Schools Assistance (Learning Together - Achievement Through Choice and Opportunity) Regulations 2005
1Schools Assistance (Learning Together - Achievement Through Choice and Opportunity) Regulations 2005
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3.6 Educational accountability — school performance information
3.7 Educational accountability — common national tests
Part 4 Changes to amounts and costs
4.1 Changes to Average Government School Recurrent Costs
4.1A Changes to capital grants for government schools
4.1B Changes to capital grants for non‑government schools
4.1C Changes to grants of short term emergency assistance for non‑government schools
4.1D Changes to grants for targeted assistance
4.2 Changes to grants for literacy, numeracy and special learning needs
4.3 Changes to recurrent grants — general
4.4 Changes to capital grants for government schools and non‑government schools
4.5 Changes to other grants for non‑government rural student hostels
Section 1 - Schools Assistance (Learning Together - Achievement Through Choice and Opportunity) Regulations 2005 - Schools Assistance (Learning Together - Achievement Through Choice and Opportunity) Regulations 2005 | Zoe
Schedule 1 Performance measures
Part 1 Measures for English literacy
Part 2 Measures for numeracy and mathematics
Part 3 Measures for science
Part 4 Measures for civics and citizenship
Part 5 Measures for Information and Communications Technology (ICT) literacy
Part 6 Measures for Vocational Education and Training (VET) in schools
Part 7 National benchmarks
Part 8 Standards for reporting performance measures
Schedule 2 School performance information
Notes
Part 1 Preliminary
1.1 Name of Regulations [see Note 1]
These Regulations are the Schools Assistance (Learning Together — Achievement Through Choice and Opportunity) Regulations 2005
1.2 Commencement [see Note 1]
These Regulations commence, or are taken to have commenced, as follows:
(a) on 1 October 2005 — Parts 1 and 4;
(b) on the first day on which subsection 140 (2) of the Schools Assistance (Learning Together — Achievement Through Choice and Opportunity) Act 2004 is complied with — Parts 2 and 3.
Note Subsection 140 (2) of the Schools Assistance (Learning Together — Achievement Through Choice and Opportunity) Act 2004 provides that regulations made for the purposes of section 14, 15, 19, 31, 32 or 36 of that Act take effect not earlier than on the first day on which they are no longer liable to be disallowed, or to have been taken to have been disallowed, under the Legislative Instruments Act 2003.
1.3 Definitions
In these Regulations:
Act means the Schools Assistance (Learning Together — Achievement Through Choice and Opportunity) Act 2004.
language conventions means:
(a) for the application of a provision of these Regulations in relation to the program year 2005, 2006 or 2007 — spelling; and
(b) for the application of a provision of these Regulations in relation to the program year 2008 — spelling, grammar and punctuation.
Note For 2008, the elements of spelling, grammar and punctuation will be assessed through a single national test on language conventions.
MCEETYA means the Ministerial Council on Education, Employment, Training and Youth Affairs.
parent means a parent, guardian or other person who has care and control of a child.
Part 2 General provisions relating to grants — government schools
2.1 Performance targets
(1) For paragraphs 14 (1) (b) and 19 (3) (f) of the Act, the performance targets are that, in each program year:
(a) all students in Year 3 will achieve the national benchmarks for reading, writing and language conventions for Year 3 mentioned in Part 7 of Schedule 1; and
(b) all students in Year 3 will achieve the national benchmark for numeracy for Year 3 mentioned in Part 7 of Schedule 1; and
(c) all students in Year 5 will achieve the national benchmarks for reading, writing and language conventions for Year 5 mentioned in Part 7 of Schedule 1; and
(d) all students in Year 5 will achieve the national benchmark for numeracy for Year 5 mentioned in Part 7 of Schedule 1; and
(e) all students in Year 7 will achieve the national benchmarks for reading, writing and language conventions for Year 7 mentioned in Part 7 of Schedule 1; and
(f) all students in Year 7 will achieve the national benchmark for numeracy for Year 7 mentioned in Part 7 of Schedule 1.
(2) However, it is recognised that the performance targets may not be met in respect of the very small percentage of students who have severe educational disabilities.
2.2 Conditions of financial assistance — performance measures
For paragraph 14 (1) (b) of the Act, the performance measures are specified in Parts 1 to 6 of Schedule 1.
2.3 Student reports
(1) For paragraph 15 (f) of the Act, a student report must specify, for each program year, a required framework for relative and comparative reporting of a child’s progress and achievement against the performance of the child’s peer group at the school.
(2) For subregulation (1):
(a) if the child undertakes a standard assessment in reading, writing, language conventions and numeracy at Year 3,
5, 7 or 9, one of the student reports for the program
year must include the result of that assessment against appropriate national benchmarks; and
(b) if the child undertakes a standard assessment in reading, writing, language conventions and numeracy at Year 3,
5, 7, or 9, one of the student reports for the program
year must include the result of that assessment against achievement levels or bands; and
(c) if the child undertakes a standard assessment in reading, writing, language conventions and numeracy at Year 3, 5, 7, or 9, one of the student reports for the program year must include the average achievement of the child’s peer group at the school against achievement levels or bands; and
(d) the student report must include, for subjects studied, an assessment against achievement levels or bands defined by the education authority or school, being levels or bands that:
(i) must be labelled as A, B, C, D, E (or an equivalent); and
(ii) should be clearly defined against specific learning standards; and
(e) the student report must also include, for subjects studied, the child’s achievement relative to the achievement of the child’s peer group at the school by at least quartile bands.
(3) The information mentioned in paragraph (2) (e) must be presented in a way that does not interfere with the privacy of an individual.
Note The Privacy Act 1988 and the related Information Privacy Principles should be consulted to ensure that information does not interfere with an individual’s privacy.
(4) A student report is taken to comply with subregulation (1) if it is prepared in compliance with any arrangements approved by the Minister for this subregulation.
(5) In this regulation:
(a) the peer group of a child in a school is all children at the school who are undertaking the same year level as the child in a year; and
(b) a standard assessment is a standardised assessment program which can be included in an agreed national process to enable nationally comparable reporting of literacy and numeracy achievement against the national literacy and numeracy benchmarks.
2.4 Educational accountability — performance information (form)
(1) For paragraph 19 (1) (b) of the Act, performance information for the performance measures mentioned in items 101 to 112 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year, for Australia, disaggregated:
(a) by State and Territory; and
(b) for each State and Territory — by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location.
(2) For paragraph 19 (1) (b) of the Act, performance information for the performance measures mentioned in items 201 to 204 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year, for Australia, disaggregated:
(a) by State and Territory; and
(b) for each State and Territory — by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location.
(3) For paragraph 19 (1) (b) of the Act, performance information for the performance measure mentioned in item 301 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year:
(a) for Australia — disaggregated by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location; and
(b) for each State and Territory — disaggregated by the sex of students.
(4) For paragraph 19 (1) (b) of the Act, performance information for the performance measures mentioned in items 401 to 404 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year:
(a) for Australia — disaggregated by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location; and
(b) for each State and Territory — disaggregated by the sex of students.
(5) For paragraph 19 (1) (b) of the Act, performance information for the performance measures mentioned in items 501 and 502 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year:
(a) for Australia — disaggregated by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location; and
(b) for each State and Territory — disaggregated by the sex of students.
(6) In this regulation:
(a) the characteristics of sex, Indigenous status, socio‑ economic background and language background are as described in the Data Implementation Manual for Enrolments for the 2005 and 2006 School Years, published by MCEETYA, as in force when these Regulations commence; and
(b) the characteristic of geographic location is as approved by MCEETYA at its meeting in July 2001.
Note The Data Implementation Manual for Enrolments for the 2005 and 2006 School Years is available on the Internet:
(1) For paragraph 19 (1) (c) of the Act, the student attendance information to which a report mentioned in that paragraph relates is the ratio of the number of actual student days attended during the period to which the report relates to the number of possible student days during that period.
Note The Minister determines the period to which a report relates.
(2) The student attendance information must be expressed as a percentage.
(3) The student attendance information must be in a form that enables the publication of the information for the relevant program year, for Australia, disaggregated:
(a) by State and Territory; and
(b) for each State and Territory — by the following characteristics of students:
(i) school sector;
(ii) school grade;
(iii) sex;
(iv) Indigenous status.
(4) For subregulation (3):
(a) the school sector is all government schools; and
(b) the school grades are:
(i) all ungraded primary school students; and
(ii) all ungraded secondary school students; and
(iii) each of Years 1 to 10; and
(c) the characteristic of sex is as described in the Data Implementation Manual for Enrolments for the 2007 School Year, published by MCEETYA and as in effect when this regulation commences; and
(d) the characteristic of Indigenous status is as described in the Data Implementation Manual for Enrolments for the 2007 School Year, published by MCEETYA and as in effect when this regulation commences.
Note At the commencement of this regulation, the Data Implementation Manual for Enrolments for the 2007 School Year was available on the Internet at:
actual student days means the total number of school days attended by students in the period to which a report relates.
possible student days means the total number of school days that could be attended by students in the period to which a report relates.
student means a full‑time student who:
(a) is:
(i) an ungraded primary school student; or
(ii) an ungraded secondary school student; or
(iii) in any of Years 1 to 10; and
(b) is enrolled for the entire duration of the period to which a report relates.
2.6 Educational accountability — school performance information
(1) For paragraph 19 (3) (e) of the Act, the school performance information required for each school for each program year must include at least the items set out in Schedule 2.
(2) The school performance information must be made publicly available within 6 months after the end of each program year, and in at least 2 of the following forms:
(a) a hard copy school annual report provided to parents and made available to prospective parents upon request;
(b) a hard copy newsletter provided to parents and made available to prospective parents upon request;
(c) a hard copy school handbook provided to parents and made available to prospective parents upon request;
(d) on the Internet, using a URL address provided to parents and prospective parents upon request;
(e) by means of a billboard or sign that is clearly visible to the public inside or outside the school.
(3) However, if a parent is unable to access information in
any of the ways mentioned in subregulation (2), the school performance information must be provided to the parent in a way that the parent can access.
(4) The school performance information mentioned in subregulation (1) must be presented in a way that does not interfere with the privacy of an individual.
Note The Privacy Act 1988 and the related Information Privacy Principles should be consulted to ensure that information does not interfere with an individual’s privacy.
(5) School performance information is taken to comply with subregulation (1) if it is prepared in compliance with any arrangements approved by the Minister for this subregulation.
2.7 Educational accountability — common national tests
For subsection 19 (4) of the Act, the common testing standards are to be implemented in 2008 by each school administering common national tests in reading, writing, language conventions and numeracy, as endorsed by MCEETYA, or approved by the Minister, to each child who:
(a) attends the school; and
(b) is in Year 3, 5, 7 or 9.
Part 3 General provisions relating to grants — non‑government bodies
3.1 Performance targets
(1) For paragraphs 31 (b) and 36 (3) (f) of the Act, the performance targets are that, in each program year:
(a) all students in Year 3 will achieve the national benchmarks for reading, writing and language conventions for Year 3 mentioned in Part 7 of Schedule 1; and
(b) all students in Year 3 will achieve the national benchmark for numeracy for Year 3 mentioned in Part 7 of Schedule 1; and
(c) all students in Year 5 will achieve the national benchmarks for reading, writing and language conventions for Year 5 mentioned in Part 7 of Schedule 1; and
(d) all students in Year 5 will achieve the national benchmark for numeracy for Year 5 mentioned in Part 7 of Schedule 1; and
(e) all students in Year 7 will achieve the national benchmarks for reading, writing and language conventions for Year 7 mentioned in Part 7 of Schedule 1; and
(f) all students in Year 7 will achieve the national benchmark for numeracy for Year 7 mentioned in Part 7 of Schedule 1.
(2) However, it is recognised that the performance targets may not be met in respect of the very small percentage of students who have severe educational disabilities.
3.2 Provisions that must be included in agreements — performance measures
For paragraph 31 (b) of the Act, the performance measures are specified in Parts 1 to 6 of Schedule 1.
3.3 Student reports
(1) For paragraph 32 (f) of the Act, student reports must specify, for each program year, a required framework for relative and comparative reporting of a child’s progress and achievement against the performance of the child’s peer group at the school.
(2) For subregulation (1):
(a) if the child undertakes a standard assessment in reading, writing, language conventions and numeracy at Year 3,
5, 7 or 9, one of the student reports for the program
year must include the result of that assessment against appropriate national benchmarks; and
(b) if the child undertakes a standard assessment in reading, writing, language conventions and numeracy at Year 3,
5, 7, or 9, one of the student reports for the program
year must include the result of that assessment against achievement levels or bands; and
(c) if the child undertakes a standard assessment in reading, writing, language conventions and numeracy at Year 3, 5, 7, or 9, one of the student reports for the program year must include the average achievement of the child’s peer group at the school against achievement levels or bands; and
(d) the student report must include, for subjects studied, an assessment against achievement levels or bands defined by the education authority or school, being levels or bands that:
(i) must be labelled as A, B, C, D, E (or an equivalent); and
(ii) should be clearly defined against specific learning standards; and
(e) the student report must also include, for subjects studied, the child’s achievement relative to the achievement of the child’s peer group at the school by at least quartile bands.
(3) The information mentioned in paragraph (2) (e) must be presented in a way that does not interfere with the privacy of an individual.
Note The Privacy Act 1988 and the related Information Privacy Principles should be consulted to ensure that information does not interfere with an individual’s privacy.
(4) A student report is taken to comply with subregulation (1) if it is prepared in compliance with any arrangements approved by the Minister for this subregulation.
(5) In this regulation:
(a) the peer group of a child in a school is all children at the school who are undertaking the same year level as the child in a year; and
(b) a standard assessment is a standardised assessment program which can be included in an agreed national process to enable nationally comparable reporting of literacy and numeracy achievement against the national literacy and numeracy benchmarks.
3.4 Educational accountability — performance information (form)
(1) For paragraph 36 (1) (b) of the Act, performance information for the performance measures mentioned in items 101 to 112 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year, for Australia, disaggregated:
(a) by State and Territory; and
(b) for each State and Territory — by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location.
(2) For paragraph 36 (1) (b) of the Act, performance information for the performance measures mentioned in items 201 to 204 of Schedule 1 must be in a form that enables the publication of
the information for the relevant program year, for Australia, disaggregated:
(a) by State and Territory; and
(b) for each State and Territory — by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location.
(3) For paragraph 36 (1) (b) of the Act, performance information for the performance measure mentioned in item 301 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year:
(a) for Australia — disaggregated by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location; and
(b) for each State and Territory — disaggregated by the sex of students.
(4) For paragraph 36 (1) (b) of the Act, performance information for the performance measures mentioned in items 401 to 404 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year:
(a) for Australia — disaggregated by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location; and
(b) for each State and Territory — disaggregated by the sex of students.
(5) For paragraph 36 (1) (b) of the Act, performance information for the performance measures mentioned in items 501 and 502 of Schedule 1 must be in a form that enables the publication of the information for the relevant program year:
(a) for Australia — disaggregated by the following characteristics of students:
(i) sex;
(ii) Indigenous status;
(iii) socio‑economic background;
(iv) language background;
(v) geographic location; and
(b) for each State and Territory — disaggregated by the sex of students.
(6) In this regulation:
(a) the characteristics of sex, Indigenous status, socio‑ economic background and language background are as described in the Data Implementation Manual for Enrolments for the 2005 and 2006 School Years, published by MCEETYA, as in force when these Regulations commence; and
(b) the characteristic of geographic location is as approved by MCEETYA at its meeting in July 2001.
Note The Data Implementation Manual for Enrolments for the 2005 and 2006 School Years is available on the Internet:
(1) For paragraph 36 (1) (c) of the Act, the student attendance information to which a report mentioned in that paragraph relates is the ratio of the number of actual student days attended during the period to which the report relates to the number of possible student days during that period.
Note The Minister determines the period to which a report relates.
(2) The student attendance information must be expressed as a percentage.
(3) The student attendance information must be in a form that enables the publication of the information for the relevant program year, for Australia, disaggregated:
(a) by State and Territory; and
(b) for each State and Territory — by the following characteristics of students:
(i) school sector;
(ii) school grade;
(iii) sex;
(iv) Indigenous status.
(4) For subregulation (3):
(a) the school sector is:
(i) for non‑government systemic schools for which the approved school system is a Catholic education authority — all schools of that kind; and
(ii) in any other case — all other non‑government non‑systemic schools and all other non‑government systemic schools; and
(b) the school grades are:
(i) all ungraded primary school students; and
(ii) all ungraded secondary school students; and
(iii) each of Years 1 to 10; and
(c) the characteristic of sex is as described in the Data Implementation Manual for Enrolments for the 2007 School Year, published by MCEETYA and as in effect when this regulation commences; and
(d) the characteristic of Indigenous status is as described in the Data Implementation Manual for Enrolments for the 2007 School Year, published by MCEETYA and as in effect when this regulation commences.
Note At the commencement of this regulation, the Data Implementation Manual for Enrolments for the 2007 School Year was available on the Internet at:
actual student days means the total number of school days attended by students in the period to which a report relates.
possible student days means the total number of school days that could be attended by students in the period to which a report relates.
student means a full‑time student who:
(a) is:
(i) an ungraded primary school student; or
(ii) an ungraded secondary school student; or
(iii) in any of Years 1 to 10; and
(b) is enrolled for the entire duration of the period to which a report relates.
3.6 Educational accountability — school performance information
(1) For paragraph 36 (3) (e) of the Act, the school performance information required for each program year must include at least the measures set out in Schedule 2.
(2) The school performance information must be made publicly available within 6 months after the end of each program year, and in at least 2 of the following forms:
(a) a hard copy school annual report provided to parents and made available to prospective parents upon request;
(b) a hard copy newsletter provided to parents and made available to prospective parents upon request;
(c) a hard copy school handbook provided to parents and made available to prospective parents upon request;
(d) on the Internet, using a URL address provided to parents and prospective parents upon request;
(e) by means of a billboard or sign that is clearly visible to the public inside or outside the school.
(3) However, if a parent is unable to access information in
any of the ways mentioned in subregulation (2), the school performance information must be provided to the parent in a way that the parent can access.
(4) The school performance information mentioned in subregulation (1) must be presented in a way that does not interfere with the privacy of an individual.
Note The Privacy Act 1988 and the related Information Privacy Principles should be consulted to ensure that information does not interfere with an individual’s privacy.
(5) School performance information is taken to comply with subregulation (1) if it is prepared in compliance with any arrangements approved by the Minister for this subregulation.
3.7 Educational accountability — common national tests
For subsection 36 (4) of the Act, the common testing standards are to be implemented in 2008 by each school administering common national tests in reading, writing, language conventions and numeracy, as endorsed by MCEETYA, or approved by the Minister, to each child who:
(a) attends the school; and
(b) is in Year 3, 5, 7 or 9.
Part 4 Changes to amounts and costs
4.1 Changes to Average Government School Recurrent Costs
For subsection 121 (1) of the Act, each amount mentioned in Schedule 1 to the Act for a program year and a type of education is replaced by the amount mentioned in the table for that type of education and program year.
Item
Type of education
2005 program year($)
2006 program year($)
2007 program year($)
2008 program year($)
1
Primary
6 787
7 216
7 614
8 044
2
Secondary
8 994
9 319
9 724
10 061
Note 1 Section 121 of the Act provides for changes to Average Government School Recurrent Costs mentioned in Schedule 1 to the Act.
Note 2 In accordance with sections 122 and 123 of the Act, each amount mentioned in Schedules 2 and 4 to the Act is replaced by an amount worked out using the corresponding amount mentioned in this regulation.
4.1A Changes to capital grants for government schools
For subsection 123A (1) of the Act the amounts mentioned in the table for a program year are specified for column 3 of the table in Schedule 3 to the Act.
4.1B Changes to capital grants for non‑government schools
Note This regulation is reserved for future use.
4.1C Changes to grants of short term emergency assistance for non‑government schools
For subsection 123A (1) of the Act the amounts mentioned in the table for a program year are specified for column 2 of the table in Schedule 7 to the Act.
For subsection 123A (1) of the Act the amounts mentioned in the table for a program year are specified for column 3 of the table in Part 1 of Schedule 8 to the Act.
4.2 Changes to grants for literacy, numeracy and special learning needs
(1) For subsection 123A (1) of the Act, the amounts mentioned in the table below for a program year are specified for columns 3 and 5 of the table in Part 1 of Schedule 9 to the Act for that program
(2) For subsection 123A (1) of the Act, the amounts mentioned in the table below for a program year are specified for column 6 of the table in Part 1 of Schedule 9 to the Act for that program year.
For paragraph (b) of the definition of recurrent number for the program year in subsection 124 (1) of the Act, the number for the program year is set out in the table.
Program year
Number
2005
1.038
2006
1.087
2007
1.140
2008
1.192
4.4 Changes to capital grants for government schools and non‑government schools
For paragraph (b) of the definition of capital number for the program year in subsection 126 (1) of the Act, the number for the program year is set out in the table.
Program year
Number
2005
1.117
2006
1.175
2007
1.244
2008
1.315
4.5 Changes to other grants for non‑government rural student hostels
For subsection 127 (1) of the Act, for an amount mentioned in Schedule 6 to the Act in relation to a program year, the amount for the program year is increased by the factor set out in the table, which is the factor by which the Wage Cost Index No. 1 has changed from the 2003–2004 financial year.
Program year
Factor
2005
1.021
2006
1.040
2007
1.061
2008
1.083
Note The Wage Cost Index No. 1 is the index determined in writing by the Finance Minister for subsection 127 (1) of the Act.
Schedule 1 Performance measures
(regulations 2.1, 2.2, 2.5, 3.1, 3.2 and 3.5)
Part 1 Measures for English literacy
101 The percentage of students in Year 3 achieving the national benchmark for reading for Year 3.
102 The percentage of students in Year 3 achieving the national benchmark for writing for Year 3.
103 The percentage of students in Year 3 achieving the national benchmark for language conventions for Year 3.
104 The percentage of students in Year 5 achieving the national benchmark for reading for Year 5.
105 The percentage of students in Year 5 achieving the national benchmark for writing for Year 5.
106 The percentage of students in Year 5 achieving the national benchmark for language conventions for Year 5.
107 The percentage of students in Year 7 achieving the national benchmark for reading for Year 7.
108 The percentage of students in Year 7 achieving the national benchmark for writing for Year 7.
109 The percentage of students in Year 7 achieving the national benchmark for language conventions for Year 7.
110 The percentage of students in Year 9 achieving the national benchmark for reading for Year 9.
111 The percentage of students in Year 9 achieving the national benchmark for writing for Year 9.
112 The percentage of students in Year 9 achieving the national benchmark for language conventions for Year 9.
113 The percentage of students achieving at or above the standard in the OECD Programme for International Student Assessment (PISA) reading literacy assessment for 2006.
Part 2 Measures for numeracy and mathematics
201 The percentage of students in Year 3 achieving the national benchmark for numeracy for Year 3.
202 The percentage of students in Year 5 achieving the national benchmark for numeracy for Year 5.
203 The percentage of students in Year 7 achieving the national benchmark for numeracy for Year 7.
204 The percentage of students in Year 9 achieving the national benchmark for numeracy for Year 9.
205 The percentage of students achieving at or above the standard in the mathematical literacy assessment of the OECD Programme for International Student Assessment (PISA) for 2006.
206 The percentage of students achieving at or above the standard in the Year 4 mathematics assessment of the Trends in International Mathematics and Science Study (TIMSS) for 2006.
207 The percentage of students achieving at or above the standard in the Year 8 mathematics assessment of the Trends in International Mathematics and Science Study (TIMSS) for 2006.
Part 3 Measures for science
301 The percentage of students achieving at or above the standard in science literacy in the National Assessment Program — Science Literacy, 2006, Year 6.
302 The percentage of students achieving at or above the standard in the scientific literacy assessment of the OECD Programme for International Student Assessment (PISA) for 2006.
303 The percentage of students achieving at or above the standard in the Year 4 science assessment of the Trends in International Mathematics and Science Study (TIMSS) for 2006.
304 The percentage of students achieving at or above the standard in the Year 8 science assessment of the Trends in International Mathematics and Science Study (TIMSS) for 2006.
Part 4 Measures for civics and citizenship
401 The percentage of students achieving at or above the standard in civic knowledge and understanding in the National Assessment Program — Civics and Citizenship, 2007, Year 6.
402 The percentage of students achieving at or above the standard in citizenship participation skills and civic values in the National Assessment Program — Civics and Citizenship, 2007, Year 6.
403 The percentage of students achieving at or above the standard in civic knowledge and understanding in the National Assessment Program — Civics and Citizenship, 2007, Year 10.
404 The percentage of students achieving at or above the standard in citizenship participation skills and civic values in the National Assessment Program — Civics and Citizenship, 2007, Year 10.
Part 5 Measures for Information and Communications Technology (ICT) literacy
501 The percentage of students achieving at or above the standard in the National Assessment Program — Information and Communications Technology (ICT) Literacy, 2005 and 2008, Year 6.
502 The percentage of students achieving at or above the standard in the National Assessment Program — Information and Communications Technology (ICT) Literacy, 2005 and 2008, Year 10.
Part 6 Measures for Vocational Education and Training (VET) in schools
601 School students undertaking vocational education and training (with New Apprenticeships and Traineeships disaggregated) as part of their senior secondary school certificate in a calendar year as a proportion of all school students undertaking a senior secondary school certificate in that year.
602 School students enrolled in a senior secondary school certificate in a calendar year who have completed at least one vocational education and training unit of competency module as a proportion of all school students undertaking a senior secondary school certificate in that year.
Part 7 National benchmarks
Note This Part identifies the benchmarks mentioned in various items in Parts 1 to 6.
Item
Items in Parts 1 to 6 that refer to the performance measure
Benchmark
1
101, 102, 103, 104, 105, 106
The relevant benchmarks approved by MCEETYA at its meeting in April 1998
2
107, 108, 109
The relevant benchmarks approved out of session by MCEETYA in July 2004
3
110, 111, 112
Note At the time these Regulations commenced, the benchmarks had not been finalised. Whenthey have been developed and endorsed by MCEETYA, or approved by the Minister, they will be prescribed.
4
201, 202
The relevant benchmarks approved by MCEETYA at its meeting in March 2000
5
203
The relevant benchmarks approved out of session by MCEETYA in July 2004
6
204
Note At the time these Regulations commenced, the benchmarks had not been finalised. When they have been developed and endorsed by MCEETYA, or approved by the Minister, they will be prescribed.
Note The national reading, writing, spelling and numeracy benchmarks for Years 3, 5 and 7 are available on the Internet:
Part 8 Standards for reporting performance measures
Note This Part identifies the standards mentioned in various items in Parts 1 to 6.
Item
Item in Parts 1 to 6 that refers to the performance measure
Standard
1
113
Level 3 on the combined reading scale in the OECD Programme for International Student Assessment (PISA) reading literacy assessment for 2000
2
205
Note The standard will be a level on the combined mathematics scale in the OECD Programme for International Student Assessment (PISA) mathematical literacy assessment for 2003 developed by MCEETYA.At the time these Regulations commenced, the standard had not been finalised. When it has been developed and endorsed by MCEETYA, or approved by the Minister, it will be prescribed.
3
206
Note The standard will be a level on the Year 4 mathematics achievement scale in the Trends in International Mathematics and Science Study (TIMSS) mathematics assessment for 2002 developed by MCEETYA.
At the time these Regulations commenced, the standard had not been finalised. When it has been developed and endorsed by MCEETYA, or approved by the Minister, it will be prescribed.
4
207
Note The standard will be a level on the Year 8 mathematics achievement scale in the Trends in International Mathematics and Science Study (TIMSS) mathematics assessment for 2002 developed by MCEETYA.At the time these Regulations commenced, the standard had not been finalised. When it has been developed and endorsed by MCEETYA, or approved by the Minister, it will be prescribed.
5
301
Level 3.2 on the science literacy scale in the National Assessment Program — Science Literacy, 2003, Year 6
6
302
Note The standard will be a level on the combined science scale in the OECD Programme for International Student Assessment (PISA) mathematical literacy assessment for 2006 developed by MCEETYA.At the time these Regulations commenced, the standard had not been finalised. When it has been developed and endorsed by MCEETYA, or approved by the Minister, it will be prescribed.
7
303
Note The standard will be a level on the Year 4 science achievement scale in the Trends in International Mathematics and Science Study (TIMSS) mathematics assessment for 2002 developed by MCEETYA.At the time these Regulations commenced, the standard had not been finalised. When it has been developed and endorsed by MCEETYA, or approved by the Minister, it will be prescribed.
8
304
Note The standard will be the level on the Year 8 science achievement scale in the Trends in International Mathematics and Science Study (TIMSS) mathematics assessment for 2002 developed by MCEETYA.At the time these Regulations commenced, the standard had not been finalised. When it has been developed and endorsed by MCEETYA, or approved by the Minister, it will be prescribed.
9
401
Level 2 on the civics and citizenship scale in the National Assessment Program – Civics and Citizenship, 2004, Year 6.
10
402
Level 2 on the civics and citizenship scale in the National Assessment Program – Civics and Citizenship, 2004, Year 6.
11
403
Level 3 on the civics and citizenship scale in the National Assessment Program – Civics and Citizenship, 2004, Year 10.
12
404
Level 3 on the civics and citizenship scale in the National Assessment Program – Civics and Citizenship, 2004, Year 10.
13
501
Note The standard will be a level on the Information and Communications Technology scale in the National Assessment Program — Information and Communications Technology Literacy, 2005, Year 6, developed by MCEETYA.At the time these Regulations commenced, the standard had not been finalised. When it has been finalised, it will be prescribed.
14
502
Note The standard will be a level on the Information and Communications Technology scale in the National Assessment Program — Information and Communications Technology Literacy, 2005, Year 10, developed by MCEETYA.At the time these Regulations commenced, the standard had not been finalised. When it has been finalised, it will be prescribed.
Schedule 2 School performance information
(regulations 2.6 and 3.6)
Note This information is to be reported for each school, as required by regulations 2.6 and 3.6.
<table cellspacing="0" cellpadding="0" style="border-collapse:collapse"><thead><tr><td style="width:18.6pt; border-bottom:0.75pt solid #000000; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableColHead"><span>Item</span></p></td><td style="width:109.2pt; border-bottom:0.75pt solid #000000; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableColHead"><span>Subject</span></p></td><td style="width:204.95pt; border-bottom:0.75pt solid #000000; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableColHead"><span>School performance information</span></p></td></tr></thead><tbody><tr><td colspan="3" style="width:354.35pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableColHead"><span style="font-style:italic">Professional engagement</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>1</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Staff attendance</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>The average attendance rate or average number of days attended per staff member</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>2</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Staff retention</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>The proportion of teaching staff retained in a program year from the previous year</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>3</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Teacher qualifications</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>A list of teachers’ qualifications</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>4</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Expenditure and teacher participation in professional learning</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="margin-bottom:6pt"><span>Number of teachers participating in professional learning activities, and description of activities in plain language</span></p><p class="TableText" style="margin-top:6pt"><span>Average expenditure per teacher on professional learning, at the school level</span></p></td></tr><tr><td colspan="3" style="width:354.35pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableColHead"><span style="font-style:italic">Key student outcomes</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>5</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Student attendance</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>The average attendance rate (percentage)</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>6</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Proportions of Year 3, 5, 7 and 9 students meeting national reading, writing, language conventions and numeracy benchmarks (</span><span style="font-weight:bold; font-style:italic">benchmark results</span><span>)</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>The percentages of students in Years 3, 5, 7 and 9 achieving the national literacy and numeracy benchmarks for their Year</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>7</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Changes in benchmark results from the previous year</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>The percentage point change in students achieving national benchmarks</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>8</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Value added</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Schools are to present information in plain language on their value added in the most appropriate way according to each school’s circumstances</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>9</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Average standardised assessment results for Year 9 and Year 10 students</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>The median score of Year 9 and Year 10 students doing standardised assessments, where available</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>10</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Senior Secondary outcomes</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Academic achievement including median Year 12 results and academic and non</span><span>‑</span><span>academic pathways</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>11</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Proportion of Year 9 students retained to Year 12 (or equivalent)</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Schools are to report student retention in plain language in the most appropriate way according to each school’s circumstances</span></p></td></tr><tr><td style="width:18.6pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>12</span></p></td><td style="width:109.2pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Post</span><span>‑</span><span>school destinations</span></p></td><td style="width:204.95pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Schools are to report their post</span><span>‑</span><span>school destinations in plain language in the most appropriate way according to each school’s circumstances</span></p></td></tr><tr><td colspan="3" style="width:354.35pt; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableColHead"><span style="font-style:italic">Satisfaction</span></p></td></tr><tr><td style="width:18.6pt; border-bottom:0.75pt solid #000000; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText" style="text-align:center"><span>13</span></p></td><td style="width:109.2pt; border-bottom:0.75pt solid #000000; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>Parent, student and teacher satisfaction</span></p></td><td style="width:204.95pt; border-bottom:0.75pt solid #000000; padding-right:5.4pt; padding-left:5.4pt; vertical-align:top"><p class="TableText"><span>A description in plain language of parent, student and teacher satisfaction with the school</span></p></td></tr></tbody></table>
Notes to the Schools Assistance (Learning Together — Achievement Through Choice and Opportunity) Regulations 2005
Note 1
Note: The Schools Assistance (Learning Together — Achievement Through Choice and Opportunity) Regulations 2005 (in force under the Schools Assistance (Learning Together — Achievement Through Choice and Opportunity) Act 2004) as shown in this compilation comprise Select Legislative Instrument 2005 No. 190 amended as indicated in the Tables below.
Note: > Note: Table of Instruments
Title
Date of FRLI registration
Date ofcommencement
Application, saving ortransitional provisions
2005 No. 190
19 Aug 2005 (see F2005L02328)
Parts 1 and 4: 1 Oct 2005Remainder: (see r. 1.2 (b))
R. 1.2 (am. by 2005 No. 234, Sch. 1 [item 1])
2005 No. 216
7 Oct 2005 (see F2005L03010)
1 Oct 2005
—
2005 No. 234
24 Oct 2005 (see F2005L03211)
1 Oct 2005
—
2006 No. 246
25 Sept 2006 (see F2006L03147)
6 Oct 2006 (see r. 2)
—
2006 No. 295
17 Nov 2006 (see F2006L03666)
18 Nov 2006
—
2006 No. 311
4 Dec 2006 (see F2006L03886)
5 Dec 2006
—
2007 No. 156
25 June 2007 (see F2007L01829)
Rr. 1–3 and Schedule 1:26 June 2007Remainder: 14 Feb 2008 (see r. 2 (b))
—
2007 No. 350
19 Oct 2007 (see F2007L04106)
Rr. 1–3 and Schedule 1:20 Oct 2007Remainder: 19 June 2008 (see r. 2 (b))