Legislative Assembly for the ACT: 2018 Week 11 Hansard (25 October) . . Page.. 4372 ..
(3) The numbers provided at 1 (b) will provide support across the entire Canberra Health Service. Calvary will continue to have one Communications and Media Manager.
Schools—English as an additional language (Question No 1722)
Ms Lee asked the Minister for Education and Early Childhood Development, upon notice, on 21 September 2018:
(1) How are annual funding levels determined for delivery of English as an Additional Language/Dialect (EALD) specific programs and/or classes in ACT schools.
(2) What is the funding for EALD-specific programs and/or classes per (a) school and (b) student.
(3) If funding levels differ per school and/or student, why and how are different levels determined.
(4) What elements/activities/support are included in the funding envelope.
(5) How and at what stage of the year do schools apply for funding; is it a fixed date for determination or can it move as enrolments vary.
(6) How is the funding acquitted.
(7) What information/reporting does the Directorate require to acquit funding.
(8) Do all schools routinely provide details of funding acquitted to the Directorate; if not, why not, and what penalties or other actions apply to schools that do not comply with requirements to acquit funding.
(9) Does the Directorate require any other reporting on EALD specific programs.
(10) How does the Minister measure the effectiveness of the program in any given school and what accountability measures are set; if no accountability measures are set, why not.
(11) What role or involvement does a parent have in the program in which their child is enrolled and what reports are provided to a parent at the start and end of the enrolment in an EALD class.
Ms Berry: The answer to the member's question is as follows:
(1) The Directorate allocates direct funding to schools through Student Resource Allocation (SRA) for English as an Additional Language/Dialect (EAL/D) in mainstream schools and Introductory English Centres (IECs). The Australian Curriculum, Assessment and Reporting Authority (ACARA) EAL/D Learning Progression Continuum, describing phases of English language acquisition by EAL/D learners, is used to identify student need within the beginning, emerging and developing phases for mainstream allocation.