August 2007 Edition
Avoiding Injuries from Slips Trips and Falls
Date Claimers for 2007
Day 8 School Staffing Processes
EQ Responsibilities to P&C's
Homestay Program Extended to Include Years 8 and 9
Homework in State Schools Policy
Interim Anaphylaxis Guideline for Qld Schools
Model Constitution Changes
P&C Community Networking
Prep Year Survey Results
QCAR Framework
QCPCA 60 Years On
QCPCA Parent Community Fourm Brings a Response
Risk Management Strategy for P&C's
S.E.T Plan
SEAT Celebrates 20 Years
Taxation & GST Implications for P&C's
Avoiding Injuries from Slips Trips and Falls
Injuries to volunteers from slips, trips and falls can be prevented by ensuring Tuckshops are kept clean and tidy at all times.
Workplace Health and Safety Queensland advises:
Slips can be reduced by
* considering replacing the floor with a non-slip material or treat the floor surface to reduce how slippery it is
* repairing equipment that is leaking, such as fridges and freezers, to stop liquids spilling onto the floor
* implementing procedures to ensure spills and food that falls on the floor are cleared up immediately
* regularly cleaning the floor with cleansers that help remove oil and grease, performing wet cleaning outside of work hours or drying surfaces before pedestrian traffic is allowed into the cleaned area
* wearing non-slip shoes with rubber soles (this should be covered during volunteer induction sessions).
Trips can be reduced by
* providing enough storage to keep equipment, stock and waste out of walkways and work areas
* repairing damaged floors and walkways
* minimising changes in floor level - if levels must change, ramps are preferable to steps
* providing good lighting so obstacles and changes in floor levels can easily be seen.
Falls, especially from a ladder, can be reduced by
* ensuring the worker has three points of contact with the ladder or a stable object at all times
* securing the ladder to prevent it from moving
* not progressing above the second top step of the ladder (the top plate does not count as a step)
* ensuring workers do not reach from a ladder – the person on the ladder should keep their body within the edges of the ladder at all times.
Workplace Health and Safety Queensland’s Small Business Program advisors can provide free practical advice on how to establish safer work practices.
For more information visit www.deir.qld.gov.au or call 1300 369 915.
(Article provided by Department of Industrial Relations – Small Business Program WPH&S Qld)
Date Claimers for 2007
QCPCA AGM and State Conference-
will be held at the Cultural Centre in Chinchilla on the 7 - 9 September 2007
Met East –
Regional Council meets every third Thursday of the month at Balmoral State High School, in the main office building. 7.00pm till 9.30pm
Met West –
Regional Council meets the first Monday of each month at the Moreton West District Office next to Ipswich Special School at 7.30pm.
Peninsula –
General meeting: 2 – 4 November 2007 Tinaroo Environmental Education Centre
Skilling weekends: Thursday Island, Cape York 2007 (TBA)
South Coast –
Gold Coast Branch Meetings – 1st Thursday of every second Month - Robina SHS
Logan Albert Beaudesert Branch – 4th Thursday of each Month
South West –
Tuesday 21 August 2007 8.30pm Executive Teleconference
18 September 2007 8.30pm Delegates Teleconference
16 October 2007 8.30pm Executive Teleconference
20 November 2007 8.30pm Delegates Teleconference
Northern
AGM & Conference – 4 – 5 August at Riverview Tavern, Kirwan.
Day 8 School Staffing Processes
At the start of each year, state schools are allocated teaching staff on the basis of agreed staffing formulae informed by the Teachers’ Certified Agreement. These teacher staffing allocations provide the resources on which school principals form classes.
How teachers are allocated within a school is a decision made at the local level. School Principals assign teachers in a way that best meets the needs of students in their community.
For example, some schools keep single year levels together while in other schools classes are organized around multi-age/composite class groupings. In high schools, the numbers of students enrolling in particular subjects informs the range of subjects available.
In order to staff schools appropriately for the year, an enrolment collection is undertaken following the return of students from the summer vacation. Education Queensland has chosen the 8th day of the school year (Day 8) as the time for this student enrolment collection.
Education Queensland has found the 8th day to be the most appropriate time on which to base its teacher allocations as it allows for the return of students from their vacation and for the processing of new enrolments by schools. As well, it ensures that final staffing allocations are established early in the year, maximizing school stability for the remainder of the school year.
This is a common sense approach that limits the need to reorganise classes throughout the year and minimises the disruption to students and teachers. It is also a fair and equitable way for Education Queensland to allocate its teaching workforce across all its schools.
While Day 8 is the date at which the school resourcing is finally determined for the school year, much preparation work has occurred in the lead up to that date. Principals work with regional human resources personnel from the beginning of the school staffing cycle each year in Term 2, providing and refining enrolment forecasts to inform provisional staffing levels that will be established for the start of school in the following school year.
Based on these school enrolment forecasts, schools are provisionally staffed with the required number of teachers based on the established staffing formulae. Where schools exceed the forecast enrolment levels, additional staff are allocated. Where enrolments fall short of the level predicted by principals, it is sometimes necessary to reallocate teachers to other schools where enrolment growth has occurred.
The provisional enrolment forecasting and staffing arrangements are approached from a conservative perspective to minimise the likelihood of needing to reform classes at the commencement of the school year following Day 8. In a small number of cases, unforseen changes to enrolment levels occur which may result in the allocation of additional teachers or, where enrolments have declined, the transfer of a teacher to another school that has experienced enrolment growth. Principals are expected to manage these changes at the start of the school year by closely monitoring actual enrolment levels and forming class arrangements that will be supported through the Day8 staffing allocation process. Principals are also expected to manage within their staffing allocation based on Day 8 and manage any class formation changes in a manner that has the needs of children central to the process.
If schools experience significant enrolment growth after the Day 8 allocation of teachers, they can apply through their regional office for the allocation of an additional teacher.
Regions monitor enrolment growth during the year, and assess school applications for additional staff on a case-by-case basis using a range of factors including historical enrolments, class sizes, sustained enrolment growth, etc.
(Article supplied by Education Queensland)
EQ Responsibilities to P&C's
The department, in conjunction with QCPCA, has developed a Transmission Document for the Executive of P&C Associations to complete each year and attach to the audited Annual Financial Statements and other reports required by the P&C Accounting Manual. This document incorporates a statement of compliance with responsibilities as required by the Accounting Manual, and is available on-line together with the Accounting Manual. The full set is then to be sent to your Regional Office.
Upon receipt of the statements, the regional office will review the transmission document for completeness, and where issues have been raised by an external auditor, the Annual Financial Statement will be passed on to our Internal Audit Branch for further review. In the past there has been an inconsistent approach to the review of statements. This new approach aims to streamline the collection and provide a qualitative review process.
This transmission document is the only new requirement on documents to be provided to your regional office each year, and is designed to assist P&C Executives ensure they are providing all necessary documents to the department.
To support the process of financial accountability in P&Cs, the department is committed to providing quality financial training and advice. We have developed a suite of tools including:
* Financial Management Program for P&Cs (online self training program – currently being developed)
* Electronic account keeping software program
* Online policies and user guides
* Annual delivery of accountabilities workshops
* Departmental staff presentations at P&C skilling days
The role of the P&C Executive is an important one, and one that is valued by the department. The department endeavours to provide assistance and support that will enable P&Cs to properly discharge their accountabilities and responsibilities. You are encouraged to build strong relationships with your Principals and Community Participation Officers, working together to promote the interests of the school and community and to benefit your children.
(This article has been provided by Department of Education, Training and the Arts)
Homestay Program Extended to Include Years 8 and 9
Under the Queensland Government’s Education and Training Reforms for the Future agenda and the Youth Participation in Education and Training Act, from 2006, young people are required to complete Year 10 and then undertake further learning for another two years, or until they achieve a Queensland Certificate of Education, or Certificate III vocational qualification, or turn 17.
In order to provide geographically isolated secondary students with an additional education pathway, the Department of Education, Training and the Arts began piloting a homestay program for students in Years 10, 11 and 12 in 2007.
From the start of the 2008 school year the homestay program will expand to include Years 8 and 9 students.
Students will be able to enrol in one of seven high-performing state high schools on the eastern seaboard and live away from home with a local family in homestay accommodation to complete their education.
The cities identified for the pilot are the major regional business and service centres and holiday/retirement destinations for many geographically isolated communities.
The pilot of the homestay program will build on the success of Education Queensland International’s current homestay program for international students.
The schools identified to participate in the pilot are:
* Trinity Bay State High School in Cairns
* Kirwan State High School in Townsville
* North Rockhampton State High School in Rockhampton
* Centenary Heights State High School in Toowoomba
* Maroochydore State High School on the Sunshine Coast
* Miami State High School on the Gold Coast
* Balmoral State High School in Brisbane.
The website provides links to further information about the pilot schools and Expression Of Interest forms to be submitted online via the Department’s website at: http://education.qld.gov.au/ruralandremote/homestay.html
Families are asked to complete and return Expressions Of Interest forms to the Department by 1 October 2007.
(Source: Education Qld website www.education.qld.gov.au)
Homework in State Schools Policy
The Queensland Government has released Homework in State Schools policy that sets out guidelines for setting homework, including the amount of time students should spend on homework each week.
The policy recommends the following maximum homework hours over a week:
* In the Prep Year, generally students will not be set homework.
* Years 1-3: Could be up to but generally not more than 1 hour per week.
* Years 4-5: Could be up to but generally not more than 2-3 hours per week.
* Years 6-7: Could be up to but generally not more than 3-4 hours per week.
* Years 8-9: Could be up to but generally not more than 5 hours per week.
* Years 10-12: The amount of time devoted to homework and independent study will vary according to the student's learning needs and individual program of learning, as determined through their Senior Education and Training (SET) Plan.
Each school has a homework policy, developed in consultation with the school community.
Homework provides students with opportunities to consolidate their classroom learning, pattern structural behaviour for lifelong learning beyond the classroom and involve family members in their learning.
The setting of homework takes into account the need for students to have a balanced lifestyle. This includes sufficient time for family, recreation, cultural pursuits and employment where appropriate.
Homework that enhances student learning:
• is purposeful and relevant to students needs
• is appropriate to the phase of learning (early, middle and senior)
• is appropriate to the capability of the student
• develops the student’s independence as a learner
• is varied, challenging and clearly related to class work
This policy outlines the responsibilities of Principals, Teachers, Students and Parents / Carers and how they can assist in this process.
Parents and Citizens’ Association play a key role in the development of a school’s homework policy and represent Parents views within the school community.
Principals need to develop a school homework policy, in consultation with their school community, particularly the Parents and Citizens’ Association. The school homework policy is to be distributed to staff, students, and parents and caregivers, particularly at the time of student enrolment.
Information on this policy can be found at http://education.qld.gov.au/parents/homework.html
(Source: Education Queensland Homework Policy document )
Interim Anaphylaxis Guideline for Qld Schools
Education Queensland in conjunction with other organisations, including QCPCA, have formulated an interim Anaphylaxis guideline for Qld schools to provide information on how to manage and treat students with anaphylaxis.
What is anaphylaxis?
Anaphylaxis is a severe and sudden allergic reaction.
It occurs when a person is exposed to an allergen to which they are sensitive. The most common allergens or trigger substances that may cause anaphylaxis in school-aged children are peanuts, tree nuts, fish, shellfish, egg, cow’s milk, sesame, soy, insect stings, latex and certain medications.
The Interim Anaphylaxis Guidelines for Queensland Schools relates to the Department’s Health and Safety Procedure, HLS-PR-009 Administration of Routine and Emergency Medication and Management of Health Conditions. The guidelines provide specific information for Queensland schools on how to manage and treat students with anaphylaxis.
The guidelines include an Action Plan for Anaphylaxis, which has been developed by the Australasian Society of Clinical Immunology and Allergy (ASCIA). This Action Plan, which must be signed by a medical practitioner, incorporates information such as the signs and symptoms and planned responses to an individual student’s severe allergic reaction.
To complement the information provided in these guidelines, a PowerPoint presentation on the Management and Treatment of Students with Anaphylaxis is available online at www.education.qld.gov.au/schools/healthy
The guidelines look at:
* Symptoms and signs of anaphylaxis
* Emergency treatment procedures – Immediate Reaction Required
* Student Action Plan for Anaphylaxis
* Ways of Reducing the risk
* Roles of key people – Principal, staff, Parents and Tuckshops.
* Education and training in the management and treatment of anaphylaxis
* Examples of strategies to minimise students’ exposure to potential allergens include the school, the classroom, Parents and the Tuckshop.
Tuckshop convenors and P&C’s, in communication with the school, should be aware of anaphylaxis and the guidelines outlined, as part of their business operations.
Strategies include:
• informing tuckshop staff of students with anaphylaxis
• providing written parental consent as to which products students with severe allergic reactions can purchase
• placing a copy of the student’s Action Plan for Anaphylaxis on the tuckshop wall
• ensuring that the promotion of the sale of new foods in the tuckshop, and encouragement given to students to try new foods, is properly supervised. Children with severe allergic reactions should not be given any food without parental consent.
• ensuring tuckshop staff are aware of the risk of cross-contamination when preparing foods (for example, ensuring all utensils used in the preparation of egg sandwiches are thoroughly cleaned before reuse).
Information on the guidelines, action plans, and training can be found at www.education.qld.gov.au/schools/healthy or contacting your school Principal.
(Source: Education Queensland Interim Anaphylaxis Guidelines document)
Model Constitution Changes
In October 2006 the new Education (General Provisions) Act 2006 and Regulations were released after an extensive review. As a result many policies and procedures and manuals have had to be reviewed and updated to reflect the changes under the Act. The P&C Model Constitution is one such document that is currently being redrafted to incorporate changes from the new Act.
This document and guidelines to assist P&C’s in its completion will be sent to all P&C’s in Queensland once it has been finalised.
Before the end of 2007 all P&C’s will need to complete and endorse a new constitution and submit it to Education Queensland for approval.
Information will be on the QCPCA website www.qcpca.org.au and all Education Queensland Community Participation Officers will be able to assist P&C’s in completing these documents.
QCPCA and Education Queensland will be in contact with P&C’s once this is finalised. So watch this space…
P&C Community Networking
Are you struggling for ideas on how a P&C operates, getting volunteers, fundraising ideas & event participation? Have you thought that the P&C’s in your local area may be having the same issues as your own P&C? Have you considered that other P&C’s may have a wealth of knowledge in different areas of the P&C Operations?
Community networking is gaining momentum and becoming a great way to swap ideas and stories about the P&C functions with other members of P&C’s in your local community.
Approach your local schools and make contact with their P&C executive teams and arrange an informal coffee or a wine and cheese get together and chat about each others P&C. It is amazing what you can learn from an informal chat and story swap.
For those P&C’s that are more remote from each other make phone contact, set up an email grouping to correspond ideas and issues with each other, meet up at your Regional Council meetings and chat over dinner or lunch.
P&C’s that currently Network in this way have found it very successful for a number of reasons:
* They swap ideas to implement in their operations such as: Student Representation policies, Tuckshop procedures, Fundraising ideas – what works, what hasn’t etc.
* They combine some of their events and split the profits eg: Trivia Night, Markets / Fetes, Carols by Candlelight, School expos.
* They have learnt from each other more about P&C Operations & where to source information.
* They build / strengthen local business community relationships – donations, sponsorship etc, as they are working as a united force.
* The image of their P&C’s has become more positive as it is projected more positively and people become keen and interested as they build community relationships
* Meeting attendance & volunteer rates have increased due to the positive approach by the P&C’s
* The P&C members have a rejuvenated energy to provide extras for the kids of their schools.
So think outside the square and see what your P&C neighbours have to offer. We are all in this together to provide the extras for the kids of our schools and maybe by working together we can all achieve greater things and have fun doing it.
Prep Year Survey Results
A huge thank you to all those P&C’s who took the time to respond to our Prep Year survey for Term 1 2007.
We received 235 responses, which represent 22% of schools where a Prep Year is in operation. This is a great response rate and provides some excellent data on which we can make some observations.
The overall feeling that came from responses is that parents/P&C's are reasonably happy with the introduction of Prep Year in State Schools. Amongst the many positive comments were responses about the high degree of safety and supervision in the classroom. Supervision for toileting also rated highly. P&C’s are happy with the curriculum and praised Prep Year teachers for their professionalism and their interaction with students.
As we expected a major concern for P&C’s is the less than full time Teacher Aide allocation. Some 55% of respondents were unsatisfied or very unsatisfied with Teacher Aide hours and it was a regular comment in P&C feedback. Other areas where P&C’s said further thought is required include the need to increase overall funding for Prep because it has such a high consumable content (as its play based), are the needs of Special Needs Students adequately catered for in the Teacher Aide model and is the staffing model right in 1 teacher schools?
We will be conducting a further survey in the coming weeks and the data we already have will provide a solid baseline comparison for future feedback. We look forward to your responses to the next survey, which we will also share with the Minister and other key stakeholders.
QCAR Framework
Queensland students need to have the knowledge, skills and capabilities to contribute to the social, economic and cultural life of the community.
The QCAR Framework will:
* define what is essential for students to be given opportunities to learn
* support teachers’ assessment practices
* provide advice to schools on reporting to parents
* help parents understand what their child knows and can do.
The Queensland Studies Authority (QSA) is developing the QCAR Framework in partnership with the State, Catholic and Independent schooling sectors. Schools from all sectors are working with the QSA to refine and trial QCAR materials. The schools involved in the trial are representative of the diverse range of schools throughout the state.
The QCAR Framework has five components:
* Essential Learnings
* Standards
* Assessment Bank
* Queensland Comparable Assessment Tasks
* Reporting Framework.
The Essential Learnings will identify what should be taught and what is important for students to have opportunities to know and be able to do. They will represent the part of the curriculum that is to be common across all schools. This will assist those children who move between schools and parents can be confident that a common curriculum will be taught. The Essential Learnings will be available for schools to use in January 2008.
Standards for the Essential Learnings will provide a shared language for communicating student achievement between parents and teachers. Standards will be the basis for judging how well students have demonstrated what they know, understand and can do, by describing expected qualities of student work. Over time, parents, students and teachers will become familiar with Standards. These Standards will give parents realistic information about their child’s achievement.
An online Assessment Bank – available from mid-2008 – will provide teachers throughout Queensland with access to a range of quality assessment tools, linked to the Essential Learnings and Standards, for all key learning areas. These resources will model effective practices and are designed to support teachers with everyday classroom assessment. Each task in the Assessment Bank will be accompanied by guides and annotated student samples to support teachers in implementing the task and making judgments about student work. Teachers will be able to use the tasks as they appear in the Assessment Bank, or modify them to suit individual contexts. A sample Assessment Bank item will be on the QSA website soon.
Once a year, students in Years 4, 6 and 9 will complete Queensland Comparable Assessment Tasks (QCATs) in English, Maths and Science. These are performance-based tasks – not tests – implemented and marked by the classroom teacher. Parents will receive a report from the school on their child’s achievement and will be able to see how their child has performed on a task that other students in the year level have completed. Schools will be able to use the results of these tasks to guide future planning and teaching. The QCATs are designed to help teachers and schools work towards consistency of teacher judgments.
Around 170 schools are already trialling two types of QCATs:
* Common Assessment Tasks (CATs) – developed by the QSA
* Locally-devised Assessment Tasks (LATs) – developed by individual schools or clusters of schools and endorsed by the QSA.
More schools will join the trial of CATs later in the year. Next year, the three education sectors will be asked to invite all schools to join an expanded trial of CATs prior to full implementation in 2009.
The Reporting Framework will provide advice on twice-yearly reporting and reporting the results of the QCATs to parents. The QSA is currently consulting widely to find out what parents consider to be ‘best practice’ in reporting. The information gathered will inform the advice provided, to develop greater consistency of reporting practices across schools.
To find out more about QCAR, visit the website: www.qsa.qld.edu.au/qcar/index.html
(Article supplied by QCAR)
QCPCA 60 Years On
QCPCA continues to advocate for P&C’s, Parents and Students in State Schools.
In the 10 years since the last celebration, at 50 years of service to P&C’s, QCPCA has been an integral player in some of the reforms seen in State Schools. While taking this trip down memory lane we would like to thank the countless volunteers who have been a part of their; P&C’s, Regional Councils, the State Executive, Conferences, Representations, Committees and an Active Member of their school community. Also the many employees of QCPCA over the last 10 years who have also supported P&C’s and QCPCA in helping achieve the many things that have been and continue to be strived for.
QCPCA Parent Community Fourm Brings a Response
P&C Associations question costs for students of representation in sport
In taking the QCPCA State Executive meeting to Barcaldine in March 2007, members made contact with P&C members and listened to what they had to say on a more personal level. Many issues were raised and questions and opinions were aired and discussed. Many of these questions were answered however; some questions asked by P&C members needed QCPCA to seek further clarification on their behalf.
One such question was the seemingly inadequate and inequitable nature of subsidizing costs for students, from rural and remote areas, representing regions at state sporting titles and carnivals. On behalf of the affiliates in the western regions, although it is understood other regions face the same apparent inequitable formula, QCPCA spoke with and wrote to the Education Minister, Mr Rod Welford, with regard to this issue.
Part of Minister’s response follows:
Even though representative school sport is an elective program Education Queensland provides $3million of funding annually. This provides for infrastructure and management support. Travel and participation costs are largely the responsibility of the participants as in the case of other extra curricular activities.
Grants are available (Young Athletes Assistance Program) and the Queensland School Sport Foundation sources sponsorship for subsidising air fares for national events. Billeting of representatives is used in a majority of cases of the 48 state championships that are held thus alleviating accommodation costs for participants.
Queensland Secondary School Sport has a regional subsidies program and both the Secondary and Primary Sport bodies have subsidies for state team members. Half the carnivals in 2007 are out of the eastern corner meaning participants from the eastern and southern corners have to meet similar travel costs.
The government acknowledges and appreciates the support P&C Associations have given to the talented students involved in representative sport. Queensland School Sport will continue to review the programs and seek extra funding for the representative sport program. Addressing the equity of access issue will continue to be foremost in considerations.
The response, received from the Minister, was communicated to the P&C members and School Principal’s in the North West region, via their Regional Council.
As part of QCPCA’s ongoing advocating on this subject, a continual watch will be maintained with any further information received from P&C’s, being corresponded to the appropriate departments for ongoing consideration.
The QCPCA will continue to take State Executive meetings to regions to meet P&C members and listen to the issues.
The 2008 Parent Community Forums will be held in Peninsula Region in March and Northern Region at the end of May.
Central West Primary School boys Rugby League Team
These boys can travel anywhere from 6 to 12 hours to attend a carnival
Risk Management Strategy for P&C's
QCPCA is developing a written Student Protection Risk Management Strategy Template as a guide for all P&C Associations in Queensland State Schools. It will endeavour to outline the requirements and expectations of all Volunteers and P&C employees, in line with the Education Queensland Student Protection Policy and Code of Conduct.
This will assist all P&C’s in complying with the minimum requirements of the Commission for Children and Young People Amendment Regulation (No. 1) 2006 which MUST be implemented in 2007.
Risk management strategies allow organisations to identify and assess possible sources of harm, and take steps to decrease or prevent it from occurring. The strategies must include evidence of procedures, processes and documents, which show an organisation's commitment to maintaining the safety and wellbeing of children and young people.
QCPCA is working with Education Qld to ensure this document is in line with Education Qld Student Protection Policy and Code of Conduct requirements.
This document will assist P&C’s in developing their own strategy to highlight their individual P&C requirements. When the document is finalised it will be posted, along with a guide sheet, on the QCPCA website www.qcpca.org.au so an electronic copy is available to all P&C’s.
Please contact QCPCA on 3352 3900 if you have any queries.
For specific questions on risk management policy please contact the Commission for Children and Young People and Child Guardian on 1800 688 275 or 3247 5525 and http://www.ccypcg.qld.gov.au/index.html
Senior Education Training ( S E T )Plan
How is your high school conducting the SET Plan process?
As a parent/carer of a year 10 student are you discussing with your child their future career plans? As a parent/carer of a junior high school student are you aware of what is ahead for your child?
Your student along with yourselves and the school discuss and agree on what will be studied and learnt in the senior schooling years (Yrs 10, 11 and 12). The individual’s SET plan outlines this.
Students plan where they are going with their education and how they will navigate through to either work or further learning. Will there be training or will there be extra effort needed to be put into study.
A SET plan should be developed and finalised by the end of Year 10 with both the school and the student retaining a copy.
Talk to your schools teachers if you have any questions on SET plans.
For more information contact Queensland Studies Authority site: www.qsa.qld.edu.au
(click on - Senior learning priotities, click on – Senior education and training (SET) plans)
SEAT Celebrates 20 Year Of Service To The Community
Valuable spinal injury prevention messages have been shared with more than 1.1 million children throughout Queensland over the past two decades.
The Spinal Education Awareness Team (SEAT) is an innovative injury prevention program that celebrates its 20th anniversary in 2007.
A team of passionate and dedicated volunteers, who all have paraplegia or quadriplegia, share insight and information about the consequences of life in a wheelchair after a spinal cord injury. They convey powerful injury prevention and safety messages.
School students are in – or are fast approaching – the highest risk age group for the majority of all spinal cord injuries: between the ages of 15 and 30.
To further reach out to the students, the presenters reveal their own personal stories about how they sustained their injury – and encourage interaction with the students to foster greater disability awareness and understanding.
Speaking to an average 50,000 students each year, the presenters use an interactive, multi-media presentation that has accreditation approved by Education Queensland and is written to the school curriculum.
The primary school presentation includes fun animation, video footage, colourful graphics and text, as well as games such as Simon Says to illustrate the important link between the brain and the spinal cord. At high schools, a powerful DVD called Consequences shares the stories of two teenagers who sustained permanent spinal cord injuries following road accidents – the number one cause of all such injuries.
With a variety of presentations targeted to different grades, the program focuses on lifestyle challenges after a spinal cord injury, the anatomy and physiology of the spine, and important safety messages. Key messages include the importance of wearing a helmet, checking water depth before diving, using seat belts and playing sport safely and according to the rules.
The SEAT program, which is supported by Disability Services Queensland, Queensland Transport, Department of the Premier and Cabinet, the Motor Accident Insurance Commission and BHP Billiton’s Cannington Mine, aims to reach out to 70,000 students in 2007 at pre-schools, primary schools and high schools around the state.
The primary objective of SEAT is to reduce the incidence of spinal cord injury in Queensland.
Currently a $1 fee per child is charged, however plans are underway to offer the program free of charge to all students in Queensland in the future.
To make a booking, phone 3391 2044 or email seat@spinal.com.au.
Taxation & GST Implications for P&C's
The Federal Budget, released in May 2007, contained only a small number of law changes that could affect the taxation structure of a P&C.
For those P&C’s not currently registered for the GST the major change was the threshold at which they need to meet before registration becomes mandatory. Prior to 1 July 2007 it was $100,000 per annum. From 1 July 2007 the threshold has increased to $150,000 per annum.
Note that amount would not include income from sales of food and drink through the Tuckshop and certain fundraising activities – see P&C Operations Manual – Section 3.
Most of the P&C’s in Qld have not been required to be registered for the GST. However with the plethora of Grants now being made available it is recommended that P&C’s check that their registration status is still correct.
For those P&C’s who are registered or do register for the GST the normal BAS lodgement cycle is every 3 months. A change announced in the budget was that businesses with an annual turnover of less than $1 Million could elect to lodge just one (1) BAS per annum. This would also mean paying the PAYG for employees on that BAS as well.
Although this seems great news for Treasurers the QCPCA does not recommend that this option be taken as it could cause a slackening of financial controls/ reporting and for some P&C’s this could lead to poor financial management with funds earmarked to pay the PAYG/ GST / FBT being used for other purposes and then insufficient funds being available when the tax bill falls due.
Most of those P&C’s that are registered for the GST were required to be so or it was beneficial for them to be registered at that time. Many will still need to be registered or find it beneficial to remain registered.
For those P&C’s who are currently GST registered and have an annual turnover less than $150,000 per annum there is the opportunity for you to deregister. Before you rush to the ATO to complete a NAT 2943 Cancellation of GST Registration please be aware that if you hold at the time of deregistration anything that was purchased and it had a GST element in its cost that you had claimed the GST back on then you are required on cancellation of GST registration to pay that GST back to the ATO.
For further advice on issues raised above you should contact the QCPCA on 3352 3900.
(Thank you to Col Perryman for his contribution to this article)