Version History

Reviewed 13 February 2020

• Revised Expectations relating to resources and equipment reflecting changes to NESA registration manual (1.8 and 2.10)
• New Expectations relating to digital programming and storage of programs (1.14 and 1.16)

Amended 15 February 2021

• Updated School Developed Board Endorsed Course of Studies in Catholic Thought (2.2)

have courses of study that are appropriate for the children concerned  having regard to their level of achievement and needs

calendar year/terms

the time allocation for each key learning area (KLA)  according to the NESA and CEDoW Time Allocation for Key Learning Areas

teachers for each key learning area

have scope and sequences in relation to the outcomes of the NESA syllabus  for each KLA and the outcomes of the Diocesan Religious Education Curriculum for each Year

have resources and equipment available for providing the required key learning areas (KLAs)

ensure there are learning and teaching programs for each unit of work that corresponds to those identified in the scope and sequences for each year/class for each key learning area

develop and implement a school-based procedure for the supervision, review, retention and maintenance of documentation until the end of that calendar year relating to:

annotated work samples that relate to the learning and teaching programs

identification of the course, year/class/stage, calendar year and teacher name(s) 

outcomes recorded in full

stage/foundation statements

class procedures that outline the school and/or classroom rules, systems, rewards and consequences

have scope and sequences for the calendar year that include, for each unit of work:

syllabus outcomes (or code)

specific key learning area (KLA) requirements (texts, research projects, site studies)

additional information based on common practice in particular key learning areas

unit description/learning intention

syllabus outcomes with relevant content

learning, teaching and assessment experiences that:

key learning area specific requirements

reflective evaluation that includes the:

upload all completed learning and teaching programs for each unit of work to the school's digital programming folder

fulfil the requirements of the CEDoW Literacy and Numeracy Policy  in relation to the programming of English and Mathematics

maintain the integrity of all relevant syllabuses when programming in an integrated approach including the time allocation for each key learning area

adhere to school-based procedures for the supervision, review, retention and maintenance of documentation and work samples

ensure there is a school educational program that is taught in accordance with the outcomes of the NESA syllabuses for Years 7-10 and Stage 6 

have courses of study that are appropriate for the students concerned  having regard to their level of achievement and needs

have timetables for each year/class that identify:

calendar year/terms

the time allocation for each course according to the requirements documented in the Assessment Certification Examinations (ACE)  website  

the total number of hours allocated to each course

teachers for each course

have an assessment plan for Years 7-11, indicating how students’ performance in each course is assessed, monitored and recorded 

have assessment policies and procedures that comply with the requirements documented in Assessment Certification Examinations (ACE) website, syllabuses and Official Notices for Year 10, Preliminary Year and Higher School Certificate Year 

have an overview of the process for reporting student achievement

develop and implement a school-based procedure for the retention and maintenance of documentation for each calendar year of the current registration period relating to: 

scope and sequences  

resources and equipment

assessment plans and policies

overview for reporting process

have resources and equipment available for providing the required courses

ensure there are learning and teaching programs developed for each unit of work that corresponds to those identified in the scope and sequences for each year/class for each course

develop and implement a school-based procedure for the supervision, review, retention and maintenance of documentation until the end of that calendar year relating to:

learning and teaching programs for each unit of work

annotated work samples that relate to the learning and teaching programs

develop and implement a school-based procedure for the retention and maintenance of work samples that meet Record of School Achievement (RoSA) requirements for Stage 5 and Stage 6 Preliminary Year including:

at least three (3) assessment work samples for each course

work samples that represent the upper, middle and lower range of achievement towards the end of the course

the retention of work samples and the related assessment activity(ies) for at least one year from the date grades are submitted via NESA Schools Online in a format that can be uploaded electronically

the submission of work samples to NESA on request as part of their Grade monitoring processes

ensure learning and teaching programs for units of work include:

learning, teaching and assessment experiences that:

develop and implement a school-based procedure(s) for maintaining records to demonstrate student achievement (including Qualitative Assessment Results and Quantitative Assessment Results) for each calendar year of the current registration period including:

adhere to the school-based procedures for student achievement, the standard of teaching, and student engagement