ISSUE 7

MAY 20, 2020Galen Catholic College Newsletter

Plus, Minus, Interesting: Remote Learning

PLUSWhat have you found that has been a positive about remote learning?

'Being able to create your own kind of schedule to get your work done.' 'Can catch up on work in breaks.''Not having to catch the bus!' 'More flexibility.''I could work on my artwork whenever I wanted to, for however long I wanted.''Working independently and at your own time.''Spending more time with my family during the day.''I’m more productive with my work, I don't have to go to class to class and when I am finished in one subject I have that as a period to finish off other work.''Being able to do work at my own speed and being able to do extra work for each class for more amount of time.''I've spent more time with my dog and my sister.''Adapting to change in a short period of time and gaining a little more independence.' 'Being able to work at my own pace, and perhaps use my own studying practices.''I enjoy being at home, and having a more flexible timetable. I like going for walks at lunch.''There are less people here at school :)'I get to spend more time with my family at home and have more flexible time for school work.''Working at my own pace and becoming more independent.''It has given me the drive to do work, due to lack of external time consumers.'

MINUSWhat has been a challenge you’ve ex-perienced while learning from home?

'Distractions''Finding the motivation to actually do my work.''Not getting as much help from the teacher.''You can’t have that one on one chat with a teacher.''The internet lagging.''If I don't want to do work, I won’t finish it as I am not pressured to finish it in class.''Harder to get help from teachers, can't really just ask quick questions.''Family members making lots of noises.''Not being able to focus and complete all the tasks.''I cannot do math at home.''The amount of work that we have been getting with each class.''Staying motivated throughout the day and meeting deadlines.''Hard to communicate with teachers.''Not seeing my friends and not being motivated.''No motivation and there is a lot more work.''Finding motivation to actually get started on the work I need to complete.''Hard to find motivation.''Not having that teacher over your shoulder, to spot when you need help when you're too worried to ask.''Distractions are hard, I find it very easy to leave my classes and go find something else to do or do other work for different classes.''Not being able to talk face to face. Loss of motivation sometimes.'

INTERESTINGWhat has surprised you about the experience of learning from home?

'I like it better than actually going to school.''I like being more independent.''The workload is harder to catch up on at home.''Some subjects are easy but some are really difficult to learn remotely.''More self-sufficient in getting my work done.''The amount of exercise you get at school just by walking from class to class, it is a lot harder at home.''You have more freedom and responsi-bility at home rather than the set timetable at school.''How much work I can get done and how much better I feel about my health being at home and doing work at my own speed and being able to do work for a longer period of time.''Teachers have been really helpful and understanding.''Appreciating the time away from my computer or phone, being off of calls, etc.''How different types of people are struggling with it while others are thriving.''Interesting how I have adapted to online learning.''To appreciate the little things more. Getting my work done at a higher level for me.' 'Interesting how I’ve realized I enjoy not being around a lot of people every day.''Seeing how everyone else reacted and adapted in their own ways, the similarities and differences.'

Plus, Minus, Interesting (PMI) is a design thinking technique Visual Communication Design students use to reflect on their ideas to find the best solution to design problems. Senior VCD students used

this technique during their last week of remote learning to share and evaluate their experiences.

2 | Reflections Newsletter

So you’ve reached the end of a busy day, there’s still a list of emails to respond to, students and parents to follow up with, lessons to prepare, a tutorial to record and corrections to complete. For staff, this has been the general narrative this term, and for parents this experience has probably been quite similar… And now you’ve got to consider, “What on earth will I throw together for dinner tonight?” At the beginning of this pandemic, as the toilet paper disappeared from supermarkets, so too did basic staples like flour and a host of other items. Now that we’re several weeks in, we asked staff what they were doing this term with the items in their pandemic panic pantry. Read on for some comfort food favourites.

Cooking up a storm in iso

375g soft unsalted butter (or margarine)375g dark chocolate (I use nestle dark buttons)6 large eggs1tbs vanilla extract500g caster sugar (granu-lated is also fine)225 g plain flour (GF flour works well)1tsp salt300g walnuts (optional)

You will need a tin measur-ing approx 33x23x5cm I use a large heavy weight rectangular baking tin lined with baking paper (this will stick if you don’t line the pan)Preheat the oven to 160-180 degrees or gas mark 4

Melt the butter and the chocolate in a heavy based pan stirring over a low heat to avoid burning the chocolate.Beat in the sugar and

vanilla then add the eggs and beat until combined.Add the flour and mix well.Pour into the pan and sprinkle the walnuts over the top if you are using them.Bake for about 25 mins. When it is ready the top will be paler but the mid-dle will still be slightly gooey. Leave to cool in the pan. I often cover in foil and leave to cool overnight as they cut easier when fully cool but remember that they continue to cook while cooling so it is usually best to bring it out of the oven slightly early rather than slightly late.

No one has ever com-plained about them being too gooey. Gluten free flour often leads to a softer brownie.

Quick Cinnamon RollsLizzie Orton

*Preheat oven to 220cDough:3 Cups of self-raising flour1 tablespoon caster sugar80g butter1 cup milkExtra flour for rollingCombine SR flour and sugar in medium bowl. Rub the butter into flour mixture until it resembles fine crumbs. Add the milk and cut through with a knife to keep the mixture light.Roll out into a rectangle shapeFilling:¼ cup softened butter1 tablespoon ground cinnamon½ cup brown sugarSpread butter onto the dough (use more if needed), sprinkle brown sugar on top of the butter, and then sprinkle cinnamon on top of the brown sugar.Roll up into a log and cut into 4cm rolls.Place into a greased rectangular pan and bake for 18-20 minutes or until they have cooked completely. Let cool for 5 minutesIcing4oz butter4oz cream cheese1 cup icing sugar1 teaspoon vanilla extractCream all ingredients together and top warm cinnamon buns. Enjoy! :-)

Delicious BrowniesNicky Powell

3 | www.galen.vic.edu.au

Leftover lamb shepherd’s pieAlison and Edwin Evans

We’ve been having many ‘paddock to plate’ experiences, using lamb, veggies, fruit and eggs from our property. The following recipe has been made a few times in the past weeks. Great for using up our freshly dug potatoes, and lamb from the freezer. Ingredients· 1 tbsp olive oil· 1 large onion, finely chopped· 2 carrots, chopped· 2 celery sticks, finely chopped· 3 garlic cloves, finely chopped· 1 tbsp fresh thyme leaves· 75ml red wine· 500g leftover slow-roast lamb, shredded· 100ml lamb or chicken stock· 2 tbsp Worcestershire sauce· 3 tbsp tomato ketchup· 1 tbsp tomato purée· 800g floury potatoes, cubed· 3 tbsp butter· 2 large free-range egg yolks· 25g grated parmesan, plus extra for sprinkling Method1. Heat the oven to 200°C/fan180°C/gas 6. Heat the olive oil in a large frying pan, then gently cook the onion, carrots, celery and garlic for 10-12 minutes until tender.2. Add the thyme and red wine, then simmer for 2-3 minutes. Add the lefto-ver lamb, stock, Worcestershire sauce, ketchup and tomato purée, then season. Simmer gently for 15 minutes until the mixture has reduced.3. Put the potatoes in a large pan of cold salted water, bring to the boil, then simmer for 12 minutes or until tender when pierced with a fork. Drain, return the potatoes to the pan and mash until smooth. Beat in the butter and egg yolks, then stir through the grated parmesan.4. Spread the lamb mixture in a 1.5 litre ovenproof dish and top with the mash. Sprinkle over a little extra parmesan and season. Bake in the oven for 20-25 min-utes until golden on top and bubbling.

We hope you can enjoy this recipe, too.

Cheese SouffleChristine Duff

A lot of people think souffle is hard. This is a recipe I have made many times and it has never failed yet. I’ve altered the types of cheese over time and found that a half and half mix of parmesan and cheddar is best. I also like to add in a little of any mustard I have. I always have flour in my cupboard and it uses very little flour anyway. It’s hot and cheesy when you have virtually nothing in the cupboard but you’re too tired, it’s too wet or you can’t be bothered going out. You can put a salad with it to add your vegies. It’s also easy to make but easy to impress people with because-it’s a souffle.

Ingredientsplain flour ¼ cup(s), (35g)skim milk 1 cup(s), (250ml)egg(s) 3 medium, separatedreduced-fat 15% cheddar cheese 60 g, grated (forget the low fat if you want more taste and go 30 g parmesan and 30 cheddar grated)extra light cooking cream 2 tbs (only if you want the healthy version, some-times I leave this out) oil spray to grease the ramekinsButter 60 g (margarine or the butter marg mix works too)

InstructionsPreheat oven to 200°C or 180°C fan-forced. Lightly spray a 3-cup (750ml) capacity round ovenproof dish with oil or four small ramekins. Melt butter in a medium saucepan over medium heat. (or in a microwave) Stir in flour and cook, stirring, for 1 minute. (again you can do this in a mi-crowave) Gradually whisk in milk until smooth. Cook this mixture, stirring, for 5–6 minutes or until thickened. (you can also microwave it) Remove from heat and stir in cheese and egg yolks until combined. Stir in cream. (if you’re using it) Using electric beaters, beat egg whites in a clean, dry bowl until soft peaks form. Gently fold egg whites, in 2 batches, through the cheese mixture. (use a knife to fold them through-you want to keep the air in the mix so DO NOT STIR) Spoon mixture into greased ramekins and cook for 18–20 minutes or until puffed and lightly browned.

Serves 2Ingredients2 multigrain muffins, 2 Tb tomato paste 1 tsp mixed herbs2 spring onions1 mushroomc pineapple pieces¼ Green green capsicum1/4 green capsicum 2 tab grated cheese1 slices each ham and salami

Method1. Preheat oven to 180'C2. Cut muffin in half and place on a foiled tray.3. Spread tomato paste over base. Sprinkle herbs over.4. Peel and chop spring onion. Chop, slice or dice other ingredients how you want them and add to the pizza.5. Sprinkle top with cheese.6. Cook in oven for approx. 15 minutes or until cheese has melted.

Mini PizzasFiona Neal

4 | Reflections Newsletter

Macbeth Memes in English

Year 10 English class have been studying Macbeth and have had some fun summarising some scenes, characters and turning points of Shakespeare’s classic tale of treachery. They were given the task to demonstrate their knowledge of these plot elements and dramatic irony by creating memes using an online generator.

Year 10 PhotographyYear 10 Photography students have been completing weekly shoots for photography. Last week was a “Band Shoot” and students took their creativity to a whole new level with the props and toys they have at home, as highlighted in this great piece by Max McInnes.

Year 7 ArtYear 7 Art have been learning about Indigenous Australian artwork and for their weekly task students were required to draw their pet/dream pet, using similar styles we have been learning about in class, like Patrick Ford's imaginative work.

Year 9 Youth EnterpriseStudents have started their major ‘Shark Tank Product and Pitch’ assessment task. Students will develop an idea of a product/service, and develop a marketing plan, target market and prototype to pitch in an online panel of ‘sharks’ at the end of term. To start this project, students created observation tower using spaghetti. The tower was made with limited resources and was to have a minimal impact on the environment. By participating in this activity, students were able to identify their own entrepreneurial skills.

5 | www.galen.vic.edu.au

Left behindI remember the sculpted paper cranethat sat above the mantel.I remember the clock counting the minutes passing.I remember the early mornings with the steaming teapotand the steamboat ticket glaring me down.I remember the photo that we took that cold winter's morning.I remember cloaking the photopreserving all its happiness.I remember packing it into my luggage seeing it being engulfed by possessions.Even though it's almost time to go,I will always remember the last touch of my family's hands as I head for the train. Maddison Penney (9/3 English)

The partingThe corrugated dove of hope was the strength of the family. As the clock ticked by memories were held and memories were secured. The coffee table held a new beginning but also what would be the end. As precious time went by strings were pulled, memories were held and memories were secured. It was Their last touch of love Before he was off to a new beginning.Henry Howard (Winner of the 9/3 Students’ Choice Award)

Time The tick of time passing rapidly.My family smiles sadly, as we consume our last breakfast.Tick. Tick. Tick.I take the memories longingly,wrapping them in a package carefully.I store my belongings swiftly to spend more time with the ones I love.Tick. Tick. Tick.A crane that I fold lovingly to remind them of me, of hope.The small little things that show love,they warm the heart and make it harder to leave.The time has come. Tick. Tick. Tick.Taleaha Carmody (9/3 English)

Endless All we have now is our memories, The bond our love created.As the birds chirp peacefully, and the antiques click promptly,I know your memory is captured lovingly.I clutch the photo securely,My keepsakes enclosed firmly and belongings assembled restlessly,I know that all we have now is our memories.The vision of papers rests patiently,I know the bond our love created was endless.But all we have now is our memories. Cheona Nash (9/3 English)

The Lonely TicketThe dove sits alone as theclock ticks through time.The abandon tea cup sleepsnext to the lonely ticket.Whilst the family stands frozen,like ice, giving fake smiles.Forever stuck in a frame of woodand glass for them to remember the past.Packaged in old wrapping paper andbound together by string so carefully.An old suitcase filled to the rim of old clothesand photos of home and family.Lonely hands touch on the old suitcasefor the last time where they stood.Dylan Twomey (9/3 English)

I Must Go...Folding the paper carefully,Antiques aging with time ticking quietly,Slowly steaming beverage waiting with,A portrait fading over time containing,My gently loving family,Tying strings of packages vigorously as I must go, The latches clicking loudly as the case fills,Hands holding mine calmly,I must go now.Jackson Strudwick (9/3 English)

How is Shaun Tan relevant in our COVID19 world?

9/3 English students responded to Shaun Tan’s graphic novel,The Arrival, in the form of poetry. This profound Australian text is a series of wordless images that convey a migrant’s experience. Though at a glance, it may appear to be a simple text, students have uncovered its many layers of meaning engaging with its complexity and developing a range of analytical skills in the process. As does most great literature, this work allows students to develop empathy towards others. This text, like many of the English and Literature texts studied at Galen, explores the theme of the human need to belong and in this way, it aligns with the present COVID19 environment. The Arrival presents the realities of a new job, a new school, a new relationship, a new country and the need to reinvent one’s place in the world. Each and every one of us has been doing that to a certain extent, as part of a school community, a state, a nation and a member of this global world. Please enjoy the students’ poetry responses to the image prompt.

Kate Angikiamo, English Learning Area Leader

6 | Reflections Newsletter

On Thursday May 14th, 7 students from the second year Hospitality class (years 11 and 12) prepared 2 dishes each in the VET kitchen to meet outcomes from the 'Appetisers and Salads' unit. To meet a second outcome of their course they also needed to prepare food for at least 6 customers. So that was 12 dishes times 7 students = 84 serves of food.The students were keen to know their food could be enjoyed by someone in need. In partnership with the North East LLEN’s Structured Workplace Learning Coordinator, Shane Crispin we found that need in the Wangaratta Food Bank through the Neighborhood House.

Meals prepared by the students included:Appetisers: Sausage rolls, arancini balls, empanadas, lamb pasties, mini quiches, and pretzels with pumpkin dip.Salads: Chicken Caesar salad, Roasted sweet potato salad, Haloumi and pomegranate salad, creamy potato salad, Char-gilled calamari salad and Mediterranean chicken salad. The students planned each dish, then worked independently with a high level of self-direction and motivation. Their level of care and interest in a high quality, delicious end product was excellent.

Hospitality meet outcomes while catering for those in need

7 | www.galen.vic.edu.au

Digital Learning and Teaching VictoriaDigital Technologies Educator of the Year Award - 2020 Maree Timms

On Friday 8th May, Maree Timms was contacted by DLTV to say that she was the recipient of the DLTV DigiTech Educator of the Year Award. This award recognises the importance of the work of Victorian teachers who have made an outstand-ing contribution, using technology, to the implementation of the Digital Technologies Curriculum and have had a signifi-cant positive effect on their students.

“This was a huge surprise to me, not to mention a great honour.” Maree attended the DLTV’s Virtual AGM, on the evening of Wednesday 13th May, where each of the DLTV Award winners were announced.

She will be presented the Award at the next DLTV Confer-ence, alongside the other Award winners. Maree does not know who nominated her, but the committee said in their announcement that they were extremely excited to present the award to someone who has taken regional students onto

the world stage, through the robotics program and that they have inspired the whole regional area.

Maree is extremely proud of the Galen VEX program, and how the students continue to strive for excellence and take up new challenges. She comments that the “Galen VEX students are the real digitech heroes of the region, so this is very much a team award.”

Maree and the DLTV have collaborated over the years, through Galen VEX students presenting at their DigiCon Conference in 2018 and working with them via DTAC Wangaratta to host teacher conferences here in Wangaratta throughout 2019.

Maree is extremely excited to proceed to work with the DLTV for future conferences and also to be their nominee for the ACCE Digital Technologies Educator of the Year.

8 | Reflections Newsletter

Galen Catholic CollegeCollege Street, WangarattaPO Box 630 Wangaratta Vic 3676

Principal: Bernard NealEmail: principal@galen.vic.edu.auPhone: 03 5721 6322Web: www.galen.vic.edu.au

For newsletter enquiries please contact the Publications & Promotions Officer: malcolm.webster@galen.vic.edu.au

Who’s Who at GalenLeadership Team• Bernard Neal: Principal• Patrick Arcuri: Deputy Principal—Staff & Students• Dale Gleeson: Deputy Principal – Teaching & Learning• Jim Samon: Deputy Principal – Catholic Identity• Emily Hordern: Business Manager• Anthony Batters: Head of Senior School• Wendy Chuck: Head of Junior School• Daniel Armitage: Professional Learning Leader• Debra Doyle: Staff Representative • Zoe Tait: Human Resources Advisor• Sara Korman: Staff Representative• Tess Barnard: Executive Assistant to the Principal

School Board• Fr Mike Pullar: Parish Priest• Colin McClounan: Board Chair• Bernard Neal: Principal• Patrick Arcuri: Deputy Principal • Emily Hordern: Business Manager• Lyndel Annett: Staff Representative• Chris Dwyer: Parent Representative• Leah Waring: Parent Representative• Matt Chadban: GPA Representative

Parents Association Executive • Kim Saunders: President• Matt Chadban: Vice President• Cathryn Carboon: Secretary• Carolyn Hicks: Treasurer

The Parents Association can be contacted via email: gpa@galen.vic.edu.au

Members of the Board can be contacted via the office on 03 5721 6322 or email: admin-enquiry@galen.vic.edu.au

The best way to contact Galen staff members direct is by email. All staff have email addresses which follow the formula: firstname.surname@galen.vic.edu.au

Camps, Sports & Excursions Fund (CSEF)CSEF will be provided by the Victorian Government to assist eligible families to cover the costs of school trips, camps and sporting activities. If you hold a valid means-tested concession card or are a temporary foster parent, you may be eligible for CSEF. The allowance will be paid to the school to use towards expenses relating to camps, excursions, or sporting activities for the benefit of your child. Contact the school office to obtain a CSEF application form or complete the attached form and return to the school. You should lodge a CSEF application form at the school by 20th of June 2020.

Beyond Blue: beyondblue.org.au1300 22 4636

Gateway Health: (03) 5723 2000

Headspace: headspace.org.aueheadspace.org.au1800 650 890

Kids Helpline: kidshelp.com.au1800 55 1800

Australian Centre for Grief and Bereavement: grief.org.au GriefLine Community and Family Services: griefline.org.au

Black Dog: blackdoginstitute.org.au

Lifeline: lifeline.org.au

MensLine: mensline.org.au1300 78 99 78

Head to Health: headtohealth.gov.au

Mindspot: mindspot.org.au1800 61 44 34

SANE Australia: sane.org1800 18 7263

Email: wellbeing@galen.vic.edu.au Phone: 0357216322

Wellbeing Links

2020

“Creating one new humanity”Eph 2:15

What is it you plan to do with your one wild and precious life?

CECV NCCD Information Sheet for Parents, Carers and Guardians Page | 1

Nationally Consistent Collection of Data (NCCD) On School

Students with Disability

What is the Nationally Consistent Collection of Data? Schools must now complete the Nationally Consistent Collection of Data on School Students with Disability (NCCD) every year. It counts the number of students who receive additional adjustments or “help” at school because of a disability. The NCCD helps governments plan for the needs of students with disability.

Who is counted in the data collection? To count a student in the NCCD, schools must think through some key questions:

1. Is the student getting help at school so that they can take part in education on the same basis as other students?

2. Is the help given because of a disability? The word ‘disability’ comes from the Disability Discrimination Act 1992 (DDA) and it can include many students.

3. Has the school talked to you or your child about the help that they provide? 4. Has the school kept records about the help they provide, the student needs and the reasons

that the student needs this help? The school will need to keep copies of tests, student work, assessments, records of meetings, medical reports or other paperwork and information about how the student’s learning is moving along over time.

Once the school decides that the student should be counted in the NCCD, they then choose a disability group and one of four levels of help that has been given to the student.

What does the word ‘disability’ mean in the NCCD? In the NCCD the word ‘disability’ comes from the Disability Discrimination Act 1992 (DDA). There are four types of disability that the school can choose from: sensory, cognitive, social-emotional and physical. Many students that need help at school can be counted in the NCCD. For example, students with learning problems, e.g. specific learning disability or reading difficulty (sometimes called dyslexia), health problems (e.g. epilepsy or diabetes), physical disability (e.g. cerebral palsy), vision/hearing loss and social-emotional problems (e.g. selective mutism, Autism Spectrum Disorder, anxiety). Letters from doctors or specialists can be very helpful for schools as they plan how to support students with their learning. Schools do not need to have these letters before they can count a

NCCD Information Sheet for

Parents, Carers and Guardians

CECV NCCD Information Sheet for Parents, Carers and Guardians Page | 2

student in NCCD. Teachers can use all that they know about the student’s learning and the records that they have collected over time to decide if a student can be counted in the NCCD.

What sort of help does the school give students? Students need different types of help at school. Some students need a little help sometimes while other students need a lot of help nearly all the time. The type of help given depends on the needs of the student. The help can include changes to the school buildings or grounds (e.g. ramps or things like special desks or chairs), extra teacher help in classes, special learning programs, changes to the work they give the student or extra adult help.

How will the NCCD be different this year? All schools have been counting students in the NCCD since 2015. The government will use the NCCD data as part of the funding to schools.

What will the school need to know about my child for the NCCD? Schools work together with families to understand the needs of each child. It is helpful if families give their child’s teacher a copy of any letters or reports they have. The letters or reports will help the school understand the child and the help that they might need. Letters from doctors, psychologists, speech pathologists, doctor, and occupational therapists etc. can be very helpful for schools. These reports along with information that the teacher has (i.e. school based tests, your child’s work and learning plans) helps the school to understand and meet your child’s needs.

What happens to the NCCD data? Who will have the NCCD information? Each school principal must check the NCCD data in August of each year. The school will give the information to the Catholic Education Office. The school will work with the Catholic Education Office to make sure that the NCCD data is OK before they give the data to the government. The government will not be given the names of any students or any letters or records. Please ask your school for their privacy policy if you need to know more.

Does the school need me to agree with them about counting my child in the NCCD?

Amendments were made to the Australian Education Act 2013 and Australian Education Regulation 2013). Schools do not need you to agree to let them count a child in the NCCD. You cannot ask the school not to count your child.

Where can I find out more? Please contact your child’s school if you have further questions about the NCCD and/or refer to the national NCCD Portal.

CAMPS, SPORTS AND EXCURSIONS FUND (CSEF) APPLICATION FORM

School Name School REF ID

Parent/legal guardian details

Surname

First name

Address

Town/suburb State Postcode

Contact number

Centrelink pensioner concession OR Health care card number (CRN)

– – – OR

Foster parent* OR Veterans affairs pensioner

*Foster Parents must provide a copy of the temporary care order letter from the Department of Health and Human Services (DHHS).

Student details

Child’s surname Child’s first name Student ID Date of birth (dd/mm/yyyy)

Year level

I authorise the Department of Education and Training (DET) to use Centrelink Confirmation eServices to perform an enquiry of my Centrelink

customer details and concession card status in order to enable the business to determine if I qualify for a concession, rebate or service. I also

authorise the Australian Government Department of Human Services (DHS) to provide the results of that enquiry to DET.

I understand that:

• DHS will use information I have provided to DET to confirm my eligibility for the Camps, Sports and Excursions Fund and will disclose to DET

personal information including my name, address, payment and concession card type and status.

• this consent, once signed, remains valid while my child is enrolled at a registered Victorian school unless I withdraw it by contacting the school.

• I can obtain proof of my circumstances/details from DHS and provide it to DET so that my eligibility for the Camps, Sports and

Excursions Fund can be determined.

• if I withdraw my consent or do not alternatively provide proof of my circumstances/details, I may not be eligible for the Camps, Sports and Excursions Fund provided by DET. • information regarding my eligibility for the Camps, Sports and Excursions Fund may be disclosed to the Victorian Department of Health and Human Services and /or State Schools Relief for the purpose of evaluating concession card services or confirming eligibility for assistance.

You are able to request access to the personal information that we hold about you, and to request that any errors be corrected, by contacting your

child’s school.

Signature of applicant Date / /

CSEF ELIGIBILITY

Below is the criteria used to determine a student’s eligibility for the Camps, Sports and Excursions Fund (CSEF).

Criteria 1 – Eligibility

To be eligible* for the fund, a parent or legal guardian of a student attending a registered Government or non-

government Victorian primary or secondary school must:

• on the first day of Term one, or;

• on the first day of Term two;

a) Be an eligible beneficiary within the meaning of the State Concessions Act 2004, that is, be a holder of

Veterans Affairs Gold Card or be an eligible Centrelink Health Care Card (HCC) or Pensioner Concession

Card (PCC) holder, OR

b) Be a temporary foster parent, and;

c) Submit an application to the school by the due date.

* A special consideration eligibility category also exists. For more information, see: www.education.vic.gov.au/csef

Parents who receive a Carer Allowance on behalf of a child, or any other benefit or allowance not income tested by

Centrelink, are not eligible for the CSEF unless they also comply with one of (a) or (b) above.

Criteria 2 - Be of school age and attend school in Victoria

School is compulsory for all Victorian children aged between six and 17 years of age inclusive.

For the purposes of CSEF, students may be eligible for assistance if they attend a Victorian registered primary or

secondary school. Typically, these students are aged between five and 18 years inclusive.

CSEF is not payable to students attending pre-school, kindergarten, home schooled, or TAFE.

Eligibility Date

For concession card holders CSEF eligibility will be subject to the parent/legal guardian’s concession card being successfully validated with Centrelink on the first day of either term one (28 January 2020) or term two (14 April 2020).

PAYMENT AMOUNTS

CSEF payment amount

The CSEF is an annual payment to the school to be used towards camps, sports and/or excursion expenses for the

benefit of the eligible student.

• Primary school student rate: $125 per year.

• Secondary school student rate: $225 per year.

The CSEF is paid directly to your child’s school and will be allocated by the school towards camps, sports and/or

excursion costs for your child.

For ungraded students, the rate payable is determined by the student’s date of birth. For more information, see:

www.education.vic.gov.au/csef

Year 7 government school students who are CSEF recipients are also eligible for a uniform voucher. Secondary

schools are required to make applications on behalf of parents so please register your interest at the school.

HOW TO COMPLETE THE APPLICATION FORM

NOTE: ALL SECTIONS MUST BE COMPLETED BY PARENT/LEGAL GUARDIAN

1. Complete the PARENT/LEGAL GUARDIAN DETAILS section.

Make sure that the Surname, First Name, and Customer Reference Number (CRN) details match those on your

concession card. You will also need to provide your concession card to the school.

If you are claiming as a Foster Parent or a Veteran Affairs Pensioner, you will need to provide a copy of

documentation confirming your status as a temporary Foster Parent or provide your Veterans Affairs Pensioner

Gold card to the school.

2. Complete the STUDENT/S DETAILS section for students at this school.

3. Sign and date the form and return it to the school office as soon as possible. The CSEF program for 2020 closes on 26 June, 2020.

CSEF payments cannot be claimed retrospectively for prior years.

Queries relating to CSEF eligibility and payments should be directed to the school.

© 2017 Department of Education and Training