DHAMMA SARANA SUNDAY SCHOOL
BUDDHIST SRI LANKAN ASSOCIATION OF VICTORIA

BRIEF HISTORY/SCHOOL PROFILE

The Buddhist Studies School (Daham Pasala) was established under the patronage of its present management in June 1993. Having started as a school of religion, Sinhala Language was introduced to its curriculum as a subsidiary subject in 1997. In 1999, the Sinhala Language section joined the LOTE (Languages other than English) program conducted by the DET (Department of Education and Training) to impart Sinhala Language as a part of 2nd language learning. The Sinhala Language School is now defmed as an ethnic school and is funded by DET. In 2000, the school obtained accreditation from DET until the year 2003. This status is to be renewed every 3 years as a part of DET ethnic school policy.

The school started with a student population of 26 and 3 teachers. At the start of 2002, the school recorded a student population of 193, with 8 teachers and 1 relief teacher. The average class size was approximately 24 students. Presently (early 2003), the student population exceeds 230, with a teaching staff of 10 and 2 relief teachers and the average class size remains the same.

SESSIONS
School is in session every Sunday, 4 terms of the year and coincides with Victorian school sessions. School starts with general assembly at 2.00 p.m. There are 2 sessions. The 1st session from 2.15 p.m. to 3.30 p.m.is allocated for Buddhist Studies. This is followed by a 15 minute break from 3.30 p.m. to 3.45 p.m. The 2nd session from 3.45 p.m. to 5.15 p.m. is allocated for Sinhala Language. Students are dismissed at this time.

CURRICULUM/PROG RAMS
The school provides a comprehensive curriculum in key areas of the CSF 11 (Curriculum and Standards Framework 11) pertaining to Buddhist Studies and Sinhala Language. Course outlines in the 2 subjects are designed in relevance to Victorian educational requirements. Teachers go through professional training at departmental level and school level.

Programs involving cultural and religious events are followed by specially- focused activities such as choir-singing, public-speaking, annual retreats and participating in Buddhist festivals by the students.
The school provides information and consultancy to parents and students and professional development to teachers.

ETHOS/CUL TURE
Great emphasis is placed on good discipline, punctuality, regularity and respect. In order that students' quality of life is enhanced, mental cleansing and training are taught and encouraged.

BELIEFS
The school believes that all students can learn and experience success. For students to reach their individual potential, end-of-term testing and reporting are conducted as achievement indicator monitors.

VALUES
The school values the geographical and migratory diversity of its students, their ability to learn good things of life from the Buddha's life and teachings and the opportunity they receive to learn their native language in order that they become bilingual in communication.

EXPECTATIONS
The school expects that students and parents will continue to contribute to and support its on-going life and development.

CONCLUSION
A review shows us that the school has progressed immensely during the past 10 years. Its clientele numbers have increased, teachers receive professional training and Sinhala Language has become apart of the curriculum. This status has been achieved through the cooperation of parents, teachers, students and the wider community .