Student Resource Package – Targeted Initiatives

Policy

This policy provides information about how funding is allocated to schools through the Student Resource Package (SRP) for targeted initiatives.

Details

Funding for ‘targeted initiatives’ is one of 3 categories of funding provided for by the SRP.

The targeted initiatives component provides funding for programs with specific targeted criteria and/or defined life spans. The Guidance tab provides information about the following specific types of targeted initiative funding:

• Doctors in Secondary Schools – School program lead funding
• Extended Koorie Literacy and Numeracy Program
• Early Years Koorie Literacy and Numeracy Program
• Respectful Relationships
• Career Education Funding
• Swimming in Schools
• Head Start
• National Student Wellbeing Program
• Middle Years Literacy and Numeracy Support Initiative
• Student Excellence Program Funding
• VCE Revision Lectures
• Primary Mathematics and Science Specialists Initiative
• Transition Funding (Rural)
• Jobs, Skills and Pathways Coordination
• Literacy and Numeracy Early Intervention Program
• Mental Health in Primary Schools
• Mental Health in Specialist Schools
• Career Start – Transforming the First Years of the Teaching Career
• Secondary Sciences, Technologies and Mathematics Initiative
• Teach Today and Teach Tomorrow Programs
• Inclusion Outreach Coaching initiative
• School Mental Health Fund
• Active Schools
• Vocational Education and Training Delivered to School Students
• NDIS Navigators
• Specialist School Activity Boost
• Flexible Work for School Leaders Initiative
• Hindi and Punjabi beacon schools
• Flexible Work for Classroom Teachers Initiative
• Aspiring Koorie Teachers (AKT) Now Program
• Operational Teaching Assistants Pilot

Schools are expected to use SRP funds for the purpose for which it was allocated.

For more general information on the SRP, please refer to the Student Resource Package – Overview page.

Related policies

• Career Education Funding – Accountability and Reporting Requirements
• Chaplaincy
• Doctors in Secondary Schools
• Flexible Learning Options
• Parent Payments
• Purchasing Secondary Courses and Vocational Training from External Providers
• School Based Apprenticeships and Traineeships
• Student Engagement
• Student Resource Package – Core Student Learning Allocation (Student Based Funding)
• Student Resource Package – Equity Funding (Student-Based Funding)
• Student Resource Package – Managing the Budget
• Student Resource Package – Overview
• Student Resource Package – School Infrastructure
• Student Resource Package – School Specific Programs
• Vocational Education and Training Delivered to School Students
• Vocational Education and Training Delivered to School Students (Reference 143 of the Student Resource Package Guide)

Contacts

Primary Welfare Officer
Caitlin Oliver
Phone: 03 9059 5357

Senior Secondary Re-engagement
Melissa Large
Phone: 03 7022 1361

Career Education Funding
Leela Darvall
Phone: 03 7022 1824

VET
Clare Sherman
Phone: 03 7022 0923

Doctors in Secondary schools
Karen Gray
Phone: 03 7022 0631

Swimming in Schools
Statewide Swimming Coordinator
Phone: 03 4334 0523
Email: school.swimming@education.vic.gov.au

Chaplaincy
David Billimoria
Phone: 03 7022 1324

For information on how Victorian government schools can implement chaplaincy services not funded through the National School Chaplaincy Program, refer to the department’s Chaplaincy Policy.

Professional Learning Communities (PLC)
Kate Brady
Phone: 03 7022 2707

Primary Mathematics and Science Specialists
Scott Ware
Phone: 03 7022 0453

Head Start
Email: head.start@education.vic.gov.au

Respectful Relationships
Email: respectful.relationships@education.vic.gov.au

Guidance

Targeted initiatives include programs with specific targeting criteria and/or defined life spans.

This guidance contains the following chapters:

• Doctors in Secondary Schools – School program lead funding (Reference 64)
• Respectful Relationships (Reference 86)
• Extended Koorie Literacy and Numeracy Program (Reference 88)
• Early Years Koorie Literacy and Numeracy Program (Reference 90)
• Career Education Funding (Reference 91)
• Swimming in School (Reference 115)
• Head Start (Reference 116)
• National Student Wellbeing Program (Reference 117)
• Middle Years Literacy and Numeracy Support Initiative (Reference 118)
• Student Excellence Program Funding (Reference 120)
• VCE Revision Lectures (Reference 121)
• Primary Mathematics and Science Specialists Initiative (Reference 125)
• Transition Funding (Rural) (Reference 126)
• Jobs, Skills and Pathways Coordination (Reference 127)
• Literacy and Numeracy Early Intervention Program (Reference 157)
• Mental Health in Primary Schools (Reference 130)
• Mental Health in Specialist Schools (Reference 131)
• Inclusion Outreach Coaching (IOC) Initiative (Reference 136)
• School Mental Health Fund (Reference 139)
• Active Schools (Reference 142)
• Vocational Education and Training Delivered to School Students (Reference 143)
• NDIS Navigators (Reference 146)
• Specialist School Activity Boost (Reference 147)
• Flexible Work for School Leaders Initiative (Reference 151)
• Hindi and Punjabi beacon schools (Reference 152)
• Flexible Work for Classroom Teachers Initiative (Reference 154)
• Aspiring Koorie Teachers (AKT) Now Program (Reference 155)
• Operational Teaching Assistants Pilot (Reference 156)

Doctors in Secondary Schools – School program lead funding (Reference 64)

The Doctors in Secondary Schools Program (DiSS) funds general practitioners (GPs) and practice nurses to attend 100 Victorian government secondary schools up to one day a week to provide medical advice and health care for those students most in need.

School program lead funding

Schools are required to appoint a Leading Teacher to hold overall responsibility for program coordination duties.

Schools will be provided with funding equivalent to a 0.2 FTE at a Leading Teacher Level 3.1 pay rate to support program co-ordination responsibilities for the school year.

A schools’ program co-ordination responsibilities can also rest with an Assistant Principal, given that it is more appropriate than appointing a Leading teacher. However, if a school appoints an Assistant Principal to the School Program Lead role, the school will still receive the same amount of funding as a Leading Teacher.

Eligibility

Schools with the following campus types are eligible for DiSS Funding at school level.

• Secondary
• Primary/Secondary combined.

The 2 schools below schools are also eligible for this funding:

• Croydon Community School
• Oakwood School.

Funding is calculated at the Indicative budget cycle, through credit funding.

Calculation

Funding = Leading Teacher Level 3.1 × 0.2 FTE

*Student Resource Package (SRP) Indexation has been applied to the rate annually since commencement, noting payroll tax and superannuation has also been applied to the allocation.

Responsibilities of the school program lead

The DiSS School Program Lead is responsible for providing leadership in the school for the implementation of the program. The program lead plays a crucial role in leading the partnership between the health and education sectors as part of the DiSS program.

Key responsibilities include:

• supporting the GP and practicing nurse to deliver youth-friendly primary health care to the student population
• collaborating with the practice nurse to ensure effective service management, including appointment systems and maintaining students’ confidentiality
• understanding and applying GP, practice nurse and school’s consent and confidentiality requirements and, when needed, supporting the parental consent processes required by the GP and practice nurse
• integrating the GP service into the broader health and wellbeing services of the school
• providing education and leadership around parent/carer/broader school community involvement in the DiSS program
• supporting the program’s strategic planning to ensure a high-quality service that is trusted, fully utilised and youth friendly
• promoting the service to students and the broader school community and ensuring the integration of the clinical team and other members of school staff
• ensuring compliance to relevant privacy legislation and providing a child safe environment in accordance with the Child Safe Standards and mandatory reporting requirements
• building a positive relationship with the local GP practice and facilitating partnerships with community health providers for the benefit of students.

Further information

• Doctors in secondary schools
• Contact doctors.in.schools@education.vic.gov.au

Respectful Relationships (Reference 86)

The department is implementing Respectful Relationships across the state through a lead and partner school model. Funding for this initiative is allocated through the Student Resource Package (SRP).

• Schools must use the CASES21 sub-program code for their Respectful Relationships transactions.
• Lead schools CASES21 Respectful Relationships sub-program code is 5215.
• Partner schools CASES21 Respectful Relationships sub-program code is 5216.

Eligibility

Schools with the following school types are eligible for Respectful Relationships funding at a school level:

• Primary
• Secondary
• Primary/Secondary combined
• Specialist
• Language

Funding may be calculated at the Indicative, Confirmed and Revised cycles. Funding is allocated through cash funding.

Funding allocation

Funding for all schools

Funding will support all schools to implement the whole school approach to Respectful Relationships. Schools can use this funding to contribute to:

• higher duties payments and casual relief teachers to support teachers to lead implementation of Respectful Relationships
• casual relief teachers to support school staff to participate in Respectful Relationships professional learning
• casual relief teachers to provide time release for teachers to coordinate and plan to support implementation of Respectful Relationships.

Funding is allocated based on school type and enrolments.

Small school threshold

• All schools with 200 students or less

Medium school threshold

• Primary, Special and Other: 200.1 to 600 students
• Secondary: 200.1 to 1,200 students
• Primary/Secondary: 200.1 to 900 students

Large school threshold

• Primary, Special and Other: 600.1 students or more
• Secondary: 1,200.1 students or more
• Primary/Secondary: 900.1 students or more

Funding for new partner schools

New schools opening in 2026 will receive $4,000 to:

• support the implementation of the whole school approach to Respectful Relationships as a partner school
• participate in local lead and partner school clusters
• participate in Respectful Relationships professional learning.

More information

• Respectful Relationships
• Contact your area Respectful Relationships Project Lead and Liaison Officer or email respectful.relationships@education.vic.gov.au for further information or support

Extended Koorie Literacy and Numeracy Program: Years 4 to 6 (Reference 88)

Program description

The Extended Koorie Literacy and Numeracy Program (E-KLNP) is the component of the Koorie Literacy and Numeracy Program (KLNP) that provides Victorian government schools with funding to support improved literacy and numeracy outcomes for Years 4 to 6 Koorie students.

Accountability

Funded schools are expected to commit to a program of targeted support for eligible Koorie students. Schools must use funds in line with the acceptable use policy outlined in the KLNP program guidelines (refer to Koorie Literacy and Numeracy Program).

Schools must retain appropriate financial records relating to the administration of funding and must acquit revenue and all expenditure relating to the E-KLNP against CASES21 sub-program 9624.

For reporting purposes, schools must use the KLNP Literacy and Numeracy fields in CASES 21 to identify students who are receiving KLNP support. Schools must select ‘Y’ for students receiving support in either or both fields by week 6 of the term in which support is provided and update the fields as necessary by week 6 of subsequent terms throughout the remainder of the year.

Eligibility and funding

E-KLNP funding is based on the number of Koorie students in Years 4, 5 and 6 who are classified as ‘Needs Additional Support (NAS)’ in the NAPLAN domains of Reading and/or Numeracy. Note: For Years 4 and 6, previous year NAPLAN results are used.

Schools do not have to apply for funding. Eligible Koorie students are identified by the Department of Education using centrally collected data.

Cash quarterly payments will be made via the SRP.

Further information

To learn more about this program, including SRP funding allocations, visit Koorie Literacy and Numeracy Program.

Early Years Koorie Literacy and Numeracy Program: Foundation to Year 3 (Reference 90)

Program description

The Early Years Koorie Literacy and Numeracy Program (EY-KLNP) is the component of the Koorie Literacy and Numeracy Program (KLNP) that provides Victorian government and specialist schools with funding to support improved literacy and/or numeracy outcomes for Foundation to Year 3 Koorie students.

Accountability

Funded schools are expected to commit to a program of targeted support for eligible Koorie students. Schools must use funds in line with the acceptable use policy outlined in the KLNP program guidelines (refer to Koorie Literacy and Numeracy Program).

Schools must retain appropriate financial records relating to the administration of funding and must acquit revenue and all expenditure relating to the EY-KLNP against CASES21 sub-program 9623.

For reporting purposes, schools must use the KLNP Literacy and Numeracy fields in CASES 21 to identify students who are receiving KLNP support. Schools must select ‘Y’ for students receiving support in either or both fields by week 6 of the term in which support is provided and update the fields as necessary by week 6 of subsequent terms throughout the remainder of the year.

Eligibility and funding

EY-KLNP funding is based on the number of Koorie students in Foundation to Year 3, who are identified as performing significantly below their age-expected standard in literacy and/or numeracy.

Results from the Foundation Literacy Assessment are used to identify Foundation students; Teacher Judgment from Semester 2 of the previous year is used to identify Year 1 and 2 students; NAPLAN results are used to identify Year 3 students; and census data is used to identify special school students.

Schools do not have to apply for funding. Eligible Koorie students are identified by the Department of Education using centrally collected data.

Cash quarterly payments will be made via the SRP.

Further information

To learn more about this program, including SRP funding allocations, visit the Koorie Literacy and Numeracy Program webpage.

Career Education Funding (Reference 91)

Career Education Funding (CEF) supports schools to provide career education activities for all students in Years 7 to 12.

CEF accountability and reporting requirements are available at Career Education Funding – Accountability and Reporting Requirements.

Funding and eligibility

Eligible school or campus types:

• Secondary
• Primary/Secondary combined
• Special
• Special Development
• Language

Hospital, deaf and miscellaneous campuses are not eligible for CEF funding except for Virtual School Victoria and Victorian College of the Deaf. Camp/outdoor schools are ineligible irrespective of their entity register classification. Aurora School, Yarra Me School, Centre for Higher Education Studies and the Netschool Campus of Bendigo Senior Secondary College are not eligible. Funding is calculated at the Indicative, Confirmed and Revised cycles. Funding is allocated through cash funding.

For Years 7 to 9

CEF funding is based on enrolments of students in Years 7 to 9 in Victorian government secondary school settings and students aged 12 to 14 years in Victorian government specialist schools and English Language settings.

For Years 10 to 12

CEF funding is based on the enrolments of students aged 15 years and over in Victorian government specialist schools and English Language settings and Years 10 to 12 in all other Victorian government secondary schools, and the school's Student Family Occupation (SFO) density.

Additional funding is provided to schools with SFO densities greater than a threshold value to support young people at risk of disengaging or not making a successful transition to further education, training or secure employment.

Calculation

For Years 7 to 9

CEF allocation = CEF enrolments × Base per student rate

Note: If a school's CEF allocation is less than the Minimum allocation (as identified in 'Rates' below), the school will receive the Minimum allocation. The Minimum allocation is set based on enrolment levels.

For Years 10 to 12

CEF allocation = Base allocation + At risk allocation

Note: If a school's CEF allocation is less than the Minimum allocations (as identified in 'Rates' below), the school will receive the Minimum allocation. The Minimum allocation is set based on enrolment levels.

Base allocation = CEF enrolments × Base per student rate

At risk allocation (only if the schools SFO index is greater than the SFO threshold – see 'Rates' below) = CEF enrolments × ([School SFO index] − [SFO threshold]) / (1 − [SFO threshold]) × At risk allocation per student rate.

Rates – 2026

For Year 7

• Base per student rate: $27 per CEF enrolment
• Minimum allocation: $250

For Year 8

• Base per student rate: $33 per CEF enrolment
• Minimum allocation: $250

For Year 9

• Base per student rate: $58 per CEF enrolment
• Minimum allocation: $500

Years 10 to 12 – per student rates

• Base per student rate: $78 per CEF enrolment
• At risk allocation per student rate: $559 per CEF enrolment
• SFO threshold: 0.4090

Years 10 to 12 – minimum allocations

• Less than 30 CEF enrolments: $208 per CEF enrolment
• 30 to 99.9 CEF enrolments: $6,000 in total
• Greater than or equal to 100 CEF enrolment: $10,000 in total

Swimming in Schools (Reference 115)

The Swimming in Schools (SiS) initiative provides funding contributions to assist the delivery of swimming and water safety programs, funded through the SRP. The SiS initiative is designed to increase opportunities for students to learn how to swim to ensure they develop lifelong skills in swimming and water safety.

Swimming and water safety education is embedded across all bands of the Victorian Curriculum (F–10). By the end of Year 6, students can demonstrate the skills and knowledge in the Victorian Water Safety Certificate (VWSC). Schools can seek the assistance of swimming providers to provide swimming and water safety programs, to assess the competencies of their students and to award VWSC through the VWSC portal.

Eligibility

Schools with the following campus types are eligible to receive Swimming in Schools funding at school level:

• Primary
• Primary/Secondary combined
• Special
• Day Special
• Deaf (excluding deaf campuses of mainstream schools)
• Disability
• Special Development
• English Language.

Funding is calculated at the Indicative, Confirmed and Revised cycles; funding is provided through cash funding.

Funding allocation

Primary and primary/secondary schools

Funding is allocated based on the number of primary school enrolments.

Schools are to use the funding to support program provision at any year level.

Specialist schools and English language schools

Funding is allocated based on the number of enrolments.

Schools are to use the funding to support program provision at any year level.

Rates

Primary and primary/secondary schools – cash ($) allocation

• $40 per student per year
• $48 per student per year for schools who are eligible for Rural School Size Adjustment Factor loadings

Base funding

A primary or primary/secondary school will receive a base of $2,000 if the per student rate comes to less than $2,000.

Metropolitan Victorian government specialist and English language schools – cash ($) allocation

• Specialist school – per student: $235
• English language school – per student: $235

Regional Victorian government specialist and English language schools – cash ($) allocation

• Specialist school – per student: $270
• English language school – per student: $270

Reporting in CASES21

Schools must record their expenditure and student attendance information for swimming and water-safety programs in CASES21.

• The attendance code is 620: Swimming and Water Safety Program
• The financial code is 4209: Swimming in Schools

Contact: school.swimming@education.vic.gov.au

Head Start (Reference 116)

Head Start is an apprenticeship and traineeship pathway for secondary students. Head Start students are encouraged to spend more time doing important, paid, on-the-job training while completing their secondary certificate.

Eligibility

Schools with the following campus types are eligible for Head Start funding at a school level:

• Secondary
• Primary/Secondary combined
• Specialist

Funding is calculated at the Indicative, Confirmed and Revised cycles. Funding is allocated through credit funding.

Funding allocation

SRP credit funding will be provided to participating schools that host Head Start staff.

Funding will cover salary and will be allocated based on salary rates and time fractions of Head Start staff employed in each hub.

National Student Wellbeing Program (Reference 117)

The National Student Wellbeing Program (NSWP) is an Australian Government program.

The NSWP provides:

• pastoral care services
• strategies that support the wellbeing of the broader school community.

From 1 January 2023, all Victorian schools participating in the NSWP can:

• contract a chaplain or student wellbeing officer through a NSWP provider
• employ a student wellbeing officer as an education support staff member.

Eligibility

Schools with the following campus types are eligible for NSWP funding at a campus level:

• Primary
• Secondary
• Primary/Secondary combined
• Special
• Day Special
• Special Development
• Community

Funding may be calculated at the Indicative, Confirmed and Revised cycles. Funding is allocated through cash funding.

Funding rates

Eligible school campuses receive funding of $20,280 per year or $24,336 for schools in remote/very remote areas.

Contact

• Program information: National Student Wellbeing Program
• Email: student.engagement@education.vic.gov.au

Middle Years Literacy and Numeracy Support initiative (Reference 118)

The Middle Years Literacy and Numeracy Support (MYLNS) initiative provides funding to government schools to provide intensive literacy and numeracy interventions to students in Year 10 who need additional support.

Eligibility

MYLNS funding is provided to all Victorian government schools with Year 10 students except for:

• camp/outdoor schools irrespective of their listed school type (i.e., 'Camp' school types, Somers School Camp, Outdoor School, Rubicon Outdoor School)
• hospital-based schools (Monash Children’s Hospital School and Yalingbu Yirramboi)
• language schools
• selective entry high schools (including MacRobertson Girls High School, Melbourne High School, Nossal High School, and Suzanne Cory High School)
• specialist schools
• Centre for Higher Education Studies
• Parkville College
• Victorian School of Languages.

Funding

Eligible students are students in Year 10 in 2026 who were assessed as Needs Additional Support (NAS) in reading and/or numeracy in Year 9 NAPLAN in 2025.

Funding is allocated on a per domain place basis, which is calculated based on the number of Year 10 students who are identified as NAS in the reading or numeracy domains. Where a student has been identified as NAS in both reading and numeracy, they will receive funding for MYLNS for both places. Students who were exempt from Year 9 NAPLAN in 2025 do not receive funding.

Schools with Flexible Learning Option (FLO) campuses or programs receive additional funding per FLO campus/program, for up to 4 campuses/programs, to increase the support available to students with high levels of need. FLO funding allocations are reflected in the amount shown in the SRP.

MYLNS funding for all schools will be revised based on the number of eligible MYLNS students enrolled at the school in the February 2026 census. Funding will be recalculated and advised to schools in the 2026 Confirmed SRP.

Funding is provided to schools through the Student Resource Package (SRP) as a 90% credit, 10% cash allocation.

Funding is not re-allocated between schools if students transfer in or out during the school year.

Calculation and formula

The formula for MYLNS funding allocations = (number of funded places × per domain place rate) + Flexible Learning Option funding

Per domain place rate = $2,100

Funded places = number of students identified as NAS in each domain (reading and numeracy). Where students are identified as both, they receive 2 places of funding.

Funding per Flexible Learning Option (FLO) campus or program = $25,000 per campus or program, for up to 4 campuses/programs.

Formula example

At a school with 20 Year 10 students identified for MYLNS support and one FLO, the following is funded.

Funded places

• Reading: 17 NAS students
• Numeracy: 11 NAS students

Total places = 28 places (20 unique students)
=$58,800

Flexible Learning Option

The school has one FLO campus.

$25,000 of funding for FLO campus.

Total MYLNS funding

(28 funded places × $2,100) + $25,000 = $83,800

Use of funding

Schools receiving MYLNS funding are required to deliver intensive learning supports, such as small group learning, to identified Year 10 students for 2 hours per week per domain place throughout the school year.

MYLNS funding can only be used to provide the MYLNS initiative.

Accountability

As per the MYLNS Policy and Advisory Library page, schools receiving MYLNS funding are required to:

• provide targeted learning support to identified MYLNS students
• review the MYLNS students pre-identified by the department in CASES21, and update as required
• notify parents/carers of their child’s involvement in the MYLNS initiative
• maintain records of student learning.

More information

For additional information, refer to the Middle Years Literacy and Numeracy Support initiative PAL page or contact MYLNS@education.vic.gov.au

Student Excellence Program Funding (Reference 120)

Student Excellence Program (SEP) funding is provided to enable schools to expand their support for high-ability students.

Eligibility

SEP funding is provided to all schools except for:

• camp/outdoor schools irrespective of their listed school type (that is, 'Camp' school types, Somers School Camp, Outdoor School, Rubicon Outdoor School)
• hospital-based schools (Monash Children’s Hospital School and Yalingbu Yirramboi)
• language schools
• selective entry schools (including MacRobertson Girls High School, Melbourne High School, Nossal High School, Suzanne Cory High School, John Monash Science School, Victorian College of the Arts Secondary School)
• Centre for Higher Education Studies
• Parkville College
• Victorian School of Languages.

Specialist schools can submit a request to the Targeted Programs Unit for consideration for funding.

Funding

SEP funding allocations are calculated by the department, with allocations based on the number of students enrolled at the school (their cohort size).

Funding is provided to schools through the Student Resource Package (SRP) as a 100% cash allocation.

SEP funding allocations are communicated in the Indicative SRP and updated if required in the Confirmed SRP based on enrolment data collected through the February census. SEP funding operates within a capped budget which means that cohort allocations may be adjusted up or down depending on both changes in total enrolments from all schools and the spread of these enrolments across cohorts.

Use of funding

SEP funding is provided to enable schools to expand their support for high-ability students, such as delivering and coordinating programs for high-ability students, appointing a high ability practice leader or undertaking professional learning to support this.

Schools can decide how to use the funding allocation to best meet the needs of their high-ability students, and examples include:

• time release, time allowance, and/or a special payment for teachers to perform the role of high ability practice leader
• participating in relevant professional learning activities including the use of Casual Relief Teachers
• delivering masterclasses for students in the Victorian High-Ability Program
• supporting student participation in the Victorian Challenge and Enrichment Series activities/events
• other programs for high-ability students
• student transport costs to access extension program events
• co-ordination time for high ability programs
• parent information evenings
• guest speakers for high-ability students
• classroom resources for extension activities.

Schools may pool funds, for example to collaborate with other schools to deliver masterclasses.

Accountability

Schools receiving SEP funding are required to code any expenditure of SEP funding to the sub-program code 8502 in CASES21.

Where a school uses SEP funding to either support the appointment of a high-ability practice leader, make a special payment, or support the release of a teacher, this expense will be managed through eduPay and will not appear in the CASES21 ledger.

More information

For further information, refer to the Supporting High-Ability Students policy or contact student.excellence@education.vic.gov.au

VCE Revision Lectures (Reference 121)

The VCE Revision Lectures initiative recognises that rural and regional students face unique barriers in attending VCE revision lectures due to additional travel and accommodation costs.

Targeted funding is available to support rural and regional students from government schools to access VCE revision lectures and other exam revision supports across Victoria.

Accountability

Schools are responsible for using the funding as per the School implementation guidelines (DOCX) provided by the department.

Schools have discretion in allocating the funding for VCE revision lectures and related supports for senior VCE students.

To account for how the funding is spent, schools are required to complete an annual survey. Schools will be notified to complete the survey at the end of each calendar year.

Eligibility

Funding for VCE revision support is only available to rural and regional government schools with senior secondary graded enrolments (Year 11 and Year 12). Eligibility is determined using data from the February School Census.

The VCE Revision Lectures initiative defines rural and regional government schools as those in Local Government Areas (LGAs) outside of the metropolitan LGAs.

Rural and regional LGAs are aligned with the following department Areas: Mallee, Loddon Campaspe, Central Highlands, Wimmera South-West, Barwon, Ovens Murray, Goulburn, Inner Gippsland and Outer Gippsland.

Schools with the following campus types are eligible for the VCE Revision Lectures funding at a campus level:

• Secondary
• Primary/Secondary combined

Funding is also provided to Virtual School Victoria for direct-enrolled and government school-based students living in eligible LGAs.

How funding is calculated

Schools do not have to apply for funding.

Funding is calculated as part of the SRP and allocated through cash funding.

The funding is calculated using the number of Year 11 and 12 student enrolments, base student rate and location indexed funding.

The funding formula assumes that 15% of Year 11 students and 30% of Year 12 students will access VCE revision supports.

The base student rate may differ from year to year.

Location indexed funding means that schools furthest from Melbourne and other major centres receive a higher subsidy.

Rates – 2026

[(15% × Year 11 enrolments) × $157.21] + [(30% × Year 12 enrolments) × $817.49] + [Location index base $728.23 + (Location index × Senior secondary enrolments × Location index per student rate $115.25)]

Further information

For more information about the initiative contact rural.regional.reform@education.vic.gov.au

Primary Mathematics and Science Specialist Program (Reference 125)

As part of the 2024-25 Victorian State Budget, the government provided $20.8 million for the Primary Mathematics and Science Specialist (PMSS) Program. PMSS is a 2 year program designed to drive whole school change through, generally 2, teachers from a primary school training to become specialists in either science or mathematics.

The program provides high quality face to face and online professional learning across the 2 years, including:

• development of the individual specialists’ learning and knowledge about the important and key concepts and pedagogies in mathematics or science learning
• development of others – working with teachers at the school level to further develop their practice
• development of whole school level improvements.

Eligibility

Each cohort of PMSS is subject to State Budget funding.

Schools are selected to be invited to participate in the initiative through school level data and consultation with regional executives.

The school selection process for Cohort 8 of PMSS to run in 2025 and 2026 has been finalised and approved by Deputy Secretary, Schools and Regional Service.

Participating schools must remain active in the professional learning and evaluation programs and allocate funds as set out in the Letter of Agreement.

Funding

Schools that are invited to participate in PMSS are provided funding via the Student Resource Package (SRP) to release each participating teacher 0.5 FTE for the 2 years to support their roles as specialists. Funding is calculated at the Confirmed and Revised budget cycles and provided through credit funding.

Calculation

Allocation = number of participating teachers × 0.5 × level 2‐6 salary + school on‐costs

That is $69,626.00 in 2026 for each participating teacher.

Further information

Contact: pmss@education.vic.gov.au

Transition Funding (Rural) (Reference 126)

Transition Funding (Rural) is intended to provide time-limited support to schools most affected by changes to Rural School Size Adjustment Factor (RSSAF), Location Index Funding (LIF) and Country Area Program grant (CAP) eligibility as a result of updated geographic boundaries.

Funding and eligibility

Schools are eligible to receive Transition Funding (Rural) if they meet all the following eligibility criteria:

• reduction in funding of greater than $25,000 in 2025 as a result of changes to RSSAF, LIF and CAP eligibility from the use of updated geographic boundaries
• their 2025 Student Resource Package (SRP) allocation is less than their 2024 SRP allocation.

Eligible school types

As per eligibility for:

• Rural School Size Adjustment Factor (RSSAF)
• Location Index Funding (LIF)
• Country Area Program grant (CAP).

Calculation and formula

Allocation = 2024 SRP (campus level) allocation − 2025 SRP (campus level) allocation

Note: The Transition Funding (Rural) allocation for a school campus has a maximum defined by:

• 75% of the funding reduction in 2025 as a result of changes to RSSAF, LIF and CAP eligibility from the use of updated geographic boundaries.

Funding will be based on the 2025 transitioning position of the eligible school, funding is allocated through a mix of credit and cash funding.

Funding for transition is time limited and will reduce annually. The below outlines the transition funding reduction over the transition period:

• 2025 Transition Funding allocated – 75%
• 2026 Transition Funding allocated – 50%
• 2027 Transition Funding allocated – 25%
• 2028 Transition Funding allocated – 0%

Example: Transition Funding (Rural) for a school is calculated as follows.

A school with numbers in the table below satisfies the eligibility conditions.

Formula reference:

• B = 2024 funding under rural items (RSSAF, LIF and CAP) for which the school is no longer eligible
• C = 2024 Revised Total SRP
• D = 2025 Indicative SRP without the rurality transition funding
• E = C − D (2024 SRP − 2025 SRP)
• F = Min (0.75 B,E) Transition = 2024 SRP − 2025 SRP = (E) but capped at 75% of the loss of rural items (B).

Jobs, Skills and Pathways Coordination (Reference 127)

Jobs, Skills and Pathways Coordination program funding assists schools with the coordination and delivery of vocational and applied learning programs, in particular, with Vocational Education and Training Delivered to School Students (VDSS), work-related learning, and the VCE Vocational Major and Victorian Pathways Certificate.

The key objectives of Jobs, Skills and Pathways Coordination funding are to:

• support schools with the administrative burden of delivering vocational and applied learning and
• provide schools with additional support in coordinating the delivery of high-quality vocational and applied learning pathways.

For further information, refer to the department’s policy on Jobs, Skills and Pathways Coordination.

Eligibility

In 2026, the following schools are eligible to receive funding for Jobs, Skills and Pathways Coordination funding:

• any mainstream government schools with a senior secondary program (that is, with at least one student enrolment in a senior secondary certificate), and
• any specialist schools with at least one senior secondary-aged student (that is, aged 15 years or above at the time of eligibility determination).

Please note:

• English Language schools are not eligible
• schools with multiple campuses are only paid once (to the administration or senior campus) except in exceptional circumstances where the campuses operate as separate schools
• eligibility of all Victorian government schools will automatically be reviewed each year for the following funded year using provisional data; schools do not need to request an eligibility review for this funding.

Calculation

Each eligible school will receive a flat amount equivalent to 0.3 FTE of an Education Support Staff salary as at 31 December 2025 (Level 1, Range 4-6) including superannuation and payroll tax. Funding is calculated at the Confirmed Cycle and is allocated through SRP cash funding on a termly basis.

Rate

For all eligible schools in 2026, the payment shall be 0.3 x $129,321.19 = $38,796.36

Further information

The funding is currently available for 2026 only.

Further information about the functions that this funding can be used for and some examples of how the funding can be used are available at Jobs, Skills and Pathways Coordination.

To record expenditure against this funding, schools should activate a CASES21 code within the 8950-8999 range (Vocational Ed and Training) and add the title ‘JSP Coordination’.

Please note: when using the Jobs, Skills and Pathways Coordination funding to fund the employment of new staff in one or multiple schools, consideration must be made on the employment conditions of fixed-term and ongoing staff, and the implications for the school(s) with funding only given to the role for 1 year.

Contact information

Contact the Senior Secondary Pathways Reform Taskforce at pathways.reform@education.vic.gov.au

Literacy and Numeracy Early Intervention Program (Reference 157)

The Literacy and Numeracy Early Intervention Program (LNEIP) provides funding to government schools to provide intensive intervention through small groups for students in grades 1 to 6 who need additional support and who are not supported through the Koorie Literacy and Numeracy Program.

Eligibility

LNEIP funding is provided to all Victorian government primary schools and primary/secondary schools with Year 1 to 6 students except for:

• camp/outdoor schools irrespective of their listed school type (that is, 'Camp' school types, Somers School Camp, Outdoor School, Rubicon Outdoor School)
• hospital-based schools (Monash Children’s Hospital School and Yalingbu Yirramboi)
• language schools
• specialist schools.

Funding

Eligible students are students assessed as Needs Additional Support (NAS) in NAPLAN (reading and/or numeracy), extrapolated for non-NAPLAN years.

Students in Years 1 to 3 are funded based on an applied percentage of NAS students at their school to the total Year 1 to 3 student cohort.

Students in Years 4 to 6 are funded based on the number of NAS students based on 2024 and 2025 NAPLAN.

Funding is not provided for:

• students Exempt from NAPLAN
• students supported through the Koorie Literacy and Numeracy Program.

Funding is provided to schools through the Student Resource Package (SRP) as a 90% credit, 10% cash allocation.

With the exception of new schools opening in 2026, funding will not be recalculated at the 2026 Confirmed SRP. LNEIP funding for schools opening in 2026 will be revised based on the number of eligible students enrolled at the school in the February 2026 census. Funding for these new schools will be recalculated and advised through the 2026 Confirmed SRP.

Funding is not re-allocated between schools if students transfer in or out during the school year.

Use of funding

Schools receiving LNEIP funding will deliver 32 hours of small group learning (2 hours per week, across up to 16 weeks) to students, in line with the evidence-base for effective models of small group learning.

Students in Year 4, 5 and 6 will be identified for small group learning in CASES21 based on their outcomes in NAPLAN.

Schools will need to use diagnostic assessments and teacher judgement to inform the selection of students in Year 1, 2 and 3 for inclusion in small group learning, and identify these students in CASES21.

Calculation and formula

Per student rate = $735

School-based NAS percentage = unique students Years 4, 5 and 6 in 2026 identified as NAS (in either of the reading or numeracy domains in 2024 and 2025 NAPLAN) ÷ number of students enrolled in Years 4, 5 and 6.

Estimated students in Year 1, 2 and 3 = number of students enrolled in Year 1, 2 and 3 × school-based NAS percentage

School allocation = (number of unique students identified in 2024-2025 NAS in Years 4, 5 and 6 + estimated students in Year 1, 2 and 3) × per student rate.

If school allocation $2000, the school receives a minimum funding allocation of $2,000.

Formula example

At a school of 220 students, the following students are funded.

Years 4 to 6 students using NAPLAN data

• Year 4 (2025 Year 3 NAPLAN): 3 NAS students
• Year 5 (2024 Year 3 NAPLAN): 5 NAS students
• Year 6 (2025 Year 5 NAPLAN): 5 NAS

NAS students = 13.

Calculation school-level NAS percentage

2025 Year 3 to Year 5 total enrolment = 102 students

Actual NAS students (13) ÷ Estimated Total Years 3 to 5 enrolments (102) = 13%

Estimated students in Year 1, 2 and 3

2025 Foundation to Year 2 enrolment = 90 students

13% × Total Foundation to Year 2 enrolment (90) = 12 students

Total LNEIP funding

13 NAS students + 12 estimated funded students × $735 = $18,375

Accountability

As per the LNEIP Policy and Advisory Library page, schools receiving LNEIP funding are required to:

• provide small group learning support to all students across Year 1 to 6 who are assessed as needing additional support in literacy and numeracy, as follows:
  • students in Years 4 to 6 – all students assessed as ‘Needs Additional Support’ in one or both NAPLAN Reading and Numeracy domains. The department will pre-tag these students within CASES21
  • students in Years 1 to 3 – students the school identifies through assessment informed professional judgment, who are achieving one or more years behind their age-expected standard in literacy or numeracy. As a broad guide to informing your judgements, the LNEIP funding model uses the percentage of ‘needs additional support’ students in Years 4 to 6 and assumes the same proportion of students in Years 1 to 3 ‘need additional support’
• provide a small group learning program in literacy and numeracy. The programs must be taught using a documented sequence of lessons designed to support the specific learning gaps of participating students
• provide each identified student with a minimum of 32 hours of timetabled small group learning support per year (in groups of up to 5 students)
• measure attainment for each participating student using a standardised assessment tool at the commencement and the conclusion of the year. Students must be assessed for each of the programs in which they are participating (that is, literacy and/or numeracy)
• record information about which students are identified for small group learning support.

More information

For additional information, refer to the Targeted Literacy and Numeracy Intervention - Small Group Learning policy or contact Small.Group.Learning@education.vic.gov.au

Mental Health in Primary Schools (Reference 130)

The Victorian Government is providing $200 million over 4 years and $93.7 million ongoing to expand the Mental Health in Primary Schools (MHiPS) initiative to every government and low-fee non-government primary school in Victoria.

In 2026 every primary school will receive funding to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to mental health and wellbeing. This funding is provided for the Mental Health in Primary Schools initiative only and allocated funding must be spent for this purpose.

Eligibility

All government school campuses with primary enrolments will receive MHiPS funding, including:

• Primary
• Primary/Secondary (primary enrolments only)
• Specialist (primary enrolments only)
• Language (primary enrolments only).

‘Secondary’ and ‘Camp’ schools and campuses are ineligible for MHiPS funding.

Funding is allocated through credit funding.

Calculation

Participating government school campuses receive funding at the Classroom Teacher 2 salary mid-point, plus on costs, to employ a Mental Health and Wellbeing Leader. Each government school campus’ Full Time Equivalent (FTE) varies between 0.5 FTE to 1.0 FTE, based on primary enrolments.

Funding allocation = Rate (including school on-costs) × Base FTE

Rate

Rate = Classroom Teacher 2 mid-point salary plus school on-costs.

Enrolments used to calculate MHiPS funding will be updated at each SRP cycle (‘Indicative’ to reflect principal enrolment projections, ‘Confirmed’ to reflect February census enrolment and ‘Revised’ to reflect audited enrolments).

Schools that received Primary Welfare Officer funding in 2025

In 2026 all government schools will have transitioned from the Primary Welfare Officer (PWO) initiative to MHiPS.

All former PWO schools transitioning to MHiPS will receive the higher of either their:

1. PWO allocation in the year prior to transitioning to MHiPS
2. MHiPS allocation as calculated above.

Funding will appear under the MHiPS funding line in the SRP.

Contact information

For further information contact mentalhealth@education.vic.gov.au

Mental Health Practitioners in Specialist Schools (Reference 131)

The Mental Health Practitioners in Specialist Schools (MHP) initiative provides funding to government specialist school campuses with secondary-aged enrolments (12 years+) to employ a suitably qualified Mental Health Practitioner (that is, a fully registered Mental Health Nurse, Occupational Therapist, Psychologist, Social Worker or counsellor of a prescribed class) for between 2 and 4 days a week.

Mental Health Practitioners provide direct counselling support to students, early intervention services and whole-school mental health and wellbeing promotion and prevention activities. They also coordinate supports for students with complex needs.

For further information on the MHP initiative, refer to Mental health practitioners in secondary and specialist schools in the department’s Mental health and wellbing toolkit.

Student Resource Package (SRP) funding is provided to cover the salary of an ongoing school-based Mental Health Practitioner. Participating specialist schools receive between a minimum of 0.4 FTE and a maximum of 0.8 FTE, depending on their secondary-aged student enrolments.

This funding is provided for the Mental Health Practitioners initiative only and allocated funding must be spent for this purpose. Prior to spending any accrued unused funding, schools must engage with their Regional Mental Health Coordinator (MHC). Further information and advice about suitable alternative uses for unused funding can be found in the Mental Health Practitioners initiative policy or via regional MHCs.

MHP initiative funding eligibility for schools with combined primary/secondary-aged enrolments

All participating specialist schools with secondary-aged enrolments receive funding for an ongoing MHP. For specialist schools with both primary and secondary-aged student enrolments, funding allocations will be determined based on secondary-aged (12+ years) enrolments only.

FTE allocations are fixed from the release of the Confirmed SRP (April 2025) for 2 years. At the conclusion of the 2-year period, FTE allocations will be reviewed and adjustments may be made.

Funding is allocated as credit and cash funding.

Special development campuses of mainstream schools are funded at school level.

Calculation

School FTE Allocation (Part 1) = FTE allocated as per below ranges:

• less than 100 students = 0.4 FTE
• greater than 100 to 250 students = 0.6 FTE
• 250+ students = 0.8 FTE

Funding calculation (Part 2) = School FTE allocation (rounded to one decimal) * Rate

Rate

Rate = Midpoint of an Education Support, Level 1 Range 4, position including school SRP on-costs

Inclusion Outreach Coaching Initiative (Reference 136)

Background and context

In 2021 the Department of Education (the department) announced several initiatives including the Inclusion Outreach Coaching (IOC) initiative, to support school workforces to build their capabilities in inclusive practices. These initiatives were part of a state wide Disability Inclusion Reform to support schools to ensure that all students feel welcomed and thrive.

The IOC initiative was rolled out by area from 2021 to 2025 (refer to the Disability Inclusion Funding and Support policy for further information) with an Inclusion Outreach Coach being employed in ‘base’ registered specialist schools (base school) and ‘partnering’ with mainstream schools (partner school). IOCs are employed at a Learning Specialist classification (please see Leading Teachers and Learning Specialists for further information) to ensure they have the leadership experience and contextual understanding of schools to provide strategically coordinated capability building opportunities to mainstream schools, including whole-of-school training, in-class coaching and individual teacher support to build inclusive school cultures. IOCs do not work with individual students. IOCs assist schools to set up Tier 1 preventative schoolwide systems, practices and data so they can sustain and strengthen their inclusive practices over time.

A regional workforce provides each coach with operational and strategic support and acts as the conduit between the IOC and the base and partner schools; particularly in the recruitment of IOCs in base schools and the facilitation of the IOC’ engagement with partner schools.

Base school principals are encouraged to nominate a mentor to the IOC to support the coach in their connections and linkages within the base school and amongst schools in their network and area, to support an aligned strengthening of inclusive practices.

A team of implementation specialists from Inclusive Education support the school and regional workforces to effectively deliver best practice approaches to inclusive education and wellbeing and to lead effective policy and program implementation which enables access to high quality education services.

SRP funding allocation

Credit allocation to recruit an IOC

Base schools about to enter a rollout year will automatically be provided SRP credits as part of their indicative funding to support the recruitment of a full- time ongoing IOC. The credit allocation is calculated at the annualised mid-point of a Learning Specialist Level 3-1 and 3-2 (plus school oncosts which cover a school’s liability for payroll tax and superannuation) as per the VGSA 2022 Agreement.

For the 2026 calendar year each school will receive $150,331 (FTE).

Please see Student Resource Package – Targeted Initiatives: Inclusion Outreach Coaching (IOC) initiative (Reference 136) and Victorian Government Schools Agreement 2022 (PDF) for further information.

If circumstances require the recruitment of a new coach part way through the year and an SRP allocation was not provided as part of a base school’s indicative SRP budget, then this will be indexed on a pro rata basis depending on what time of year the coach commences employment. For example, if a coach commences in Term 2, then an SRP allocation of 50% of the full allocation will be provided.

Cash allocations to support the travel allowance requirements of an IOC

IOCs are required to travel from their base specialist school to partner non-specialist schools, regional offices, and other department locations and workplaces to support their coaching role. To contribute to the costs associated with this, the department will provide each base school with cash SRP allocations. Principals are encouraged to monitor travel spending together with their IOC regularly and seek advice from the regional or central support teams when funds are getting close to being spent.

For the 2026 calendar year:

• regional/rural schools will receive $4,400 (which equates to 5,000 km of travel per coach)
• metropolitan schools will receive $2,640 (which equates to 3,000 km of travel per coach).

To assist with the IOC servicing of more remotely located mainstream schools, 20 regionally identified metro base schools will be provided with the higher regional/rural travel allowance.

These allocations will be rolled out in quarterly allotments, at the start of each term.

These figures are based on the current maximum Australian Tax Office allowable claim of 5,000 km per year at a rate of $0.88 per kilometre. (Please see Travel and Personal Expenses – Teaching Service and Expenses for a car you own or lease (ATO) for further information).

Please note, IOCs engaging in a novated lease agreement cannot claim travel costs (Please see Expenses for a car you own or lease (ATO).

This funding is provided for the Inclusion Outreach Coaching initiative only and allocated funding must be spent for this purpose. If circumstances prevent the base school from recruiting or fully utilising an IOC after having received an SRP allocation as part of the school’s indicative SRP budget, advice from regional and central offices is provided on management of unused funding.

Questions, comments, feedback

Please contact inclusion.outreach.coaching@education.vic.gov.au if you have any further questions.

School Mental Health Fund (Reference 139)

In response to the Royal Commission into Victoria’s Mental Health System (Royal Commission), the 2021-22 Victorian State Budget provided $200 million over 4 years and $86.85 million ongoing to create a new Schools Mental Health Fund (Fund). The Fund provides additional resources to government schools to support and further promote student mental health and wellbeing.

The Fund assists schools to strengthen school-wide capacity and capability to improve students’ mental health and wellbeing. An evidence-based Menu underpins the Fund to give schools confidence in purchasing programs and interventions that will meet their students’ needs. Schools are required to spend and acquit their Fund allocation on items listed on the Menu in the calendar year the funding was received.

The department’s School Carryover Policy applies to any unspent credit component of the funding at the end of each calendar year. For more information on the Credit School Carryover Policy, refer to Student Resource Package – Managing the Budget: Credit Carryover Policy.

For further information on the Schools Mental Health Fund refer to: Mental Health Fund and Menu.

Eligibility

• Primary Schools
• Secondary Schools
• P–12 Schools
• Specialist Schools

The Fund was rolled out to government schools based on area between 2022 and 2024, with rural and regional schools prioritised, in line with the Royal Commission’s findings. All government schools now receive the Fund.

Note: Camp/outdoor schools and Parkville College are not eligible to receive the Fund. Hospital Schools and Victorian School of Languages are only funded at base rate with no enrolment funding.

Calculation

Funding will be allocated as credit (60%) and cash (40%). School on-cost rates (superannuation and payroll tax) are applied to the credit proportion.

All schools start with a base allocation amount of $25,000.

Enrolments used to calculate the Fund will be updated at each SRP cycle (Indicative to reflect principal enrolment projections, Confirmed to reflect February census enrolment and Revised to reflect audited enrolments).

Regional and rural loading

All regional and rural schools receive an extra loading (10%).

Small school threshold

• All schools with 250 students or less will get the base allocation
• A per student rate will apply above 250 students

Large school threshold

A slightly lower per student rate will apply above the large school threshold number of students:

• Primary: 600 students
• Secondary: 1,200 students
• Primary/Secondary: 900 students
• Other: 600 students

Transition funding

In 2025, the Fund model was adjusted, shifting the credit/cash split to 60/40 and the enrolment threshold from 200 to 250 students.

To support schools while the new Fund model is implemented, all schools with enrolments between 200 and 250 students will receive transition funding in 2026. For these schools, their enrolment-based funding will be 75% of what they would have received under the previous Fund model.

Rate

• Per student rate starts to apply above 250 students
• The model has tailored rates for primary and secondary, responding to the Royal Commission’s call for more support for primary schools

Active Schools (Reference 142)

The Active Schools program aims to increase student physical activity levels and ensure that all Victorian students have the skills, confidence and motivation to be active in life.

Active Schools Grants ($30,000) aim to help implement a whole-school approach to improving physical activity and supporting students to be more active. Grant funds may be used for infrastructure or equipment, staff professional development, or engagement with physical activity programs and providers.

Active Schools Physical Education (PE) and Sport Funding Boosts ($3,000) aim to support schools with the costs of physical education, sport and outdoor education. Schools are encouraged to consider innovative ways this funding can be used to encourage an increased uptake of physical activity in their school. Schools may elect to use this funding to boost their physical education or sports budget or spend the funding on items such as outdoor education, bike storage or playground improvements.

Active Schools Extracurricular Boosts ($14,000) aim to support secondary schools with the costs of providing extracurricular physical activity opportunities. Funding may be spent on the cost of running sporting, recreational or physical activity programs either before or after school or during break times. This may include engaging the community or private providers to run programs or paying for casual relief teachers to enable the school to run programs.

Further detail on what funds can be used for is detailed on Active schools funding and Expert Support Service.

Funds cannot be used for:

• purchase of IT equipment
• school staff salaries
• items not related to improving physical activity outcomes.

Funding will be distributed through the Student Resource Package.

Eligibility

• Active Schools Grants: $30,000 will be awarded to 100 primary, secondary, primary/secondary, language and specialist schools in 2026 following a competitive grant process open each year to eligible schools in communities experiencing socioeconomic disadvantage. Eligibility to apply is based on SFOE index and whether a school has previously received Active Schools Grant funding. Applications are assessed against the Active schools framework and on how the school will implement activities to strengthen its current approach to student physical activity. This funding will be distributed during the Confirmed cycle.
• Active Schools PE and Sport Boost: $3,000 for 300 government primary, secondary, primary/secondary, language and specialist schools in 2026 in communities experiencing socioeconomic disadvantage based on SFOE ranking, which can be used to support schools with the cost of PE, sport and outdoor education.
• Active Schools Extracurricular Boost: $14,000 for 200 government secondary, primary/secondary, language and specialist schools in 2026 in communities experiencing socioeconomic disadvantage based on SFOE ranking, which can be used by schools to support the costs of providing extracurricular sporting and recreational activities.

Rates

• Active Schools Grants: $30,000 for each eligible school.
• Active Schools PE and Sport Boost: $3,000 for each eligible school.
• Active Schools Extracurricular Boost: $14,000 for each eligible school.

Related policies

Physical and Sport Education – Delivery Requirements

Vocational Education and Training Delivered to School Students (Reference 143)

Vocational Education and Training (VET) Delivered to School Students (VDSS) is a key component of the Victorian Government's strategy to support high-quality vocational pathways, increase student retention, and improve Year 12 or equivalent completion rates by providing options for all students.

Core Student Learning Allocation Funding, provided to schools through the Student Resource Package (SRP) is the primary source of funding for VET. Supplementary VET Funding alleviates the additional costs of participation in VET, compared to participation in academic school-based curriculum.

Supplementary VET Funding is provided in 3 components:

• VET Delivered to School Students
• Materials
• Small Scale Core Funding Supplement.

Eligibility

Training at Certificate II or III level is eligible for Supplementary VET Funding, unless undertaken:

• as an apprenticeship or traineeship outside of school
• outside of the timetabled school curriculum and not contributing to senior secondary education
• in Certificates in General Education and School-based Support
• by students from overseas and at non-government schools
• by students outside of the age range 15 to 20 years at the VASS enrolment deadline.

Training at Certificate IV level or above is eligible for funding if it does not meet any of the above exclusion criteria, and it has been pre-approved for delivery to VCE students by the VCAA. For more information on VCAA approval, refer to High level qualifications undertaken as part of the VCE.

Allocation

Supplementary VET Funding is provided in quarterly lump sum payments through the Student Resource Package (SRP). A school’s annual allocation of funding is determined by the student VET enrolments entered into the Victorian Assessment Software System (VASS) by the VASS enrolment deadline. Schools must ensure they have the correct enrolment in VASS by this deadline to receive funding.

The VASS enrolment deadline is usually at the end of April or beginning of May each year. For this year’s date, refer to: Administrative dates and scored assessment schedule.

Schools receive 25% of their annual allocation of funding each term. Funding in Term 1 and 2 is indicative, calculated from the previous year’s enrolments. Following final enrolment at the VASS enrolment deadline, a school’s annual allocation is recalculated and Term 3 and 4 funding is adjusted accordingly.

Funding calculations

Schools are encouraged to treat VET funding holistically by allocating a pool of funding to VET for all students that includes:

• tuition funding, including VET Delivered to School Students funding and a portion of each VET student’s Core Learning Allocation Funding
• materials funding, which supplements this funding for consumable items
• Small Scale Core Funding Supplement, for schools with 400 or fewer enrolments in years 7 to 12.

The cost of VET varies between providers and delivery models. Schools have discretion to use their overall pool of VET funding flexibly to give all students access to appropriate VET.

Tuition funding

One full-time equivalent (FTE) enrolment in VET is 180 hours of delivery over the year (see exceptions below). For each FTE enrolment in VET, schools are encouraged to allocate a portion of a student’s Core Student Learning Allocation funding toward VET. For a 1.0 full-time equivalent (FTE) course enrolment in 2026, this equals $1,294 in mainstream schools and $1,078 in specialist schools.

All eligible VET courses are categorised into 1 of 6 funding bands for VET Delivered to School Students Funding, with different amounts for mainstream and specialist schools. Together with the Core Student Learning Allocation, the VET Delivered to School Students funding will approximately cover tuition costs.

Each enrolment in a VET course can receive VET Delivered to School Students funding of up to 1.0 FTE (see exceptions below), applied pro rata to the hours of enrolment for the year (for example 0.6 FTE for 108 hours). One student can enrol in and attract funding for enrolment in multiple VET courses. Schools can use the SRP budget planner (available through the SRP Portal) to estimate VET Delivered to School Students funding.

Funding errors

If schools believe there has been an error in the calculation of their VET funding allocation, they are required to submit an application for a funding correction. The process for submitting an application will be communicated to schools in June of each year.

Corrections to funding allocations will be considered if the department has made an error in the calculation of VET funding allocations.

Applications for funding corrections due to late or incorrect VASS enrolments on the part of the school will only be considered in exceptional circumstances that are outside the control of the school. These may include instances where schools have been impacted by natural disasters or other emergency situations, technical outages or the death or serious illness of VASS administrators.

Circumstances that will not be considered exceptional include routine staffing changes, inadequate staffing, lack of succession planning for exiting staff, or miscommunication with VET providers.

If a funding correction is approved, then a correction to the school’s allocation will be made and included in the Term 4 regular SRP cash grant payment.

Exceptions

While all eligible training is allocated pro-rata funding for an FTE enrolment of 180 hours per year, there are some exceptions:

• Certificate III in Music: The VCE VET program for this course is equivalent to 4 VCE units per year, and so attracts funding for up to 2.0 FTE (360 hours per year), applied pro rata to enrolments of less than 360 hours.
• Certificate II in Cookery: The VCAA has determined that 170 hours of delivery equates to 180 hours of VCE credit, and so funding for this course is calculated as 170 hours equating to 1.0 FTE.

Materials funding

Each eligible enrolment in VET receives funding for the cost of materials. Funded materials are consumable items that are expended during training. VET materials funding is allocated on the same pro-rata basis as tuition funding.

All eligible VET courses are grouped into 2 funding bands:

• high-cost certificate band: $450 per FTE
• low-cost certificate band: $250 per FTE.

Skill Sets are not eligible for materials funding.

Small-scale core funding supplement

Additional funding is provided for schools that do not have enough student enrolments to offset VET costs. Schools with 400 or fewer total enrolments in years 7 to 12 are eligible for this funding.

Mainstream schools receive funding for each eligible FTE enrolment in VET of $1,294, up to a maximum of 15 enrolments. For schools with more than 200 enrolments in years 7 to 12, the rate of $1,294 is reduced by the excess over 200 multiplied by 6.43.

Specialist schools receive funding for each eligible FTE enrolment in VET of $1,078, up to a maximum of 15 enrolments. For schools with more than 200 enrolments in years 7 to 12, the rate of $1,078 is reduced by the excess over 200 multiplied by 5.35.

For example, if Local Mainstream College has 211 students in years 7 to 12, and 30 FTE enrolments in VET, funding is calculated as: 15 × (1,294 − (6.43 × (211 − 200)).

Parent payments

Schools may ask parents to make a general voluntary financial contribution towards VET. Schools cannot tie a student’s participation in a VET course to this contribution, but may decide to not offer a course with tuition costs that significantly exceed tuition funding.

For some VET certificates, students may be required to have certain equipment, tools, or clothing. Schools may invite families to purchase these items. If a parent does not provide or purchase the necessary items, the school must give the student access to the required items without cost. Schools are not required to provide students with items to own or keep.

For further information, refer to: Parent Payments.

NDIS Navigators (Reference 146)

In the 2023-24 State Budget the Victorian Government announced a $202.9 million package for students with disability. This included the introduction of NDIS Navigators in Victorian government specialist schools.

NDIS Navigators provide support to families and carers to help them to navigate and understand the NDIS, enabling them to get the most out of the supports available. They will also help schools, families and carers to understand the NDIS-education interface.

The NDIS Navigator initiative is funded for 4 years from the 2023-24 financial year.

For further information on NDIS Navigators see: NDIS Navigators.

Eligibility

All Victorian government specialist schools receive funding allocation.

Calculation

The funding model consists of an FTE allocation based on school enrolments:

• less than 42 students = 0.2 FTE
• 42 to 185 students = 0.4 FTE
• 186 to 300 students = 0.6 FTE
• 301 to 400 students = 0.8 FTE
• more than 400 students = 1.0 FTE

The model has fixed FTE allocation bands throughout the life of the initiative, from the first SRP allocation in 2023.

Multicampus threshold

Additional loading for very large schools (more than 450 enrolments) with more than 2 campuses will be applied.

Funding calculation

School FTE allocation (rounded to one decimal) × Midpoint of an Education Support, Level 1 Range 4, position including school SRP on-costs.

Specialist School Activity Boost (Reference 147)

The Specialist School Activity Boost provides funding to specialist schools (with students with disability as their focus) and Supported Inclusion Schools to support them with the cost of delivering activities such as arts, sports, cultural and social programs to their students.

Activities play an important role in supporting students with disability to learn and thrive at school, by boosting learning engagement and motivation, as well as building a sense of connection with friends, teachers and their community. However, specialist schools and Supported Inclusion Schools can face higher costs in making these experiences available to their students due to factors such as higher teacher to student ratios and use of specialised equipment in delivering activities. The Specialist School Activity Boost will provide these schools with additional financial resources to help them run these important activities for their students.

Funds may be used, for example:

• engaging external organisations to deliver targeted arts, sports, cultural or social programs for students conducting other similar activities
• for student attendance at camps
• establishing partnerships with local sports clubs (for example, local bowling club) to deliver activities for students
• purchasing resources or equipment to establish regular in-school access to activities (for example, giant 10-pin bowling equipment)
• developing targeted sports, arts, cultural and social experiences to be delivered by staff in-school
• for CRT costs to release school staff to deliver activities
• for ancillary costs, such as transport to attend externally provided activities.

Further detail on suggested activities to be undertaken is detailed on PAL.

Funds cannot be used for:

• salary for members of school staff
• staffing costs for covering time in lieu associated with delivery of activities
• items not related to delivering activities to students.

Funding will be distributed as a cash payment through the Student Resource Package.

Eligibility

All specialist schools (with students with disability as their focus) and Supported Inclusion Schools will receive this funding. This does not include the following Parkville or hospital schools.

Rates

All eligible schools will receive funding based on February census enrolment figures, as outlined below:

• $8,000 minimum (for schools with 1 to 50 students)
• $36,000 maximum (for schools with over 225 students).

Funding to schools in between the minimum and maximum is calculated at a rate of $160 per capita.

Supported Inclusion Schools are allocated funds based on 10% of their total enrolment to deliver activities that are inclusive and support the participation of students with disability.

The Specialist School Activity Boost program is funded until the end of 2026 under the Fighting for Students with Disabilities and their Families package.

Accountability

Expenditure should be allocated in CASES21 to the code: 5103 – Specialist School Activity Boost.

Flexible Work for School Leaders initiative (Reference 151)

Brief description of the program

The 2025 Flexible Work for School Leaders initiative is available in the 2024–25 and 2025–26 financial years. Up to 300 grants have been funded to support school leaders in a job-share or part-time arrangement. The funding will allow participating school leaders to have a cross-over day with their job-share partner or will support a new or increased part-time arrangement within a school’s leadership team.

This initiative aims to reduce administrative burden on school leaders by providing additional leadership support and promoting work-life balance.

Educational leaders eligible for funding include principals, assistant principals, leading teachers and learning specialists.

Under this initiative, the Department of Education will provide funding of 0.2 FTE of a salary of a school leader in an eligible flexible work arrangement for up to 12 months. Schools that wish to continue flexible work arrangements for school leaders after this time will need to fund this from their existing budget and may require school council approval.

Eligibility

The following arrangements are eligible for funding:

• new part time leadership role
• increased time fraction for an existing part time role
• job-share, where a substantive leader reduces to part time with a higher-duties backfill
• co-principal job-share, where 2 substantive principals are appointed through a merit-based selection process to share a role.

Please note that funding under this initiative is only available for 12 months and school council agreement will be required if you wish to fund a co-principal arrangement for the balance of the principal contract.

The department aims to support as many schools as possible through this initiative. While funding isn't guaranteed, each application helps us better understand school needs.

Calculation

Funding will be allocated as credit (100%).

Schools will receive a grant of 0.2 FTE of a salary (including on-costs) of a school leader with an approved flexible work arrangement in place.

Rate

Schools will receive a grant of 0.2 FTE of a salary (including on-costs) of a school leader with an approved flexible work arrangement in place.

The initiative has tailored rates, which are based on the leadership position within the approved flexible work arrangement, salary classification*, commencement date and duration of the position.

*Note: the default step is step 1 in each range.

Funding will be processed through the Student Resource Package (SRP) and allocated across the SRP cycles depending on the arrangement’s commencement date and duration.

Funding allocations for Term 1 and Term 2, 2026 will be processed in the Indicative 2026 SRP cycle.

Participants can choose to discontinue their flexible working arrangement. If this is the case, or if there are any other changes in your flexible work arrangement, please advise the Schools Workforce Initiatives and Support team (Schools.Initiatives@education.vic.gov.au) to update details for the flexible working arrangement.

Relevant information

• Equal Opportunity – Employees
• Flexible Work for Principals
• Flexible work for school leaders funding
• Flexible Work
• Gender Equality Action Plan for 2022–25
• Higher Duties – Teaching Service
• Human Rights Charter
• Inclusive Workplaces
• Parental Absence – Teaching Service
• Respectful Workplaces

Contact for school queries

Email: Schools.Initiatives@education.vic.gov.au
Phone: 03 7022 5555

Hindi and Punjabi beacon schools (Reference 152)

Detail of program

The Victorian Government committed $3.5 million over 4 years in the 2023–24 State Budget to establish 3 beacon schools to teach Hindi and/or Punjabi in Melbourne’s west, north and south-eastern suburbs.

The beacon schools will offer high quality learning in Hindi and/or Punjabi to background and non-background speakers while serving as system leaders in these languages by sharing and harnessing best practice and resources that promote improvement in students’ language competencies.

The funding is administered by the Languages Unit, Curriculum and Teaching Practice Division.

Eligibility

Following a selection process, 3 schools have been chosen as Victoria’s first Hindi/Punjabi beacon schools – one in each of Melbourne’s West, North, and South-Eastern suburbs.

Funding rates

Each beacon school will be funded $1 million over 4 years from 2024 to 2027 to establish and implement a sustainable Hindi/Punjabi beacon school model.

Funding is calculated at the Confirmed cycle. Funding is allocated through cash (10 per cent) and credit funding (90 per cent).

Contact

Email: languages.query@education.vic.gov.au

Flexible Work for Classroom Teachers Initiative (Reference 154)

Brief description of the program

The 2025 Flexible Work for Classroom Teachers initiative is available in the 2024–25 and 2025–26 financial years. Up to 300 grants have been funded to support classroom teachers in a job-share or part-time arrangement. The funding will allow eligible classroom teachers to have a cross-over day with their job-share partner or will support a new or increased part-time arrangement.

This initiative aims to reduce the administrative burden on school leaders and classroom teachers by providing additional support and promoting work-life balance.

Under this initiative, a grant of $20,000 (including school on-costs) will be provided to support a classroom teacher in an eligible flexible work arrangement for up to 12 months. Schools that wish to continue flexible work arrangements for classroom teachers after this time will need to fund this from their existing budget.

All 300 grants have been allocated, with funding for the initiative ending on 30 June 2026.

Eligibility

Classroom teachers with the following arrangements are eligible for funding:

• a crossover day in a teacher job share arrangement (substantive reduces to part time)
• creation of a new role (to cover teacher/s non-classroom facing responsibilities, for example, yard duty)
• timetabling arrangement (arranging timetable to allow teachers to work from home one morning a week)
• other – schools can propose flexible work arrangements in line with the Flexible Work policy.

Participating schools were able to apply and receive funding for up to five eligible flexible work arrangements. The department aims to support as many schools as possible through this initiative. While funding isn’t guaranteed, each application helps us better understand school needs.

Calculation

Funding will be allocated as credit (100%).

Schools will receive a grant of $20,000 (including school on-costs) for a classroom teacher with an approved flexible work arrangement in place.

Rate

Schools will receive a grant of $20,000 (including school on-costs) for a classroom teacher with an approved flexible work arrangement in place.

Funding will be processed through the Student Resource Package (SRP) and allocated across the SRP cycles depending on the arrangement’s commencement date and duration.

Funding allocations for Term 1 and Term 2, 2026 will be processed in the Indicative 2026 SRP cycle.

Participants can choose to discontinue their flexible working arrangement. If this is the case, or if there are any other changes to the flexible work arrangement, please advise the Schools Workforce Initiatives and Support team (Schools.Initiatives@education.vic.gov.au) to update details for the flexible working arrangement.

Relevant information

• Equal Opportunity – Employees
• Flexible Work for Classroom Teachers Funding
• Flexible Work policy (for non-principal roles)
• Flexible Work resources
• Gender Equality Action Plan for 2022–25
• Human Rights Charter
• Inclusive Workplaces
• Parental Absence – Teaching Service
• Respectful Workplaces

Contact for school queries

Email: Schools.Initiatives@education.vic.gov.au
Phone: 03 7022 5555

Aspiring Koorie Teachers Now Program (Reference 155)

Program description

The Aspiring Koorie Teachers (AKT) Now program is an employment-based training initiative to increase Aboriginal and/or Torres Strait Islander peoples’ employment with ‘host’ Victorian government schools. The program is part of the Victorian Government’s Workforce Attraction and Retention Strategy. AKT Now aims to increase the number of Aboriginal and/or Torres Strait Islander staff working in Victorian government schools (‘AKT Now employees’) by combining paid employment with structured education pathways.

The AKT Now program funding supports AKT Now employees to complete qualifications while working as Education Support (ES) staff or in Pre-Service Teacher (PST) roles. The program has 2 learning pathways:

• Higher Education stream: For Initial Teacher Education students in the later stages of their undergraduate or postgraduate studies to become fully qualified teachers.
• Vocational Education and Training (VET) stream: For students enrolled in a Certificate IV in School-Based Education Support, gaining practical experience in schools.

The AKT Now program provides salary subsidies to eligible Victorian government schools that are approved to be AKT Now ‘host schools’. All Victorian government schools can determine host school eligibility through submitting an expression of interest: AKT Now host schools. This program provides approved host schools opportunity to recruit Aboriginal and/or Torres Strait Islander staff with skills, knowledge and lived experience that strengthens the diversity of their workforce and enriches the educational environments that support student learning.

Accountability

AKT Now host schools are required to support AKT Now employees in line with program guidelines. This includes ensuring that employment and study arrangements align with agreed program structures, supporting study leave, and providing flexible working arrangements where possible.

AKT Now host schools are required to report to Koorie Outcomes Division on their AKT Now employment arrangements in line with AKT Now program guidelines. This includes notifying Koorie Outcomes Division of the commencement and completion dates of relevant employment contracts, which provides the basis for salary subsidy calculation.

Funding

Through the SRP, host schools receive AKT Now program funds as a partial subsidy of the salary paid to AKT Now employees (including related on-costs). Under the program’s guidelines, the salary subsidy is applied to the entire duration of an employment contract.

The salary subsidy covers 50% of employee salary (and 50% of related on-costs). Calculation of the subsidy is determined on an employment contract at 0.8 FTE of the relevant Award rate for Education Support roles. In calendar year 2025, the basis for calculation is from current Award rates for entry-level positions.

Eligibility and funding

Schools may not apply directly for AKT Now funding. Instead, approved host schools are determined through an expression of interest process and subsequent review by the Koorie Outcomes Division.

Approved host schools will appoint AKT Now employees through usual merit-based processes. Vacancies will be advertised through the School Jobs VIC portal. Eligibility for AKT Now employment is for Aboriginal and/or Torres Strait Islander peoples who:

• are employed by a host school through a merit-based recruitment process
• are employed by the school to meet existing vacancy and/or staff resourcing needs
• are a resident of Victoria (or eligible border community)
• are enrolled in either a Certificate IV in School-Based Education Support or the later years of an Initial Teacher Education course
• are undertaking a minimum of 50% equivalent full-time study load (as per program requirements)
• hold a current Working with Children Check.

Participating host schools cannot seek salary subsidies for existing employees from the AKT Now program.

Participating host schools can receive salary subsidies for as many eligible AKT Now candidates as they employ. Changes in employment status may affect the period applicable for salary subsidies. Such changes in employment status must be notified to the Koorie Outcomes Division immediately they become known, to maintain accurate records of candidate employment. The reporting is through the AKT Now program’s reporting framework.

Funds provided to eligible host schools for AKT Now salary subsidies are supplied each term through SRP credit allocation.

Employment arrangements

Candidates are employed on a 0.8 FTE basis, where a usual employed week would comprise employment at usual school hours for the five days from Monday to Friday.

• The employment contract would commence from a date of employment determined by the appointing host school, and concludes not later than 26 February 2027. (AKT Now program funding concludes in the 2026–27 financial year).
• During academic semesters, AKT Now employees work 2 days per week in their host school and dedicate the remaining three days per week to their studies.
• During non-study periods, candidates work five days per week, as arranged with their employer.
• The salary subsidy model applies consistently throughout the entire employment contract, and this means it applies across both study and non-study periods.

Use of AKT Now funding

Participating host schools use the AKT Now salary subsidies and on-costs to support the employment of AKT Now employees. The salary subsidies to host schools aim to support First Nations candidates as they progress through their studies and transition to full-time work arrangements. Host schools are expected to champion the completion of studies by their employees.

For further enquiries or assistance, please contact the AKT Now team at: marrung@education.vic.gov.au

Operational Teaching Assistants Pilot (Reference 156)

The Operational Teaching Assistants (OTA) pilot aims to ease the administrative load on teachers and enable them to focus on duties that require their professional skills and judgement.

Under the pilot up to 31 OTAs will be employed in Victorian government schools from Term 3 2025, until the end of Term 2, 2027.

OTA roles and responsibilities will align with those of an Education Support Level 1, Range 2 position in accordance with the Victorian Government Schools Agreement (VGSA) 2022. The OTA role will not involve working directly with students. The role will take on administrative and operational tasks performed by teachers to reduce teacher workload. Schools participating in the pilot must tailor the role within the parameters of the VGSA, the program guidelines and the unique context of their school.

Eligibility

OTA funding is provided to schools that are participating in the OTA pilot.

All Victorian government schools were eligible to apply for the pilot via an Expression of Interest process in May 2025.

Funding

Australian Government funding will cover 50% of the employment and oncosts of the OTA roles, with participating pilot schools required to cover the remaining 50% of the costs.

OTA funding allocations are calculated based on 50% of Full-time Equivalent (FTE) Education Support Level 1 Range 2-midpoint salary + school on‐costs. For example, this equates to $18,835 for the second half of 2025 for each 1 FTE Operational Teaching Assistant.

The government funding portion will be provided to schools through the SRP Indicative and Revised budget cycles via credit.

Further information

Contact: teacher.workload.reduction@education.vic.gov.au

Resources

School student resource package (SRP) interactive site (staff login required)

To see budget and planner reports for principals and delegates, login to student resource package

Current SRP guidance

• 2026 Student Resource Package Indicative Guide (PDF)
• 2026 Student Resource Package Indicative Guide (DOCX)

Senior secondary re-engagement

• Individual Education Plans (IEPs)
• Late enrolment funding

Vocational education and training delivered to school students

TAFE Supplement Revised Modelling

Refugee and asylum seeker wellbeing supplement

Information sheet

Student Excellence Program Funding

Student Excellence Program – Guide for School Leaders, January 2022 (DOCX) (staff login required)

Primary Welfare

Primary Welfare Officers

Respectful Relationships

Respectful Relationships

Head Start

Head Start apprenticeships and traineeships

Middle Years Literacy and Numeracy Support

Middle Years Literacy and Numeracy Support Initiative