Videos uploaded by user “NSW Department of Education”
You're Wonderful
This video is part of the NSW Department of Education antibullying strategy and addresses the power of positivity to drown out bullying. More information: https://antibullying.nsw.gov.au/
Canobolas Rural Technology High School café-style canteen
Canobolas Rural Technology High School provides students with a café-style menu and environment to purchase a range of healthy, freshly cooked food and drink. They show that adolescents will choose healthy foods when it is presented and promoted positively.
NSW Public Schools Alumni Project
A diverse group of graduates from NSW public schools remember their education experiences.
Hebersham Public School – supporting healthy eating for life
Hebersham Public School adopts a four pronged approach to healthy eating and drinking. Students are supported to adopt healthy eating practices across numerous settings including the school canteen.
The Game Changer Challenge 2018
The Game Changer Challenge has officially BEGUN! *Students and schools, find out more and sign up, here: https://education.nsw.gov.au/education-week/ (*Open to NSW public schools, Years 5 - 12).
How to have a great year at high school
A fun and helpful video for students starting high school with tips on making friends, studying and getting organised.
Why I love sport ...
Rayden from Engadine Primary School discusses how sport can develop a child's confidence and leadership skills, teach them how to strive to reach goals, work cooperatively with others and follow rules. Sport and physical activity can also help tackle childhood obesity. Anyone can play. What are you waiting for?
Blackheath Public School Healthy School Canteen
Blackheath Public School canteen has overcome the challenges of finding and keeping volunteers, and providing a healthy and inviting fresh food menu, whilst remaining financially sustainable. The school community views their canteen as the heart of the school.
SLSO performance and development
The human resources directorate has created videos about performance and development for non teaching staff in schools. They provide context about the process and why its implementation is beneficial to staff and schools. The videos showcase different perspectives of non teaching staff and school executives.
The Upstander
Upstanding is the best defence against bullying. Find out more at antibullying.nsw.gov.au.
How do your teachers inspire you?
We asked students from public schools across NSW "How do your teachers inspire you to achieve your best?" This video collects their responses.
Accessibility – the importance of properly structured content
Andrew Downie, a project officer at TAFE NSW, demonstrates the importance of properly structuring content to make it accessible to people using assistive technology.
Education Week 2018 promo (full version)
Public schools across New South Wales are transforming the way we learn in preparation for a future world. We show you how. #EdWeek18
Celebrating 100 years of The School Magazine
Various writers, illustrators, academics, teach librarians and students discuss The School Magazine, its legacy and its 2016 centenary. For more information go to http://www.theschoolmagazine.com.au.
People Matter Survey 2016
The People Matter 2016 NSW Public Sector Employee Survey is open until 31 May 2016: https://www.nswemployeesurvey.com/?VID=NPSCA843
Marrickville Public School - Making healthy food fun
Did someone say apple slinky? Students and their families at Marrickville Public School love school lunches at Wil's Canteen, where the food is freshly prepared and fun to eat.
Performance and development for non teaching staff in schools
The human resources directorate has created videos about performance and development for non teaching staff in schools. They provide context about the process and why its implementation is beneficial to staff and schools. The videos showcase different perspectives of non teaching staff and school executives.
RAM funding allocation 2017
The Resource Allocation Model (RAM) has been developed to ensure a fair, efficient and transparent allocation of the education budget for every school. The model, introduced in phases, recognises that students and school communities are not all the same – they have different needs and require different levels of support. 2017 allocations have now been announced. Transcript: Three years ago the NSW Government made a bold decision to sign the Gonski agreement and investment an additional 5 billion dollars into NSW schools. We were guided by the Gonski review that “every child should have access to the best possible education, regardless of where they live, the income of their family or the school they attend”. The Resource Allocation Model or RAM provides this needs-based funding to our public schools. It’s transparent, sustainable and adaptable. Importantly, it gives principals the flexibility to make local decisions based on the specific needs of their students and provides schools with certainty about their funding so they can plan ahead. In 2017 schools will be recieving a further $219 million in RAM funding, made possible by NSW signing up to the Gonski agreement. While school improvement can take time, i continue to see schools use their funding in strategic and innovative ways to improve student results.
PDP experience
The Human Resources Directorate has created videos about performance and development for non teaching staff in schools. It provides context about the process and why it’s implementation is beneficial to staff and schools. The videos showcase different perspectives of non teaching staff and school executive.
Aurora College - Education Week 2016
The theme for Education Week 2016 is ‘Shared stories, better learning stronger communities.’ As part of the Education Week launch students and teachers share their experiences from Aurora College -- a virtual selective high school for rural and remote students. Transcript: CHRIS ROBERTSON: Aurora College is the state's first virtual school. Our school exists to provide gifted and talented students in rural and remote areas across the state with a broader range of curriculum opportunities. Schools as far north as Kyogle High School, as far south as Eden Marine High School, and as far west as Broken Hill and Willyama High Schools. AIDEN: I think that we're certainly getting more opportunities in Aurora from regular classes. LIBBY: I'm finding Aurora different to a regular class because we seem to go a lot more in-depth than normal. CHRIS ROBERTSON: Two-thirds of our teaching staff are themselves located in rural and remote areas of the state. GEOFF GOLDRICK: Last year was my first year teaching with Aurora, and I had one class and I really enjoyed it. I enjoyed the opportunities that it provided for me, as a teacher and for the students. And so when the opportunity came up to move to essentially full-time teaching in Aurora this year, I jumped at it. CHRIS ROBERTSON: We have a large number of organisations who are contributing, people who are leaders in their field to deliver masterclasses and mentoring opportunities to our students. AIDEN: You get to talk to experts in the world, and you wouldn't get that opportunity to talk to experts like that in regular classes. GEOFF GOLDRICK: They love this environment. They look forward to their lessons. They look forward to talking to each other. And I make sure that that social aspect is a part of their lessons. JAIMEE: 'Cause we private-chat and then we just talk about our lives. LIBBY: I find being in a class with people from different towns rather interesting, because I get to learn a lot more about them. AIDEN: We are pretty remote in Coonamble, and I've learnt a bit about how people live... ...different living near the sea or in big cities and stuff like that. GEOFF GOLDRICK: I am a great believer in public education. I think that every student has the right to receive the best education available. The fact that we can now use this technology to bring that education out to the regions, rather than requiring students to come to a central location, I think is wonderfully enabling. CHRIS ROBERTSON: But if I could paraphrase a famous Australian, there has never been a more exciting time to be a gifted and talented student in rural and remote New South Wales.
Understanding SAP Terminology
The new schools finance system, SAP, will introduce some new terminology and concepts for schools. Some features of OASIS are named differently in SAP. This video provides an overview of some of the more commonly used terms schools need to understand. TRANSCRIPT: Voice over: Understanding SAP Terminology SAP is the new schools’ finance system that is replacing OASIS in all NSW public schools. With the introduction of this system come some new terms and concepts. Let’s look at some of these now: Accounting Master Data This is a broad term for the data SAP uses to perform all transactions. Some data is provided by schools while some is pre-set in the system. Some of the data categories are covered in this video. Vendors Vendors were previously known as Suppliers in OASIS. They are organisations or individuals that supply goods or services to a school such as stationery, text books or teaching supplies. Customers or Business Partners A Customer is a third party who pays the school for services such as hiring the school hall, sporting fields or leasing the canteen. Customers are often referred to as Business Partners in SAP. Cost Centres Cost Centres in SAP are used to record and manage costs within specific areas, such as Administration or Education Delivery. For example, a Cost Centre for a library allows all costs incurred in the library to be grouped so costs across terms or years can be compared. Schools will be asked to select their Cost Centres during their LMBR deployment period. General Ledger (GL) General Ledger or GL accounts are SAP accounts used to classify and record transactions relating to a company’s assets, liabilities, expenses and revenue. Internal Order An Internal Order is used in both SAP and SALM to track revenue and expenditure for a school activity such as an excursion or education program. This is particularly relevant when the costs are across multiple Cost Centres or General Ledger accounts. Statewide Pre-determined Internal Orders have been created based on the most common activities schools performed in OASIS. Schools are able to select Statewide Pre-determined Internal Orders in SAP to track revenue and expenditure. Local Internal Orders are created and used where schools need to track revenue and expenditure for a local school activity, but a Statewide Pre-determined Internal Order does not exist for that activity. Operational Entity Code This is another term for your school code. Projects A project in SAP is a feature that is used to track costs for an activity or purpose over a period of time. Projects may include Capital or Operational projects. Capital Projects include constructing assets such as a Covered Outdoor Learning Area (or COLA) or building a new classroom. Operational Projects include the management of Commonwealth Funded Programs – also known as National Partnerships or National Education Reform Agreement (or NERA) programs. These are recurrent Department projects such as the Improving Literacy & Numeracy Program. Lastly, a Work Breakdown Structure (or WBS) is a feature used to track revenue and expenditure for both Capital and Operational projects. Common SAP terminology is explored further during schools’ training and in schools’ training support materials and will become more familiar as schools start using the new finance system.
Transition To School Statement
The new Transition to School Statement will make the process of starting school smoother for children, their families and for teachers. The statement offers for the first time a common format for early childhood educators and families to provide important information to schools about the children entering their Kindergarten classes.
Starting high school
NSW public school students explain what to expect in the first days of high school.
Westfields Sports High School – Making nutrition part of the game
Many of the students at Westfields Sports High School will become professional athletes. To reach the top, they need nutrition in their game plan. The school’s new healthy canteen will help them stay on the right track.
School Administration Managers (SAM) performance and development
The human resources directorate has created videos about performance and development for non teaching staff in schools. They provide context about the process and why its implementation is beneficial to staff and schools. The videos showcase different perspectives of non teaching staff and school executives.
School Excellence policy amendment
Murat Dizdar, Deputy Secretary, School Operations and Performance, NSW Department of Education introduces changes to the School Excellence policy ahead of the next school planning cycle. School Excellence is at the core of all work across NSW Public Schools, focusing on continuous school improvement. It encompasses all areas of school planning, self-assessment, annual reporting and external validation. The amended policy strengthens and provides clarity around the roles and responsibilities of principals and Directors, Public Schools NSW. The strengthened requirements give clear direction for schools in planning, self-assessment, annual reporting and external validation.
Lomandra School – Education Week 2016
The theme for Education Week 2016 is ‘Shared stories, better learning stronger communities.’ As part of the Education Week launch Lomandra School shared how students walked the challenging Kokoda Track. Transcript: MARK SMITH: Lomandra School supports students who have challenging behaviours. Part of our intent here is to shift the students' thinking about what is possible for them, what they're able to do. And if we can shift their thinking and perhaps their imaginations about what is possible, then we might be able to have an impact on their behaviour. The Kokoda experience - it is an experience where the students and staff are taken well outside their comfort zones. BRANDON: First few days of the trek was hard, hot and heavy. WOMAN On the fourth day, your body's being pushed to the limit. JENAYA SCHEIDLER: After that, it's more being strong, like, mentally. So I think that's the hardest part. SIMONE TWOGOOD: So during the trip, at the start, it was a lot of selfishness we saw and sort of everyone to their own. And as we sort of came upon the hard yards, we realised, "You've gotta help everyone. You've gotta look out for your peers." And we saw a lot of that with the students - not only for their peers but also with the teaching staff. JESSA-MAE: That was probably the best part of the trek, I reckon, is getting that connection with everyone I went with. BRANDON: Before I went on it, looking for work was just... ..a thought wandering, deep, lost in my mind. But after doing it and realising how much everyone over there has to work for money, even the smallest amount, I thought I'd just get a job. SCOTT HARDING: When he first came back, he went off and got himself a tax file number, preparing himself for work. He went to the bank and organised himself a keycard. He's put in job applications. He's looking for a job. He actually... Like we said, he actually wants to work now. MARK SMITH: I'm fairly certain that for many of our students who do attend the memorial services, this will be their first time. I think they see themselves in a place and belonging to a place. And that's...that's also a really important aspect for us that, as members of the community, they have an understanding of the values and the history and the connection within that community and they feel a part of it. JENAYA SCHEIDLER: So I'm very passionate about Anzac Day now. I always was, but to have that connection to it, yeah, it's a lot different. 'DUTCHY' HOLLAND: Every year, we have...we have children do our address. This year was different because the children had actually been to the place that they were talking about. And I think that was... ..that meant more to the population that was there, certainly to the veterans. JENAYA SCHEIDLER: And to get up and talk about my experiences, that was... Yeah, that was a really good experience. BRANDON: That experience was crazy and hard, but good. JENAYA SCHEIDLER: It was a privilege, yeah. To be asked to go to Papua New Guinea and walk that trail was a once-in-a-lifetime thing. JESSA-MAE: You might think, "Yeah, nah, I'm not gonna go on the Kokoda trek because it's hard and you'll find it too hard and you'll break on the first day." But if you work as a team, you'll get through it. It's simple. You've gotta work as a team to get through it. You can't do it by yourself. No way. SIMONE TWOGOOD: And they realise that there's a whole world out there and I think it makes them feel that anything in life... If they've done Kokoda, then why the hell can't they do anything else?
NSW public school counsellor Caroline Powell talks about how parents can get help for their child when bullying is an issue.
2014 Education Week - Geoffrey Robertson QC
Barrister and writer Geoffrey Robertson QC describes how public education shaped his life.
Growth Mindset at Revesby Public School
At Revesby Public School, students are changing the way they think about mistakes and training their brains to look for ways they can grow and learn and improve.
Starting high school
A fun video narrated by high school students to introduce primary students to high school life. Every Year 6 student should see this.
Dr Michele Bruniges AM - Vinnies CEO Sleepout 2014
The Secretary of the NSW Department of Education and Communities, Dr Michele Bruniges AM, is participating in the 2014 Vinnies CEO Sleepout to raise funds and awareness of homelessness. You can sponsor Dr Bruniges by visiting the CEO Sleepout website: http://bit.ly/1lrBcs9 Or donate to the cause: http://www.ceosleepout.org.au
Understanding Curriculum in SALM
The definition of Curriculum in the new system is different to the traditional school definition. This video explains the definition of Curriculum in SALM and how various Curriculum 'groups' are set up, such as roll call or excursion groups. This function allows students to be grouped for reporting, attendance or billing purposes. TRANSCRIPT: Voice over: The Student Administration and Learning Management or ‘SALM’ solution is a number of student-centric systems that bring together and manage important student information. One of these systems, Student Administration, is used for managing ‘Curriculum’. In this new system, the word ‘curriculum’ is different to how schools would normally define it. Curriculum includes any group a student may be associated with for reporting, attendance or billing purposes – such as roll call groups, excursions, scholastic year groups or house groups. So why do we set up Curriculum groups? They help schools to do the following: Mark attendance – students are enrolled in roll call groups and daily attendance rolls are generated and marked. Charge enrolment fees to students – a student will ‘inherit’ any enrolment fees that have been attached to the Curriculum groups they are enrolled in. Group reporting – reports can be generated for a variety of reasons including roll call groups or the financial status of an excursion. Two important features underpin Curriculum. A Unit Instance (or UI) is a template in the system that outlines what is being offered by the school, such as a Year 2 scholastic year group, ‘blue’ roll call group or a museum excursion. Once UI templates are set up, they are reusable, making it easy for schools to use again, year after year. A Unit Instance Occurrence (or UIO) is simply when this activity is offered by the school. Under the UIO, related ‘attributes’ can be stored, such as fees or school staff members associated with that particular activity. Let’s look at an example: In Student Administration, a school sets up a Museum Excursion as the UI. They then set up when the excursion is occurring – Term 2, 2017 and Term 4, 2017 – as the UIO. Attributes associated with the UIO are also set up, including the $40 excursion fee and the teachers who will be attending the museum excursions. Once students are enrolled in the UIO, the students going on the museum excursions automatically ‘inherit’ the $40 excursion fee against their name. Curriculum is a useful and convenient feature of the new student systems. It is covered in more detail in schools’ training and in schools’ training support materials and will become more familiar as schools use this feature.
Introduction to LMBR
This introductory video provides an overview of the LMBR program including information about the new systems, their functions and the changes for schools. The video also explains how and when LMBR is being deployed to all NSW public schools, support for schools during the transition and the benefits of the program. You should watch this video first, before watching our 'About the new LMBR systems' video. TRANSCRIPT Voiceover: The Department of Education’s Learning Management and Business Reform program is delivering modern, integrated finance and student information systems to all NSW public schools and Department corporate offices. These new tools and streamlined ways of working will help principals, teachers and school staff deliver the best possible outcomes for the students and communities they serve. The key benefits of LMBR include: enhancing school authority and local decision making; delivering modern and flexible financial management tools; better ways of managing student health, wellbeing and learning information; helping ‘bridge the gap’ for rural and remote schools; facilitating needs-based funding to support evidence-based initiatives, and bringing consistency to all NSW public schools. So what exactly is changing? Three new LMBR solutions are being introduced: a Schools Finance system (SAP), student information systems collectively known as SALM, and the Schools Budgeting Solution (BPC). The existing ERN system will continue to be used for student enrolment and is integrated with the other new systems. The schools’ finance system SAP and financial processes offers schools and corporate offices new and improved ways to manage finances. These include: sophisticated financial tools to assist with forecasting, budgeting and financial management; more efficient and improved ways to pay vendors; online shopping carts – offering a streamlined way to purchase goods and services, and workflow-based systems and approval processes. The student information systems collectively known as SALM, consists of Student Administration, Student Management and Student Wellbeing. These systems help schools to better manage and gather valuable student information, offering benefits such as: a complete record and life-long tracking of a student’s history; the ability for authorised staff to access valuable student information across schools, addressing the current lack of mobility of this information; access to health and behaviour history in cases of shared enrolment or enrolment risk assessment, and greater visibility and personalisation of students’ learning plans – enhancing teamwork and engagement between teachers, parents and carers. So now you know what the LMBR program is, you are probably wondering when it is coming to you and how the transition will be managed. Deployments of the new LMBR systems to the nearly 2000 remaining NSW public schools commenced in May 2016. The new systems are being deployed to school ‘groups’ based on the current Principals Networks, starting with primary schools and Schools for Specific Purposes, followed by secondary, central and community schools and unique education settings. A tailored training, communications and an extensive support approach has been developed to ensure that schools make a smooth and successful transition. All schools will receive comprehensive training for Principals and nominated SAS Staff delivered by new Local Deployment Teams, made up of school staff from local Principals Networks, administrative officers and technical support officers from the Department’s Information Technology Directorate. Schools will also receive: extensive training materials on the new systems which cover end-to-end processes; regular communication from the LMBR program team to let schools know what’s happening and when, and what they need to do; a new, dedicated Schools Deployment Website packed with comprehensive information to help schools prepare for the change, and help from the LMBR program team, Local Deployment teams and Directors, Public Schools NSW prior to, during and after each school’s ‘go live’ date. Once complete, the LMBR program will bring great benefits and consistency in financial and student management to all NSW public schools. This will also lay the foundation for departmental initiatives and key reforms long into the future; improving and modernising the way we work, not just our technology. To catch up on LMBR news and find out when the program is coming to you, visit the LMBR intranet site at https://education.nsw.gov.au/lmbr Thank you for taking the time to watch this video and for your participation in making the LMBR program a successful transition for our public schools.
Purchasing in SAP
In the new schools finance system, SAP, the primary way schools purchase goods and services is by using online Shopping Carts and Purchase Orders. This video explains how the new process works including how Vendors (Suppliers) are paid. It also provides information about alternative purchasing options such as Petty Cash and PCards. TRANSCRIPT: Voiceover: In the new schools’ finance system SAP, the primary way schools purchase goods and services is by using online Shopping Carts and raising Purchase Orders. For example, if ordering textbooks, a school staff member creates a Shopping Cart in SAP and adds the books to the Cart. The Shopping Cart is then approved by a SAM, a Principal, or someone with appropriate financial delegation. A Purchase Order is automatically generated and sent to the Vendor (previously known as a Supplier in OASIS). The Vendor delivers the books to the school and must send an invoice to EDConnect, Shared Services – Finance. In SAP, the school confirms the goods were received and can also view the Vendor’s invoice. EDConnect, Shared Services – Finance then checks the Vendor’s invoice against the school’s Purchase Order and goods received confirmation. If everything matches, EDConnect, Shared Services – Finance pays the Vendor within 30 days. This new process means that schools will no longer be able to pay Vendors directly or purchase high volumes of goods on the spot using cash or cheques. But what about times when there are unplanned expenses or schools need immediate access to funds? Let’s explore the alternatives that can be used in these situations. Purchasing Cards or ‘PCards’ are replacing the School Credit Card Program. They are issued to individual cardholders and are an efficient way to purchase low-cost goods and services. Staff also use them to pay for expenses incurred when away from school, such as while on an excursion. Petty Cash can be used for urgent school operational expenses under $100. In SAP, Petty Cash floats have a minimum and maximum value. When floats fall below the minimum value, EDConnect, Shared Services – Finance automatically ‘tops up’ petty cash via a cheque sent to the school. Cash Advances can be used for temporary needs such as excursions requiring cash or a school fete float. Lastly, staff may also purchase goods or services on behalf of the school then request reimbursement by submitting an Expense Claim. To do so, staff must be set up as ‘Employee Vendors’ in SAP and the Department’s expense guidelines must be followed. How to purchase goods and services in SAP and all related activities are covered during schools’ training and in schools’ training support materials and will become more familiar as schools use the new finance system.
HR Organisational Structures and Workflow in SAP
HR Organisational Structures are an integral part of the new schools finance system SAP. They are hierarchical representations of a school, based on position and HR employee data. The video explains key organisational structure concepts and how they are used to set up 'workflow', which is a requirement for schools when purchasing goods and services. TRANSCRIPT: Voiceover: An org structure in SAP is the hierarchical representation of a school and is based on position and employee data held in the HR systems. An org structure determines the correct pathway or ‘workflow’ from person to person for the approval of tasks including purchasing goods and services using Shopping Carts. Org structures are made up of organisational units, positions and the staff assigned to those positions. The main org unit is the school name and code. Sub org units consist of executive, teaching, admin or other support teams. They contain one or more ‘Positions’ and the staff assigned to them. The term ‘Position’ refers to the assignment for each staff member in the school. They are labelled to reflect employee roles such as SAM, SAO, Principal or Teacher. Positions then have various ‘Attributes’ assigned to them, reflecting what sort of authority that staff member has. In the case of a SAM, this would include financial delegations, how much they are allowed to purchase or approve, and their level of security access. One of the most important position ‘Attributes’ is that of a Chief. Requests automatically flow to a Chief – they then have the authority to approve them. By default, a principal is always a Chief, however alternative Chiefs can also be nominated. If an alternative Chief approves requests, the principal will not see or approve these. In the case of planned leave, the relieving employee will inherit the principal’s level of authority. In the case of unplanned leave, workflow will need to be re-allocated to an alternate authorised approver. Let’s explore an example of how SAP organisational structures relate to workflows within a school. A SAO at Sunny Primary School raises a Shopping Cart in SAP for $100 worth of pens. A workflow approval notification then goes up the line to the first Chief, who in this case is a SAM. The SAM approves the purchase. A Purchase Order is then created and issued to the Vendor, and the new SAP purchasing process – which schools are trained on – takes place. If the SAM is not nominated as a Chief, the workflow approval notification would go to the Principal. It’s important to remember that a minimum of two people is always necessary to initiate and approve workflows; so for example, a staff member cannot raise and approve their own Shopping Cart. Organisational structures and workflows – including how to set them up – are covered extensively in schools’ training and in schools’ training support materials, and will become more familiar as schools start using the new finance system.
Our schools, our story
The department is implementing a range of reforms to improve the quality of teaching in schools, to improve outcomes for all students, and to give schools greater authority to meet the needs of their communities.
School Excellence Framework
The Secretary of the NSW Department of Education and Communities Dr Michele Bruniges AM explains the context and importance of the School Excellence Framework.
NSW Premier’s Sporting Challenge – Join in and have fun!
NSW Department of Education staff and students are invited to participate in the NSW Premier’s Sporting Challenge. The 10 week challenge aims to have more staff and students be more active, more often. For more information see: http://app.education.nsw.gov.au/sport/psc
5 tips on how to prepare your child for starting school
Tanya Lancaster, Wellbeing and Counselling Services Advisor, suggests five simple tips that will help prepare your child for starting school.
About the new LMBR systems
This video provides information about how the new LMBR systems – Student Administration, Student Management, Student Wellbeing and Finance (SAP) – work together to help schools manage important financial and student information. It provides an overview of the main functions and benefits of each system and should be watched before any subsequent videos. TRANSCRIPT: Voiceover: The Learning Management and Business Reform (LMBR) program will replace old and outdated systems and processes in NSW public schools. This video provides an overview of how these new systems and processes work. Together with ERN, they will improve the way schools manage finance and student information. ERN will continue to be used for enrolments and for recording student contacts, family details, health issues, access requests and pre-enrolment risk assessments. These details then flow from ERN into SALM – consisting of Student Wellbeing, Student Administration and Student Management. So what functions do these student systems perform, and how do they connect to one another? Student Wellbeing enables authorised staff to manage information such as: health records, personalised learning and support plans, counselling records, custody and access information and risk assessments. They can also view suspensions and expulsions. Depending on their access level, Principals, SAS Staff, teachers, learning and support teams and members of the schools’ counselling service can record, access and track information about each student. Only members of the schools’ counselling service can see counselling records, ensuring personal information remains confidential. Student Wellbeing is also used to assess what is required to accommodate a student arriving from another public school by viewing learning, behavioural, health, medical or other records. Student Wellbeing combines all of this vital, personal information into one readily accessible system. So how does it connect to the other student systems? Court orders and long-term health conditions are entered into Student Wellbeing and flow to ERN and to Student Administration and Management. Conversely, student photos and behaviour suspension incident records are entered into Student Administration and flow to Student Wellbeing and Management. Together, Student Administration and Management eliminate the need to use paper-based processes and enable staff to easily manage day-to-day student information. Benefits include: standardised attendance codes in line with Department policy; a new student Cash Desk, in which associated course fees appear; the ability to track student payments, invoices, receipts, refunds and reconciliations; student credits and the option to pay fees in advance; consistent recording of administered medication; marking and management of attendance rolls; integration of sick bay and attendance registers, and management of existing ERN groups such as roll call, scholastic year and house groups. School finances are managed in the new system SAP. Benefits include: ‘Cost Centres’ to better manage and organise funds, making it clearer to see how they’re used; creating and submitting online Shopping Carts; workflow-based systems and approvals; a single NSW Government schools’ bank account for operational funds; the completion of schools’ BAS returns by EDConnect, Shared Services – Finance, and the adoption of new 30-day vendor payment terms. Once using SAP, comprehensive Finance Management and Human Resources reports can be generated, enabling schools to easily view their financial position at any point in time. Schools can also generate an Annual Financial Statement at any time, removing the extra work previously required to prepare this information. Lastly, the Schools Budgeting Solution (BPC) communicates with SAP, allowing schools to closely manage their budget and forecast data, removing the need for external spreadsheets. BPC enables schools to: manage budgets at a school level, including forecasting capability when budgeting; reflect changed expectations through forecasting adjustments; compare financial data against predicted revenue and expenditure as the year progresses, and factor staffing into the budgeting process. As schools begin to use the new LMBR systems, it will become clearer how they communicate with one another, creating a more sophisticated way to record and manage important information. A comprehensive overview of the new systems is provided in schools’ training and in schools’ training support materials.
Every Student, Every School  Learning and Support
Brian Smyth King, director, Disability Programs discusses Every Student, Every School: Learning and Support
Grays Point Public School Healthy Canteen - Making great choices, together
Watch how Grays Point Public School has transformed their canteen into a healthy haven with fresh food made on the premises. Grays Point Public School involved families, students and staff in choosing its healthy food menus. Check out the Healthy School Canteens’ Resource Centre for all the tools you need to make your school canteen, a ‘Healthy School Canteen’. https://healthyschoolcanteens.nsw.gov.au/canteen-managers/resources