Skip to main content
Start of main content.

Welcome to Scholaris

Your weekly Catholic Schools NSW e-bulletin

Scholaris newsletter 4/8/2026

Priority 

NESA updates – 3 August 2026 (Ref: 165/26)

NESA Official Notices

NESA Official Notices can be accessed here

NESA Timetable of action for secondary schools

Timetable of action for secondary schools can be accessed here

HSC online sample exams

Students enrolled in an HSC online exam for Enterprise Computing, Science Extension or Software Engineering need to complete the sample exam using the new lockdown browser. 

Completing the sample exam helps students to:

  • confirm the exam works on the device they will be using on the exam day
  • ensure the new lockdown browser functions on their device
  • become familiar with the features and functionality of the online exam environment.

All students should complete the HSC online sample exams in Term 3. Other online assessments do not provide the same opportunity to practise in the HSC online exam environment and confirm that students can access and use the exam features successfully before exam day.

Teachers can enrol students in online sample exams through Schools Online.

Implementing mandatory Creative Arts K–6 and Visual Arts 7–10 syllabuses in 2027

The new Creative Arts K–6 (2024) and Visual Arts 7–10 (2024) syllabuses are being implemented in schools in 2027.

The previous Creative Arts K–6 syllabus (2006) and Visual Arts 7–10 (2003) will be removed from the NSW Curriculum website at the end of 2028.

A range of support materials are available to help with the implementation of the new syllabus, including: 

Technology 7–8 (2023) spotlight video

A new syllabus spotlight video is now available to support teachers implementing the new Technology 7–8 (2023) syllabus in 2026. The current Technology Mandatory 7–8 Syllabus (2017) will not be available after December 2027.

The video shows the organisation of the focus areas and identifies how knowledge and skills are developed through design and production processes. 

It highlights the importance of practical experiences and project work and illustrates how examples of these can be found in the teaching advice. 

The following resources are also available to support the implementation of the Technology 7–8 (2023) syllabus:

Help improve the Teacher Standards

The Australian Institute for Teaching and School Leadership (AITSL) is reviewing the Teacher Standards and are seeking feedback from teachers about using them in practice. 

The review will consider the extent to which the Teacher Standards remain relevant, evidence-informed and aligned with an understanding of effective practice. 

Teachers are invited to share their experiences and perspectives through AITSL’s online survey, open now until 7 August 2026.

Click to find out more and complete the survey.

Key Dates
From now

Complete HSC online sample exams for Enterprise Computing, Science Extension and/or Software Engineering 

2026 HSC Study Guide available

8 August

HSC Language oral exams start

 

10 AugustHSC performance exams start
15 AugustARTEXPRESS opens at Western Plains Cultural Centre, Dubbo
28 AugustARTEXPRESS opens at Hawkesbury Regional Gallery
29 August ARTEXPRESS opens at Bondi Pavilion Gallery

By subscribing to the NESA News you will receive the latest updates and information as soon as it becomes available.

Subscribe to the NESA News here

 


Professional Learning

In Review: Dr Michael Carr-Gregg Unpacks the New Anti-Bullying Framework (Ref: 167/26)

Bullying prevention is everyone's responsibility, and last week renowned psychologist Dr Michael Carr-Gregg joined CSNSW on Wednesday 29 July to unpack the new Anti-Bullying Framework and what it means for Catholic schools. Over 450 people registered for the session; if you missed it, the recording is now available.

Creating safe, respectful and inclusive school communities takes more than responding to incidents of bullying; it requires a proactive, whole-school approach that builds belonging, wellbeing and positive relationships. That was the message at the heart of last week's CSNSW Wellbeing for Learning webinar with psychologist Dr Michael Carr-Gregg. He unpacked the new NSW Anti-Bullying Framework for Principals, Wellbeing leaders and teachers from across the system, helping to uncover what bullying really is, what the evidence says works, what's changing under the Framework and why parents and carers are central to making it stick. He closed with practical steps that schools can implement straight away. 

Access the Webinar recording and flipbook

A recording of the webinar and a flipbook of Dr Carr-Gregg's slides are now available on the Wellbeing page (under What's New) of the CSNSW Professional Learning platform. Sign in with your school or diocesan email address and use the NETID portal to access the link. 

 

Keynote speakers locked in for High Potential and Gifted Education Symposium Better, Fairer: Equity and Excellence (Ref: 166/26)

Catholic Schools NSW is pleased to announce that Dr Geraldine Townend and Marisa Zadro will be thekeynote speakers for the inaugural High Potential and Gifted Education Symposium, on Monday 19 October 2026. 

About your keynote speakers

Dr Geraldine Townend is the Deputy Head of School of Education (Learning & Teaching), at the University of NSW (UNSW). As a prominent lecturer and researcher in the field of gifted education, twice-exceptionality, and creativity and innovation education, she also contributes to Gifted Education Research and Resource Information Centre (GERRIC).

Her opening keynote, Equity and Excellence in High Potential and Gifted Education: What the Evidence Tells Us, is core to the theme of the Symposium. 
Attendees will also be able to engage in a breakout session with Dr Townsend:  Classroom strategies that best support high potential, gifted and twice-exceptional students.

Along with being Curriculum Manager at NESA, the second keynote speaker Marisa Zadro, is a Lecturer and Doctoral Candidate at UNSW. Her presentation, Spotlight on Curriculum - Designing for excellence – how the NSW curriculum supports gifted learners and talent development, will explore how the NSW Curriculum is designed to be flexible and responsive to the needs of gifted learners, while supporting talent development across diverse domains.

Along with our keynote speakers there will be 12 breakouts sessions, a panel and plenary. Don't miss out on this exceptional professional learning opportunity!

Join the conversation

When: Monday 19 October 
Where: Amora Hotel Jamison, Sydney
Early access: Registrations are opening soon and places are strictly limited. To gain early access to tickets,click here.

Why attend?

Participants will engage with well‑designed, research‑informed strategies that bridge the gap between theory and classroom practice, empowering educators to nurture the full potential of every learner.

  • Expert Insights: Hear from leading voices in high potential gifted education on identifying and nurturing talent in diverse settings.
  • Collaborative Spirit: Connect with peers committed to elevating the educational experience for high potential and gifted learners.
  • Practical Strategies: Gain actionable tools to promote equity and excellence, ensuring no high potential or gifted student is left behind.
The referenced media source is missing and needs to be re-embedded.

 

Integrating the Live Life to the Full Program: A Whole School Approach (Ref: 164/26)

Live Life to the Full has recently launched across CSNSW, giving schools a Catholic-informed program to teach consent and respectful relationships, but rolling it out well takes more than platform access it takes a clear plan for staff professional learning, sequencing and support.

Join Karen Doyle, Founder of Live Life to the Full, for a practical, hands-on session for school and system leaders. Karen will walk through how to introduce the program to different stakeholder groups, from teachers and wellbeing staff to school executive, and share simple ways to sequence the rollout so it doesn't overwhelm staff.

The session will focus heavily on the practical: how to prepare teachers to deliver sensitive content with confidence, what to put in place before lessons begin, and the key tips and common pitfalls picked up from schools already using the platform.
Ideal for Principals, Assistant Principals, Wellbeing Leaders, PDHPE and Religious Education Coordinators and other system leaders, this session will leave you with a clear, workable starting point for embedding Live Life to the Full in your school.

Date: Thursday, August 27

Time: 3:30 pm – 4:30 pm

Delivery: Online

To register, click here. 

 


Student Resources 

School’s in – on the Great Barrier Reef (Ref: 163/26)

The Great Barrier Reef is a classroom like no other. Now a new national program is offering more Australian school students the learning experience of a lifetime by subsidising school excursions to the Reef.

The $6 million ‘Kids for the Reef’ program is making rebates available from the Australian Government for eligible Year 4 to Year 12 students.

Pupils can boat through amazing ecosystems, take part in snorkel surveys of vibrant sea life, study marine science and conservation, or embark on many other approved educational activities.

The program is open to public, private, independent and Catholic schools, as well as registered home educators, across the country. Rebates generally range from $20-$400 per student, based on distance. However, payments may rise to around $1,600 per student for very remote schools with low ICSEA (socio-educational) scores.

The Kids for the Reef School Excursion Rebate Program runs until June 2028, but it helps to apply early. Applications are assessed in order of receipt until all funds are allocated.

Read more about Kids for the Reef: Kids for the Reef school excursion rebate program | Austrade

Great Barrier Reef Program

 


Protecting Students From AI-Generated Deepfakes (Ref: 168/26)

Schools and teachers should be careful when deciding to post photos or videos of students online. This article provides practical guidance on how to reduce risk and respond in the case of a critical online incident.

Why publicly shared school and student photos carry more risk

With the increasing availability of AI-tools, publicly available photos posted by schools can now be used as source material for digitally altered images or sexualised deepfakes.

What can schools do to reduce risk?

Schools must be cautious when deciding to post photos or videos of their students or staff online. Fewer images of students and staff online means fewer risks, and schools should only post where these risks can be suitably mitigated.

The eSafety Commissioner has provided guidance on how schools can safely share photos online (which can be found here: Sharing school imagery in the age of AI: risks, deepfakes, and how to protect students and staff | eSafety Commissioner). eSafety recommends that before posting, a risk-based approach should be undertaken, taking the following factors into consideration:

  • Understand the purpose of sharing.
  • Confirm that the child or staff’s consent is active, informed, current, and recorded, and applies to the school’s social media posts.
  • Determine whether the post can identify a specific person.
  • Consider the account the image will be posted on and the audience.
  • Consider alternative angles for taking the photo or the possibility of editing before posting.
  • Review and ensure strong privacy settings for the account and controls for tags and comments on posts.
  • Decide on a governance structure for the approval of content and recording consents.
  • Review archived material with a privacy lens.
  • Implement good privacy practices in relation to data storage, retention and disposal.
What can schools do to prevent a critical online incident?

Schools need to give students clear guidance about AI-edited content, including education about how creating deepfakes can result in criminal charges.

Teachers can use the Best Practice Framework for Online Safety Education to help build students’ digital literacy.

Schools can update their student behaviour policies to cover AI-manipulated content and the posting of online images, including having a critical online incident plan. See the eSafety’s Toolkit for Schools.

What should schools do when an image is misused?

In the event of a critical online incident, schools should follow their response plan and the student behaviour policies in place.

The eSafety Commissioner recommends the following response:

  1. Collect evidence before reporting or blocking an account.
  2. Report the content or account to the service.
  3. Communicate with families carefully.
  4. Plan for content to reappear and keep those affected informed.

In some cases, schools may need to report the incident to the eSafety Commissioner, report the incident to the police, or seek legal advice if it is appropriate to do so.

More information

For more information about sharing school images appropriately, please refer to the eSafety Commissioner’s advisory: Sharing school imagery in the age of AI: risks, deepfakes, and how to protect students and staff | eSafety Commissioner . In addition, the eSafety’s Toolkit for Schools contains a range of resources to help schools to manage and respond to online safety incidents.

 

Sign up to Scholaris

Your weekly Catholic Schools NSW e-bulletin.

Subscribe