For all enquiries relating to this magazine, please contact the Editor, via the P&Cs Qld State Of ce, telephone (07) 3352 3900, facsimile (07) 3352 3911 or e-mail publications@pandcsqld.com.au.
Schools and P&C Associations are encouraged to reproduce the articles in or excerpts from this magazine. It is not necessary to seek permission to do so unless a copyright notice accompanies the article. If you do use articles, we request that you credit the author and acknowledge Parent Talk as the source of this information. Other organisations wishing to use our articles should apply to the Editor for permission to reproduce material.
While every care is taken in the preparation of this publication, no responsibility will be taken for any errors or omissions. Submissions may be edited for clarity and/or length.
Items published or inserted under an author who is not a P&Cs Qld representative, do not necessarily re ect the policy or opinion of P&Cs Qld. Every effort is made to ensure that images submitted to feature in Parent Talk have been approved for publication.
P&Cs Qld allows a limited amount of advertising in Parent Talk but reserves the right to refuse any advertisement without stating the reason. No organisation or person should act on the basis of this advertising before obtaining speci c, independent, professional advice about the products and services. P&Cs Qld will not be liable for any loss, damage, cost or expense incurred or arising from any organisation or person using or relying on the advertising in Parent Talk.
P&Cs Qld
Cover: Dr George Otero (left) with Principal Richard Nash and P&C Vice-President Cheryl Cartwright (both from Ithaca Creek State School) at a parent and community engagement workshop in Brisbane.
President and Chair’s message Welcome
Welcome to term 3. As we move towards the end of the year there is much great work in progress. P&Cs Qld has been working hard so that we can best support our members throughout this busy and exciting education landscape.
You will be aware that we commenced with the Parent and Community Engagement Framework workshops in June. This is a two-part project that includes workshops in June and again in November. We are proud to say that we have taken a unique approach in inviting not just P&Cs, but delegations from schools that represent the whole school community. Support has also be provided through the set-up of a specific email address and Facebook page, and our facilitator Dr George Otero will also be running webinars. Thank you to all who have taken part and we look forward to some great results. Data will be collected and we will make a resource available for all to use.
We continue to talk with the government, Department of Education, Training and Employment and other
stakeholders on issues of importance to P&Cs. The Great Teachers=Great Results program and the National Plan for School Improvement are the major issues on which we have represented you recently. Thank you to all who completed our survey on school funding and those who provided feedback through other avenues. The results have been passed to the Queensland government.
You will also see that we have begun to release the results of our ‘Help P&Cs Qld to help you’ initiative. Please stay connected to view the overall picture for our members. We have been using this information to represent Qld P&Cs and to target our efforts on the areas identified.
I recently reported to the Board my 10 aspirational goals for P&Cs Qld and am happy to share with you some of the guiding intent as we continue to improve our structures and service.
Become a continuous learning organisation. This means being able to remove or redesign systems in our organisation in a way that constantly responds to changing environments. Perhaps a basic shift in the way we think and interact.
Develop the Board, our staff, volunteers and our members to be transformational leaders. Learning organisations need transformational leaders at the helm. They must have a specific vision of what they want to achieve and be empowered to do so.
Form strategic alliances. Think traditional alliances like Principals Associations, other state parent bodies and also outside-the-box alliances with other not-for-profit and community organisations.
Give accountability and ethical behaviour top priority. The role of non-profits is profoundly shaped by how they are perceived by the general public.
Develop indicators that measure the consequences on the community. For example, outcome measures such as how many new parents engage with P&Cs Qld (and our P&C affiliates) and duration of an average engagement.
Adopt results-based budgeting tied to indicators. Results-based budgeting recognises that there is a relationship between how an organisation spends its money and the results that are achieved. A balanced budget is not a sufficient indicator of whether the organisation is successful or not.
Financially empower the organisation so that it can do more over time
Professional reading and experience suggests empowered organisations should have:
• more revenue than expenses in at least seven years out of 10
• a cash operating reserve of at least 90 days
• at least one non-traditional source of revenue, such as earned or business income.
Creatively rethink resource development and the organisation’s governance and management styles
Just because that’s the way things have been done, doesn’t mean it is how things should be done. Perhaps a need for more open-minded collaboration.
Adopt a vision and mission that incorporates diversity. We represent a large state with a wide diversity of opinions and issues. In our habits and conduct we need to be able to reflect that diversity.
Be at the political table. We need to continue developing a strong, respected voice that represents our varied interests to government, funders and stakeholders.
Kind regards,
Dan Smith, President
KEYNOTE ADDRESS by Lisa McInnes-Smith: Lead, Follow, or Get Out of the Way!
CIVIC RECEPTION/THANKYOU TO OUR VOLUNTEERS
Brisbane City Hall
Friday 13 September
VARIETY OF ATTENDANCE PACKAGES
Come and stay for the whole conference, or just the day that suits you
FUNDED PLACES
Limited funding available for P&C delegates throughout Queensland
For more information email Suzanne@pandcsqld.com.au
Expressions of interest close 2 August
WORKSHOPS RELEVANT TO YOUR P&C
Fundraising Strategy Made Simple: For parent volunteers
Presenter: Mandy Weidmann, The Fundraising Directory
Looking Beyond Behaviour
Presenter: Debbie Miller, Pathways to Resilience Trust
Tapping into the Money Tree –Grant Writing
Presenter: Margaret Robbins, Macrosphere
What’s in it for YOU?
Finding the passion in your P&C Presenters: P&Cs Qld Board members Dianne Loddon & Gayle Walters ... AND many more
Just imagine what you could do if you could get six months or more in front on your home loan repayments. Switching to a lower home loan rate, but maintaining the same repayments, is just one reason why approximately 40% of our customers* have done just that. To help us get you a little bit in front call us on 13 29 30 today.
Queensland Minister for Education, Training and Employment
Dear parents and carers,
It seems such a short time since the start of the school year, yet we’re into Term 3 and already planning for next year. This is a good time to take stock and reflect on the work we are doing and the programs that we are implementing across the state.
We’re looking forward to welcoming up to 34 more Independent Public Schools into the program in 2014. Expressions of Interest for this second round will close on 30 August, with the successful schools being announced before the end of Term 4. Currently, 26 schools enjoy increased autonomy through this initiative. The Newman Government’s 2013–14 budget has allocated $4.9 million for 60 state schools to become Independent Public Schools. By 2016, 120 schools will be Independent Public Schools.
Our budget also included $100 million to address maintenance backlogs in our state schools, with a further $100 million allocated as part of the Fixing Our Schools Fund to revitalise schools and ensure students are learning in better facilities in 2014-15.
You will be pleased to hear funding has also been allocated to employ up to 724 additional teachers and teacher aides in response to enrolment growth and to support students with special needs.
As we continue to work towards even better outcomes for Queensland students we have released the A Fresh Start strategy to improve the preparation and quality of teachers for all schools. This strategy will complement the five-year, $537 million Great Teachers = Great Results initiative that aims to lift teaching standards and give schools more flexibility.
I know families also like to be on top of preparations related to their children’s education. With that in mind, I encourage those who are considering sending their children to any of the 20 Year 7 pilot high schools next year to contact those schools now. Pilot schools have reported a very high degree of student, parent and staff satisfaction in Semester 1. They are currently holding information events and taking enrolments for 2014.
It’s also time to remind children in Years 8 to 11 that they only have until 20 September 2013 to put in their entries for the Premier’s Anzac Prize 2014. This year’s winners were inspired and moved by the experience and have highly recommended entering the competition to all students. Five Queensland students again will be chosen to journey to Gallipoli and the Western Front next year to attend Anzac Day ceremonies.
Primary school children have until 6 September to take part in The Premier’s Reading Challenge. The challenge involves students in Prep to Year 4 reading or experiencing 20 books and Years 5 to 7 reading 15 books.
The Premier’s Reading Challenge provides an ideal opportunity for students, parents and teachers to share a commitment to reading in schools and at home.
Last year 118,000 students state-wide
took part, up from 111,000 the previous year. We are hoping for another increase in participation rates this year.
Meanwhile, although we’re planning for the year ahead, we can also be very proud of the many achievements during the first semester this year.
Neither the upcoming initiatives nor past successes are possible without your involvement. A very recent example was the sensational performance by 1500 of our state school students in this year’s Creative Generation – State Schools Onstage. I was proud watching Prep to Year 12 students from right around our state perform as part of the 600 dancers, 600-voice choir, 35 vocalists, 65-piece symphony and 18-piece big band. It was also great to be part of the audience for the 30th anniversary Creative Generation Excellence Awards in Instrumental Music (MOST) gala concert in Brisbane in June. These spectacular events provide fantastic opportunities for young Queenslanders to develop their creative skills, self-esteem, confidence, perseverance and teamwork abilities. Of course, months of preparation and rehearsals went into them and I thank parents and carers for the huge support they provided for their talented children. Congratulations to everyone involved.
There has been a great response to the QSchools app we launched last semester for Android, iPhone and iPad devices with almost 12,000 people
having downloaded the app. It provides up to the minute information, allowing users to see when events, news or newsletters are posted to their school’s websites. The app is also a valuable resource for emergency notifications if natural disasters or illness cause school closures or interruptions. Feedback from parents and caregivers has been overwhelmingly positive.
Another welcome step this year is the release in July of the final phase
of the Daniel Morcombe Child Safety Curriculum. This is now available for all Queensland students from Prep to Year 9. The first lessons were delivered to our youngest students in Prep to Year 2 last year. This is a curriculum partnership between Education Queensland and the Daniel Morcombe Foundation that helps to improve children’s knowledge, skills and understanding about personal safety and awareness. Keep a look out for the Parent Guides that are included in the resources to explain what children will be learning and offer tips on reinforcing safety messages at home.
play a vital role in both the day to day activities of our school system and the remarkable progress we are making to ensure our children have the best possible education and the broadest possible choices for their future.
Thank you all for your ongoing support of and commitment to the education of young Queenslanders.
John-Paul Langbroek Minister for Education, Training and Employment provides
Many of you will have heard of the Queensland Government’s new plans to give principals in Queensland state schools greater disciplinary powers.
Ensuring all students in our schools receive the best possible preparation for future success is one of the key responsibilities of our education system, and discipline in schools is critical to achieving this important outcome.
Learning and behaviour can be viewed as two sides of the same coin. High-quality education systems focus on curriculum AND discipline. Curriculum and discipline cannot be separated and when education systems and schools make decisions about them they consider the evidence from good strong research that acknowledges the practical
realities of the modern classroom, school and student.
Discipline is teaching students how to act in accordance with school rules, and it is an important part of the work teachers and principals undertake every day. In partnership with parents, schools assist students to develop balanced self-control, understand and accept boundaries and appreciate the positive and negative consequences associated with their behaviour.
One of the reforms identified in Great teachers = Great results: A direct action plan for Queensland schools (available at http://deta.qld. gov.au/about/government-responses/ pdf/great-teachers-great-resultsaction-plan.pdf ) is giving schools and principals greater power to discipline students and keep their focus on the core business of teaching and learning. From 2014:
• an action plan for strengthened discipline will be implemented in state schools, and new behaviour contracts will be introduced with
students and families
• principals will have greater discipline powers, and suspension and exclusion processes will be streamlined
• alternative school environments will be used for students with chronic behaviour concerns.
I encourage all parents to read the Strengthening discipline in Queensland state schools information and the Statement of Expectations for a Disciplined School Environment available at http://education.qld.gov. au/schools/strengthening-discipline/ for more detail on how we will deliver greater flexibility for principals of state schools and their communities to take a stronger approach to discipline at their school and bring us closer to positioning our education system as world class.
Warm regards, Patrea Walton
A/Deputy Director-General, Education Queensland, Department of Education, Training and Employment
News Liquor Act changes may affect school communities
You may be aware that the Queensland Government has made a commitment to reduce red tape affecting the liquor and gaming industries in this state. The Liquor and Gaming (Red Tape Reduction) and other Legislation Amendment Bill 2013 has been passed by Queensland Parliament. The following information details the changes to the Liquor Act 1992 which will affect school communities in Queensland
From 1 July, non-profit community organisations will no longer need a community liquor permit to sell alcohol at a one-off fundraising event or function if:
• the profit is used to benefit the community
• liquor is sold in a period of eight hours or less, between 7am and midnight, and
• the sale of liquor is ancillary to the event.
In addition, a limited number of events such as small regional shows will be exempted by regulation from the need to have a community liquor permit. Community liquor permits will still be required for events that don’t fit the new criteria.
A full outline of the exemption criteria can be found in the factsheet Information for community groups on CLP exemptions (http://olgr.qld.gov. au/resources/legislation/communityexemptions.pdf)
As a result, from 1 July the Office of Liquor and Gaming Regulation will not be responsible for regulating the consumption of alcohol at fundraising activities for non-profit groups like P&C Associations at events like school fetes and trivia nights.
Under the Liquor Act, there will not be a legislative requirement to have someone trained in Responsible Service of Alcohol (RSA) present. However, schools and P&C groups are strongly advised to have guidelines in place to safeguard children and guests at such functions.
More information is available on the OLGR website at www.olgr.qld.gov.au under ‘Alerts’ or by calling 13 74 68.
OLGR has produced an event planning guide for community groups holding fundraising events that include the sale of liquor. It is available from the OLGR website (http://www.olgr. qld.gov.au/resources/liquorDocs/ non-profit-fundraising-eventsplanning-guide.pdf)
New superannuation obligations and processes
From 1 July 2013, Australian employers, including P&Cs, will have new superannuation obligations under a range of super reforms. The first round of changes will focus on the compulsory super contributions employers make on behalf of their eligible employees, known as the super guarantee.
From 1 July 2013:
• the compulsory super guarantee rate will rise from 9% to 9.25%, meaning employers will need to increase the rate of the super guarantee payments they make on behalf of their employees to a minimum of 9.25%
• the existing upper age limit for employee super guarantee eligibility will be removed. This means employers will need to start making super guarantee payments for eligible employees who are 70 years or over.
The super guarantee rate is set to gradually increase every year until it reaches 12% by 1 July 2019.
P&Cs need to ensure their payroll and accounting systems are able to cater for the gradual increase in the super guarantee rate and removal of the upper age limit.
Please note, if you have 19 or fewer employees you can register for the Small Business Superannuation Clearing House. This is a free service that lets you pay your superannuation contributions in one transaction to a single location.
For information about all of the super reforms, go to the Australian Taxation Office website, (http://www.ato.gov.au/), or contact the NRA’s Employment Law Division via email (law@nra.net.au ) or phone (1800 738 245).
Information provided by the NRA
Approved funds under the Parents and Citizens and Other Associations Retail Award – State 2012
P&Cs should bear in mind the limitations under the Parents and Citizens and Other Associations Retail Award – State 2012 (‘the Award’) in relation to the requirement to offer a choice of fund to employees under the Superannuation Guarantee (Administration) Act 1992 (Cth). Employers are only obligated to offer a choice of the following funds to their employees:
• the Queensland Independent Education and Care Superannuation Trust (QIEC);
• the Retail Employees Superannuation Trust (REST); or
• Australian Enterprise Superannuation (AES) (for contributors as of the date of the making of this Award).
Active After-school Communities (AASC) program: Calling for expressions of interest
The AASC program provides Australian primary school children with a wide variety of free sports and other structured physical activities during the after-school time slot between 3.00pm and 5.30pm, up to three times per week.
The program is run in more than 3,200 schools and after-school care centres in all states and territories with approximately 190,000 children participating each semester. Expressions of interest are now open for schools and Out of School Hours Care Services to get involved in 2014. More information is available on the AASC website or by calling (07) 3031 8000.
The biggest factor in a child’s learning turns out to be how parents relate to the school, each other, their children and to fellow citizens. This factor can be improved and does not involve money or legislation or even finding and keeping great teachers, all good tools for improving education.
Study after study now agree that an educational partnership between school and parents is the biggest factor in a young person’s learning and development. Just last month, one more international study showed parental involvement is the largest single determinant in academic achievement. The overseer of the Program for International Student Assessment says the biggest gains come ‘when parents read a book with their child, when they talk about things they have done during the day, and when they tell stories to their children.’
The educational power of parents was demonstrated in Australia recently when a group of parents were asked to simply play a board game one night a week for four weeks with their children. The results were stunning! Playing board games at home just once a week helped improve the children’s concentration, social interaction and cooperation with siblings. It also boosted their patience, concentration, teamwork, sharing, communication, sportsmanship, critical thinking skills,
maths and spelling. OMD Insights got 125 families around Australia with children five to twelve to down the Nintendo and play board games at least once a week for a month. Family relationships improved and parents were amazed children did not need to be glued to the TV (Herald Sun, Wednesday, August 19, 2009, page 27).
Recent research conducted over a ten year period in Chicago, USA (The Essential Supports for School Improvement, Consortium on Chicago School Research, September 2006) establishes that parent and community ties are one of five ‘essential supports’ to ensure that all children are improving in reading and math. A key finding was that schools with strong parental involvement were 10 times more likely to improve substantially in math than schools with weak parental involvement.
Moving beyond the schoolhouse doors, the researchers found strong interconnections between schools and their communities. Community factors, like church-going and crime, are inexorably entwined with school effectiveness. Schools in communities where people did not believe they had the ability to make a positive change were twice as likely to stagnate as schools in communities where people believed they could. It’s clear: to educate children to their full potential, families, communities and schools must be partners. Families and communities need their schools and schools need their families and communities.
Parent engagement in their child’s learning and development takes many forms. Parent involvement in the school is important, yet as indicated
Together’ approach
Dr George Otero
Around the world the talk is all about profound effect on their children’s life chances. I have been tracking thirty years. As founder of the Center (www.relationalearning.com) I have of positive relationships in teaching year the evidence pours in about in their child’s learning.
in the board game research, parents impact educational opportunity and experience in many diverse ways and in many different environments. Children simply spend much more time with and around their parents, families and communities than they do in school.
Learning manners, values, compassion, hard work, play habits, kindness, religion, and citizenship are all contained in the relationships children experience at home, in the neighbourhood, on trips, in church, at a restaurant, visiting other families and participating in sport.
Children learn while living in families, neighbourhoods, and communities. All children will learn better and learn more when the school and parents and the wider community find ways to work together, bringing the strengths, experience and resources of all to the educational process.
Again, the national government has been exploring specific strategies that allow schools, parents and communities to work better together educating the young.
community Together’
about parents and their children’s achievement, well-being and tracking this important trend for over Center for Relationalearning. have been promoting the power teaching and learning, and year by about the critical role parents play
organisation and how children learn from play experiences;
• reaching out through making personal contact with families and creating opportunities for parents and school staff to regularly talk and meet informally, such as phone calls to parents or after school as parents pick up their children, as well as formally;
The resource, Strengthening Family and Community Engagement in Student Learning (Department of Education, Employment and Workplace Relations), documents practices that schools have taken and intend to take that foster a partnership with parents, families and communities to ensure effective education, wellbeing and life chances for all children.
A few of these practical approaches and actions for partnering are:
• offering opportunities to parents for their own learning and development, including accredited and community based learning, and providing a dedicated learning space for parents;
• connecting with parents in the early years so that parents can
• creating a school environment that welcomes parents. This may include dedicating space within the school ground as a meeting place for parents or creating a community hub;
• offering opportunities for parents to learn about child development and contemporary teaching practices in areas such as literacy and numeracy and by providing practical suggestions about what parents can do to assist children’s learning.
Any parent reading this article could take this list to the local school and begin actions to work in these ways, or why not simply start a weekly board game evening at your home? Everyone will be better for it.
‘whole school community approach’. This framework makes working in partnership easy. It shows any school how to partner education by focusing all conversations planning, activities and relationships on four basic domains; (1) parent and family as primary partners (2) community engagement (3) personalised curriculum and (4) community based extended learning for all (Creating Powerful Learning Relationships: A Whole SchoolCommunity Approach, George Otero, Robert Csoti, David Rothstadt, Hawker Brownlow, Melbourne, 2011).
The evidence base is growing. Schools and communities that work together can indeed enhance a child’s life chances, wellbeing and achievement. Effective schools have always been reflections of effective families and communities not the other way round. It’s time we get back to working together as necessary partners.
Our centre, working with associates around the globe, has developed a simple framework to help families, communities and schools work better together. We call our approach the and intend to foster
We need effective schools. We need effective families. We need effective communities. When schools, families and communities work together in education, everybody does well.
George Otero is an educational consultant who was born and raised in New Mexico. He has worked as a teacher, educator, international consultant, social entrepreneur, and author. He and his wife Susan, operate the Center for RelationaLearning based in Santa Fe, New Mexico.
Dr Otero recently presented a series of parent and community engagement workshops on behalf of P&Cs Qld. Approximately 400 P&C representatives and educators from nearly 100 schools a ended part 1 of the workshops, with part 2 to follow in November. The photos on these pages were taken at one of the Brisbane workshops.
Cleveland District SHS says ‘Thanks a million’
As part of National Volunteer Week, we celebrated with a morning tea for volunteers on 17 May.
Over 140 invitations were issued to volunteers in all our different programs.
Deputy Director-General Lyn McKenzie was our VIP who handed out certificates and pins to the 60+ volunteers (and admin staff ) who attended the function.
These special pins were purchased through Volunteering Australia who also offered posters and certificate templates to community organisations, throughout Australia, to utilise during National Volunteer Week. The theme this year was ‘thanks a million’.
At CDSHS we have a diverse group of volunteers, ranging from current students through to former students, Gen Ys, Gen Xs, Baby Boomers and
some Veterans. It was great to see so many men involved with our various volunteer programs.
At the morning tea new friendships were made, with all volunteers mingling with volunteers from other programs – there might even be a romance!!
Volunteers may be P&C members or be involved with the POST (Parents of Show Team), CHIMPS
www.marsh.com.au
(Cleveland High Instrumental Music Program Supporters) or Chaplaincy committees. 24 volunteers were invited from the Learning Support team, which assist students in many different programs.
34 ladies and students had volunteered in the tuckshop in the past 12 months and two volunteers didn’t come to the volunteer morning tea because they didn’t want to leave the tuckshop shorthanded.
We have great support in the tuckshop from Student Councillors who offer to come in and help serve during lunch times. This gives the students job skills and the P&C write references which can be included in their CVs. The students are very efficient and so enthusiastic – they are a joy to have around.
It is amazing how much time and energy is given by our volunteers, to our school and the whole school community is richer for it. Volunteers are normally intrinsically rewarded for the work they do, but this Volunteer Week we gave them public recognition and a great morning tea.
Canteens connecting up around the state
The Queensland Association of School Tuckshops (QAST), with funding support from Education Queensland, has been conducting tuckshop network meetings in many locations in metro and regional Queensland for tuckshop convenors and school parent body representatives. The project’s aim is to allow convenors to support each other and solve the many issues faced by modern school food services.
QAST has been facilitating the ‘getting-to-know’ component of the meetings and adding some of their experience about running successful tuckshops, but possibly the most useful part of the meetings is sharing the local knowledge.
Popular topics have included online ordering; Smart Choices Makeover Grants; increasing the number of orders; and improving the image of the tuckshop to attract volunteers. Look for a network meeting in your region by going to the QAST website (www.qast.org.au).
Did you know 74% of Queensland tuckshops in medium-sized schools (300 to 600 students) and 82% of Queensland tuckshops in larger schools (600+ students) are members of QAST? Membership remains at just $99 and QAST also continues to offer a small school subsidy for schools with less than 100 students, bringing their membership to $11.
If you are looking for support from QAST, please remember that membership lapsed on June 30 so keep an eye out for your renewal invoice or call the office on 3324 1511 for more information. The benefits of membership include the menu health check service, a new one-onone audit program, as well as the ability to call during business hours and ask questions on issues such as profitability, menu and food safety. QAST also lobbies government on your behalf to ensure that tuckshops are considered in planning for the future. QAST works closely with P&Cs Qld and is proud to partner with the Area Co-ordinators to provide support in the regions.
P&Cs can access new SOA for school uniforms
What is an SOA?
A Standing Offer Arrangement is a result of a tender process, conducted through the Corporate Procurement Branch. Products and services available on an SOA have been evaluated as a value for money product or service and the terms and conditions of the arrangement are written to protect the department and its business units. Once an SOA is in place, the suppliers on the arrangement are required to provide the products or perform the services at the agreed price and within the agreed timeframes.
DETE 101124 Wholesale Supply of School Uniforms to School and P&C Run Uniform Shops
For more information regarding the arrangements or purchasing assistance: Department of Education, Training and Employment, Corporate Procurement Branch
Phone: 1300 366 612 (option 3) or Email: procurement.bsc@dete.qld.gov.au
How do I use this Arrangement?
• Choose a contractor.
• Seek a quote. The Arrangement includes pricing for generic garments but customers should seek a quote based on their specific requirements prior to placing an order.
• Issue a purchase order. Please note: There is no need to sign another contract as the terms and conditions of DETESOA-101124 between the department and the suppliers apply. Make sure that you quote the SOA number on the purchase order; that way, the terms and conditions of the SOA will apply. When issuing a purchase order for the goods, stockholding arrangements (inclusive of delivery and payment dates) should be incorporated. Volume of fabric purchased should also be clearly outlined within the purchase order.
Do I need to seek more than one quote?
Use of the Arrangement is in accordance with the department’s purchasing guidelines, so it is not necessary to seek more than one quote. However, for large orders, it is recommended that two or more quotes be sought.
What can I purchase under the Arrangement?
The Arrangement includes all garments that make up the school uniform (dresses, skirts, shirts, shorts, ties, socks, hats etc). School bags, drink bottles, library bags and other promotional material are not covered by the Arrangement.
Electronic payments by P&C Associations
Advice from the Department of Education, Training and Employment
P&Cs are reminded that if they wish to use internet banking for making payments, it must be through a bank product such as the Commonwealth Bank’s CommBiz (contact your own bank for details of an appropriate product).
Should the association decide to use an electronic payment system; the following controls must be established and maintained for EFT payments of supplier accounts:
• all EFT transactions are to be authorised by any two account signatories by entering:
– a user name and password, or
– a user name and the randomly generated pin if using a security token (highly recommended if the financial institution offers this level of security);
• the two account signatories are to sight, check and approve all documentation before an EFT transfer is authorised;
• a confirmation email or screen receipt which is generated by the financial institution following the entry of an EFT transaction must be filed for audit purposes;
• a printed record of any transaction deleted or edited must be made and filed for audit purposes;
• a receipt/record of all electronic fund transfers for each payment must be printed and attached to the relevant document (invoice) and filed for audit purposes.
The normal requirements re passwords apply:
• your password/token is confidential and you are not to give or allow your password/token to be used by any other person;
• only the current P&C executive should have authorising access. Please ensure that such access is deleted/disabled/removed as the executive members change or resign;
• a user password must not contain:
– a recognisable part of the user’s name;
– the user’s date of birth;
– the name of the user’s spouse, pet, favourite footy team, etc.
– anything that can be reasonably linked to the user;
• for added protection, users should regularly change their passwords;
• the user must not use a password that is being used as a PIN for their private ATM or EFTPOS transactions;
• a user’s password must not be kept in a wallet or anywhere that can be accessed by another person.
NOTE: If the password does not conform to these rules, the user may be liable for any loss arising out of unauthorised transactions.
The Department suggests that all P&Cs currently using an electronic payment system conduct an audit of the system to ensure that only the current executive have authorising access (all other people should have their access removed as soon as possible) and that they are following the requirements set out above.
Support for relationships and sexuality education
Relationships and sexuality education (RSE) is a vital component to promoting safety, health and wellbeing of school age children and young people. Young people want RSE programs early on and throughout their school years to equip them with the tools and knowledge they need to navigate respectful relationships and to stay healthy and safe (UK Youth Parliament, 2007; Emmerson, 2010). The majority of parents and carers support school RSE programs and feel that these programs make it easier for them to talk about sexuality at home (Berne et al., 2000; Footprints, 2011).
Some parents may have concerns that if children know about sex, that they will start experimenting at an earlier age. In fact, the opposite is true. RSE programs have been shown to help delay first intercourse and increase the adoption of safer sexual practices in sexually active youth (National Guidelines Taskforce, 2004).
Research shows that RSE programs can result in increased parent-child communication about sexuality (Latrobe University, 2008; Footprints, 2011). RSE provides students with a better understanding of how to negotiate a healthy and safe sexual relationship. It has also been shown to help children and young people to understand appropriate and inappropriate behaviours and be less vulnerable to exploitation and sexual abuse (Briggs, 1991; Queensland Crime Commission & Queensland Police Service, 2000; Finkelhor, 2007).
Despite recognised benefits, in Queensland schools, the delivery of RSE is variable. Opportunities for RSE are included in the Queensland
curriculum, but teachers need more support to implement programs.
So how can we ensure that RSE is at its best in the classroom? What specific supports do teachers want and need to be effective in the delivery of RSE?
A new study commissioned by Family Planning Queensland (FPQ) and written by Dr Deana Leahy and Dr Louise McCuaig attempts to address these questions. FPQ commissioned this study to improve the provision of RSE in Queensland schools to help keep children healthy and safe.
The study was comprised of a literature review and interviews with teachers in two regional centres of Queensland. Findings from this study show that:
• despite a range of challenges, Queensland teachers continue to deliver RSE to the young people of Queensland;
• RSE programs demonstrate considerable variance across schools in relation to the level of accountability and status that is commensurate with program sustainability;
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• Physical loss or accidental damage to your equipment - 24 hours a day, including when in transit
• Loss of equipment caused by theft
• Repair or replacement of your equipment following loss or damage
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• teachers continue to express concern regarding the allocation of time to RSE programs and teacher professional development;
• teachers are seeking advocacy position statements that clearly articulate recent and relevant statistical data concerning health risks and diseases and evidence based statements confirming the effectiveness of RSE in schools.
The study highlights that teacher confidence and competence are key factors in the implementation of
health education programs.
In the absence of this, schools have tended to rely on health promotion professionals, external agencies and/ or one-off issue related presentations, which do not reflect best practice health education programs.
The study contains specific recommendations for effective workforce development initiatives which would support teachers in this vitally important health area. These include:
• Increasing access through online statistics and research supporting both the need for and positive impact of school RSE
• Development of units of work that reflect the Australian HPE Curriculum and its state derivative, and incorporate comprehensive and authentic assessment tasks.
FPQ is committed to working
with P&Cs Qld, the Department of Education, Training and Employment, young people and the community sector to work together to resource teachers with the confidence to deliver RSE. In this vein, FPQ is very pleased to make available RSE Teaching Units -- mapped to QCAR Essential Learnings, ACARA HPE Shape Paper and the Australian Curriculum General Capabilities -- for years 5-6, 7, 8 and 9-10. Resources like these can help instill teachers with confidence to carry out effective RSE in your child’s school.
The study’s findings are published in the scoping paper, Supporting teachers to teach relationships & sexuality education (RSE): Family Planning Queensland workforce development project, available in full and executive summary on FPQ’s
online Teacher Resource Centre, www.fpqteachers.com.au/research/ views/
The Teacher Resource Centre is a website packed with information to help teachers prepare for and implement RSE programs in their school.
FPQ also provides factsheets, face to face family education sessions, online learning sessions and other support to parents and carers to help you have conversations with your children about personal safety, puberty, sex, love and relationships.
Contact FPQ on 3250 0240 for more details about programs in your local area or visit the website (www.fpq. com.au) to read factsheets, brochures and other resources.
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Safe travel of school students on buses
The actions of students misbehaving on buses can affect the ability of drivers to concentrate and compromises the safety of the journey.
This is of concern to Government and bus operators as the safety and comfort of all students when travelling is important.
The Code of Conduct for School Students Travelling on Buses (the code) is a set of behavioural guidelines developed to assist bus operators manage the issue of student behaviour. All school students travelling on buses must follow the code of conduct. By following the code, students will be
helping to ensure a pleasant and safe ride for all passengers.
It is important that parents/ carers ensure their school-aged children are aware of their rights and responsibilities as outlined in the code. In addition to expected behaviour of school students, the
code also outlines unacceptable behaviour, which is divided into four categories ranging from minor misdemeanours to extremely serious behaviour.
Students will be held accountable for their actions should they display behaviour that is in breach of the code and parents will be notified. Dependent on the category of behaviour displayed, action taken against the student could range from a caution to refusal of travel.
Expected behaviour is summarised on the next page.
Behaviour
Respect other people and their property.
Wait for the bus in an orderly manner.
While on the bus, conduct yourself in an orderly manner.
Actions
• Treat other people and their possessions with respect
• Follow bus drivers’ directions without argument
• Do not interfere with bus property, equipment, shelters and signs by marking or damaging them in any way
• Wait well back from the bus until it stops and allow other passengers to leave the bus before boarding
• Stand quietly without calling out or shouting
• Do not push other people in the line
• Always follow instructions from the driver about safety on the bus
• Show your bus pass, ticket or ID upon request
• Sit properly on a seat if one is available (or in an allocated seat if directed by the driver)
• Remain in the area designated by the driver (if standing)
• Store school bags under the seat or in appropriate luggage areas
• Speak quietly and not create unnecessary noise
• Wear a seat belt where fitted
Students must not:
• bully or harass other students or the driver
• place feet on the seats
• fight, spit or use offensive language
• throw any article around, or from, the bus
• consume food or drink, or play music without permission from the driver
• smoke (prohibited on all buses)
• travel under the influence of illegal drugs, alcohol or volatile substances
• allow any portion of their body to protrude out of the bus windows
• stand forward of the front seat
• use a mobile phone to send threatening messages, or photograph others without consent
• distract drivers by using mobile phones or hand-held computer games.
Use designated stops.
When getting off the bus, do so in an orderly manner.
In case of an emergency or a breakdown, follow the driver’s directions.
• Disembark at a designated stop.
• Wait until the bus stops before standing to get off
• Exit from the bus in a quiet and orderly fashion
• Never cross the road in front of the bus — students should wait until the bus has moved away before crossing the road (when it is safe to do so)
• Use crossings or traffic lights if available.
• Follow instructions of drivers at all times
• Wait until the bus stops before standing to get off
• Leave the bus in a quiet and orderly fashion
• Wait in the area indicated by the driver.
Your school can get involved with Daffodil Day on 23 August, and help grow hope for better treatments, hope for more survivors, and hope for a cancer-free future. Organise a Dress Yellow Day and sell Daffodil Day merchandise to raise even more. Get your class involved, your year or better yet your entire school. All Daffodil Day Merchandise is available at a discount to schools. Order your school merchandise or register your school to dress yellow: http://daffodilday.com.au/school/QLD
Fundraising
Successful fundraising made simple: It starts with … a strategy
In this edition of Parent Talk, we introduce a new regular feature from local fundraising expert, Mandy Weidmann.
As a parent volunteer at my children’s schools I’m well aware of how little time most volunteers have to run a fundraiser so the very mention of the word ‘strategy’ is likely to be met with disdain.
But believe me: investing time in developing a fundraising strategy – and tidying up your efforts with a handover report – are not only timesavers in the long run but they’ll help focus your fundraising and reap profits too.
I could write a book about it, I feel that strongly about these elements. In fact, I have! The Practical Fundraising Handbook for school and club volunteer is now available and includes my Grassroots Fundraising Strategy MapTM
But to synthesize it right down, as though ‘selling’ you the idea of a strategy while in an elevator, I can tell you:
Fundraising always works better if you communicate the goals and purpose behind your fundraising
activities. To do that, you really need a clear vision of what’s needed.
It’s also important to map out your resources (including volunteers).
Preparing a fundraising strategy captures these elements. It provides focus. It forces planning which also buys potential volunteers time to put aside and lend a hand (the most common reason for always relying on ‘the old faithful’ is because too little notice was given and a) potential volunteers are scared off or b) they are genuinely pre-committed.
With clearer vision, you can enunciate your needs precisely: so important in a world of competing demands. For example, with a strategy in place you can say (in an absolute informed way):
This year our focus is on upgrading the playgrounds to
Mandy Weidmann publishes the Fundraising Directory and is the author of The Practical Fundraising Handbook: for school and club volunteers. You can sign up to her free newsletters and tips at fundraisingdirectory.com.au
make them safer and fun for our students. We hope to raise $10,000 from our spellathon for the first stage of this project which involves replacing old equipment on our Prep-3 playground. To do this, every student needs to raise $20 sponsorship. We need everyone. Together we can do this!
A statement like these leaves no doubt about what activity is happening, why it is happening, when it is happening, who will benefit, who needs to be involved and what will be expected of participants.
In the next edition, I’ll explain the other ‘essential’ tool – the handover –and how it can save you time, energy and money.
Meantime, happy fundraising! Mandy Weidmann
We have launched our very own iPhone and Android-based mobile app. It is now ready to download by searching for ‘P&Cs Qld’ in the App or Android Store. The mobile app provides on-the-go access to lots of useful information from the P&Cs Qld website. You can view upcoming events, Parent Talk magazine, latest news and hot topics, information to help you in your P&C operations and much more. As always, we welcome your feedback by email to feedback@pandcsqld.com.au
PixiFoto MSP Photography
Great move in school photography
In a positive move for school photography, we are pleased to announce MSP Photography will be integrating PixiFoto School Photography into its operations from July 2013.
MSP Photography is the industry leader in school photography, and has provided high quality, long-life photography products to Australian schools for 22 years.
We enjoy a reputation for excellent customer service and hassle-free photo days and look forward to working with all our existing and new schools to bring your school photography and promotional needs to life into the future.
School promotion made simple
As industry leaders, MSP Photography is known for providing a hassle-free photo day and quality, long-life products. But did you know we also offer a wide range of promotional products designed especially for schools?
