Priority Items

Catholic Schools New South Wales & ACU Scholarship 2022 (Ref: 349/21)

Catholic Schools NSW has worked closely with The Australian Catholic University to introduce a course this year supporting teachers on their accreditation journey to Highly Accomplished or Lead Teacher while recognising the value of a Masters degree in Education or Educational Leadership.

The course includes two 20cp Practice units; Highly Accomplished/Lead Educational Practice 1 and Highly Accomplished/Lead Educational 2. The units support the professional learning needs of emerging leaders and assists aspiring teachers in the process of gaining Highly Accomplished or Lead Teacher (HALT) accreditation, whilst providing a formal pathway within postgraduate study. Teachers completing the course achieve a Graduate Certificate in Education (Highly Accomplished/ Lead Practice) which also comprises 40 credit points towards a Master of Education or a Master of Educational Leadership at ACU.

The first cohort of teachers have found the course to be invaluable in supporting them to identify, document and reflect on their HA or Lead practice. Most participants recognise the role the course has had in supporting them to begin or advance their submission to higher level certification.

In 2022, Catholic Schools New South Wales is again offering 15 fully funded scholarships for teachers to complete the Graduate Certificate. Teachers will be asked to complete an expression of interest so that a selection process may take place. Preference will be given to remote and regional diocese and RI/MPJP schools, however, will not be limited to these categories and we ask that you encourage teachers who you know to be seriously considering or working towards HALT accreditation to apply.

To express interest please click here and  complete the form.

For further information or support contact 0409 606 437

Catholic Bishops endorse Uluru Statement from the Heart (Ref: 337/21)

Australia’s Catholic bishops, on the recommendation of their key Aboriginal and Torres Strait Islander advisers, have endorsed the Uluru Statement from the Heart. The Australian Catholic Bishops Conference made the decision as it gathered online for its biannual meeting earlier this month. The bishops’ consideration of the matter was informed by the words of St John Paul II, who in a visit to Alice Springs in 1986 said to Aboriginal and Torres Strait Islander peoples: “Your culture, which shows the lasting genius and dignity of your race, must not be allowed to disappear… Your songs, your stories, your paintings, your dances, your languages, must never be lost.” Bishop Columba Macbeth-Green OSPPE, chair of the Bishops Commission for Relations with Aboriginal and Torres Strait Islander Peoples, said the Bishops Conference had been awaiting guidance on the Statement from the Heart.

211122 – ACBC – Catholic bishops endorse Uluru Statement from the Heart

NESA amendments to Non-Government Schools Manuals (Ref: 338/21)

NESA has amended the non-government school registration manuals to reduce compliance and administrative burden on schools and teachers.

The manuals are available for download from the following links:

You can also find versions of the manuals with tracked changes on the NESA Supporting School Compliance page here.

To ensure schools and teachers can take advantage of the amendments as soon as possible, the new manuals will take effect on 1 January 2022.

Professional Learning

Engaging with the AEDC data for teachers (Ref: 350/21)

Access the session here

This session focuses on the value of Australian Early Development Census (AEDC) data in supporting children’s learning, wellbeing and implementing differentiated teaching. Educators are also guided in how they can interpret and engage with the AEDC data. Some examples on how to adapt practice to support children’s development in the five AEDC domains are explained. Some guidance on possible actions that educators can take as they use the AEDC data to inform or make assumptions that inform future planning is also provided.

The session is for school leaders and teachers and watching the video can be logged as 1 hour of NESA elective PD.


HSC Results Analysis Training – 2022 Registration (Ref: 352/21)

Catholic Schools New South Wales will again offer a suite of training to assist schools analyse their HSC results. Individual Course Registration links below

If you have not visited Catholic Schools New South Wales PL before you may need to visit the dashboard first by clicking Initial Profile Registration .

Diocesan Officers’ Overview

For Diocesan & RI/MPJP System Level Officers, this seminar will provide a walk-through of how you use the system-level reports in conjunction with school reports to support schools. New developments in the 2021 HSC Analysis and 2022 seminar programme, including opportunities for cross-system sharing and key features of the 2021 HSC.

March 2 2022

Introduction to the Analysis

Teachers, KLA coordinators and others who have not previously attended an HSC seminar, and for those who have but who want to ‘brush up’ on the main ideas behind the Analysis. It’s very handy if two or more people from the same school can enrol for the same seminar.

March 4 2022

March 23 2022

A detailed reading of your Analysis

Target group:  Experienced users – any teacher, coordinator, AP or Principal who has previously attended at least one HSC Analysis Seminar including 2022.  Applicants will be asked to nominate the year in which they satisfied the prerequisite.

March 8 2022

March 25 2022

 Leading your school in the Analysis

Target group:  Principals, APs, Leaders of Curriculum or Pedagogy:  those who have a whole-school focus rather than a one-KLA or year group.  If you are the person within the school to whom the principal delegates the overview of the HSC Analysis, this is the seminar for you.  If you are newly appointed into such a role, you need to be at this seminar.

March 21 2022

The above dates are based on current NESA advice in relation to the release of HSC results.

For further information contact Gary Molloy:



Director Identification Number for charities and not-for-profits (Ref: 339/21)

The Treasury Laws Amendment (Registries Modernisation and other measures) Act 2020 was enacted on 12 June 2020. Its primary purpose is to prevent illegal phoenixing of companies, penalise directors’ involvement in illegal phoenixing and promote and improve the integrity of corporate data.

It will allow regulators and advisors to obtain a more complete picture of a director’s corporate history and every company of which that director has been a part. Further, it will give a clearer view of whether companies have participated in related party transactions, and whether directors have had conflicts of interest.

The scheme is also meant to protect the privacy of directors by allowing them to be identified on public registers without disclosing, dates of birth, full names and residential addresses, etc.

For further information please read the full document below:

Director Identification Number for charities and not-for-profits


New Template to assist with Record Retention and Disposal (Ref: 340/21)

Catholic Schools New South Wales has developed a template to assist non-government schools with determining their record retention and disposal obligations.

The template seeks to provide schools with a comprehensive outline of the type of documents schools may possess, noting their corresponding retention and disposal time periods. It is important to note that the template is a guide only and schools should adapt it to suit the needs of their individual circumstances.

The template can be accessed and downloaded below:

RDS Template

For further information contact the Catholic Schools New South Wales legal team:


School Newsletter

ABSTUDY resources for community groups (Ref: 351/21)

Aboriginal and Torres Strait Islander students who are finishing Year 6 are eligible for ABSTUDY from the start of secondary school.

Services Australia has reached out to the Catholic sector to encourage parents and guardians to claim ABSTUDY now as it may help with the cost of school materials, school fees, boarding fees and travel.

ABSTUDY is a group of payments that can help students from secondary school right through to tertiary studies. There are ABSTUDY payments for parents whose children live at home as well as away from home.

Parents can claim now for their child starting Year 7 in 2022. It’s especially important parents claim early if their children are moving away from home to study. Claiming before the end of the year will put them in the best position to have their claims finalised and get travel organised so their child is ready to start high school on time.

The ABSTUDY Resources eKit

ABSTUDY website

Fire and Rescue NSW Educator Resources (Ref: 341/21)

An evidence-based fire safety education program developed by Fire and Rescue NSW has been recognised for its crucial role in empowering children to stay safe and avoid fire risks from an early age. Winner of a 2021 Resilience NSW Award, the program provides teachers with classroom-based learning, supported by local-level partnerships with firefighters, to reduce the risk of fire to children aged between 3 and 10 years.

Children are one of the most at-risk groups when it comes to the risk of fire, with FRNSW responding to over 8,000 fires caused by children and 12 child fire fatalities in the last five years. Prevention through fire safety education is the first line of defence against misuse of fire, and the single most modifiable strategy that fire services can implement to reduce the risk of fire to children.

The free curriculum-mapped programs are designed to:

  • improve children’s fire safety knowledge and skills,
  • facilitate the transfer of knowledge and skill into children’s families, households, and communities,
  • reduce the risk children will play with fire or be harmed by fire, and
  • enhance children’s recognition of, and trust in, firefighters.

Social stories, flashcards, visual schedules, and Auslan videos are also available to support students with diverse learning needs.

Fire and Rescue NSW are calling on educators to implement fire safety education in their classrooms in 2022. Further information can be accessed in the Professional Learning Portal here [add link], at, or by contacting your local fire station.

08112021 FRNSW Fire Education Flyer (Professional Learning)

08112021 FRNSW Fire Education Evidence-based practices of fire safety education for children (Professional Learning)

08112021 FRNSW Fire Education Educators Guide (Professional Learning)

Digital Cultural Adventures (Ref: 342/21)

The DCA workshops support the Australian Curriculum, F-10 educational objectives and outcomes, particularly, in Humanities and Social Science – History (Years F-7), Intercultural Understanding, and the Cross Curriculum Priority – Asia and Australia’s Engagement with Asia. Each workshop involves a live presentation supported by interactive and multimodal learning experiences for students.

Teachers can select from the following DCA programs. I have attached further information about each program:

  1. Awakening the Dragon (Years F-4)– cultural stories (myths/legends), traditions, cultural symbolism
  2. The Promise of Gold (Years 4-6)– Chinese migration to Australia prior to, and during the Gold Rushes eras, the establishment of a Chinese community in Australia
  3. Ancient China and Amazing inventions (Years 6-7) – How historians and archaeologists investigate history including archaeological and written sources, the significant beliefs, values and practices of past Chinese societies.
  4. Wing Chun Kung Fu (Years F-6) – Students participate in a real-time training session, practicing basic Kung Fu movements to develop strength, balance and mindfulness. The session ishosted by an experienced instructor and students learn about its origins and health benefits.

Link to the DCA programs:

Supporting young people's experience of the pandemic (Ref: 343/21)

Good Grief has launched a free resource for Year 6 to 12. The resources are designed to support students dealing with the big changes that have occurred in response to COVID-19.