor Applied Mathematics. Nearly all were basedon the outcomes and content of the proposedMathematics General 1 course which theBoard approved being made available toschools that offer or plan to offer a Stage 6Board-endorsed course in Mathematics.

Year Proposals Approvals

2009–2010 Stage 5

Stage 6

35

60

32

60

2008–2009 Stage 5

Stage 6

38

24

37

23

2007–2008 Stage 5

Stage 6

172

20

161

14

2006–2007 Stage 5

Stage 6

75

61

68

60

2005–2006 Stage 5

Stage 6

33

51

30

45



University Developed Board Endorsed Courses University 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.

Sixteen courses were endorsed for study in2009. Two hundred and sixty-seven students inYears 11 and 12 from 95 schools completed aUniversity Developed Board Endorsed Course.

Distinction Courses

The Distinction course program is one of theways in which the Board has recognised andprovided for the learning needs of highlytalented students. The courses are challenginguniversity-level courses designed for high-achieving senior secondary students who haveaccelerated in at least one Higher SchoolCertificate course ahead of their cohort.

Distinction courses in Philosophy andCosmology were available for study by eligiblestudents in 2009 and were delivered bydistance education through the University ofNew England.

In 2009 there were 90 students enrolled. Sixty-one percent of the Distinction course studentsin 2009 were male and thirty-nine percent werefemale.

Following a review of the Distinction courseprogram, there has been extensivedevelopment work, in cooperation withuniversities, on an alternative program toaddress the needs of a wider range of highlyable HSC students.

HSC–University Pathways for talented HSCstudents from 2011The new HSC–University Pathways programwill replace the Distinction courses programfrom the beginning of 2011. The newprogram is designed to offer greater flexibilityfor highly able students to begin universitystudy through a variety of delivery modes.

This program is the result of extensivediscussions and development workthroughout 2009 and during the first half of2010, which included discussion forumswith the NSW Vice-Chancellors Committeeand the Committee of NSW AcademicChairs and Boards and subsequent workingmeetings with nominated senior academicand administrative representatives and theircolleagues at universities across NSW.

The HSC–University Pathways program willgive students who have accelerated in atleast one HSC course and achieved highlevel results an opportunity to apply forentry to challenging first year universitysubjects and fast-track their first universitydegree. Students will undertake the study ofa university subject concurrently withcompletion of the HSC.

The University of New England (UNE), TheUniversity of New South Wales (UNSW) andMacquarie University have established aprogram of challenging and exciting firstyear university units and courses thatstudents can undertake while finishing HSCstudies at school. Students have thechance to study by distance mode with theoption of a weekend residential, or they canattend university on campus for an earlyexperience of studying in a universityenvironment. A broad range of subjects willbe available, including Philosophy, Politics,Psychology, Higher Chemistry, HigherMathematics, and Foundations of Law.

On completion of their university subjects,students will receive relevant universitycredentials and appropriate cross-universitycredit. The program is independent of theHSC and subjects undertaken will notcontribute to the HSC pattern of study or tothe ATAR.



Promoting Education for FurtherEducation and Training, Work AndLifelong Learning Through NationallyAccredited Vocational Education andTraining Courses and Qualifications

Higher School Certificate VocationalEducation and Training (VET)

Industry Curriculum Frameworks

There are currently 11 HSC industry curriculumframework courses – Automotive, BusinessServices, Construction, Electrotechnology,Entertainment Industry, Hospitality, InformationTechnology, Metal and Engineering, PrimaryIndustries, Retail Services, and Tourism andEvents. All VET industry curriculum frameworksare based on national Training Packagequalifications recognised under the AustralianQualifications Framework (AQF).

NSW students can earn nationally recognisedAQF VET qualifications in one or more of theseeleven HSC Industry Curriculum Frameworks.Students can also count an industry curriculumframework course towards an AustralianTertiary Admission Rank (ATAR) by electing totake the optional HSC examination for theindustry curriculum framework.

As national Training Packages are revised andendorsed the corresponding HSC industrycurriculum frameworks need to be revised.During 2009 a revised framework forConstruction was developed and frameworksin Entertainment Industry and InformationTechnology were updated for implementationfrom 2010. Support materials have beendeveloped to assist in the implementation ofthe revised Construction framework.

During 2010 a new HSC Industry CurriculumFramework in Human Services wasdeveloped. This framework will providepathways to Certificate III in Aged Care, AlliedHealth Assistance or Health ServicesAssistance. The new syllabus will be availablefor implementation from 2011. Some minorrevisions were also made to the TrainingPackages for the Automotive,Electrotechnology, Hospitality, Metal andEngineering, Retail Services, and Tourism and

Events curriculum frameworks. Updatedsyllabuses for these frameworks will beavailable for implementation from 2011, with asummary of changes published in a syllabusmodification history for each framework. Therevision of framework courses will reflect thelatest industry competency standards.

A feasibility study exploring the introduction ofa new Stage 6 Industry Curriculum Frameworkin Financial Services, covering financialservices and accounting, is being conducted.This framework could provide broaderopportunities for students in the financialservices industry.

Additional information and advice about thechanges to the HSC VET examinations effectivefrom 2010 have been published on the Board’swebsite and include a revised examinationrubric and sample HSC examination questionsfor Section IV of the VET examinations.

Content Endorsed and Board Endorsed VETCourses

The processes for the development of VETContent Endorsed Courses continue toimprove the efficiency and effectiveness for allstakeholders, particularly schools, in ensuringappropriate HSC VET curriculum pathways areavailable in industry areas not covered byindustry curriculum frameworks. Theseprocesses have resulted in Stage 6 courses inAged Care, Community Services, Furnishing,Hairdressing, Property Services, Screen andMedia and Visual Arts, Craft and Design beingavailable for implementation in 2010.

Work has commenced on the development of aStage 6 VET Content Endorsed Course inBeauty. It is anticipated courses will beavailable for implementation from 2011.

There are also TAFE NSW-delivered VETContent Endorsed Courses in a wide range ofindustry areas including Animal Care, Fashionand Media Journalism.

The provision for locally designed BoardEndorsed VET Courses allows schools theopportunity to offer vocational courses inindustry areas not otherwise available in theSchool Certificate or HSC curriculum.



VET curriculum provisions to enable pathwaysfor Year 11 and 12 students to higher-level VETqualifications The 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,Hospitality, Information Technology, Metal andEngineering, Primary Industries, and Tourismand Events have the opportunity to worktowards, or obtain, an AQF VET Certificate IIIqualification. The new Human ServicesCurriculum Framework, for implementationfrom 2011, will also provide an opportunity forstudents to achieve Certificate III qualifications.

There are approximately 22 VET BoardEndorsed Courses that allow students to worktowards or obtain a Certificate III AQF VET

qualification. These include Aged Care,Agriculture (Beef and Grain Production), AlliedHealth Assistance, Children’s Services,Disability Work, Fitness, Financial Services,Food Processing, Hairdressing, Health ServicesAssistance, Horticulture, Music, Plumbing,Property Services, Signage, and Theatre andScreen Performance.

There are also seven VET Board EndorsedCourses that enable students to work towardsCertificate IV AQF VET qualifications inAdvertising, Beauty Therapy, Children’sServices (outside school hours care), FashionDesign, Human Resources, InformationTechnology and Marketing.

The flexibility of school-based apprenticeshipsand traineeships, the industry-based learningcourse and the potential to commence aschool-based apprenticeship or traineeship inYear 9 or Year 10 provide opportunities forstudents to pursue higher-level VETqualifications.

AQF qualifications achieved as part of the Higher School Certificate program 2006–2009.

Notes:

1 Includes credentials issued to students enrolled in Stage 6 Framework or Board Endorsed VET Courses.

2 It is typical for students undertaking a two-year program to partially achieve the qualification in the first year, and fullyachieve the qualification in the second year.

3 Statement of Attainment is a qualification only offered through TAFE NSW.

2006 2007 2008 2009

QualificationLevel1

FullyAchieved

PartiallyAchieved2

FullyAchieved

PartiallyAchieved2

FullyAchieved

PartiallyAchieved2

FullyAchieved

PartiallyAchieved2

Statement ofAttainment3

804 2154 1861 4719 2333 5056 2214 4115

Certificate I 5572 5958 5204 5876 4515 4888 3338 6495

Certificate II 11938 29719 13947 26176 13615 29114 14090 24735

Certificate III 634 1993 846 2215 1084 3542 1459 4055

Certificate IV 1 138 3 142 5 84 9 57



Vocational Education curriculum pathways forYears 9 and 10 students The Board of Studies continues to enhancethe recognition of training pathways withinthe School Certificate and HSC and theexpansion of access to training pathwayscommencing in Year 9 or Year 10.

From 2009, undertaking a VET course inYears 9 and 10 (Stage 5) is 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 Years9 and 10 can be a valuable strategy forschools seeking to improve studentengagement, retention and participation ineducation and training. It provides options fordeveloping training pathways from Stage 5 toStage 6 and post-school. This is of particularbenefit in the planning of pathways forstudents who will now stay on at school as aresult of the increase to the school leavingage in NSW requiring students to participatein education, training or employment until theage of 17.

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

• School Certificate Board Endorsed VETcourses

• early commencement of Stage 6 VETcourses.

More than 150 schools notified the Board ofStudies of their intention to have students inYears 9 or 10 accessing VET courses in 2010.According to 2009 School Certificate and

HSC entries there were 1478 Stage 5enrolments in VET courses. Most of thoseenrolments were in the early commencementof Stage 6 VET courses curriculum pathway,with 91% of enrolments in a Stage 6 VETcourse.

There was a diverse range of industry areasbeing studied with participation in BoardDeveloped VET Industry CurriculumFramework courses and both SchoolCertificate and Stage 6 HSC Board EndorsedVET courses.

The majority of Stage 5 students wereenrolled in courses in the following areas in2009:

• Hospitality

• Information Technology

• Construction

• Automotive

• Primary Industries

• Retail Services

• Business Services

• Animal Care

• Metal and Engineering

• Beauty Therapy

• Entertainment Industry

• Children’s Services

• Hairdressing.



The Board’s VET policy and principles Work has commenced on the development of adraft statement of principles for VET in theSchool Certificate and HSC for considerationby the Board of Studies.

Policy and procedures regarding the delivery ofVET courses by Registered TrainingOrganisations (RTOs) other than schools andTAFE NSWThe Board of Studies continues to provideadvice about the delivery of VET courses as apart of the School Certificate and HSC. Workhas commenced on the development of adviceabout policy and procedures regarding thedelivery of VET courses by RTOs other thanschools or colleges and TAFE NSW to bepublished on the Board’s website. This advicewill help to support schools and colleges toensure Board policy is adhered to inoutsourcing the delivery of VET courses,particularly for school-based apprenticeshipsand traineeships.

Standards Packages for VET Automotive andElectrotechnologyStandards Packages for VET Automotive andElectrotechnology, which were new HSCsubjects in 2009, will be published on theBoard’s website in July 2010.

The standards packages have been producedto illustrate the standards established in thesecourses. They contain the performance banddescriptions and an outline of the standards-setting process, certain key statistical reports,and samples of responses typically producedby students whose achievements place themon the borderline between two bands. Wherepossible, there are ‘exemplar’ studentresponses, which are examples of responsesthat were awarded full marks. The examinationpaper, marking guidelines and syllabus for therelated course are also included.

Promoting High Levels of Knowledgeand Understanding of AboriginalHistory, Cultures and Identities

Initiatives in Aboriginal EducationDuring the reporting period, the Boardcontinued its work on a number of Indigenouseducation initiatives.

Aboriginal Studies syllabuses

The Board has undertaken a revision of theStage 6 Aboriginal Studies Syllabus. Therevised syllabus was completed in June 2010and will be available for implementation withYear 11 in 2011.

The Board continued to work to support thedevelopment of resources to assist teachers inthe implementation of both the Years 7–10 andthe Stage 6 Aboriginal Studies syllabuses.

The Board has collaborated with the StateLibrary of NSW, schools and school systems tocollect and preserve a range of exemplarymajor projects by Aboriginal Studies studentsand to have them digitally copied and placed inthe State Library Collection. The works will beavailable through the State Library website.

A range of Aboriginal Studies materials havebeen published on the Board’s website. Theseinclude teaching and learning units supportedby detailed assessment tasks and markingcriteria, as well as student worksheets.

Work has also begun on a collaborative projectwith the Department of Education and Trainingand the Aboriginal Educational Council todevelop a resources book to support theteaching of the Aboriginal Studies syllabuses.This project is nearing completion withpublication to commence in September 2010.

Promoting understanding of Aboriginalhistory and culture through supportmaterials for teachers



Aboriginal Languages K–10

The Aboriginal Languages K–10 Syllabus hasbeen available for implementation since 2005.The Board has continued its support ofAboriginal Languages implementation toschools, school systems and to localcommunities. This support focuses ondeveloping sustainable school-basedprograms, providing curriculum advice andproviding assistance in the development ofhigh quality teaching and learning programs.

During the reporting period the AboriginalCurriculum Unit coordinated intensive languageworkshops with the Dubbo campuses ofschools (Stage 4 program) and the LowerDarling network of schools (K–8 programs).Teaching and learning programs that weredeveloped during these workshops will beedited and published on the Board’s website.Preliminary meetings have been held tocoordinate language workshops for LowerDarling River schools.

Aboriginal Languages – Quality TeachingProject

Many Aboriginal language programs rely onemploying local community-based languageteachers, most of whom do not have teachingqualifications. The Board workedcollaboratively with the University of Newcastleand schools to investigate and support theimplementation of the Quality TeachingFramework with Aboriginal languages teachers.This project has been completed and theoutcomes will be published on the Departmentof Education and Training Curriculum K–12website.

Aboriginal Educational Contexts website

ab-ed.boardofstudies.nsw.edu.au

This website showcases examples of school-developed, context-based teaching andlearning projects collaboratively developed byteachers, Aboriginal education workers andlocal community members, providing examplesof processes that teachers might use todevelop contextual classroom teaching unitsthat connect learning outcomes and contentwith the needs and interests of students.

During the reporting period, an Indigenousartists’ gallery of artworks was added to thesite. Based on the Affirmations of Identityteaching kit, now out of print, it included aTeacher's Handbook containing eight units ofwork that support the teaching of the VisualArts 7–10 Syllabus, a comprehensivebibliography, and PowerPoint slide shows ofAboriginal artists’ works in four different genres.

The site received 42 802 visits and 149 411pageviews during this financial year.

Implementation of Recommendations of theRoyal Commission into Aboriginal Deaths inCustody

The Board of Studies has partial responsibility(in conjunction with the NSW Department ofEducation and Training) for implementingrecommendations 289, 290, 291, 292 and 298of the Report of the Royal Commission intoAboriginal Deaths in Custody (RCIADIC) (1991).The implementation of each recommendationis an ongoing process, as syllabuses, supportmaterials and teaching kits are developed andrevised.

The Board seeks to address the underlyingdisadvantage experienced by Aboriginal peopleby providing curriculum materials that improvethe educational outcomes of Aboriginalstudents and that increase all students’knowledge and understanding of Aboriginalhistory, cultures and societies.

During the reporting period continuing workon the following sought to improve thelearning outcomes for Aboriginal students:

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

• Assisting teachers in the implementationof Aboriginal Studies syllabuses Stage 6and Years 7– 10

• Revising the Stage 6 Aboriginal StudiesSyllabus

• Aboriginal Languages K–10: Programimplementation

• School and Aboriginal CommunityPartnerships.



Recommendations 289–292 of the RoyalCommission broadly relate to activities of theBoard. In response:

Board syllabuses and support documentsacknowledge the importance of prior learningand promote recognition of diverse learnergroups and the importance of equity andinclusiveness. Curriculum writing is informedby the Board’s Equity Principles. Theserecognise the importance of consultation with,and direct involvement of, Aboriginal people inthe process of curriculum development, alongwith the proper and appropriate inclusion ofAboriginal and Indigenous perspectives. Theseperspectives provide all students with theopportunity to develop knowledge andunderstanding of Indigenous history andculture.

The Board’s Aboriginal Curriculum Unit worksclosely with key stakeholder bodies such asthe NSW Aboriginal Education ConsultativeGroup Inc (AECG), the Federation of Aboriginaland Torres Strait Islander Languages (FATSIL),the Confederation of Eastern States AboriginalLanguages Group 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 Assistants andcommunity members to take active roles in allprojects.

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

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 NewSouth Wales body for advising the governmenton Aboriginal education. The Higher SchoolCertificate Aboriginal Studies ExaminationCommittee has an Aboriginal representative.

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:

• an Aboriginal Board member withexpertise in the education of Aboriginalpeople

• ongoing consultation with the NSW AECGand other relevant Aboriginalorganisations

• positions within the Office of the Board ofStudies Aboriginal Curriculum Unit forwhich Aboriginality 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 in allAboriginal Curriculum projects.



Assessment Resource Centre arc.boardofstudies.nsw.edu.au

The Assessment Resource Centre (ARC) wasdeveloped to support teachers in theassessment of students from Kindergartenthrough to Year 12. The ARC containsresources to support quality assessmentpractices across three areas of schooling:Years K–6, Years 7–10 and Years 11–12. It hasbeen designed to allow for continual expansionand updating as resources are developed.

The ARC website was further developed andpopulated with work samples to assistteachers and others to better understand theBoard’s curriculum standards.

At the end of the reporting period, a total of2332 items included 371 activities fromKindergarten to Year 10 (Early Stage 1 to Stage5) with 1882 graded work samples and 450ungraded.

Australian Music Examinations Board (AMEB)

Role and StructureThe Australian Music Examinations Board (NSW) is the agency responsible in New South Wales foradministering practical and written examinations in Music, and Speech and Drama, in accordancewith Australian Music Examinations Board requirements. These examinations range from preliminarygrades through to the Fellowship in Music Australia and Fellowship in Speech and Drama Australia.These credentials are awarded by the federal Australian Music Examinations Board that is anincorporated body with representatives 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 2010)

Dean, Sydney Conservatorium of Music Professor Kim Walker (Chairperson)

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

Private Speech and Drama TeacherRepresentativeVictoria Clancy

Examiner RepresentativesRichard Morphew, Lyn Morgan

Nominee of the NSW Vice-Chancellors’ConferenceDr Emery Schubert

Nominees of the Director-General of EducationMargaret Bradley, Stephen Bull, RoslynneMoxham

Representative of the Board of StudiesHoward Kennedy

Management

NSW State ChairpersonProfessor Kim WalkerDean, Sydney Conservatorium of Music

NSW State ManagerMs Maree Lucas (Acting)

Achievement Highlights 2009–2010

Annual Presentation Ceremony

Marian Arnold, radio personality and recentAMEB graduate, was the guest speaker at the2010 Presentation Ceremony. she hosts oneof the highest-rating shows on ABC ClassicFM, Your Requests.

Ms Arnold presented graduates with theirDiplomas and higher certificates at the SirJohn Clancy Auditorium, University of NewSouth Wales. Recipients were rewarded forlong years of practice and study and somereceived more than one diploma. In heraddress, Ms Arnold spoke of the joy she hasfound as an appreciator of music and morerecently in the pursuit of her own musicstudies, receiving her diploma last year forViolin as an adult student. She also spoke ofthe relevance and importance of the AMEB inmusic and speech education.

Between the presentations the large audiencewas treated to performances by some of thesuccessful candidates. Musical items werepresented by LMusA award recipient VincentLo (Cello), AMusA award recipient EstherMaria Wong (Recorder), and FMusA awarerecipient Nicholas Man Chung Young. Speechand Drama items were presented by RebeccaWong and Michelle Carter.





AMEB shields were also presented in thefollowing categories:

Private Teacher Pianoforte Category Preliminary to Sixth Grade

Private Teacher Pianoforte CategorySeventh Grade to Licentiate

Private Teacher Instrumental/Vocal Category Preliminary to Sixth Grade

Private Teacher Instrumental/Vocal Category Seventh Grade to Licentiate

Private Teacher Speech Category Preliminary to Fifth Grade

Private Teacher Speech Category Sixth Grade to Licentiate

Private Teacher (Written) Category First to Fourth Grade

Private Teacher (Written) Category Fifth Grade to Licentiate

Workshops

Regular professional development workshopsare held for examiners in all instrumentcategories. At the annual examiners’ meeting inMarch 2009, psychologists Brian Plummer andMargaret Cooper presented a paper on ‘Theexamination experience and its potentialimpact on a child’s psyche, self-esteem andfuture musical development’.

Workshops were also presented in 2009 toteachers throughout NSW: In July, on the newSeries 16 piano syllabus; in March, on thechanges to the written syllabuses whichincluded a demonstration on the new onlinewritten examinations; and from Novemberthrough to June 2010, on the new P PlatePiano syllabus.

Contact Details

For further information about the AMEB:

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

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


• Implementing the SchoolCertificate

• Implementing the HigherSchool Certificate

• Student Support Services forSchool Certificate and HigherSchool Certificate

• Innovations in Technology andExamination Methodology

• Review of the School Certificate

EXAMINATIONSand CREDENTIALS

Multifunctional and interactive storage solution for childrenby Stuart Blair (Barker College)2008 HSC Design and Technology student

Cultural Diversity advertising campaignby Ashleigh Olga Grave (Loreto Kirribilli)2008 HSC Design and Technology student


Related Goals

• Syllabuses, courses and support materials that promote high standards of primary andsecondary education

• Highly-regarded, comprehensive, flexible and inclusive credentials that meet the needs ofstudents and the community


Strategic OutcomesProvision of credentials that meaningfullycommunicate student achievement inrelation to the School Certificate and HigherSchool Certificate standards.

Promote the community’s continuedconfidence in the integrity of the Higher SchoolCertificate through the implementation ofstrengthened procedures and processesdesigned to ensure good scholarship andethical practices for senior secondary students.

Develop and implement best practice inSchool Certificate and Higher SchoolCertificate testing of student achievement,drawing on appropriate innovations intechnology and examination methodology.

Develop and implement best practice in theschool-based assessment of studentachievement for the School Certificate andHigher School Certificate.

Identify and accommodate the impacts ofthe development and implementation ofnational curriculum, assessment andreporting on the School Certificate andHigher School Certificate.

Evaluate the Board’s credentialling program toensure that NSW students leaving school at theend of Year 10, Year 11 or Year 12 aresupported with meaningful qualifications thatmeet the needs of students and the community.

Inform the development of quality nationalcurriculum, assessment and reportingthrough the promotion of key aspects ofeffective Board programs.



Assess the implications of the increased schoolleaving age for NSW students from 2010 anddevelop appropriate curriculum andcredentialling options that promote highstandards of achievement for the broaderrange of students continuing their schooling.

Our Achievements

Highly regarded, comprehensive, flexibleand inclusive credentials

The Board of Studies is responsible for issuingthe School Certificate (at the end of Year 10)and the Higher School Certificate (at thecompletion of Year 12). The eligibility criteriafor these certificates are specified in theEducation Act 1990. Included in the criteria arerequirements for students to be assessed viainternal school-based assessment and viastatewide public examinations.

The School Certificate and Higher SchoolCertificate credentials provide students with acomprehensive and meaningful report of whatthey have accomplished during theirschooling. These credentials are usefuldocuments for students seeking employment,further education and university entrance.

EXAMINATIONS AND CREDENTIALS

The 2009 School Certificate and Higher School Certificate


Implementing the School Certificate

School Certificate Reporting andCredentialling

2009 School Certificate candidatureIn 2009 the School Certificate was awarded to83 927 students. In addition, 2773 studentsreceived a Record of Achievement. In additionto the mandatory curriculum, students chooseto study additional courses from 35 BoardDeveloped subjects and more than 60endorsed courses (including VET).

In 2009, 1978 students who identified ashaving an Aboriginal or Torres Strait Islanderbackground were awarded the SchoolCertificate, or a Record of Achievement,representing 2.3% of the total candidature.

There were 1489 students undertaking one ormore Board Developed or Content Endorsedcourses based on Life Skills outcomes andcontent for their School Certificate.

2010 School Certificate entriesAt the end of Term 1, 2010 there were 89 845students enrolled for at least one SchoolCertificate course. Of these students, 1835have identified as having an Aboriginal orTorres Strait Islander background, representing2.0% of the total candidature.

Assessment for the School CertificateThe School Certificate assessment programcombines school-based assessment duringYear 10 with mandatory statewide SchoolCertificate tests at the end of Year 10. Studentsat the end of Year 10 receive grades for thecourses they have studied, as well as a markand performance band for each SchoolCertificate test.

School-based assessment

Schools assess their students during Year 10and award them School Certificate grades – A,B, C, D or E – in each Stage 5 course, basedon their performance in school-basedassessment activities. These gradescorrespond to the Board’s common gradescale, which is used by schools and systems torecord student achievement in Stages 1 to 5.Teachers award School Certificate grades inaccordance with Course Performance

The School Certificate Folio

The School Certificate is awarded to eligiblestudents who have completed Stage 5(Years 9 and 10). Successful SchoolCertificate students receive a Foliocontaining:

• a testamur

• a Record of Achievement listing:

– all Stage 5 courses completed andthe grades awarded

– the results awarded for the SchoolCertificate tests in English-literacy,Mathematics, Science, AustralianHistory, Geography, Civics andCitizenship, and Computing Skills

– a statement regarding satisfactorycompletion of the mandatorycurriculum requirements.

Courses based on Life Skills outcomes andcontent are credentialled on the SchoolCertificate Record of Achievement as, forexample, ‘Mathematics (Life Skills) –Completed’. In such cases, schools arerequired to record the syllabus outcomesachieved by the student via Schools Online,and the student is then issued with a Profileof Student Achievement that shows all LifeSkills outcomes achieved in each course.

Where students have completed vocationalcourses accredited under the AQF as part oftheir School Certificate program of study,their Record of Achievement lists thecourses completed, and refers to theseparate vocational documentation.



Descriptors, which are Stage 5 level‘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 publishedapproximately 1900 student work samplesaligned to grades in Stages 1 to 5. These worksamples support teachers to consistentlyaward grades in their reporting of studentachievement. By June 2010 there were 607graded and 155 ungraded Stage 5 samples,across 24 courses, on the ARC to supportteachers in the consistent awarding of SchoolCertificate grades.

School Certificate testsMandatory tests in English-literacy,Mathematics, Science, Australian History,Geography, Civics and Citizenship, andComputing Skills are conducted at the end ofYear 10, complementing the school-basedgrades that students receive. The SchoolCertificate tests are designed to assessstudents’ foundation knowledge and skills inkey areas of the curriculum important forsuccess in further school study, training or theworkplace. Student achievement in the tests isreferenced against set state standards for eachtest.

Students receive a mark out of 100, aligned toa performance band. For the Australian History,Geography, Civics and Citizenship test, thereare two marks (out of 100) reported, one forAustralian Geography, Civics and Citizenship,and one for Australian History, Civics andCitizenship. For the Computing Skills test,student performance is reported as a mark outof 100, in one of three categories: HighlyCompetent (80–100), Competent (50–79), andCompetence Not Demonstrated (0–49).

Test papers and marking guidelines wereproduced in accordance with the Board’sprinciples by committees of practising teachersworking under the leadership of a ChiefExaminer, and in conjunction with a SeniorAssessment Officer as project manager. BoardInspectors and Supervisors of Marking of thetests also had roles in ensuring the quality ofthe tests and marking guidelines. Each testpaper was also independently assessed by anexperienced teacher who had recently taughtthe related subject at Year 10 level.

The English-literacy, Mathematics, Science andAustralian History, Geography, Civics andCitizenship tests were conducted over Monday9 November and Tuesday 10 November 2009,in around 800 centres under the supervision ofPresiding Officers appointed by the Office ofthe Board of Studies. The Computing Skills testwas held over Wednesday to Friday 11–13November. Schools offering the online testcould schedule it at any time from Wednesdaymorning to Friday morning. The pen-and-papertest, held on the Friday at 11 am, wasconducted and supervised as for all otherSchool Certificate tests.

The preparation of the 2009 tests involved:

• 6 test committees

• 29 test committee members and 13 itemwriters

• 9 assessors

• 66 committee meetings

• printing of 425 000 test papers.

School Certificate markingMore than 1100 markers were appointed toassess students’ responses in the SchoolCertificate tests. Onscreen marking wasconducted in various Sydney metropolitanmarking venues and in Coffs Harbour.



Implementing the Higher SchoolCertificate

Higher School Certificate Reporting andCredentialling

Higher School Certificate candidatureIn 2009, 80 120 students successfullycompleted Preliminary courses. Details of thecourses completed by each student werereported on a Record of Achievement and,where appropriate, a Statement of Attainmentand AQF Certificate.

In 2009 the Higher School Certificatecandidature was 68 559 of whom 63 561received a full Higher School Certificate.Students were offered 111 externally examinedBoard Developed courses, including twoDistinction courses, chosen from 71 subjectareas, as well as a range of courses fromeleven industry curriculum frameworks. Inaddition, students chose over 120 endorsedcourses (including VET courses deliveredthrough TAFE) that do not include an externalexamination.

There were 1144 students undertaking theHigher School Certificate who identified ashaving Aboriginal or Torres Strait Islanderbackground, representing 1.7% of the totalcandidature.

Students with special education needs There were 1461 students undertaking one ormore Board Developed Life Skills courses fortheir Higher School Certificate.

2010 Higher School Certificate entries At the end of Term 1, 2010 there were 73 379students enrolled for at least one HigherSchool Certificate course. Of these students,1333 have identified as having an Aboriginaland/or Torres Strait Islander background,representing 1.8% of all HSC enrolments.

25% of students eligible for a Higher SchoolCertificate are enrolled in at least oneExtension course (this does not includestudents in VET specialist studies).

26% of students eligible for a Higher SchoolCertificate are enrolled in at least one Year 12course from a VET Industry CurriculumFramework in 2010.

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, and in conjunction with a SeniorAssessment Officer as project manager. BoardInspectors and Supervisors of Marking of theexaminations also had a role in ensuring thequality of the examinations and markingguidelines. Each examination was assessed byan independent practising teacher with recentexperience of teaching the Higher SchoolCertificate course.

The preparation of the Higher SchoolCertificate exams involved:

• 82 examination committees

• 319 examination committee members

The Higher School Certificate Portfolio

Students who meet all of the requirementsfor the Higher School Certificate receive aportfolio of credentials consisting of:

• a testamur

• a Record of Achievement listing all Stage6 (Preliminary and Higher SchoolCertificate) courses completed and,where appropriate, the results achieved:

• a Higher School Certificate CourseReport for each externally examinedBoard Developed 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



• 120 assessors

• 1061 committee meetings

• printing of over 700 000 examinationpapers.

Administration and conductThe administration and conduct of the HigherSchool Certificate examinations involved:

• 20 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 than46 Language courses

• more than 6000 examination supervisors

• 12 marking sites for written examinations

• more than 7000 markers assessingstudents’ written scripts, practicalexaminations and submitted works

• more than 700 casual clerical staff.

Higher School Certificate Marking

Higher School Certificate metropolitan andregional day markingFor teachers who would not normally be ableto participate in evening marking sessions, theMetropolitan and Regional Day Markingprograms continue to provide an opportunity togain insight and experience into the standardsbeing achieved by students presenting for theHigher School Certificate. Each year the Officerotates day-marked subjects to give thisopportunity to teachers in as many courses aspossible.

In 2009 approximately 10% of the total markinghours were set aside for day marking in sevenmarking centres in both metropolitan andregional areas: Sydney Showground, RosehillGardens, Australian Technology Park, Bathurst,Wagga Wagga, Coffs Harbour (two subjects)and Tamworth (two subjects).

Metropolitan day markingAboriginal Studies

Ancient History

Community and Family Studies

Physics

Modern History (core component)

Primary Industries

School Certificate Mathematics (Section 1 only)

Regional day marking Subject Venue

Agriculture Tamworth

English (Standard) Bathurst

English (Standard) Wagga Wagga

English (Advanced) Tamworth

English (Advanced) Coffs Harbour

PDHPE Coffs Harbour

The Office meets the cost of employing casualteachers to replace teachers appointed to day-marked subjects.

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

The program provides opportunities formarking for country teachers who have noprevious marking experience.

A limited number of positions are available forcountry teachers from targeted districts whoare interested in teaching in a Sydneymetropolitan school by day while marking aregionally identified priority subject at adesignated metropolitan marking centre atnight.

In 2009, 19 teachers were appointed toparticipate in this program across a variety ofsubjects.



Standards-setting operationThe Board of Studies reports studentachievement in the Higher School Certificateand in the School Certificate tests using astandards-referenced approach. This meansthat, in addition to reporting studentachievement in terms of marks, achievement isreported in relation to performance bandswhich describe different levels of achievement.

The procedure used by the Board of Studiesfor setting standards has a strong theoreticalfoundation, and is based on the use ofprofessional judgement, informed by statisticalreports and student responses. The procedurehas been used since the introduction of theSchool Certificate tests in 1998.

The procedure involves using teams of highlyexperienced markers (referred to as judges) todetermine the examination mark thatcorresponds to the borderline between eachperformance band. The procedure isconducted over several stages depending onwhich standards-setting model applies to thecourse. This multi-staged process allowsjudges the opportunity to refine initialrecommendations.

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 89 Supervisors of Marking, whomanage the marking operation for an allocatedsubject/part, were held across the Sydneymetropolitan area in 2009. These briefingsessions covered a range of topicsencompassed in the administration andorganisation of the marking centre as well asquality assurance at marking.

The first briefing session was held at NorthRocks and was for new Supervisors of Markingonly. The second briefing session, held atCanterbury, was for new Supervisors ofMarking and those in their second year in theposition. A separate briefing session, held atCanterbury, was for Supervisors of Markingwith a higher level of experience in the position.

Student Support Services for SchoolCertificate and Higher SchoolCertificate

Special Examination Provisions

Special examination provisions are practicalarrangements designed to assist candidateswith special examination needs (verified byfunctional evidence) so that they can:

• access the questions in the SchoolCertificate tests / Higher School Certificateexaminations

• communicate their responses.

The program’s aim is to offer practical help tostudents by providing support including (butnot limited to) a writer, a reader, a computer,extra time to write, extra time to rest, colouredexamination papers and examination papers inbraille or large print. The Board of Studiespolicy on special provisions requires that theyneither advantage nor disadvantage anystudent, and complies with the DisabilityDiscrimination Act 1992 (Cwth) and itsprescribed Disability Standards.

Following the successful outcomes of the 2008Keightley report and the 2008 Walter Turnbullaudit, the Office commissioned a further WalterTurnbull audit on the 2009 special provisionsprogram. Again the ‘review findings werepositive’, confirming the appropriateness ofprocesses when making decisions on specialprovisions applications. The full report isavailable on the Board’s website.

Comprehensive statistics on special provisionsapplication and approval rates have beenprovided for the period 2005–2009 on theBoard’s website. The breakdown of data foreach school in 2009 has also been provided.

Reviews of the guidelines used to determinespecial provisions were conducted and theupdated guidelines have been implemented forthe 2010 program.

Notwithstanding the growth in specialprovisions applications, the Board continues toprovide a fair, consistent and quality service tostudents with special examination needs.



Special Provisions online applicationsWith the successful pilot of special examinationprovision online applications in 2009, the Officehas opened this service to all schools for the2010 program. Most schools are now applyingthrough this service and remaining paperapplications are being converted to electronicformat. All processing of applications and thedelivery of decisions letters are being handledonline. Schools and students now receive theirdecision letters through Schools Online.

SC Special Examinations ProvisionsSpecial Examinations Provisions applications

Modified test papers produced

HSC Special Examinations ProvisionsSpecial Examinations Provisions applications

Modified examination papers produced

Illness and Misadventure Appeals

Illness and Misadventure Appeals, SchoolCertificateThe Board has delegated to school principalsthe authority to determine student illnessand/or misadventure appeals for the SchoolCertificate.

In 2009:

Illness and Misadventure Appeals, HigherSchool CertificateStudents who are prevented from attending anexamination (including speaking/listening orpractical examinations), or who consider thattheir performance has been affected by illnessand/or misadventure immediately before orduring an examination, may submit anIllness/Misadventure appeal.

2008 2009 % change

5539 5932 7%

Special provision testpapers 2008 2009

Coloured papers 758 946

Large print papers 468 580

Braille papers 21 11

Specially modified papers 199 95

2008 2009 % change

4620 4817 4%

Special provisionexamination papers 2008 2009

Coloured papers 784 734

Large print papers 967 379

Braille papers 45 10

Specially modified papers 290 177


Appeal type Number Outcome

Individual 1431 1412 fully upheld

Appeals to theBoard

5 All declined

Whole Group 12 All upheld

Appealtype

Number Outcome

2008 2009 2008 2009

Individual 4532 4400 4172 3987 totally orpartiallyupheld

WholeGroup

73 104 61 60upheld


Higher School Certificate Advice Line

The Higher School Certificate Advice Line is atelephone service designed to help studentswith their preparation for the Higher SchoolCertificate examinations. For the cost of a localcall, students from anywhere in New SouthWales can access expert advice on selectedsubjects. The Advice Line responded to 1639calls in 2009.

In 2009 the Advice Line supported 20 coursesuntil the evening before the relevant finalexamination, operating from Saturday 17October to Thursday 5 November. The servicewas targeted at those times that students areknown to seek advice.

Release of HSC Results

The Office provides three services to allowstudents to access their results on the day thatresults are released: via the web, SMS or IVRtelephone. In 2009, the number of studentswho accessed their results electronically was56 175 or 81.74% of the total number ofenrolled students.

The results release from 6.00 am, 17 December2009 was again highly successful. Largenumbers of students continued to view theirresults throughout the day, and almost 98% ofthese students had seen their results via theweb before 10.00 am.

A one-page Student Result Summary was alsomailed to all Higher School Certificate students,which most received on 17 December.

The trend towards fewer students using the IVRphone and SMS services continues, as moreweb-enabled devices allow them to use theinternet to view their results. Over 1000students accessed their results via theiriPhones or iPods.

By 9.00 am on the morning of the day ofrelease of results, 722 school principals (arecord number) had accessed their school’sresults through Schools Online.

Higher School Certificate ExaminationInquiry Centre

The 2009 Higher School CertificateExamination Inquiry Centre opened to coincidewith the release of Higher School Certificateresults and operated for nine days. The centreenables students to ask questions regardingaspects of their results. There were 7718inquiries from students across the state.

Clerical Rechecks

Students may apply for a clerical recheck oftheir Higher School Certificate results. Therecheck is to confirm that all marks have beencorrectly entered on the Office’s computersystem. In 2009 there were 1677 courseclerical rechecks of Higher School Certificateresults. Of these, 8 resulted in a change ofresults.

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 byOffice staff and, where appropriate, theSupervisor of Marking also reviews the caseand provides feedback. Following the releaseof results for the 2009 Higher SchoolCertificate, 71 principals lodged an inquiry.



Innovations in Technology andExamination Methodology

HSC Examination and Assessment Changes

As a result of the analysis and consultationundertaken by the Board in 2008 and 2009changes to the examination specifications andschool assessment requirements in some HSCcourses will be implemented for Year 12 in2010.

In order to facilitate the expansion of onscreenmarking some changes have been made to thedesign of HSC examination papers and writingbooklets in 2010. All parts of the examinationthat must be handed in for marking will beidentified with an orange-coloured stripeinstead of being printed on buff-colouredpaper, the student writing booklets have beenredesigned, and personalised writing bookletswith student number and centre number havebeen developed for some examinations. Inaddition, on some examination papers and onall writing booklets black angle reference markshave been introduced to assist in thepositioning of pages for scanning.

Computing Skills Tests

Use of technology in testing: the SchoolCertificate Computing Skills test The Computing Skills test is designed to bedelivered as an online test, where studentscomplete the test on computer, with theirresponses automatically captured on theBoard’s computer system and machine-marked. Since its introduciton in 2006, schoolshave beein given the option of having theirstudents sit for the test in pen-and-paperformat if they preferred to administer the test inthis way. In 2009, approximately 78% ofschools (60 435 students) sat for the testonline, while 22% of schools (23 502 students)sat the pen-and-paper test.

In 2010 it will be mandatory for all schools tocomplete the Computing Skills test online.

The online test The online test is delivered as a securepackage that is downloaded to the school’scomputers from Schools Online. As the onlinetest is sat over an extended period, andcomputer screens may be visible to otherstudents, the security and integrity of the test ismanaged in several ways. Not all studentsreceive identical questions and the skill areasare presented in different orders.

Prior to 2009, two test applications were usedto deliver the Computing Skills test. Thegeneral test was delivered via the Directorapplication, while a separate application, calledthe Flex version, allowed students withapproved special provisions to be given extratime or rest breaks, and also allowed the userto make changes to the size of the screenimage and to the font and background colours.In 2009 only the Flex version was used.

In 2009, 3322 students with approved specialprovisions used their provisions to do theonline Computing Skills test.

In 2009, the conduct of the online test wassmooth and efficient. The majority of studentscompleted the test on the first day, and schoolswere able to use the other available days tohave the remainder of their students sit for thetest. There were no significant technicalproblems in delivering the online test. Thenumber of phone calls made to the technicalsupport line reduced by 17% compared to2008. Of the 153 calls received, most were todo with passwords.



Providing Meaningful Credentials tomeet the needs of Students and theCommunity


Review of the School Certificate

In April 2010, the Minister for Education andTraining requested the Board to review theSchool Certificate, and to provide an initialreport by the end of 2010. The Minister’s letternoted that a number of recent developmentshave altered the context in which the SchoolCertificate is conducted. These include: theraising of the school leaving age; introductionof the Australian curriculum; innovations inexamination technology; and the Year 9NAPLAN tests.

The Minister indicated that, while the SchoolCertificate will be retained, it is timely for theBoard to examine options to ensure itscontinuing relevance and value.

The Terms of Reference require the Board toconsider the purposes of the SchoolCertificate and to develop possibleamendments to School Certificate structuresand processes. Specifically, the Board willexamine options for:

• the nature, form and timing of theassessments contributing to the SchoolCertificate

• changes to the scope, content, structure,delivery and timing of School Certificatetesting

• alleviating the organisational andadministrative pressures that are placedon schools in the implementation of theSchool Certificate

• additional student activities that could berecognised as part of the credential

• the form, content and timing of theissuance of the School Certificatecredential

The Board has agreed to conduct the reviewin two phases, as follows:

Phase 1, to be conducted over Terms 3 and4, 2010, will involve consultation with keystakeholder organisations to clarify the majorissues, and to formulate key questions and/oroptions for wider consultation. It will alsoinvolve a number of research projects. Theoutcomes of this phase will form the basis ofa report from the Board to the Minister by theend of 2010.

Phase 2 of the review (Terms 1 and 2, 2011)will involve consulting the wider educationcommunity, including schools, teachers,parents, students, employers and otherinterested parties. As with previousconsultations, it is anticipated that a variety ofmechanisms for input will be used, such asonline surveys, regional forums andopportunities for public submissions. Thisphase will focus on specific issues/optionsidentified during the earlier phase. It isenvisaged that it will conclude with a report tothe Board, and a series of recommendationsfor Board consideration and subsequentadvice to the Minister.


• Responsibilities

• Our Achievements

• Registration andAccreditation Statistics

• Home Schooling

REGISTRATION and ACCREDITATION

Geoffrey Limbert (Asquith Boys High School),2009 HSC Visual Arts student, with his artworkAre You The One They Call “Tick–Tock”?


Related Goal:

• Compliance with registration and accreditation requirements by non-government schools andsystems

Strategic OutcomesPromote the delivery by non-governmentschools of high quality educationalprograms through the regulation of non-government school compliance withrelevant legislative registration andaccreditation requirements.

Develop and implement best practice policiesand processes in the regulation of non-government schools and systems.

Promote the delivery of high qualityeducation programs to home schoolersthrough the regulation of home schoolingfamilies’ compliance with relevant legislativerequirements.

Our Achievements

High Quality Educational ProgramsDelivered by Non-government Schools

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

• inspect schools seeking registrationand/or accreditation

• 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 registrationsystems to monitor the compliance ofmember schools

– the submission of annual school reports.

The Board of Studies Registration andAccreditation Committee (‘the RegistrationCommittee’), under delegation of the Board ofStudies (‘the Board’), is responsible formaking recommendations to the Ministerregarding registration and for makingdecisions with regard to accreditation.

REGISTRATION AND ACCREDITATION

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

• providing advice and making recommendations to the Minister for Education and Training (‘theMinister’) about the registration of non-government schools – that is, granting permission forschools to operate

• accrediting registered non-government school – that is, granting permission for schools to presentcandidates for the School Certificate 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.

Recommendations are made on the basis ofschool 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’).

The Board also grants recognition to schoolsfrom outside NSW to provide courses of studyleading to the award of the School Certificateand/or Higher School Certificate.

At the end of the 2009–2010 reporting periodthere were 930 non-government schools with324 individual schools and 606 systemicschools.

Non-government schools

There are 13 registration systems, of which 11are administered by Catholic dioceses, 1 byChristian Schools Australia and 1 by theSeventh-day Adventist Church.

13 registration systems

Operationalising enhanced registrationrequirements

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

During the 2009–2010 reporting year therequirements were operationalised through thefollowing processes: briefings of registrationsystems, non-government schools andproposed new schools; the online applicationprocess; 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 schools Briefings for registration systems were held inNovember 2009 and March 2010. The sessionsprovided an opportunity to advise systems withregard to updated information, emerging issuesand plans for monitoring the compliance ofmember schools. Topics for discussionincluded curriculum updates, the monitoring bypartial inspection and random selection,handling complaints, increased school leavingage and school annual reporting.

The sessions also provided the opportunity forBoard Inspectors to confirm details of four-yearplans for monitoring systems and fordeveloping targeted strategies to respond toemerging issues as required.

With regard to briefing non-governmentschools, in 2009 the Office of the Board ofStudies (‘the Office’) participated in sessionsfor schools with registration expiring in 2010.The sessions, held in metropolitan and regionalareas, focused on providing information aboutthe registration and accreditation requirements,the application form, the documentationrequired to support an application and theinspection process. Of particular relevance tothe sessions was advice about the onlineapplication process using RANGS Online.

In March 2010 the Office also conducted abriefing for proposed new schools seeking


324 individual schools606

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606 606 schoolsindividual

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Catholic dioceses

Christian Schools Australia

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initial registration for 2011. 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 a new onlinefacility for registered schools, RANGS Online.Each year the online facility has been enhancedwith ongoing improvements. The facility wasused by all schools applying for renewal ofregistration and accreditation for the first timein 2009. In the 2009–2010 reporting year allapplications and notifications were receivedelectronically through RANGS Online.Feedback from users indicates that the onlinefacility provides a convenient and time-efficientprocess.

Reviewing curriculum documentation receivedwith applicationsThe 2010 Key Learning Area (KLA) Review washeld in April. The review assessed thecurriculum documentation submitted byschools applying for registration andaccreditation in 2010. The process involvedexperienced teachers reviewing the curriculumdocumentation to assess compliance with therequirements of the Board’s syllabuses andregistration manual. Reviewers accessed thecurriculum documentation online, thusstreamlining the review process and reducingthe time taken.

Inspecting and monitoring schools During the 2009–2010 reporting period, 141non-government schools were inspected inresponse to an application for registration. Theregistration statistics on p. 73 give details ofthe inspections.

During the reporting period Board Inspectorsreviewed the monitoring procedures of all 13registration systems and confirmed that themonitoring procedures of each system areadequate for monitoring the compliance ofmember schools.

Also during the reporting period, two schoolswere selected for monitoring by completeinspection in relation to all requirements forregistration. The outcome of the monitoring

was that the registration of both schools wasconfirmed.

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 requirements.

Professional development of inspection teamsInspection teams are formed from BoardInspectors from Curriculum Branch andRegistration and Accreditation Branch.

During the 2009–2010 reporting year,Inspectors participated in an ongoing programof training including input and discussion in thefollowing areas:

• report writing

• boarding facilities

• new child protection legislation

• curriculum updates

• monitoing registration systems

• handling complaints.

During 2009–2010 the Office continued to usea pool of experienced casual officers withexpertise in curriculum areas to supplementinspection teams.

Handling complaintsDuring the 2009–2010 reporting year the Officereviewed its policy for handling complaints andcontinued to develop enhanced procedures tostrengthen the investigative and reportingprocesses applied by Board Inspectors indealing with complaints.

Annual reportsIn July 2009 all non-government schoolsdisclosed publicly and submitted annualreports to the Board for the 2008 school year.The reports were submitted in electronic form



using RANGS Online. A review of the reportsfound that the significant majority met therequirement for specific measures to bereported. The publication of the report on theschool’s website was the most common formof public disclosure.

Schools with students from overseasIn February 2010 the NSW Government’sMinisterial Taskforce on International Educationwas published with the recommendation thatthe Board be delegated to approve schoolsseeking to deliver courses to internationalstudents in NSW. Currently the VocationalEducation and Training Accreditation Board(VETAB) approves schools with students fromoverseas. Once approved, a school is eligibleto be registered on the CommonwealthGovernment’s register of schools approved toenrol students from overseas. Officers from theBoard have commenced working with VETABto prepare for a transfer of delegation which isanticipated to take place before the end of2010.

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.

In 2009–2010 there was one appeal lodgedwith the ADT by a non-government school inrelation to a Board recommendation that theschool’s registration be cancelled. The appealwas dismissed and the school’s registrationwas cancelled in March 2010.

Best-practice Policies and Processesin the Regulation of Non-governmentSchools During the 2009–2010 reporting year the Officeevaluated the registration program for the 2009calendar year to review key performance datain relation to its responsibilities for regulatingnon-government schools and registrationsystems. A report on the evaluation wasconsidered by the Board of Studies at itsmeeting in March 2010.

Also during the reporting year the Boardupdated its registration manuals, theRegistered and Accredited Individual Non-government Schools (NSW) Manual and theRegistration Systems and Member Non-government Schools (NSW) Manual. Themanuals were amended with regard tochanged annual reporting requirements,updated information about teaching staff and arange of minor clarifications as identified in theBoard’s Official Notice 05/10. The most up-to-date manual is available on the Board website.

In 2010 the Minister established a Cross-sectoral Attendance Working Party for allschool sectors to work together in respondingto legislative changes concerning schoolattendance. A focus of the working party,which includes representatives from the Officeof the Board of Studies, has been thedevelopment of common guidelines andprocesses for recording student attendancedata.




Registration Statistics

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

* Notes:1. The variation in the number of recommendations for renewal of registration for each reporting period reflects the number of

schools with registration expiring in each reporting year.2. The number of recommendations for renewal of registration from registration systems for the 2007–2008 and 2008–2009

reporting years reflects the previous ‘common cycle’ of registration for systemic schools. The common cycle had theregistration of all systemic schools expiring in 2009. In 2008, in order to spread the registration of systemic schools acrossdifferent cycles, some registration systems agreed to make recommendations one year in advance of the registration ofmember schools expiring. These recommendations are reflected in the latter part of the 2007–2008 reporting year and theearlier part of the 2008–1009 reporting year. The latter part of the 2008–2009 reporting year also reflects recommendationsfor renewal of registration for systemic schools made for schools with registration expiring in 2009.

Recommendations of the RegistrationCommittee in relation to registration Reporting Year

2006–2007 2007–2008 2008–2009 2009–2010

Recommendations for Registration (5 years)* i s i s i s i s

Primary education 14 3 15 191 19 234 20 3

Secondary education 26 2 19 48 14 75 20 2

Primary and secondary education 67 10 40 15 37 42 81 1

Education of a kind, or for children of a kind 8 0 7 0 4 0 2+ 0

Exemption from registration 0 0 1 0 0 0 0 0

Total 115 15 82 254 74 351 123 6

+ Includes schools that received registration for particular Years of schooling.

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




Total 27 12 20 16 24 13 21 5

Recommendations for extension ofregistration (1 year)




Total 15 0 4 1 4 0 8 0

Recommendations to cancel registration 0 0 0 0 0 0 1 0

Recommendations for initial registrationof new schools

11 1 8 1 6 2 10 3

Recommendations for new campuses ofexisting schools

20 0 13 1 6 2 11 1

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

* See notes in relation to recommendations for renewal of registration.



Recommendations or Decisions of theRegistration Committee in relation toother matters Reporting Year

2006–2007 2007–2008 2008–2009 2009–2010

Approvals for accreditation (5 years)* i s i s i s i s

Courses leading to the award of the SchoolCertificate

65 2 44 63 29 105 70 0

Courses leading to the award of the HigherSchool Certificate

60 4 47 50 26 79 67 1

Decisions to cancel accreditation 0 0 0 0 0 0 1 0

Recommendations for recognition as aspecial school

7 0 5 0 5 0 7 0

Recommendations for recognition as aspecial assistance school

7 0 3 0 2 0 6 0

School closed 4 0 1 1 6 2 10 2

Campus closed 2 0 2 1 7 3 3 1

Recognition for schools outside of NSW

Courses leading to the award of the SchoolCertificate

2 0 0 3

Courses leading to the award of the HigherSchool Certificate

5 1 0 2



New schools granted initial registration during the 2009–2010 reporting period commencingin 2010

School name Location Years of schooling

Abbey College Australia Sydney Years 11 and 12

Albury Wodonga Community College Albury Years 9 to 12

CA Montessori Children’s Centre North Ryde Kindergarten to Year 6

Currawah Adventist College Gongolgon Year 7

Farmhouse Montessori School North Balgowlah Kindergarten

Jarjum College Redfern Kindergarten to Year 6

Karuna Montessori School Narraweena Kindergarten

Lifestyle Solutions Learning Centre Mount Druitt Years 5 to 8

Mother Theresa Primary School Westmead Kindergarten to Year 4

Pacific Valley Christian School Townsend Kindergarten to Year 10

Reddam International Bondi Years 10 to 12

St Andrew’s Cathedral Gawura School Sydney Kindergarten to Year 6

William Campbell College North Nowra Kindergarten to Year 6

Schools closed during the 2009–2010 reporting period

School name Location Years of schooling

Abbey College Australia Sydney Years 11 and 12

AIS The International School West Pymble Kindergarten to Year 10

ATC – Central Coast Gosford Years 11 and 12

ATC – Central Western NSW Dubbo Years 11 and 12

ATC – Illawarra Coniston Years 11 and 12

ATC – Queanbeyan and Region Queanbeyan Years 11 and 12

Bellhaven Special School Young School of a prescribed kind

Illawarra Adventist Primary School Corrimal Kindergarten to Year 6

Meridian College Pty Ltd Surry Hills Years 10 to 12

Mirriwinni Gardens Aboriginal Academy Bellbrook Kindergarten to Year 10

Mother Theresa Primary School Westmead Kindergarten to Year 4

Reddam International Bondi Years 10 to 12

* Note: For some schools the complaint related to more than one requirement.



Complaints about non-governmentschools investigated by BoardOfficers 2006–2007 2007–2008 2008–2009 2009–2010

Number of complaints aboutindividual schools raised in the period

9 10 13 11

Number of complaints about systemicschools

5 2 4 2

Number of complaints about schoolswith overseas recognition

0 0 1 0

Number of completed complaintssubstantiated in full or in part

4 0 0 6

Number of complaints perrequirement*

Governance 1 0 0 0

Teaching staff 2 0 2 3

Curriculum 1 2 6 4

Safe and supportive environment 10 8 11 12

Premises and buildings 3 0 4 1

Facilities 1 0 1 1

Discipline 4 2 2 2

Management and operation of theschool

2 2 2 3

Educational and financial reporting 1 0 1 1

Complaints handling 6 1 0 0

Investigations completed 14 11 15 15

Investigations ongoing into the nextreporting period

0 1 4 2



Home Schooling Under the Education Act 1990, the Office of theBoard of Studies is responsible for registeringhome schoolers – that is, granting permissionfor a child to be schooled at home.

The Act provides for parents to home school theirchildren. Authorised Persons assess applicationsand provide recommendations to the Minister forEducation and Training 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. Anecdotal information fromparents identifies that reasons for homeschooling vary. Common reasons include afamily decision based on preferred learningstyle, an individualised approach to addresslearning issues, illness and/or geographicalisolation. From the commencement of the 2010calendar year, applicants for home schoolinghave been invited to provide a reason forchoosing to home school. Over time, thisinformation is expected to provide useful data.

Increase in School Leaving Age

In June 2009 the NSW Government passedlegislation increasing the school leaving ageeffective from January 2010. In response to thelegislation the Office of the Board of Studiesintroduced home schooling registration forchildren up to 17 years of age and a processfor parents to apply for a Certificate ofCompletion of Year 10. These changes aredetailed in the Home Education in NSWInformation Package (2010) which is availableon the Board of studies website.

The Board’s Authorised Persons participated intwo professional development conferencesdesigned to promote enhanced understandingof home schooling approaches and consistencyof judgement in assessing applications,particularly with regard to changes arising fromthe increased school leaving age.

Administrative Decisions Tribunal

The Administrative Decision Tribunal (ADT)hears applications for review of decisions tothe Minister of Education and Training by anAuthorised Person that a child not beregistered for home schooling. There were nosuch applications for review lodged during thereporting period.

Number of children with homeschooling registration at the end ofreporting period 2006–2007 2007–2008 2008–2009 2009–2010

Number of children with registration 1635 1703 1945 2315*

Number of families 1001 1016 1177 1350

Number of children with exemptionfrom home schooling registration atthe end of reporting period 2006–2007 2007–2008 2008–2009 2009–2010

Number of children with exemption fromregistration

95 99 109 128

Number of families 46 50 58 69

Home schooling statistics

*Notes:

The number of children registered for home schooling has shown a steady increase since the 2005-2006 reporting year.

Anecdotal information from parents identifies varied reasons for home schooling including: family decision based on preferredlearning style, an individualised approach to address learning issues, illness and/or geographic isolation.

In response to the increased home schooling enrolment numbers the Office of the Board of Studies has introduced an optionalprocess to collect reasons for home schooling from applicants.


POLICYand PRACTICE

• Strategic Outcomes

• Overseas Visitors

• Integration of Information andCommunication Technologies inCurriculum, Assessment and Reporting

• 2009/2010 Website Developments

• Communications: AchievementHighlights

• Acknowledging Outstanding StudentAchievements

OnSTAGE performance by2009 HSC Performing Arts students


Related Goals:


• Effective, efficient, economic and equitable management of the Board’s functions, activitiesand staff

Strategic OutcomesThe development of quality national curriculum,assessment and reporting through thepromotion of key aspects of effective Boardprograms.

Continuous improvement in the quality andeffectiveness of the Board’s products andservices.



Effective policies and practices in curriculum,assessment, registration and accreditationthrough collaboration with key NSW, nationaland international agencies on areas of commonstrategic interest.

Assess new national and state curriculum,assessment and reporting developmentsand prepare appropriate policies and adviceto support implementation in schools.

Deliver effective communications and supportservices to enable the Board to effectively meetthe needs and expectations of customers.

Our Achievement In order to continually maximise the impact ofits functions in delivering the highest qualitycurriculum, assessment and credentials tostudents, and in the registration of non-government schools, the Board needs toensure that its policies and practices areunderpinned by contemporary pedagogicalresearch and international best practice in thedevelopment and delivery of its functions.The Board identifies areas for specificresearch that support the delivery of its coreprograms, within the resources available foreducation in NSW schools.

POLICY AND PRACTICE

Strategic Policy and CommunicationsDeveloping policy through research to underpin quality practice.



Promoting Key Aspects of EffectiveBoard Programs

Overseas visitors

During 2009–10, the work of the Board ofStudies attracted interest from overseaseducation authorities, with visitors fromIndonesia, South Africa, Saudi Arabia andChina.

In August 2009, the Deputy Director of thePolicy Research and Innovation Centre of theIndonesian Ministry of Education visited duringher fellowship with AusAID. Her visit washosted by ACER and focused on policyresearch and implementation related toenvironmental education. She spent someproductive time at the Board, meeting withofficers from the Curriculum and StrategicPolicy and Communications branches anddiscussing sustainable development.

A senior official from the South AfricanDepartment of Education with expertise innational examinations, assessment andmeasurement visited in September, 2009. Thevisitor spent a day with officers from testdevelopment and examination operations,increasing his knowledge of systems,

processes and developments in NSW that maybe pertinent to his role in South Africa. He wasparticularly interested in the marking processand the moderation of HSC assessment marks.

In February 2010, the Board hosted adelegation of three managers from the Ministryof Education in Saudi Arabia. The delegateswere interested in further researching the areasof testing, assessment and credentialling inNSW after attending an overseas conferencewhere presentations were delivered by Boardofficers in the area of assessment. Informationprovided to the group included details aboutSC and HSC credentialling, syllabus standards,assessment and reporting and onlineresources.

March and April 2010 saw 35 Chinesedelegates visit the Board across two daysduring visits to Australian education authoritiesorganised by the Australia China Culture andExchange Centre. Their visits were facilitatedby a translator; the first group of visitors weremainly key regional university personnel andthe second were directors of regionaleducation departments. The focus of theirvisits was quality assurance and theinformation provided to the groups includedtest development, online testing and marking,examination operations and the AssessmentResource Centre.

POLICY AND PRACTICE


Integration of Information andCommunication Technologies inCurriculum, Assessment and Reporting

Computers in Examinations: Research

The Board already makes extensive use ofcomputers in examinations, with theComputing Skills test being delivered to allSchool Certificate students as a computer-based test in 2009. In a strategic move toincrease the use of computer-based testing,the Board conducted a study centred on theSchool Certificate English-literacy test. Thegoals of the study were to investigate whethermultiple-choice, short-answer and extended-response items behave substantively the samein pen-and-paper and computer-basedformats; to test whether the ability estimate forstudents was independent of test format; toexplore whether handwritten and typedresponses are marked differently, and if so, todetermine whether a marker training programcan mitigate this effect; to investigate methodsthat could be employed if the test format wereto impact on test performance; and to explorethe role of student test format preferences.

A sample of 12 schools and 702 SchoolCertificate students was drawn for the study.The school sample represented the majorschool types found in New South Wales. Thestudents were randomly assigned to treatmentconditions. These conditions comprisedvariations of pen-and-paper and computer-based items derived from previously usedSchool Certificate tests. The one-hour-long testconsisted of four sections, two of which weredelivered via computer. Each section had onlyone item type: multiple choice, short answer,or, for two sections, extended response. Twostudent questionnaires were delivered to thestudents, one before the first test half and oneafter the second test half. Markers were trainedto mark the constructed response items inaccordance with standard practice, with theexception that two of the three subsets ofmarkers received additional training to mitigatepreviously reported marking problemsassociated with different response formats.

There were no significant or substantialdifferences in item difficulties between itemsacross the two test formats. There was nosignificant or substantial difference incalculated student ability across the testformats when the marker training program wasapplied; the training program was successful ineliminating marker bias. Student preference fortest format was not shown to predict studentperformance.

Computers in Examinations: Forum

In March 2010, the Board arranged a forum onthe use of computers in examinations, as afollow-up to the inaugural seminar held in 2008.The forum involved some 30 people, mainlyrepresentatives of the school systems/sectors.The participants were provided with anoverview of the Board’s work since the 2008seminar, particularly in the areas of onlinedelivery of tests, onscreen marking and relatedresearch.

School systems representatives addressedissues of technology, support structures andother implications for schools and schoolauthorities. Forum participants also discusseddraft principles to guide the further expansionof online testing. While general consensusemerged around these principles, it wasacknowledged that there are a number ofpractical and technical issues that will need tobe resolved.

The next stage of development will involve thepiloting of online delivery of the SchoolCertificate English-literacy test inapproximately 25 schools in 2010. To overseethis pilot and the longer-term expansion ofonline testing, the Board has established twogroups. The first is a Computers inExaminations Reference Group, to facilitatecommunication between key stakeholders andthe Office, and to provide advice to the Board.This group consists of senior representatives ofthe major school systems/sectors, relevantprincipals’ groups and teacher unions and willmeet about four times a year. The secondgroup is an operational-level working party ofrelevant Board and school systems officers tomanage the technical details of the pilot, andwill meet as required.

POLICY AND PRACTICE


Frequency of access to BOS websites 2009–2010

POLICY AND PRACTICE

Websites No. of visits No. of page views

Assessment Resource Centrearc.boardofstudies.nsw.edu.au(see page 54)

360 820 2 401 363

SC and HSC multiple-choice self-testingsystemwww4.boardofstudies.nsw.edu.au

1 096 264 11 883 744tests completed

An Australian journey across the First World Warbattlefields of France and Belgiumwww.ww1westernfront.gov.au

152 862 368 780

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

251 230 783 516

Australian involvement in South-East Asian conflictsThe Malayan Emergency (1948–1960) and the IndonesianConfrontation (1963–1966)se-asia.commemoration.gov.au

4 685 14 590

The Kokoda Track (launched March 2010)kokoda.commemoration.gov.au

9 314 35 463

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

217 315 553 580

Teaching and Learning about Anzac Daywww.anzacday.gov.au

17 159 34 770

Teaching heritagewww.teachingheritage.nsw.edu.au

41 793 91 162

ARTEXPRESSwww.artexpress.nsw.edu.au

17 723 44 924

The Sydney Harbour Bridgesydney-harbour-bridge.bos.nsw.edu.au

34 428 82 742

The ACACA websiteacaca.bos.nsw.edu.au

15 297 46 012

AMEB Connect www.ameb.nsw.edu.au

72 955 226 894

Encore encore.boardofstudies.nsw.edu.au

7 680 (Since Dec 2009)

42 383

Aboriginal Educational Contexts websiteab-ed.boardofstudies.nsw.edu.au(see page 52)

42 802 149 411

Employers’ website 25 000 60 000


Board Website SC and HSC Multiple-choiceSelf-testing system

www4.boardofstudies.nsw.edu.au

The HSC and School Certificate multiple-choice online self-testing service established in2001 as a trial has since become one of themost popular internet services developed bythe Board of Studies NSW.

Students have access to around 5000 multiple-choice questions from 29 HSC courseexaminations and five School Certificate testsin an online self-testing service on the Board’swebsite.

In the weeks leading up to the SchoolCertificate, the site is heavily used by studentspractising for their tests. On the night beforethe 2009 School Certificate English-literacytest, 118 522 tests were completed within theeight hours until 10 pm.

The online multiple-choice testing system alsoprovides the Board with a ‘testbed’ for onlineeAssessment high-speed test deliveryapplication development.

Web partnerships

During 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 CommonwealthDepartment of Veterans’ Affairs, the Board hascontinued developing six educational websites:Australia’s War 1939–1945, Gallipoli and theAnzacs, Australians on the Western Front1914–1918, Australia and the Vietnam War, TheIndonesian Confrontation and the MalayanEmergency and The Kokoda Track, and isworking on Australia’s involvement in theKorean War to complete the suite.

2009/2010 Website Developments

Gallipoli and the Anzacswww.anzacsite.gov.au

This website, winner of the national 2001 ‘BestEducational Website’ award in the Excellencein Educational Publishing Awards by theAustralian Publishers Association, wasestablished in 1999, in partnership with theCommonwealth Department of Veterans’Affairs and the Office of Australian War Graves,for teachers and students of History,Geography, and other study areas.

Popular sections of the site are available in theTurkish language, including the Australiansubmarine AE2 animation. During this reportingperiod, the timelines published on the site havebeen refreshed, and further information addedon the war graves on the Gallipoli Peninsular.

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

This website was established in partnershipwith the Commonwealth Department ofVeterans’ Affairs, for teachers and students inmany subject areas. Shortlisted in the national2005 ‘Best Educational Website’ category inthe Excellence in Educational PublishingAwards by the Australian PublishersAssociation, new educational materialscontinue to be added to this website.

Popular sections of the site include anextensive animation showing the attack onSydney Harbour by Japanese midgetsubmarines in 1942.

Australians on the Western Front 1914–1918 An Australian journey across the First WorldWar battlefields of France and Belgium.

www.ww1westernfront.gov.au

This website is being developed in partnershipwith the Commonwealth Department ofVeterans’ Affairs, for teachers and students inmany subject areas. New educational materialscontinue to be added to this website. Theentire site is also available in French.

POLICY AND PRACTICE


Additionally, the locations in Belgium aretranslated into Dutch to assist visitors whospeak that language.

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

This website was established in partnershipwith the Commonwealth Department ofVeterans’ Affairs, for teachers and students inmany subject areas. New educational materialscontinue to be added to this website.

The site provides a balanced and historicallyaccurate account of Australian involvement inthe war in Vietnam. Many videos,contemporary accounts, maps andphotographs make the site one of the mostimportant educational resources on this topicavailable on the internet.

Australian Involvement in South-East AsianConflictsThe Malayan Emergency (1948–1960) and theIndonesian Confrontation (1963–1966)

se-asia.commemoration.gov.au

Launched in August 2009, this website wasestablished in partnership with theCommonwealth Department of Veterans’Affairs, for teachers and students in manysubject areas. New educational materialscontinue to be added to this website.

The Malayan Emergency (1948–1960) and theIndonesian Confrontation (1963–1966) as end-of-empire conflicts represent significant turningpoints in the history of Australia’s internationalrelations. An understanding of these conflictsalso helps explain why Australia becameinvolved in the Vietnam War (1962–1972). Thisis a small website that provides uniqueeducational resources on these conflicts, andthe increasing Australian involvement indevelopments in South-East Asia.

The Kokoda Trackkokoda.commemoration.gov.au

This website was established in partnershipwith the Commonwealth Department ofVeterans’ Affairs, for teachers and students inmany subject areas. New educationalmaterials continue to be added to thiswebsite.

Launched just prior to Anzac Day 2010, thesite provides teachers and students with anaccurate and authoritative account of theiconic Battle of Kokoda, a four-monthstruggle which began with the Japaneselanding in Papua in July 1942.

The site content was written and researchedby Dr Peter Williams, and includes severalunique features:

• For the first time (anywhere) the actualengagements have been animatedaccurately. Dr Williams has researched theunpublished Japanese unit combatdiaries; the website provides themovements of the Japanese troop units aswell as the Australians.

• Video footage taken by the team whofilmed for the ABC documentary and flewthe Kokoda Track by helicopter is includedon our website.

• The opening movie on the site also hasoriginal music composed and played byMark Williams, long-standing member ofthe OBOS Information Services team.

• The ABC ‘Australians at War’ Film Archivewas made available to us – which wasscoured for original and interestingKokoda Veteran anecdotes, which are alsoincluded on the site.

The site includes video, contemporaryaccounts, classroom activities and inparticular, detailed animated maps of thevarious engagements from original research.

POLICY AND PRACTICE


Teaching Heritagewww.teachingheritage.nsw.edu.au

Teaching Heritage was established in 1999 asa joint initiative between the NSW HeritageCommission and the Board. The site wasupdated during the reporting period to providemore detail on the 200th anniversary ofGovernor Lachlan Macquarie’s 12-year tenureas the fifth Governor of the Colony of NewSouth Wales.

ARTEXPRESSwww.artexpress.nsw.edu.au

ARTEXPRESS is an annual exhibition ofartworks created by students from governmentand non-government schools for the HigherSchool Certificate examination in Visual Arts.It is jointly managed by the Board and theDepartment of Education and Training. Theworks demonstrate exceptional quality acrossa broad range of subject matter, approaches,styles and media including painting,photography, drawing, printmaking, sculpture,documented forms, textiles and fibre,ceramics, digital animation, film and video, andcollections of works. This website highlightsthe exhibition with a collection of artworksselected from various annual exhibitions.

ARTEXPRESS represents the high standardsand diversity achieved by Year 12 Visual Artsstudents in New South Wales schools.

The ACACA websiteacaca.bos.nsw.edu.au

This website is managed by the Board ofStudies for the Australasian Curriculum,Assessment and Certification Authorities(ACACA). The Board coordinates all the stateentries and updates to the site.

This site summarises the junior secondarycurriculum in eight public education systems inAustralia as well as in the New Zealand system.It provides an overview of the structure of thesecondary system, advice and web linksrelating to students transferring schools,information about the junior secondary

curriculum, subjects and courses, and anoutline of the various methods of assessingand reporting student achievement whenstudents complete Year 10. The information onthis website is useful for students who moveinterstate or to or from New Zealand, peoplewho advise secondary school students aboutcurriculum options and career planning, andemployers who receive job applications fromstudents educated in another state or territory.

The site also contains descriptions of thecertificates and other records of achievementissued to students when they complete theirsenior secondary education. It providesoutlines of the minimum requirements fortertiary entrance.

AMEB Connect www.ameb.nsw.edu.au

The Office develops and manages theAustralian Music Examinations Board (AMEB)NSW website, which includes access to AMEBConnect. This project uses some of theinfrastructure developed for the eBOS suite ofservices, to allow AMEB teachers andexaminers to log in to the AMEB ExaminationSystem and view enrolments, results andexamination timetables for their students. Theycan also update their own personal details. Asan online service, it is available outside regularbusiness hours, significantly improving accessto important information. It also reduces thenumber of routine inquiries fielded by AMEBNSW office staff.

Encoreencore.boardofstudies.nsw.edu.au

Encore is jointly managed by the Board and theDepartment of Education and Training. Thewebsite complements the annual Encore CDsand concerts held at the Sydney Opera Housewhich showcase the outstanding performancesand compositions by students in the HigherSchool Certificate examinations. It providesinformation about the annual requirements inNSW Higher School Certificate Music subjects,and includes profiles of participating Encorestudents from the past several years, excerpts

POLICY AND PRACTICE


of student performances in .mp3 format,concert ticketing information and links to eBOSShop Online for purchasing the Encore CDs.

Until this financial year, Encore formed asection of the Board of Studies main website. Itis now structured to form its own small site.

Employers’ website The Employers’ website, which went online inTerm 4, 2006, contains useful information foremployers and the broader community aboutthe School Certificate (Year 10 students),Preliminary Year (Year 11 students) and HigherSchool Certificate (Year 12 students).

The site assists employers in understandingstudents’ results and the documentation thatstudents provide to employers about theireducational achievements. It containsinformation on the employment skills studentsgain through studying the curriculum, and theVocational Education and Training options thatone in three students now undertake for theHSC. There are also answers to frequentlyasked questions and links to other relevantsites.

The website was updated in June 2010 toreflect changes to the school leaving age inNSW, the course provision for Years 11–12English and the terminology used to refer touniversity entry rankings, now known as theAustralian Tertiary Admission Rank (ATAR).

The Employers’ website can be accessed viathe Board of Studies website onwww.boardofstudies.nsw.edu.au/employers

Shared Government ServicesThe Board also hosts and manages as sharedGovernment Services:

• Aboriginal Education Consultative GroupInc. (AECG) website www.aecg.nsw.edu.au

• Teacher Housing Authority (THA) websitewww.tha.nsw.gov.au

Improving the Quality of the Board’sProducts and Services

Quality Assurance in Marking

The Board uses an extensive array ofprocedures to ensure that each student isappropriately awarded for his or herexamination responses. These include theappointment of Supervisors of Marking whomeet stringent criteria, thorough procedures fordeveloping marking guidelines that lead tovalid and reliable marking operations, high-quality marker training sessions, Senior Markerrandom checks of markers’ work, and theengagement of two markers to assessresponses for complex items.

As described elsewhere in this report, theBoard has also developed pioneering onscreenmarking software that further enhances themarking operations by building in extra qualitycontrol measures. These include the ability torandomly assign pre-marked scripts to markersto further check marker accuracy and a featurewhich enables markers to easily flag atypical orunusual scripts for review by the Senior Marker.

Following an extensive evaluation of allmarking procedures, further enhancementshave been prepared for use in the 2010marking operation. These additional measuresinclude the development of tools to be used bySenior Markers to systematically assess thereliability of each marker.

Integral to the developments in 2010 has beenthe documentation of ‘best practices’ forSchool Certificate and Higher SchoolCertificate marking in the Marking OperationsManual. This manual, written for use bySupervisors of Marking and Senior Markers,sets a rigorous quality assurance framework formarking. It also provides evaluation proceduresdesigned to facilitate the continualimprovement of marking operations.

Statistical Evaluation of School CertificateTests and Higher School CertificateExaminations

Tests and examinations are designed to yieldscores that can be validly interpreted within thestandards framework. The Board uses a range

POLICY AND PRACTICE


of statistical techniques to analyse eachexamination to ensure that the questions areworking as designed and to provide feedbackto examination committees. All of the 2009School Certificate and Higher SchoolCertificate examinations were evaluated usingmeasures of item difficulty, item discrimination,and reliability.

Integral to these analyses is a summaryestimate of score reliability. The highestpossible value of this measure is 1.00, meaningthat the score is perfectly reliable. Testdevelopers aim for a reliability statistic above0.85 for examinations that are used for makingimportant decisions. Reliability scores for theSchool Certificate tests and Higher SchoolCertificate examinations were above the 0.85threshold in all cases, and frequently above0.95, except in a very few examinations withvery small candidatures. In these cases, thereliability statistics are not applicable, andqualitative analytical techniques wereemployed. Through the application of thesemethods it was confirmed that these small-candidature course examinations yieldedappropriate measures of student achievement.

Meeting the Needs and Expectations ofCustomers through EffectiveCommunications and Support Services

Communications: Achievement Highlights

The Office continued its focus on more efficientand meaningful communication with students,teachers, parents and the wider community.

The Office’s commitment at the start of 2009to an expanded digital communication strategyhas resulted in increased speed andeffectiveness, and a larger audience.

Board BulletinAll secondary schools are automaticallysubscribed to the new electronic Board Bulletinemail. The weekly Bulletin is the source for alldecisions and other news from the Board ofStudies and is sent to every school by emaileach Monday during school term.

eBOS online serviceseBOS online services for students, teachersand schools are continually being upgraded toprovide secure, cutting-edge access to awealth of facilities. A new web-baseddescription of How Your HSC Works provides auseful nine-step process with different levels ofinformation available within each step. The siteis designed to support Year 11 students inparticular but will also prove useful for otherswith an interest in the HSC.

HSC students can log onto events timetables,personalised study links and, of course,instantaneous HSC results. Teachers andschools can view and update their school andstudent data. There is eBOS VET information,marker application advice, school registrationand accreditation assistance, and much more.

Onscreen MarkingThe successful use of onscreen marking for anumber of SC and HSC exams is part of theBoard’s ongoing research and developmentinto the best ways to use computers andtechnology in exams. Developing the onscreenmarking application in-house allowed theBoard to ensure its current high standards formarking are maintained.

The experiences of markers who were part ofthe Board’s ground-breaking onscreen markingsystem in 2009 are captured in a new six-minutevideo posted on the Board’s Markers Onlineweb pages, designed to help other SchoolCertificate and HSC markers understand a littlemore about this exciting new process.

HSC Exit SurveyResearch and communication with ourstakeholders underpin our policy and practice.The third annual Exit Survey of HSC studentswas held in November and December 2009.About 3300 students responded to the onlinesurvey, providing valuable feedback andallowing students to give their views, bothpositive and negative, on aspects of the HSCexaminations, assessment requirements andthe HSC courses. The Board values thecontribution of past and present students in itscommunication and has a range of strategies inplace to strengthen the working relationshipwith its stakeholders.

POLICY AND PRACTICE

POLICY AND PRACTICE


Students visiting Board of Studies stall at the HSC Expo 2010.

Board of Studies Liaison Officers at the HSC Expo.


HSC Expo 2010The Board of Studies was a naming sponsor ofthe successful Sydney Morning Herald HSCand Careers Expo 2010, held at RandwickRacecourse from 4–6 June 2010.

Growing in popularity, the Expo attractedalmost 16 000 visitors, 6000 more than theprevious year, with almost 8000 visitors on theFriday alone. Groups of students from morethan 60 schools attended, double therepresentation in 2009. The majority of Expovisitors were students (78%), most of whom(75%) were in Year 12.

The Expo brought together exhibitors frommajor Australian tertiary institutions andproviders of HSC and career resources andinformation. The Board presented 22 seminarsessions on a range of HSC topics andsubjects in ‘The Board Room’, reserved almostexclusively for Board presentations. Top-placedstudents from the 2009 HSC were invited tospeak about their experience studying for theHSC as part of each seminar presentation.

Board of Studies Liaison Officers (BOSLOs)

BOSLOs provide advice to schools and thewider community on Board policies,procedures and programs and disseminateinformation on curriculum, assessment andcredentialling. BOSLOs also conduct forumsand workshops on Board-related matters.BOSLOs provide schools with support indeveloping and presenting proposals forSchool Developed Courses and serve on theBoard Endorsement Panel. BOSLOs operate asfield officers of the Board. Nine such officerscover all schools across the state. They arebased at Bathurst, Coffs Harbour, MetropolitanSydney (3), Newcastle, Wagga Wagga,Wollongong and Tamworth.

Presentations and meetingsDuring the reporting period, BOSLOsparticipated in 1357 meetings across the state,averaging 34 meetings each week during theschool year. Extensive presentations weremade by the BOSLOs at 1305 of thosemeetings. The BOSLOs met with secondary

and primary teachers, parents, principals andstudents from government and non-government schools, as well as with overseasvisitors and professional associations. Over83 000 people attended the meetings, whichprovided broad professional support andspecific presentations on the SchoolCertificate, the Higher School Certificate andKindergarten to Year 12 curriculum andassessment. Phone inquiries are also asubstantial part of the BOSLOs’communications role. During the reportingperiod, between them they answered anaverage of 200 telephone calls per week overthe school year. About half of the phone callswere from government schools with theremainder from non-government schools, othereducational institutions and individuals.

VideoconferencesA significant initiative of the Liaison Officer Unitwas the scheduling of after-hoursvideoconference information sessions withgovernment schools. Six videoconferenceswere held in Term 2, 2010, on a variety ofBoard issues with each videoconferenceattracting more schools than its predecessor.A total of 171 schools tuned into theconferences. Each conference consisted of aBoard presentation followed by officersanswering questions from participants.

Pre-employment Program for Overseas TrainedTeachersBoard of Studies Liaison Officers have alsotaken part in the Pre-employment Program forOverseas Trained Teachers conducted by theDepartment of Education and Training. Theymade off-site presentations on the role of theBoard of Studies to six groups of teachers(more than 125 teachers in all) who weretrained overseas and wish to teach in NSWgovernment schools.

POLICY AND PRACTICE


Acknowledging Outstanding StudentAchievements

HSC First in Course Award Ceremony

The First in Course Awards recognise studentswho have achieved first place in a HigherSchool Certificate course.

At a ceremony at the Australian TechnologyPark in Sydney on Tuesday, 15 December2009, the Premier of NSW, the Hon KristinaKeneally MP, presented a Certificate ofExcellence to each of the 119 students whotopped a course in the 2009 HSC.

The ceremony was held the day before therelease of the Higher School Certificate results,and more than 350 students, parents and otherguests attended.

Premier’s Awards for Excellence in theHigher School Certificate

The annual Premier’s Awards for Excellence inthe Higher School Certificate recognise andreward outstanding achievement by HigherSchool Certificate students. The awards arepresented to students who achieve Band 6standard (a mark of 90 or above) in 10 or moreunits. In 2009, the number of studentsachieving this all-round excellence reached anew record of 1208.

The students received a medal, a certificate toplace in their portfolio, and a letter ofcongratulations from the Premier of NSW. Theirnames were also published in variousnewspapers and on the Board’s website inrecognition of their significant achievement.

Brother John Taylor Memorial Prize

The Brother John Taylor Memorial Prize wasintroduced in 1993 to commemorate thecontribution Brother John Taylor made toeducation.

The award is presented to HSC students whohave overcome significant disability ordisadvantage and have achieved academicexcellence. Principals nominate students inDecember each year.

The Brother John Taylor Memorial Prize for the2009 HSC was awarded to two remarkablestudents: Danny Hardiman from BradfieldCollege and Emily Reinhardt of HawkesburyHigh School.

Aboriginal Studies Awards

Each year the Office of the Board of Studiesand the NSW Aboriginal EducationConsultative Group Inc jointly honour theachievement of the highest-achievingAboriginal and non-Aboriginal students in2 Unit Aboriginal Studies. The award ispresented at the AECG’s Annual GeneralMeeting.

The prize for the highest-achieving Aboriginalstudent for the 2009 Higher School Certificate2 Unit Aboriginal Studies course was awardedto Eloise Olive who attended Kyogle HighSchool. Sophie Shinnick from Hunter School ofPerforming Arts was awarded the prize for thehighest-achieving non-Aboriginal student.

POLICY AND PRACTICE


SECTION 3MANAGING OUR ORGANISATION

• Performance Statements: President and Chief Executive 98

• Directorate/Branch Descriptions 100

• Overseas Travel 105

• Representation on External Committees 107

• Emerging Technologies 109

• OBOS Management and Governance 113

• Payment of Accounts 117

From Pixelate My Worldby Jessica Wong (Cheltenham Girls’ High School),2009 HSC Visual Arts student


Related goals:

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

• Syllabuses, courses and support materials that promote high standards of primary andsecondary curriculum standards of primary and secondary educatio

• Highly-regarded, comprehensive, flexible and inclusive credentials that meet the needs ofstudents and the community

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

Strategic OutcomesContinue to improve in business processes andpractices through effective organisationalleadership, strategic planning and qualityassurance processes.

Provide operational efficiency and improvedservice delivery through the developmentand implementation of new and emergingtechnologies.

Effectively manage the Office’s recurrent andcapital resources.

Provide high-quality, cost-effectiveprofessional and administrative advice andservices to the Board of Studies and itscommittees.

Establish strong and effective partnerships withkey education stakeholders.

Provide effective communications andsupport services to enable the Board and itsOffice to effectively meet the needs andexpectations of customers.

Provide effective organisational and staffingarrangements for the Office of the Board ofStudies so that educational objectives andaccountability expectations are met.

Effectively and sensitively manage theindustrial and employment relationsprogram of the Office to achieve a highstandard of industrial and employee

relations and to meet related legislativerequirements.

Research and evaluate emerging policy issuesrelating to K–12 curriculum, assessment,examinations and credentialling and developappropriate policy advice and options for theMinister and Board.

Promote a dynamic and ethicalorganisational culture that encourages andrecognises staff innovation and encouragesand develops staff to reach their fullpotential.

Collaborate with ACARA in the developmentand implementation of quality Australiancurriculum.

Maximise curriculum provisions for studentsin Years 9 to 12 to access nationallyaccredited vocational education and trainingcourses and qualifications to ensure theyare fully prepared for further study, trainingand education.

Evaluate the Board’s credentialling program toensure that NSW students leaving school at theend of Year 10, Year 11 or Year 12 aresupported with meaningful qualifications thatmeet the needs of students and the community.


MANAGING OUR ORGANISATION

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


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 direction and leadership of theBoard

The role of Board President requiresconsiderable expertise and specialistprofessional knowledge in the fields ofcurriculum, assessment and examinations andthe registration and accreditation of non-government schools. During the reportingperiod, Mr Alegounarias guided the Board’sstrategic direction in implementing thoseaspects of the National Education Agreementrelevant to the Board’s statutory curriculumand assessment functions. This includeddeveloping a NSW approach to theimplementation of the national curriculumsubsequently endorsed by the Board. Aswell, under Mr Alegounarias’s leadership, theBoard was commissioned by the Ministerto review the School Certificate program.Mr Alegounarias’s strategy for engaging keyschool system, principals, teacher unions,parent bodies, employer groups and universitystakeholders in a consultation process, aninitial report to the Minister followed by adirections paper for wider communityconsultation were endorsed by the Board andthe Minister.

Effective advocacy of NSW interests onschool curriculum, examinations,assessment and credentialling andregistration and accreditation matters

During the reporting period, and in addition tohis role as Board President, Mr Alegounariasfulfilled his responsibilities as the NSWrepresentative on the board of the AustralianCurriculum, Assessment and ReportingAuthority. In this regard, the Board has receivedstrong positive feedback from key stakeholderson the openness and transparency of theBoard’s consultative processes underMr Alegounarias’s leadership in ensuring thatthe high standard of the NSW curriculum isupheld.

High level of confidence by key cross-sectoral, professional and communitystakeholders in the Board’s policies andprocesses

The Board President must exercise judgementin addressing significant challenges whichrequire consultation with key stakeholders andintegration within the Government’soverarching policies for education and training.During the reporting period, the NSW positionon the implementation of the nationalcurriculum was one such challenge.Mr Alegounarias enhanced the Board’s role infostering cross-sectoral collaboration on issuescritical to both government and non-government school sectors. In particular thisincluded the development of timely and cross-sectoral advice to schools on developmentsassociated with the implementation of thenational curriculum. In addition, in furtherrecognition of the level of confidence in theBoard and following the report of the MinisterialTaskforce on International Education, theGovernment decided that the Board would begiven the delegation to approve schoolsseeking to deliver courses to internationalstudent in NSW.



Performance Statement of the ChiefExecutive, Office of the Board ofStudiesThe 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: Acting on and from 30August 2009 until and including 25 October2009 and substantively on and from 26October 2009.

Successful conduct of the Board’scurriculum, examinations, assessment andcredentialling and registration andaccreditation programs

During the reporting period, Ms Taylor guidedthe successful conduct of the 2009 SchoolCertificate and Higher School Certificateprograms. Ms Taylor provided strategicleadership in developing principles andindicative timelines to guide the increasing useof computers in the Board’s testing andexamination programs. Ms Taylor was alsoresponsible for the effective management andimplementation of the recommendations of theDeputy Ombudsman relating to the need forgreater openness and transparency in thedisclosure of candidate marks and thealignment of marks against the performancebands for the Higher School Certificate. Aswell, Ms Taylor provided direction in thedevelopment of national language courses inChinese (Mandarin), Japanese, Indonesian andKorean for heritage speakers at the seniorsecondary level.

Effective, efficient, economic and equitableleadership of the Board’s Office

During the reporting period, the Board’s Officewas required to achieve significant budgetarysavings as part of annual EfficiencyImprovement Plans and employee-relatedsavings reforms as part of the Government’sNSW Public Sector Wages Policy. Ms Taylor’sleadership of the Office’s corporate governanceframework ensured that these savings wereachieved without any diminution of theeffectiveness or equitable delivery of theBoard’s services and regulatory programs.

High level strategic and operational supportfor the Board and its committees in supportof the implementation of the Australiancurriculum

During 2009/10, Ms Taylor provided directionfor the modification of the Board’s syllabusdevelopment management process to reflectthe role of the Australian Curriculum,Assessment and Reporting Authority (ACARA)in developing the Australian curriculum. Themodified approach involves :

• analysis of the degree of difference betweenthe Australian curriculum and the NSWcurriculum to determine the quality andsuitability of the Australian curriculum

• review and adjustment of syllabus andcurriculum support materials to retain thecurrent quality, rigour and scope of the NSWcurriculum and the high level of support forNSW teachers in implementing theAustralian curriculum

• making adjustments to standards materialsand where appropriate examination supportmaterial.

This modified process has ensured that theMinister and the Board were provided withtimely expert advice during the reporting periodon the suitability of the draft ACARA curriculumdocuments for implementation in NSWschools.



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 (Acting)

Mr Garry Webb, BSc (Hons), MA, Dip Ed,MACE

Director, Regulatory and Management Services

Mr David Murphy, BBus (Acc/Econ), MALP,ASA

Office of the Board of StudiesDirectorate Descriptions The directorates of the Office of the Board ofStudies and their functions are detailed below.

Curriculum and Assessment

Director (Acting): 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 ACARA in thedevelopment and implementation of theAustralian 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 anddescriptions of student performance, andillustrated by student work samples alignedto the performance descriptions.

The Director Curriculum and Assessment hasoverall responsibility for the functions of theBoard’s Inspectors, the Assistant Director,National Programs, The Assessment ResourceCentre and the branch supporting theoperations of the NSW Branch of the AustralianMusic Examinations Board (AMEB). Adescription of the AMEB is provided in Section2, Curriculum and Assessment, pp. 55–56.


Level

TotalCES/SES2009–2010

TotalCES/SES2008–2009

8

7

6

5

4

3

2

1

1

1

1

1

2


National Programs Assistant Director (Acting): Howard Kennedy

The role of the Assistant Director NationalPrograms reflects the Office’s current andfuture responsibilities which involve a nationalfocus, including an increase in resources tosupport the implementation of the Australiancurriculum.

The Assistant Director is responsible forproviding advice and producing curriculum andassessment materials to support the Board’sKindergarten to Year 12 syllabuses. Emphasisis upon ensuring effective integration ofcurriculum and assessment support materialsduring the implementation of the Australiancurriculum.

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

• workforce planning and human resourcemanagement

• industrial relations

• financial accounting

• budget and management accounting

• internal audit and controls

• legal services

• information and communicationstechnology (ICT)

• the Office’s electronic and print publishingprogram

• corporate governance

• information and records management

• staff training and development

• asset and facilities management

• administrative and office services

The Director has overall responsibility for thefunctions of the Office’s Administration, Finance,Information Services, Information Technology,Records and Strategic Business Systems, andRegistration and Accreditation branches.

Examinations and Credentials

Director (Acting): 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’sSchool Certificate tests and Higher SchoolCertificate examinations

• marking of the Board’s tests andexaminations

• development and management of the on-screen marking and online testing programs

• delivery of School Certificate and HigherSchool Certificate results

• 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

The Director Examinations and Credentials hasoverall responsibility for the functions of theBoard’s Examinations Operations,Measurement and Assessment ResearchServices, Student Support Services, and TestDevelopment branches.



Branch DescriptionsThe branches of the Office of the Board ofStudies and their functions are detailed below.

Administration Branch

Manager: Ken Collins

Administration Branch provides administrativeand operational support services to assistmanagement and staff in their service to theBoard’s clients. The Branch consists of twodistinct functional areas: Human Resourcesand Corporate Operations. The CorporateOperations Unit provides services in buildingand lease management, purchasing, travelarrangements, administrative policies, motorvehicle fleet management and businesscontinuity planning. The Human ResourcesUnit provides service in recruitment, payrollmanagement, staff entitlements, workerscompensation, training, job evaluation andpersonnel policy development, and offerssupport and advice to staff regarding humanresource issues such as career development.

Finance Branch

Manager: Greg Logan

Finance Branch is responsible for themanagement of the Office’s budget allocations.Functions undertaken by the branch includethe preparation and monitoring of recurrent,capital and revenue budgets, payrollprocessing, revenue management, payment ofall accounts, financial reporting, statutorytaxation payments and reporting, and thetimely production of monthly and annualfinancial statements.

Finance Branch also ensures the timelypayment of salaries for the examinationPresiding Officers and Supervisors,examination markers and seasonal clerical staffinvolved in the School Certificate and HigherSchool Certificate programs.

Information Services Branch

Manager: Lyndon Sharp

Information Services Branch manages theplanning, development and operation ofelectronic and print publishing of curriculumand support materials, online assessment (e-assessment) and examination results deliveryservices, distribution, purchasing and customerservice systems supporting the Office of theBoard of Studies and its programs.

The branch provides web development andmaintenance, co-located internet services,high-speed and high-availability critical corebusiness online e-assessment applications andsystems, and manages the Board of Studieswebsites, including partner websites developedwith compatible external organisations andshared government services.

The branch provides editing, design, desktoppublishing, Intellectual Property (IP)management, copyright clearance,warehousing, customer sales and invoicingservices and customer service support toschools and the public.

The branch has operational managementresponsibility for the North Rocks multi-function and warehousing facility.

The branch undertakes research and developsnew educational applications of informationand communication technologies to supportthe Office’s development and application ofteaching, learning, assessment andexaminations policy and practice, andmanages and conducts projects and processesto support the Office’s statewide assessmentand examination programs. The branchensures alignment and compliance with theNSW Government ‘whole-of-government’policies in the information and communicationstechnology area of internet information deliveryto the education sector and the public.



Information Technology Branch

Manager: Mitra Bhar

Information Technology Branch manages theplanning, development, operation, governanceand security of the Office’s InformationManagement and Technology (IM&T) andInformation and Communication Technology(ICT) systems. The branch develops, ratifiesand implements policies and procedures inrelation to IM&T and ICT. The branch isresponsible for developing and maintainingapplication systems and infrastructuresupporting the Office’s core business andcorporate services systems, in particular:

• supporting the School Certificate andHigher School Certificate programs

• administering and maintaining the Office’sinfrastructure including its local and widearea networks

• managing contracts in relation to ITinfrastructure and services

• developing and implementing IT governanceand information security programs

• sharing services with other authorities in thedevelopment of systems, exchange of data,infrastructure support and informationhosting.

Records and Strategic Business SystemsBranch

Manager: Max Pearce

Records and Strategic Business SystemsBranch is responsible for the planning,governance and oversight of the developmentof the Office’s information systems. The branchprovides the gateway for the Office’s clients intheir connection with its information systems.

It strategises and prioritises the development ofnew systems in dealing with the Office’s clientsby managing the introduction of enhancementsto its online services. It ensures that theOffice’s information system aligns with itsneeds and those of its clients. The branchparticipates in the planning and administrationof examinations and marking.

It is responsible for the Office’s informationmanagement including student records,corporate records, knowledge informationmanagement system, freedom of informationadministration and data warehouse protocols.It is responsible for the processing of studentand examination data and the provision ofdocumentary evidence of student achievement– School Certificate and HSC credentials.

It produces statistical reports from studententry and result data for the Board, the Ministerand external clients and bodies.

The branch provides advice to schools,students and other clients.

Registration and Accreditation Branch

Manager: Anne Keenan

Registration and Accreditation Branch isresponsible for the administration of the non-government school registration andaccreditation program and the monitoring ofregistration systems with regard to thecompliance of their member schools. Functionsundertaken by the branch include processingapplications for registration of non-governmentschools, managing the curriculum reviewprocess, coordinating and managing inspectionvisits, processing inspection reports for theRegistration Committee, monitoring andassessing school annual reports, coordinatingthe complaints handling process and liaisingwith systems and professional bodies. BoardInspectors from Curriculum and AssessmentDirectorate also have a significant responsibilityin relation to the functions of the Registrationand Accreditation Branch.

The Branch is also responsible for processingand assessing applications for home schooling.Authorised Persons are employed to reviewand make recommendations with regard toapplications.



Test Development Branch

Manager: Helen Bristow

Test Development Branch has the responsibilityfor the development of the Board’s HigherSchool Certificate examinations and SchoolCertificate tests.

Functions of the branch include theappointment and training of Chief Examiners,committee members and reviewers for eachexamination; the secure development of allSchool Certificate test and Higher SchoolCertificate examination materials, includingmarking guidelines and sample answers;Languages and ESL listening examinations;specimen papers and questions; the Notesfrom the Marking Centre and the oversight ofthe printing and production of these materials.

The branch also manages the development ofSpecial Provisions papers for the HSCexamination and the School Certificate tests.These include large print, colour, modified andBraille papers, as well as a variety of specialpapers tailored to individual students’ needs.

Measurement and Assessment ResearchServices Branch

Manager: Kelvin Gregory

The Branch is responsible for the Office’smeasurement and assessment researchfunctions. The Branch conducts the analysisand reporting of the results for the Board’sHigher School Certificate and SchoolCertificate programs, and conducts research tosupport and enhance the Board’s educationalmeasurement activities.

The Branch is also responsible for theprocesses and procedures that ensureaccurate and reliable marking of the Board’stests and examinations, and for the integrity ofthe standards-referenced reporting of studentachievement in the Higher School Certificateand School Certificate. It monitors thealignment of Higher School Certificateexamination marks and School Certificate testmarks to standards through the Board’sstandards-setting and consultative committeeprograms, and monitors the awarding ofgrades for the School Certificate.

Examination Operations Branch

Manager: Peter Feary

Examination Operations Branch manages theplanning, conduct and marking of the HigherSchool Certificate examinations and SchoolCertificate tests, including the conduct ofperformance examinations and the marking ofprojects and submitted works.

The branch is responsible for the recruitment,appointment and training of all personnel forthe conduct, marking and support of theexaminations 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 role in enhancing the effectiveness ofits examination program through strategic useof information technology.

Student Support Services Branch

Manager: Kevin Ford

Student Support Services Branch manages avariety of programs relating to students and theBoard’s Higher School Certificate and SchoolCertificate programs. These include the SpecialExamination Provisions program for the HigherSchool Certificate examinations and the SchoolCertificate tests, appeals relating to illness ormisadventure affecting student performance inthe examinations, investigation of non-certification of examination projects, possiblebreaches of examination rules, examinationmalpractice, and the requirement for studentsto make a serious attempt at theirexaminations.

Additionally, the branch conducts students’appeals of school decisions, such as thoseregarding eligibility for certain courses, non-completion of course requirements, andassessment rankings.



The branch also provides advice to studentsthrough telephone and online informationservices, and to the Minister, the Board and itscommittees, schools and the public on issuesrelating to special provisions, appeals andexamination.

Strategic Policy and CommunicationsBranch

Manager: Andrew Goodyer

Strategic Policy and Communications Branchprovides and coordinates strategic policy andplanning advice to the Board and the Office.The Branch coordinates Board endorsement ofcourses developed by schools and universitiesand manages the Distinction Courses programfor gifted HSC students. The branch alsosupplies research, library, secretariat andexecutive services support to the Board andthe Office.

Strategic Policy and Communications Branchmanages corporate communications andmedia liaison and the events, exhibitions,performances and seminar programsconducted or coordinated directly by the Officeor in collaboration with other organisations.

The Branch also manages the Board of StudiesLiaison Officer (BOSLO) program providingadvisory support relating to Board policies andprocedures for schools and their communities.

Overseas TravelMr Garry Webb

Riyadh, Saudi Arabia, 1–3 February 2010

Mr Webb was invited to attend the ‘Roundtableon System Level Assessment Models’organised by the King Abdullah Bin Abdul AzizPublic Education Development Project. Thepurpose of the roundtable was to provideadvice regarding standards-based assessmentin international jurisdictions.

United Kingdom, 26–29 April 2010

Mr Webb attended a seminar at the OxfordUniversity Centre for Educational Assessment,at the invitation of the director of the centre,Professor Gordon Stanley. He also met with MrTim Oates, Director Assessment Research andDevelopment at Cambridge Assessment, andwith key personnel at the Office ofQualifications and Examinations Regulation(Ofqual) in Coventry.

Mr Tom Alegounarias and

Ms Lynn Sully

Beijing and Shanghai, China, 6–12 April 2010

An invitation by HANBAN, the Executive bodyof the Chinese Language Council International,provided an opportunity for Mr Alegounariasand Ms Sully to highlight the quality and high


Mr Alegounarias presented with a souvenir of Expo,Shanghai.

Mr Alegounarias with the General Manager of HANBAN.


standard of curriculum and assessment ofAsian languages in NSW schools. HANBANalso provided an overview of the developmentof their curriculum material and testingprocedures. A memorandum of understandingis to be developed around areas of possiblecooperation between OBOS and the Council.

Mr Paul Hewitt

Hong Kong, 31 May to 9 July, 2010

A scholarship within the Department ofEmployment, Education and WorkplaceRelations Endeavour Executive Award programprovided Mr Hewitt with the opportunity toundertake a study tour in Hong Kong. Thefocus for the study was Hong Kong's Primaryand Secondary curriculum and assessmentreform program that has been introducedprogressively over a 10-year period and willresult in the first Senior Secondary cohortgraduating in 2012. The study involvedmeetings with key personnel of the CurriculumDevelopment Institute and other brancheswithin the Hong Kong Education Bureau andalso with the Hong Kong ExaminationAssessment Authority. Reciprocal visits havebeen arranged with officers from theCurriculum Development Institute to learn moreabout NSW curriculum and assessmentpractices.

Higher School Certificate Markers

Mr Robert Wright (Senior Marker, Music)

Ms Kim Irik (Senior Marker, Music)

Singapore, 28–30 September 2009

Mr Craig Maylon (Senior Marker, Visual Arts)

Ms Michelle Markuse (Senior Marker, VisualArts)

Singapore, 3–6 November 2009

The markers listed above attended theAustralian International School, Singapore, tomark Higher School Certificate Musicperformances, and Higher School CertificateVisual Arts bodies of work. The school met thecost of these visits.

Mr Dale Welham (Supervisor of Marking,Design and Technology)

Mr Greg Moon (Senior Marker, Design andTechnology)

Hong Kong, 23–25 September 2009

Ms Jane Galbraith (Senior Marker, Music)

Mr Mark Graham (Senior Marker, Music)

Hong Kong, 12–14 October 2009

Ms Luise Guest (Supervisor of Marking, VisualArts)

Ms Catherine Rose (Senior Marker, Visual Arts)

Hong Kong, 4–6 November 2009

The markers listed above attended theAustralian International School, Hong Kong, tomark Higher School Certificate Design andTechnology major projects, Musicperformances and Higher School CertificateVisual Arts bodies of work. The school met thecost of these visits.

Ms Astrid Perdriau (Senior Marker, IndustrialTechnology)

Norfolk Island, 2 September 2009.

Ms Perdriau attended the Norfolk IslandCentral School, Norfolk Island, to mark HigherSchool Certificate Industrial Technology majorprojects. The school met the cost of this visit.



Representation on ExternalCommittees (as at 30 June 2010)Mr T Alegounarias (President, Board of Studies)

Australian Curriculum, Assessment andReporting Authority Board

Legal Information Access Centre (LIAC)Advisory Board of the State Library of NewSouth Wales

Dean’s Advisory Board, Faculty of Educationand Social Work, The University of Sydney

Faculty of Arts and Social Sciences AdvisoryCommittee, University of Technology, Sydney

Physics Advisory Board, The University ofSydney

Non-government Schools Advisory Council

NSW National Partnership State SteeringCommittee

NSW School Reporting Working Group

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

Heritage Speakers Project National SteeringGroup – Chair

Quality Teaching Council – NSW Institute ofTeachers

NSW Government – Senior Executive Network

Work Samples Cross-sectoral Task Force

Aboriginal Curriculum Consortium

AMEB Board

NSW National Partnership State SteeringCommittee

NSW School Reporting Working Group

Mr A Goodyer (Manager, Strategic Policy andCommunications)

TAFE NSW Accreditation Council

NSW Access and General Education AdvisoryGroup

Ms M Bhar (Manager, Information Technology)

Gateway Review Committee (NSWGovernment Treasury Department)

Mr M Pearce(Manager, Records and Strategic BusinessSystems)

RSL Scholarship Committee

Mr G Webb(Acting Director, Examinations and Credentials)

Collaborative Curriculum and AssessmentFramework for Languages Reference Group

MCEETYA Review Committee for the NationalInformation and Communication LiteracyAssessment Project

Ms H Bristow(Manager, Test Development)

ACACA Special Provisions Workshop Group

Mr H Jacobs(Senior Assessment Officer)


Mr K Ford(Manager, Student Support Services)


Mr N Crocker (Head, Student Support and Appeals)


Ms G Grant(Board Inspector – Science)

Premier’s Macquarie Capital Science School

School Animal Care and Ethics Committee



Rosemary Hafner Scholarships

Premier’s Science Teachers ScholarshipCommittee

Australian Museum Eureka Prizes – ScienceTeaching Award Panel

Ms A Keenan(Manager, Registration and Accreditation)

Cross-sectoral Working Parties

Mr H Kennedy (Board Inspector – Technology Education)

Australian Aerospace Industry ForumEducation

The Excellence in Integration of ICT Award andScholarship for Teachers Panel

Ms J Lawless (Board Inspector – Human Society and ItsEnvironment)

Premier’s History Teachers’ ScholarshipCommittee

National Archives of Australia ConsultativeForum

Cross-sector HSIE Forum

Premier’s Gallipoli Student ScholarshipCommittee

Parramatta Heritage Advisory Committee

Community Learning Panel, State Library, NSW

Mr K Lowe (Board Inspector – Aboriginal Education)

DET QTP Aboriginal Languages ReferenceGroup

NSW Aboriginal Languages ReferenceCommittee

Ms Christine Taylor(Board Inspector – Primary)

Australian Curriculum and Assessment andReporting Authority (ACARA), Stages ofSchooling Advisory Panel for the Nationalcurriculum development

Mr I Balcomb (Board Inspector – Vocational Education)

Australasian Curriculum, Assessment andCertification Authorities Sub-group onVocational Education

Schools Consortium (Vocational Education andTraining in Schools)

Department of Education and Training – VETConsultative Forum

Mr D Carter (Board Inspector – English)

Premier’s Reading Challenge

Arts, English and Literacy Educators ResearchNetwork, The University of Sydney

Dr M Silink (Board Inspector – Languages)

NSW Community Languages Schools Board


Ms Lyn Sully(Senior Curriculum Officer, Languages K–12)

National Coordinator, Collaborative Curriculumand Assessment Framework for Languages(CCAFL)

Mr L Swan(Board Inspector – Human Society and ItsEnvironment)

NSW Human Society and Its EnvironmentCommittee

Sustainable Schools NSW Committee



New and emerging technologiesenhancing operational efficiency andimproving service delivery

Onscreen MarkingOnscreen marking provides markers withaccess to student responses delivered via theinternet. The Board developed its ownonscreen marking application and trialled itextensively from 2006 to 2008. In 2009 thefollowing examinations were marked onscreen:all of HSC General Mathematics, InformationProcesses and Technology, Modern Hebrew,Serbian, Filipino, Croatian and Vietnamese;parts of HSC Mathematics, HSC BusinessStudies, SC English-literacy, SC AustralianHistory, SC Australian Geography and SCScience; and the oral components of HSCChinese, Modern Greek and Italian. A total of11% of HSC and SC marks were awardedonscreen, in both corporate and externalenvironments. The evaluation of the 2009onscreen marking operation included acomprehensive survey of all onscreen markers,who offered overwhelming support for the newtechnology. Onscreen marking will beenhanced and expanded with up to 30% ofmarking to be undertaken onscreen in 2010,and up to 50% in 2011.




eBOS Service Description

eBOS Schools Online eBOS Schools Online (Administration) is the service through which schoolprincipals and their nominated school staff submit, view and maintain allstudent information required for the School Certificate and Higher SchoolCertificate programs. This service has been in use for over 10 years. Morethan 4500 principals, teachers and school administration staff areregistered users of eBOS Schools Online. New features added for 2009/10include the capacity to:

• submit HSC student entries in Term 4 of the previous year

• submit applications for Special Provisions and supportingdocumentation online, and

• schedule students for some school-based language speakingexaminations.

A strategic business project commenced in 2009 to upgrade eBOSSchools Online to make it available to all teachers in NSW schools. Thefirst phase of this upgrade was launched in May. The features includeaccess to new documents and resources before they are made availableto the public, the capacity to customise content from the Board’s websiteaccording to the courses taught, including direct access to relevantsyllabus and assessment materials, and a Teacher’s blog through whichteachers can comment on topical issues. Teachers who are also registeredusers of eBOS Schools Online (Administration) and eBOS Markers Onlinecan access these services directly from within the new eBOS SchoolsOnline using a single signon. The next phase will include saving favouritework sample links from the ARC, developing and saving Test YourselfMultiple Choice tests, surveys, and links to professional associations.

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

An Itinerant Marking module to support the markers of subjects likeDesign and Technology who have to mark HSC works on site at schoolsacross the state was developed.

Marking applicants were sent messages via email and sms to inform themthat their notification was available for their immediate access via MarkersOnline.

eBOS Shop Online The eBOS Shop Online service provides access to all the Office’sproducts with advice on ‘What’s Hot’, where each month new productsand special offers are highlighted. The service can be accessed from theBoard of Studies’ website <www.boardofstudies.nsw.edu.au> or directlyat <shop.bos.nsw.edu.au>

Enhancements to eBOS Shop Online include the capacity to purchasedownloads, such as the Young Writer’s Showcase.

Review, Upgrade and Integration of the eBos Suite of Online Services




eBOS Students Online eBOS Students Online service allows Higher School Certificate studentsto check important dates and view and change information held by theBoard about their HSC enrolment. Higher School Certificate students in2010 have been able to access eBOS Students Online since April 2010, atwhich time they could view their personalised written examinationtimetable. Students can also view their personal details, enrolment details,VET qualification and competency entries, their historical details such asSchool Certificate and Preliminary enrolments and results, and at the endof the year can access their Assessment Rank Order notice, HSC resultsand participate in a survey about the courses they studied. eBOSStudents Online allows students to use the site as their own personalised‘study centre’ by providing a single point of access to course-specificresources available from the Board’s website, such as past exam papers,syllabus documents, and the Online Multiple Choice practice tests. Thedocuments relating to the student’s course enrolment pattern areautomatically made available when a student logs in.

By the end of the reporting period over 37 000 students had accessedeBOS Students Online, which is three times more than at the same timelast year.

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

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

• view school details

• view system details

• select, complete and submit forms

• submit annual school reports

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

The Registration Committee interface to online RANGS applications hasbeen enhanced to make available online all the materials the Committeerequires in its deliberations.




eBOS VCS Online eBOS VCS Online is the Office’s Vocational Education and Training (VET)Credentialling System that allows education systems to view entry andcompletion information held by the Board about VET in Schools programs.This is required for mandatory reporting and VET management purposes.The service includes a TAFE – Office of the Board of Studies link, whichprovides electronic communication between the TAFE and the Office ofthe Board of Studies systems, allowing the transfer of informationregarding student participation and performance in TAFE-delivered VET(TVET) and VET courses. The eBOS VCS Online service allows greaterauthentication and validation for both the TAFE and OBOS systemsregarding VET enrolments, competency achievement and qualificationattainment. Further development is currently being undertaken to enhancethis service.

Enhanced reporting and a data warehouse have been developed to enableschool systems to better manage their mandatory reporting requirements.

eBOS RTOs Online eBOS RTOs Online is a service that allows Registered TrainingOrganisations (RTOs) to view qualification entry and competencyoutcomes information submitted by schools via eBOS Schools Online(Administration) about Vocational Education and Training (VET) in Schoolsprograms. eBOS RTOs Online assists RTOs to fulfil their reporting andregulatory obligations for which they are accountable. A planned upgradeto the service will allow RTOs to maintain their own scope and deliverylocations, which will significantly simplify and improve the accuracy of thework of schools in maintaining qualification enrolments and competencyoutcomes.

eBOS AuthoritiesOnline

eBOS Authorities Online is a service that allows Education Authorities andSystems to view entry and statistical information held by the Board aboutschools under their management. This access to information hasimproved the Education Authorities’ and Systems’ ability to respond toand plan for government initiatives in education and has facilitated theplanning of the development and maintenance of schools in their area.The eBOS Authorities Online interface between the Office and UAC wasenhanced for the provision of the 2009 HSC results. A Memorandum ofUnderstanding and business requirements have been developed tofacilitate the exchange of data between the Office and the NSW ElectoralCommission in anticipation of the Parliamentary Electorates and ElectionsAmendment (Automatic Enrolment) Act 2009 No 102. A joint developmentinitiative, the TAFE–OBOS data transfer project was completed, enablingestimated and work placement hours data to be transferred from thecentralised TAFE student information system directly into the OBOSexamination system, obviating the need to produce individual collectionschedules for about 90 TAFE campuses. An extended student datamatching service was also implemented for the 2010 program. Schoolstudents undertaking TAFE–delivered VET courses are separately enrolledin both the TAFE and OBOS systems, and this extended matchingfunctionality improves the ongoing management of the students’ completeHSC enrolment.


OBOS Management and Governance

The Board’s Strategic Plan

The Board of Studies Strategic Plan (2009–2013)establishes broad strategic directions for theBoard’s provision of educational leadershipthrough quality policies, programs and practicesin curriculum, assessment, registration andaccreditation. The plan plays an essential rolein guiding the Board’s and the Office of theBoard’s focus and work in this current contextof significant global and national developments.

The Board’s planning encompasses four broadstrategic goals:

• development of curriculum and supportmaterials that promote high standards ofprimary and secondary education

• credentialling of secondary school studentachievement

• registration and accreditation of non-government schools

• associated research and development innational and international best practice.

The Office’s Planning

The Office’s planning provides the operationalstructure for achieving the Board’s four goalstogether with an additional fifth goal relating tothe effective, efficient, economic and equitablemanagement of the Office’s functions, activitiesand staff.

The Office’s Operational Plan (2009–2010)identified the key strategic activities,milestones, accountabilities and targetedoutcomes to be achieved over the period July2009 to December 2010. The Office’sOperational Plan is a key corporate governancetool that promotes a direct alignment betweenthe priorities in the Board’s Strategic Plan, theongoing 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/Concepts

• Registration Operations

• Program Planning and Review

• Online Delivery Projects

• Communications

• Curriculum and Assessment

• Directors

• Senior Executive

• Management.

Information Security

The Office maintained its certification to theISO/IEC 27001:2005 standard within theExamination and Credentials Test DevelopmentBranch and the Information Services Branch in2009. The Office has expanded the InformationSecurity Management System (ISMS)implementation to the Information Technologyand Records and Strategic Business SystemsBranches. Certification to the standard by SAI-Global provides assurance to the Office’sstakeholders of its commitment to security andcomplies with NSW Department of Premier andCabinet requirements for information security.

Business Continuity

As part of the Office Business Continuity Plan(BCP) the Information Technology Branchperformed a review of its IT systems DisasterRecovery (DR) capability in the event that the


primary Datacentre was unavailable. A DRproject was commissioned to address gapsidentified by review. Key deliverables includedthe implementation of network, ICTinfrastructure and application components at asecondary Datacentre to provide therestoration of major information systems in theevent of a disaster.

Video Conferencing

The Office’s video conferencing facility hasbeen enhanced during the year. The videoconferencing system now forms part of the

Office of the Board of Studies business-criticaltechnology and is used on a regular basis tocollaborate and communicate with keystakeholders.

RecruitmentDuring 2009–2010, the Full Time Equivalent(FTE) staffing of the Office of the Board ofStudies was 216.1. Over the course of thepreceding year the FTE of a further 578 casualstaff were engaged principally to assist with thepeak periods associated with the SchoolCertificate and Higher School Certificateprograms.


Office of the Board of Studies – FTE staffing 2007–2010

2010 2009 2008 2007

CES/SES

Other Total CES/SES

Other Total CES/SES

Other Total CES/SES

Other Total

Senior Executive 3 3 3 3 4 4 5 5

Strategic Policy andCommunications

32.1 32.1 32.4 32.4 36 36 39 39

Measurement andAssessmentResearch Services

11 11 11 11 14 14 14 14

Test Development 10 10 10 10 10 10 10 10

Student SupportServices

7.6 7.6 7 7 7 7 7 7

ExaminationOperations

22 22 22 22 19 19 20 20

Curriculum andAssessment

35.7 35.7 33.2 33.2 32 32 30 30

Australian MusicExaminations Board

10 10 10 10 10 10 10 10

Administration andFinance

19 19 19 19 19 19 19 19

Information Services 17 17 17 17 22 22 18.4 18.4

InformationTechnology

17 17 17 17 17 17 17 17

Records andStrategic BusinessSystems

17 17 17 17 16 16 16 16

Registration andAccreditation

9.7 9.7 9 9 9 9 9 9

Aboriginal EducationConsultative Group

5 5 5 5 5 5 5 5

Total 3 213.1 216.1 3 210.6 213.6 4 216 220 5 214.4 219.4



Equal Employment Opportunity

Equal Employment Opportunity statistics

Notes:

1 Staff numbers are as at 30 June 2010.

2 Excludes casual staff.

3 A distribution index of 100 indicates that the centre of the distribution of the EEO group across salary levels is equivalent 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. The Distribution Index isautomatically calculated by the software provided by ODEOPE.

4 The distribution index is not calculated where EEO group or non-EEO group numbers are less than 20.


A Trends in the Representation ofEEO Groups % of Total Staff

EEO Group Benchmark or target

2007 2008 2009 2010

Women 50% 62% 66% 64% 65%

Aboriginal people and Torres StraitIslanders

2% 3.2% 3.1% 2.9% 3.3%

People whose first language was notEnglish

20% 18% 19% 20% 19%

People with a disability 12% 4% 3% 3% 2%

People with a disability requiring work-related adjustment

7% 2.3% 1.3% 1.4% 1%

B Trends in the distribution of EEOGroups

Distribution Index

EEO Group Benchmark ortarget

2007 2008 2009 2010

Women 100 88 86 85 85

Aboriginal people and Torres StraitIslanders

100 n/a n/a n/a n/a

People whose first language was notEnglish

100 90 87 86 87

People with a disability 100 n/a n/a n/a n/a

People with a disability requiring work-related adjustment

100 n/a n/a n/a n/a


Occupational Health and SafetyPerformance

The Office complies with the consultativerequirements of the Occupational Health andSafety Act 2000. The Office’s OccupationalHealth and Safety Committee acts as thecornerstone of these consultativerequirements.

InjuriesPermanent staff: Casual staff:

Fall 1 Fall 7

Lifting 2 Lifting 1

Strain 1 Strain 1

Journey 3 Journey 2

Other 5 Other 3

Audit and Risk Management

In August 2009 Treasury Circular TC09/08introduced the Internal Audit and RiskManagement Policy for the NSW Public Sector(‘the Policy’). The Policy implements keyrecommendations of the April 2008 Departmentof Premier and Cabinet performance review ofNSW public sector internal audit capacity.

The corporate governance practices requiredby the Policy aim to strengthen internal audit,risk management and governance processesacross the public sector.

The core requirements of the Policy foragencies are:

• Establish and maintain an internal auditfunction

• Establish and maintain an Audit and RiskCommittee

• Independent chairs and members of theCommittee

• Model Charter and Committee Operations

• Risk Management Standards

• Internal Audit Standards

The Office’s existing Audit Committee andinternal audit functions were supplemented bythe establishment in March 2010 of a newAudit and Risk Committee. The Audit and RiskCommittee comprises Mr Brian Suttor(Independent Chair), Dr Gul Izmir (independentmember) and Mr Paul Hewitt (executivemember).

The Audit and Risk Committee met twice up to30 June 2010. Matters for considerationincluded the Audit and Risk CommitteeCharter, Internal Audit Charter, Strategic RiskAssessment and Risk Management Plan,2010/11 to 2012/13 Internal Audit Plan,updates from the NSW Audit Office and papersand minutes of the Office’s Finance Committee.

The Audit and Risk Committee reviewedinternal audit reports carried out during thereporting period relating to IT Governance,Applications Development and ChangeManagement, Examinations Security andIntegrity, HSC Results Delivery, SpecialProvisions, Marking Capture and Processing –Quality Assurance and Adherence, RecordsManagement, and Personnel and Payroll.

The Office has complied with the corerequirements of the Policy as at 30 June 2010.



Payment of Accounts

Payment Performance IndicatorsThe Office of the Board of Studies accounts payable procedures are carried out in accordance withthe prompt payment guidelines issued by the Premier and set out in accordance with the Treasurer’sDirections and the Public Finance and Audit Act 1983.

Aged analysis at the end of each quarter

Accounts paid on time within each quarter

Percentage of accounts paid on time for the 12 month period is as follows:

Percentage of accounts paid on time to June 2010: 93.6% (2008–2009 92.5%)This represents an increase of 1.1% on last year’s average.

Total dollar amount of accounts paid on time: $ 52 036 340

Total dollar amount of accounts paid: $ 55 571 595


The amount and number of invoices not paidon time represents 6.4% overall. The maincauses of this can be explained by thefollowing:

• the period required to certify performance ofservice prior to payment extending beyondthe due date for payment

• invoices lost in the mail

• invoices in dispute with supplier.

No interest for late payment of accounts hasbeen charged.

Quarter Current (ie withindue date)

$

Less than 30 daysoverdue

$

Between 30and 60 days

overdue $

Between 60and 90 days

overdue $

More than 90 daysoverdue

$

September 8 542 486 461 653 39 078 2697 74 687

December 23 887 874 1 347 354 61 127 100 023 24 946

March 11 306 729 607 751 200 172 22 427 120 217

June 8 299 251 289 977 90 293 18 821 74 032

Total Accounts Paid on Time Total amount paid

Quarter Target % Actual % $ $

September 100% 94% 8 542 486 9 120 601

December 100% 94% 23 887 874 25 421 324

March 100% 92% 11 306 728 12 257 296

June 100% 95% 8 299 252 8 772 374


Exceptional movements in employee wages,salaries or allowancesAdministrative and clerical staff employedunder the Crown Employees (Public SectorSalaries – 2007) Award received a salaryincrease of 4% effective from 10 July 2009.

Education Officers employed under the CrownEmployees (Office of the Board of Studies –Education Officers) Salaries and ConditionsAward received a salary increase of 3.8%effective from 8 January 2010.

Personnel policies and practicesBoard officers are employed under the PublicSector Employment and Management Act2002.

The salaries and conditions of employment ofthese staff are determined by the CrownEmployees (Office of the Board of Studies –Education Officers) Salaries and ConditionsAward or the Crown Employees (Public Sector– Salaries 2007) Award.

Industrial relations policies and practicesIndustrial relations policies and practices at theOffice of the Board accord with the directionand guidance provided by the Department ofIndustrial Relations, the Public SectorWorkforce Office, Department of Premier andCabinet and relevant government policies.

Recreation leave and extended leave liabilityThe monetary value of extended (long service)leave and recreation leave as at 30 June 2010for the Office was:

Extended leave $6 652 000

Recreation leave $1 897 975

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 during 2009–2010. Theseincluded:

• 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 advice/informationgathering in relation to knowledgemanagement

• procurement of corporate trainingrequirements.

ConsultanciesConsultancies equal to or more than $30 000

There were no consultancies equal to or morethan $30 000.

Consultancies less than $30 000

There were no consultancies less than $30 000.

Code of Conduct The Office of the Board of Studies iscommitted to ethical conduct. Thiscommitment is reflected in its Code of Conductwhich sets the standards of behaviourexpected of employees and provides guidancefor all staff in being responsive to the needs ofcustomers and key groups. The Code has beendistributed to all staff and is provided to newemployees as part of the induction process.There were no changes to the Code during thereporting period. However, during the reportingperiod the development of a new Code ofConduct and Ethics commenced with a view tothe new Code being implemented toward theend of 2010.



Commitment to Service

The Office of the Board of Studies hasidentified the following clients:

The Minister for Education and TrainingThe Minister for Education and Training canexpect the Office of the Board of Studies torespond to government priorities for educationand to maximise the efficient use ofgovernment funds.

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 education

credentials 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 NSW TAFEand universities can expect curricula that willprovide students graduating from school withthe skills and knowledge to prepare them forfurther study, and a credentialling system thataccurately reports student achievement.

Standards of Service

While the specific expectations of clients mayvary, all can expect the Office of the Board torespond to their needs in ways that are quality-driven, reflective of client needs, timely andresource-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 acrossRegional NSW 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 responses topublic 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 their 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 serve 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 special provisions for examinations, theillness/misadventure appeals program and thehome schooling program, and in responding tocorrespondence, including email. Complaintsarising from these are addressed in accordancewith service standards or via structuredappeals mechanisms.

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 Studies’Waste 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 the Board’sClarence Street premises was 493 cubicmetres.

Improving Waste Avoidance and RecyclingSystems Across the Office

Waste avoidance The 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, Entry andConfirmation of Entry for School Certificate andHigher School Certificate 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 usage of paperwith electronic publishing of internalnewsletters using the Office’s email system.

• moves that increased the percentage ofexternal publications available in electroniconline formats, replacing previous boundhard copies

• use of electronic records within the TRIMrecords management system

• electronic registration and accreditation ofnon-government schools.

Recycling

Waste separation to reduce waste going intolandfill In October 2006 the owners of the head officepremises, in partnership with the Office, alteredthe system of refuse collection within the headoffice premises to focus on recycling overwaste going to landfill. This initiative hasproved very successful, with the amount ofwaste being recycled averaging 83.62 % oftotal waste produced on a daily basis, reachinga peak of 89.73% in November 2009.

Toner cartridges Since 2001 the Office has successfullyengaged a contractor who accepts all typesand brands of empty toner cartridges forrecycling.



PC monitors and equipment The 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 purchased The Office has been purchasing a wide rangeof recycled paper products for several years,predominantly ‘Green Wrap’ recycled paper, aproduct made with wastes produced withinAustralia.

Government Energy Management Program

The NSW Government announced theGovernment Energy Management Plan (GEMP)in 1998. It is one of several initiatives aimed atreducing greenhouse gas emissions detailed inthe NSW Greenhouse Action Plan 1998.

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 efficient energy-related purchasing.

This commitment is demonstrated by theconsistent purchase of energy, which includes6% Green Power from an accredited energysupplier, and a reduction in cost as well asconsumption over the 1995 base year by anaverage 65% of cost and 64% of consumption.

The Office recently achieved a 4.5 starNABERS energy efficiency rating for itshead office in Clarence Street Sydney,before green power considerations.



SECTION 4APPENDICES

• AECG Inc

• Standing Committees of theBoard, and Board Handbook

• Board meetings andattendance of members

• Major Assets

• Statutory DisclosureRequirements

• Credit Card Compliance

• Disability Action Plan

• Privacy Management Plan

• Multicultural Policies AndServices Plan

• Freedom of Information

• Financial Statements

From Expressions of a Sunburnt Countryby Ethan Peterson (Macquarie Boys Technology High School),2009 HSC Visual Arts student


Mission and Goals

The NSW AECG Inc. is recognised as the principal advisory body to both NSW State andCommonwealth of Australia Governments on all matters relating to Aboriginal education andtraining in NSW.

The vision of the NSW AECG Inc is to:

• be the political voice of Aboriginal people in regards to quality education

• provide advice on all matters relevant to education and training with the mandate that thisadvice represents the Aboriginal community viewpoint

• promote respect, empowerment, and self-determination. The AECG believes that the processof collaborative consultation is integral to equal partnership and is fundamental to theachievement of equality

• advocate cultural affirmation, integrity and the pursuit of equality to ensure that the unique anddiverse identity of Aboriginal people is recognised and valued.

The aim is to provide opportunities for Aboriginal people to be actively involved in all decision-making that is relevant to education and training through a collaborative consultative process.

This is central to developing the highest level of informed decision-making to ensure culturallyappropriate delivery of education and training programs for Aboriginal learners and to ensure thatall Australians are better informed on Aboriginal history, culture and relevant current issues.

APPENDICES

Appendix 1 – Aboriginal Education Consultative GroupIncorporated (AECG Inc.)

Governance of the AECGPresident: Ms Cindy Berwick

The President of the NSW AECG Inc is amember of the Board of Studies. This followsthe convention, which has operated since1990, that a Board position held by anAboriginal person be nominated by the NSWAboriginal Education Consultative Group. Thusthe NSW AECG Inc is involved in all aspects ofthe Board’s planning, policy and strategy.

The President of the NSW AECG Inc chairs theBoard of Studies Aboriginal Education AdvisoryCommittee (AEAC). The degree of responsibilityand accountability of this committee hascontinued to broaden and it now advises theBoard of Studies, as well as the ChiefExecutive of the Office of the Board of Studies.

The NSW AECG is made up of an AssociationManagement Committee, 19 RegionalExecutive Committees and over 100 LocalExecutive Committees.


The Australian Curriculum: ACARAWorkshops

AECG continues to ensure that the currentwork being undertaken by variousgovernment agencies regarding thedevelopment of an Australian Curriculumincludes Traditional and ContemporaryAboriginal content and perspectives.

Representatives from the NSW AECGattended and contributed to severalworkshops facilitated by the AustralianCurriculum and Assessment and ReportingAuthority with regard to Shaping the NationalCurriculum. These workshops topicsincluded;

Mathematics, English, History, Science, andGeography.

The AECG and its members continue tocontribute to this work by providing feedbackand responses to the array of Curriculumbeing developed by ACARA and OBOS.

Board Curriculum Committees (BCC)

In partnership with the Office of the Board ofStudies, the NSW AECG Inc endeavours toensure that it is represented on all BoardCurriculum Committees (BCCs). Thisrepresentation means that Aboriginal adviceinforms decision-making and that Aboriginalperspectives are included in syllabusdocuments.

NSW AECG participation on BCC is ofparamount importance, it ensures thatcurriculum meets the needs of Aboriginalstudents and promotes awareness andunderstanding of Aboriginal Australia by allstudents. The NSW AECG Inc continues itsrepresentation on BCC and provides adviceon all relevant matters pertaining to inclusivecurriculum and the implementation ofAboriginal perspectives in syllabus,curriculum and teaching.

The NSW AECG Inc looks forward tocontinued collaboration in order to improveoutcomes for Aboriginal students in allschooling, as well as ensuring the educationof all students about Aboriginal Australiawithin the context of understanding the trueand shared history.


The NSW AECG have attended, participatedand contributed to each Aboriginal EducationAdvisory Committee in 2009/10.

NSW DHS - Aboriginal Affairs NSW

The NSW AECG continues to providedirection and advice in the development ofAboriginal Languages across NSW inpartnership with AETD, OBOS, AANSW andDET NSW through the Language AdvisoryCommittee.

Finally we wish to take this opportunity tothank the OBOS for its continued support tothe NSW AECG in its endeavors to provideequity and access in education and curriculumdevelopment in NSW.

Yours sincerely President: Ms Cindy Berwick

Contact Details

Aboriginal Education Consultative GroupIncorporated

37 Cavendish StreetStanmore NSW 2048

Telephone (02) 9550 5666Fax (02) 9550 3361Email [email protected] www.aecg.nsw.edu.au


APPENDICES

Appendix 2 – Standing Committees of the Board of Studies andthe Board Handbook


APPENDICES

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 School Certificateand Higher School Certificate programs

• special cases arising from the SchoolCertificate tests and the Higher SchoolCertificate examinations.

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

Ms J Chan

Professor S Dockett

Mr G Grant

Ms D Lloyd (until September 2009)

Non-Board MembersMr G Brown, Headmaster, representingAssociation of Independent Schools, theHeadmasters’ Conference and the Associationof Heads of Independent Girls’ Schools

Ms K Buck Assistant Principal, representingthe Early Childhood Council of NSW Inc (untilFebruary 2010)

Ms K Clancy, Principal, representing theCatholic Education Commission NSW (untilAugust 2009)

Mr S Collins, Primary school teacher,representing the Aboriginal EducationConsultative Group

Ms D Costello, Primary school teacher,representing the NSW/ACT IndependentEducation Union

Ms R Doyle, Primary school teacher,representing the Early Childhood Council ofNSW Inc (from May 2010)

Mr A Fraser, Education Officer, representingthe Catholic Education Commission NSW(From November 2009)

Mrs L Kumulia, representing the NSW Parents’Council (from November 2009)

Ms M McKay, Principal, representing SpecialEducation

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

Mr K Olah, NSW Department of Education andTraining

Ms J Rugg, Council of Catholic School Parents

Mrs E Scambler representing NSW ParentsCouncil Inc (until August 2009)

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 applications

made by non-government schools to presentcourses of study leading to the award of theSchool Certificate and of the Higher SchoolCertificate.

Membership of this committee:

Board MembersMr T Alegounarias

Mrs R Cantali

Dr M Fogarty (until December 2009)

Ms D Lloyd (until March 2010)

Non-Board MembersMr Patrick Lee, Chief Executive Officer, NSWInstitute of Teachers

Ms K Campbell, Catholic EducationCommission NSW

Mr M Graham, General Manager, ExternalRelations Policy, NSW Department ofEducation and Training

Dr G Newcombe, Executive Director,Association of Independent Schools

Mr J Quessy, Assistant Secretary NSW/ACTIndependent Education Union

Mr G Wheaton, Principal, representing NSWState Council of Christian Parent ControlledSchools Ltd

Higher School Certificate ConsultativeCommittee

The role of this committee is to monitor theapplication of the Board’s standards-settingprocedure and approve the final performanceband cut-off marks for each course.

Membership of this committee for the 2009Higher School Certificate:

Non-Board MembersDr J Bennett

Professor G Cooney (School of Education,Macquarie University)

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)

Emeritus Professor D Spearritt

Professor N Weber (School of Mathematicsand Statistics, University of Sydney)

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

School Certificate Consultative Committee

The role of this committee is to monitor theapplication of the Board’s standards-settingprocedure for the School Certificate tests andapprove the final performance band cut-offmarks for each test.

Membership of this committee for the 2009School Certificate:

Board MembersMs S Young


Professor George Cooney

Emeritus Professor D. Spearritt

Mr C Freeman (Australian Council forEducational Research)

Technical Advisory Committee

This is a small group of experts in statistics andeducational measurement that meets whenneeded to advise the Board on statistical andmeasurement issues associated with HigherSchool Certificate assessment procedures. .


Professor G Cooney (School of Education,Macquarie University)


APPENDICES

Emeritus Professor M Cooper

Associate Professor P Coutts (School ofEducation, Macquarie University)

Emeritus Professor J Mack

Emeritus Professor D Spearritt

Professor J Tognolini (Pearson Research andAssessment)

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

Examination Rules Committee

This committee meets at the end of each yearto consider all allegations of malpractice andbreaches of examination rules relating toSchool Certificate tests and Higher SchoolCertificate examinations. The committeedetermines penalties under delegation from theBoard.

In 2009 the membership comprised Boardmembers Mrs Rose Cantali, Mr Larry Grumleyand Ms Suzette Young. The committeeconsidered 14 cases.

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 DrMeredith Martin, and includes representativesfrom the Department of Education and Training,the Association of Independent Schools, theCatholic Education Commission, the AustralianAssociation of Special Education, the NewSouth Wales Teachers Federation and theIndependent Education Union.


This committee advises the Board on broadpolicy issues relating to Aboriginal education. Itis chaired by the President of the AboriginalEducation Consultative Group Inc (who is alsoa member of the Board of Studies) andconsists of representatives from the NSWDepartment of Aboriginal Affairs, the AboriginalEducation Consultative Group, the Department

of Education and Training, the CommonwealthDepartment of Education, Science andTraining, the Catholic Education Commission,the Independent Education Union, the NewSouth Wales Teachers Federation and theHigher Education Network AboriginalCorporation. It also has representation from theAboriginal Teachers’ Membership Committee(one secondary teacher and one primaryteacher).


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 and Trainingnominees (2 with school backgrounds and 1with a TAFE background for Years 7–12projects)

2 New South Wales Teachers Federationnominees

1 Independent Education Union nominee

1 Aboriginal Education Consultative Groupnominee

1 Catholic Education Commission nominee

1 NSW Federation of Parents and Citizens’Associations nominee

1 Association of Independent Schools nominee

1 representative with a background in SpecialEducation

1 Professional Teachers’ Council NSW nominee

1 NSW Parents Council/Council of CatholicSchool Parents nominee

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


APPENDICES

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.

The membership comprises the following:

1–2 members of the Board of Studies

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

2 NSW Department of Education and Trainingnominees (1 with a school background, 1 witha 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 Vocational Education and TrainingAccreditation Board (VETAB) nominee

1 Labour Council nominee

1 employer representative

3 practising teachers (2 representing theTeachers’ Federation, 1 TAFE and 1 school;and 1 representing the Independent EducationUnion)

1 representative from the Parents and Citizens’Association

1 Australian Heads of Independent SchoolsAssociation (AHISA) nominee

1 Association of Catholic School Principalsnominee

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, 1employer representative)

3 NSW Department of Education and Trainingnominees:

• 1 TAFE NSW Curriculum Centre ProgramManager

• 1 officer from the Vocational Education inSchools Directorate

• 1 officer from the Retraining Unit



1 private provider, if appropriate to the industry

1 university representative from a relatedindustry area

3 practising teachers:

• 1 TAFE NSW representing the TeachersFederation

• 1 school representing the TeachersFederation

• 1 representing the Independent EducationUnion

Other(s) deemed necessary by the Board.

School Certificate Test/Higher SchoolCertificate Examination Committees

These committees write the test papers for theSchool Certificate and develop the examinationpapers and marking guidelines for the HigherSchool Certificate. The Higher SchoolCertificate committees also contribute toreports on student examination performance.


APPENDICES

Committees comprise teachers andrepresentatives of tertiary institutions. They arerecruited through an expression of interestprocess and are selected by panels.

In 2009 there were 6 School Certificate testcommittees and 81 Higher School Certificateexamination committees. An additional testcommittee was formed to develop the trialComputing Skills test for Year 10 students.

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 wereselected from a pool that comprised schoolprincipals Brother Paul Conn, Mr Peter Garrard,Dr Julie Greenhalgh and Ms Jenni Wilkins.

For the 2009 Higher School Certificate, thecommittee considered two cases: anassessment rank appeal and a non-seriousattempt appeal. Both appeals were declined.

Board Handbook The Board of Studies Handbook is adocument prepared by the Office to giveBoard members an overview of their rolesand responsibilities, and to provideinformation on various governance andadministrative matters. In February 2010the Board approved an updated Handbook,which takes account of changes tolegislation and the organisational structureof the Office since the June 2007 edition.The Handbook now also includes moredetailed information on Board committees,showing delegations from the Board whereapplicable, the membership structure andthe appointment mechanisms for eachcommittee.


APPENDICES

Appendix 3 – Board meetings and attendance of members ofthe Board of Studies


APPENDICES

MEMBER

2009 2010

18/8 29/9 03/11 15/12 16/2 30/3 11/5 01/6 29/6

Mr T Alegounarias 3 3 3 3 3 3 3 3 **

Mr I Baker(alternate for Dr B Croke)

3 3 3

Ms C Berwick ap ab ab 3 ab ab ap 3 ap

Ms D Butland 3 3 3 3 3 3 3 3 3

Mr Barry Calvert(from 11.05.2010)

3 3 ap

Br K Canavan 3 3 3 3 3 3 3 3 3

Mrs R Cantali 3 3 3 3 3 3 3 3 3

Ms J Chan ap 3 3 3 3 3 3 3 3

Ms P Christie(from 30.03.2010)

3 3 ap ap

Dr B Croke 3 3 3 3 3 3 ** ** **

Professor A Cusick 3 3 3 3 ** 3 3 3 3

Professor S Dockett ** 3 3 3 ap 3 3 3 3

Mr D Fitzgerald(from 11.05.2010)

3 3 **

Mr T Fletcher ap 3 3 ap ap ap 3 ap 3

Dr M Fogarty(Resigned Dec 2009)

3 3 3 3

Mr G Grant 3 3 3 3 3 3 3 3 3

Mr L Grumley 3 ap 3 3 3 3 3 3 3

Ms D Lloyd 3 3 ap 3 3 3 3 3 3

Ms L Loble 3 3 ap 3 3 ap 3 3 3

Dr J Manuel 3 3 3 3 3 3 3 3 3

Dr M Martin 3 3 3 3 3 3 3 3 **

Ms J Neary 3 3 3 3 3 ** ** ** 3

Ms M Persson (Resigned Dec 2009)

ap 3 ap 3

Dr T Wright 3 3 3 3 3 3 3 3 **


APPENDICES

MEMBER

2009 2010

18/8 29/9 03/11 15/12 16/2 30/3 11/5 01/6 29/6

Ms S Young 3 ap 3 3 3 3 3 3 3

Mr D Gorman(for Mr T Fletcher)

3 3 3

Mr M Graham(for Ms L Loble)

3 3

Ms M Aloise(for Ms Persson)

3

Ms C Burrows(for Ms Persson)

3 3

Ms C Burrows(for Ms P Christie)

3

Ms J Simmons(for Mr T Fletcher)

3

Ms A McIntyre(for Mr T Fletcher)

3

Ms K Rankin(For Ms P Christie)

3

ap Apology ab Absent ** Leave of absence

Appendix 4 – Major Assets

The following major assets were acquired:


APPENDICES

Property, Plant and Equipment $’000

IT network computer equipment

Warehouse fit out

Office fit out

595

54

251

Total 900

Intangibles $’000

Examination systems applications 390

Total 390

Appendix 5 – Statutory Disclosure Requirements

Funds Granted to Non-government Community Organisations

The Office of the Board of Studies did not grant funds to non-government community organisations.

Legal Change

The two pieces of legislation that most directly affect the work of the Board and the Office are theEducation Act 1990 and the Public Sector Employment and Management Act 2002. The only materiallegislative changes were to the Education Act 1990 as follows:

• Education Amendment Act 2009 relating to raising the minimum school leaving age

• Education Amendment (Publication of Results) Act 2009 relating to the transfer of provisionsregulating the publication of certain test and examination results formerly contained in theEducation Regulation 2007 and the amendment and placement of those provisions in the body ofthe Education Act 1990

• Education Amendment (School Attendance) Act 2009 relating to changed arrangements for ensuringthat children of compulsory school age attend school or are registered for home schooling.

Economic/Other Factors Affecting the Achievement of Operational Objectives

There were no specific economic factors affecting the achievement of objectives. Other factors arecovered in the body of this report.

Major Works in Progress

The Office had one major work in progress related to the asset acquisition program:

• Information Communication Technology Replacement Program. Expenditure in 2010 was $431 000. Total cost to completion in 2013 is $2,724,000.

Land Disposal

The Office of the Board of Studies does not hold title to any land or buildings and was not involved inthe disposal of land by other agencies.

Subsidiaries, Partnerships, Joint Ventures and Other Associations

The Office’s joint ventures with other organisations are listed in the Sponsorships section of this report.

Investment Management Performance

The Office of the Board of Studies does not have an investment portfolio and is funded by TreasuryConsolidated Funds and user charges.

Liability and Management Performance

The Office of the Board of Studies does not have a level of debt at or above the level determined by theTreasurer. Accordingly the relevant sections of the Annual Report Acts and Regulations do not apply.


APPENDICES

Executive Remuneration

The following information is supplied regarding remuneration of level 5 and above Senior ExecutiveService executive officers:

Position title and SES level President, Board of Studies

SES Level 6

Name of occupant Mr Tom Alegounarias

Total remuneration package $300 800

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 $249 775

Internal Audit and Risk Management Attestation for the 2009–2010 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 place that are, in all material respects, compliant with thecore requirements set out in Treasury Circular NSW TC 09/08 Internal Audit and Risk ManagementPolicy. These processes provide a level of assurance that enables the senior management of theOffice of the Board of Studies to understand, manage and satisfactorily control risk exposures.

I, Carol Taylor, Chief Executive am of the opinion that the Audit and Risk Committee for Office of theBoard of Studies is constituted and operates in accordance with the independence and governancerequirements of Treasury Circular NSW TC 09/08. The Chair and Members of the Audit and RiskCommittee are :

• independent ChairMr Brian Suttor (appointed to 28 February 2014)

• independent Member 1Dr Gul Izmir (appointed to 28 February 2014)

• non-independent Member 1Mr Paul Hewitt

Carol TaylorChief Executive

Additional Matters

There were no additional matters arising after 30 June 2010 and prior to the submission of the AnnualReport that were expected to have a significant effect on the Board’s operations or clientele.


APPENDICES

Appendix 6 – Credit Card Compliance

The Chief Executive of the Office of the Board of Studies certifies that credit card usage in the Officehas met best practice guidelines in accordance with Premier’s Memoranda and Treasurer’s Directions205.1 to 205.8.

Appendix 7 – Disability Action Plan The Office’s continued commitment to the objectives of the government’s Disability Policy Frameworkis demonstrated by:

• the incorporation of Life Skills outcomes and content in new Years 7–10 syllabuses. This involvesmore than 40 syllabuses

• the development of support materials to assist teachers in the implementation of Life Skills inschools

• the Board’s standing committee on Special Education continues to provide advice on issuespertaining to students with special education needs

• the Office’s Special Provisions Unit continues to evaluate and respond to the needs of studentswith special needs

• the Board’s assessment of the impact of the Disability Discrimination Act 1992 on its registrationrequirements and the inclusion of necessary amendments to school manuals.

The Office continues to refine and update its Disability Action Plan in line with changes to legislationand any revised policy guidelines issued by the NSW Department of Human Services.


APPENDICES

Appendix 8 – Privacy Management Plan

The Office maintains a Privacy Management Plan in compliance with the requirements of the Privacyand Personal Information Protection Act 1998.

The purpose of the Plan is to:

• maintain a current listing of personal information collected by the Office of the Board of Studies

• identify the policies and strategies that the Office of the Board of Studies uses to ensurecompliance with the Act

• provide a mechanism for periodic review of the Office’s practices in relation to the handling,maintenance and security of personal information.

Information collected by the Office includes student data related to the Higher School Certificate andSchool Certificate and personal data concerning employees of the Office.

The Privacy Management Plan was reviewed and updated during the reporting period.

A copy of the Plan has been included on the Board’s website for ease of access. It is also generallyavailable to staff via the Office intranet.


APPENDICES

Appendix 9 – Multicultural Policies and Services Plan


In the reporting period, the Board of Studiescontinued to implement its Multicultural PoliciesAnd Services Plan in the following ways:

• An extensive range of Languages courseshas been maintained with 59 BoardDeveloped Courses in 34 languagesexamined for the 2009 Higher SchoolCertificate.

• Included in the HSC suite of languages are19 courses for small candidature communitylanguages that are offered through theCollaborative Curriculum and AssessmentFramework for Languages (CCAFL), aprogram under the auspices of theAustralasian Curriculum, Assessment andCertification Authorities (ACACA).

• The Board Inspector, Languages continuesher membership of the NSW CommunityLanguages Schools Board.

• An Academic English Support Document forStage 6 English ESL Module B: Texts inSociety was implemented in 2009.

• Guidelines specifying that examinationquestions are to be accessible to allcandidates and ‘free of culture or genderbias, stereotyping or tokenism’ were used inthe development of 2008 School Certificateand Higher School Certificate examinations.

• A number of School Certificate and HigherSchool Certificate papers were providedwith an additional review by an expert inliteracy and English as a Second Language(ESL) to ensure that the papers wereaccessible for ESL students in appropriatesubject areas.

• The Board of Studies has led a collaborativeproject with the Victorian Curriculum andAssessment Authority and the SACE Boardof South Australia to develop Stage 6Heritage Language courses in Chinese(Mandarin), Indonesian, Japanese andKorean, as well as specimen examinationpapers. The project was approved by theDepartment of Education, Employment and

Work Relations (DEEWR) and funded as anational project through the SchoolLanguages program.

The courses will be implemented with Year 11in 2011 and examined for the first time in the2012 HSC. They will provide opportunities forstudents who are ineligible to do theContinuers course because of theirbackground in the language to continue theirstudy.

To assist with the implementation of thesecourses, the Board of Studies is developingsupport materials, with the co-operation of theDepartment of Education and Training and theAssociation of Independent Schools.

Strategies to promote the Board’s commitmentto ethnic affairs in NSW for 2009–2010 includethe following:

• Presentations by Board of Studies LiaisonOfficers continue to be expanded topromote community understanding ofchanges to school curriculum andassessment, particularly with regard to therevision of the Years 7–10 curriculum.

• 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.

• In June 2010 the Heritage Languagesproject delivered syllabuses in the fourtargeted Asian languages, Chinese(Mandarin), Indonesian, Japanese andKorean, for implementation in Preliminary2011 and HSC in 2012.

• Parent information on the Board website isprovided in community languages on thefollowing topics:

– Parents’ Guide to the NSW PrimarySyllabuses

– Using A-E grades to report studentachievement

APPENDICES


– HSC Assessments and Submitted Works– Advice to parents.

• The Board website contains links to otherwebsites that provide information for ethniccommunity groups, including:

– The HSC Online Parents’ Informationwebsite, developed by Charles SturtUniversity and NSW Dept of Educationand Training, provides advice incommunity languages on how to supportyour HSC student during Year 12.

The Racism, No Way website is a nationalresponse to countering racism in Australianschools, managed by the MulticulturalPrograms Unit of the NSW Department ofEducation and Training, provides resources andpractical strategies for use by schoolcommunities.

APPENDICES


Appendix 10 – Freedom of Information

Freedom of Information StatisticsThese statistics are set out in accordance with the provision of the Freedom of Information Act 1989,the Freedom of Information Regulation 2000 and the ‘Freedom of Information Manual’ issued by theFreedom of Information Unit, NSW Department of Premier and Cabinet.

SECTION A: NEW FOI APPLICATIONS

SECTION B: DISCONTINUED APPLICATIONS

How many FOI applications were received, discontinued or completed? Number of FOI applications

Personal Other Total

2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

A1 New 10 45 14 7 24 52

A2 Unfinished (brought forward) 0 0 0 0 0 0

A3 Total to be processed 10 45 14 7 24 52

A4 Completed 10 45 4 6 14 51

A5 Discontinued 0 0 10 1 10 1

A6 Total processed 10 45 14 7 24 52

A7 Unfinished (carried forward) 0 0 0 0 0 0

Why were FOI applications discontinued? Number of discontinued FOI applications


2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

B1 Request transferred out toanother agency (s.20)

0 0 6 0 6 0

B2 Applicant withdrew request 0 0 3 1 3 1

B3 Applicant failed to payadvance deposit (s.22)

0 0 0 0 0 0

B4 Applicant failed to amend arequest that would have beenan unreasonable diversion ofresources to complete(s.25(1)(a1))

0 0 1 0 1 0

B5 Total discontinued 0 0 10 1 10 1

APPENDICES

SECTION C: COMPLETED APPLICATIONS

SECTION D: APPLICATIONS GRANTED OR OTHERWISE AVAILABLE IN FULL

How were the documents made available to the Number of FOI applicationsapplicant? (granted or otherwise available in full)


All documents requestedwere:

2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

D1 Provided to the applicant 4 42 1 3 5 45

D2 Provided to the applicant’smedical practitioner

0 0 0 0 0 0

D3 Available for inspection 0 0 0 0 0 0

D4 Available for purchase 0 0 0 0 0 0

D5 Library material 0 0 0 0 0 0

D6 Subject to deferred access 0 0 0 0 0 0

D7 Available by a combinationof any of the reasonslisted in D1–D6 above

0 0 0 0 0 0

D8 Total granted orotherwise available infull

4 42 1 3 5 45

What happened to completed FOI applications? Number of completed FOI applications


2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

C1 Granted or otherwiseavailable in full

4 42 1 3 5 45

C2 Granted or otherwiseavailable in part

1 2 2 1 3 3

C3 Refused 5 0 1 2 6 2

C4 No documents held 0 1 0 0 0 1

C5 Total completed 10 45 4 6 14 51


APPENDICES


APPENDICES

SECTION E: APPLICATIONS GRANTED OR OTHERWISE AVAILABLE IN PART

SECTION F: REFUSED FOI APPLICATIONS

How were the documents made available to the Number of FOI applicationsapplicant? (granted or otherwise available in full)


Documents made availablewere:

2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

E1 Provided to the applicant 1 2 2 1 3 3

E2 Provided to the applicant’smedical practitioner

0 0 0 0 0 0

E3 Available for inspection 0 0 0 0 0 0

E4 Available for purchase 0 0 0 0 0 0

E5 Library material 0 0 0 0 0 0

E6 Subject to deferred access 0 0 0 0 0 0

E7 Available by a combinationof any of the reasonslisted in E1-E6 above

0 0 0 0 0 0

E8 Total granted orotherwise available inpart

1 2 2 1 3 3

Why was access to the documents refused Number of refused FOI applications


2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

F1 Exempt 5 0 1 2 6 2

F2 Deemed Refused 0 0 0 0 0 0

F3 Total refused 5 0 1 2 6 2

SECTION G: EXEMPT DOCUMENTS


APPENDICES

Why were the documents Number of FOI applicationsclassified as exempt? (refused or access granted or otherwise

available in part only)


2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

Restricted documents:

G1 Cabinet documents 0 0 0 0 0 0

G2 Executive Councildocuments (Clause 2)

0 0 0 0 0 0

G3 Documents affecting lawenforcement and publicsafety (Clause 4)

0 0 0 0 0 0

G4 Documents affectingcounter terrorismmeasures (Clause 4A)

0 0 0 0 0 0

Documents requiring consultation:

G5 Documents affectingintergovernmentalrelations (Clause 5)

0 0 0 0 0 0

G6 Documents affectingpersonal affairs (Clause 6)

0 0 0 0 0 0

G7 Documents affectingbusiness affairs (Clause 7)

0 0 0 1 0 1

G8 Documents affecting theconduct of research(Clause 8)

0 0 0 0 0 0

Documents otherwise exempt

G9 Schedule 2 exemptagency

0 0 0 0 0 0

G10 Documents containinginformation confidential toOlympic committees(Clause 22)

0 0 0 0 0 0

G11 Documents relating tothreatened species,Aboriginal objects orAboriginal places (Clause23)

0 0 0 0 0 0

G12 Documents relating tothreatened speciesconservation (Clause 24)

0 0 0 0 0 0

G13 Plans of managementcontaining information ofAboriginal significance(Clause 25)

0 0 0 0 0 0


APPENDICES

Why were the documents Number of FOI applicationsclassified as exempt? (refused or access granted or otherwise

available in part only)


2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

G14 Private documents inpublic library collections(Clause 19)

0 0 0 0 0 0

G15 Documents relating tojudicial functions (Clause11)

0 0 0 0 0 0

G16 Documents subject tocontempt (Clause 17)

0 0 0 0 0 0

G17 Documents arising out ofcompanies and securitieslegislation (Clause 18)

0 0 0 0 0 0

G18 Exempt documentsunder interstate FOIlegislation (Clause 21)

0 0 0 0 0 0

G19 Documents subject tolegal professionalprivilege (Clause 10)

0 0 1 0 1 0

G20 Documents containingconfidential material(Clause 13)

1 0 1 0 2 0

G21 Documents subject tosecrecy provisions(Clause 12)

0 0 0 1 0 1

G22 Documents affecting theeconomy of the State(Clause 14)

0 0 0 0 0 0

G23 Documents affectingfinancial or propertyInterests of the State oran agency (Clause 15)

0 0 0 0 0 0

G24 Documents concerningoperations of agencies(Clause 16)

5 0 1 0 6 0

G25 Internal workingdocuments (Clause 9)

0 0 0 0 0 0

G26 Other exemptions (e.g.Clauses 20, 22A and 26)

0 0 0 0 0 0

G27 Total applicationsincluding exemptdocuments

6 0 3 2 9 2

SECTION H: MINISTERIAL CERTIFICATES (S.59)

SECTION I: FORMAL CONSULTATIONS

SECTION J: AMENDMENT OF PERSONAL RECORDS

SECTION K: NOTATION OF PERSONAL RECORDS


APPENDICES

How many Ministerial Certificates were issued? Number of ministerial certificates

2008–09 2009–10

H1 Ministerial Certificates issued 0 0

How many applications for notation of personal records were made (s.46)? Number of applications for notation

2008–09 2009–10

K1 Applications for notation 0 0

How many formal consultations were conducted? Number

2008–09 2009–10

I1 Number of applications requiring formal consultation 0 0

I2 Number of persons formally consulted 0 0

How many applications for amendment of Number of applications for personal records were agreed or refused? amendment of personal records

2008–09 2009–10

J1 Agreed in full 0 0

J2 Agreed in part 0 0

J3 Refused 0 0

J4 Total 0 0


APPENDICES

SECTION L: FEES AND COSTS

SECTION M: FEE DISCOUNTS

SECTION N: FEE REFUNDS

How many fee waivers or discounts were allowed Number of FOI applicationsand why? (where fees were waived or discounted)


2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

M1 Processing fees waived infull

0 1 0 0 0 1

M2 Public interest discounts 0 0 0 0 0 0

M3 Financial hardshipdiscounts – pensioner orchild

4 14 0 0 4 14

M4 Financial hardshipdiscounts – non-profitorganisation

0 0 0 0 0 0

M5 Total 4 15 0 0 4 15

How many fee refunds were granted as a result of significant correction of personal records? Number of refunds

2008–09 2009–10

N1 Number of fee refunds granted as a result of significantcorrection of personal records

0 0

What fees were assessed and received for FOI applications processed (excluding application transferred out)? Assessed costs Fees received

2008–09 2009–10 2008–09 2009–10

L1 All completed applications $0 $0 $505 $1280

SECTION O: DAYS TAKEN TO COMPLETE THE REQUEST

SECTION P: PROCESSING TIME: HOURS


APPENDICES

How long did it take to process the completed applications? Number of completed FOI applications


2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

P1 0–10 hours 8 44 14 4 22 48

P2 11–20 hours 2 1 0 1 2 2

P3 21–40 hours 0 0 0 1 0 1

P4 Over 40 hours 0 0 0 0 0 0

P5 Total 10 45 14 6 24 51

How long did it take to process the completed applications? (Note: calendar days) Number of completed FOI applications


2008–09 2009–10 2008–09 2009–10 2008–09 2009–10

O1 0–21 days – statutorydetermination period

8 43 12 2 20 45

O2 22–35 days – extendedstatutory determinationperiod for consultation orretrieval of archivedrecords (S.59B)

2 2 2 4 4 6

O3 Over 21 days – deemedrefusal where no extendeddetermination periodapplies

0 0 0 0 0 0

O4 Over 35 days – deemedrefusal where extendeddetermination periodapplies

0 0 0 0 0 0

O5 Total 10 45 14 6 24 51

SECTION Q: NUMBER OF REVIEWS

SECTION R: RESULTS OF INTERNAL REVIEWS

What were the results of internal reviews finalised?


APPENDICES

Grounds on which the internal review was requested Number of internal reviews


OriginalAgencyDecisionUpheld

OriginalAgencyDecisionVaried





R1 Access refused 1 0 0 0 1 0

R2 Access deferred 0 0 0 0 0 0

R3 Exempt matter deletedfrom documents

0 0 0 0 0 0

R4 Unreasonable charges 0 0 0 0 0 0

R5 Failure to consult withthird parties

0 0 0 0 0 0

R6 Third parties’ viewsdisregarded

0 0 0 0 0 0

R7 Amendment of personalrecords refused

0 0 0 0 0 0

R8 Total 1 0 0 0 1 0

How many reviews were finalised? Number of completed reviews

2008–09 2009–10

Q1 Internal reviews 1 1

Q2 Ombudsman reviews 0 0

Q3 ADT reviews 1 0

Statement of Affairs of the Office of the Board of Studies


APPENDICES

IntroductionUnder section 14 of the Freedom of InformationAct 1989 NSW Government agencies arerequired to publish an annual Statement ofAffairs. The statement outlines the structureand functions of the Office of the Board ofStudies, how these functions affect the public,how the public may participate in agencypolicy development, the types of documentsheld by the agency and how these documentscan be accessed and amended.

Structure and functionsThe Office of the Board of Studies supports theMinister for Education Training and the Boardof Studies in their respective functions underthe Education Act 1990. The Board developssyllabuses and curriculum support materialsfrom Kindergarten to Year 12; registers andaccredits non-government schools;administers home schooling registration; andprepares and conducts the School Certificatetests and Higher School Certificateexaminations. The Office of the Board ofStudies also encompasses the AustralianMusic Examinations Board (NSW) and theAboriginal Education Consultative Group Inc.Further details about the function and structureof the agency can be found in the AnnualReport.

Effect of functions on members of thepublicThe functions of the Office of the Board ofStudies have an effect on members of thepublic including students, teachers, parentsand employers. The curriculum developed andendorsed by the agency directly affects whatstudents are expected to learn fromKindergarten to Year 12. The credentialsawarded by the agency to studentsundertaking the School Certificate and HigherSchool Certificate programs report whatstudents have achieved through theirsecondary schooling, and can also be utilisedby employers and tertiary educational

institutions as an indication of the knowledgeand skills achieved at school. The agency alsoensures that certain standards (includingteacher qualifications, building safety andcurriculum offerings) are met in all non-government schools through its registrationand accreditation function.

Public participation in policydevelopmentMembers of the public are able to participate inthe policy development process of the Office ofthe Board of Studies. Consultation is a keycomponent of major policy initiatives. Thepublic may participate in the policydevelopment process by completingconsultation surveys that are made available onthe Board of Studies website.

Queries regarding the agency’s policies maybe directed to the Customer Service Unit on(02) 9367 8178 or by email at:[email protected]

Categories of documents heldThe Office of the Board of Studies holdsdocuments relating to:

• Board and committee meetings, includingagendas and minutes

• the syllabus development process fromKindergarten to Year 12

• non-government school registration,accreditation and home schoolingapplications

• publications and online resources includingreports, manuals, examination papers andwork samples

• the development, conduct and marking ofthe School Certificate, Higher SchoolCertificate and AMEB (NSW) examinations

• the enrolment, achievement and credentialsof students undertaking the School

Certificate, Higher School Certificate andAMEB (NSW) Music and Speech and Dramaprograms

• internal administration.

Personal documentsThe public are able to request a reprint of theirSchool Certificate or Higher School Certificateawards. Applications for replacementcertificates can be made by mail or in person.There is a search fee for replacementcertificates: details can be found on theagency’s website atwww.boardofstudies.nsw.edu.au/manuals/certificate_replacement.html

Students undertaking the Higher SchoolCertificate are provided with access to a secureinternet service that allows them to view theircurrent records. Amendments to personaldetails are made through their school.

Applications to amend other documentsregarding a person’s personal affairs may bemade to the FOI Coordinator.

Access arrangementsAll current policy, rules and proceduresdocuments and manuals can be accessed fromthe Board of Studies websitewww.boardofstudies.nsw.edu.au

In addition a wide range of resources forstudents, teachers, parents and employers arepublished online, with some resources alsoavailable for purchase through Shop Onlineshop.bos.nsw.edu.au or by contacting theCustomer Service Unit on (02) 9367 8178 or byemail at [email protected]

Written requests under the FOI Act for accessto documents in possession of the Boardshould be accompanied by a $30.00application fee to:

FOI CoordinatorOffice of the Board of StudiesGPO Box 5300Sydney NSW 2001

Telephone: (02) 9367 8360Facsimile: (02) 9367 8482

Arrangements can be made to obtain copies ofdocuments or to inspect them between 9 amand 4 pm at Level 4, 117 Clarence Street,Sydney by contacting the FOI Coordinator.


APPENDICES

FINANCIAL STATEMENTS


Appendix 11 – Financial Statements

Office of the Board of Studies

Year ended 30 June 2010

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 2010

(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 2010 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 Studies19 October 2010




Annual Report 2010-11-with-finance_Annual report concept 26/10/10 9:50 AM Page 154

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INDEPENDENT AUDITOR'S REPORT

Office of the Board of Studies

To Members of the New South Wales Parliament

GPO BOX 12 Sydney NSW 2001

I have audited the accompanying financial statements of the Office of the Board of Studies (the Office), which comprises the statement of financial position as at 30 June 2010, the statement of comprehensive income, statement of changes in equity, statement of cash flows, service group statements, and a summary of compliance with financial directives for the year then ended, a summary of significant accounting policies, and other explanatory notes.

Auditor's Opinion

In my opinion the financial statements:

• present fairly, in all material respects, the financial position of the Office as at 30 June 2010, and its financial performance for the year then ended in accordance with Australian Accounting Standards (including the Australian Accounting Interpretations)

• are in accordance with section 45E of the Public Finance and Audit Act 1983 (the PFftA Act) and the Public Finance and Audit Regulation 2010

My opinion should be read in conjunction with the rest of this report.

Chief Executive's Responsibility for the Financial Statements

The Chief Executive of the Office is responsible for the preparation and fair presentation of the financial statements in accordance with Australian Accounting Standards (including the Australian Accounting Interpretations) and the PFftA Act. This responsibility includes establishing and maintaining internal controls relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error; selecting and applying appropriate accounting policies; and making accounting estimates that are reasonable in the circumstances.

Auditor's Responsibility

My responsibility is to express an opinIOn on the financial statements based on my audit. I conducted my audit in accordance with Australian Auditing Standards. These Auditing Standards require that I comply with relevant ethical requirements relating to audit engagements and plan and perform the audit to obtain reasonable assurance whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor's judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal controls relevant to the Office's preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the Circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Office's internal controls. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by the Chief Executive, as well as evaluating the overall presentation of the financial statements.



I believe the audit evidence I have obtained is sufficient and appropriate to provide a basis for my audit opinion.

My opinion does not provide assurance:

about the future viability of the Office

that it has carried out its activities effectively, efficiently and economically

• about the effectiveness of its internal controls

• about the assumptions used in formulating the budget figures disclosed in the financial statements.

Independence

In conducting this audit, the Audit Office of New South Wales has complied with the independence requirements of the Australian Auditing Standards and other relevant ethical requirements. The PFftA Act further promotes independence by:

providing that only Parliament, and not the executive government, can remove an Auditor-General

mandating the Auditor-General as auditor of public sector agencies but precluding the provision of non-audit services, thus ensuring the Auditor-General and the Audit Office of New South Wales are not compromised in their roles by the possibility of losing clients or income.

Director, Financial Audit Services

20 October 2010 SYDNEY




CONTENTS

Statement of comprehensive income 158

Statement of financial position 159

Statement of changes in equity 160

Statement of cash flows 161

Service group statements 162

Summary of compliance with financial directives 163

Notes to the financial statements

1 Summary of Significant Accounting Policies 164

2 Budget Review 169

3 Expenses Excluding Losses 170

4 Revenue 171

5 Gain/(Loss) on Disposal 172

6 Acceptance by the Crown Entity of Employee Benefits and Other Liabilities 172

7 Current Assets – Cash and Cash Equivalents 172

8 Current Assets – Receivables 172

9 Current Assets – Inventories 172

10 Non-Current Assets – Property, Plant andEquipment 173

11 Intangible Assets 174

12 Current Liabilities – Payables 175

13 Current/Non-Current Liabilities – Provisions 175

14 Commitments for Expenditure 176

15 Contingent Liabilities 176

16 Assistance Provided by Other Parties 176

17 Reconciliation of Cash Flows from Operating Activities to Net Cost of Services 177

18 Appropriations 177

19 Financial Instruments 178

20 Service Groups of the Agency 180

21 Restricted Assets 181

22 After Balance Date Events 181



Statement of comprehensive income for the year ended 30 June 2010

Notes Actual Budget Actual 2010 2010 2009 $’000 $’000 $’000

Expenses excluding losses

Operating expenses

Employee related 3(a) 80,686 83,504 80,208

Other operating expenses 3(b) 23,940 22,557 24,058

Depreciation and amortisation 3(c) 1,930 1,815 1,954

Finance costs 3(d) 17 26 (277)

Total expenses excluding losses 106,573 107,902 105,943

Revenue

Sale of goods and services 4(a) 7,718 5,714 6,209

Investment revenue 4(b) 177 262 256

Grants and contributions 4(c) 937 700 955

Other revenue 4(d) 374 767 232

Total Revenue 9,206 7,443 7,652

Gain/(loss) on disposal 5 (1) 10 (43)

Net Cost of Services 17 97,368 100,449 98,334

Government Contributions

Recurrent appropriation 18 95,519 96,059 94,832

Capital appropriation 18 781 431 1,600

Acceptance by the Crown Entity of employee benefits and other liabilities 6 1,366 2,055 1,919

Total Government Contributions 97,666 98,545 98,351

SURPLUS/(DEFICIT) FOR THE YEAR 298 (1,904) 17

Other comprehensive income for the year – – –

TOTAL COMPREHENSIVE INCOME FOR THE YEAR 298 (1,904) 17

The accompanying notes form part of these financial statements.


Statement of financial position as at 30 June 2010


ASSETS

Current Assets

Cash and cash equivalents 7 4,887 2,715 3,087

Receivables 8 1,437 2,269 2,269

Inventories 9 1,375 1,517 1,517

Total Current Assets 7,699 6,501 6,873

Non-Current Assets

Property, plant and equipment

Leasehold Improvements 2,080 1,829 2,156

Plant and equipment 2,938 2,820 3,447

Total property, plant and equipment 10 5,018 4,649 5,603

Intangible assets 11 2,481 2,088 2,538

Total Non-Current Assets 7,499 6,737 8,141

Total Assets 15,198 13,238 15,014

LIABILITIES

Current Liabilities

Payables 12 3,001 2,965 2,965

Provisions 13 2,594 2,844 2,745

Total Current Liabilities 5,595 5,809 5,710

Non-Current Liabilities

Provisions 13 248 276 247

Total Non-Current Liabilities 248 276 247

Total Liabilities 5,843 6,085 5,957

Net Assets 9,355 7,153 9,057

EQUITY

Accumulated funds 9,355 7,153 9,057

Total Equity 9,355 7,153 9,057




Statement of changes in equity for the year ended 30 June 2010

Notes Accumulated Funds Total $’000 $’000

Balance at 1 July 2009 9,057 9,057

Surplus/(deficit) for the year 298 298

Other comprehensive income – –

Total other comprehensive income – –

Total comprehensive income for the year 298 298

Balance at 30 June 2010 9,355 9,355

Balance at 1 July 2008 9,040 9,040

Surplus/(deficit) for the year 17 17

Other comprehensive income

Total other comprehensive income – –

Total comprehensive income for the year 17 17

Balance at 30 June 2009 9,057 9,057



Statement of cash flows for the year ended 30 June 2010


CASH FLOWS FROM OPERATING ACTIVITIES

Payments

Employee related (79,175) (81,347) (77,872)

Other (27,245) (25,757) (27,137)

Total Payments (106,420) (107,104) (105,009)

Receipts

Sale of goods and services 7,347 5,714 5,654

Interest received 122 262 300

Other 5,740 4,667 4,716

Total Receipts 13,209 10,643 10,670

Cash Flows from Government

Recurrent appropriation 95,519 96,059 94,832

Capital appropriation 781 431 1,600

Net Cash Flows from Government 96,300 96,490 96,432

NET CASH FLOWS FROM OPERATING ACTIVITIES 17 3,089 29 2,093

CASH FLOWS FROM INVESTING ACTIVITIES

Proceeds from sale of plant and equipment 1 30 3

Purchases of plant and equipment, leasehold

improvements and intangibles (1,290) (431) (2,907)

Other – – (48)

NET CASH FLOWS FROM INVESTING ACTIVITIES (1,289) (401) (2,952)

NET INCREASE/(DECREASE) IN CASH 1,800 (372) (859)

Opening cash and cash equivalents 3,087 3,087 3,946

CLOSING CASH AND CASH EQUIVALENTS 7 4,887 2,715 3,087

The accompanying notes form part of these statements.



Supplementary Financial StatementsService group statements* for the year ended 30 June 2010

Service Service ServiceGroup Group Group Not 23.1* 23.2* 23.3* Attributable Total

AGENCY’S EXPENSES & INCOME 2010 2009 2010 2009 2010 2009 2010 2009 2010 2009$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000

Expenses excluding losses

Operating expenses

• Employee related 6,703 6,903 71,052 70,469 2,931 2,836 – – 80,686 80,208

• Other operating expenses 3,229 3,135 20,203 20,246 508 677 – – 23,940 24,058

Depreciation and amortisation 333 339 1,597 1,615 – – – – 1,930 1,954

Finance costs 5 (83) 12 (194) – – – – 17 (277)

Total expenses excluding losses 10,270 10,294 92,864 92,136 3,439 3,513 – – 106,573 105,943

Revenue

Sale of goods and services 1,423 981 6,295 5,228 – – – – 7,718 6,209

Investment revenue – – – – – – 177 256 177 256

Grants and contributions 862 928 75 27 – – – – 937 955

Other revenue 249 70 47 162 78 – – – 374 232

Total revenue 2,534 1,979 6,417 5,417 78 – 177 256 9,206 7,652

Gain/(loss) on disposal – (7) (1) (36) – – – – (1) (43)

Net Cost of Services 7,736 8,322 86,448 86,755 3,361 3,513 (177) (256) 97,368 98,334

Government Contributions** 97,666 98,351 97,666 98,351

SURPLUS/(DEFICIT) FOR THE YEAR (7,736) (8,322) (86,448) (86,755) (3,361) (3,513) 97,843 98,607 298 17

Other Comprehensive Income

Increase/(decrease) in asset revaluation reserve – – – – – – – – – –

Other – – – – – – – – – –

Total Other Comprehensive income – – – – – – – – – –

TOTAL COMPREHENSIVE INCOME (7,736) (8,322) (86,448) (86,755) (3,361) (3,513) 97,843 98,607 298 17

AGENCY’S ASSETS & LIABILITIES

Current Assets

Cash and cash equivalents – – – – – – 4,887 3,087 4,887 3,087

Receivables 417 737 905 1,042 24 20 91 470 1,437 2,269

Inventories 687 758 688 759 – – – – 1,375 1,517

Total current assets 1,104 1,495 1,593 1,801 24 20 4,978 3,557 7,699 6,873

Non-current Assets

Property, plant and equipment

• Leasehold improvements 354 367 1,726 1,789 – – – – 2,080 2,156

• Plant and equipment 499 586 2,439 2,861 – – – – 2,938 3,447

Total Property, plant and equipment 853 953 4,165 4,650 – – – – 5,018 5,603

Intangible Assets – – 2,481 2,538 – – – – 2,481 2,538

Total non-current assets 853 953 6,646 7,188 – – – – 7,499 8,141

TOTAL ASSETS 1,957 2,448 8,239 8,989 24 20 4,978 3,557 15,198 15,014

Current liabilities

Payables 266 201 2,705 2,730 30 34 – – 3,001 2,965

Provisions 856 925 1,574 1,710 164 110 – – 2,594 2,745

Total current liabilities 1,122 1,126 4,279 4,440 194 144 – – 5,595 5,710

Non-current liabilities

Provisions 69 71 149 173 30 3 – – 248 247

Total non-current liabilities 69 71 149 173 30 3 – – 248 247

TOTAL LIABILITIES 1,191 1,197 4,428 4,613 224 147 – – 5,843 5,957

NET ASSETS 766 1,251 3,811 4,376 (200) (127) 4,978 3,557 9,355 9,057

* The names and purposes of each service group are summarised in Note 20.** Appropriations are made on an agency basis and not to individual service groups. Consequently, government contributions must be included in the ‘Not

Attributable’ column.Expenses and income, except for investment revenue have been allocated on an actual basis. Assets and liabilities have been allocated on an actual basis or bystaffing numbers except for cash which is not attributable.


Supplementary Financial StatementsSummary of compliance with financial directives

2010 2009

Recurrent Expenditure Capital Expenditure Recurrent Expenditure Capital Expenditure/App’n Net Claim On App’n Net Claim On App’n Net Claim On App’n Net Claim On

Consolidated Consolidated Consolidated Consolidated Fund Fund Fund Fund

$’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000

ORIGINAL BUDGET APPROPRIATION/EXPENDITURE

• Appropriation Act 96,059 96,059 431 431 94,873 94,873 1,600 1,600

• Additional Appropriations (540) (540) (110) (110) – –

• s 21A PF&AA – special appropriation – – – – – – – –

• s 24 PF&AA – transfers of functions between departments – – – – – – – –

• s 26 PF&AA – Commonwealth specific purpose payments – – – – – – – –

OTHER APPROPRIATIONS/EXPENDITURE

• Treasurer’s Advance – – 350 350 – – – –

• Section 22 – expenditure for certain works and services – – – –

• Transfers to/from another agency (s28 of the Appropriation Act) – – 69 69 – –

Total Appropriations/Expenditure/Net Claim on Consolidated Fund (includes transfer payments) 95,519 95,519 781 781 94,832 94,832 1,600 1,600

Amount drawn down against Appropriation 95,519 781 94,832 1,600

Liability to Consolidated Fund – – – –

The summary of compliance is based on the assumption that Consolidated Fund moneys are spent first (except where otherwise identified or prescribed).



Notes to the financial statements for the year ended 30 June 2010

1 Summary of Significant Accounting Policies

(a) Reporting entity

The Office of the Board of Studies, as a reporting entity, is a not-for-profit entity with no cash generating units. Allthe operating activities are under the control of the Office, which includes supporting the services required by theBoard of Studies, Australian Music Examinations Board and the Aboriginal Education Consultative Group.

The Office of the Board of Studies provides personnel services free of charge to the Board of Studies and theBoard of Studies Casual Staff Division. The value of these services are estimated at $.574M ($0.064M 2009) and$48.767M ($48.373M 2009) respectively. These services relate primarily to the provision of casual examinationstaff.

The Office of the Board of Studies is a NSW government department. The reporting entity is consolidated as partof the NSW Total State Sector Accounts. These financial statements have been authorised for issue by the ChiefExecutive on 19 October 2010.

(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 Public Finance and Audit Regulation 2010

• the Financial Reporting Directions published in the Code for Budget Dependent General Government SectorAgencies 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 agencies. 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 is 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) Parliamentary appropriations and contributions

Parliamentary appropriations and contributions from other bodies (including grants and donations) are generallyrecognised as income when the agency obtains control over the assets comprising the appropriations/contributions. Control over appropriations and contributions is normally obtained upon the receipt of cash. Anexception to the above is when appropriations are unspent at year-end. In this case, the authority to spend themoney lapses and generally the unspent amount must be repaid to the Consolidated Fund in the followingfinancial year. As a result, unspent appropriations are now accounted for as liabilities rather than revenue.

(ii) Sale of goods

Revenue from the sale of goods is recognised as revenue when the agency 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, the Office is effectively exempted from AASB 136Impairment of Assets and impairment testing. This is because AASB 136 modifies the recoverable amount test tothe higher of fair value less costs to sell and depreciated replacement cost. This means that, for an asset alreadymeasured at fair value, impairment can only arise if selling costs are material. Selling costs are regarded asimmaterial.

(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

Leasehold Improvements 10–15 years

(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 4–10 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. Subsequentmeasurement 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. Anallowance for impairment of receivables is established when there is objective evidence that the entity will not beable 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.

(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 this is not likely to be significant and cannotbe reliably measured.

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 being shown aspart of the non-monetary revenue item described as ‘Acceptance by the Crown Entity of employee benefits andother 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 NSWTC 09/04) to employees with five or more years of service,using current rates of pay. These factors were determined based on an actuarial review to approximate 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 agency has a present legal or constructive obligation as a result of a past event;it is probable that an outflow of resources will be required to settle the obligation; and a reliable estimate can 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 budgets as formulated at the beginning of the financial year and withany adjustments for the effects of additional appropriations, s21A, s24 and/or s26 of the Public Finance andAudit Act 1983. The budgeted amounts in the statement of comprehensive income and the statement of cashflows are generally based on the amounts disclosed in the NSW Budget Papers (as adjusted above). However, inthe statement of financial position the amounts vary from the Budget Papers, as the opening balances of thebudgeted amounts are based on carried forward actual amounts, ie per the audited financial statements (ratherthan carried forward estimates).

(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.

Some expenses from ‘Computing expenses’, ‘Furniture and equipment’ and ‘Other expenses’ have beenreclassified to the ‘Maintenance’ line item to conform with current year disclosure.

(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 110 ‘Events after the Reporting Period’

AASB 117 ‘Leases’ AASB 118 ‘Revenue’

AASB 119 ‘Employee Benefits’ AASB 124 ‘Related Party Disclosures’

AASB 132 ‘Financial Instruments: Presentation’

AASB 136 ‘Impairment of Assets’

AASB 137 ‘Provisions, Contingent Liabilities and Contingent Assets’

AASB 139 ‘Financial Instruments: Recognition and Measurement’

AASB 1031 ‘Materiality’

AASB 2009–11 ‘Amendments to Australian Accounting Standards arising from AASB 9’

It is expected that the impact of the application of the new Standard on the Office’s financial report in the periodof initial application will not be significant.



2 Budget Review

Net cost of services

The actual net cost of services in 2010 was lower than budget by $3.081m. This was primarily due to additionalretained revenues for copyright fees, examination fees and charges, vocational education and website designservices, reductions in long service leave oncosts, increased efficiencies in examination marking operations, andincreased depreciation expense.

Assets and liabilities

Current assets were higher than budget by $1.198m due to an increase in cash and a decrease in receivablesand inventories. The increase in cash was primarily due to additional revenue and the collection of receivables.

The decrease in inventories was due to a reduction in commercial publications.

Non current assets were higher than budget by $0.762m due to increases in all classes of assets.

Current liabilities were lower than budget by $0.214m due to decreases in provisions.

Cash flows

Net Cash Flows from Operating Activities was higher than budget by $3.060m due to an increase in net actualreceipts over payments.

Net Cash Flows from Investing Activities exceeded the budget by $0.888m due to increases in plant andequipment for network infrastructure and examination software applications.




2010 20093 Expenses Excluding Losses $’000 $’000

(a) Employee related expenses

Salaries and wages (including recreation leave) 70,082 68,936

Superannuation – defined benefit plans 322 371

Superannuation – defined contribution plans 4,628 4,496

Long service leave 1,024 1,724

Workers’ compensation insurance 311 330

Payroll tax and fringe benefit tax 4,319 4,351

80,686 80,208

(b) Other operating expenses include the following:

Auditor’s remuneration – audit of the financial statements 43 43

Bad and doubtful debts 1 1

Computing expenses 2,551 2,150

Couriers 411 411

Fees for services 2,906 2,180

Furniture and equipment 713 398

Insurance 82 86

Legal fees 119 151

Maintenance 736* 651*

Marking centre rental 3,917 3,841

Motor vehicles 642 756

Operating lease rental – minimum lease payments 3,479 3,430

Other expenses 715 1,676

Postage 844 953

Printing and publishing 2,590 2,639

Security 1,668 1,742

Staff development 190 293

Stationery and consumables 372 434

Telephones 297 296

Travel and accommodation 1,664 1,927

23,940 24,058

*Reconciliation – Total maintenance

Maintenance expense – contracted labour and other(non-employee related), as above 736 651

Employee related maintenance expense included in Note 2(a) – –

Total maintenance expenses included in Note 2(a) + 2(b) 736 651



2010 2009 $’000 $’000(c) Depreciation and amortisation expense

Depreciation

Building improvements 381 343

Plant and equipment 1,102 1,027

1,483 1,370

Amortisation

Software intangibles 447 584

447 584

Total depreciation and amortisation expense 1,930 1,954

(d) Finance costs

Unwinding of discount rate 17 (277)

17 (277)

4 Revenue(a) Sale of goods:

Publication and copyright fees 2,146 996

Rendering of services:

HSC and School Certificate user charges 1,798 1,416

Australian Music Examinations Board fees 3,025 2,826

Information and Communication Technology fees 325 554

Exhibition fees 424 417

7,718 6,209

(b) Investment revenue

Interest 177 256

(c) Grants and contributions

Aboriginal education 5 518

Vocational education and training 437 287

Other 495 150

937 955

(d) Other revenue

Insurance recoveries 2 105

Design and editing services 49 20

Shared services fees 46 44

Other 277 63

374 232




2010 2009 $’000 $’0005 Gain/(Loss) on Disposal

Gain/(loss) on disposal of plant and equipment:

Proceeds from disposal 1 3

Written down value of assets disposed (2) (46)

Net gain/(loss) on disposal of plant and equipment (1) (43)

6 Acceptance by the Crown Entity of Employee Benefits and Other LiabilitiesThe following liabilities and/or expenses have been assumed by the Crown Entity:

Superannuation – defined benefit 322 371

Long service leave 1,026 1,526

Payroll tax 18 22

1,366 1,919

7 Current Assets – Cash and Cash Equivalents Cash at bank and on hand 4,887 3,087

4,887 3,087

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) 4,887 3,087

Closing cash and cash equivalents (per statement of cash flows) 4,887 3,087

8 Current Assets – Receivables Sale of goods and services 302 608

Less: Allowance for impairment – –

Sundry government debtors 260 647

Other debtors 61 42

Prepayments 814 972

1,437 2,269

9 Current Assets – InventoriesHeld for distribution

Publications stock – at cost 876 952

876 952

Held for resale Publications stock – at cost 499 565

499 565

1,375 1,517

A provision for obsolescence of $0.150m ($0.098m 2009) is included in the above amounts.



Leasehold Plant and Total Improvements Equipment Equipment $’000 $’000 $’000

10 Non-Current Assets – Property, Plant and EquipmentAt 1 July 2009 – fair value

Gross carrying amount 4,607 10,286 14,893

Accumulated depreciation and impairment (2,451) (6,839) (9,290)

Net carrying amount 2,156 3,447 5,603

At 30 June 2010 – 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 2,156 3,447 5,603

Additions 305 595 900

Disposals – (2) (2)

Depreciation expense (381) (1,102) (1,483)

Net carrying amount at end of year 2,080 2,938 5,018

At 1 July 2008 – fair value




At 30 June 2009 – 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 1,540 2,945 4,485

Additions 959 1,576 2,535

Disposals – (47) (47)

Depreciation expense (343) (1,027) (1,370)

Net carrying amount at end of year 2,156 3,447 5,603




Software Total $’000 $’000

11 Intangible AssetsAt 1 July 2009

Cost (gross carrying amount) 7,606 7,606

Accumulated amortisation and impairment (5,068) (5,068)

Net carrying amount 2,538 2,538

At 30 June 2010





Net carrying amount at start of year 2,538 2,538

Additions 390 390

Amortisation (recognised in ‘depreciation and amortisation’) (447) (447)

Net carrying amount at end of year 2,481 2,481

At 1 July 2008




At 30 June 2009





Net carrying amount at start of year 2,701 2,701

Additions 421 421

Amortisation (recognised in ‘depreciation and amortisation’) (584) (584)

Net carrying amount at end of year 2,538 2,538



2010 2009 $’000 $’000

12 Current Liabilities – PayablesAccrued salaries, wages and on-costs 383 264

Creditors 1,098 1,400

Relief staff costs 368 139

Unearned revenue 1,148 1,156

Other 4 6

3,001 2,965

13 Current/Non-Current Liabilities – ProvisionsEmployee benefits and related on-costs

Recreation leave 1,898 2,064

Long service leave on-costs 361 377

Payroll tax on LSL payable 372 357

2,631 2,798

Other Provisions – non current

Restoration costs 211 194

211 194

Total Provisions 2,842 2,992

Aggregate employee benefits and related on-costs

Provisions – current 2,594 2,745

Provisions – non current 37 53

Accrued salaries, wages and on-costs (Note 12) 383 264

3,014 3,062

The total for recreation leave above includes $1.309m in 2010 ($0.734m 2009) expected to be settled after morethan 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 outbelow:

Restoration Restoration Costs Costs $’000 $’000

Carrying amount at the beginning of the financial year 194 472

Unwinding/change in the discount rate 17 (278)

Carrying amount at end of financial year 211 194




2010 2009 $’000 $’000

14 Commitments for expenditure(a) Operating Lease Commitments

Future non-cancellable operating lease rentals not provided for and payable:

Not later than one year 3,575 3,885

Later than one year and not later than five years 4,590 8,059

Later than five years. 56 74

Total (including GST) 8,221 12,018

Operating lease commitments relate to office accommodation and motor vehicles.

The total ‘Operating Lease Commitments’ above includes input tax credits of $.747m that are expected to be recoverable from the Australian Taxation Office.

(b) Other Expenditure Commitments

Aggregate other expenditure for the acquisition of goods and services contracted for at balance date and not provided for:

Not later than one year 1,474 836

Total (including GST) 1,474 836

The total ‘Other Expenditure Commitments’ above includes input tax credits of $134k that are expected to be recoverable from the Australian Taxation Office.

(c) 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 281 370

Total (including GST) 281 370

The total ‘Capital Commitments’ above includes input tax credits of $26k that are expected tobe recoverable from the Australian Taxation Office.

15 Contingent LiabilitiesContingent liabilities

The Office is unaware of any contingent liabilities existing as at 30 June 2010.

16 Assistance provided by other partiesDuring the year no fixed assets (2009: $45,604) were received at nil consideration.



2010 2009 $’000 $’000

17 Reconciliation of cash flows from operating activities to net cost of servicesNet cash used on operating activities 3,089 2,093

Cash flows from Government/Appropriations (96,300) (96,432)

Depreciation (1,930) (1,954)

Decrease/(increase) in provisions 150 (98)

Acceptance by the Crown Entity of employee benefits and other liabilities (1,366) (1,919)

Increase/(decrease) in receivables (832) 556

Decrease/(increase) in creditors (36) (382)

Increase/(decrease) in inventories (142) (155)

Net gain/(loss) on sale of plant & equipment (1) (43)

Net cost of services (97,368) (98,334)

18 AppropriationsRecurrent appropriations

Total recurrent draw-downs from NSW Treasury 95,519 94,832 (per Summary of compliance)

Less: Liability to Consolidated Fund – – (per Summary of compliance)

95,519 94,832

Comprising:

Recurrent appropriations (per Statement of comprehensive income) 95,519 94,832

95,519 94,832

Capital appropriations

Total capital draw-downs from NSW Treasury 781 1,600 (per Summary of compliance)

Less: Liability to Consolidated Fund – – (per Summary of compliance) 781 1,600

Comprising:

Capital appropriations (per Statement of comprehensive income) 781 1,600

781 1,600




19 Financial instruments

The 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 has overall responsibility for the oversight of risk management and reviews andagrees policies for managing each of these risks. Risk management policies are established to identify andanalyse the risks faced by the Office, to set risk limits and controls and to monitor risks. Compliance withpolicies is reviewed by the Committee and internal auditors on a continuous basis.

(a) Financial instrument categories

Financial Assets Note Category Carrying CarryingAmount Amount

2010 2009$’000 $’000

Cash and cash equivalents 7 N/A 4,887 3,087

Receivables * 8 Receivables 363 649

* Excludes statutory receivables and prepayments (ie not within the scope of AASB 7).

Financial Assets Note Category Carrying CarryingAmount Amount

2010 2009$’000 $’000

Payables * 12 Payables 1,704 1,402

* Excludes statutory payables and unearned revenue (ie not within the scope of AASB 7)

(b) Credit Risk

Credit risk arises when there is a possibility of the Office’s debtors defaulting on their contractual obligations,resulting in a financial loss to the Office. The maximum exposure to credit risk is generally represented by thecarrying amount of financial assets (net of any allowance for impairment).

Credit risk arises from the financial assets of the Office, including cash, receivables, and authority deposits. Nocollateral 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 with NSWTCorp 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) 11am 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. Anallowance for impairment is raised when there is objective evidence that the entity will not be able to collect allamounts 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 (2010: $121,000; 2009: $554,000) and less than 6months past due (2010: $209,000; 2009: $64,000) are not considered impaired and 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 but1,2 ConsideredTotal1,2 not impaired impaired $’000 $’000 $’000

2010

< 3 months overdue 208 208 –

3 months – 6 months overdue 1 1 –

> 6 months overdue – – –

2009

< 3 months overdue 29 29 –

3 months – 6 months overdue 35 35 –

> 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 AASB7 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.

The Offices’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 Treasurer’s Direction 219.01. If trade terms are not specified, payment is made no later than the end of themonth following the month in which an invoice or a statement is received. Treasurer’s Direction 219.01 allows theChief Executive to award interest for late payment. During the year no penalty interest 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

A reasonably possible change of +/- 1% is used, consistent with current trends in interest rates. The basis will bereviewed annually and amended where there is a structural change in the level of interest rate volatility. TheOffice’s exposure to interest rate risk is set out below.

-1% 1%

Carrying Amount Profit Equity Profit Equity$’000 $’000 $’000 $’000 $’000

2010

Financial assets

Cash and cash equivalents 4,887 (49) (49) 49 49

Receivables 363 (4) (4) 4 4

Financial liabilities

Payables 1,704 17 17 (17) (17)

2009

Financial assets

Cash and cash equivalents 3,087 (31) (31) 31 31

Receivables 650 (6.5) (6.5) 6.5 6.5

Financial liabilities

Payables 1,402 14 14 (14) (14)

(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.

20 Service Groups of the Agency

Service Group 23.1: 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 23.2: Examinations, Assessments and Credentialling

Objectives: This service group covers the conduct of School Certificate (SC) tests, HSC examinations andAustralian Music Examinations Board (AMEB) examinations.

Service Group 23.3: Registration and Accreditation

Objectives: This service group covers the registration and accreditation of non-government schools and theregistration of home schooling.



21 Restricted Assets

The Office holds monies donated for the Brother John Taylor Memorial Trust ($35,826) and for the Mary BesleyBiology Teachers award ($531). The Brother John Taylor Memorial Trust recognises a HSC student who hasovercome significant disadvantage to achieve academic excellence. The Mary Besley Biology Teachers awardrecognises outstanding achievement in Biology. Interest earned from the investment of these assets is used toprovide cash awards to the recipients.

22 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

For the year ended 30 June 2010

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 2010

(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 2010 and


Signed under delegation from the Board of Studies.

Carol Taylor Chief Executive Office of the Board of Studies 19 October 2010





The Board of Studies and Controlled Entity



I have audited the accompanying financial statements of the Board of Studies (the Board), which comprises the statement of financial position as at 30 June 2010, the statement of comprehensive income, statement of changes in equity, and statement of cash flows for the year then ended, a summary of significant accounting policies, and other explanatory notes for both the Board and the consolidated entity. The consolidated entity comprises the Board and the entity it controlled at the year's end or from time to time during the financial year.

Auditor's Opinion


• present fairly, in all material respects, the financial position of the Board and the Consolidated Entity as at 30 June 2010, and its financial performance for the year then ended in accordance with Australian Accounting Standards (including the Australian Accounting Interpretations)

are in accordance with section 41 B of the Public Finance and Audit Act 1983 (the PFftA Act) and the Public Finance and Audit Regulation 2010



The Chief Executive of the Office of the Board of Studies is responsible for the preparation and fair presentation of the financial statements in accordance with Australian Accounting Standards (including the Australian Accounting Interpretations) and the PFftA Act. This responsibility includes establishing and maintaining internal controls relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error; selecting and applying appropriate accounting policies; and making accounting estimates that are reasonable in the circumstances.

Auditor's Responsibility

My responsibility is to express an opmlOn on the financial statements based on my audit. I conducted my audit in accordance with Australian Auditing Standards. These Auditing Standards require that I comply with relevant ethical requirements relating to audit engagements and plan and perform the audit to obtain reasonable assurance whether the financial statements are free from material misstatement.



An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor's judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal controls relevant to the Board's preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Board's internal controls. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by the General Manager, as well as evaluating the overall presentation of the financial statements.



about the future viability of the Board or Consolidated Entity that it has carried out its activities effectively, efficiently and economically about the effectiveness of its internal controls.

Independence

In conducting this audit, the Audit Office of New South Wales has complied with the independence requirements of the Australian Auditing Standards and other relevant ethical requirements. The PF&A Act further promotes independence by:



P J Boulous CA Director, Financial Audit Services




Board of StudiesStatement of comprehensive income for the year ended 30 June 2010

CONSOLIDATED PARENT

2010 2009 2010 2009Notes $’000 $’000 $’000 $’000

Income

Services received free of charge 49,341 48,437 574 64

Total income 49,341 48,437 574 64

Expenses

Personnel services 2(a) 48,880 47,982 504 –

Other operating expenses 2(b) 461 455 70 64

Total expenses 49,341 48,437 574 64

Operating result – – – –

Other comprehensive income for the year – – – –

TOTAL COMPREHENSIVE INCOME FOR THE YEAR – – – –


Board of StudiesStatement of changes in equity for the year ended 30 June 2010

2010 2009 2010 2009Notes $’000 $’000 $’000 $’000

Balance at 1 July 2009 – – – – –

Comprehensive income for the year – – – – –

Balance at 30 June 2010 – – – – –



Board of StudiesStatement of financial position as at 30 June 2010

2010 2009 2010 2009Notes $’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 2010

2010 2009 2010 2009Notes $’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 2010



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 06/13, 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 19 October 2010.


The Division’s financial statements are general purpose financial statements which have been prepared inaccordance with:


• the requirements of the Public Finance and Audit Act 1983 and Regulation and

• specific directions issued by the Treasurer.

The historical cost basis of accounting has been adopted in the preparation of the financial statements.

Judgements, key assumptions and estimations management has made are disclosed in the relevant notes to thefinancial statements.


(c) Statement of compliance

The consolidated and parent entity financial statements and notes comply with Australian Accounting Standards,which include Australian Accounting Interpretations.

(d) Income recognition

Income is measured at the fair value of the consideration received or receivable. Revenue from the rendering ofpersonnel services is recognised when the service is provided and only to the extent that the associatedrecoverable 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.

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 NSWTC 09/04) to employees with five or more years of service,using current rates of pay. These factors were determined based on an actuarial review to approximate presentvalue. This has been taken up by the Office of the Board of Studies as Acceptance by the Crown of EmployeeBenefits. On-costs related to long-service leave are taken up as a liability by the Office of the Board 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 Office has not early-adopted the following new/revisedStandards/Interpretations:


AASB 117 ‘Leases’

AASB 118 ‘Revenue’

AASB 119 ‘Employee Benefits’

AASB 124 ‘Related Party Disclosures’







It is expected that the impact of the application of the new Standards on the Board of Studies’ financialstatements in the period of initial application will not be significant.

2 Expenses

CONSOLIDATED PARENT

2010 2009 2010 2009 $’000 $’000 $’000 $’000

(a) Personnel services comprise:

Salaries and wages (incl recreation leave) 42,525 41,661 419 –

Long service leave 35 – 35 –

Payroll tax 2,638 2,701 19 –

Superannuation – defined contribution plans 3,678 3,620 27 –

Workers’ compensation insurance 4 – 4 –

48,880 47,982 504 –

(b) Other operating expenses comprise:

Rent and accommodation 31 16 31 16

Postage and telephones 7 8 7 8

Travel 170 183 10 12

Printing 7 5 7 5

Meeting fees 11 18 11 18

Other 235 225 4 5

461 455 70 64



3 Commitments for expenditureThere are no commitments existing as at 30 June 2010.

4 Contingent LiabilitiesThe Board of Studies is unaware of any contingent liabilities existing as at 30 June 2010.

5 Financial instruments

The Board of Studies does not have a separate bank account or a bank overdraft facility. It uses the bank facilityof the Office of the Board of Studies.

The Board does not have any financial instruments as at the 30th of June 2010. The Board does not enter into ortrade financial instruments, including derivative financial instruments, for speculative purposes.

The Office of the Board of Studies’ Audit and Risk Committee has overall responsibility for the oversight of riskmanagement and reviews and agrees policies for managing each of these risks. Risk management policies areestablished to identify and analyse the risks faced by the Board, to set risk limits and controls and to monitorrisks. Compliance with policies is reviewed by the Office’s Finance Committee on a continuous basis.

2010 2009 $’000 $’000(a) Financial instrument categories

Financial Assets1,2

Receivables – –

– –

Financial Liabilities1,2

Payables – –

– –

Notes: 1 Excludes statutory receivables and prepayments (i.e. not within scope of AASB 7). 2 Excludes statutory payables and unearned revenue (i.e. not within scope of AASB 7).

(b) Credit risk

Credit risk arises when there is the possibility of the Board’s debtors defaulting on their contractual obligations,resulting in a financial loss to the Board. There are no financial assets that are past due or impaired in thestatement of financial position. Exposure to credit risk is considered minimal.

(c) Liquidity risk

The Board’s exposure to liquidity risk is deemed insignificant based on prior period’s data and currentassessment of risk.

(d) Market risk

The Board is not subject to any interest rate, foreign currency or other price risk.

(e) Fair value

The cost of financial instruments recognised in the statement of financial position approximates the fair value,because of the short-term nature of the financial instruments.

6 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 2010

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 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 2010

(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 2010 and


Signed under delegation from the Board of Studies.

Carol Taylor Chief Executive Office of the Board of Studies19 October 2010





Board of Studies Casual Staff Division



I have audited the accompanying financial statements of the Board of Studies Casual Staff Division (the Division), which comprises the statement of financial position as at 30 June 2010, the statement of comprehensive income, statement of changes in equity, and statement of cash flows for the year then ended, a summary of significant accounting policies, and other explanatory notes.

Auditor'S Opinion


present fairly, in all material respects, the financial position of the Division as at 30 June 2010, and its financial performance for the year then ended in accordance with Australian Accounting Standards (including the Australian Accounting Interpretations)

are in accordance with section 41 B of the Public Finance and Audit Act 1983 (the PFftA Act) and the Public Finance and Audit Regulation 2010



The Chief Executive of the Office of the Board of Studies is responsible for the preparation and fair presentation of the financial statements in accordance with Australian Accounting Standards (including the Australian Accounting Interpretations) and the PFftA Act. This responsibility includes establishing and maintaining internal controls relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error; selecting and applying appropriate accounting policies; and making accounting estimates that are reasonable in the circumstances.

Auditor ' s Responsibility

My responsibility is to express an opinIOn on the financial statements based on my audit. I conducted my audit in accordance with Australian Auditing Standards. These Auditing Standards require that I comply with relevant ethical requirements relating to audit engagements and plan and perform the audit to obtain reasonable assurance whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor's judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal controls relevant to the Division's preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Division's internal controls. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by the Chief Executive, as well as evaluating the overall presentation of the financial statements.





about the future viability of the Division that it has carried out its activities effectively, efficiently and economically about the effectiveness of its internal controls.

Independence

In conducting this audit, the Audit Office of New South Wales has complied with the independence requirements of the Australian Auditing Standards and other relevant ethical requirements. The PF&A Act further promotes independence by:



P J Boulous CA Director, Financial Audit Services




Board of Studies Casual Staff DivisionStatement of comprehensive income for the year ended 30 June 2010

2010 2009 Notes $’000 $’000Income

Services received free of charge 48,767 48,373

Total income 48,767 48,373

Expenses

Personnel services 2(a) 48,376 47,982

Other operating expenses 2(b) 391 391

Total expenses 48,767 48,373

Operating result – –

Other comprehensive income for the year – –

TOTAL COMPREHENSIVE INCOME FOR THE YEAR – –


Board of Studies Casual Staff DivisionStatement of changes in equity for the year ended 30 June 2010

2010 2009 Notes $’000 $’000Balance at 1 July 2009 – –

Comprehensive income for the year – –

Balance at 30 June 2010 – –



Board of Studies Casual Staff DivisionStatement of financial position as at 30 June 2010

2010 2009 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 2010

2010 2009 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 – –




CASUAL STAFF DIVISIONNotes to the financial statements for the year ended 30 June 2010



The Board of Studies Casual Staff Division is a Division of the Government Service, established pursuant to Part 3 of Schedule 1 to the Public Sector Employment and Management Act 2002. It is a not-for-profit entity asprofit is not its principal objective. It is domiciled in Australia and its principal office is at 117 Clarence Street,Sydney.

Pursuant to Treasury Circular 06/13 the Board of Studies Casual Staff Division’s objective is to provide personnelservices to the Board of Studies. The personnel services relate to the provision of examination staff. It firstreceives these services from the Office of the Board of Studies.

The Board of Studies Casual Staff Division commenced operations on 17 March 2006 when it assumedresponsibility for the employees and employee-related liabilities of the Board Of Studies casual examinationstaff. No employee liabilities existed at the time of transfer.

The Office of the Board of Studies’ Chief Executive as Division Head of the Board of Studies Casual StaffDivision, pursuant to Schedule 1 Part 3 of the Public Sector Employment and Management Act 2002 (the Act),has delegated the employment power for these staff, pursuant to section 4F of the Act, to the Office of the Boardof Studies.

These financial statements have been authorised for issue by the Chief Executive, Office of the Board of Studieson 19 October 2010.


The Division’s financial statements are general purpose financial statements which have been prepared inaccordance with:


• the requirements of the Public Finance and Audit Act 1983 and Regulation and

• specific directions issued by the Treasurer.

The historical cost basis of accounting has been adopted in the preparation of the financial statements.

Judgments, key assumptions and estimations management has made are disclosed in the relevant notes to thefinancial statements.


(c) Income recognition

Income is measured at the fair value of the consideration received or receivable. Revenue from the rendering ofpersonnel services is recognised when the service is provided and only to the extent that the associatedrecoverable expenses are recognised.

(d) 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 2010 for casual examination staff.

(e) 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.


(f) New Australian Accounting Standards issued but not effective

As mandated by the Treasurer, the Office has not early-adopted the following new/revisedStandards/Interpretations:


AASB 117 ‘Leases’

AASB 118 ‘Revenue’

AASB 119 ‘Employee Benefits’

AASB 124 ‘Related Party Disclosures’







It is expected that the impact of the application of the new Standards on the Division’s financial statements inthe period of initial application will not be significant.

2 Expenses

2010 2009 $’000 $’000 (a) Personnel services comprise:

Salaries and wages 42,106 41,661

Payroll tax 2,619 2,701

Superannuation – defined contribution plans 3,651 3,620

48,376 47,982

(b) Other operating expenses comprise:

Travel 160 171

Fees for services 231 220

391 391

3 Commitments for expenditure

There are no commitments existing as at 30 June 2010.

4 Contingent Liabilities

The Division is unaware of any contingent liabilities existing as at 30 June 2010.

5 Financial Instruments

The Division does not have a separate bank account or a bank overdraft facility. It uses the bank facility of theOffice of the Board of Studies.



The Division does not have any financial instruments as at the 30th of June 2010. The Division does not enterinto or trade financial instruments, including derivative financial instruments, for speculative purposes.

The Office of the Board of Studies’s Audit and Risk Committee has overall responsibility for the oversight of riskmanagement and reviews and agrees policies for managing each of these risks. Risk management policies areestablished to identify and analyse the risks faced by the Division, to set risk limits and controls and to monitorrisks. Compliance with policies is reviewed by the Office’s Finance Committee on a continuous basis.

2010 2009 $’000 $’000 (a) Financial instrument categories

Financial Assets 1,2

Receivables – –

– –

Financial Liabilities 1,2

Payables – –

– –

Notes:1 Excludes statutory receivables and prepayments (i.e. not within scope of AASB 7).2 Excludes statutory payables and unearned revenue (i.e. not within scope of AASB 7).

(b) Credit risk

Credit risk arises when there is the possibility of the Division’s debtors defaulting on their contractual obligations,resulting in a financial loss to the Division. There are no financial assets that are past due or impaired in thestatement of financial position. Exposure to credit risk is considered minimal.

(c) Liquidity risk

The Division’s exposure to liquidity risk is deemed insignificant based on prior period’s data and currentassessment of risk.

(d) Market risk

The Division is not subject to any interest rate, foreign currency or other price risk.

(e) Fair value

The cost of financial instruments recognised in the statement of financial position approximates the fair value,because of the short-term nature of the financial instruments.

6 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



Aboriginal Educational Contexts website, 52, 86

Aboriginal Languages K–10, 52

Aboriginal Studies syllabuses, 51

AECG Inc. Report, Appendix 1, 125

Assessment Resource Centre, 54, 86

Audit and Risk Management, 116

Australian Curriculum, The, 35

Australian Music Examinations Board (AMEB)Report, 55

Board Endorsed Courses, 46

Board of Studies –

Meetings and attendance, Appendix 3, 132

Members of the Board – Profiles, 16

Message from the President, 4

Mission, 13

Values and Principles, 13

Responsibilities, 13

Standing Committees, Appendix 2, 127

Strategic Planning and Goals, 23

Structure of The Board – diagram, 15

Code of Conduct, 118

Commitment to service, 119

Communications: Achievement highlights, 91

Complaints management, 120

Consultancies, 118

Contracting and market testing, 118

Credit card compliance, Appendix 6, 137

Curriculum and Assessment, 31–56

Curriculum overview, 39

Disability Action Plan, Appendix 7, 137

Distinction courses, 47

Eligibility criteria for Stage 6 Language courses,43

Emerging technologies, 109

Equal employment opportunity, 115

Examinations and Credentials, 57–68

Exceptional movements in employee wages,salaries or allowances, 118

Exhibitions, awards and events, inside frontcover

Financial statements, Appendix 11, 153

Freedom of Information, Appendix 10, 141

Statement of Affairs, 150

Statistics, 141

Government Energy Management Program, 121

Heritage Language Courses, 43

Higher School Certificate Vocational Educationand Training (VET), 48

Home Schooling, 79

Implementation of Recommendations of theRoyal Commission into Aboriginal Deaths inCustody, 52

Implementing the Higher School Certificate, 62

Implementing the School Certificate, 60

Industrial Relations Policies and Practices, 118

Innovations in technology and examinationmethodology, 67

Integration of Information and CommunicationTechnologies in Curriculum, Assessment andReporting, 85

INDEXThis index follows NSW Treasury guidelines to show compliance with statutory disclosure guidelines.


Letter of submission, 3

Major assets, Appendix 4, 134

Multicultural Policies and Services Plan,Appendix 9, 139

Narrative Summary of Operations (seePresident and CE Messages), 4, 6

New South Wales Curriculum, The, 38

Occupational Health and Safety performance,116

Office of the Board of Studies –

Branch descriptions, 102

Directorate descriptions, 100

From the Chief Executive, 6

Management and Governance, 113

Organisational chart, 22

Online service delivery, 110

Outstanding student achievements, 94

Overseas travel, 105

Overseas visitors, 84

Payment of accounts, 117

Performance Statements: President and ChiefExecutive, 98

Personnel policies and practices, 118

Primary Curriculum, 40

Privacy Management Plan, Appendix 8, 138

Publications, inside back cover

Recreation leave and extended leave liability, 118

Recruitment, 114

Registration statistics, 75

Representation on external committees, 107

School Certificate Review, 68

Senior executive service profile, 100

Sponsorships, inside front cover

Stage 4 Curriculum, 41

Stage 5 Curriculum, 41

Stage 6 Curriculum –

Business Studies, 42

English, 42

Languages, 43

Life Skills, 44

Mathematics, 43

Standards of service, 119

Statement of Affairs, Appendix 10, 141

Statutory disclosure requirements, Appendix 5,135

Student Support Services for School Certificateand Higher School Certificate, 64

Syllabus Amendment Table, Stage 6, 45

Vocational Education Curriculum Pathways forYears 9 and 10 students, 50

Waste reduction and recycling, 120

Website developments 2009/2010, 87

INDEX