communications guide for staff in schools, preschools, children's centres & corporate...

7/31/2019 Communications Guide for staff in schools, preschools, children's centres & corporate offices

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Communications

guideor sta in schools,

preschools,

children’s centres

and corporate

ofces



http://in.decs.sa.gov.au/working_in_decs > Strategic

Communications

http://ssonet.central.sa.edu.au > Marketing and Promotion

© Department o Education and Children’s Services

Produced by DECS Strategic Communications, Policy

Directorate

Level 8, 31 Flinders Street ADELAIDE SA 5000



or community engagement by schools, preschools and children’s centres

3

C omm uni c a t i on s g ui d e

Department o Education and Children’s Services

Ces

Section 1

Cmmuicais pla 5

Section 2

Creaie brie 13

Section 3

Usig ur brad 19

Section 4

Eecie ewsleers 21

Section 5

Ees as a prmial sraeg 27

Section 6

Hw sage a icial ee 35

Section 7

Prmis 51

Section 8

Creae a displa 55

Section 9

Aderisig 59

Section 10Media 65

Section 11

Creaig a eecie websie 69

Section 12

Spsrship 71



sdsa




5


1


Major campaigns, however, should be guided byormal market research and evaluation to ensurethey achieve their objectives and to preventresources being wasted.

One o the basic rules o good communications

is never assume the people with whom you aretrying to communicate have any prior knowledgeo what you are communicating.

Plai laguageToo oten people create messages that are ullo jargon, or lack vital linking details becausethey assume the audience either is conversantin ‘industry-speak’, or has previously absorbedinormation which will help explain the message.

Ask yoursel these questions beore you start.

Wha am I rig achiee?

• to build stronger relationships with parents/ governing councils etc?

• to raise awareness and understanding o aplanned or impending issue/initiative/change?

• to change attitudes and behaviours?

• to gain the support or an initiative?

• to boost morale?

• to pass on inormation about an event, ordevelopment?

• to encourage civic pride and communityspirit, tolerance?

Are m bjecies clear, achieable ad

measurable?

• do they link in with my organisation’s overallstrategic and business plan?

Wh am I rig reach?

• what do they need to know, and want tohear?

• what will stop them listening?

Good communications is central to success oany business, program, project, initiative, serviceor change process.

Eective communication enables a sharedunderstanding o an organisation’s policies,

programs, goals or directions. For schools, thiscan mean the dierence between parents beingpositive about the quality o education deliveredor eeling disgruntled. It has a critical role in thereputation o a school and some o the day-to-day issues schools ace with parents andcommunities.

Pla earlWhether you need to communicate general day-to-day inormation or ‘big news’ about major

changes, the best communications start withgood early planning.

By developing a communications strategy atthe start o a project, problems can be identiiedearly and avoided.

The complexity o a good communicationsstrategy will depend on the issue. While somestrategies may only involve a media release,a newsletter to parents, or a communicationto sta, others may require research, detailedmarketing strategies, and the production osupport materials.

The need or research will vary withthe complexity, cost and nature o thecommunications campaign.

Research As a minimum you should do desk research:

• environmental scanning (finding out what other

organisations have done)

• background reading

• a SWOT (strengths, weaknesses, opportunities

and threats) analysis

• consultation with key stakeholders.

Cmmuicais pla



6

1 Communications plan

C o m m u n i c

a t i o n s g u i d e


• what is their preerred way o receivinginormation?

• how will you know that they have got themessage?

Think about your objectives and who can makethem happen – teachers, support sta, students,parents, local business groups, communitygroups, members o parliament, communityleaders. How do I identiy them? Will I need toresearch what deines them? How diverse arethey ie culturally, socially, geographically?

Think about what you want them to do and whatwill encourage them to do it. What change obehaviour do you wish to stimulate – acceptanceor advocacy? How will the process be perceivedon completion? What objections or barriers tochange will you need to overcome?

When you consider these points you may need

to create dierent communication approachesor dierent audiences.

Other key considerations include:

Wha d we wa sa?

Messages can have dierent emphases but theymust be consistent. Consider what outcomesyour messages are intended to achieve:

• guiding and educating – to be aware o andto do things in a particular way

• reassuring and inorming – about what isbeing done

• consulting to understand – what people thinkabout a particular action or decision.

You should be able to identiy the three or ourkey messages that will be used constantly andconsistently throughout the campaign.

These messages should be ramed rom theperspective o the receiver, not the sender.

They should be brie, in plain English, and

relevant to your aim.

Which cmmuicai chaels will be

ms eecie?

• publicity – print/radio/TV/brochures/posters/ DVD

• promotion – events and activities

• sponsorship – make sure it’s targeted andeective

• advertising – agency arrangements

• website – internet/intranet

• direct marketing – letterbox drops, liers,pamphlets, newsletters

• community consultation

• letters to parents/caregivers

• meetings with parents.

There is a range o communications methodsand tools that can be used to convey inormation

with people.

What you decide to use will depend on:

• the level o engagement required

• the interest o your audience in your message

• how your target audience preers to receivemessages, and whether you are simplyrelaying inormation or require two-waycommunication.

Consider a mix o the ollowing communicationmethods:

• Pamphlets/brochures/newsletters: depending on quality can be a cheap orm ocommunicating with the local audience

• Presentations: good or internal audiencesparticularly at the beginning and end oprojects

• Community meetings: a good way to ensuretwo-way communication

• Internal communication: most eective whenace-to-ace, but includes sta newsletters

and magazines• Word o mouth: an be positive and negative.

Remember sta have amily and riends andcan be your best and most eective sourceo spreading a good message as long asthey have all been brieed, understand themessage and support it

• Direct mail: letters to aected public/parentstargeted at their speciic needs and concerns

• Through opinion makers: use o industryassociations and community leaders to

relay inormation oten adds credibility tothe message and makes use o internalcommunication channels

• Letterbox drops: can be an eective andcheap way o directly communicating with thelocal audience. Be aware the message maybe treated as junk mail

• Email: generally a medium that is goodor relaying inormation, but not orcommunication. Need to be selective aboutwhat you email and avoid ‘spamming’

• Internet websites: very eective i promotedproperly. Allows 24-hour seven day accessand people can browse to the depth thatsuits their interests



Communications plan

7


1


• CD-Rom/videotapes: useul or trainingpurposes or special marketing. CDs can be acost-eective alternative to print publications

• Events: a orm o public relations that canengage people i eectively managed, butneeds to be careully planned. Save events ormajor announcements

• Billboards: public advertisements. Banners onschool ences. Needs to be bright, clear andto the point. Remember, the bulk o peopledriving by will only see it or a ew seconds

• Advertisements: can be expensive and itis hard to measure eectiveness. Needs to‘break through the clutter’. Dierent messagessuit dierent media (print or electronic)

• Advertising eatures/supplements: can beeective or speciic/special campaigns, butneeds the support o other advertisers to

cover costs, otherwise can be costly

• Radio: highly eective or disseminatinginormation ast. Speech is the dominantelement so clarity o message is vital

• Public displays: eg shopping centres, themall, where people can stop to talk

• Special needs: consider particular culturalgroups or groups with special needs such asaged persons, people with hearing or sightimpairment or other disabilities.

Whe d we wa cmmuicae?

• establish what needs to be achieved by whenand work back – document your timetable.

• consider project delivery time (i a project)

• identiy practical milestones/events/ opportunities

• identiy approval checkpoints (legislation/ department protocol)

• coordinate communication eorts (maximise

impact o PR/advertising/direct mail etc)• always consider deadlines – production/

advertising booking/media etc.

Wha are he risks – issues?

• anticipate potential problems/issues

• identiy preventative measures, solutions andresponses

• identiy levels o risk and agree on protocols

or issues escalation.

Wh will delier he message?

• The success o the message depends asmuch on delivery as on content.

• You may decide to bring dierentspokespeople in at dierent levels/points ostrategy delivery.

• Ask yoursel whether the spokesperson hasthe skills to express the message clearly andconcisely and handle interviews.

• Equip the chosen spokesperson with keymessages – ensure consistency.

• Practice a run through beorehand. Identiy thetraps – ask the hard questions (and answerthem).

Wha prcls are i place?

• What are the approval processes or dealing

with the media, media releases, producingadvertising, newsletters, signage?

For inormation on DECS approvalprocesses please contact DECS Strategic

Communications tel: 08 8226 1083.

Hw will I mir ad measure

eecieess?

Set the measurements beore you start. Thiswill only be possible with clearly deinedobjectives. Evaluation is a critical component

o any communications campaign, as it seeksto determine whether strategies worked iewhether, and to what extent, they achieved theiroutcomes, and i not, why not.

A good test o the useulness o an evaluation isto ask the ollowing questions:

• Does it eectively identiy the success/ailureo the campaign?

• Does it eectively identiy the reasons orsuccess/ailure o the campaign?

• Does it eectively identiy the costeectiveness o the campaign?



8


C o m m u n i c



Cmmuicai/markeig ls

Frma Beei Disadaage

PRInt

Aderismes/isers/

Aderisig edirials –

Aderiser, Messeger,

Idepede Weekl,

Suda Mail, Cmmui

ewspapers, Speciali

rade magazies

• Message shaped

• Wide spread

• Appealing

• Credibility in question

• Cost

• Message limited by space

Pamphles • Message controlled

• Attractive

• Cheap orm massproduced message

• Easy to display

• Time consuming to produce

Leers/eelpes – direc

mail

• Message controlled


• Preerred by householder

• Easy to produce

• Can be seen as junk mail and

not read

Psers • Message controlled


• Adds colour to street/ schools

• Aimed at target market

• Adds to visual clutter

• Limited shel lie

• Message limited

ELECtRonIC

RADIo

Ieriews • Cheap

• Targeted via stationdemographics

• Quick

• Trap or the unprepared

• Lack o control over directioninterviewer takes

Aderismes • Message controlled

• Cheap

• Coverage

• The ability o the audienceto remember advertismentsdepends on requency/costs

• Canbeplayed at times whenlittle beneit



Communications plan

9


1


Cmmuicai/markeig ls continued...

Frma Beei Disadaage

ELECtRonIC continued...

tELEvISIon

Ieriews • Wide appeal

• Powerul medium• Handled well can

signiicantly enhancelayout o message

• Correct venue can add tothe message pictorially

• Trap or unprepared

• No control over editing• Provides opportunity to stations

to quiz on other subjects

• Time consuming

• Need to provide suitablepictures/backdrop

Aderismes • Message

• Powerul medium

• Costly

• Time to produce

vide/DvD • Message shaped

• Relatively cheap vehicle

• Modern• User riendly

• Appeals to youngerdemographics

• Wide penetration o market

• Cost to produce


• Number o people have noacility to view

• Lacks personal touch

Emails – direc mail • Message

• Good or internal andexternal communication

• Cheap

• Quick

• Wide penetration o market

• Messages can be directionless ormisinterpreted

WEB

Irae websie (Internal

website audience only)

• Easytomaintainand

update

• Message

• Good source

• Easy access

• Quick

• Can send video message

• Relatively cheap

• Canbeinteractive

• May be diicult to navigate

Iere • Message controlled

• Wide dissemination omessage

• Relatively cheap

• World access

• Interactive

• 24/7access

• Easytomaintainand

update

• May be diicult to navigate

• High resolution pictures can bediicult and slow to download

• Requiresmarketing



10


C o m m u n i c




Frma Beei Disadaage

ELECtRonIC continued...

SMS ex • Quick

• Interactive

• Limited content

• Cost

• Lacks personal touch• Interrupts work low

• Messages can be directionless

• Constant interruptions

DISPLAyS

PwerPi/e-displas • Message

• Appealing

• Aordable

• Modern/progressive

• Adds colour, interest andmovement to areas

• Can improve image• Interactive


• Poorly produced shows candamage reputation

Saic sads • Message

• Easy to erect

• Adds colour and interest toarea

• Cheap

• Can improve image

• Can be overlooked

• Takes time to read ull message

• Poorly produced displays candamage reputation

• Time consuming to set up

Mbile displas / pp up

baer

• Message

• Easy to erect


• Cheap

• Can improve image

• Easy to transport

• Can be overlooked

• Takes time to read ull message

• Poorly produced displays candamage reputation

• Time taken to transport, set upand pull down

• Storage

Sa ice bards • Message

• Cheap

• Easy access

• Can look messy i too cluttered

• The message can be easily lost

Bus sp sigage • Message

• Relatively cost eective


• High recognition actoramong bus users

• Can improve reputation

• Wide network

• Poorly produced can damagereputation

• Need to keep current/constantlyupdating



Communications plan

11


1



Frma Beei Disadaage

HUMAn

Face--ace/dr--dr

sures ec

• Message shaped

• Not spokespeople

• Can encourage eedback


• Cost time resources

• Annoying

telephe – recrded

messages/blid call

• Message

• Eective use o wait time

• Cheap survey

• Annoying

• Needs to be updated regularly

telephe Irmai,

Aswerig Serice,

Recepi

• Message

• First port o call

• Trap or untrained

• Not answering telephone quickly

• need to provide adequateinormation and constantlyupdate

• Apparent lack o action canescalate problem

• Lack o ability to deal withcomplaints

Public rums – speeches/

ceis/cereces/

pe das

• Message

• Captured audience

• Enhances leadership role

• Numbers


Emplees • Easy to access/costeective

• Committed to organisationsuccess

• Good ambassadors

• Poor attitudes can damagereputation

• Need to keep constantlyinormed

• Message can be directionless




13


2


Creaie brie

There are many activities that schools,preschools, children’s centres and work groupsundertake as part o their communicationsstrategies, including the production opromotional materials.

The development cost o materials suchas brochures and advertisements can besubstantial, so planning what you want isimportant and cost eective.

The “creative brie” as it is known in themarketing industry is a very versatile tool.It can be used when creating any orm ocommunication.

The creative brie helps you ocus thoughtsand strategically analyse the best method oapproaching communications activities.

A creative brie should identiy your needs,objectives, target audiences, budget andtimetable and provide relevant backgroundinormation.

As such, the quality o your brie is the key to thesuccess o your promotional activity.

A good creative brie will:

• explain why you need a promotional activity

• deine as closely as possible the objectives oyour activity

• prepare or graphic designers

• construct a clear message

• allocate resources.

Consideration should be given to web riendlyversions early in the planning process.

Graphic work involving text should not start untilthe text has had inal approval as text changesby graphic designers to the inal proo copy canbe time consuming and costly.

Wha d u wa achiee?

Identiy the main aim o the activity succinctly.

For example, is the newsletter/advertisement/ publication/event etc intended to inorm, isit a call to action, is it to change or reinorceattitudes, or is it to change behaviour?

Next identiy the speciic objectives o the

activity. These objectives should relect thedesired outcomes, should be measurable andachievable and should take account o otherconstraints which inluence the strategy (suchas the budget and existing inrastructure).Remember to keep this section realistic andtightly ocused.

Wh d u wa arge?

Use any previous research or your ownknowledge o the subject matter to helpsegregate your audience in order o priority,

particularly i your budget will not allow you toapproach everyone o interest.

In priority order you should identiy the ollowing:

• Primar audiece – people and groups whowill be directly aected by your messageor need to be exposed to your message –children, teachers, parents, care givers, localbusiness.

• Secdar audiece – people who will alsobeneit rom hearing the message, or peoplewho inluence your target audience now or in

the uture – associations, community groupsand organisations.

• Sakehlders – other people and groups whomight be directly or indirectly involved in, oraected by the message, or with a stake inyour campaign – community organisations,other state government departments.

Wha d u wa he arge audiece/s d?

Do any o the audiences need to responddirectly to your activity?

How do you expect them to do this? Forexample, you may have, or intend to have, aninormation telephone line, or an internet site



14

2 The creative brie

C o m m u n i c



you expect audiences to visit. (This may be yourmethod o measurement or one or more o theabove objectives). These elements then need tobe incorporated into your brie.

Eective key messages should include:

• details o the program or policy beingpromoted

• the beneits o the initiative or the audience

• a clear ‘call to action’ outlining what theaudience should do as a result o receivingyour messages.

The key messages should encapsulate thepurpose o your communication activity in asew words as possible. Key messages do notneed to be catchy. They are not the ‘slogan’ or‘jingle’ or your campaign, or the actual words tobe used as your message.

For eective communication, you should keepkey messages to a minimum.

Hw d u wa his message sud?

The style you require may be inormal, warm andriendly, authoritative, humorous, conservative orpointed.

Consider which style best suits your primaryaudience.

timig

I your material includes display advertisments,mass media communications or widespreadpublic dissemination it will require approval.Contact DECS Strategic Communications ordetails tel: 08 8226 0254. You will need to allowor this in your timeline.

Where possible the minimum turnaround timerom your request to obtaining approval is ourweeks.

The attached creative brie template will assistyou with your planning.

A word version o the creative brie template canbe accessed by clicking here.

http://www.decs.sa.gov.au/docs/documents/1/CreativeBriefTemplate.doc

http://www.decs.sa.gov.au/docs/documents/1/CreativeBriefTemplate.doc



The creative brie

15


2


Creaie brie emplae A planning tool or use in designing communications materials.

Cac pers

Cac deails tel:

Mbile:

Ui/ofce/Schl/Preschl r Childre’sCere

Budge(The amount set aside or the project, the account numberagainst which the activity will be charges, any constraints/ variables there maybe on the budget.)

Budge amu:

Budge cde:

oeriew(Project inormation, summary o how the activity hascome about; whether it’s as a result o local decisions,research ndings, new initiatives or the promotions o corebusiness products and services o your school, preschool orchildren’s centre.)

objecies(Your goals, measurable objectives, and outcomes shouldbe linked to the DECS Statement of Directions,ound on theDECS Website)

Aderisig ad bradig guidelies(There are guidelines re approval process or advertisingand campaign materials – reer to advertising guidelines in

Section 9 – Advertising. )

Delierables required(Copy, design, printed materials, banners, brochures, displayadvertisements, etc.

Dene the project and how it helps achieve strategic goals.Provide specic details o activity – ie printing 5,000 A4 fiersor letterbox distribution.)

Brochures:(Type and amount)

Text:(Number of words and when)

Web page or web download ( Contact Online

Communication Services tel: 8226 2068)

Display advertisements:(How much and when)

Banners:(How many and when)

Signage:(What and when)

Event material:(What – invitations, name cards, etc and when)

Other:(What and when)

targe audiece(Who are the primary audience, secondary audience andstakeholders?)

Continued next page



16

2 The creative brie

C o m m u n i c



Creaie brie emplae continued...

Wha d u wa he audiece hik, eel

ad d aer seeig ur cmmuicai?(‘What is your call to action?’)

te ad image(What style do you require – inormal, warm, humourous,

direct or unctional?)

Messages(The single most important message you want the targetmarket to take rom the activity –the one sentence thatsummarises your unique selling point. What are the eatures,benets and value, prioritise the top 5 eatures and/oracts about the program/service and its value to the targetaudience?)

Wh are ur cmpeirs?(Other schools etc. What are their messages?)

Suppr irmai(List in order o priority other inormation that should beincluded in the communication.)

Seleci images(Where possible provide or suggest appropriate images.They should refect/complement objectives, target audience,tone.)

Don’t orget to have consent orms signed or allphotographs which have children in them.

Ensure photographs are high quality and high resolution –minimum 200dpi.

Madar iclusis(Logos and legal disclaimer)

For logo and brand usage and protocols reer to Logo styleguide in Section 3 – Using our brand.

Schedule(An indication o the timetable or the project rom the timeo the initial request to the completion o the project.

All critical dates should be included. Speciy anytime constraints or critical deadlines or the project iedepartmental and government approval processes.

To ensure your activity is eective allow sucient time orproduction.)



The creative brie

17


2


Creaie brie appral/cmme

Creaie brie appral/cmme rm

Clie (Project Manager / Sta member responsible)

Signature: ................................................................................................................................... Date prepared: / /

DECS Sraegic Cmmuicais Maager

(DECS Strategic Communications will need to view all mass circulation advertising/promotional material prior to production)


Direcr




18

2 The creative brie

C o m m u n i c



Graphics brie rm(For final graphics production)

Graphics brie rm

Job description: Date:

Client: Tel:

Mobile:

Quantity: PMS colour/s

Stock (paper) Project size:

Scans/logos/photos (required)

Supplied (tick i applicable) £

Text supplied (signed o as nal)

Finishing

Web based version required (tick i applicable) £

Account number or billing

Delivery date:

Delivery details:

Distribution:

Notes:

Graphic desig brie appral

Clie (Project Manager / Sta member responsible)

Signature: ................................................................................................................................................... Date: / /

Pricipal / Direcr

Signature: ................................................................................................................................................... Date: / /

Graphic desiger

Signature: ................................................................................................................................................... Date: / /




19


3


Usig ur brad

DECS lg r schls ad

preschlsPreschools’ and schools’ logos must beaccompanied by the DECS logo on allcommunication materials to the school

community and the public. Newsletters, reports,letterheads and websites must have the DECSlogo. In co-branding the school/preschool logosand the DECS logo must have a balance inweighting.

All aspects o the common brand, including allversions and variations, must be reproducedrom original, digital artwork. No acet may berecreated or redrawn and the logo must alwaysretain its original colours and proportions.

The department’s logo consists o:

• the roundel, incorporating the Piping Shrikeand the words ‘South Australia’

• the words ‘Government o South Australia’

• the separation bar beneath ‘Government oSouth Australia’

• the words ‘Department o Education andChildren’s Services’ below the separation bar.

The preerred version o the DECS logo is thehorizontal, ull colour design.

The DECS logo can be downloaded romSSONet/Marketing and Promotions/DECS Logo,or rom the DECS intranet.

The logo must be reproduced in its entirety. Nosegment may be reproduced as a graphic. Itcannot be rotated. The only exceptions in theuse o the logos is as a watermark (reproducedto a maximum o 15% on light backgrounds, or75% on dark backgrounds) or hologram.

Size

The minimum size o the logo must be 10mm,as measured across the diameter o the roundel.This applies to every design orm, variation, andall applications, and is a minimum only. The logomust be in proportion to the design to which itapplies.



20

3 Using our brand

C o m m u n i c



Psiiig An isolation zone o clear space must protectthe logo at all times (this applies to every versionand all applications). A clear space, the widthmeasuring 25% o the diameter o the roundel,must surround the logo on all sides and not beimpinged on by graphic elements, other logos,edge o page or advertisement.

PlacemeIn the case o publications and pamphlets(including web download), the logo must bereproduced on the ront, as a minimum. Forall press advertisements or vacancies, publicnotices etc, the logo must be positioned on itsown at the top centre.

Full clurThe ull colour version o the logo is the preerredoption. Printing houses have a system oidentiying individual colours, known as PantoneMatching System (PMS). This system allowsthem to mix percentages o base inks (likeCyan, Magenta, Yellow and Black) to create newcolours.

The logo may only be reproduced in theprescribed colour ormats.

• blue, PMS 295, 4 colour process – 100cyan, 60 magenta, 30 black (top & bottom

segments o roundel and words)

• red, PMS 199, 4 colour process – 100magenta, 65 yellow (intermediate segment oroundel).

• yellow, PMS 137, 4 colour process – 100yellow, 35 magenta (smallest segment o theroundel)

• charcoal grey, PMS cool grey 11, 4 colourprocess – 60 black (inner circle o the roundeland Piping Shrike).

Colour speciications or use on the internet areon the web publishing guide.

Sigle clurThe logo may be reproduced in a single colourwhere ull colour is not appropriate. Black orblue (PMS 295) are the only permitted colours.The mono logo may be applied to a white orlight background. A reversed white (only) versionmust be used on dark backgrounds.

More speciic inormation is available athttps://ssonet.central.sa.edu.au Administration >Marketing and Promotion.

For urther advice about the use o theDECS Logo, please contact DECS Strategic

Communications on tel: 08 8226 0254.




21


4


Eecie ewsleers

Wh? A newsletter may be the most eective meanso communicating between a preschool, schoolor children’s centre and the community. You willneed to be very clear about its purpose because

this will aect the tone o articles and its inishedlook.

See Appendix 1 - Example newsletters

F slesFonts are the dierent styles o type used inprinting, and points are the size o the type.I your page has too many dierent ontscompeting or attention, your readers are likelyto turn the page without reading a word.

Choose a ont that is easy to read. The simplest

onts to read are those that are ‘sans-seri’.Examples o sans-seri onts are:

Arial Narrow (12pt)

Comic sans MS (20pt)

Impact (30pt) As you will see the ends o the mainstrokes areplain, without ‘seris’.

Examples o seri onts are:

Bookman Old Style (10pt)

Times New Roman (18pt)

Garamond (24pt) As you will see, there are short, light lines/ curves, or ‘seris’ at the top or bottom o each

mainstroke.

F – wha size?

In the printing industry, the height o lettering ismeasured in point sizes. Research shows that

or text in newsletters, or example, 11 pointshas the highest rate o comprehension (77%).

Wha clum widh shuld I use?

A column width o no more than 40characters and no less than 20 characters isrecommended or no wider than 8cm.

Research has also shown that more readerspreer copy to be justiied, which means thatthe text aligns to the let and right.

Samples ex preseai

Jusiied ex

Lorem ipsum dolor sit amet, consecutetueradipiscg elit, sed diam nonimmy nibh euismod

tinciunt ut laoet dolore magna aliquam eratvolupat. Ut wisi enim ad minim venaim, quisnostrud exerci tation ullamcorper.

Ujusiied (raged le) ex

Lorem ipsum dolor amet, consecer adipicingelit, sed diam nomy nibh euismod tiidunt utlaoreet dolore magna aliquam olupat. Ut wisienim ad minim venaim, quis nostrud exercitation corper.

Raged righ ex

Lorem ipsum dolor amet, consecer adipicingelit, sed diam nomy nibh euismod tiidunt utlaoreet dolore magna aliquam olupat. Ut wisi

enim ad minim venaim, quis nostrud exercitation corper.

HeadliesHeadlines can catch your reader’s attention. A good headline should convey that ‘thismessage is or you’ and never give all thedetails that ollow. Headlines are easiest toread in lower case bold seri ont with an initial

cap, such as Times New Roman Bold. Choosethe ont size or its readability.

As a general rule, use two or three lines oheadline – with our you are pushing thereader’s limit.



22

4 Eective newsletters

C o m m u n i c



IllusraisIllustrations are important in your newsletter.You can use photographs, graphics, or studentwork to make the layout more attractive. The useo sotware clipart can look unproessional andcan carry copyright implications. Taking goodphotographs is an art. I your school/preschoolhas a good photographer, work with him/her toget photos appropriate or each issue.

takig gd quali phgraphs

There are 3 main things you need to know abouttaking quality photos.

1. The FlashIt is important to get good light in eachphotograph to ensure it looks natural - not toolight or too dark.

When taking outdoor photos, it is sometimesgood to turn on the lash to illuminate thesubject, especially i the subject is in the shade.You can also choose to turn o the lash whentaking indoor shots. Sometimes, using the lashindoors will result in unnatural skin colour andharsh glare in your photos.

2. ResolutionEach camera has a dierent resolution, or whatis better known as megapixels. The greater thenumber o megapixels, the more inormation the

camera’s sensor can capture and the more animage can be enlarged. The below table can beused as a guide:

Reslui Maximum pri size

1 megapixel 15 x 20 cm2 megapixel 20 x 25 cm3 megapixel 28 x 36 cm4 megapixel 50 x 75 cm I your cameral allows you to change the qualityo the photo to ‘Good’, ‘Better’ or ‘Best’always

ensure you use the ‘Best’ option as this will allowyou to enlarge the photos to it’s maximum sizewithout it being pixelated/blurry (see maximumprint sizes listed above). By selecting the‘Good’ option, it means you can take morephotographs as it will take up less space on yourcamera’s memory card, however the quality willlimit you to enlarge the photo to no more than15cm x 20cm.3. CompositionIt is important that the subject you arephotographing is presented in the best waypossible. Here are some tips or ensuring thephotographs will be suitable or all o your

needs,whether it be your newsletter, website or pressadvertising:

• Never take a shot looking up at someone’snose, hold the camera level and steady.

• Ensure photos are ocussed on an individualor a group. Try not to take a photo o a groupactivity – such as an entire team on a netballcourt as there won’t be a ocus on anyone in

particular.

• I you need to take a photograph o a group,make sure the subjects are very close together.This means the ocus will be on the subjects,not on the background.

Ke pis• Keep the language simple and positive, with

humour (where appropriate) and a riendlystyle.

• Take care not to alienate your audiencethrough the style and tone o the languageand the use o lengthy articles, acronyms and jargon.

• An uncluttered, orderly layout is easiest toread, using a heading with the preschool’s,school’s or children’s centre’s logo and contactinormation, the date and an edition number.

• Readers tend to read let to right and top tobottom on a page.

• The generous use o white space can enhance

the appearance o your newsletter andimprove its legibility. It is not a waste o space.

• Consider whether A4, or A5 is the mostappropriate size. Collect good examples romother organisations and sites.

• Use photographs, diagrams, headings, sub-headings, quotes, boxes and occasionaldecorative elements to improve thenewsletter’s look.

• Use the same layout each time. Ensure

readers know where to ind the inormation.Check what templates are available on yourcomputer.

• Seek eedback rom the target audience atregular intervals.



Eective newsletters

23


4


Mre ideasThe ollowing eatures may be useul in yournewsletter:

• calendar o important dates or students andparents, community announcements

• return slip seeking eedback and ideas rom

readers• column proiling a sta member each month/

edition

• thank you section to acknowledge helpers

• student and teacher achievements andhighlights

• Special eatures such as student work;sports results; parent organisation notices

• a space on the newsletter which can bepersonalised by the insertion o the amily

name

• education thought o the week

• principal’s corner or column

• contact details including email (website iavailable)

• consider making PDF version available onwebsite (could reduce number produced onpaper).



24

4 Eective newsletters

C o m m u n i c



newsleer checklisIs the language and layout simple?

Is the ont size and style easy to read?

Are the headings/headlines attention getting?

Do pictures and diagrams break up the text?

Have you used photographs with close-ups o people (not small dots in the distance!)?Is the layout consistent every time so your publication is recognisable?

Is there a date on the newsletter?

Have you provided the contact details or the school or preschool (including email andwebsite i available)?

Have you included regular eatures such as student achievement section and upcomingevents – so readers get to know where to ind this inormation?

Have you had the newsletter prooread several times?

Do you invite regular eedback on what people like and don’t like about the publication?

Does the content promote the positive achievements taking place at the site?

Is the content o the newsletter predominantly about the site or community notices?

Ensure the newsletter isn’t too lengthy.



Eective newsletters

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4


Appedix 1 - Example newsleers

You can download these templates by clicking on your desired choice above.

http://www.decs.sa.gov.au/docs/documents/1/NewsletterTemplateGreen.doc

http://www.decs.sa.gov.au/docs/documents/1/NewsletterTempLBsingle.doc

http://www.decs.sa.gov.au/docs/documents/1/NewsletterTemplateBlue.doc

http://www.decs.sa.gov.au/docs/documents/1/NewsletterTemplateLightBl.doc




27


5


Ees as a prmialsraeg

Events involving your school/preschoolcommunity have the potential to create a positiveimage, provide inormation, and gain a responserom your audience (two-way communication).

Please see Section 6 – How To Stage An Official

Event which covers event management andprotocols in detail.

the purpse At certain times preschools, schools or children’scentres want to, or need to, inluence theopinions o their stakeholders.

Events allow you to promote your school/ preschool/programs/services in a variety oways, reaching dierent audiences, and shouldalways be viewed as a promotional opportunity.

Think about what you want your audience togain rom the event.

tpe eeHere are some ideas.

• open nights, open days, or coee mornings,designed to enable visitors to see the school/ preschool in action and meet the sta

• etes, quiz nights, airs and undraisers

• student perormances or concerts• subject-based events eg art shows,

technology airs

• student activities such as discos, ormaldances and leadership projects

• sports days – consider adding on anotherevent

• inormation or introduction days or parents,children starting school or moving romprimary to secondary, and or adults re-entering secondary school

• community projects

• shopping centre displays

• shop window displays.

Geig ur audieceDecide who you want to attend your specialevent and ensure that your publicity eorts andbudget allocation are used speciically to reachthe audience. Better still, an article in the news

pages o your local paper costs nothing – apartrom the eort put into arranging it.

You may need to adopt new strategies to getan audience to attend events. The personalapproach is oten more eective than a notice,which is easily overlooked.

These approaches have been successul orsome preschools, schools or children’s centres:

• a personal letter and/or phone call rom theprincipal/preschool director targeting 15 newparents or each special event

• a telephone tree (one person calls threeothers, who each agree to call another three)

• hold the AGM prior to the annual concert

• provide a creche, car pool, etc

• hold meetings in community venues whereyour audience eels at home

• provide a parent drop-in centre

• hold meetings and special events at timesthat suit your audience

• conduct events that involve people and areenjoyable, such as students versus parentsnetball games, a ‘jam’ session with the schoolband, a multicultural day, a dinner preparedby students, coee mornings, a mystery tour,quiz nights, a amily barbecue evening

• meet and eat.

Special guess – prclsProtocol must be careully observed when

special guests or dignitaries are involved. Furtherprotocol advice can be ound in the act sheetHow to Stage an Oicial Event.



28

5 Events as a promotional strategy

C o m m u n i c



the mehd – risk maageme a

ial plaig l An integral part o the event planning process isto conduct a risk assessment and put in placestrategies which will minimise identiied risks. A sample risk assessment summary has beendeveloped which is designed to trigger your

thought processes. Use members o the eventplanning committee to brainstorm and identiypotential risks.

The Risk Management Unit has developed atemplate and matrix to base your assessmentsat: www.decs.sa.gov.au/docs/documents/1/ RiskAssessmentMatrix.doc

I you require any urther advice or clariicationplease contact the Risk Management Unittel: 08 8226 3176.

Helpig ur audiece A careully planned and produced guidesheetincluding a map o the business unit, school/ preschool, access, parking, locations o variousactivities, a program o events and relevantinormation (brie and user-riendly) is veryuseul or visitors at special events. (It will alsopromote a positive image o your site.) A mobilephone number (in case o emergency) or thecontact person on the day o the event must beprovided.

LcaiThe event location will also aect practicalconsiderations (use o waterproo materialsor additional lighting). The location may alsodetermine whether you have a captive or casualaudience.

The location and timing o a promotional activityare actors in its success. They inluence notonly who sees it, but also whether the localmedia is able to help spread your message.

Csider he llwig r sigs/

baers

• A banner will be eective i placed at eyelevel with suicient lighting, or i the wordsare large enough to be read rom a distance.

• Decide where to place the sign/banner by

putting yoursel in the place o your audience.

• At an event with a speaker, place your sign/ banner behind the speaker at head height oron the ront o the lectern. I TV cameras areat the event, the camera will pick up the sign,and your sign will still be seen rom the backo the audience.

timigBe aware o other events that may impact onaudience numbers:

• or example, avoid setting an activity on thesame day as a major community event

• be aware o other local school/preschools’activities such as open days or sports daysthat may make it diicult or parents to attendboth events.

Contact DECS Strategic Communications i youneed assistance. Tel: 08 8226 1083.



Events as a promotional strategy

29


5


R i s k a s s e

s s m e n t m a

t r i x

D e t e r m i n i n g t h e l e v e l o f r i s k

C o n s e q u e n c e s

1 – I n s i g n i f i c a n t

D

e a

l t w

i t h b y

i n - h o u s e

f i r s t a

i d e

t c .

2 – M

i n o r

M e

d i c a

l h e l p n e e

d e

d .

T r e a

t m e n t b

y m e

d i c a

l

p r o

f e s s

i o n a

l / h o s p

i t a l

o u

t p a t i e

n t , e

t c

3 – M o d e r a t e

S i g n

i f i c a n

t n o n - p e r m a n e n

t

i n j u r y

O v e r n

i g h t h o s p

i t a l i s a t i o

n

( i n p a

t i e n

t )

4 – M a j o r

E x

t e n s

i v e p e r m a n e n

t i n j u r y

( e g

l o s s o

f f i n g e r / s

)

E x

t e n

d e

d h o s p

i t a l i s a

t i o n

5 – C a t a s t r o p h i c

D e a

t h

P e

r m a n e n

t d i s a

b i l i t y i n j u r y

( e g

b l i n d n e s s ,

l o s s o

f

h a n

d s ,

q u a

d r i p

l e g

i a )

A -

A l m o s

t c e r t a

i n t o o c c u r

i n m o s

t

c i r c u m s

t a n c e s

H i g h ( H )

H i g h

( H )

E x t r e m e ( X )

E x t r e m e ( X )

E x t r e m e ( X )

B -

L i k e

l y t o o c c u r

f r e q u e n

t l y

M o d e r a t e ( M )

H i g h

( H )

H i g h ( H )

E x t r e m e ( X )

E x t r e m e ( X )

C -

P o s s

i b l e a n

d l i k e

l y t o o c c u r a

t

s o m e

t i m e

L o w

( L )

M o d e r a

t e ( M )

H i g h ( H )

E x t r e m e ( X )

E x t r e m e ( X )

D -

U n

l i k e

l y t o o c c u r

b u

t c o u

l d

h a p p e n

L o w

( L )

L o w

( L )


H i g h ( H )

E x t r e m e ( X )

E -

M a y o c c u r

b u

t o n

l y i n r a r e a n

d

e x c e p

t i o n a

l c

i r c u m s

t a n c e s

L o w

( L )

L o w

( L )


H i g h ( H )

H i g h ( H )

L i k e l i h o o d

T h i s d o c u m e n t c a n b e u s e d t o i d e n t i f y t h e l e v e l o f r i s k a n d h e l p t o p r i o r i t i s e a n y c o n t r o l m e a s u r e s . C o n s i

d e r

t h e

c o n s e q u e n c e s a n

d l i k e l i h o o d f o r e a c

h o

f t h e

i d e n

t i f i e d h a z a r d s a n

d u s e

t h e

t a b l e t o o

b t a i n t h e r i s k

l e v e

l .



30


C o m m u n i c



Hw pririise he risk raig

Once the level o risk has been determined the ollowing table may be o use in determining when toact to institute the control measures.

Extreme Act immediately to mitigate the risk.Either eliminate, substitute or implementengineering control measures.

Remove the hazard at the source. Anidentiied extreme risk does not allowscope or the use o administrative

controls or Personal ProtectiveEquipment (PPE), even in the short term.

High Act immediately to mitigate the risk.Either eliminate, substitute or implementengineering control measures.I these controls are not immediatelyaccessible, set a timerame or theirimplementation and establish interim riskreduction strategies or the period o theset timerame.

An achievable timerame must beestablished to ensure that elimination,substitution or engineering controls areimplemented. NOTE: Risk (and not cost)must be the primary consideration indetermining the timerame. A timerameo greater than 6 months would generallynot be acceptable or any hazardidentiied as high risk.

Medium Take reasonable steps to mitigate therisk. Until elimination, substitutionor engineering controls can beimplemented, institute administrative orpersonal protective equipment controls.These “lower level” controls must notbe considered permanent solutions. Thetime or which they are established mustbe based on risk. At the end o the time,i the risk has not been addressed byelimination, substitution or engineeringcontrols a urther risk assessment mustbe undertaken.

Interim measures until permanentsolutions can be implemented:

•Developadministrativecontrolstolimit

the use or access.

•Providesupervisionandspecific

training related to the issue o concern(see Administrative Controls below).

Low Take reasonable steps to mitigate andmonitor the risk. Institute permanentcontrols in the long term. Permanentcontrols may be administrative in naturei the hazard has low requency, rarelikelihood and insigniicant consequence.

Hierarchy o control Controls identiied may be a mixture o the hierachy in order to

provide minimum operator exposure.

Elimination Eliminate the hazard.

Substitution Provide an alternative that is capable o perorming the same task andis saer to use.

Engineering controls Provide or construct a physical barrier or guard.

Administrative controls Develop policies, procedures practices and guidelines, in consultationwith employees, to mitigate the risk. Provide training, instruction andsupervision about the hazard.

Personal protective

equipment

Personal equipment designed to protect the individual rom the hazard.




31


5


R i s k a s s e s

s m e n t s u m m a r y

T o p

i c : . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D a

t e :

/

/

I s s u e

N o : . . . . . . . . . . . . . . . . . . . . . . . . . .

R e v

i e w

d a

t e :

/

/

I d e n t i f y h a z a r d s a n d

s u b s e q u e n t r i s k s

A n a l y s e r i s k s

E v a l u a t e r i s k s

I d e n t i f y a n d e v a l u a t e e x i s t i n g r i s k c o n t r o l s

F u r t h e r r i s k

t r e a t m e n t s

H a z a r d s / I s s u e s / R i s k s

C o n s e q u e n c e

L i k e l i h o o d

R i s k

l e v e l

W h a t w e a r e

d o i n g n o w t o

m a n a g e t h i s r i s k

E f f e c t i v e

n e s s o f

o u r s t r a t

e g i e s

N e w

r i s k

l e v e l

F u r t h e r a c t i o n n e e d e d

O p p o r t u n i t i e s f o r

i m p r o v e m e

n t



32


C o m m u n i c



Special ee checklis

Plaig

Establish a planning committee with reliable and enthusiastic members.

Risk assessment – consider the risks associated with the proposed event’s objective date,season, time, target audience and type o event and put control measures in place.

Ensure that someone competent is in charge o services and inrastructure or any events.

Set your public relations objectives.

Determine your budget and gain necessary approval.

Establish possible dates and venue.

Notiy District Director, Local Member, Minister, VIPs to conirm date.

Iiais ad guess

Prepare the guest list.

Select and instruct RSVP person.

Set the event’s date, venue and time, and provide guest names, titles, addresses etc or theinvitation plus RSVP contact and date.

Organise invitation content, printing, labels, envelopes and distribution.

Send media invitations.

Follow up on non-respondents.

Publici

For additional inormation reer to Section 10 – Media.

Media – contact DECS Strategic Communications or advice and contact details.

Write press release or local newspaper (know their deadline), TV or radio.

Know your key message and inormation to communicate.

Have appropriate media spokespeople - check with principal.

Backgrud irmai

Write brieing notes (background, potential issues) and speech notes.

Gather inormation or media release.

Check invitation responses or any surprises – eg the opposition candidate turns up to theevent uninvited.

Caerig ad rereshmes

Conirm numbers.

Determine i there are any special dietary requirements that need to be considered.

Set table layouts, eating area.

Determine caterer’s requirements.

Allocate tasks to helpers.

Determine set-up time or caterers.

Watch the budget.

Continued next page




33


5


Ageda ad prgram

Send copies o program to oicial group.

Determine guest speakers, MC, and timing.

Decide whether you’ll need gits and, i so, what budget.

Rereshments (water and mints).

oher

Name tags.

Photographer.

Accommodation and travel arrangements.

Child-minding and/or inormation desk.

Inorm local residents via a lyer or letter i there is likely to be excessive noise and/or traic.

Determine who is meeting any VIPs such as the Minister, local MP, etc.

Lcai ad eue

Conirm booking o venue.

Check parking acilities and organise attendants to be on duty.

Order plaque or other items to be presented early and ensure dates and spelling are correct.

Organise displays or plants, student perormances, background music (possibly provided bystudents).

Organise PA system and any special power requirements (ax, telephone, computers, etc).

Determine availability o audio-visual aids, lectern and microphone (check height) and setting

up time.

Consider whether you’ll need a marquee or poor weather venue.

Determine lighting requirements.

Allocate seating i necessary, and reserve seating or VIPs and media (or a dinner-set tableplans and place cards).

Determine wheelchair access.

Consider emergency requirements – should you inorm St John’s Ambulance or the police?

Consider whether you will need portable toilets or a large audience.

Ensure you can hang signs etc and arrange display boards.

Special ee checklis continued...




35


6


Hw sage a icialee

Irduci ee plaigDECS sta are oten called upon to organiseoicial events at preschools, schools andchildren’s centres.

These events may include:

• an oicial opening o new acilities

• celebrating achievements

• launching a new policy

• raising public awareness

• building or strengthening links with parentsand other members o the community

• announcing a beginning or marking an ending

• celebrating a special anniversary or historical

event

• highlighting signiicant learning opportunitiesor students

• presenting awards or certiicates.

oicial peigs majr capial

prjecs, buildigs ad aciliiesThere must be an oicial opening or all majorcapital projects.

State protocol requires that the State Minister orEducation and Children’s Services be invited to:

• open all new state-unded or majority state-unded schools, centres, major acilities andreurbishments

• attend school or school/preschool centenarycelebrations

• make major educational policyannouncements or launch key initiativesthat are related to South Australian schools,children’s services, curriculum, vocational

education and training in schools, learningtechnology, related student and proessionalservices.

Miiser ad/r chie execuie

To invite either the Minister or the chief executive

to officiate, you are required to complete an

‘initial request for invitation’ form at least six to

eight weeks prior to the proposed event. You will

need to provide at least two alternative dates andtimes for your event. This form should be faxed

to the chief executive on fax: 08 8226 1118 or

emailed to [email protected]

See Appendix 1 – Request for CE/Minister

attendance. A word version o the orm can beaccessed by clicking here.

I unable to attend due to other commitments,the Minister may nominate another person tooiciate.

Apart rom the above requirements, either the

Minister or Education and Children’s Services orthe chie executive could be invited to attend anevent as a guest.

Cmmwealh Miisers

Where capital projects have received undingrom the Commonwealth Government additionalprotocols apply.

Commonwealth protocol requires the FederalMinister be invited to:

• open those projects or which an oicialopening is being arranged and to which theCommonwealth contribution is greater than50 per cent o the project costs; and

• speak at all oicial openings o capitalprojects to which the Commonwealth hascontributed unding.

Your major project coordinator will be able toprovide advice on the extent o Commonwealthunding to your particular project. Please contact Asset Services tel: 08 8226 2481 or urtherinormation.

http://www.decs.sa.gov.au/docs/documents/1/RequestforCeMinisterAtt-1.doc





36

6 How to stage an ofcial event

C o m m u n i c



The Commonwealth Minister must be providedwith at least eight weeks’ notice o any openingsand public events relating to the projects.

Dates o openings must be at times convenientto all the parties.

All queries regarding recognition requirementsand openings or projects that have received

Australian Government CAPITAL GRANTSPROGRAMME unding should be directed tothe DEEWR School Openings email in-box [email protected]

All queries regarding recognition requirements

and openings for projects that have received

Australian Government INVESTING IN OUR

SCHOOLS PROGRAMME funding can be directed

to the DEEWR Hotline on tel: 1300 363 079 or

email [email protected]

All queries regarding recognition requirements

and openings or projects that have received Australian Government BUILDING THEEDUCATION REVOLUTION unding canbe directed to DEEWR email in-box at [email protected]

I the Commonwealth Minister is invited to opena acility or an event and accepts, then theequivalent South Australian Minister and thelocal State and Commonwealth Members oParliament should also be invited.

A representative o the Commonwealth and

State Opposition may also be invited – pleaseseek urther advice rom DECS Strategic

Communications on tel: 08 8226 0254.

oher Miisers

Unless there are special circumstances suchas the joint development o a project by twodepartments, generally it is not appropriate toinvite two Government Ministers to the sameevent.

Plaig he eeWhatever the event to be organised, theollowing inormation is a guide to the unctionsand tasks that should be considered.

See Appendix 2 – Event Planning Template. Aword version o the templatecan be accessedby clicking here.

CmmieeEvent coordination and management mayrequire the establishment o a planning

committee or working party with reliable andenthusiastic members. I this is the case, it isimportant that the committee is established atthe beginning o the planning process.

A key contact person could be selected romthe committee to provide streamlined consistentcommunication when dealing with the variouspeople involved in the event.

oher guess

I a preschool, school or children’s centre, or

the community, eels that it is more appropriateor another person to oiciate, then the relevantMinister’s approval must be sought rom thechie executive via a memo giving ull details.The site or community will avoid embarrassmenton all sides i it ensures approval is grantedbeore extending the invitation to the otherperson.

Check with the Minister’s oice, via chieexecutive oice, as to whether or not the LocalMember o Parliament should also be invited. Iyes, generally the Local Member does not have

an oicial part in the proceedings.

Brieig es

I either the Minister or the chie executive areable to oiciate at the event you will be asked toprovide brieing notes. These notes will help inthe preparation o a speech and should includedetails such as:

• the role o the Minister or chie executive atyour event

• the preerred theme or the speech and who

else will be speaking and on what topics

• the names o those whose presence needs tobe acknowledged, including VIPs, MPs anddepartmental directors

• the background to the project, historicalacts, statistics, costs and communityinvolvement

• who will beneit rom the project and how

• who to thank and why

• contact details o a person who can clariyany issues.

It sometimes helps i interesting statistics oranecdotes about the event can be provided.

Budge

As part o your initial planning process identiyrom where the unding or the event will becoming.

Some items that may need to be considered inyour budget include:

• hire o venue

• catering

• hire o equipment eg microphone, lectern

http://www.decs.sa.gov.au/docs/documents/1/EventPlanningTemplate.doc





How to stage an ofcial event

37


6


• purchase o materials including displaymaterials

• transport costs

• invitation and program design, printing anddistribution

• signage

• photography

• publicity such as advertisements in the localpress.

Some costs may be recoverable rom otherparticipants i it is a collaborative event. You mayalso be able to borrow equipment (eg publicaddress system) rom another DECS site.

Dae ad imig he ee

An important consideration will be to choose the

right day and time to hold the event.

You may want to consider the ollowing points:

• availability o venue

• availability o Minister

• availability o special guests eg Local Mayor/ Councillors

• disruption to classes i event is held on site

• media opportunities (best time to attractelectronic media is between 10am and

midday)

• time selected will impact on catering plansand costs

• other events on at the same time eg majoreducational conerence

• parking eg student pick up times

• linking with another complementary event eglaunch o a new environmental project duringenvironment week.

veue

There are a number o things to consider whenselecting a venue or location.

I the event is an oicial opening o anew building or reurbishment, then thisacility should be the venue or the event. Iinappropriate, an adjacent acility (within walkingdistance) should be considered so that guestshave an opportunity to view the new building.

Consider also:

• Does the avoured venue oer acilities largeenough to hold the number o guests likely toattend?

• I outside, can the event be shited to

an inside venue at short notice i theweather turns wet or is very hot? Whatchanges, i any, will need to be made to thearrangements i this happens?

• Are there venue restrictions?

• Is there adequate parking space or thenumber o expected visitors?

• Does the venue oer easy access or peoplewith a disability?

• Is there easy access to appropriate toiletacilities? (See section on amenities.)

• Are there catering acilities eg oven,hotplates, rerigerator, microwave etc?

• Is it likely to be too noisy at the time you wantto be holding the event eg student activitiesin progress, other community events on atthe same time?

• Is the venue next to a busy traic area?

• Does the venue oer comort eg heating andcooling?

• I outdoors, where will the sun be at the timeo the event?

• Do the surroundings oer a suitableambience or your event?

I the event is taking place in shared acilities,you will need to be sensitive to the needs and/or

protocols o other sectors involved eg religious,cultural, government/non-government etc.

Srucurig ur ee

There may be many messages you want toconvey to your guests during the event. It isimportant, however, that the oicial part o anevent captures the attention o the audienceor the whole time (plus the media i they arepresent). For this reason oicial speeches shouldbe:

• a maximum number o three

• relevant and interesting or the wholeaudience

• a maximum o ive minutes each.

You will need to advise each speaker how muchtime has been allocated or his or her speech.

Highlighting students and their work in theoicial program o events can help break upthe oicial proceedings. This may include shortrelevant items like a musical interlude or dance/ aerobics perormance. Active displays are moresuccessul than static ones.

The entire program should run to a maximum o30 minutes beore breaking or rereshments, ithese are to be provided.



38


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Maser Ceremies

It is recommended a presenter or master oceremonies (MC) be appointed who can acilitatethe oicial proceedings. It may be appropriateor the MC to be a principal, director, DistrictDirector, student leader or even a celebrity. Therole o this person may include:

• welcome address

• briely introducing each speaker

• summarising and closing oicial proceedings.

Ensure the MC is ully brieed and attendsrehearsals to make themselves amiliar with thesurroundings, proceedings and equipment.

Ruig shee

A running sheet is used by event organisers.It is a minute by minute breakdown o each

consecutive activity contained in the program.It can also be used by sound and lightingtechnicians or cueing eects. A comprehensiverunning sheet should be prepared to ensurethat the event runs to time. It is important toallow time or the movement o speakers andperormers into and out o the presentation area.

Always do a practice run through o the event.It may not be easible or the special guest(s) toattend, however perormers (including students),the MC, audio-visual operators and any otherkey people should attend i possible.

Ideally, a rehearsal should be held a ew daysbeore the event. This will give you enough timeor ine tuning the event, problem solving andmaking any signiicant changes that becomeevident throughout the rehearsal.

See Appendix 3 – Example of running sheet.

Iiais

The business unit, school/preschool/children’scentre holding the event is responsible ordeveloping a guest list and or printing anddistributing invitations. These need not beexpensive, but they should project a proessionalimage o your site and the department as awhole. Spelling, grammar, design and layoutshould be careully checked. It is especiallyimportant to check people’s names and correcttitles.

Invitations should include the ollowing:

• who is inviting the guests eg managementcommittee or Minister etc

• what the event is eg oicial opening• who will be oiciating eg Minister or chie

executive

• when it will be held – date and time

• event location – address and speciic venuedetails

• rereshment details eg morning tea will beserved

• appropriate logos eg school logo, DECS and/ or Government o South Australia

• RSVP details – name, telephone/ax numbers,email address and RSVP response by date

• dress code (i relevant).

Also consider:

• parking acilities

• map – i the venue is diicult to ind or in anew area.

In regard to the RSVP, ensure the personidentiied to take responses rom invitedguests is aware o this event and their role. Itis important to set up a process or recordingresponses rom guests as to who is attendingor not attending (eg alphabetical guest list withyes and no columns). The Minister occasionallyrequests RSVP inormation.

Ideally invitations should be sent out three toour weeks prior to the event. However, i theevent has a short lead in time, then guests mayalso need to be advised directly by telephone.

The invitation wording could be rom theschool council, centre management committee

or a departmental unit. In some cases it isappropriate to state that the invitation is rom theMinister. In such a case, the invitation should besigned o by the Minister’s Oice beore beingprinted.

DECS Strategic Communications, tel:08 8226 0254, can provide speciic guidance inrelation to the use o appropriate logos, layoutand wording.

Iiai lis

The invitation list should include the chieexecutive, the relevant director and DistrictDirector and key people involved with the projector event. Also consider key stakeholders egsta, parents, students, volunteers etc.

Other community dignitaries such as the Mayorand local business leaders may also need to beinvited, depending on the nature o the project.To strengthen community links, you mightconsider inviting key local people not directlyconnected with the project.

The event may involve several key projectgroups who wish to invite people. You will needto ensure this is done collaboratively so there isno duplication o names or special guests beingomitted.




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6


Caerig

The ood and drinks provided need to beappropriate or both the occasion and the timingo the event. The budget and type o event willalso determine your catering choices. Baseyour catering number requirements on yourinal RSVP numbers. There are a number oprivate catering providers available, but it may

be appropriate or the school canteen, parents’association or hospitality students to providecatering services or your event.

Consider the ollowing:

• catering selections should include vegetarianand healthy alternatives and possibly optionsor special need diets

• determine i guests will be seated or standingwhile eating beore making inal cateringselections

• serviettes and rubbish bins should beprovided at all catered events

• plates should be supplied where ood (otherthan inger ood) is being provided.

Suggestions:

Mrig/aer ea

Food: biscuits, pastries, scones, ruit/ cheese platters, hot inger ood

Beverages: tea, coee, water and ruit juice

Luch

Food: sandwiches, club sandwiches,pinwheels, mini baguettes, occacia,hot inger ood, ruit/cheese platters,gourmet platters eg chicken andsalad

Beverages: tea, coee, water, ruit juice,sotdrink

Lae aer/earl eeig

Food: nuts, chips, hot inger ood, ruit/

cheese and gourmet platters

Beverages: water, ruit juice, sotdrink

For the success o your event, it isrecommended that designated sta beorganised to serve ood and drinks on plattersand trays to guests or assist guests rom aserving station. I the event is large then considerhaving several ood and drink stations.

A jug o water and glasses should be placednear the lectern or the use o speakers.

Audi-isual ad her equipme

You may want to consider the ollowingequipment or your event, some o which can behired. The number o guests and size o venue

will determine i the ollowing considerations arenecessary:

• a public address (PA) system includingmicrophone, ampliiers and CD/tape deck

• a small stage or dais

• a lectern (support or speech notes or

speaker)• a laptop and screen i there is a powerpoint

presentation

• a technical person or the set-up o theequipment and to be on standby during theevent to address any problems

• power sources or the PA system as well ascatering, lighting etc

• chairs or guests

• trestles or catering

• display boards

• mobile stand and curtain or a plaque (whichcan be hired rom plaque engravers).

the mediaVarious schools/preschools/children’s centreshave many great events, programs andachievements which deserve public recognition,including through the media. DECS Strategic

Communications can assist with media liaison.This includes the development o media alerts,

media releases and stories or the DECS paper‘Education News’. In the irst instance pleasecontact DECS Strategic Communications,tel: 08 8226 0254, as soon as you start planningyour event.

PrgramThe program is similar to the running sheet,however it does not include minute by minutetimes. It is more o an overview o the event.Ensure that all names and other details oparticipants are included and are spelt correctly.You may even use the program to acknowledgeand thank people who have supported theproject.

The program is given to guests as theyarrive at the event. Some people attendingmay wish to keep the oicial program as asouvenir, especially i a member o their amilyis participating. The program should thereoreproject a suitable and proessional image. Notall events require a program.

Recrdig he eeIt may be important to keep oicial visual

records o your event. I this is the case,consider hiring a proessional photographer,or someone to ilm the event. There may besomeone at your school/preschool/children’scentre who would like the opportunity to do this.



40


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I any images are taken o children under18 years which are likely to be used or anypromotional purpose or publication, then aconsent orm would need to be completed oreach child in the image. It is advisable to obtainconsent orms well in advance o the event.

It is important to be aware o cultural

sensitivities.Where possible, adults and sta should alsocomplete consent orms or any images takenthat are likely to be used or promotionalpurposes or printed in publications.

DECS Strategic Communications, tel: 08 8226 0254, can provide advice in relationto the use o images.

See Appendix 4 – example consent form. A wordversion o the orm can be accessed by clickinghere.

Plaques A plaque is appropriate or the opening o anew building or major redevelopment and is acommemorative sign detailing the name o thenew building, what date it was opened and bywhom. A State Government or Commonwealthlogo is usually placed on the plaque, dependingon who provided the majority o unding or theproject.

It is common practice that a plaque is revealedduring the oicial proceedings by drawing

curtains. The plaque is ixed into a wall orpavement sometime ater the event.

The plaque is organised by the projectmanager in consultation with DECS Strategic

Communications.

See Appendix 5 – example of plaque wording

and layout.

Crprae sigage

It may be appropriate to have departmental andState Government signage clearly visible at the

event. This may include drop banners at the sideo the stage or presentation area, vinyl bannersas a backdrop, and/or lectern signage.

Please contact DECS Strategic Communications,tel: 08 8226 0254, or assistance and support.

oher cmpesThere are a number o other things that need tobe considered when organising an event. Theseinclude:

• name tags

• inorming local residents via a lier or letter ithere are likely to be noise, traic or parkingissues

• ensuring sprinklers are turned o

• balloons and decorations

• cloakroom (especially i it is cold or raining)

• directional signage eg toilets, main venue etc

• clearly deined walkways (internal andexternal) ree rom any obstruction (egpot holes in driveways, uneven paving onootpaths, slippery suraces when wet)

• adequate lighting (natural or artiicial) on allaccess routes

• loodlighting in the grounds or nightunctions

• check insurance on borrowed/hiredequipment

• personal umbrellas to assist guests on arrivali weather is inclement

• lower arrangement/s

• hire o plants

• student artwork appropriately displayed onwalls

• acilities/activities or young children

• risk management ie how the event would bemanaged i the MC is sick, a VIP car has a lattyre or i there is a blackout

• sponsorship

• privacy obligations which apply to thedisplaying o school records at historicaloccasions and celebrations.

o he da

Arrial guess

Visitors should not be let to wander aroundthe school/preschool/children’s centre lookingor the location o your event. For this reason,good signage at eye level, or people stationed

to welcome guests, is vital at each entrancepoint to the site. Consider using students or stamembers or this task.

Nominate key people to greet the guests(including speakers) as they arrive, and introducethem to other guests. A principal, director, heado school council or senior student should beassigned to meet the Minister or chie executiveetc.

Unless the Governor, Governor-General ora member o royalty is attending the event,

a ormal line o people to be introduced isnot required and the introductions should beconducted inormally.

A irst impression to a visitor is always vital. Itis important or the school/preschool/children’s

http://www.decs.sa.gov.au/docs/documents/1/ConsentFormTalentReleaseF.doc






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centre to be clean, tidy and welcoming, but notsterile in appearance.

Parkig r guess

Be mindul o the likely impact o an event on theneighborhood, particularly in terms o parking.

Reserve a parking space or the Minister’s car

near the main entrance to the event. I mediaattendance is expected, make sure that thereis parking near the event to allow them easyaccess or equipment, such as TV cameras.

Local councils sometimes ask that specialparking arrangements be made so that carscan be kept o the streets. Some sites set uptemporary parking on the oval or quadranglearea.

An adult should direct traic on the site andkeep children away rom the traic area.

Seaig arragemes

Seats should be reserved or people oiciatingand special guests. This is generally in the rontrow areas.

Notiy special guests as they arrive that a seathas been reserved or them. It will help theoicial guests to be seated quickly i a smallname card is placed on each o the specialguests’ seats. Another alternative is to simplyplace ‘reserved’ signs on a section o seats.

The seats should be checked or cleanliness,sturdiness and appropriateness o size.

I large numbers o children are to be in theaudience, seating arrangements will needto be planned or them and or adults. It isrecommended children be seated, whether onthe loor or on seats. I the program is likely tolast or no longer than 20 minutes, and the venuewarrants it, adults could stand. Some seatsshould always be provided or the elderly and orthe disabled.

AmeiiesSome venues, including those built or youngchildren, are not usually set up to cater or largenumbers o adults in terms o toilet acilities.I planning an event in a child care centre,preschool or junior primary school, considersuitable toilet acilities or adults. Access totoilets in the nearby school or hiring o portabletoilets may need to be arranged. Always ensurethere is clear directional signage. It is importantto check immediately prior to the event that thetoilets are clean and unctional.

tke haksOering a brie ‘thank you’ to the oicial guest

(eg the Minister) during the program o events,is normally the job o the Master o Ceremonies.It may also be appropriate to ask a student tocarry out this task and present a small git.

I the special guest is to be given a token othanks, it should be a modest but well-presentedgit, relecting a suitable image. Gits which have

been particularly appreciated include:• a quality photograph o some o the students

in the new venue, proessionally ramed andcaptioned with details

• a book about the school’s/preschool’s/ children centre’s history, inscribed by one othe students

• a piece o artwork by one o the students,proessionally mounted

• a sample o produce made by the students.

Aer he eethakig criburs

Consider sending a written note o thanks to themajor contributors to the event eg oicial guest,perormers, caterers or venue acilitator etc.This could include a certiicate rom the studentcouncil or photograph taken at the event, iappropriate.

Ealuai

It is a good idea to evaluate your event in terms

o:

• what your objectives were

• what you achieved

• what worked well

• what you would do dierently next time.

File your evaluation notes or your next event.




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Appedix 2

Ee plaig emplae

name ee – wha(building opening, sports day, art show, launch o newprogram)

Dae eetime ee

Lcai ee

Ee crdiar/cac pers

targe audiece – wh

Who is this promotion targeted at?

What does the audience need to know?

What will hold their interest?

Message – wha

What do you want to say to the target audience?

What do you want them to know/do?

objecies – wh

Be clear about what you hope to achieve withthis event.

Descripi ee – wha

Risk assessme – wha

Identiy possible risks and develop strategies tominimise risks.

Ealuai crieria esablished

What were our aims/objectives?

Did we achieve what we set out to do?

Did it come in on budget?What were the intended/unintended outcomes?

How do we measure effectiveness?

What tools do we use to measure our success?

Checklis

oWho will be involved in the eventoDate/s o event determined

o Location/venue or event booked

o Target audience determined

oMessage determined

oObjectives set

o

Risk assessment completedo Evaluation criteria established

oDECS Strategic Communications inormed/ involved



44


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Earl ee plaig

Pers

respsible Aci

Dae be

cmpleed

Budge

o Source identiied

o Sponsorship

oBreak even point establishedoHave you accounted or the GST?

Prcl

oRequest to invite Minister or CE in writingand timely (six to eight weeks prior toevent)

o Protocol issues (relating toCommonwealth/State unding)

o Anything that needs to be approved byDECS Strategic Communications

o Anything that needs to be approved by the

ManageroMinister’s oice notiied

oDECS Strategic Communications notiied

o Education News notiied

Iiais

oMailing list generated/updated

o Invitation composed

o Invitation checked

o Printer

oCalligrapher

oRSVPs (responsible person brieed)

o Invitation list compiledoNames on list and titles/addresses

checked or accuracy

o Special guests/speakers alerted to maketime in diaries

o Invitations sent

Caerig

oCost per head or upront

oUpmarket or casual

oBeverages – orange juice, mineral water,tea and coee (instant or percolated)

o Food – ruit platters, bagels, danish,bagettes, sandwiches, biscuits and cakes

oHot or cold

o Sel service or waiting sta

o Internal or external catering

o Power required

o Equipment required

o Tables, tablecloths, cups and saucers

o Plates, napkins, knives and orks(disposable/non-disposable)

oCan the theme o the event be ollowedthrough in catering?

o Special dietary requirements o guestsoMenu

Earl ee plaig emplae




45


6


Earl ee plaig

Pers

respsible Aci

Dae be

cmpleed

Aderisig

o Press, radio TV, school newsletter

o Education News

oMedia release – DECS StrategicCommunications

tale

oBook and brie

oRehearsals

Sigage

oOrganise plaque i necessary

oCheck plaque wording with DECSStrategic Communications

oDepartmental signage booked with DECSStrategic Communications

oOther signage produced

Prgram/ruig shee/speeches

o Program inalised

oRunning sheet written

o Program/running sheet sent to speakers

o Speakers ully brieed

o Speeches written

o Let caterers know program - when toserve drinks/ood

value added r guess

oCopy o publication, CD-ROM

oGits

o Programs

oCatalogues

o Special oers/discounts

oCompetitions

o Prizes

Securi

o Security alerted

oOccupational health, welare and saetyconcerns addressed

o Provision o irst aid

Audi/isual requiremes

o PA system

oCD or tape player

o Lapel or handheld microphone

o Lighting

o Extra electrical requirements

o Lectern

Saig

o Extra required

o Sta to meet and greet guests

Ambieceo Floral arrangements, pedestal – can the

theme o the event be ollowed in lowers?

o Background music

Earl ee plaig emplae continued...



46


C o m m u n i c



Earl ee plaig

Pers

respsible Aci

Dae be

cmpleed

Gues cmr

oWheelchair access

o Toilet acilities

Hspiali

oWelcome signage at entrance

o Ushers brieed

o Cloak room

o Red carpet

Husekeepig

oCleaning beore and ater

oOn standby during the event

o he da

o Time or set up by whom

o Time or dismantle by whomoDais, stage

o Tables, chairs layout

oChair covers

o Floor plan

o VIP seating

oBook courier/transport

oName tags

oClear location directions

oRegistration desk

Aer he ee

Person responsibleDebrie

oComments on all aspects (negative andpositive)

oGuest eedback

oGuidelines or improvement next time

o Evaluation against criteria

oCelebration

o Thank yous

Earl ee plaig emplae continued...




47


6


Appedix 3

Example ruig shee7.30am Sta arrive. Parking spaces to be set aside or oicial vehicles

7.45am Committee members arrive to set up tables and chairs

Cups, glasses, plates and serviettes to be set out. (Sue, Chris & John)

Public address system to be set up and signage erected on ront gate (Adam )

8.00am Caterers arrive with ood

8.30am Jazz trio arrives and needs to be set up in oyer (Sue)

9.00am Guests arrive

Jazz trio perormance begins

Minister and speakers are seated in space next to staging area (Jane)

9.10am Two youth leaders welcome guests and introduce Master o Ceremonies (MC)

9.12am MC introduction, including brie background to project then MC invites Working PartyChairperson to speak

9.15am Working Party Chairperson speaks about project

9.20am MC thanks Working Party Chairperson and introduces student perormance

9.21am Student perormance

9.25am MC thanks students, invites Minister to oicially launch the policy

9.26am Minister speaks and launches policy

9.31am MC thanks Minister and concludes oicial proceedings

MC invites guests to stay or light rereshments

Jazz trio recommences playing



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Appedix 4

Cse rm/ale release rm

r use images r prmial purpses

I: ....................................................................................................................................................

(parent’s/guardian’s name – PLEASE PRINT)

o: .................................................................................................................................................

.................................................................................................................................................

(address – PLEASE PRINT)

on behal o: .............................................................................................................................

(child’s name – PLEASE PRINT)

1. Consent to video ootage/photos/other images o my child being taken by the Department oEducation and Children’s Services or a variety o public relations, communications and promotionalactivities, including or publications, promotional material, websites and advertisements, or anundeined period o time.

2. Acknowledge that any recording made by the department o any perormance o my child inconnection with promotional activities is an authorised use o my child’s perormance or thepurposes o the Copyright Act 1968.

3. Understand that any video ootage/photos/other images taken may be shown in a publicenvironment (in South Australia, interstate and/or overseas).

4. Agree that my child’s participation in promotional activities may be edited at the sole discretion othe department.

5. Acknowledge that the department is not obliged to include my child in the promotional activities.

6. Release the department rom any claim by me or anyone on my behal and arising out o my child’sappearance in promotional activities.

7. Acknowledge that there is to be no payment or urther consideration paid or my child’sperormance.

Signed by: ....................................................................

(parent’s/guardian’s signature)

Date: / /

>> Consent orm should be held by the school or site organising the event.




49


6


Appedix 5

Example plaque wrdig ad lau

LOCKLEYS PRIMARY SCHOOLGYMNASIUM

oiciall peed b

the H [insert minister’s name] MP

Miiser r Educai ad Childre’s Serices

[insert day and date o opening]




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Prmis

What is a promotional activity? A promotional activity is any activity which

serves to raise awareness or the public profile

of your preschool, school or children’s centre or

service. A promotional activity is different from

Marketing or Advertising.

Planning your promotionsRemember the adage – perception is reality.

Promotion gives you the opportunity to optimise

perceptions of your preschool, school or

children’s centre.

Planning is critical to the success of any

promotional activity. Here are some ideas to

think about:

•What specific area of activity or achievementis a priority and therefore should be

promoted?

• Do you promote our priorities to your whole

community or do you need to target specific

groups within the community?

• How do you upgrade your publicity efforts

and publications?

• What is the best method of communicating

with your target audience and how can

you measure the outcomes of any activity?

(Feedback is an integral part of planning.)

• Form a promotions sub-committee (students/

teachers/administrative staff) to ensure a

consistent approach/style is applied in all

promotional activities undertaken by the

site. (This may result in the development of

skills and knowledge which can be built up

over time and, if maintained, continue to be

of benefit and accommodate staff/student

turnover.)

Getting startedIf you have answered the who, what, when,

where, why and how questions, then you arewell on your way.

ResearchEective promotion is based on good research.Basic research such as questionnaires, statisticalinormation and straw polls can orm the basiso an action plan or promotional activities and

good communication.

AimBe clear about what you hope to achieve in yourpromotion and that it relates to DECS and thegoals o your preschool, school or children’scentre.

targe audieceBe aware o your target audience and make

sure your message and its presentation suityour audience. Put yoursel in their place. AskWhat do I need to know? and What will holdmy interest? Know and understand your targetaudience, whether they are children or adults.Ensure that you have considered their:

• experience

• interest level

• cultural background

• attention span

• literacy level

• age

• physical abilities.

Risk maageme: a ial

plaig l An integral part o the event planning processis risk assessment and strategies which willminimise identiied risks.

Use members o the event planning committee

to brainstorm and identiy potential risks.



52

7 Promotions

C o m m u n i c



The Risk Management Unit has developed atemplate and matrix to use and can be ound atwww.decs.sa.gov.au/docs

I you require any urther advice or clariicationplease contact the DECS Risk Management Unittel: 08 8226 3176.

Geig ur message acrssWhile your primary message and image willrelate to your preschool, school or children’scentre, your secondary message should relateto the public education system and relect thesystem’s mission/goals.

Be clear about your message and what youhope to achieve. Give careul consideration tothe image o your preschool, school or children’scentre that may be conveyed through thismessage.

Having a slogan like ‘our school/preschool/ children’s centre values parent participation’ or‘we value your opinion’ printed in the preschool,school or children’s centre newsletter would beappropriate i you intend to get support romparents.

Choose the best way to get your messageacross by considering the target audience.Consider which medium to use and the mostcost eective method o delivery.

A well-designed poster can instantly inorm,

attract attention or act as a reminder, but it canonly deliver a brie and simple message.

I detailed inormation needs to be given, alealet/brochure, video or website presentationmay be more eective.

A display (see Section 8 – Creating a display )may convey a simple message. You need toconsider whether it will be a travelling display, beused indoors or outdoors and whether it will bereestanding or wall mounted.

A student perormance, such as a parade orplay, may be more eective in conveying amessage than a written presentation, dependingon the message and context.

The most eective communication betweenyou and your audience is two-way (providinginormation and gaining a response).

Photographic images that you select shouldbe o a high quality and eectively portrayyour message. It is oten worthwhile to geta proessional photographer to take photosrather than relying on a snapshot. Close upphotographs tend to work better than smallermore detailed ones. Remember, you wantphotographs to be striking and related to themessage.

CprighTeachers can use copyright material understatutory licences or texts, print, radio and TVbroadcasts and the use o music. There arelimits and conditions on the amount which canbe copied. Other DECS sta can copy materialunder a whole o government copyright licence.

For urther inormation please contact the DECSLegislation and Legal Services Unit tel: 088226 1555.

LcaiLocation will aect practical considerations (useo waterproo materials or additional lighting).The location may also determine whether youhave a captive or casual audience.

The location and timing o a promotional activityare actors in its success. They inluence notonly who sees it, but also whether the localmedia is able to help spread your message.

Consider the ollowing or signs/banners:

• A banner will be eective i placed at eyelevel with suicient lighting and the text islarge enough to read rom a distance.

• Put yoursel in the place o your audience toidentiy the best position or signs/banners.

• At an event with a speaker, place your sign/ banner behind the speaker at head height or

on the ront o the lectern. I TV cameras areat the event, the camera will pick up the signand it will also be visible rom the back o theaudience.

timigBe aware o other events that may impact onaudience numbers:

• For example, avoid setting an activity on thesame day as a major community event.

• Be aware o other local sites’ activities suchas open days or sports days that may make itdiicult or parents to attend both events.

tpes prmis• displays

• poster campaign

• electronic campaign – emails

• direct mail

• printed ‘collateral’ – pamphlets, liers, etc

• open days/nights

• school activities and community events.



Promotions

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7


Ealuaig he eecieess

ur prmis• What were our aims/objectives?

• Did we achieve what we set out to do?

• Did it come in on budget?

• What were the intended/unintendedoutcomes?

• How will we measure eectiveness?



54

7 Promotions

C o m m u n i c



Prmis plaig checklisFollow these steps to successully plan your preschool, school or children’s centre’spromotional activities.

Research

Establish current opinions or levels o knowledge

Consider a questionnaire or straw poll

Gather and analyse statistical inormation

Identiy the right people to help organise

Establish a workable budget or your activities

Aim

Be clear about your reason/s or the activity

targe audiece

Identiy your target audience

Understand your audience, their levels o knowledge and their needsConsider how best to convey your message

Geig ur message acrss

Relate message to the audience

Risk assessment – consider the risks associated with the proposed event objectives, date,season, time, target audience and type o event

Posters instantly raise awareness

Lealets, site newsletters, displays and videos provide more detailed inormation

A student parade or play may be more eective

Displays convey a simple message

Ensure you have opportunities or two-way communication

Evaluation method

Lcai

Consider where to conduct the activity

Plan or a captive or casual audience

Consider whether the location requires additional lighting or use o waterproo materials

Position signs and banners correctly

timig

Consider local media deadlines

Be aware o conlicting events

Fial checkProo read everything several times. Ask others (especially people with no knowledge o theactivity) to read material and provide eedback! This will save time and money in the long run.

You may wish to do a sample run o your promotion with a small test group and seekeedback.

DECS Strategic Communications is always available to provide advice and/or assistance onaspects o promotional activities tel: 08 8226 0254.




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Creaig a displa

Displa desig quesisYour display conveys your site’s ethos; itconveys an emotional connection with yourtarget audience. The shapes, materials, suracetreatments, colours, images and typography you

choose help convey how you will be viewed bythe public.

Your objectives dictate the shape o your display.I you want to generate a lot o traic you needan open, inviting space that allows easy entry orattendees and open sight lines or display sta.

Wha maers ur arge audiece?

You will discover what matters by determiningthe beneits your attendees are seeking and thenwhat your key advantages are.

It can take a lot o discussion to arrive at this,

starting with your products or services, thenmoving to their eatures and in the beneits, untilyou distil the message down to the key beneitsthat drive your target audience.

What messages do your want your visitors to getin the irst seconds?

Do you want them to remember your newproducts or services? Your competitiveadvantage? Your site’s image?

Think billboard, not bulletin board. It is better togo or impact – less is deinitely more in a display

to explain curriculum, introduce and explain newinitiatives or programs and showcase exampleso students’ work.

They can include text panels, drawings,photographs, charts or a multimediapresentation.

Display graphics are now getting cheaperto produce which means you might want toconsider getting displays produced digitally.

Photographs that are being blown up or

displays must be high resolution and highquality.

When planning your display don’t orget to do arisk assessment – consider security and saety.

Wh a displa ? A display is a powerul medium or projectinghow your school/preschool/children’s centre willbe viewed. A display can be used to:

• raise awareness

• change perception

• generate a speciic message.

Displa ExamplesThere are a number o display options. Theseinclude:

• PowerPoint/e-displays

• Static stands

• Mobile displays / pop up banner

• Sta notice boards

• Bus stop signate (Adshels)

• Interactive displays

When deciding which type o display systemto use, always consider your transportationrequirements. There’s no point in having aabulous display inside your school gym, i youcan’t move it around when required.

To assist you in deciding on the best type odisplay or your requirements, reer to page 10 othis Guide

Ieracie displasInteractive displays usually involve audienceparticipation, eg. oering web access at anexpo. These can be eective tools or interactingwith the community and generating mediainterest (see Section 10 – Media ).While they may take time to organise, interactive

displays are a great opportunity or sites toshowcase student achievements in a particulararea, highlight extracurricular activities, raiseunds and participate in local events.



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Displays can be sel-explanatory, but i additionalinormation is required, provide a takeawaylealet, a web address, a contact address and/ora telephone number.

Consider including models, arteacts, and otherthree-dimensional content because they willincrease viewer interest and add a sense o

reality and authenticity.How will you measure the eectiveness o yourdisplay?

• number o people attending

• number o potential students enrolling

• pre/post-display surveys measuringperception or memorability

• exit interviews.

Helpul his i preparig displasEective displays incorporate:

• eye-catching design

• vivid colour and imagery

• concise, clear statements

• site colours, logos

• a representative sample o students’ work

• a suitable heading to explain the display’scontent.

Remember the ollowing hints:

• Clearly state site name and which sectiono the site is responsible or presenting thedisplay.

• Explain the content.

• Consider the optimum viewing zones or theaudience. Displays have an ideal viewing areaand any inormation placed outside this areawill be more diicult to read.

• People should not have to bend over to getinormation. Looking up is preerable.

• Interactive displays are oten more successulthan static ones.

Helpul hints in preparing layout

• Choose a bold heading because it will beseen rom a distance ive to 10 metres away.

• Choose an appropriate ont or the headingeg one that matches your topic and is legible.

• Choose appropriately sized logos.

• Sub-headings should be used to introducethe topic briely.

• Select a suitable ont and size or written

inormation. Maintain it throughout thedisplay.

• Ensure that the main message and theimportant and detailed visual have themaximum impact.

• Keep written material very brie and present itin an uncluttered way.

• Bolder material can be positioned on theextremities and still be eective and legible.

Displa ssemsThere are many display systems on the market,which can be used eectively to promote yoursite. They can be expensive to purchase but canbe used many times and can look very smart.

They are lightweight and easily transported.DECS Strategic Communications

tel: 08 8226 1083 can provide more advice, orlook in the Yellow Pages under Displays andExhibition Equipment and Supplies.

Examples o an eective banner design can beseen in See Appendix 1 - Banner Examples.

There are exhibition companies that can puttogether your whole display however, this optioncan be costly.

Alternatively, survey your student and localcommunity to ind local expertise, which may beprovided ree o charge.



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Displa checklis

Csider he llwig issues whe plaig displas

Target audience

Budget

Whether the display has visual impact. Does it meet your objectives?

Does it convey an instant message and does it require a response?Does the display include the name o the site, the address and telephone number, webaddress, email etc?

Is the inormation sequenced logically, with an obvious start and inish?

Is a supporting lealet or takeaway inormation necessary?

Is the visual material inormative?

Is the visual material o suitable quality?

Are your tables the right height or the target audience? I there are young children providesmaller tables.

Is the display at the right height or the target audience? Eye height (the recommended height)or an adult is very dierent to that o a young child.

Keep the written messages brie and clear.

Is the ont legible?

Will the display be in a position that will be sae rom vandals etc?

Is your display going to last the distance, is it appropriately ixed? (double-sided tape, velcro)

Will maintenance be necessary during the display period? (by whom and how oten?)

Consider the possibility o a travelling display.

Will it be possible to re-use the display without making major amendments?

Is the venue and location suitable or displays?

Have you completed a risk assessment on the display?

Will the display remain indoors or be used in all-weather conditions?

Does your display require special lighting? Lighting can really make a display look great.

How will you transport your display? Will it require special packaging?

Do you need to insure the display?

Have all contributors and sponsors been consulted and acknowledged?

Have you read the notes on visual communication and achieving the best layout?

Does the display it with the venue guidelines? (Shopping centres oten have restrictions onheight etc)

Can one person carry it? Does it it in a car?

Can one person put it up?

Is it current?

OHS&W issues?

Have you got the correct logos? Department? Sponsors? Preschool, school or children’scentre? etc

Are the logos properly positioned and the appropriate size?



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Appedix 1 - Baer Examples




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Aderisig

Advertising, marketing and promotions byschools, preschools and other sites arean integral part o communicating with thecommunity.

As Government entities, there are a number o

protocols that must be ollowed. These includelogo usage, procurement processes and masscirculation advertising, promotional material andmarketing campaigns.

SA Germe guidelies ad

prcesses All advertising and marketing materials includingbanners, newspaper advertisements and postersmust comply with SA Government brandingguidelines.

DECS Advertising Guidelines or either unctionalor brand advertising can also be accessed onthe SSONet under Administration/Logos or onDECS intranet under Working in DECS/StrategicCommunications.

South Australian Government Schoolsare contractually bound to use the StateGovernment’s master media agency, StarcomWorldwide to book all advertising.

The master media agency was appointed toensure the Government achieves the best

possible (discount) media rates and otherbeneits as a result o pooling its total mediaadvertising expenditure.

Fucial aderisigCharacteristics o ‘unctional’ advertisinginclude:

• providing basic inormation in a orm similarto a statutory or public notice

• consist mostly o text

• have very little to no graphic design (orcreative) elements

• seek to impart inormation in a direct andunembellished manner.

Examples include: Recruitment, call orhomestay amilies, tenders, etc. Below is anexample o a unctional advertisement.

Functional advertisements are best producedby Starcom using standard pre-approved

templates.

Note: Preschools, schools and children’s centresshould not contact newspapers directly, as thisis a breach o the conditions o the Master MediaContract binding on all government agencies.

Prducig aderisemes

Starcom Worldwide: Starcom provides aproduction and typesetting service or a smallpart o the total media cost. A quote will beprovided that will show the combined cost

o the media booking and production o youradvertisement.



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Prcess r bkig ad appral

aderisemes

The process or booking and approvingunctional advertisements is as ollows:

1) Drat text in word document only (do notdesign layout) and supply logo (JPEG ile) toStarcom account manager.

2) Call Starcom to discuss size and budgetrequirements, then complete a bookingorder orm rom Starcom (available romLeaders Desktop/Leadership/Marketingand Promotion/Advertising). The ormshould include instructions to build theadvertisement in either one o the DECStemplates or create a new layout.*

3) Starcom to supply a cost estimate andadvertisement proo or approval.

4) Approve the Starcom cost estimate to inalise

the booking and approve the advertisementproo or print.

5) Starcom will conirm your booking withthe media and provide a copy o the inaladvertisement to the press.

6) The advertisement is published in the press.

Fr adice

Advice on booking advertisements can beobtained rom Starcom Worldwidetel: 08 8291 0000 ax: 08 8291 0069

Brad aderisigCharacteristics o brand advertising include:

• high creative content (usually)

• designed to promote or sell a product orservice

• may use pictures or design graphics thatseek to position the brand, to changebehaviour or inluence attitudes

• generally short term and once o in nature (ieplacing an advertisement or your open day,biannually).

Placing brand advertisements consecutively inthe media or weeks at a time is considered acampaign.

Brand advertisements can be developed eitherby graphic designers or by using the optionalservice provided by Starcom. This service is notpart o the Master Media Contract, however,

it is provided as a convenient value addedservice. Graphic design work has a high creativeelement. You are advised to use the StarcomDECS design brie to make sure you are clearabout the main aspects o your advertisement.This can be obtained by contacting Starcom.

In planning, you may wish to consult Starcom’s

production and booking deadlines schedule toidentiy key dates.

Pre-appred emplaes

A set o pre-approved advertisements isavailable on the SSONet rom which youmay select. You may o course have specialrequirements necessitating a custom designedadvertisement. In such cases it is critical thatyour graphic designer is provided with theDECS advertising guidelines as well as the SAGovernment Branding Guidelines.

Please contact Strategic Communicationsor Starcom as soon as possible in the initialplanning stages. Non approval o dratadvertisements is generally due to eithervariations rom the government standard ordeviation rom the design principles contained inthe guidelines.

Prcess r bkig ad appral

aderisemes

All brand advertisements require approval

rom the Strategic Communications Unit othe Department o Premier and Cabinet viaDECS Strategic Communications. Please actorup to our weeks in your planning process. Ichanges are required this may take you a ewdays depending on the complexities o theadvertisement.

The process or using a brand styleadvertisement is as ollows:

1. Select which template style you want or youadvertisement rom SSONET > Administrator> Marketing and Promotion.

2. Contact DECS Strategic Communications or advice on drat content and images beingused. Email: DECS:[email protected]

3. Contact Starcom or advice on placement,size and cost to meet your budget.

4. Send your content, image and logo iles toStarcom to design into your chosen templateor engage a designer/agency to design theadvertisement.

5. Complete a booking order orm romStarcom.

6. Forward drat advertisement prooto DECS Strategic Communications or

* I you wish to create a new layout, please note you willneed to contact DECS Strategic Communications oradvice on the timeline and approval process, in additionto paying an additional ee to Starcom or it to be created.



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approval. (Modiications may be required andanother proo requested).

7. When appropriate, DECS StrategicCommunications will orward advertisementto the Strategic Communications Unit o theDepartment o Premier and Cabinet or inalapproval.

8. Conirm your booking, by returning thesigned Starcom cost estimate orm.

9. Starcom will conirm your booking with themedia and the size o the advertisementcannot be changed.

10. Starcom agency or designer to dispatchadvertisement to the media.**

11. Advertisement is published.

Approval o drat advertisements will be subjectto compliance with the Government’s BrandingGuidelines, and design principles or eectiveadvertisements.

There may be some modiications made to youradvertisement during this process, thereoreplease allow at least two working days prior toStarcom’s booking submission deadlines or theadvertising space.

His ad ips r creaig a eecie

aderiseme

Advertisement content:

• Language should be simple and direct, andwritten in plain English.

• Your advertisement should have a headlinethat emphasises the main message.

• Any pictures included should relate to theundamental message o your advertisement.

• Your advertisement should include a call toaction, and contact details (what do you wantthe reader to do as a result o reading youradvertisement).

Basic desig priciples

• Keep the ont styles to a minimum. It is bestto use a single ont amily ie one typeace anduse dierent sizes to gain emphasis.

• Use images that are proessionallyphotographed eg appropriate lighting andgood resolution.

• Avoid using images rom the internet. Imagesrom the internet are o low resolution andreproduce badly whether laser printing or

higher quality output.

• When using photographs rom any providerensure you are not inringing copyright.

• Font size should be large enough (no smallerthan 7pt) to be legible.

• Text should low rom headline to copy,

include a call to action and inish with contactdetails.

• The best positioning or logos in brandadvertisements is bottom right hand corner.

Aderisig Campaigs

A collection o various promotional materials(eg. advertisements, brochures, posters, liers)can constitute a ‘campaign’. SA Governmentpolicies related around campaigns requirerelevant approvals. Please contact Strategic

Communications as early as possible in yourplanning or urther advice on whether youractivities constitute a campain and the requiredapproval process.

timelies

It is very important to remember that Starcomand media outlets have very strict mediabooking and design/artwork deadlines. Timemust also be allowed or relevant approvals byDECS Strategic Communications and StrategicCommunications unit at the Department o thePremier and Cabinet.

With this in mind, the timelines below providea guide as to the minimum time required or alltypes o advertising:

• Functional Advertising - 1 week

• Brand Advertising - 3 weeks

• Campaigns - 8 weeks.

Fr urher adice Advice on the process or developing andapproving brand advertisements can beobtained rom DECS Strategic Communications(Marketing) tel: 08 8226 7907 or email:DECS:[email protected]

** Please ensure Starcom understands who will beproducing your advertisement and who will bedispatching the inal advertisement to the media.



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Sample o a brandadvertisement or anopen day. Variousother designs can beound on SSONet.

Below is an example o a composite brand advertisement (actual size is 2 ull pages).

This is a useul technique or clusters and districts working together, and can be very cost eicient.



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Wha makes a gd aderiseme

Aderisig lau

• Lessismore:it’smoreimmediate.

• IfyouaretryingtoobtainresponsesieCome to the Open Day, cut the text in your advertisementto a minimum.

• Whitespaceinyouradwilldrawtheeye,soyouwon’tneedastrongborder.Youcanstillusea

border but a ine line or double line will do.

• Avoid‘crooked’textortextwhichisplacedoffcentre.

• Onelogowilldothejobieco-brandingisfine,butadditionalprogramandotherinitiativelogos

are not necessary and detract rom the ad by making it look messy.

• Reversetypeondarkbackgroundreducesreadershipby50%.

• Avoidcapitals:itcomesacrossas‘yelling’,andreducesyourreadershipduetothelossofthe

shape o the word, which assists people to read.

Aderisig ce

• Makesurethewordingfollowsalogicalprogression.

• Don’tconfusethereaderwithmorethanonemessageinyouradvertisement.

• Keepitsimple.Removeinformationthatdoesnotsupportyourmessage.

• Startwithaheadlineemphasisingthebenefittothecustomerorthecoremessageofyour

advertisment.

• Don’topenwithaquestiondirectedatyourcustomer.

• Follow-upwithasub-headlinehintingatwhatwillfollowinthebodyofthead.

• Ifyouintendtouseagraphic(image),usingjustoneismosteffective.

• Endyouradvertisementwithyourcontactinformation.

Aderisig placeme• TalktoStarcombeforemakingdecisionsaboutyouradvertisingplan.

• TalktoStarcomaboutthebestmediumstouseforyourbudget(newspaper,YellowPages,bus

posters, radio, TV etc).

• ThisserviceisfreefromStarcomandcanpointyouintherightdirection.




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Media

Wh rm a relaiship wih lcal

media?Coverage o programs/events at your preschool,school or children’s centre is a great way topromote public education and children’s services

to parents and community members.

It also helps to create a sense o pride orcommunity ownership in the preschool, schoolor children’s centre or children, students, staand amilies.

Preschools, schools or children’s centres havemany events, programs and achievementsdeserving o public recognition, particularly inthe local media.

However, the District Director and Media Liaison

Oicer, Oice o the Chie Executivetel: 08 8226 7904 must be made aware i you arecontacted by a journalist about a contentiousissue.

Always telephone the Media Liaison Oicer andDistrict Director beore you speak to the media.

DECS Strategic Communications tel: 08 8226 0254 is available to help you. Iyou have any queries on correct procedures ordealing with the media, call the unit’s manageron tel: 08 8226 1067.

Lk u r gd ewsThere are many activities going on in thepreschool, school or children’s centre that stasometimes take or granted but could make apositive story.

Keep in mind:

• outstanding achievements by a student ega student who is the youngest ever to beselected in the Olympic Games team or whowins a top school award

• human interest stories eg you are enrollingtwo sets o twins, or you have a ourth or

ith-generation child attending the samepreschool, school or children’s centre

• students participating in a community serviceprojects eg helping out at the local seniorcitizens’ home

• presentation o an award to sta members egTeachers’ Excellence Award

• a humanitarian project eg students going towork in a developing country during schoolholidays

• a spectacular perormance

• working to protect the environment egplanting trees.

Geig ur sr i heewspaperMake sure you know the newspaper deadlines –both or copy and photographs.

Ater you have discussed a media opportunitywith the Media Liaison Oicer and DistrictDirector, and have decided to proceed, contactthe media at least one week beore the event oractivity. Follow up your initial call a day beorethe event.

Read your local and major newspapers,

and watch the TV news so you have anunderstanding o the types o stories they useand who writes or prepares them.

Wriig a media releaseKeep it short, simple and clear. Busy newspaperchies o sta want to see, almost at a glance,whether your message is interesting ornewsworthy. Your irst sentence should capturetheir attention.

Remember the ive ‘ws’ – who, what, when,

where and why.



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Summarise your story in the irst paragraph.The ive ‘ws’ do not have to appear in the ordergiven, or in a single sentence or paragraph, butshould all be included near the beginning o yourstory.

Dealig wih he media

I a journalist/photographer/news crew havebeen invited and come to the preschool, schoolor children’s centre or an event, you should:

• Have extra copies o any media release aboutthe event on hand.

• Ensure someone is organised to meet andaccompany them while at the preschool,school or children’s centre.

• Ask i they would like to take a photographand what help they might need.

• Ensure all students have permission romtheir parents/guardians to have their phototaken or be ilmed by the media.

• Have children ready or a photograph (thephotographer may want to limit studentnumbers and determine the exact location).

• Find out i your guest speaker will beavailable or interviews and, i possible,obtain a transcript o speeches ordistribution.

Keepig a recrdKeep a copy o positive articles in a scrapbookavailable in the reception area and on yourwebsite or visitors to view. Some preschools,schools or children’s centres also collect articlesand photographs o current and ormer studentswho are good role models.

Hadlig icides ad he mediaThe media has a role and responsibility to report

on events that are o interest or concern to thecommunity. Here are some tips or dealing withthe media.

• Duty o care to children comes beore themedia’s interests.

• Try to be as helpul as possible to the media,remembering they also have a job to do andyou may want them at the school or a uturepositive story.

• Establish a dedicated point o contact whoseprimary role is to manage and liaise with themedia. This may involve spreading the roleamong various sta over time. However, theperson should be a senior member o yourleadership team.

• You have the right to reuse media entry to

your school. However, they are ree to ilmrom outside the gate.

• Think about the most eicient way to respondto the media. This might mean makingyoursel available at a set time later in the dayto respond to all enquiries at the same time.

• Make sure the inormation you provideto the media will not interere with policeinvestigations or uture criminal prosecutions.

• I present, police may be able to advise youon the inormation you provide to the media

or take the lead in providing inormation.

• Providing a short, actual statement, eitherverbally or in writing, can make it easier oryou to respond to enquiries. DECS MediaLiaison will help with this.

• I you make a statement, it could includeacknowledgement o the incident, how theschool is responding and inormation orparents, remembering not to discuss speciicdetails.

• Don’t orget to keep your school communityinormed with similar inormation, includingcontact details or urther questions.Inormation you provide to the schoolcommunity should cover the questions orconcerns they may have.

need help?

I you would like advice on an idea that you thinkmay be newsworthy or some guidance on howto promote your school/preschool to the media,contact DECS Strategic Communications on tel:

08 8226 1067.



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Wriig a media release – checklisDiscuss your communications plan with the District Director and the StrategicCommunications Manager o DECS Strategic Communications (tel: 08 8226 1067).

Establish the message you want to convey, by answering the ive ‘ws’ - who, what, why,

when and where. The ‘how’ should also be covered in the release.

Identiy the most interesting aspect o these ive to orm the lead (opening sentence) o your

release. Usually either ‘who’ or ‘what’ tend to be the most interesting.For example, ‘what’ may be the act your site has established a water garden, or ‘who’ couldbe a student or teacher winning an award.

Make the irst sentence short and to the point. The media should be able to learn what therelease is about in the irst paragraph. Journalists want to know what’s new about your story/ event, or the beneits it will bring about or the school or wider community – so say thisupront.

Avoid hype and unsubstantiated claims. Stick to the acts and provide speciic inormation –don’t exaggerate the worthiness o the story.

Use the other ‘ws’ to support your irst sentence. For example when was the water gardenbuilt, why has the student won the award. These are acts journalists need to establishquickly and should be included within the irst ew sentences.

I you are trying to publicise a orthcoming event, stating when and where it will happen iscrucial.

Stick to the one sentence per paragraph rule. This is journalistic style and easier or journalists to pull out the relevant acts about your event or program, rather than wadingthrough text-heavy paragraphs.

Keep your language simple. Avoid using acronyms, abbreviations, or technical language thatmay not be understood by everyone.

Use quotes. Sometimes a news organisation won’t be able to send a journalist to cover yourevent, but they may still print the story i the press release is interesting and contains keyquotes rom the people involved.

Make sure you attribute quotes by using quotation marks and including the name o theperson who has made the statement. This is especially important i you are including quotesrom more than one person (eg a comment rom a student and the principal). Don’t quotemore than two people as it can be conusing.

Keep it to one page. A short, simple release is most eective.

Provide a contact name and phone number at the oot o the release so more inormation canbe obtained i necessary.

Prooread your release or accuracy and typographical errors. Give it to someone else todouble-check it or you. Prooread it again!

Use the ‘pyramid’ approach to writing your release. The main news should be summarisedsuccinctly in the irst sentence and it should be no longer than 15 words. Inormation insubsequent sentences is provided in a descending order o importance. Check that byworking rom the bottom o the story up and taking out sentences that the release still tellsthe story you want. Remember newspaper stories are always cut rom the bottom so yourlast sentence must not contain vital inormation.

Use direct language. Avoid excessive use o adjectives and ancy language.

Use a ont type that is easy to read – Arial is the most popular and 12 pt the best size orbody type. Headings should be capitalised and be between 22 pt and 30 pt. Use single linespacing with 6 pt space ater each sentence.

Beore distributing your media release, provide a copy to the District Director and the MediaLiaison Oicer o the Oice o the Chie Executive. I you need help preparing your release,contact DECS Strategic Communications, tel: 08 8226 0254.



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tips r he radi ieriew – checklisMost radio interviews are conducted over the telephone.

Check i the interview will be live-to-air or pre-recorded. I it is pre-recorded it is likely theywant a ‘sound bite’ or a news bulletin. I it is live, it will be a more ‘in-depth’ interview.

Ask how long the interview will take. Also ask them what kind o questions they will ask soyou can be better prepared.

Have a list o key points you want to make and stick to them.

Talk to the interviewer as i it is a one-on-one conversation.

Be conident, irm and polite. No matter how rustrating, never put someone down. I thequestion is unreasonable or inappropriate, let them down gently.

Don’t eel pressure to ill the void. When you have answered a question, stop. Don’t go on.People can get into trouble on radio i they talk too much. Once you have answered to yoursatisaction, it is up to the interviewer to ask the next question.

Don’t use jargon. Keep it simple.

Don’t be araid to concede that you don’t know. It is preerable to guessing and making a

mistake. Tell the interviewer you will ind out and get back to them with the results. Above alldon’t blu or say something that is untrue.

I the questioner gets acts wrong in the preamble or explanation to a question, correct theerrors beore you answer the question.

Be wary o ‘why’ and ‘how’ questions (these are speculative questions you may not be in aposition to answer). Don’t respond to blind quotes or allow words to be put in your mouth(such as, ‘one o your sta tells me that...do you agree?’ or...’would you agree that...?’).

Don’t say ‘no comment’. I you haven’t had a chance to review acts say ‘I’d very much like tocomment on this when I have all the inormation. Let me get back to you’.

Remember it is never ‘o the record’. Every conversation you have with a journalist is on the

record. The act you are using this phrase makes the inormation even more attractive in theeyes o the journalist. Even ater you have inished the interview and shaken the journalist’shand, the camera or tape recorder may still be running.

tips r he eleisi ieriew – checklis All o the tips or a radio interview apply.

Look the journalist in the eye when responding to a question. Do not look at the TV cameraor at your shoes.

Make sure you are suitably dressed or a television interview. Get one o your colleagues tocheck your appearance.

Do not eel compelled to make a comment on camera.

I you are unsure o your answer, ask the reporter to repeat the question. Use the time tothink. I you make a mistake, stop and start again.

Act as i the camera is on at all times and never say anything that could be misconstrued orinappropriate.

Never put your hand up to a lens o a camera or attempt to run rom a camera.




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Creaig a eeciewebsie

The internet is an integral communication toolused by a wide range o individuals and groups.

Within an educational context, there is anincreasing demand rom parents and thecommunity to access relevant inormation rom

both operational and learning contexts.

Usig ur websie as a

prmial l A successul website is an extremely eectivepromotional tool with the ability to capture theattention o a given audience. However it mustirst hook a reader's interest and then movethem to take some action.

The pages must provide a positive impact.

Concise well-balanced inormation written inplain English, appealing and quick loadinggraphics, consistent use o colour, and mostimportantly the right message targeted to theright audience are the most important elementso a proessional looking and repeatedlyrevisited website.

yur websie's audieceTo create an eective website you need tothink about the types o people that visit yourwebsite, what each o them wants to do whenthey get there and how you can most eectivelymake this available to them.

Some examples o people who could be visitingyour website might include:

• amilies with their irst child entering school

• amilies who need beore or ater school care

• amilies who want strict discipline

• amilies who are interested in bolstering theirchild's sel-esteem

• amilies with special needs children

• amilies with children who have particularhealth and nutritional needs

While your website's main audience is alwaysgoing to be parents/amilies, other groups mayvisit your website seeking inormation.

What would each o your audience groups cometo your website to do?

For example, i one o your target audiences isamilies in which both parents work and whoneed ater-school child care, identiy the speciicinormation that should be available on yourwebsite to address those needs.

Websie sadardsGovernment and Departmental standards andguidelines must be complied with when creatingor redeveloping a website.

These standards and guidelines cover areassuch as design, structure, mandatory inormationand accessibility, as well as the implementationo ongoing processes to ensure the eectivemaintenance o the website.

For urther inormation about DECS WebsiteStandards visit the School and PreschoolWebsites page on Leaders Desktop at: www.leadersdesktop.sa.edu.au/leadership/pages/ leadership/website

This page contains a range o resources to assist

you with your website development and ongoingmanagement including:

• School/Preschool Website Standards

• Content management checklist

• Guideline or website record management

• Inormation or use o children’s images

• Writing in plain English

• Ensuring good search results

• Site Context Statements



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yur curre websie As consumers, we assume that the servicesand inormation we seek are available online, upto date and can be accessed quickly.

It is important thereore that inormationpresented on your website is arranged in a waythat makes it easy to ind and that you have

procedures in place or updating the websiteregularly.

When thinking about your website, consider theollowing:

• How current is the inormation on thewebsite?

• Can you add and modiy inormation onyour website easily or does it require aprogrammer to support it?

• Are changes made only by one person?

What happens when they're not available?

• What are the processes to ensure the qualityo content?

Schools and preschools oten produce veryinormative documents or parents/caregivers,students and teachers in print ormat. Providingkey inormation rom those documents within awell constructed website ensures that you areproviding a cost eective way o promoting yourservices to potential customers both locally andaround the globe.

Creaig r redeelpig ur

websieWhen creating a new website or your schoolor redeveloping the existing one it can be achallenge to know where to start. Considersome o these ideas:

• Create a website that is truly customer-centric with web content that speakscustomer language, not organisation lingo.

• Remove all the iller content rom yourwebsite. Create a clean, lean website thatocuses on exactly what your customerscare most about.

• Check out the websites o other schoolsin your area, or around the state. See whatworks on their websites and what doesn't,then adapt those ideas or your website.

• Ask your audience what kinds o inormationare important to them. You might besurprised by the answer.

• Think about the things that make yourschool/preschool unique and how you canshowcase them on your website.

• Indentiy the key inormation that yourcustomers contact you about and wherepossible provide links to that inormation onthe home page o your website.

Wriig r he WebPeople rarely read webpages word-or-word.

Instead, they scan the page, picking outindividual words and sentences. It is importantto always write in ‘Plain English’:

• Use amiliar, everyday words

• Short, simple sentences

• Use the active rather than passive voice

• Avoid euphemisms or trendy words

There is a wealth o inormation about Writingor the Web on the internet. Use Google tosearch or ‘writing or the web’.

yur websie ad searchigGo to Google and try searching or your schoolname – is it in the irst page o results?

I not, then you’ll need to look at the keywordsyou are using throughout the website in thepage titles and in the text on the pages. Bymodiying these you may be able to improveyour position in the search results.




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12


Spsrship

With limited unds available or events andprograms there is oten need to ind additionaldollars and goods to run them.

Sponsorship can be a great way to und eventsand to achieve extra impact through association

with high proile businesses etc.

Sponsorship is not a simple task as it is abouta relationship that has to be built and thenmaintained.

It is important to work out whether the value youare getting versus the eort is worth it.

The diiculty may also depend on how muchor or what you are looking. Many school/ preschool/children’s centres will haveestablished networks where support could besourced more easily rom parents, businesses orcompanies that they use, local councils etc.

Csider he llwig quesis• Is the eort worth what you are getting in

return?

• Do you have to compromise the project toobtain sponsorship?

• Is there a local company or organisation thatcould help?

• Does the company/organisation complementthe project you are doing?

• Does the success o the project depend onachieving sponsorship support?

• Are you prepared to maintain the relationshipwith the sponsor or the lie o the project andbeyond?

Due to the complexity o the sponsorshiparrangements that can occur, the ollowingormal guidelines have been included.

Wha is spsrship ad

prmi?In 1993 South Australia adopted the nationalcode o practice endorsed by the MinisterialCouncil on Education, Employment, Training

and Youth Aairs which relates to the matter ocorporate sponsorship in schools.

School sta members should be guided by thiscode o practice when negotiating sponsorshipand promotion activities in the school.

The national code o practice is intendedto guide participants in sponsorships andpromotions towards the most constructivepractice in this ield, maximising the importanteducational beneits which can be obtained andavoiding activities which are not consistent with

good educational practice.

This national code o practice is intended toapply to:

• all organisations engaging in sponsorship orpromotion activities, including commercial,government and non-governmentorganisations o any size

• schools, school systems and governmentauthorities responsible or ull-time primary,secondary and or special education.

For the purpose o these guidelines,sponsorships and promotions are deined as:

• Sponsorship: the negotiated provisiono unds, goods or services to students,teachers, schools or school systems inexchange or advertising, publicity or otherbeneits

• Promotion: a scheme or arrangementconducted by organisations which is intendedor commercial or other beneit, and whichinvolves and rewards students, teachers,



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schools or school systems or participatingin the scheme or arrangements. The codedoes not relate to direct commercial dealingsbetween organisations and schools, tosimple donations o goods or services, orto materials developed independently byorganisations or use in schools.

Ke priciples

The national code o practice is made up o aset o key principles to apply to schools andschool systems and to sponsoring organisations.While the principles have, or the sake o clarity,been divided into those that particularly applyto schools and those that apply to sponsors,it is intended that all parties take note o bothsections.

School, school systems and organisationsshould be guided by the ollowing undamental

principle:

• Sponsorships and promotions must beconsistent with the generally acceptedvalues, purposes and goals o schooleducation in Australia as exempliied in the AEC Common and Agreed National Goals orSchooling in Australia.

Priciples r spsrig rgaisais

• Education authorities should be givenadvance notice o, and the opportunity to

comment upon, orthcoming national orstatewide promotions.

• Sponsorships and promotions should takeinto account the equity policies o states andterritories. In particular, sponsorships andpromotions which operate at a national orstatewide level should, as ar as practicable,aim to give all relevant schools or studentsthe opportunity to participate.

• Sponsorships or promotions should avoidplacing undue pressure on children, parents

or schools to purchase particular productsor services, or to adopt particular belies,attitudes or courses o action.

• Organisations should not seek endorsemento their product or services as a conditiono sponsorship, or o participation in apromotion.

• Any educational materials provided as part oa sponsorship or promotion should be clearlyidentiied as being those o the sponsor.

Priciples r schls ad schl ssems• Sponsorships and promotions should be

used to enhance educational programs and

not to displace other unding arrangementson which schools and school systemsdepend.

• Sponsorship agreements should only benegotiated with organisations whose publicimage, products or services are consistentwith the ethos and values o the Department

o Education and Children’s Services.• All sponsorship agreements should be

reached through negotiation. The agreementmust speciy the roles and responsibilities oindividual parties, and the nature and level oacknowledgement to be given to the sponsor.

• Sponsorships and promotions should operatewithin school and system policies on equity.National and statewide sponsorships shouldaim to give all students and schools theopportunity to participate in the sponsorship/ promotional activity.

• Sponsorship and promotional activitiesshould be compatible with good educationalpractice. Time and resources allocated tothese activities should be consistent withschool priorities and the overall educationalprogram.

• Participation in sponsorships and promotionsshould not generate undue pressure onchildren, parents or schools to purchaseparticular products or services, or to adoptparticular belies, attitudes, courses o action.

• Sponsorships and promotions should notinvolve endorsement o products or servicesby schools or school systems.

• Acceptance o a sponsor’s product or serviceshould not be a condition o an individualstudent’s participation in sponsored activities.

Any educational materials provided as part oa sponsorship or promotion should be clearlyidentiied as being those o the sponsor.

Beeis spsrshipBeneits accrue rom sponsorship agreements toboth the site and the commercial organisationsinvolved.

For example:

• Sites receive unds, goods or services whichenable them to improve and/or expand theirrange o educational services.

• Sponsors gain the public recognition andkudos associated with having their name

avourably linked to public education.



Sponsorship


12• Sponsorship can establish positive and

ruitul links between education and thebusiness sector.

• Sponsorship oers opportunities orindividuals and companies to demonstratesupport or public education in a tangibleashion.

• Sponsorship improves the cohesion betweenthe site and the community by providing aocus or collaborative action.

• Sponsorship demonstrates to students andparents the value placed on education byorganisations beyond the site.

• Sponsorship negotiations provide teachersand students with examples o the value oapplying initiative and sel-reliance.

Spsrship checklisIs the amount o sponsorship soughto lesser value than the time andresources used to obtain it?

GST is payable on sponsorship wheremoney is provided. I the companyprovides $1000 ask the company to

provide the GST component o $100 or$1100 in total. For urther clariicationplease contact the Global Budget Uniton 1800 100 191.

Sponsorship should be viewed as anongoing relationship with the sponsorand not a once o.

Sponsorship decisions are usuallybudgeted or 12 months in advance. Allow enough time or negotiations totake place.

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