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Resignation of Robert Muscat, Principal, Corpus Christi Catholic High School, Oak Flats
The Principal at Corpus Christi Catholic High School, Oak Flats, Robert Muscat, has been appointed to the position of Principal at St John Paul II Catholic College, Schofields & Nirimba with the Catholic Schools Parramatta Diocese. Robert has accepted the role and will commence in Term 1, 2025.
As a result of his new appointment, Robert has resigned from his position of Principal at Corpus Christi Catholic High School, Oak Flats, and will conclude in his position prior to the commencement of Term 1, 2025.
Read the full announcement here.
Principal - St John the Evangelist Catholic High School, Nowra
The Principal at St John the Evangelist Catholic High School, Nowra, Wayne Marshall, has been seconded to the position of Acting Principal at Corpus Christi Catholic High School, Oak Flats. Wayne has accepted the role and will commence in Term 1, 2025.
I am pleased to announce that James Eirth has been appointed to the position of Acting Principal for the 2025 school year. James is an experienced leader of Catholic schools and is currently the Assistant Principal of St John the Evangelist Catholic High School, Nowra. James has previously held the leadership positions of Acting Principal and Pastoral Care Coordinator at St John the Evangelist Nowra, and Education Officer - Behaviour with the Catholic Education Office.
Read the full announcement here.
Resignation of Philip Barrington, Principal, St Thomas More Catholic Parish Primary School, Ruse
The Principal at St Thomas More Catholic Parish Primary School, Ruse, Philip Barrington, has been appointed to the position of Principal at St Catherine of Siena Catholic Primary School, Prestons with Sydney Catholic Schools. Philip has accepted the role and will commence in Term 1, 2025.
As a result of his new appointment, Philip has resigned from his position of Principal at St Thomas More Catholic Parish Primary School, Ruse, and will conclude in his position prior to the commencement of Term 1, 2025.
Read the full announcement here.
Sincerely
Peter Hill
Director of Schools
Diocese of Wollongong
This week, the following leadership vacancies are available:
Acting Assistant Principal (Primary)
Holy Cross Catholic Parish Primary School, Helensburgh
Acting Principal (Primary) – Expressions of Interest
St Thomas More Catholic Primary School, Ruse
Acting Assistant Principal (Secondary)
St John the Evangelist Catholic High School, Nowra
Acting Assistant Principal (Secondary)
St Benedict’s Catholic College, Oran Park
New CEDoW article to engage parents in celebrating Advent with their children
For: Principals
Due: Now
Contact: Strategy and Communications (communications@dow.catholic.edu.au)
First notice
CLEM and Strategy and Communications have partnered to prepare an article with some ideas for how school parents can celebrate Advent with their families.
Action: If you would like to share this with your parents and/or students, we encourage you to do so by posting to your school social media or including in your newsletter.
Proposed text:
Advent is a time of great joy and expectation. Throughout December, students at [school name] are learning what Christmas truly means and how we can prepare our hearts for the birth of Jesus. If you’re looking for ways to engage with your son or daughter during this special time, we’ve put together a few ideas.
Link to the article:
https://www.dow.catholic.edu.
Save the Date – 2025 Australian Catholic Youth Festival (ACYF)
For: Secondary RECs and Leaders of Mission
Due: Now
Contact: Jo Kenny (kennyj02@dow.catholic.edu.au) or Matt Turner (turnerm12@dow.catholic.edu.au)
First notice
Secondary schools are reminded that the 2025 ACYF will be held in Melbourne from Sunday 30 November to Tuesday 2 December 2025 (inclusive).
Action: Whilst each school has been asked to set aside $10,000 in budgets to help support their school’s participation, detailed system preparation cannot commence until further information is released about the event.
Please see below links to the most recent information shared with CEDoW regarding the event which includes some guidelines regarding the age of eligible participants.
Letter from Teresa Rhynehart, ACYF 2025 Festival Director
Update from Catholic Schools NSW
Finance – End of Year: Payment Run Cut-Off Dates
For: Principals and SSSOs
Due: By Monday 16 December 2024
Contact: invoices@dow.catholic.edu.au
First notice
Action: All invoices to be included for the final payment run on Monday 23 December 2024 need to be sent to invoices@dow.catholic.edu.au by Monday 16 December 2024 with an approved goods receipt available for processing.
The final payment run for the year will pick up invoices due up until Friday 10 January 2025, after which the payment run will return to normal processing. The first supplier payment run in 2025 will occur on 10 January 2025.
Finance Checklist:
- Goods Receipting is up to date to enable payments prior to the final payment run
- ‘Finalise’ all Purchase Orders that are no longer required and haven’t been ‘Completed’.
- Blanket and Standard Purchase Orders required for 2025 have been approved as detailed here.
- Corporate Cards – Reconcile and submit all transactions in ExpenseMe up to 3 December 2024.
Supporting Your Recovery – Benefits of Working While You Recover
For: Principals
Due: Now
Contact: Workplace Safety and Wellbeing Team (whs@dow.catholic.edu.au)
First notice
Workplace injuries can be challenging, but returning to work while recovering can significantly benefit physical and mental health. Employers are encouraged to support injured workers with early return-to-work programs that help them stay connected.
Why Returning to Work Can Help With Recovery?
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Faster Recovery - Returning to work in a modified or lighter capacity can help staff recover more quickly. Studies show that people who stay active, within their physical capabilities, experience less muscle stiffness, faster rehabilitation, and a smoother recovery process compared to those who take long breaks from activity.
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Support from the Workplace - Recovering at work in a modified way allows staff to continue contributing to the work of CEDoW and helps them stay connected with colleagues and their School/Office.
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Mental Health Benefits - Staying engaged with work during recovery helps prevent feelings of isolation, anxiety, and depression that can sometimes accompany time off work. Maintaining a routine and social interaction can improve mood, boost an individual's sense of purpose and reduce stress.
As a reminder, all injuries must be reported within 48 hours. Reporting injuries within this timeframe is crucial for several reasons:
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Compliance - Employers must comply with the 48-hour injury notification requirement to ensure legal and insurance compliance, protect workers' rights, mitigate risks, and avoid costly penalties or disputes. Timely reporting not only fulfills legal obligations but also supports a safer and more efficient workplace for all.
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Timely Support - Notifying injuries as soon as possible, allows access to early intervention services, such as medical treatment and rehabilitation. This helps staff to recover sooner and return to work faster.
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Workplace Safety - Reporting injuries promptly helps employers assess the workplace environment and implement changes if needed, preventing similar injuries from occurring in the future.
Action: Please print and display the ‘Benefits of Working While You Recover’ poster next to the new ‘If You Get Injured at Work Poster’.
If you have any questions or need more information on reporting injuries or the return-to-work process, please contact the Workplace Safety and Wellbeing Team at whs@dow.catholic.edu.au
Please visit the Workplace Safety and Wellbeing Hub on Gateway for CEDoW’s full range of Workplace, Safety, and Wellbeing resources.
Changes to School Fee Management in primary schools
From the commencement of Term 1 2025, responsibility for the follow-up of outstanding school fees and approval of fee concessions will be the responsibility of the School Fees Liaison Office. Primary school staff will no longer be required to follow up outstanding school fee accounts.
The relationship between primary schools and their appointed School Fees Liaison Officer will continue with the school staff providing information to families and referral to this officer. There will be some reallocation of School Fees Liaison Officers amongst schools. Principals of primary schools will still approve fee concessions in critical pastoral circumstances.
An updated fee concession criteria document will be provided to school staff in the new year. The new criterion for approving fee concessions has been amended to provide families with a negotiated payment that they can afford for that school year with all other fees being written off under the fee concession. Fee concessions will still need to be submitted each year with the exception of Centrelink dependant families who will receive approval for two years with evidence of this dependence.
Further detailed information will be provided to Principals on all these matters in the new year.
Any questions can be directed to Sharon Henry at henrys01@dow.catholic.edu.au.
Review of Instructional Coaching
The Improvement, Learning and Wellbeing service area of Catholic Education Diocese of Wollongong, has announced an evaluation of its current model of instructional coaching within its primary, secondary and K-12 schools.
The Diocese recognises the dedicated efforts of Instructional Coaches and remains committed to the methodology of contextualised peer-coaching in pedagogy. We will continue to support Instructional Coaches in all schools. It is envisaged that feedback resulting from our evaluation will provide further strength and purpose to the role of the Instructional Coach.
The review of the instructional coaching model will commence in the final weeks of Term 4, 2024 and conclude at the end of Term 1, 2025 to capture the feedback of past and present instructional coaches, including those newly appointed in 2025.
All stakeholders will have an opportunity to contribute to the evaluation process through a range of processes including surveys and focused consultative groups.
Pilot of Leader of Instructional Practice
At the same time as the evaluation is taking place, CEDoW will conduct a pilot of a possible model of instructional coaching at one secondary school in order to provide additional input into the future shaping of the position.
St John the Evangelist High School, Nowra has been selected to conduct a pilot workforce strategy designed to improve literacy and learning outcomes for students by building teacher and leader capacity through modelling and coaching methodologies.
The 2025 pilot of ‘Leader of Instructional Practice’ will be appointed from within the current staff of St John’s and will attract up to 0.2 teaching allocation and remuneration at the Middle Leader 3 level, supported by both the school and CEDoW.
We look forward to reviewing the feedback from our evaluation of instructional coaching and the pilot of 'Leader of Instructional Practice' to assist us in moving forward with the most effective strategy for improving learning in 2026.
Russell Newman
Head of Learning K-12
Improvement, Learning and Wellbeing
Caritas Advent 2024 resources for schools
Attention: Primary and Secondary RECs and Leaders of Mission
Please find below links to useful Caritas Advent resources for schools.
Mass of Thanksgiving for Sister Patricia and Sister Kerry (40 Years)
Bishop Brian Mascord will officiate a Mass of Thanksgiving for Sister Patricia and Sister Kerry on Saturday 14 December 2024, at 10:30 a.m.
Everyone is welcome. Morning tea will be provided.
Please see the invitation for further details.
School Based Apprentice and Traineeships (SBATs)
There has been a recent increase in the number of students undertaking, or looking to undertake a school based apprenticeship or traineeship. These can be a fantastic pathway into further study and employment but there are a number of formal procedures when establishing an SBAT for a student.
Please note: A new process has been implemented by NSW State Training Services in relation to the formal documentation that must be completed (a Training Plan Proposal - TPP).
All VET Coordinators and Transition and Pathways Specialists that manage SBAT’s have been advised of this change, they are also the best person to contact in relation to how this may affect a student's pattern of study and information on the requirements for a student managing their school work combined with employment responsibilities.
For further information contact your VET Coordinator or Transition and Pathways Specialist (TAPs) in the first instance. If you require further assistance you can contact the CEDoW RTO.
CatholicCare end of year update
This is a reminder, as we approach the end of the year, about Catholic Care’s case closure procedures for student counselling files in Term 4. This process ensures a smooth transition over the holiday period and supports students as they enter the new year.
What This Process Will Look Like
Throughout Term 4, school counsellors will begin communicating the case closure process to students, parents, and carers. School counsellors will also provide information on external support services available during the holiday period, if required.
Closure Letters: At the end of Term 4, school counsellors will send a Counselling Closure Letter to parents and carers.
Re-Referral Process: In Term 1 of the new year, students wishing to resume counselling services will need to complete and submit a new referral via the School, Student & Family Intake Form. This allows referrals to be prioritised based on current needs and urgency. Support During the Christmas/New Year Period: The following resources will be used to support students during the holiday break:
- Safety Plans: For students in crisis or experiencing heightened distress, please refer to their individual safety plans.
- External Referrals: Students requiring support beyond the scope of school counselling will receive referrals to appropriate services.
- Emergency Services: Students with urgent needs for counselling are advised to use emergency contact numbers as provided.
If you have any questions or concerns about these end-of-year procedures, please feel free to reach out to the Catholic Care Leadership team:
- Rita Maher – Acting Team Leader, Macarthur/Southern Highlands 0447 501 782
- Cherise Lomas – Acting Team Leader, Illawarra/Shellharbour/Shoalhaven 0491 333 032
- Tina Acevska – SSFP Program Manager 0419 462 621.
Thank you for your cooperation as we work to enhance our counselling services and support the wellbeing of all students.
Excellence in Science Teaching Award Nomination
Do you know a great science teacher who deserves to be celebrated?
Nominate them now for the 2025 Prime Minister’s Prizes for Excellence in Science Teaching.
The Prime Minister’s Prizes for Science celebrate demonstrated excellence in science, technology, engineering or mathematics teaching.
Science teaching prizes are:
Prime Minister’s Prize for Excellence in Science Teaching in primary schools.
Prime Minister’s Prize for Excellence in Science Teaching in secondary schools.
Each Science Teaching Prize is valued at $250,000.
Nominations close at 5 pm AEDT, on 17 December 2024.
K-6 Curriculum Support
The K-6 Curriculum Support site features:
- Important links to external and internal sites
- Professional learning
- Planning and programming support
- Assessment and reporting
- Professional reading
2025 Scope and Sequence resources
As schools continue to embed the K-10 English and Mathematics (2022) syllabuses, and with the release earlier this year of the CEDoW programming guidelines, the CEDoW sample Scope and Sequencing templates have been updated to support a coordinated whole school approach to planning through the design of whole school scope and sequences.
A whole school approach maximises learning by providing students with a highly-sequenced, knowledge-rich curriculum that presents new material incrementally, connects new content to what’s come before, and gives students ample opportunities to practice. (Grattan, 2023)
Whilst the resources are available as a useful tool, their use is not mandatory, and schools are welcome to develop their own templates. Schools can go to the CEDoW programming guidelines or to NESA’s advice on elements of a Primary scope and sequence for further clarification on NESA’s minimum requirements.
These resources can be found here on the K-6 Curriculum Support site and will be available to access through the 2025 Programming Folders.
Supporting schools with the new CHPS syllabus implementation
To support the implementation of the new CHPS (Creative Arts, HSIE, PDHPE, and Science and Technology) syllabuses over the coming years, school and CEO personnel will collaborate to deepen their understanding of each syllabus and develop key resources. These resources will include a continuum of learning, whole-school scope and sequences, units of work and additional materials that schools may choose to use during implementation.
This initiative will involve the use of four working parties operating throughout 2025 and 2026. Expressions of interest for the Science and Technology and PDHPE working parties have now closed, and these groups will commence their work in Term 1, 2025. Schools will begin familiarisation with the Science and Technology and PDHPE syllabuses in Semester 2 2025, with the goal being to implement these two syllabuses in 2026.
In mid-2025, a second round of expressions of interest will be sought for participants in the Creative Arts and HSIE working parties, which will begin their work in 2026. The Creative Arts and HSIE syllabuses will be implemented in schools in 2027, aligned with NESA expectations. By 2028, the work of embedding all four CHPS syllabuses will be supported across the diocese.
The Importance of Language in English and Mathematics
“A rich vocabulary supports learning about the world, encountering new ideas, enjoying the beauty of language.” (2013. Beck, Mckeown and Kucan.)
NSW Syllabus K-10 Mathematics - The importance of language in Mathematics
What does the Syllabus say?
Students develop conceptual understanding and make connections in mathematics through language. Language plays a key role in mathematics teaching and learning. Language allows students to share their knowledge of mathematical content as well as their mathematical thinking.
The ongoing interaction with mathematical vocabulary helps reinforce students' understanding of the words and the mathematical ideas the words express. Students are communicating mathematically when they describe, represent, explain and reason about mathematical situations, concepts, methods and solutions.
Encouraging students to reflect on and discuss the strategies they used and the knowledge and skills they required assists them in learning to work mathematically. Students learn to think more deeply by:
- Reflecting on what they have done
- Organising their thoughts
- Deciding how to express those thoughts.
NESA K-10 Mathematics Syllabus 2022 (Teaching and Learning Support)
The Teaching and Learning Support NESA has provided alongside the curriculum unpacks the importance of vocabulary and language in Mathematics K-10, outlining specific teaching strategies to support the development of language required for learning in Mathematics.
The Teaching Advice within each outcome in Mathematics provides content-specific language that needs to be explicitly taught to build on student knowledge. Students should be provided with lots of opportunities to develop confidence in using some or all of the vocabulary related to different focus areas.
NSW Syllabus K-10 English - The importance of language in English
What does the Syllabus say?
Students’ knowledge and understanding of language will grow and deepen as they engage with increasingly complex texts across a range of modes. Students continue to develop their understanding of how language use at word, sentence, paragraph and whole text level, determined by context, audience and purpose. Students’ knowledge of their first language will support this development.
The development of students’ vocabulary and background knowledge can be supported by their teachers engaging them in rich discussion and analysis of a range of texts, including those widely regarded as quality literature. This can support students’ comprehension and has the potential to expand their ideas and experience of both their own world and the world of others. As students deepen their knowledge of language, they can apply new understanding to purposefully communicate their ideas, with increasing confidence and efficacy. Through knowledge and understanding of language, students can appreciate, reflect on and enjoy texts that are widely regarded as quality literature.
NESA K-10 English Syllabus (2022)
The Literacy Teaching Toolbox explores a range of rich, dialogic practices that support all students to develop oral language competence. There are several vignettes modelling evidence-informed teaching practices and quality resources.
Access the Literacy Teaching Toolbox here and refer to the Teaching Advice and Additional Teaching Advice: Oral Language NESA has provided alongside the curriculum.
Online Self-Paced Professional Learning
Evidence-based. Expert-informed. Cost-free.
The Australian Government has funded three free micro-credentials to upskill some of the most important members of our society: our teachers.
Schools are encouraged to investigate the following three specialised micro-credentials carefully tailored to meet the needs of school educators based on the latest research evidence. With these self-paced, practical courses, schools/teachers can upskill at their own pace, meet their professional development requirements and transform their teaching—all on a flexible, digital platform.
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New curriculum support materials 7–10
NESA continues to update the digital curriculum with new curriculum support materials. The following resources are now available for History and Geography 7-10 syllabuses:
- Geography 7-10 Parent guide
- Geography 7-10 sample scope and sequences
- History 7-10 Parent guide
- History 7-10 sample scope and sequences
All resources located on the digital curriculum site are available here.
Professional Learning: Free Explicit Teaching Skills Course for Teachers
Teachers are able to upskill for free with a new microcredential course focused on explicit teaching, released this week by the University of Adelaide. The Explicit Teaching Microcredential will give teachers strategies to plan, implement and assess explicit teaching methods and adapt them to help students with different needs.
The evidence shows explicit instruction is a very efficient strategy for helping students learn by breaking down new information into smaller learning outcomes and modelling each step. The free courses will provide vital professional development opportunities for teachers, school leaders and other school staff. The qualifications will offer teachers a potential credit pathway towards post-graduate study with the School of Education at the University of Adelaide.
The self-paced online course can be completed in the teacher’s own time, at their own pace, to fit in around their other commitments. For more information visit the University of Adelaide website.
DoE User Account Email
Many teachers have recently received an email regarding the expiration of portal accounts for Department of Education systems. All teachers have access to PLAN2 (ALAN) and SCOUT through NETiD and therefore no action is required unless teachers require access for the Premier’s Reading Challenge.
Please note the following advice from the DoE regarding non-government school access to the Premier’s Reading Challenge.
- SMU continues to be how non-gov staff are granted DoE accounts to access DoE applications.
- AMU, which allowed principals to grant staff access to DoE applications, has been decommissioned. This application has been replaced with Manage Staff Access (MSA) which essentially does the same thing as AMU.
- The best article for setting up PRC is: Getting started: Non-government schools
- Article that specifically addresses setting up DoE accounts and PRC access is Principal (or delegate) tasks for non-government schools (which is alos hyperlinked in the getting started guide).
Principals are responsible for creating and managing DoE accounts for PRC access for staff at their school through SMU and MSA. Principals whose accounts have expired, or who do not have a DoE account, should contact the PRC team to have an account set up for them. CSNSW do not set up accounts for coordinators.
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