Recently updated PAL topics

This policy has been updated to:

• reflect that naming rights for school buildings and spaces can no longer be given to sponsors
• add 2 additional priorities for sponsorship
• clarify that sponsor names, logos and taglines cannot appear on school uniforms
• that members of parliament cannot sponsor schools.

The sponsorship process for schools has also been clarified with expanded guidance and additional resources

Chapter 7 of this topic has been updated to reflect the expansion of the Early Intervention program to all small school staff, alongside all staff in specialist school settings and principal class staff across all schools, and to support these staff to proactively identify and address emerging and existing health and wellbeing issues to prevent escalation. Information on the Peer Group Support program being rolled out in term 3 2025 has also been added. The program offers principal class staff a safe and supportive small group environment, amongst colleagues, for guided reflection on professional practice and personal wellbeing.

Chapter 1 of this topic has also been updated to reflect full eduSafe Plus access for all schools, including Workers’ Compensation and OHS Management functionalities.

This topic has been updated to:

• remove the Copyright program while this undergoes Copyright Tribunal proceedings
• update details on how schools are chosen for various audit engagements
• reflect the refreshed approach to the OHS assurance program and the supportive elements now available.

This topic has been updated to reflect relevant Victorian Government Schools Agreement 2022 provisions pertaining to:

• the salary ranges to be offered to a paraprofessional working as a classroom teacher, leading teacher or learning specialist,
• the commencement salary of an education support class employee
• the salary structure and increase on promotion from/to prescribed classes.

This topic has been updated to include implementation timelines for Victorian Curriculum F–10 Version 2.0 for the following curriculum areas:

• English Foundation Levels A–D
• Phase 3
• English as an Additional Language the Victorian Curriculum F–10 Version 2.0

This topic has been updated to include:

• implementation timelines for Victorian Curriculum F–10 Version 2.0
• timelines for Victorian government schools, including schools offering alternative curriculum programs, to fully embed the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) in their teaching and learning programs and to implement a structured literacy approach to teaching reading, with a minimum of 25 minutes spent daily on systematic synthetic phonics.

The ‘non-standard enrolment application form’ has been replaced by the 2 new forms below, to streamline non-standard enrolment applications and reviews:

• a non-standard enrolment application form
• a non-standard enrolment review form.

This topic has been substantially updated to:

• outline the grouping of VCE VET programs into 14 industry areas, including 6 priority industry areas, which replace the VDSS Core Offering
• provide an improved overview of VET delivered to school students, including its benefits, funding, and arrangements to support coordination, delivery and quality.

This topic has been updated to include:

• guidance for schools on the management of biodiversity impacts
• a new guidance chapter on the use of artificial turf and the preference for schools to use natural grass.

This topic has been:

• updated to include guidance for schools on the management of biodiversity impacts
• renamed from ‘Tree Removal and Replacement’ to ‘Tree and Vegetation Management’.

Form X: Route modification has been updated to:

• more clearly demonstrate who is required to complete each section of the form
• formally document specific requirements for travel aids (for example, wheelchair, harness).

This topic has been updated to make clear that schools must seek reimbursement for teacher time release for VCE VM and VPC teachers to participate in professional learning and to support certificate delivery through the Schools Targeted Funding Portal by 20 June 2025.

In addition, a new resource called, ‘Step-by-step guide to secondary data’, is now available on the Resources tab. This resource is a detailed step-by-step guide to help you review progress with secondary pathways reforms and student outcomes.

This topic has been updated to:

• clarify advice for schools around sign-in procedures for early pick-ups/late drop offs
• clarify advice in the policy about photography of parent/authorised person
• ensure that the practice of photographing parents/authorised people is not excessive.

This topic has been updated to reflect the following changes:

• Eligibility criterion 1 – Nearest Appropriate School for government school students has changed to the Designated Neighbourhood School according to ‘Find My School’ (previously the nearest school by road).
• The number of eligible government school students required for a route alteration or extension has been reduced from three to two. The students must reside at least 1.6km from a bus route to their nearest school.

The topic has also been updated to provide new or expanded advice on: general public travellers, reimbursement of bus fares, student behaviour, the use of ES staff for supervision and pupil-free days.

This topic has been updated to include:

• the new NCCD data collection item ‘diagnosed or imputed disability’
• up-to-date contact details
• up-to-date hyperlinks to the CASES21 Administration User Guide.

Student Resource Package – Equity Funding (Student Based Funding)

Student Resource Package – Targeted Initiatives

Student Resource Package – School Infrastructure

Student Resource Package – Managing the Budget

This topic has been updated to include:

• the enrolment information packs for schools to support the 2025–26 Year 6 to 7 placement and Foundation (Prep) enrolment timelines
• minor changes to the Placement policy and Determining permanent residence guidance chapters to improve clarity, and minor changes to sample wording for school websites in the Designated neighbourhood schools – school zones guidance chapter.

This topic has been updated with a note that it is being reviewed following the commencement of the Commonwealth Online Safety Amendment (Social Media Minimum Age) Act 2024 on 11 December 2024. Additional updates include:

• a requirement that school staff must not use websites and online tools that are blocked on the department’s network for work purposes (for example, when working outside of the department’s network)
• links to further information about communication restrictions between corporate staff and students (Information Barriers).

The 'Fraud, corruption and other losses control policy' has been reviewed and updated in line with our regular monitoring program to ensure the policy meets better practice. Key changes include:

• a requirement to regularly monitor incidents and improve controls for significant fraud incidents or emerging fraud and corruption risks to prevent re-occurrence
• updates to reflect the newly-created Conduct and Integrity Division (PES) and its revised operating model
• reference to the Integrity Framework (launched in 2023) as a key element of the department’s model for minimising the risk of fraud and corruption
• discontinuation of the Fraud, Corruption and Other Losses Operational Guide (the content of this document is covered in the department’s live Integrity Framework)
• reference to Early Learning Victoria centres and employees.

The Finance Manual has been updated to improve clarity and reflect updated requirements for schools. Key changes include:

• additional requirements for school council reporting prior to the commencement and the start of the school year, outlined in Section 2 (Governance)
• a new requirement to present a report of all users of CASES21 to school council, outlined in Section 4 (Internal Controls)
• a requirement for bank accounts to align with new ATO requirements, outlined in Section 8 (Bank Accounts)
• changes to the use of cheques and cash, outlined in Section 8 (Bank Accounts) and Section 10 (Receivables Management and Cash Handling)
• VSBA increase in cover for construction insurance via VMIA, and updates to align with the Insurance for Schools policy, outlined in Section 21 (Insurance Arrangements).

In addition to the above, a number of CASES21 resources have been moved to the CASES21 portal.

This topic has been updated to provide further information regarding the Statewide OHS Services support to schools, and to add a reference to the new Psychological Safety and Risk Management policy.

Updates have also been made to reflect the Employee Wellbeing Support Services being accessible via the app and online booking portal and a new version of the Services poster has been added to correct an error to the Eldercare phone number.

References to the no longer available Return to Work Coordinator Portal and the COVIDSafe Assurance program for schools have also been removed – schools can still contact the OHS Services Team and Workers’ Compensation Team for support.

• The External providers chapter has been updated to clarify engagement with external providers, agreements and use of staff from external providers in supervision ratios. It provides advice on ways that schools can collaborate to meet excursion requirements for excursions organised by one school for students from multiple schools with an external provider. It defines a non-affiliated school activity.
• The Overseas travel chapter has been updated to clarify that overseas travel insurance must be obtained through the Victorian Managed Insurance Authority (VMIA).

The resources tab of this topic has been updated to include:

• a First Nations stakeholder pack to support schools communicating about the VCE Vocational Major with their Aboriginal students and communities
• an updated summary of VCE Vocational Major and Victorian Pathways Certificate supports available to schools from Term 4, 2024, including face-to-face workshops and hybrid learning events delivered by the Victorian Curriculum and Assessment Authority to support planning and delivery in 2025.

The former Mental Health and Wellbeing – Employees policy has been renamed the Psychological Safety and Risk Management policy and includes updated guidance and resources to better support schools through the management of psychosocial hazards. This updated policy now reflects the 4 hazards all schools must work to manage, more practical hazard and control examples, and includes updated information on supports available to schools. The procedure chapters provide new guidance on the use of supportive resources including:

• an updated Psychological safety guide for schools (formerly mental health and wellbeing guide), which includes additional information on managing trauma
• a new Psychological safety foundations checklist, to support school leaders to review practices to understand and improve psychological safety in the school
• a new Psychosocial risk assessment template, to support in further assessing identified psychosocial hazards more formally.

Chapter 6 of this topic has been updated to reflect the new dates for the Employee Wellbeing Support Services drop-in information sessions in term 4, including Manager Assist, Nutrition and Lifestyle, and Money Assist Services, and Specialist helplines.

Additionally, Chapter 7 of this topic has been updated to include information on the expanded offering of the Early Intervention program to all specialist school staff.

This topic has been updated to:

• include requirements to refuse offers that diminish public trust or are inconsistent with community expectations
• provide greater clarity and limits on the provision of gifts (retirements and other milestones) and hospitality in schools (including catered business meetings)
• include advice on accepting learning and development offers from suppliers (such as a webinar from a school supplier) and what constitutes SPAM.

This policy provides guidance to principals and managers on respecting employees' right to disconnect from work-related communications outside of their working hours in accordance with the provisions of the Fair Work Act 2009.

This policy applies to employees in the Victorian Government Teaching Service (principal class, teacher class and education support class).

Resources have been added to the resources tab of the Employment and Sponsorship of Overseas workers policy.

The resources are intended to support schools with international teacher recruitment and include:

• New International Teacher Recruitment Advice and Supports document;
• New Welcome Pack resources, including:
  • Welcome to the Department of Education
  • Our School Our Community
  • Schools Welcome Letter template
  • Inclusion of a link to the Migration Support Service Information Sheet

This topic has been updated with the following minor changes:

• Medicare number has been removed from student health and wellbeing information recorded in CASES21
• the inclusion of Recruitment online in the eduPay system
• the Student Activity Locator link has been updated.

The cultural and ceremonial leave policy for the teaching service has been updated.

Updates to the policy include:

• using the word ‘will’ rather than ‘may’ to clarify the entitlement to ceremonial leave where ceremonial obligations exist;
• providing a broad framework/outline of what might be considered as ceremonial obligations that principals can use to better understand where ceremonial obligations may arise;
• confirming an employee does not need to seek prior approval for the taking of ceremonial leave;
• providing an entitlement to cultural and ceremonial leave, where an entitlement arises while on annual or long service leave;
• providing a direct contact to workplace relations for principals seeking advice about the granting of cultural and ceremonial leave; and
• including information about grievance pathways where an employee is dissatisfied with the decision of the principal.

Two guidance chapters for this topic have had minor updates:

• ‘Student understanding of OHS requirements’ has updated links to OHS programs, including to ‘A Job Well Done’ for students with disability and additional needs
• ‘What is school community work?’ has updated wording to improve clarity.

• The Swimming and Water-Based Activities Guidelines contained in this topic have been updated to make supervisory minimum ratios for all recreational swimming activities clearer.
• The Camps/Excursions Swimming checklist has been updated to make insurance advice more explicit.
• The Summary of Excursion documentation has been updated with embedded links to documents.
• The Staffing Roles and Responsibilities guidance chapter and Principal Approval Form have also been updated to remove outdated references to school council.

This topic, previously titled Personal Liability of School Employees, has been updated to clarify:

• that the policy applies to volunteers as well as school employees
• the types of legal proceedings for which the department would ordinarily indemnify school employees and volunteers
• the circumstances in which the department would not indemnify school employees and volunteers in legal proceedings.

Occupational Health, Safety and Wellbeing Management in Schools

Managing and Reporting School Incidents (Including Emergencies)

The Occupational Health, Safety and Wellbeing Management in Schools policy has been updated to broaden the definition of ‘notifiable incidents’ in Defined health and safety terms which applies across all OHS policies, to reflect legislated changes to the term ‘notifiable incidents’ which come into effect from 1 July 2024. The change means that WorkSafe must be proactively notified for additional types of plant and equipment that are involved in an incident that immediately or imminently exposes a person a serious risk to their health or safety. Additionally, the Resource tab has been updated to add a WorkSafe article which explains the changes to the ‘News and Updates’ section.

The 'Notifiable incident to WorkSafe flowchart' resource has been updated in the Managing and Reporting School Incidents (Including Emergencies) policy and the Occupational Health, Safety and Wellbeing Management in Schools policy. The flowchart has been updated to reflect these legislated changes and include further examples of plant, equipment and people moving machinery which are implicated in the notifiable incident process.

The following Student Travel Assistance Portal resources have had minor updates to improve clarity in the steps for working in the portal:

• Quick reference guide school bus operator
• Quick reference guide school bus coordinator
• Quick reference guide school bus applicants and travellers

This topic has been updated for clarity and to reflect recent changes to the planned maintenance program, including:

• changes to the criteria for school-led projects and VSBA-led projects
• changes to the VSBA-led project process
• the use of AIMS for school-led projects.

The Finance Manual has been updated to reflect:

• changes to the finance policy for school-led capital work limits
• inclusion of new Creditor report to be tabled at School Council
• requirement for area director and senior education improvement leader to be signatories on school bank accounts when a school is destaffed.

This topic has been updated to include guidance chapters on:

• the process for entering school NCCD data into CASES21
• student eligibility for inclusion in the NCCD (including students with mental health conditions and trauma)
• the relationship between the NCCD and Disability Inclusion.

The former OHS Risk Management and OHS Planning policies have now been merged to become the OHS Risk Planning and Management policy, with updated guidance and resources (i.e. OHS risk register) to better support schools through the OHS risk management process. The procedure provides updated guidance on the use of all risk management tools including ideas for schools to consider when identifying hazards. Additionally, changes to the OHS Risk Register template include:

• more user-friendly, intuitive wording to ensure complete relevance to schools only
• specification of the 11 mandatory hazards that are required to be managed by schools, with pre-populated risk ratings and suggested controls
• alignment with the new eduSafe Plus digital system, for schools that have been onboarded.

The template is also available to schools as a Google Sheets document, and the link to this is now in the Resources tab.

This policy has been updated to:

• reflect the requirement for Aboriginal language names to be used when naming all new schools and campuses or renaming existing schools, campuses and buildings
• outline the small number of exceptions to this requirement.

This topic includes updated versions of the following resources:

• OHS eLearn guide for schools – reflects changes to the mandatory OHS eLearning modules, including the merging of 2 previous eLearns to become one - 'Health, Safety, and Wellbeing for Employees'. A new ‘Help & Support’ section has been introduced for direct assistance with IT or LearnED access issues and quick reference guides have been updated
• OHS Induction Checklist for schools – reflects the recently updated OHS eLearning modules, with eLearn enrolment and completion requirements included.

This topic has been updated to provide clarity about this policy, a new licence agreement for delivery of NDIS funded virtual therapy on school grounds and to reflect changes to the NDIS/education interface, including:

• the continuation of in-kind supports (PCIS and SDTP) until the end of the 2024 school year
• introduction of NDIS Navigators
• NDIS changes to the early childhood approach.

This topic has been updated to:

• make the wording more consistent with the Australian Government Style Manual
• reference the ability to make requests for a reduced time fraction for any advertised role, on a case-by-case basis and subject to the operational requirements of the school
• update the section on suitability for child connected work checks and to replicate that section in the selection process component to:
  • make it clear the checks must be completed in respect of every preferred applicant, both internal and external
  • make it clear the checks are compulsory prior to employment, promotion or transfer action being taken
  • provide further guidance on action to be taken regarding the outcome of the check.

The resources tab of this topic has been updated with new versions of the following resources:

• email templates to support enrolment offers – which contains additional enrolment scenarios such as student transfers and where an Enrolment Management Implementation Plan is in place
• sample wording seeking evidence of address – which supports schools to seek additional information from parents/carers regarding permanent residential address during the enrolment process and includes template wording where enrolment or placement may be withdrawn.
  

An enrolment form data entry guide has been added to the Enrolment resources tab to support schools to accurately enter data from the revised enrolment form into CASES21.

Schools should refer to the data entry guide as required and commence processing enrolments for the 2024 school year from 26 June 2023 onwards, following the release of V68 updates to CASES21.

The Enrolment in specialist schools and other specialist education settings guidance chapter (formerly titled Enrolment in specialist schools) has been updated to:

• clarify the process for determining whether a student is eligible to attend a specialist setting, particularly for specialist settings in Disability Inclusion areas
• elaborate on the non-standard enrolment process for students who do not meet a specialist setting’s enrolment criteria – specialist settings are now required to complete the non-standard enrolment application form (available on the resources tab) to seek regional approval for all non-standard enrolments.

This topic has been updated to include the following resources:

• a planner outlining 2023 Senior Secondary Pathways Reform communications
• a school support matrix which outlines available supports to assist schools to implement the VCE Vocational Major and Victorian Pathways Certificate
• a Many Talents One VCE stakeholder pack, which includes materials for schools to share with their communities
• an updated Vocational and Applied Learning explainer and benefits presentation.

This topic has been updated to include:

• a new resource that contains additional information about the roles and responsibilities of staff involved in providing languages education
• information about a new category of permission to teach introduced by the Victorian Institute of Teaching to support aboriginal language learning.

The Resources tab of this topic has been updated to include the following materials for school councils:

• the 2023 improving school governance training modules, which are reviewed and updated annually
• the improving school governance factsheet to remind school councillors of their financial responsibilities and policy and procedures
• a self-assessment instructional video on how to use the department's School Council Self-Assessment Tool.

This policy has been updated to include:

• changes to the Placement Policy to simplify the priority order of placement, including removal of curriculum grounds
• a new chapter on the department’s standardised application and enrolment forms
• revised guidance on processing enrolments and supporting documentation
• improved clarity on types of schools that do not have a school zone and determining permanent residence
• references to Foundation information packs for 2023-24 and the Year 6 to 7 placement packs for 2023-24.

This topic has been updated with clearer guidance about drone use on school grounds, including:

• who is permitted to use drones
• when drones can and cannot be operated
• supervision requirements for students using drones
• accreditation and registration requirements for commercial drone use.

Several resources on the Personal Hygiene topic have been updated to include age-appropriate information and guidance about pelvic pain, including:

• the teachers’ guides to discussing menstruation with students
• FAQs about the free sanitary pads and tampons in all government schools initiative
• the myth busting menstruation resource.

Several resources on the Excursions topic have been updated to clarify information related to parent payments:

• Principal approval template
• Planning checklist
• Parent consent form.

COVID 19 contact tracing requirements have also been removed from the parent consent form.

The Supporting a positive transition to secondary school in 2022 guidance has been updated in recognition of students’ learning experiences over the past two years and to align with COVID-19 health and safety advice, as outlined in the School Operations Guide, effective from 1 November 2021.

The Template letter to Grade 6 families is a new resource. It has been developed for primary schools to send to families of their Grade 6 students and outlines how the transition to secondary school process can be supported by both primary and secondary schools as well as families.

The Supporting a positive start to school in 2022 guidance has been updated to align with COVID-19 health and safety advice, as outlined in the School Operations Guide, effective from 1 November 2021.

The Primary school to kindergarten template letter resource has been updated to refer to the 2021 cohort of kindergarten students transitioning to school in 2022.

Framework for Improving Student Outcomes (FISO 2.0)

(previously called 'Framework for Improving Student Outcomes (FISO)')

Suicide Response (Postvention)

(previously called ‘Suicide Prevention and Response’)

This new topic outlines the Disability Inclusion Profile and surrounding process that is designed to help schools and families identify the strengths, needs, and educational adjustments schools can make for individual students. Profiles can also inform Disability Inclusion Tier 3 student-level funding.

This policy currently applies to schools in Bayside Peninsula, Barwon and Loddon Campaspe Areas, and 5 Supported Inclusion Schools in 2021, and will apply to schools in the Mallee, Central Highlands, and Outer Eastern Melbourne Areas, and 2 newly opened supported inclusion schools in 2022.

The Recruitment in Schools — Qualifications page for the Principal class has been updated to reflect the VAPA requirement commencing August 2021.

Additional updates have been made to the Employment, promotion or transfer page to reflect the clarification of policy for ongoing employees on transfer where the school year, including all school vacation periods is longer than 12 months.