Case studies

The following case studies demonstrate successful ways schools can collaborate with local organisations and individuals to draw on the best ideas and support from outside the department. Contact us to discuss a case study in more detail and for advice on setting up something similar for your school or directorate.

Gol Gol Public School approaches organisations within their community to support the school by investing in an annual sponsorship package that includes participating in their country fair, which has been running for 35 years

How does it work?

Gol Gol Public School works closely with its P&C to secure sponsors for their annual country fair held on school grounds on the first Sunday in May. The school has raised on average $45,000 per year over the last few years.

The school engages with local businesses to seek support for the country fair. Businesses are approached and sent a letter outlining sponsorship packages with various benefits which may include: 

  • a stall and logo placement at the fair

  • a listing in the school's newsletter

  • acknowledgement on social media channels

  • inclusion in advertising streams throughout the year. 

The school works in collaboration with the P&C to manage the operations of the fair. The P&C arranges insurance for some aspects of the event through the NSW P&C Association. The school provides the venue and ensures the sponsor benefits are delivered (as outlined in the agreed package via the sponsorship acceptance form.)

Each year the principal and school staff develop a purchase plan. This purchase plan includes excursions, school grounds improvement projects and staffing of special projects like the Stephanie Alexander Kitchen Garden, which provides healthy lunches to students. The P&C holds the funds raised through the annual packages. The school executive and P&C then use the purchase plan to prioritise the allocation of funds.

What are the outcomes for students and schools?
  • Gol Gol Public School raises approximately $45,000 through secured annual sponsorship packages and contributors to the fair
  • The event attracts thousands of visitors from the local area
  • The country fair fosters positive relationships with local organisations and sponsors and brings the whole school community together
  • Students thoroughly enjoy contributing and participating in the annual event
  • All money raised is used by the school to buy valuable resources which benefit students educational learning experiences. 
Things to consider when planning a school fundraising event 
  • Engage your P&C to assist with managing the event. For guidelines on working with your P&C Refer to Section 23 Parents and citizens associations in the implementation procedures

  • Develop a list of appropriate businesses to target for sponsorship and ensure it is an open, fair, and transparent process

  • Relate the event to a specific fundraising initiative(s) e.g., upgrading the playground or purchasing equipment

  • Compile a list of sponsorship benefits that can be offered and delivered for the event. Refer to Section 15 Benefits of sponsorship in the implementation procedures

  • Ensure you formalise these arrangements with a signed agreement or contract. Refer to Section 8 Written agreements in the implementation procedures

  • Register any sponsorships or commercial arrangements that contribute to the event in the Sponsorship Register


If you'd like to know more about working with your P&C to host a school fair, please contact:  
- Business Engagement  02 7814 3863 
- Gol Gol Public School, Melinda Blows  03 5024 8401


View and download this case study as a .pdf


Lucas Gardens School has put together a successful model for working with its P&C association to increase donations, encourage investment in student wellbeing and connection with the community, and reduce the administrative burden on the school's executive and staff.

Lucas Gardens School (LGS) is a School for Specific Purposes (SSP) catering for students with severe to moderate disabilities from kindergarten to Year 12.  The school has Deductible Gift Recipient (DGR) status. LGS has shared a few of the key strategies it uses to attract philanthropy and increase the effectiveness of donations.

Key strategies:

·       Upskilling the P&C

The principal  strategically sought the skills and expertise of the executive   of Communities for Communities, a volunteer organisation within the local community and long standing supporter of Lucas Gardens School  to mentor and work with the P&C to develop skills  and knowledge in:

·       Collaborative leadership between school and the P&C

·       Singular mission (the students)

·       building an effective agenda and to keep mission on track

·       strategies and protocols for running effective meetings

·       completing grant applications

·       supporting school fundraising.

This enabled staff to focus on other school priorities while the P&C monitored and applied for community, club and council grants in close consultation with the principal. Refer to Section 23 Parents and citizens associations of the implementation procedures.

·       Developing an annual purchase plan

Lucas Gardens School principal, staff and school community create an annual purchase plan. This plan details resources, grounds improvement projects and aspirational staffing goals, for example employing a specialist music teacher.  A template purchase plan is available on our resources page.

·       Building relationships with the community

The principal and staff have built strong relationships by inviting members of the community to school events and activities such as the End of Year Presentation Day. The school has involved 11 schools, from both the private and public sector in community programs, connecting their students with Lucas Gardens students and providing the chance for the Lucas Gardens principal to present to these schools to raise disability awareness.

The principal also attends various functions hosted by local organisations, clubs and not-for-profits as a guest or speaker. These relationships have led to offers of donation to the school from philanthropists, local council, clubs and other businesses.

·       Detailed reporting

The school provides a detailed annual report to all donors to provide a breakdown of where donated funds have been spent and the direct impact they have had on students’ lives. The report can include or link to videos and photos, for example, of students using equipment purchased with the donated funds. This reporting function builds trust amongst donors and allows the community to see the impact of their donations and the improvements made year on year.

What are the outcomes for students?

In recent years students benefitted from the following P&C-coordinated projects:

·       $90,000 raised from a dinner dance for parents/carers and the community

·       $70,000 raised for a shade cloth for the school playground

·       $5,000 received for a sensory garden from a council grant

·       $1,000 raised for the school veggie patch from an Easter Hat Parade and raffle

·       Hydro session equipment for students funded by a raffle

·       Funds raised for a music program enabling the school to engage the services of a specialist music teacher

·       World Teachers Day morning tea

·       Enhanced resourcing for students and the formation of a proactive and professional P&C to support the school

·       Council and community organisation to fund the establishment of Yarning circle within the sensory garden.

What are the steps in the process?

1.      The school principal works with staff to develop an annual purchase plan. The plan prioritises equipment, resources, services and special projects the school would allocate extra funding to, for example upgrading the playground, human resources and technology.

2.     Work with the P&C to develop a plan to upskill and increase their efficiency (if required).

3.     Identify opportunities to invite community members to school events and community events where the principal can share updates on school plans and vision.

4.    Establish an annual reporting system for school donors. 

Additional Information 

·       DGR Status – Implementation

As an SSP school, Lucas Gardens is eligible for deductible gift recipient status. This allows individuals and organisations who donate to the school to receive a DGR receipt enabling them to claim donations as a deduction on their taxable income. Non SSP schools can set up library and capital works accounts that are eligible for DGR status. Refer to Section 22.1.7 Gifts, donations and grants in the implementation procedures or call EDConnect on 1300 32 32 32 for more information.

·       Grant Eligibility

Some grants are only open to not-for-profit organisations or registered charities.

P&Cs are considered not-for-profit organisations and can also apply to the Australian Charities and Not-For-Profits Commission (ACNC) to register as a charity.

You can search the ACNC Charity Register to see if your P&C is registered as a charity. P&Cs do not have to be registered with the ACNC; however, registration will provide charity tax concessions and eligibility for particular government and community grants.

These strong connections with community within and beyond have made a profound difference to learning for Lucas Gardens students.


If you'd like to know more about building relationships within your community or building your P&C's capacity, please contact:
- Business Engagement  02 7814 3863
- Lucas Gardens School 02 9744 6461


View and download this case study as a .pdf

Marie Bashir Public School approaches organisations within their community to support their school through grants and donations.

How does it work? 

Marie Bashir Public School collaborates with its P&C to apply for grants such as the Western Sydney Arts Initiative grant. The aim of this grant is to promote the arts for young Australians.  The grant period is three years and up to a maximum of $100,000 per year.

The grant funds are used to run an art program that allows the school to purchase art resources as well as employ a resident artist and specialist art teacher three days per week.

The principal has also built relationships with the local community by inviting them to school events and informing them of the school’s planned projects. With these relationships in place, the principal has asked for donations and applied for grants these organisations offer. The school received a $17 000 donation from Club Burwood towards the school’s music program which enabled the purchase of musical instruments such as flutes, guitars, saxophones, recorders and trumpets dedicated to a student loan program and two class sets of violins for students in Years 1 and 2. This has raised the profile of music within school and provided students with musical experiences they may not have had the opportunity to have without financial support.

Some community organisations to consider approaching for donations or grants are local sporting associations, clubs, and councils. Links have been provided below to some organisations that offer grants. 

What are the educational outcomes for students/ the school?

  • Students have access to more arts-specific resources and the benefit of interaction with a specialist artist to improve outcomes related to creativity and expression.
  • Marie Bashir PS is able to extend support to Chalmers Road School and Lucas Gardens School, who join their students once a week for an art lesson.
  • Classroom teachers gain specific knowledge and skills whilst team teaching with a professional artist.
  • Grants and donations allow the school to supplement its current music program by donating violins to the school for students to learn as part of their weekly music program as well as various musical instruments to the school. These musical instruments also facilitate instruments required for the school orchestra.
  • All teachers can benefit from the shared art program resources on the school website.
  • Every two years, the school showcases works created in the art program in an exhibition, giving students experience in project-based learning, motivating them to set goals, and creating a culture that celebrates student effort and achievement. 

What are the steps in the process?

The school principal works with staff to develop an annual purchase plan. The plan prioritises equipment, resources, services and special projects the school would allocate extra funding to, for example upgrading the playground, human resources and technology.

If appropriate, the principal may reach out to the community to seek support for a particular project in the form of a donation or identify suitable grants for the school or the P&C to apply for.

Depending on the grant progress, financial reports may need to be supplied as a condition of the grant. These may include proof of purchase for goods/ services purchased with the grants or donations.

Additional Information

  • Grant Eligibility

The school will be eligible to apply for some grants, and the P&C association for others. Some grants are only open to not-for-profit organisations or registered charities.

P&Cs are considered not-for-profit organisations and can also apply to the Australian Charities and Not-For-Profits Commission (ACNC) to register as a charity.

You can search the ACNC Charity Register to see if your P&C is registered as a charity. P&Cs do not have to be registered with the ACNC however registration will provide charity tax concessions and eligibility for certain government and charity grants.

With these grants and donations from organisations, Marie Bashir Public School has shared the benefits with other schools in their community. 


If you'd like to know more about grants and community funding, please contact:
- Business Engagement and Development          02 7814 3863
- Marie Bashir Public School                                   02 8736 4400


Business Engagement resources page includes:

  • Sample letter to potential sponsors of school initiatives
  • Sample purchase plan
  • Purchase plan template


View and download this case study as a .pdf

Through generous local businesses donating resources, Miller Technology High School students and staff have built a drag car for entry into the NSW Drag Racing Championships held at Eastern Creek. 

How does it work?

With the assistance and collaboration of Southwest Connect, Miller Technology High School secured partnerships with local businesses to provide equipment, parts, and technical expertise to build a competition-ready Holden one-tonne ute. There were over fifteen partners that contributed to the project.

Throughout the project, the partners’ contribution included: 

  • parts at trade prices  
  • building and maintenance of the differential centre 
  • building and servicing the transmission
  • painting of the car
  • logos and custom stickers 
  • nitrous system and refills at each race meeting
  • tickets to various events
  • regular tuning of the car.

As part of the school’s automotive class, the students and staff built and adapted the ute to a standard that enabled them to compete in Super Street at Sydney Dragway.

During the project, Miller Technology High School would regularly host breakfasts for the partners to update them on the progress and meet the students involved. 

The car was shown at many events such as the Australian V8 Supercar Rounds, numerous hot rod car shows and trade nights various partners participated in, promoting the school and its students.

What are the outcomes for students/ the school?

  • Many of the students who participated in the program were previously at risk of disengagement. Being involved in the program boosted their confidence, improved behaviour, increased attendance, and improved results in all subjects.
  • Students felt valued by contributing to a project with a public profile.
  • The project enabled the students to develop their skills in dealing with other students, partners, and the public.
  • The skills the students learnt went beyond the syllabus as partners mentored and shared their expertise and experiences.
  • Students developed a powerful sense of pride towards the school and the project.
  • Students learnt about being responsible and professional working with the partners and their staff.
  • Many students involved in the program were introduced to partners who offered them employment or work experience opportunities. Miller Technology High School students were sought after due to their exposure to the program.
  • Through this partnership, the students were able to access professional support and advice.
  • The program increased connections between school and community.

Things to consider when partnering with organisations on similar projects: 

  • Sponsorships and collaborations should be formalised with a written  agreement appropriate for the scope of the project, determining what is expected of each partner. This could be an email or letter of agreement, sponsorship or collaboration agreement.  Refer to Section 8 Written  agreements in the implementation procedures. Template agreements  and an Entering a Sponsorship Checklist are available from the Business  Engagement resources page.
  • Is there a possibility that some of these employees will be alone with any student? Partner employees working with children require a Working with Children check.  This can be made clear in the collaboration agreement. Refer to the Working with Children Check Policy 
    The department should achieve value for money when offering benefits to local businesses and individuals who collaborate with schools. This could be acknowledgement in the school newsletter and at school events, logo recognition on project materials, or a letter of appreciation. Refer to Section 15 Benefits of sponsorship in the implementation procedures.


“It was very successful and … I am hoping to replicate it here at Picton High”.  - Jeff Goodwin,  Picton High School, previously R/Head Teacher, Technological and Applied Studies, at Miller Technology High School

Through nurturing effective partnerships with local businesses and organisations, Miller Technology High School developed a multi-dimensional, dynamic and innovative approach, engaging its students.


If you would like to know more about working with partners on a similar project, please contact:
- Business Engagement  02 7814 3863
- Miller Technology High School  02 9607 8669



View and download this case study as a .pdf

Moree East Public School focuses on Closing the Gap as a catalyst for generational change and is dedicated to continual evidence-based improvement. The Tell Them From Me survey in 2021 showed an 88% improvement in students doing their best. See how the school and community have achieved this through their whole-school learning and wellbeing programs.

How does it work? 

Moree East Public School (MEPS) has implemented a suite of wellbeing programs integrated throughout students’ learning.

Student wellbeing is defined as a sustainable state of positive mood and attitude, resilience, and satisfaction with self, relationships and experiences at school.

These are the programs which run across the school:

  • Yoga, movement and mindfulness (Kids Creating Space)
  • Learning for Life Cafeteria 
  • Culture and language 
  • Transition to Kindergarten
  • Positive Behaviour for Learning (PB4L) program

Yoga, movement and mindfulness (Kids Creating Space)

The school found this program to be helpful in achieving a calm mindset for their students, allowing them to be open to engaging positively with the other programs and initiatives. The focus is on student and staff wellbeing, assisting students with self-regulation, and being calm and ready to learn.

Learning for Life Cafeteria

The school provides a free healthy meal for every child every school day, with help from various community and business engagements.

Students are involved in decision making via taste testing food to be included in the cafeteria, which has led to a greater variety in their diets and the acceptance of different foods.

 Students have been able to get to know their community through this program, which has significantly contributed to the positive impact on students, families and the community.

In 2021 the school was awarded the Secretary's Award for Outstanding School Initiative for the Learning for Life Cafeteria.

Culture and language

At Moree East Public School, 87% of students are Aboriginal.  All programs and initiatives at the school are available for all students, as part of the school's commitment to true reconciliation.

  • Students start with simple words and greetings in the Gamilaraay language and develop further vocabulary in each subject area, including learning to count in language and learning phrases simultaneously in English and Gamilaraay
  • Acknowledgement of Country every morning is delivered in language - something many students pick up and can do themselves in time
  • Students learn a dream story that's interrelated and connected with aspects of movement and song
  • School teaching mural, which was unveiled in March 2021
  • The TenDance program implemented across every class once a week incorporates students' dance, song and totem and culminates in a corroboree at the end of the year.
  • Induction program for new staff includes Language and Cultural Awareness

Transition to Kindergarten

The Transition to Kindergarten program at Moree East PS partners with local preschools and daycare centres, as part of its Schools as Community Centres (SaCC) program.

 Strategies in place:

  • Identifying needs early (Term 4 of preschool)
  • Implementing speech therapy playgroups
  • Behaviour support – helping teachers with classroom management
  • Employing occupational and speech therapists to work with children before they start school
  • Training a Student Learning Support Officer to act as an interventionist
  • Using early childhood teachers to begin the transition process
  • The Supported Playgroups Program (Facilitated by SaCC) integrates some of the school's Yoga, Movement and Mindfulness program.

Positive Behaviour for Learning program

The school has also adopted PB4L, their Positive Behaviour for Learning program, which encourages and rewards consistent positive language and positive ways of being with student management and engagement across the school. 

Benefits of partnering with organisations and community

Moree East Public School has benefited from close partnerships with community organisations, local retailers and not-for-profit organisations. Through these relationships, they could respond quickly to helping other communities affected by natural disasters when Moree became an evacuation centre for flood affected areas.

These partners are involved in every project in some capacity.

  • Police and Community Youth Club (PCYC)
  • Woolworths
  • Jobs Australia Enterprises (FlatTrack program)
  • Salvation Army
  • Kids Creating Space


The opening of the mind has allowed everything else to flourish. It's a lot of hard work, but we've got a really good team, and they're very focused and constantly wanting to improve. We're by no means there yet, but we just keep making sure everything makes sense and fits in truthfully and honestly.

 - Lorinda Potter, Principal, Moree East Public School

The students have a positive can-do attitude which they have learnt from this program. The students behaviour has also improved as they have developed self regulation and breathing techniques to assist them in difficult situations.

- Teacher, Moree East Public School  


If you’d like to know more please contact:
- Business Engagement  02 7814 3863
- Moree East Public School, Lorinda Potter 02 6752 1733


Business Engagement resources page

For further reading on all these programs,  view and download this case study as a .pdf

Does your school have a connection to a professional sporting club? Narrandera High School’s relationship with the Greater Western Sydney Giants (GWS) has provided its students memorable and engaging experiences and given the school a way of rewarding good attendance and behaviour.

How does it work?

Narrandera High School connected with the GWS Giants through a former student who was playing for the team.

GWS Giants provided the school with tickets to games, tours of the training facility and merchandise, which supports whole school welfare programs. GWS Giants and Narrandera High School co-funded the excursion in order to allow students to participate free of charge.

The collaboration with GWS Giants enabled the school to purchase additional tickets at reduced prices for students and their families wanting to attend other games outside of the program. 

What are the educational outcomes for students?

  • Inclusion in the excursion is an acknowledgement by the school of improved attendance and behaviour
  • Reinforces the school’s positive behaviour system, students who behave well get rewarded
  • Zac Williams, a proud Wiradjuri man, nominated for the 2013 AFL Rising Star award and former student is seen as a role model
  • Students see the benefits of working as a team, not only the players but the behind the scenes crew who support the players
  • Strengthens relationships amongst students and their teachers
  • Students wanting to play AFL for the GWS Giants being familiar with the association and vice versa.

Things to consider when approached by sporting associations or partnering with organisations on similar projects

  • Is the school being asked to pay for services, training or equipment as part of a partnership offer? This should be managed in the same way as any other commercial offer made to the school by a potential supplier. Contact Business Engagement for advice as to whether an offer to the school is purely commercial, or if it can be arranged as a collaboration or sponsorship.
  • The department should achieve value for money when offering benefits to local businesses and individuals who collaborate with schools. This could be acknowledgement in the school newsletter and at school events, logo recognition on project materials, or a letter of appreciation. Refer to Section 15 Benefits of sponsorship of the implementation procedures.
  • Is there a possibility that some of the members of these associations will be alone with any student?  If so they will need to apply for or have a current Working with Children Check. This needs to be stipulated in the collaboration agreement. Refer to the Working with Children Check Policy
  • Has the sporting organisation suggested students purchase co-branded uniforms? The placement of commercial logos on regular school uniforms is not permitted. For guidelines on placement of a commercial logo on representative sporting attire and the school website refer to Section 6.2.4 Using a commercial brand or logo of the implementation procedures.
  • Does the sporting association want to use the school grounds? If so see the Sharing of School Facilities Policy


'The partnership between Narrandera High School and the GWS Giants has been a wonderful relationship that has resulted in many benefits for both parties. Our students have had a wonderful opportunity to experience the ins and outs of professional football life by not only attending games but also being part of the 'behind the scenes' action in the dressing room and also the business side of the operation. For many of our students, this is their first AFL football game experience and for some, their first visit to Sydney. Our students have also had the opportunity to see one of their own - former Narrandera High student Zac Williams achieve amazing success and they are very proud of Zac and our school. For many, it is a motivation that even though they are from a small town, they can achieve anything and dreams do come true.' - Marni Milne, Principal, Narrandera High School

“Hopefully they can see what’s possible when you set your mind to something.” - Zac Williams, GIANTS backline, former Narrandera High School student

Beth Chappell, PDHPE Teacher and some students have also spoken about their experiences.

This relationship has given students opportunities and experiences that may not have been possible without the support of the GWS Giants and the school.


For more information about the benefits of establishing a relationship with organisations similar to this, please contact:
- Business Engagement  02 7814 3863
- Narrandera High School, Marni Milne  02 6959 1744


Business Engagement resources page

View and download this case study as a .pdf

Student benefits from a school kitchen garden

Have you considered building a kitchen garden and maybe rearing a few chickens at your school? Kitchen garden programs address local government action areas including healthy eating, climate change, mental wellbeing, cultural inclusion and volunteering. 

A study in the Journal of Nutrition Education and Behaviour concluded that developing adequate cooking skills by emerging adulthood may have long-term benefits for nutrition over a decade later.

Kitchen garden programs enable schools to promote environmental and sustainability learning.  They provide an opportunity to grow and produce healthy food and connect students with healthy food and lifestyles.

Gain the necessary knowledge and skills to start a Kitchen Garden program by taking part in the Penrith Lakes Environmental Education Centre - Kitchen Garden Online PL on MyPL.

Benefits of an alumni network

  • Keep past students and staff invested in the school community Assist students in need through funds raised
  • Raise funds for aspirational school projects through annual membership and events
  • Share past students’ success via channels including an alumni newsletter, social media and as a guest speaker at alumni events
  • Capitalise on alumni network members willing to share expertise or provide mentoring opportunities

Benefits of having a kitchen garden

There are numerous benefits associated with installing a kitchen garden in your school. These include:

  • Developing skills in design and production related to growing and producing food, for example:
    • Measuring and mapping out ideal garden location – sun, water, runoff
    • Understanding plant life cycles, influences of seasons on vegetables and fruit, interrelationships between living things, food sources and food technologies
    • Reconnecting children with the food system and enhancing their interest in agriculture
  • Emotional wellbeing through spending time outside and connecting to nature
  • Good food is good for mental health
  • Physical wellbeing through gardening, preparing and eating seasonal, healthy foods. The childhood obesity epidemic is still rife, and exacerbated by COVID.

Benefits of partnering with organisations to assist with a kitchen garden program at your school

There are registered charities and not-for-profit organisations that can assist with installing your school's kitchen garden, developing learning resources, and running incursions and excursions to support student learning. These organisations offer professional development and support for educators, learning material to support curriculum and learning objectives, and lessons that link knowledge to learning outcomes in science, technology, PDHPE, geography, mathematics and English.

Here are a few organisations you may consider collaborating with and some of their key offerings:

Stephanie Alexander Kitchen Garden Foundation

  • Has a support team to answer any questions from schools starting out or schools with an established kitchen garden program
  • Shared Table is an online community and resource library for sharing activities, exchanging ideas and building a network of kitchen garden experts
  • Has published its 10 kitchen garden program fundamentals to support the implementation of a best practice kitchen garden program and a video on the impact and reach of kitchen gardens.

Pocket City Farms

  • Offer a stage based primary education program that aligns with the Australian Curriculum
  • Workshops are designed to be integrated into the New South Wales syllabus' Science and Geography units of work, while incorporating cross curriculum priorities
  • School incursions and excursions (including virtual).                      

Food Ladder

  • Offer corporate sponsored greenhouse installation for low ICSEA schools
  • Free access to curriculum linked learning resources, expert horticulturalists and support team for all schools
  • Schools competitions with the winning teams awarded consultations or a visit by expert horticulturalists to discuss your garden or plans and a 'Growing Minds Pack' which includes 12 months-worth of seeds including Indigenous bush food varieties, valued at over $2,000
  • Assistance on updating / retrofitting an existing greenhouse.
  • Contact Lucy Payne, Culinary Health Manager for more information  |  0447 741 486      


  • Deliver FEAST, a Year 5 and 6 STEM project-based food waste education program run over 7-10 weeks
  • Offer online and face-to-face teacher training
  • Provide access to online learning resources aligned to the Australian curriculum including detailed lesson plans, student worksheets, videos, recipes books, the FEAST practical cooking guide and ongoing support.

PlantingSeeds – B & B Highway

  • Tailored programs to suit your school and education needs providing hands-on student workshops with access to education experts, pollinator habitat, and resource package
  • Curriculum linked resources with STEM, Literacy and Numeracy skills and learning
  • Teacher identified Professional Leaning addressing NESA teaching standards.

Funding a school kitchen garden

You may wish to consider the following ways to fund your kitchen garden program:

  • Approaching businesses in your local community
  • Using gifts and donations from the school and local community
  • Partnering with local government, businesses and not-for-profit organisations, e.g.
    • Local councils and/or clubs, e.g. RSL, Rotary and sporting clubs
    • Garden centres
    • Hardware stores
    • Cafes or restaurants
  • Applying for grant funding, e.g.:
    • School Infrastructure NSW's Sustainable Schools Grants aim is to give schools the opportunity to develop and implement innovative hands-on projects that help students learn about environmentally sustainable practices and take steps to enhance the sustainability of their school environment.
    •  Club NSW Club Grants were introduced in 1998 by the NSW Government and have awarded more than $1 billion since the scheme began. All funding is processed locally. You can contact your local club at any time for information and advice.
    • NSW Environmental Trust's Eco Schools Grants provide funding for schools to create environmental learning opportunities for students, teachers and the school community.
    • Junior Landcare Garden Grants focus on teaching students how to care for their local environment. The program offers both funding and in-kind support for schools.
    • Australian Schools Plus connects eligible schools with donors who are passionate about education. Schools can also register a project on the Fundraise Yourself platform at any time.

You can find checklists and templates on the business engagement resources page  to assist you in seeking sponsorship to fund a kitchen garden.

For more information on using grants to fund projects at your school, see our case study on Marie Bashir Public School or take a look at this case study to see how Lucas Gardens School raises revenue by working with their P&C and community.

A kitchen garden supports many aspects of the syllabus over all stages of the curriculum while teaching sustainability and supporting learning outcomes in science, technology, PDHPE, geography, mathematics and English.


If you'd like to know more about the benefits of establishing a kitchen garden at your school, please contact:
- Business Engagement    02 7814 3863 |


Resources and policy references

Business engagement resources page:

- Letter to potential sponsors of school initiatives template

- Purchase plan template

- Letter of acknowledgement template - gift or donation

- Agreement templates

- Checklist - entering a sponsorship

Commercial Arrangements, Sponsorship and Donations Policy

Implementation Procedures

- Section 4 Assessing the suitability of organisations

- Section 8 Written agreements

- Section 22.1 Gifts and donations

- Section 22.1.7 Gifts, donations and grants

- Section 23 Parents and citizens associations

Other Department of Education links

Teaching and learning – Kitchen Gardens

Kitchen gardening for sustainability and wellbeing K-6  

Learning across the curriculum – Sustainability five step action process

Penrith Lakes Environmental Education Centre - Kitchen Garden Online PL

Environmental and zoo education centre

No-Dig Garden at Cringila Public School

Sustainable Schools Grants

External links

Food Ladder

Oz Harvest - FEAST

PlantingSeeds - B&B Highway

Pocket City Farms

Stephanie Alexander Kitchen Garden Foundation

Australian Schools Plus

ACNC Charity Register

Sustainable Schools NSW

Sustainable Schools NSW – Food gardens

Junior Landcare Grants

NSW Environmental Trust's Eco Schools Grant

Tips for developing your Eco Schools Grant application

Australian Association for Environmental Education NSW Chapter

Animals in Schools

Animals in Schools – Checklist for Principals

Planet Ark - Health Benefits of contact with nature

The Grants Hub

ClubNSW Grant Application Criteria

Research supporting the benefits of a kitchen garden

Australian Institute of Health and Welfare
Overweight and obesity among Australian children and adolescents
- Overweight and obesity affects 25% of Australian children and adolescents, and is associated with poorer health and wellbeing and higher health-care costs
- In 2018 – 19, 38% of Indigenous children and adolescents were overweight or obese, which increased from 31% in 2012-13
Childhood overweight and obesity: The impact of the home environment
- Research indicates that Involving children in meal preparation from a young age can lead to having healthier diets, consuming a wider variety of new foods and increasing vegetable consumption

Australian Bureau of Statistics
National Health Survey: First results
- In 2012-18 only 6% of children aged 2-17 years met the recommended number of serves of fruit and vegetables per day.

View and download this case study as a .pdf

Strathfield Girls High School is using their alumni network to raise funds to assist students in need.

How does it work? 

The Strathfield Girls High School Former Students and Staff Association (SGHS FSSA) network of alumni and former staff provides a bridge between current and former students and staff.

The principal aim of the alumni network is to support current students who are in financial need with funds raised through annual membership fees.

Benefits of an alumni network

  • Keep past students and staff invested in the school community Assist students in need through funds raised
  • Raise funds for aspirational school projects through annual membership and events
  • Share past students’ success via channels including an alumni newsletter, social media and as a guest speaker at alumni events
  • Capitalise on alumni network members willing to share expertise or provide mentoring opportunities

What are the outcomes for students and alumni?

  • Each year one Year 7 and one Year 11 student may present a case for financial support to a committee made up of alumni network representatives. The successful applicant in Year 7, for example, has all fees covered, including the cost of school camp, approximately $1600.
  • Students benefit from improvements to the school grounds, for example the association has funded murals to be placed around the school.
  • Alumni can stay connected with the school, participate in future projects, and invest in their school community.

Tips on setting up or expanding your school’s alumni network

  • Create or expand a database of past students and staff
  • Establish an alumni network team so tasks and responsibilities can be shared
  • Create a profile for your alumni network on relevant channels including Facebook and LinkedIn
  • Reach out and promote your alumni network and its benefits using your school’s newsletter and social media channels
  • Invite graduating students to join your alumni network. Obtain permission for their contact details to be used by the alumni network
  • You could choose to charge a small annual membership fee. Strathfield Girls’ FSSA charge $25 and explain how the funds will be spent
  • Provide a report to the alumni network members to show how their contribution has impacted or improved educational outcomes for the school community.

Building a strong alumni network at your school will inspire past and present students to stay in touch and create a community across generations.


If you’d like to know more about setting up an alumni network, please contact:
- Business Engagement  02 7814 3863
- Strathfield Girls High School  02 9746 6990


Business Engagement resources page

View and download this case study as a .pdf

Return to top of page Back to top