| Government Department | Document Name | Year of Publication | Link to Publication | Goal / Target / Action | Other |
| National Emergency Management Agency (NEMA) — Cth | Second National Action Plan to Implement the National Disaster Risk Reduction Framework | 2023 | https://www.nema.gov.au/sites/default/files/2024-08/28605%20NEMA%20Second%20Action%20Plan_V10_A_1.pdf | National commitment to drive down disaster risk and build resilience across communities; builds on the First National Action Plan and aligns to Sendai Framework targets for 2030. | Endorsed by National Emergency Management Ministers 25 Aug 2023. Not education-specific, but underpins state/DET emergency and disaster resilience obligations that flow into school policy. |
| National Emergency Management Agency (NEMA) — Cth | National Disaster Risk Reduction Framework | 2019 | https://www.homeaffairs.gov.au/emergency/files/national-disaster-risk-reduction-framework.pdf | Sets a 2030 vision and foundational national strategies to reduce existing and minimise new disaster risk, aligned to the Sendai Framework and SDGs. | Foundational framework the Second National Action Plan implements; original home was Dept of Home Affairs, now NEMA. |
| Department of Climate Change, Energy, the Environment and Water (DCCEEW) — Cth | National Climate Resilience and Adaptation Strategy 2021–2025 | 2021 | https://www.dcceew.gov.au/climate-change/policy/adaptation/strategy | Three objectives: (1) drive investment/action through collaboration, (2) improve climate information and services, (3) assess progress and improve over time — across natural, built, social and economic domains. | Supersedes the 2015 NCRAS. Community/business-facing, not education-specific. |
| Department of Climate Change, Energy, the Environment and Water (DCCEEW) — Cth | National Adaptation Plan | 2025 (current) | https://www.dcceew.gov.au/climate-change/publications/national-adaptation-plan | Vision and objectives for a ‘well-adapted Australia’; sets current/prospective actions by sector and articulates Australian Government leadership and governance role in adaptation. | Follows the National Climate Risk Assessment (‘understand and assess’ step); action agenda to be developed with states/territories. |
| Department of Climate Change, Energy, the Environment and Water (DCCEEW) — Cth | Torres Strait and Northern Peninsula Area Climate Resilience Centre / Climate Resilience Grant Program | 2022–23 to 2027–28 (ongoing) | https://www.dcceew.gov.au/climate-change/policy/torres-strait-northern-peninsula-area-climate-resilience-centre | $15.9m over 6 years; grants of up to $10.8m over 3 years to recruit and train local First Nations Climate Resilience Officers to lead adaptation projects and community education. | First Nations-led; explicit ‘community education’ function. Relevant to community-facing (not school-based) CCE. |
| Australian Curriculum, Assessment and Reporting Authority (ACARA) — Cth | Sustainability Cross-Curriculum Priority (Australian Curriculum Version 9.0) | 2022 (V9 revision) | https://www.australiancurriculum.edu.au/curriculum-information/understand-this-cross-curriculum-priority/sustainability | Embeds sustainability (incl. climate change) as one of 3 cross-curriculum priorities across all learning areas via 4 organising idea sets: Systems, World Views, Design, Futures. | Not a standalone subject — taught through Science, Geography, HASS, Technologies etc. V9 revisions explicitly foreground climate change as a ‘critical 21st century issue’ per ACARA’s own review report. |
| Department of Energy, Environment and Climate Action (DEECA), Victoria | Victoria’s Climate Change Strategy | 2021 (to 2030) | https://www.climatechange.vic.gov.au | Sets Victoria’s roadmap to net-zero emissions by 2050 and a target to halve emissions by 2030; establishes the 5-yearly Adaptation Action Plan framework under the Climate Change Act 2017. | Parent strategy for the 7 sector-based Adaptation Action Plans, including Education and Training. |
| DEECA / Department of Education, Victoria | Education and Training Climate Change Adaptation Action Plan 2022–2026 | 2022 | https://www.education.vic.gov.au/Documents/about/department/education-and-training-climate-change-adaptation-action-plan-2022-2026.pdf | Actions to: integrate environmental sustainability into ECE, curriculum and whole-school action (ResourceSmart Schools); build educator/learner capacity to understand and respond to climate risk; identify climate risks to the school asset portfolio; prepare a plan for thermal-comfort impacts in schools; embed climate data into land-use planning and site selection; support adult/community education providers to address climate-related learning barriers. | One of 7 statewide Adaptation Action Plans (with Natural Environment, Water Cycle, Built Environment, Transport, Primary Production, Health and Human Services). ~2 million Victorians participate in education/training annually. Explicitly names eco-anxiety and youth mental wellbeing as a driver. |
| Premier of Victoria / DEECA | Historic Action for Climate Change Adaptation (127 actions across 7 Adaptation Action Plans) | 2022 | https://www.premier.vic.gov.au/historic-action-climate-change-adaptation | 127 actions across the 7 sector plans (incl. education) to withstand and cope with climate change, backed by ~$2 billion in climate action investment over the preceding two years. | Media release accompanying the launch of all 7 Adaptation Action Plans; useful as a top-level summary/citation for the whole AAP suite. |
| DEECA, Victoria | Victoria’s Bushfire Management Strategy | 2023 (10-year strategy) | https://www.vic.gov.au/victorias-bushfire-management-strategy | 10-year vision across 7 domains (incl. people & community safety, ecosystem resilience, shared responsibility) to manage bushfire risk ‘for safer communities and healthy ecosystems in a changing climate’; supported by a rolling 3-year implementation plan and a Monitoring, Evaluation and Reporting Framework. | Co-designed with land/fire agencies, community, Traditional Owners. Explicitly frames bushfire risk as intensifying ‘in a changing climate.’ Underpins DET’s Bushfire and Grassfire Preparedness Policy for schools. |
| Sustainability Victoria (transitioning to DEECA, 1 June 2026) | ResourceSmart Schools program | Since 2008 (ongoing; transitioning to DEECA) | https://www.sustainability.vic.gov.au/about-us/what-we-do/resourcesmart-schools | Free whole-school sustainability program (Core, Biodiversity, Energy, Waste, Water modules) helping schools cut resource use/emissions, embed sustainability in curriculum, and achieve 1–5 Star Sustainability Certification. | 1,600+ Victorian schools participated since 2008. Sustainability Victoria itself is being abolished in 2026 (per Silver Review response) — program moves to DEECA. Directly relevant to T4CCE as a comparator/partner program. |
| Department of Education, Victoria (Policy and Advisory Library) | Environmental Sustainability in Schools: Policy | Current (reviewed 2023–24) | https://www2.education.vic.gov.au/pal/environmental-sustainability-schools/policy | Guidance across 6 priority areas for a whole-school approach to environmental sustainability and climate change; mandates compliance with the Single-Use Plastics Ban and balloon-release laws; offers (non-mandatory) Environmental Sustainability Plan template. | Developed in partnership with the University of Melbourne Faculty of Education and Melbourne Climate Futures. Defines ‘eco-anxiety’ in its glossary — directly relevant to T4CCE’s wellbeing angle. |
| Department of Education, Victoria (PAL) | Bushfire and Grassfire Preparedness: Policy | Feb 2020 (last updated 30 Mar 2023) | https://www2.education.vic.gov.au/pal/bushfire-and-grassfire-preparedness/policy | Requires all registered schools to comply with VRQA bushfire preparedness guidelines; mandates pre-emptive closure of Bushfire At-Risk Register (BARR) and Category 4 schools on Catastrophic Fire Danger Rating days; sets CSIRO-informed risk categorisation methodology (0–6). | Notes research finding that student participation in bushfire planning improves risk-reduction outcomes at home/school/community — a concrete curriculum-connection point for T4CCE. |
| Department of Education, Victoria (PAL) | Emergency and Critical Incident Management Planning: Policy | Current | https://www2.education.vic.gov.au/pal/emergency-critical-incident-management-planning/policy | Mandates every school maintain an annually-reviewed, site-specific Emergency Management Plan (EMP) via the Online EMP Portal, covering all hazards (including bushfire) and offsite activities (camps/excursions); requires debriefs and trauma-informed recovery support after incidents. | Cross-references the Bushfire and Grassfire Preparedness policy. ‘Managing Trauma’ guide and eLearning modules available to school staff — relevant to student/staff wellbeing dimension of CCE. |
| Department of Education, Victoria (PAL) | Sustainable and Climate Resilient Facilities: Policy | Current | https://www2.education.vic.gov.au/pal/sustainable-climate-resilient-facilities/policy | Requires new/upgraded school facilities to apply environmentally-sustainable design, reduce emissions and increase climate resilience (shade, light-coloured roofing, ventilation, solar/wind where installed) per the Building Quality Standards Handbook (BQSH); addresses heat, UV and air-quality risk to students and staff. | Connects to Student Dress Code and Sun & UV Protection policies as extreme-heat adaptation measures — useful cross-reference for a ‘built environment meets curriculum’ angle in T4CCE. |
| NSW Department of Education | Our Commitment to Sustainability (incl. Net Zero Roadmap) | 2023 (to 2030) | https://education.nsw.gov.au/about-us/strategies-and-reports/our-commitment-to-sustainability | 9 sustainability goals to be reached by end of 2030, including net-zero operations by 2030; commits to ‘preparing young people’ as one of 6 focus pillars, alongside built environment, culture and community reach. | Explicitly ties commitment to the Alice Springs (Mparntwe) Education Declaration (2019). Useful interstate comparator to Victoria’s AAP. |
| NSW Department of Climate Change, Energy, the Environment and Water | AdaptNSW — Climate Change Education for Students | Ongoing (syllabus updates from 2024) | https://www.climatechange.environment.nsw.gov.au/climate-change-education-students | Supports NSW curriculum delivery of climate change via Geography, Science, Business Studies and Economics; cites the 2022 NSW Flood Inquiry recommendation for an evidence-based, targeted DoE climate education campaign. | References OECD Future of Education and Skills 2030 framework. Good comparator for T4CCE’s teacher-resource function. |
| Queensland Department of Education | Sustainable Schools initiative (incl. School Environmental Management Plan template) | Ongoing | https://education.qld.gov.au/initiatives-and-strategies/strategies-and-programs/sustainable-schools | Provides a central sustainability resource hub, 20+ Outdoor and Environmental Education Centres, and a School Environmental Management Plan (SEMP) template; links school action to the UN SDGs. | Less climate-specific / more general sustainability framing than Victoria’s AAP-based approach — worth noting as a contrast in your comparative table. |
