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School excursions and incursions aren’t new, but they are wide-ranging and ever-changing. Learn from the experts about the challenges these learning experiences bring and what makes them worth the effort.
“If you ask a lot of people as adults what they remember about their primary or high school years, they often cite an excursion to Questacon in Canberra, or Parliament House,” associate professor in professional learning at the University of Technology Sydney, Dr Jane Hunter, said.
For instance, in Year 10, expert in education transformation and efficacy from Griffith University Professor Donna Pendergast went on a school excursion to Canberra all the way from Charleville in southeast Queensland.
“It was the first time some people had ever left the town,” Dr Pendergast said.
“I remember our school principal saying that it was really difficult to learn a curriculum about things if you had no idea how they worked, you’d never seen them, you had no prospects of seeing them.”
Growing up in Canberra, Dr Hunter has similar fond memories of her school trip to Sydney.
“We came up for a week and went on the Manly ferry and to the Opera House and Taronga Zoo – they were wonderful experiences that stayed with me," she said.
Away from the city, outdoor experiences can be even more momentous. In year 11, Dr Pendergast remembers attending a leadership camp at Mount Barney along with other school captains from the region.
“We had to build teams together and literally climb a mountain,” she said. “For us, living in a very isolated community, getting to meet other students and do something together was sensational.”
Missed opportunities
In her research into changes in education post-pandemic, Dr Pendergast discussed the effects of Covid with teachers and school leaders.
She found that, while families developed closer connections with school communities, they have also become more risk averse, impacting excursions.
“Parents are resisting [excursion] opportunities because they’re concerned about students’ wellbeing, that different environments may trigger anxiety,” Dr Pendergast said.
“School refusal is higher, so excursions and incursions are missed.”
Students may be anxious about going on public transport, for example, or being placed in different groups.
“Teachers work hard to address these issues, but they’re more prevalent than pre-pandemic and have to be intentionally addressed.”
And, Covid’s other impacts mean excursions have become more important than ever.
“Despite the best efforts of parents and learning online, Australian students on average lost about two and a half months of learning,” Dr Pendergast said.
“Excursions have the potential to address some of those gaps – they can learn about things in a relatively fast way.”
All hands on deck
Curriculum areas that prioritise excursions and incursions tend to be the ones that value inquiry-based teaching and learning.
“We know students learn, not only by the teacher telling them about things, but through hands-on experiences,” The University of Queensland's Professor Robyn Gillies said.
“We need to challenge young people to think about problems and work together to solve them. Even the little ones need to reflect on what they’ve experienced, what they’ve got out of it and what they understand.
"Inquiry does that, and you can do inquiry anywhere in the curriculum.”
The social aspects of learning on excursions are just as important as the academic ones.
“The young ones get so excited, they talk to each other, they come back to class and the teacher will get them to tell each other what they noticed,” Dr Gillies said.
“And the secondary kids usually do an assignment in a group and report back to class, ‘this is what we noticed on our trip’.
"It’s beneficial because people have different ways of thinking about issues that maybe we haven’t thought of before.”
When mixed-ability groups work together, the rewards flow both ways.
“Children who are challenged with their learning have that scaffolding, and the more able peers often learn the material better by explaining it to the ones who are challenged,” Dr Gillies said.
Behavioural benefits
Managing challenging behaviours in the classroom is difficult, so it’s no wonder teachers worry about what will happen when those students are on excursions – but they may be pleasantly surprised.
“For that child that is less able to stay on-task in the classroom, being active in their learning often means their behaviour is a lot more positive,” Dr Hunter explained.
Teachers may find their expectations altered, too.
“Teachers will see students in a very different light,” she said.
“Those students that may be continuously off-task, taken out of the school environment often behave very differently.
"So, it means they get to know their students better and see them succeeding in non-classroom based activities.”
During an excursion, teachers can prompt students to talk about what they’re doing in an informal way, Dr Gillies added.
“Kids love to have the teacher interact with them and that helps to keep them motivated and on-task as well," she said.
For some students, missing out on an excursion may be a necessary consequence in the school’s behaviour management plan, but Dr Gillies says a constructive response is needed.
“Say to them, look you can’t go this time but we want to take you next time, so we’re going to work with you,” she said.
“We need to teach them to regulate their behaviours, because when they can do that they can learn.”
From excursions to efficacy
Dr Pendergast says incursions and excursions can help students develop efficacy by exposing them to new experiences and possibilities.
“If you increase students’ confidence and competence, they have better learning outcomes,” she said.
“And reading is one way to develop efficacy, watching is another way, but actually being involved and developing mastery is the most impactful.”
But, there’s a catch – you can’t just book an incursion or excursion and hope for the best.
“You have to plan it well – it shouldn’t be seen as entertainment; it has to be connected to the learning and scaffolded to maximise the benefits,” Dr Pendergast explained.
“When all those things are in place it’s absolutely gold.”
Fortunately for teachers, most venues – theme parks included – employ dedicated staff to help deliver strong educational outcomes for students. And, engagement comes naturally.
“When they’re having fun, endorphins are released in their brains, they lay down memories and learning is heightened,” Dr Pendergast said.
Close links with key learning areas are important for effective planning but look at the curriculum in the broader sense and you’ll find lots of good reasons to go on excursions – “they develop that whole-rounded academic experience,” she said.
Professional learning for teachers
Excursions can enhance teacher efficacy too, says Dr Pendergast.
“They’re experiencing things that they may not have had first-hand opportunities to previously – it’s potentially good PD,” she said.
For beginning teachers, excursions are a challenge worth embracing for their bonus developmental effects.
“It’s about building their professional capacity. They can work with education-focused people in these institutions and refresh their own knowledge,” Dr Hunter said.
Excursions help teachers participate in the full life of a school, too.
“It’s important for early career teachers to have opportunities to grow their practice and understand what it’s like to take responsibility for a group.”
For some parent volunteers, excursions are an opportunity to see their children’s teachers in action and gain new respect for what they do.
“Parents appreciate their child’s teachers a lot more after seeing them have to manage a group of students out of their own territory,” Dr Hunter said.
Levelling the playing field
Issues of equity are at the forefront of thinking about school excursions.
“In some schools, the resources are scarce and so if the parent community are not behind the idea, often these excursions just don’t happen,” Dr Hunter said.
“The cost of bus travel is phenomenal. A lot of independent schools have their own buses, but sometimes you see those buses idle at schools when they could be used by other schools in the local area. I’d like to see a bit more generosity around sharing those big resources that public schools simply can’t afford.”
Having grown up in Inala, one of Brisbane’s most disadvantaged areas, Dr Gillies understands the hardships students and their families face.
“Schools need to work out ways of helping them go on trips, not to miss out because mum and dad don’t have the money to pay for them,” she said.
“I think if schools are in an area of predominantly high poverty, they’re going to be really careful about where they take them.”
Dr Pendergast argues that schools should charge for excursions like they do for textbooks, with an upfront fee at the start of the year that could cover most, if not all the costs for families.
“It’s unacceptable for students to miss out, not because they don’t want to go, but because there’s no money for them to go,” she said.
To find value, schools can look to museums that are free to enter and have educational officers to help students get the most out of the experience.
They can also seek out philanthropic trusts for financial support.
For example, demand is increasing for access programs such as the Australian Museum’s donor-funded ‘A Day at the Museum’, which covers the full cost of excursions for disadvantaged schools, from bus hire to lunch for every student.
In 2023, with support from the Charles Warman Foundation, more than 4600 students from 134 different regional government schools went on free excursions to the museum.
For 1990 secondary students, their visit included the spectacular Ramses & the Gold of the Pharaohs exhibition to support their Ancient Egyptian history studies.
The year before the Neilson Foundation funded visits for more than 3000 students from 107 school groups, with 100 students also seeing Sharks, a blockbuster exhibition now touring the USA.
“We strongly believe that every child should experience an education that takes them beyond the confines of a classroom,” says Paris Neilson of The Neilson Foundation.
“For us, we are so proud to support a program that allows young people to see a bigger world, and their place within it.”
A statement from the Charles Warman Foundation says "It's an absolute privilege to enable regional and rural kids with the opportunity to experience the importance and influence of cultural history, an experience that should be available to all.”
Having herself been lucky enough to visit the pyramids in Cairo and London’s ‘extraordinary’ history museums during her childhood, Australian Museum chief executive Kim McKay wants kids everywhere to share that thrill of discovery.
“It can change you, ignite a passion for science or wildlife or cultural history,” she said.
“Just through one visit, the spark can be lit.”
This was the case when renowned conservationist Tim Flannery’s after-school visits to the Melbourne Museum as a child inspired him to train as a mammalian biologist.
“Once you start to understand the treasure that a museum is, what is held in its collections, the stories it tells, and the information it holds, it becomes a bit of an obsession," he said.
Australia’s first museum, founded in 1827, with the largest collection in the southern hemisphere – 22 million objects – as well as the second largest collection of First Nations artefacts in Australia, the Australian Museum works collaboratively with state and territory museums in Brisbane, Melbourne, Hobart, Adelaide, Perth and Darwin; each with their own education programs and digital resources such as virtual tours.
“If schools don’t have the money to fund a bus to go out of their local area, a virtual excursion provides that opportunity,” Dr Hunter said.
Diving into virtual STEM experiences
The NSW Department of Education’s Distance and Rural Technology (DART) learning platform is a trusted destination for high-quality virtual excursions.
In 2023, DART delivered 4251 virtual excursions to more than 400,000 students, many of them in rural, regional and remote public schools.
Dr Hunter was part of the 2010 Connected Classrooms program that equipped NSW public schools with video conference and interactive whiteboard technology, and worked with DART to provide virtual excursion programs.
These included an interactive visit to the Great Barrier Reef with the help of wet and dry presenters.
“Students from Dubbo Public School for example could go diving in the reef with a wet presenter, who would take photographs and give commentary underwater," she said.
"Then we would cross to the dry presenter on land who would talk to the students about what they were seeing.”
Other highlights included an Antarctic excursion that enabled students to virtually drive a dog sled across the ice, and watch scientists take core samples from the snow.
There was also a dinosaur excursion, which let students talk to archaeologists about Muttaburrasaurus bones.
“Students in remote schools right across the state could ask questions from their classroom – those sort of rich experiences add another dimension to their learning,” Dr Hunter said.
Dr Gillies said she loves that interactive whiteboards have meant her granddaughter’s Year 1 class can see tsunamis and volcanoes without leaving their seats.
"[That gives] them a real sense of understanding, getting them out of the classroom so they can visit a museum and have a look at a dinosaur and see its enormous size makes a big difference.”
Increasing visibility through virtual excursions
Part of prioritising STEM education is to empower girls to look towards a career path they may not have otherwise considered – and excursions featuring women in STEM can help.
“We had Dr Vanessa Pirotta – she’s a marine scientist who did her PhD in whale snot," Dr Hunter said.
"Through the interactive whiteboard and a virtual connection, she spoke to the students while she was out on a boat off the coast spotting whales.”
During the session, Dr Hunter noticed that girls in the class were enthusiastically asking questions.
“Afterwards, they were saying that they didn’t realise it was possible for young women to be marine scientists,” she said.
“We need to promote women in STEM through that real-world and real-person interaction.”
And the earlier it happens in primary, the better.
“I’ve worked with kindergarten teachers, exposing students to women in STEM and to female role models – it’s a lot more than just that mantra ‘you can’t be what you can’t see’, it’s valuing that knowledge,” Dr Hunter explained.
The idea is that using teaching resources, such as ABC Education programs that centre women in STEM throughout primary, will pay off in the secondary science classroom.
“Girls sometimes stand back in a co-ed situation and let the boys do the froth and bubble, and they will diligently write up the reports," she said.
That’s why a lot of schools moved to single-sex science classes – girls were very different when boys were part of the environment.”
Towards a new reality
Dr Pendergast said rapid increases in generative artificial intelligence (AI) and immersive reality technology is expanding the opportunities for excursion experiences, particularly for isolated schools.
“If you’re 700km away from something and it’s not viable to take a group of students to see it, a VR headset can get you a fairly close experience – you don’t get the smells and the touches, but you do get a lot of the sights and the conceptual benefits of being immersed in that way," she said.
“Virtual reality opens up a whole new world for museums,” the Australian Museum head Ms McKay said, highlighting the award-winning Antarctica VR experience Thin Ice.
“And, we’re working on bringing gaming technology into the museum sector as well.”
While exhibitions these days always have interactive tech built in to engage young people, Ms McKay recalls surveying a group of 10-year-olds about what things they wanted to see in a museum in future, “and what they wanted to see more of was not more technology, it was more of the real thing – more spiders, more snakes, more sharks! Because that is where they can get up close and personal.”
Tech takes the curse out of excursions
Admin is one of the biggest challenges school staff have when it comes to planning and managing these activities.
It’s also one of the areas that has changed the most, thanks to advances in cloud-based education technology.
In Australia, the best-known platform is Sentral. Started in 1998 by founders stepping directly from the education sector, Sentral began as a duty-of-care system for tracking attendance and wellbeing incidents.
Now it includes a dedicated module, Sentral Activities, to help schools through the processes of planning and managing excursions and incursions, from approval and risk management to collecting permissions and payments and marking the roll on the day.
Sentral’s head of product Lisa Miks’ memory of excursions is of permission slips scrunched up in the bottom of her schoolbag, her mum hearing about them from neighbouring parents instead.
Sentral Activities allows parents to sign and pay online straight away.
“Within the first hour, schools get about 75 percent of parents responding,” Ms Miks said.
“At my school, the teacher could have been chasing up those slips for weeks – they come in in dribs and drabs, little envelopes with money – I probably lost money in my schoolbag that didn’t quite make it to school, and the admins would have been reconciling that money.
Now that’s all done electronically, so you’re saving people time.”'
While automating processes is a time-saver, everything in Sentral can still be done manually, and parents can access the system through a mobile app or website.
“You can still generate paper notes and take cash payments,” Ms Miks confirmed.
Planning excursions is often an extra responsibility for busy teachers, so Sentral aims to make processes as quick and painless as possible.
“We’re trying to minimise the admin to let them get back to the classroom,” she said.
Getting started with using Sentral Activities is easy – schools can access user guides through the Help Centre as well as step-by-step videos on the Sentral YouTube channel.
Scheduled support sessions are also available to pre-book. Go to sentral.com.au for details.
Spotlight on…outdoor education
Traditional school camps and nature activities now come under the banner of outdoor education – but what is it exactly?
The scope of this relatively new area of pedagogy may surprise you.
Essentially experiential learning in and about the outdoors, outdoor ed is great for all age groups, Outdoor Education Australia's Lori Modde said.
“It’s taking people out of their comfort zones and learning skills you may not find in the classroom – like resilience, social connection and problem-solving,” she said.
Residential camps also offer an escape from screens and the pressures of social media access.
A study by the Outdoor Youth Programs Research Alliance (OYPRA) on the wellbeing of Year 9 students found that five-day camps helped to reduce high anxiety and boost self-efficacy in students.
Ms Modde said modern parenting styles may be increasing anxiety among students.
“It’s frightening to hear parents say I don’t want my child to go on school camp because they might hurt themselves,” she said.
“We call it snow-plough parenting – clearing the way so kids have no obstacles in their path, and that’s so detrimental to their learning.”
Although accidents happen, they are relatively rare – “there are more incidents in soccer games than in the outdoors,” Ms Modde said – yet outdoor incidents get more attention than sporting incidents, which makes schools risk-averse, and can lead to fewer opportunities for students.
“Kids today are not taking the risks that we probably did when we were young. And risk is not a danger, risk is a benefit – we can prevent danger, but we don’t want to prevent risk,” she said.
Outdoor educators create supportive, student-centred environments that emphasise having a go over the outcome, and respect individual choices.
Ms Modde describes watching a skilled educator gently coach a reluctant student at the climbing wall.
“[The child] came off that wall and he was beaming – like he could have done anything,” she said.
“It set a different tone to what that kid did from that point.”
Ms Modde says teachers report improvements in their relationships with students after camps and outdoor excursions.
“When kids that don’t want to be there are cooped up inside four walls in a classroom, get them outside and you’ll notice the change,” she encouraged.
Plant power
Outdoor learning helps students develop positive relationships with nature, learning leader at the Botanic Gardens of Sydney Rachel Rothwell said.
“Plants have this incredible power that inspires awe and wonder in young children,” she added.
As well as supporting curriculum outcomes in areas including science, geography and history, Ms Rothwell says hands-on outdoor excursions also offer inclusive extras, such as nature play and sensory learning.
They’re also a natural choice for embedding cross-curriculum priorities of sustainability and First Nations histories and cultures.
For details on the Botanic Gardens of Sydney primary and secondary programs, go to botanicgardens.org.au.
Connecting to Country
Teachers and schools that need help with planning First Nations incursions and excursions can register for free to access Reconciliation Australia’s (RA) Narragunnawali online education platform, which includes an essential teacher toolkit.
RA professional learning manager Nina Ross shared her tips for ensuring authentic and culturally responsive experiences in the toolkit.
Be flexible
Early in her career as a secondary teacher on Wonnarua Country, Ms Ross says planning excursions was as easy as bussing kids to the beach or to go lake fishing – no risk assessments required.
Now everything, from budgets to learning outcomes to provider accreditation checks, is strictly monitored.
“It’s good because it creates accountability, but it’s also bad because First Nations culture doesn’t always stick to a timetable that’s planned 12 months in advance,” Ms Ross said.
“Maybe Aunty has a Working with Children Check, but she’s been called away because of sorry business, so Uncle’s going to step in, he’s got the cultural knowledge but hasn’t gone through that process.”
Think deeper
When teaching HSC art, Ms Ross said he advised her students to scratch their first idea, and instead use their third, because it will be more personal and authentic.
She recommends taking the same approach when planning First Nations school incursions, which often centre on cultural rituals and hands-on arts activities.
“It’s beautiful and enriching for students to experience these aspects of culture, but it’s sometimes a bit tokenistic because there’s so much more to First Nations cultures than dance and art,” Ms Ross said.
Break it down
When visiting museums containing First Nations artefacts, put them in context.
“The real learning about history happens with conversations about how the artefact got there from another Country, breaking down the process in an age-appropriate way,” Ms Ross said.
Remember these conversations can be confronting for Aboriginal and Torres Strait Islander students, so check in with them beforehand.
Budget properly
Separate funds should be allocated to First Nations focused excursions and incursions, including for remuneration – and refreshments – for cultural educators.
Follow Narragunnawali’s advice for budget allocation, which can be found on the website.
Find the best fit
Consult local organisations such as land councils and Indigenous Education Consultative Bodies to help you source incursion and excursion opportunities.
“There’s lots of people in the community that can do lots of different things,” Ms Ross said.
“If there’s no knowledge holder locally, that’s when a video conference call is a great workaround.”
Search for verified Indigenous service providers at supplynation.org.au.
Focus on Country
Look for learning experiences that teach students about Country, on Country.
“Understanding the relationship that First Nations people have to Country – it’s a spiritual connection, a whole body connection, an ancestor connection, it’s everything,” Ms Ross explained.
“It’s the answer to every question. To explain that in situ, and how to contribute to caring for it – those experiences are really important.”
Build relationships
“If someone comes to the school or you go on an excursion, build a relationship with that person,” Ms Ross said.
“Show respect for their protocols and ways of working and being and doing and knowing.”
First Nations kids get to see themselves represented in the community, and all students and teachers get something special out of these relationships.
“Sharing the oldest living culture in the world is such an amazing opportunity,” Ms Ross said.
Mathematical tourism made easy
According to the University of New South Wales’ Dr Laura Tuohilampi – mathematics education researcher, inquiry-based learning advocate and author of Seriously Fun Maths – there are two ways students can have fun with maths on excursions.
One is through rich, deep learning experiences, when students are collaborating to solve problems.
The other is through ‘low culture’ mathematics where the purpose is to entertain students.
Get started with her tips below, then challenge yourself to notice new ways to see maths when you’re out and about.
At a theme park
- Compare the crowds: Using phones or iPads and their understanding of multiplication and arrays, students capture equal groups of people in different formations, such as in a queue or seated on a rollercoaster, then compare the shapes.
- More for less? If two friends visit a theme park where you pay per ride, but one brings $50 and the other brings $200, can the friend with less money get more value? Students can discuss at all the possible ways to spend money – or even win prizes – at the park.
- Queue quest: How do you choose which line to join when the shortest queue may not move the fastest? Students can estimate the variables, factoring in not just the length of the queue but also total capacity and how long the ride takes. “Year 12 students can create accurate mathematical expressions,” Dr Tuohilampi said.
- Thrill seeker data: What age group are you likely to see on the most challenging rides? Students can estimate what ratio of elderly people are on the ride – such as one in 50. “Then you go to that queue and identify whether your expected probability aligned with the observed probability,” Dr Tuohilampi explained.
At an adventure camp
- Which activity? Does bushwalking beat kayaking? “Collecting data is so easy to do and gets everybody engaged,” Dr Tuohilampi said. Students can survey the group to find out which of all the camp’s activities is the most popular.
- Invent a sport: Challenge students to design a sport and use measurements to define how you can win, such as through speed or distance.
- Hug a tree: Perimeter can be a hard concept to grasp, so get hands-on. “Tree trunks can be huge in Australia, so try measuring the perimeter with a rope or sticks or by holding hands, then stretching it out so you can literally see it,” Dr Tuohilampi said.
- Waste wise: Noticing things in the environment can be useful for creating maths problems, and litter is one example. “A plastic water bottle in one piece is easy to pick up,” the Dr said. “But, if something comes along and chops it into a million pieces, it becomes impossible. It could be empowering to realise that you can do a good deed by picking something up when it’s still in one piece.”
Making the most of incursions and excursions
Experts from the Australian Academy of Science, Dr Kristen Tripet, program manager of reSolve: Mathematics by Inquiry, and Helen Silvester, learning area manager of Science, share their tips at
education.science.org.au.
Introduce the learning
Incursions and excursions are often an add-on to units of learning, but Ms Silvester says they can also be the starting point.
“Having an excursion at the beginning of a teaching sequence – the introduction to why we’re learning this, why it’s relevant – can be just as important as having it at the end," she said.
Build science capital
Through incursions and excursions, a student can become a ‘science person’ by seeing science in the world around them, says Ms Silvester.
“They need to see it in the blue sky (Raleigh effect), the green grass (reflection and absorption of light), how cars work (fuel combustion or electricity) and food manufacture (chemical and biological reactions)," she said.
Make it real
Tailor excursions and incursions to the school and class context. “Forces and motion can be taught using cars, dance, football or even slippery socks,” Ms Silvester said.
“It’s important to connect to students interests and make the science real to them.”
Follow the trail
Take steps to help students realise that maths is everywhere. The Australian Academy of Science's Dr Tripet says maths trails have become popular around the world, put together by “educators, mathematicians and anyone who has the interest – just going for a walk and identifying maths along the way.”
Proving it
Don’t underestimate the benefits of free excursions to local businesses, says Ms Silvester.
“I’ve taken year 6 students to a bakery to learn about the biotic and abiotic needs of sourdough yeast. We need to empower teachers to see the science and maths in the world around them and to show it to students," she said.
Get interactive
There’s a reason why families flock to Questacon and the National Science and Technology centre every weekend, Dr Tripet said.
“Kids absolutely love it – they don’t always get the freedom to interact and explore in that way, and it’s also very good learning.”
Mind your language
To give Year 7 students a real-world context for understanding forces, Ms Silvester worked with a circus school so they had the science vocabulary for the skills they were teaching.
“When the circus teachers came in and used that forces language, students could see the specific terms that they were using were just as relevant in everyday activities,” she said.
Spark wonder with technology
Putting today’s technological thrills into perspective, Dr Tripet recalls an eye-opening excursion from her school days.
“I remember going on an excursion to our business manager’s office to look at a fax being sent and then receiving one, because it was just so novel and different, and then talking about the science behind it," she said.
"As kids, you’re like ‘wow, how is this happening?’”
Teach the teachers
Excursions let educators learn alongside their students.
“Seeing it through students’ eyes builds depth of understanding of your content and brings authenticity into the future teaching you do on that topic," Ms Silvester said.
Invest in retreats
For students who need extra help with maths, an intensive camp lets them explore hands-on maths while having fun.
“It says to these kids, you’re special, you’re worth it and we’ll invest this time and energy because this is important and you are important – there’s a lot of value in that,” Dr Tripet said.
32 million
That’s how many students will have been part of the Australian Sports Commission (ASC) Sporting Schools program by the time Brisbane hosts the Olympics in 2032.
Funds from the program can go towards incursions and excursions in sports including tennis, football, basketball, gymnastics and athletics.
“Eighty-six per cent of Australian schools are registered,” says director Jamie Bradnam.
“This is a life changing program that helps students build their confidence and lead active, healthy lives.”
For a fun activity that also promotes inclusivity, wheelchair sports incursions are available through Sporting Wheelies in Queensland or Wheelchair Sports NSW/ACT. Go to sportingwheelies.org.au and wsnsw.org.au for details.
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