Volume 46 - No. 2

Vol 46 I No.2

Official publication of the Australian Education Union (SA Branch)

April 2014

AEUJOURNAL SA Communities tell Canberra:

we want six years of Gonski

Inside: u Class

Size: Are schools complying with the Award?

u Aboriginal

History Why kids should learn about our Indigenous past

Features President’s View

AEU Union Journal Training

Communities tell Canberra:

we want six years of Gonski

Class Size pages 6 – 7 Are all schools complying with the Award?

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: AEU Printing: Lane Print

Inside: u Class

Size: Are schools complying with the Award?

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union.

Deadline Dates Publication Dates #3 May 2 May 21 #4 June 6 June 25 #5 July 25 August 13 #6 August 29 September 17 #7 October 17 November 5

u Aboriginal

History Why kids should learn about our Indigenous past

Gonski Road Trip ends in Canberra

Aboriginal History

pages 11 – 13 Communities across SA come out in force to support Gonski.

page 14 – 15 Kids should learn about our Indigenous past.

Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

Letters to the Editor

*Winner of top letter!

Dear Editor, I’m writing to congratulate the AEU and its members for its consistent efforts to improve public school funding over many years. The I give a Gonski campaign is the latest in a long line of campaigns that have unashamedly put the needs of kids in public schools at the forefront of public discourse and it has done so with great success, despite ongoing unscrupulous attacks from the Federal Coalition, both in opposition and government.

I’ve heard it said by many people that money isn’t the answer, and yes, just throwing money at something doesn’t always make a difference. However, the Gonski reforms go so much further than just applying a dollar figure as a fix-all. Having read the Gonski report it is clear, and should be to even the most sceptical observer, that the

reforms are a gigantic improvement on what currently exists. It’s a shame the Coalition, and others, have felt it necessary to use Gonski as a political football and I urge them, in the interests of all Australian children, to reconsider this approach.

Education is the key to our future as individuals, communities and as a nation. The moment we accept inequity in education we are condemning ourselves to underachievement as a society, and that is simply unacceptable.

While it appears that the fight for Gonski is far from over, we must take heart from the fact that so many more people are aware of the inequities that exist in education funding, and this is largely thanks to the AEU’s I give a Gonski campaign. As a parent of a child with special needs attending a public school, I urge all AEU members to main-

tain the fight for a fairer funding system until the goal is realised. When the battle is won, you will be remembered as the generation of educators who took a stand for what is right, and your legacy will be seen in every child who reaches his or her potential, regardless of their background.

As parents we will stand with you in n this battle for our futures.

Lee-Anne Cartledge Parent lobbyist

Best letter in each issue of the AEU Journal will receive two tickets to either Palace Nova Cinemas or the Adelaide Symphony Orchestra.

Email to:

journal@aeusa.asn.au

3

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years

solidarity

President’s View

Senate Inquiry

State Election: what next?

Inquiry receives thousands of submissions

AEU SA Branch President David Smith writes. known as Brighter Futures. How the regional support structures formerly enjoyed by schools and preschools will be organised or paid for is unclear. Just how the partnerships will work is still under development. The time, energy and cost of running a partnership are also concerns, especially for principals and preschool directors who are increasingly finding themselves away from their workplaces.

G

eoff Brock has spoken. After a week of intense speculation, the Member for Frome has decided to support a minority Labor State Government.

This election raised a number of educational issues. The most obvious was the difference in the major parties’ stance on the federal funding reforms as outlined by David Gonski and his committee. We published the responses in the last Journal. In brief, the AEU’s long-held view that in order to address educational disadvantage by continuing the funding for the complete six years was shared by Labor but not by the Liberals who committed only to the first four years. This is a critical distinction, as we AEU members are well aware, because the bulk of the money was to come in those last two years.

The AEU is not affiliated to any political party but of course we acknowledge those parties who adopt policies we support. During the election campaign Labor, the Greens and Dignity for Disability all pledged their support for the full six years of Gonski funding. We appreciate that, but what happens now?

Clearly the funding is in doubt. The Federal Government is at odds with the governments of NSW, Victoria, Tasmania, South Australia and the ACT. There is no obvious resolution in sight. While we obviously support the funding stance of our state government, there are some other more local matters to be dealt with as well.

There are many questions still hanging over the DECD reorganisation once

The workload of all education workers has been excessive for years and the new demands and expectations are simply exacerbating that. In addition, there are the demands for accommodating the Australian Curriculum, the approach of the next Enterprise Agreement, the use of TfEL, cuts to TAFE courses and the increasing privatisation of vocational education, an unhelpful emphasis on NAPLAN, the implementation of the National Professional Standards for Teachers, the ill-devised notion of Independent Public Schools and their lure of autonomy, and so on.

How well will AEU members deal with all that, on top of the normal duties involves in teaching and learning? We would hope very well. To handle all those layers of work and expectations, and maintain our critical role in all public educational workplaces of seeing that decisions are made with fairness and natural justice, we need to be vigilant. We need to have active and committed sub-branches, take a full and active part in Personnel Advisory Committees, and be abreast of the industrial rights of our fellow members.

All of that demands a lot of us but is critically important. While we may be pleased that for now there continues to be a pro-Gonski government in place in our State, we need to remain alert to the plethora of other factors and forces at play in the educational world here and beyond our borders.

The very survival of our system depends on it.

In solidarity, David Smith

n

The Senate Inquiry into schools funding has received over 2800 submissions from parents, teachers and principals supporting the Gonski funding model.

AEU Federal President Angelo Gavrielatos said that 418 submissions from individual schools had been sent to the Senate Inquiry through the I give a Gonski website before submissions closed on Friday March 21. Other schools have submitted directly to the Senate.

The school submissions are in addition to over 2400 individual submissions from individuals concerned about the poor resourcing of public schools and the need for greater equity in funding.

“The message from across the country is clear: public schools are already seeing the benefits of increased Gonski funding, and they need the full six-year agreements to ensure all children get a quality education,” Gavrielatos said.

The funding is providing extra support for students and teachers. It is going to where it is most needed; schools in rural and remote areas, students with disabilities and students from low-income households.

“We are already seeing schools get more support for individual students, and for teachers. The investment of the Gonski money is already starting to lift resources for under-funded public schools and close achievement gaps,” Gavrielatos said.

“These are not pro-forma submissions, each one is unique and shows the depth of concern among schools and parents that the Abbott Government will not deliver the full six year Gonski funding agreements,” he added.

Two-thirds of the increased Gonski funding will come in the fifth and sixth years of the agreements, which is why the Abbott Government needs to commit to the full agreements, not just the first four years.

Without the full six years up to 20 per cent of schools will not meet the minimum resource standard recommended by the Gonski Review.

“The May budget this year is a critical test for this government - we’ll see whether Tony Abbott plans to honour the five signed Gonski agreements, or whether he plans to deny the extra resources the Gonski Review so clearly showed our kids n need,” Gavrielatos concluded.

5

Survey: Class Size Where a teacher teaches a composite class the class size shall be the lower of the class size prescribed in the Enterprise Agreement (clause 5.3.6). Does this occur in your school?

What members are saying about Class Size Over recent weeks the AEU has been conducting a survey of members on class size. Here’s what you told us.

If there’s one challenge that outstrips all others in public preschools and schools it has to be workload. Educators in the public system are working harder and longer than ever before.

According to member feedback to the AEU, class size is a major contributing factor to workload pressure.

With the fixed resources provided to schools and the physical facilities, class sizes should be planned on the minimum number of students possible (clause 5.3.4). Does this occur in your school?

YES

33.84%

Of greatest concern is that in the vast majority of cases class size is not being reduced when students with special needs are being enrolled in mainstream classes.

NO

29.66%

DON’T KNOW

36.50%

While the results of our recent class size survey reveal, encouragingly, that a good percentage of schools are trying hard to comply with the enterprise agreement with respect to class size and associated issues, there are clearly many that are not.

The results to key questions are as follows:

The organisation of teaching should provide and maintain so far as is practicable, a working environment that is safe and without risks to health (clause 5.3.3). Does this occur in your school?

YES

74.33%

NO

25.67%

YES

37.15%

A teacher, the principal and the PAC must agree if the class size is going to be greater than that specified in the Enterprise Agreement (clause 5.3.8).

Does this occur in your school?

NO

46.25%

YES

60.54%

NOT APPLICABLE

16.60%

NO

39.46%

When class sizes are deemed to be large are other adjustments made to support the teacher in your school?

6

YES

34.22%

NO

38.67%

NOT APPLICABLE

27.11%

Where a class has one or more students with an Individual Learning Plan or students with other special needs the PAC should plan for the minimum class size possible (clause 5.3.10). Are class sizes in your school reduced where students with individual learning plans or other special needs are enrolled?

YES

15.79%

NO

73.28%

NOT APPLICABLE

10.93%

The Government has implemented its early years funding initiatives to reduce class sizes in the early years of schooling with the greatest reduction targeted towards the most disadvantaged schools.

The purpose of the funding is to provide additional teachers to reduce class size.

Early years funding must be used to apply extra staff to early years classes.

(PAC Handbook p27) Is the early years funding in your school being used to employ teachers to reduce class size?

YES

31.36%

NO

27.73%

NOT APPLICABLE

40.91%

Practical classes should be planned for the minimum class size possible within available resources. They should be determined having regard for the nature of the activities, the nature of the equipment issued, the maturity and competence of the students and the capabilities of the teacher to provide expert supervision (clause 5.3.9). Does this occur in your school?

YES

18.42%

NO

20.68%

DON’T KNOW

25.19%

NOT APPLICABLE

35.71%

The PAC must have regard to the total number of students and classes for which a teacher has responsibility continued over page 3

Vice President’s Report for preparation of lessons, report writing and assessment of student work (clause 3.5.9(r)). Does this occur in your school?

YES

60.26%

NO

39.74%

What should we do if class sizes are a problem at our school?

If class sizes are a problem at your school and industrial provisions are not being met, you and your AEU sub-branch can take action.

1. Information on class size can be found at: a. The Enterprise Agreement at clause 5.3 b. The PAC Handbook; and c. AEU Fact Sheet on Class Size.

(See AEU website) This information can be made available to members so that they are all aware of their industrial conditions. It is important that members are informed as to their rights and entitlements so that they can make good decisions.

2. Hold a sub-branch meeting to discuss the matter and to address the concerns of members.

3. The issue of Class Size may affect more than just current AEU members.

There may be other teachers in your school who have large class sizes and might be interested in joining the AEU to help us address this problem. If this is the case please encourage them to join. Membership information can be found on the AEU web site.

4. If members are concerned about class size then the sub-branch should write to the PAC raising concerns and seeking a response outlining how the matters will be addressed. This should be provided within five days.

The AEU PAC representative should be able to talk to the PAC about concerns of staff. Members should ensure that they are fully aware of all the issues. Hopefully the concerns can be addressed promptly by the PAC. 5. If the PAC cannot address the class size concerns please contact the AEU Information Unit on 8272 1399 or n seek further support.

Students with Special Needs – what about workload?

AEU Vice President Jan Murphy writes...

Children and young people with special needs are enrolled in a range of educational settings right across the State. AEU members in all sectors work with children and students with disability and special needs on a daily basis.

Working with students with special needs was raised as a major contributor to teacher and leader workload in the 2011 workload review. Members continue to raise these concerns, but what’s changed? What have DECD done to address this huge issue for AEU members?

All children have the right to a high quality education and to have the opportunities and support they need to be the best that they can be. All members have the right to a healthy work/ life balance and a fair and sustainable workload. What happens when the resources are inadequate to provide what’s needed?

AEU members who work in Special Education settings are subject to many challenges, as are those working in the mainstream. Nobody who works in education could deny that increasing complexities are evident for all who work with children and students right across the system.

Class sizes for special classes are in the RES notes and the following statements are taken from the current Enterprise Agreement and the PAC Handbook: • Class size should be planned on the minimum number of students possible.

• Where a mainstream class has students with individual plans or other special needs, the PAC should plan for the minimum class size possible having regard to the nature of the

students and their special needs, the number of these students in a class and the level of support they require, the educational needs of all students in the class and the qualifications, experience, capabilities and workload of the teacher.

• There must be at least one SSO present at all times in special classes and units.

• Teachers will be provided with adequate release time to liaise, develop and write individual education plans.

• Schools are required to provide a working environment that is safe and without risks to health.

What happens in your workplace to support you when you work with students with special needs? Is your class size reduced? The recent AEU class size survey (see p6) suggests that it probably isn’t.

The roles of your PAC and subbranch are crucial in resolving workload issues. Reaching agreement on an EA or PAC Handbook is only part the battle, making it happen in workplaces can be a bigger challenge. The member fax sent to schools in March provided specific examples of what your subbranch and PAC can do, and how you can use the strength of the collective to help tackle workload issues.

The AEU has been raising Special Education and other workload issues in the Workload Monitoring Group since early last year. (This group was established out of the Workload Review and all details are in the EA.) DECD have not addressed any of the issues raised with the group by AEU members since its establishment last year. There were several recommendations endorsed at AEU Branch Council about the lack of any resolutions and the need for further AEU action. n 7

Face-to-Face Teaching

LGBTI News

You may be eligible for extra payment The Industrial Relations Commission of South Australia has handed down orders on the operation of clause 5.2.14 in the South Australian School and Preschool Education Staff Enterprise Agreement 2012, “Relief Lessons Above the Maximum Face-to-Face Teaching Load” and Clause 5.2.15, “Requirement to Work in Excess of the Maximum Faceto-Face Teaching Load”. These clauses provide for additional payments to be made if teachers and leaders work above their maximum face-to-face teaching load. (*Conditions apply) The Orders will improve the operation of the clauses for many members.

In short the changes include: • An agreed formula that will be used to calculate the hourly rate and apply a 25% loading.

• There is no cap on the annual salary used to calculate the payment. This means that teachers and leaders who are normally paid above the classification level of Step 9 will now have the payment calculated using their normal fortnightly salary. DECD had been asserting that the payments would be capped at Step 9 meaning that leaders and AST2 teachers would have receive a lesser payment.

• Time worked will be rounded up to the nearest 15 minutes.

• The maximum face-to-face teaching load for Band A leaders, e.g. principals, has been defined for the operation of this clause. This enables them to be paid the allowance, as a maximum load has been set.

The orders apply from 19 January 2013. This means that some members may be able to make claims back to this date or receive additional payments if they have already claimed. n

For more information go to:

8: www.aeusa.asn.au and download the South Australian School and Preschool Education Staff Enterprise Agreement 2012 under Popular Links (bottom left hand side).

8

Only ‘normal’ teachers can teach sex ed!

We can tackle ignorance and prejudice through education writes Elisa Resce

R

ecently, “education expert” Kevin Donnelly, one of the team hired

by Christopher Pyne to review the Australian Curriculum, has been in the spotlight for his views on homosexuality. In his 2004 book Why Our Schools Are Failing, he criticizes the education union for arguing that “gays, lesbians and transgender individuals have a right to teach sex education”. He continues: “The union argues that…any treatment of sexual matters should be positive in its approach”, and that school curricula should “enhance understanding and acceptance of gay, lesbian, bisexual and transgender people.’’ ‘’Forgotten is that many parents would consider the sexual practices of gays, lesbians and transgender individuals decidedly unnatural and that such groups have a greater risk in terms of transmitting STDs and AIDS.”

Donnelly has reiterated these views in a number of articles since 2004, including one published on the ABC’s The Drum in 2011.

It is astonishing that Kevin Donnelly has not made the connection between a greater risk of sexually transmitted infections, and a lack of access to relevant sexual health education for LGBTI people. More frightening is that these comments come from a person hired to ensure the Australian Curriculum is ‘balanced’!

Our ability as educators should not be defined by our race, culture, gender

or sexuality, but unfortunately myths and prejudices still abound. While Australia is not facing the level of violent or legislative prejudice seen in places like Nigeria, Uganda and Russia, negative myths surrounding homosexuality and non-gender conformity continue to harm LGBTI people. There are still issues such as rejection from families and churches, invisibility and bullying in many schools and workplaces, and high rates of homelessness, self-harm, depression and suicide.

Despite the psychological, sociological and even religious studies that have been rigorously peer-reviewed and accepted – let alone the lived experience of many LGBTI people - these kinds of myths are not only given credibility but, in some cases, are fought to be protected as a religious or cultural right.

The battle against prejudice is best carried out through education, and many schools are already making a difference by celebrating IDAHO day (International Day Against Homophobia) on May 17th. A number of schools held activities last year and the AEU Journal looks forward to reporting on those active on IDAHO Day in 2014.

If your school is planning to hold IDAHO activities for the first time and looking for ideas, check out the LGBTI page on the AEU website. A school holiday workshop is being held for members in the Port Pirie area (details p 21).

This would also be a good opportunity to gather ideas for your school’s celebration. n

: www.aeusa.asn.au >Your AEU>Interest 8 Groups>GLBTI

sustainability Environment

Sustainability begins with education Brighton PS Sub-branch Secretary Penny Karatzovalis reports on her school’s environmental focus.

B

righton Primary School has a strong focus on sustainability with students heavily involved in many hands on projects.

Teacher Simon Hutchinson has been instrumental in promoting sustainability and encouraging children to become more connected with their natural environment. Grants from SA Natural Resource Management and City of Holdfast Bay helped to establish a produce garden, separated bin system, composting area and other natural learning environments.

The school’s produce garden has given students a deeper understanding of where food comes from. Students have been involved in all stages of getting the garden up and running. This has included germinating seeds, planting seedlings, weeding, and harvesting the produce. Having a produce garden provides many learning opportunities for students and promotes the consumption of locally grown food. Awareness is also raised about the environmental factors associated with food that is transported from further afield. Students are also involved in selling the

“Many parents have noticed changes at home with students eating more fruit and vegetables, starting their own garden beds, and composting.” produce from the garden to the school community on a weekly basis or when in season. All money raised goes back into the garden project.

The journey of sustainability at Brighton PS has been a gradual one, however, a major turning point came after an audit was conducted by Wipe Out Waste in Term 1, 2013. By being involved in the audit students saw that changes had to be made with regard to waste; there was too much mixed rubbish going to landfill. Students became increasingly aware of their role in reducing what ends up in landfill and are now well trained in which of the three bins to use – the school has a three bin system along with a food waste bin in the indoor and outdoor learning areas where students separate

plastic wrappers, banana peels, juice boxes and other waste into the appropriate bins.

The team from Wipe Out Waste returned in Term 4 to do a further audit. With students so actively involved, Brighton Primary School was able to reduce waste going to landfill by 60% and was recognised for this with an environmental award.

Many parents have noticed changes at home with students eating more fruit and vegetables, starting their own garden beds, and composting. Sustainability is certainly a high priority for the Brighton Primary School community.

The AEU Journal is looking for other examples of sustainable practices taking place in schools. So whether you have a community garden, recycling program or paper saving policy at your school, please write to us about it and email to:

8For: journal@aeusa.asn.au more information on professional development, waste audits and sustainability learning resources, go to the Wipe Out Waste website:

8: www.wow.sa.gov.au

9

Privatisation

Free market education is failing communities AEU Research Officer Mike Williss reports

L

ast June a chain of independent, state-funded “free” schools in Sweden announced that it was closing immediately.

The schools, which collectively enrolled over 10,000 students, were owned by JB Education which in turn was owned by Axcel, a Danish private equity firm. The school chain’s students were informed through the media.

Sweden was the pioneer of the move to independent public schools as far back as 1992. It also pioneered the further move to the operation of schools by forprofit corporations.

However, the results of this free-market mischief have been far from convincing; indeed the country’s 2012 PISA results showed huge drops in the three measured areas of science, reading and maths.

“Swedish results fall as free school revolution falters,” read the December 3, 2013 headline in the British Guardian newspaper.

The British interest arises from Education Minister Michael Gove’s enthusiastic embrace of free schools and academies.

In 2008, he promised to introduce the Swedish system and did so in 2010.

British state schools judged to be inadequate by OFSTED, the government’s schools inspectorate, could be placed 10

into “special measures” which quickly became a means of handing schools over to charities, trusts and the corporate rich to be run as independent public schools.

Promises were made that by giving the principals of such schools the power to hire and fire staff, including untrained teachers and support staff, standards would rise and students would benefit.

In fact, OFSTED reported in November last year that free schools are actually underperforming compared to all schools inspected: 16 percent of free schools were rated as “outstanding” compared to 20 percent of all schools, whilst 8 percent of free schools were rated as “poor” compared to just 2 percent of all schools.

The case of Breckland Middle School in Sussex is instructive. With more than 300 students, the Suffolk County Council decided in 2012 to close the school, forcing students to travel a 20 mile round trip each day to the nearest available school.

Parents protested and established a Save Breckland Middle School (SABRES) Education Trust.

They were quickly convinced to apply for free school status and, with Gove’s blessing, became the first British school to be established and run by a for-profit company.

It was a Swedish company, Internationella Engelska Skolan (IES), established by a US teacher to specialise in the delivery of Swedish curriculum in the English language.

“We believe in discipline, the concept of ‘tough love’ and we have high expectations for everyone,” declared its founder and chair of the board of directors, Barbara Bergstrom. “This is in stark contrast to the currently endorsed ‘feel good curriculum’ in so many other places.”

Bergstrom’s business now operates 22 schools in Sweden with another 8 planned to open this year.

Like all capitalist businesses, for-profit school chains must seek to expand their operations and create further avenues for profits. Thus, it was not only expanding in Sweden, but also in Britain.

With Gove’s blessing IES Breckland opened under a contract with the SABRES Trust worth $21 million over 10 years.

The taxpayer money covers the entire operation of the school, including teachers’ wages and IES’ management fees.

IES refused to employ a single one of the middle school teachers already at the school, and founding principal Sherry Zand fired six of the new staff she had appointed only weeks earlier. No appeal was tolerated on the basis of a single clause in the teachers’ contracts that allowed for summary dismissal in the first six months.

With the school in turmoil, Zand was forced to quit. Angry parents began withdrawing students and demanding an OFSTED inspection.

The results of that inspection have just been announced: IES Breckland has been deemed to be a failing school and will be placed in special measures.

Gove’s embrace of independent public schools and for-profit operators has, in the prophetic words of a February 2012 report in the New Statesman, “become as toxic for the Tories as health” which has also been denationalised and handed over to the market place.

Meanwhile, IES bemoans the fact that the “right to choose schools is again being questioned and debated” in Sweden.

Why does it always seem to be the case that when a free market experiment in education is shown to be a failure, advocates for its adoption in Australia n mysteriously appear?

cover story

1 Some of the Gonski supporters who turned out for our public event and van handover in Mt Gambier

Gonski Road Trip a great success From Ceduna to Mount Gambier, AEU members came out in droves to support the SA leg of last month’s Gonski Road Trip.

AEU

members and their local communities have called on the Federal Government to commit to the full six-year Gonski agreements. Since July 2012, the AEU has engaged in a community campaign which has reached the hearts and minds of parents, teachers, SSOs, principals and school communities who care about making a difference to the education of their children and students. Over 130,000 people have joined the I give a Gonski website and the facebook page now has 73,000 likes. The message about fully funded Public Education is resonating with the community.

Over a period of three weeks during the lead up to the state election, the Gonski van was a symbol of hope and action for school communities who demonstrate time and time again that they will not give up the fight for funding certainty for schools. During this campaign, we have contacted politicians and local candidates across the state, held community events, barbecues, given out leaflets, stickers and magnets, used social networking, worn

gonski t-shirts and held placards on main roads – all in the name of a strong public education system. We have not stood alone at any of these events as AEU members, parents and yes, even some politicians took up the call to tell people why they need to give a Gonski for our students.

The AEU contacted the major parties to invite them to sign a pledge to commit to the full six-year funding deal. Of note was the fact that only the Premier, Jay Weatherill, Greens MLC Mark Parnell and Dignity for Disability MLC Kelly Vincent signed the pledge on behalf of their respective parties. Further, they and other members of their parties took the opportunity to join us on the campaign trail where possible. This included key marginal seat MPs Stephanie Key in Ashford and Paul Caica in Colton.

Given the outcome of the state election, one might suggest that giving a Gonksi had a significant impact on the result.

Next steps The first round of Gonski funding is starting to flow into schools to be used, as intended, to support those students with the greatest need. South Australia has a six-year deal with the Common-

wealth but the AEU is concerned there will be moves federally to change this arrangement, given the negotiations that have taken place in NT, QLD and WA. So, the I give a Gonski campaign must continue. In the lead up to the Federal Budget in May, we will be seeking your support to call on the Abbott Government to: • Fund the full six-year Gonski agreements rather than providing less than one third of the money • Ensure that QLD, WA and the NT distribute the Gonski funding they receive to schools according to student need • Honour its commitment to provide the additional Gonski money for students with disabilities, which is due to start in 2015.

This is a once in a generation opportunity and your help is vitally important.

The AEU thanks the many people who participated in and supported our Gonski Road Trip and we look forward to seeing you at the next campaign event. n See photos from the SA Gonski Road Trip over page 333 11

cover story

1 AEU President David Smith hands over the keys to our Victorian colleagues in Mt Gambier.

1 Staff at Grange PS show their support for Gonski.

1 Elizabeth Grove PS is among the many schools that will benefit from six years of Gonski funding.

1 Staff at Warriappendi School with AEU Officers and Kelly Vincent MP.

1 AEU Organiser Daniel Pereira accepts the Gonski van keys from SSTUWA staff in Ceduna.

1 Staff at Ceduna AS kick off the road trip!

1 Seaton HS giving a Gonski as the van rolled into Adelaide.

1 The Gonski van crosses the Murray at Mannum as it heads toward the Sth East.

1 Staff at Cowandilla PS welcomed the Gonski van to Adelaide.

1 Elizabeth Special School members out in force for the Gonski van visit.

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cover story

1 AEU Women’s Officer Tish Champion taking action on Anzac Highway after a delegation to Steph Key MP.

1 Parents and students with the Gonski van at Augusta Park PS.

1 Members at Naracoorte South PS giving a Gonski.

1 Staff at Reidy Park PS with AEU President David Smith and Vice President Jan Murphy.

1 The Halbert family of Ceduna were among the first to take action on the road trip.

1 Staff having fun at Nicolson Avenue PS.

1 Parents sign the Gonski petition at Augusta Park PS.

1 Members at Murray Bridge Sth PS taking Gonski action.

1 AEU Organiser Daniel Pereira looks on as a parent at Risdon Park PS signs up to the campaign.

1 Loxton PS gives a Gonski with AEU President David Smith (left).

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Running Head Indigenous focus 7 A hunting scene from Australia’s past. Aboriginal people were and still are great hunters.

directly refutes this type of thinking, but until recently the monuments and achievements of ancient Australia have remained largely invisible to the mainstream public.

The National History Curriculum

Why our kids should learn Aboriginal history Griffith University Senior Research Fellow Michael Westaway writes.

T

he national history curriculum implemented across Australia from 2011 provides the opportunity for educators to comprehensively tackle for the first time 50,000 years of Australia’s history. The future of this innovative new approach to understanding Australian history is potentially threatened by moves from the new government to review the national curriculum.

It is not yet clear how this review might reshape the history curriculum.

The Federal Minister for Education has stated that the legacy of Western civilisation needs greater acknowledgement, but what does this mean for the Aboriginal past? There are currently conflicting voices about the relative weighting given to different aspects of Australia’s past, but the last 50,000 years of Aboriginal history needs to be the start of the Australian story.

Australia’s ‘Ancient History’ The archaeological history of the First Australians is a truly remarkable story. At a time when Europe was still the domain of Neanderthals, the earliest Aboriginal societies were establishing complex religions, burying their dead with elaborate rituals, engaging in long-distance trade, making jewellery, and producing magnificent works of art.

Over the ensuing millennia these societies witnessed huge changes, including the mass extinction of the megafauna 14

“History should be deeper and further reaching, and responsible education needs to encourage broader appreciation for the diversity of history and culture.” and the intense desertification of Australia during the last great Ice Age. They changed and adapted and rose to these significant challenges. They made social and economic choices, developed sustainable ways of living, undertook significant engineering feats and created one of the most unique ‘civilisations’ in the world.

Unfortunately, very few Australians are aware of this story. It does not easily fit with the colonial mythologies around which popular histories of Australia have traditionally been constructed.

Indeed the very use of the term ‘civilisation’ in relation to Aboriginal Australia will no doubt confound some readers.

Perhaps the most insidious myth perpetuated about Aboriginal society is the idea it was ‘primitive’, ‘stone age’, ‘nomadic’, or ‘unevolved’. This type of thinking feeds racist stereotypes and discriminatory attitudes which continue to marginalise and disassociate Aboriginal Australians from the national identity. The archaeology of our continent

Australia’s Aboriginal history is a story over 50,000 years in the making, but one that has generally been excluded from Australia’s school education system. The new curriculum provides significant opportunities for reconfiguring Australia’s understanding of Aboriginal history and overturning the legacies of this ‘excluded past’.

The benefits for true reconciliation through teaching future generations about the past 50,000 years are enormous. The history many of us carry into our adult lives is that which we are taught at school. If the stereotypes around Australia’s human past prior to the British settlement in 1788 can be deconstructed, and the archaeological history of Australia placed into its global context, then we will move towards a greater respect for the significant achievements of the First Australians.

The national curriculum takes a chronological approach, and places the world’s historical experience in perspective by mapping cultural changes through time. There is no doubt that building a global perspective of humanity’s trajectory since the dispersal of modern humans out of Africa some 60,000 years ago is no small feat. Discussing that story in a classroom context is a challenge, but at the same time an intensely exciting one. Teachers in the classroom will certainly require support and new resources to achieve the aims of the curriculum.

How then do we respond to the new governments proposed changes?

Throughout Australia teachers and educators have already begun implementing the new curriculum and are already bringing a new national story to the attention of future generations.

New resources are needed to support the acknowledgement of the deeper Aboriginal past and should extend to investment into sophisticated education and research facilities in landscapes, such as the extraordinary Willandra Lakes World Heritage Area-, that will

Leaders Focus help connect people to this 50,000 year history. The centenary of World War One has seen Australian governments of all persuasions commit millions of dollars into the commemoration of this global tragedy, which gave birth to the Anzac Legend. There is little doubt that it is an important historical event to acknowledge in a meaningful and thoughtful way. The commemoration of 40 years since the discovery of Mungo Man also occurring this year is another important historical event Australians should acknowledge. And this is why the new Australian curriculum is such an important document - it offers a path to new understanding.

Empathy and Reconciliation One of the most important skills promoted by historical inquiry is that of empathy, a feeling of sympathy and engagement for other people from different time periods and cultures. Empathy is a very powerful emotion that helps us recognise and understand diversity. As such it is an important prerequisite for achieving reconciliation in our society. If students can develop the knowledge of why cultures are different it will help develop empathy and encourage an appreciation for diversity, and hopefully, undermine growth of racist viewpoints. Focusing only on the Judeo-Christian account of Australia’s heritage reflects an old adage that history is written by the victors. This reduces our capacity for empathy and ultimately deprives us of a more comprehensive appreciation of our humanity.

History should be deeper and further reaching, and responsible education needs to encourage broader appreciation for the diversity of history and culture. In this light the Australian history curriculum is a gallant, bold approach to tackling Australia’s place in the global context. It is something that we should work towards embracing. The rewards will be far deeper for future generations of Australians. Of course Western Civilisation is an important part of our history and it has a strong presence in the curriculum. But Australia’s history is more than this, and the grand story of the First Australians is an important starting point for a truly Ausn tralian narrative.

This article was first published on The Conversation on March 14, 2014. www.theconversation.com

We need time to lead When the admin is done there’s little time left for educational leadership writes Keithcot Farm PS Principal Stephen Measday.

T

he recent Principal and Directors’ conference at the Adelaide Convention Centre was an interesting experience for education leaders. There were some significant contrasts that were the topics of many of our conversations. There was the conversation about the political agenda and the educational agenda and the lack of connection between the two. There was the conversation about being told that our performance is poor and then being told that other parts of the world continue to look at what we are doing as something to aspire to. Clearly these two conversations are linked.

A third conversation was about the critical importance of school and preschool leaders in the process of improvement and change. This conversation was littered with references to more accountability, less flexibility and an increasing workload.

A fourth was the unhealthy separation and level of distrust between leaders working on the front line of our education system and the decision makers in Flinders Street.

These are genuine issues and, as leaders and educators, we need to be engaged in finding solutions. Two solutions were mandated at the conference.

Increased collaboration through partnerships and improvement through a better business plan and model. While it is unlikely that either will produce the kinds of improvements required by the political agenda and the learning improvements desperately needed by the educational agenda, at least there are some plans on the table and the opportunity for further discussion. I still grapple with the idea that building consistency and conformity is compatible with success in a learning organisation in the 21st century.

The workload conversation is a significant one for every school leader and also for the AEU. I was greatly concerned by the low morale at the conference and the comment from Tony Harrison that

there are Principal vacancies that are attracting no interest.

We need to consider some things. I do not believe that we are working harder. We have always done that. I believe that the proportion of our work which meets the political agenda has grown dramatically and at the expense of our work as educators who work to improve the learning experience for all of our students. A day spent trying to find an SSO through VSP, writing critical incident reports or preparing for the next accountability process is not a day which delivers a sense of achievement or even hope for a better school. It is not a day which improves the learning culture of the school or preschool. It is a day where what you have to do gets in the way of what you need to do.

In August the South Australian Branch of the AEU will hold our annual Leaders’ Conference. The topic will be ‘workload’ and the focus will be on what we do, why we do it and what we can do to improve it. Over 80% of school and preschool leaders are members of the AEU and it would be great to have you participate in the program.

We are currently negotiating with a keynote speaker with fantastic research and insights into workload issues and we will be building the conference around her contribution. As leaders we need to use these opportunities to build a coherent and positive way forward and, as senior educators, we need to ensure that the educational agenda challenges and modifies the political n agenda.

Stephen Measday is Principal of Keithcot Farm Primary School and Chair of the AEU SA Leaders’ Consultative Committee.

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Comment

Our resources reflect our values As a union of public educators, we are proud to uphold the values of equality and social justice. Elisa Resce reflects on how, in class resources, representation is still a big issue.

It was with some shock that I discovered that To Kill a Mockingbird has been criticised as a racist text. How can it be racist, I wondered; it’s all about overcoming racism! And it’s one of Oprah’s favourite books!

So when I first read that Canadian students “found it demoralising”, I had to assume there was some kind of cultural quirk that did not apply here (or to Oprah).

But then came the year I taught To Kill a Mockingbird to a class of students that, for the first time in our country town school, were not all white. And I realised that my favourite novel about civil rights was perhaps not as encouraging to my black students as it was to me.

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“When depicting racism, white heroes can be just as demoralising as white villains... if black characters are relegated to the role of victim.”

But why not? Atticus Finch, the humble 1930’s lawyer who stands up for condemned black man Tom Robinson when nobody else would, is a hero!

And therein lies the problem. Atticus Finch is a hero. The hero is white. Now let’s look at the black characters in the novel.

Tom Robinson is unjustly convicted of raping a white girl, and shot to death.

Calpurnia, Atticus’ cook, helps raise

the children. The rest of the black characters play minor, if not fleeting, roles.

Not only are there no heroic black characters in the book, but they are largely victimised, downtrodden, and rely on the white characters to save them.

Luckily I always teach To Kill a Mockingbird as a paired text. Surely Alan Parker’s wonderful 1988 film Mississippi Burning would provide more balance to my students.

Set in the 1960s, the film focuses on the murder of three civil rights activists in a southern town where the law and the Ku Klux Klan are synonymous. It is action packed and inspirational. But once again, the heroes are white.

And this time, the black characters in the film aren’t even named.

It is uncomfortable when we discover that our most beloved texts and classics may inadvertently add to the very power structures borne of race that we are trying to counter. But it is an important realisation to have. When depicting racism, white heroes can be just as demoralising as white villains if black voices are silenced and black characters are relegated to the role of victim.

So what does it mean? Does that mean I have to throw To Kill a Mockingbird out the window? At this point I can almost predict the Andrew Bolt article claiming that “political correctness has gone mad” because “even To Kill A Mockingbird can’t be taught without us being called racist”. Knowing Bolt’s style, a reference to book burning in Nazi Germany might even slip its way in there.

Well calm down, Andrew Bolt!

Nobody’s freedom of speech is being restricted here. And I am not getting rid of To Kill a Mockingbird. It is still a brilliant, sad, funny and magical text. But maybe it’s time to have another look at the response topics. Instead of asking students to write an essay on racism, why not ask them to write about representation: how does the representation of people of colour reflect the era in which the text was written? Does this representation perpetuate racial stereotypes and power structures, or challenge them, or both? Instead of giving them a continued over page 3

Vice President’s Report paired text, why not ask them to find other texts represent people of colour in a more realistic and empowering way – especially texts that are written and produced by people of colour?

Also, just because racism is a theme, does the student response necessarily have to be about racism? Lee is an amazing writer, and imitating her humorous style as she captures the childhood experience is a great creative writing task. And what about asking students to write a chapter from the perspective of Tom Robinson’s son or daughter – who, when written in first person, could be given just as much courage as Scout? In this way, we can reflect on representation rather than reenforcing the white-saviour/black-victim narrative.

How can we choose texts that better represent our values?

In 1985, Allison Bechdel’s comic Dykes to Watch Out For released the episode, The Rule (see p 16 top left).

The episode became very popular and led to the Bechdel Test, a film appraisal test with only three rules: 1. That it has at least two (named) women in it 2. Who talk to each other 3. About something other than a man.

It is a fun and sometimes frightening test (even Disney cartoons rarely pass muster!) but it is a great way to see just how much our resources reflect our values of equality and social justice, through the representation of characters. The Bechdel Test can also be applied to people of colour and LGBTI characters by altering the third rule to white characters/straight characters (respectively).

Want to get involved?

We know that you, as members, are teaching some amazing and inspirational texts, and we’d like you to share them with us! We are looking for short reviews of novels, films, apps, comics, paintings – you name it – that reflect the values of social justice and equality.

If you would like to share your ideas with us, write in to:

8: journal@aeusa.asn.au

We look forward to hearing from you! n

HATs and Leads trial to begin soon AEU Vice President Howard Spreadbury reports The 2014 year has commenced with the continuation of the campaign to secure significant additional funding for schools (Gonski), the further implication of policy areas such as the Same First Day policy in preschools and schools, and the finalisation of the Enterprise Agreement clause relating to the implementation of a trial to investigate the future potential of certification as an authentic recognition and professional development opportunity for Highly Accomplished Teachers (HAT) and Lead Teachers (LT).

Clause 6.10.1 of the Enterprise Agreement states, “Consequent on the establishment of the National Professional Standards assessment process, DECD proposes to conduct a trial for new HAT and LT in the 2014 and 2015 school years in a designated number of schools. The design of the trial, allowances or payments of the trial may be applicable and an evaluation process will be agreed between DECD and the AEU.” At its meeting on February 3, AEU Branch Executive endorsed the trial, having negotiated some changes to the payments to achieve a defined salary of $92,377 for HAT (equivalent to AST 2) and $97,377 for LT (AST 2 plus $5000), plus an allocation of 20 half-day TRT release per participant.

Teachers in Band B-1 positions who participate in the trial will maintain their Band B-1 role and will receive the higher salary level of either Band B-1 or Lead Teacher during the trial. They will also be eligible for the additional TRT release allocation.

Teaching staff in schools and preschools are eligible to apply to participate in the trial if they are permanent or contract (minimum one year) teachers or in Band B-1 positions. They must be committed to undertake the certification process, as determined by the Australian Professional Standards for Teachers, during the period of the trial. The certification application fee of $650 will be covered as part of the trial.

While the trial is to be conducted over two years, the AEU has negotiated provision of an interim review at the end of 2014 in order to allow the inclusion of

HAT and LT classifications in the next Enterprise Agreement, due for negotiation in the first half of 2015.

As this Journal goes to print, the AEU is in the final stages of negotiation regarding the process of application. Selection will be managed by a number of panels which will have representation from the AEU and DECD. Selection will be weighted towards Category 1–3 schools. The application process has been designed so that it is not onerous with applicants providing examples of work against the seven standards from the Australian Professional Standards for Teachers. The initial application process is for participation in the trial and not for the certification process.

It is anticipated that the application process will be available by the end of this term with the subsequent selection process being completed prior to the beginning of Term 2. Members are encouraged to participate in the trial in order to access a rich professional learning program and to provide feedback on the application of the Standards in their practice to support improvements in student learning.

Preschool Workload Excessive workload continues to be an issue in preschools due to the application of the National Quality Standards and the implementation of state government initiatives such as the Same First Day Policy.

In Term 4, 2013, as a result of member lobbying of Minister Rankine, the government provided an allocation of $1500 per centre to support staff in the implementation of the new enrolment policy in preparation of the 2014 year. While members indicated that this additional resource was beneficial at the time, there remains a need for further support to enable all staff to continue to implement state and federal initiatives in a way that enables them to focus on teaching and learning while maintaining some work/life balance.

The AEU Early Childhood Consultative is in the process of formulating the next stage of the preschool workload campaign.

Members are to be congratulated for their participation in the campaign last year and will be advised as to the next steps early in Term 2. n 17

Women’s Focus

8: tchampion@aeusa.asn.au

Running Head on Email Tish Champion

have always praised my accomplishments and are indisputably invaluable and precious to me. I also express my gratitude to my partner, Joshua, for his praise and proofreading; to my patient and incredibly inspiring Women’s Studies teacher, Karen Zilm; my high school Principal, Sharon Goldman, and my beautiful friends. Without these people, my fruitful scholarly history would have been, in short, undeniably rotten.

Women’s Studies opened my once oblivious eyes, and once you look upon an issue as I have, you cannot turn your back to it, lest you willingly accept yourself as an invertebrate.

1 Back row from left: DECD Chief Education Officer Jayne Johnston, Teacher Karen Zilm

(Christies Beach HS), AEU President David Smith, Principal Sharon Goldman (Christies Beach HS). Front row from left: Teacher Anne Bourke (Le Fevre HS), Award Recipient Leeza-Jayde von Alpen and AEU Women’s Officer Tish Champion. Inset: Award Recipient Jovanka Ivanic.

Jean Pavy Awards 2014 This is the 18th year the AEU has honoured all public school students who received a merit in Women’s Studies 2 in year 12.

T

he AEU Jean Pavy Awards began as a way to honour past female unionist and activist Jean Pavy who was instrumental during the Equal Pay campaign in the 1950’s.

This year Leeza-Jayde von Alpen and Jovanka Ivanic received a merit in Women’s Studies 2. Leeza studied at Christies Beach High School with teacher Karen Zilm and Jovanka studied at Le Fevre High School with teacher Anne Bourke.

Through their commitment and passion, Karen and Anne have successfully helped many students achieve a merit in Women’s Studies 2 over recent years.

The AEU congratulates Leeza and Jovanka on their wonderful achievement. Unfortunately Jovanka could not be present on the night but her teacher Anne Bourke (pictured above) accepted the award on her behalf.

Below, Leeza-Jayde explains why she studied Women’s Studies, what she gained and her vision for the future.

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My name is Leeza von Alpen and I should confess that my subject selection of Women’s Studies derived from an academic desire to pursue a literate subject where I could, yes, expand on my knowledge, but also express myself through my preferred medium – essays and articles.

I craved research, thirsted for knowledge, and Women’s Studies fulfilled these favoured erudite predilections of mine, and so I did not hesitate to opt for this class as a preference for my year 12 curriculum.

That which I learned in this topic, however, was so expansive, so poignant, that this one subject determined my aspirations concerning my future ambitions; I too now express a passionate adoration to educate our youth in not just literature, but also in Women’s Studies.

I am truly grateful to receive the Jean Pavy Award, and the influence of my supportive and encouraging family, cannot be overlooked or understated. They

Before I was enrolled in this subject, I – like the countless of other people on a global scale – was unaware of gender relations and the disempowerment that it inflicts. Despite that I have been affected by gender stereotypes; I find it a daunting truth that had I been born in an earlier era where women were voiceless, my intelligence would mean little and my physiognomy, differing from stereotypical constructions, would most likely situate me in a dubious position for marriage, ruining a meagre means of empowerment and resulting in social ostracism.

Equality has, of course, come a long way since those times, but true equality between sexes has not yet been fulfilled.

I hope that one day we can attain a future where just because a woman is biologically determined as a female, that this will no longer mean that they will be exploited to demeaning, restricting and narrow gender stereotypes.

Our grass roots may originate in a diversity of global gardens but I dream that we, the multicultural flowers of the Earth, will one day shoot up and shatter the oppressive glass ceilings of our greenhouse societies.

I aspire for one of my principal accomplishments to be contributing towards the empowerment of women everywhere. I hope to do this through educating the youth, as my teacher has educated me, and fighting as Jean Pavy herself did until we can reach true n equality between sexes.

Leeza von Alpen

8: www.aeusa.asn.au/interest_women.html

Check out our Women’s Focus online

Scholarship

Scholarship Nominations

Put your hand up for a great union experience

2014 Rosemary Richards Scholarship

Jenni-Marie Gorman writes about her experience as a Rosemary Richards Scholarship winner.

Women members of the AEU and its Branches and Associated Bodies are encouraged to apply for the 2014 Rosemary Richards Scholarship.

Rosemary Richards was a proud feminist, unionist and educator. She was a respected leader, colleague and friend who played a crucial role in shaping the AEU as an organisation which reflects feminist principles.

Rosemary passed away in November, 2006 after a long battle with illness.

This scholarship, now in its 8th year, is in recognition of the significant contribution Rosemary made to the AEU as an organisation and to all its members, women in particular.

Across the AEU, women’s employment rights and women’s union participation has been steadily advanced due to an active, committed and predominantly female membership, but challenges still remain.

All financial women members of the AEU are encouraged to apply for the Scholarship which is aimed at providing the opportunity to a woman member to increase her skills and experience in the union’s work at a state/territory/national or international level.

A

fter hearing about the Rosemary Richards Scholarship at the annual AEU SA Women’s Conference In 2008, I applied for, and to my surprise, was awarded the scholarship.

My chosen project was to engage TRT and contract teachers in a one-day conference at the AEU. I felt that this group of members needed specific workshops and information that was not provided by the union at the time. This scholarship gave me an opportunity to work outside of my school and my comfort zone while benefiting many SA members, especially women, who make up the largest group of TRT and contract teachers in our membership.

This was my first opportunity to really be an active member of our union and gave me the chance to work with AEU staff, members and outside agencies to develop a conference that still continues to run on a bi-annual basis. I enjoyed the chance to see how the union operates,

Did you Know?

Q. What do bulletproof vests, fire escapes, windshield wipers and laser printers have in common?

A. All were invented by women!

while personally challenging myself in several ways. One of the biggest challenges for me was public speaking. I had little opportunity to do this before and co-facilitating a conference meant that I had to speak in front of a very large audience for the first time. Another challenge was managing a $10,000 budget and making sure every decision made was financially responsible and defendable.

“This scholarship gave me an opportunity to work outside of my school and my comfort zone while benefiting many SA members, especially women...”

As my first opportunity to take on a leadership role in the Union, the Rosemary Richards Award was a wonderful starting point. I was supported, encouraged and made to feel like part of the team while also being able to achieve my own goals and attain new skills that I have taken into the rest of my teaching career.

To this day I value the amazing journey of learning that the Rosemary Richards Scholarship took me on.

I would encourage any woman who has an idea they think they could pursue through the RR Scholarship to talk it over with AEU Women’s Officer, Tish Champion (contact details below) and see where it takes you! n

For further information contact: AEU Women’s Officer | Tish Champion

T: 8272 1399 E: tchampion@aeusa.asn.au

For further information go to the Federal AEU website at:

8: www.aeufederal.org.au/

Women/RRad2014.pdf

As examples to applicants, please see the selection criteria and previous scholarship projects. The scholarship is valued up to $10,000 per year.

Applying for the Scholarship Women members can apply by returning the completed nomination form to their AEU Branch Secretary. Women should suggest what activities you would like to undertake e.g. work-shadowing/mentoring, research/study, conference attendance, formal/informal training, union project etc. and an estimation of costs. It is important to also explain how your application will benefit your own union activism and experiences as well as any potential benefits to the union. n

*Applications are due by Friday 25th April 2014.

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Running SSO: did you Headknow?

Book Review

Additional Hours A new modified process has been developed for SSOs and ECWs who are interested in additional hours in their school/preschool and surrounding sites.

This new process can be found on the DECD website at:

www.decd.sa.gov.au/hrstaff/pages/ default/ancillarystaff Please make sure you familiarise yourself with this new process as changes will take effect for Term 2 positions. There will be a full review of the policy during Term 2.

Conversion to Permanency Are you on a contract? Have you been working in the same role for at least two years? Did you know you can speak to your AEU Sub-branch Secretary or AEU rep on PAC or even your SSO rep on PAC and ask the question: why is this job still temporary?

The new Recruitment and Selection Policy provides an opportunity for eligible contract SSOs to be recommended for conversion to permanency if the Principal in partnership with the PAC believe that the position can be declared as ongoing.

As the new policy provides for positions to be declared and filled at any time during the year, why not ask the question?

Since November 2013 over 300 SSOs have been converted to permanency… you could be too! If you have any questions regarding the process please call the: AEU Information Unit on 8272 1399 n

‘14

* Upcoming Event

SSO Conference Fri. 18 July

9.15am – 3.30pm

A popular annual conference for nonteaching staff members. A dinner is held prior to the conference on Thursday 17 July @ 6pm [venue TBC].

Open to: AEU members in nonteaching positions.

For further info or to register:

www.aeusa.asn.au >events&courses 20

Taking God to school

by Marion Maddox

Review by Jane Caro

T

his is a hard book to read if you care about education rather than indoctrination. Not because of the writing, which is fluid, pithy and engaging, but because of the extraordinarily chilling evidence Maddox amasses to prove her case about the creeping religiosity, not just in faith-based, private schools, but also in our supposedly secular public school system.

Actually, by the end of this exceptionally well-researched and well-argued book, I had decided such religiosity isn’t creeping into public schools anymore. It is galloping.

What makes Maddox’s achievement even more impressive is that she is a Christian herself. She is, however, one of the many (perhaps even the majority) of Australian believers who understand that secular doesn’t mean anti-religion, simply separate from religion, and the importance of that to opening and informing young minds. She also reminds us in this book that the largely Christian men (and they were all men) who created Australia’s public education system back in the 19th century clearly understood the difference and were alert to the dangers of taking God to school.

This wisdom, according to Maddox,

has been lost. Worse, the very things the founders of public education feared have happened. Funding has been diverted from public schools and, unforgivably, from the much higher concentrations of needier children they service. Anti-factual, anti-evidence, anti-scientific content is taught uncritically, and welfare services have become attached to often untrained – if well meaning- religious representatives via the chaplaincy program.

By the end of the book, I was feeling deeply disturbed at how much worse things are than I had imagined. And the future looks as bad. As Maddox points out “The Abbott government’s announced policy of encouraging 25% of public schools to become ‘independent, which includes school councils contributing to curriculum decisions, presages the potential for more such evangelizing.”

‘Taking God to School’ is a clarion call for those of us who believe schools should be teaching kids how to think, not what to think to get on the front foot.

I am very grateful to Maddox for being one of the first to do so. n

AEU Training and Development Program 2014

Events & Courses 2014 | Terms 1 & 2 + holidays 17 April, 7 May, 21 May, 5 June, 17 June, 8 July, 13 Aug, 28 Aug, 12 Sep, 6 Nov

AEU/DECD Personnel Advisory Committee [PAC] Training The AEU strongly recommends that all members of the PAC, including principals, AEU representatives, equal opportunity and non-teaching staff representatives who did not complete the update or full training in 2013, register for PAC training.

In 2013 there were significant changes that will affect the PAC. Book Online: www.decd.sa.gov.au/hrstaff/

Day 1: Tues 15 Apr 9:15am – 4:00pm Day 2: Wed 16 Apr 9:15am – 4:00pm Day 3: Thurs 17 Apr 9:15am – 4:00pm

Conflict Resolution through Mediation A high demand 3-day course facilitated by Professor Dale Bagshaw and practising mediators covering the theory and practice of mediation. It is essential that participants attend all three days.

Open to: All educators, particularly those in leadership positions.

Cost: AEU Members $110: Non-members $330 incl. GST

Fri 30 May

9:15am – 3:30pm

Formal Meetings and Public Speaking Workshop A 1-day course to develop members’ confidence in decision-making forums. Meeting procedures assertive communication and public speaking are covered in a practical workshop format.

Open to: All AEU members Support: Relief, country travel and accommodation.

* Upcoming Event

Day 1: Mon 14 April 9:15am – 3:30pm Day 2: Mon 7 July 9:15am – 3:30pm

Mon 14 April or Mon 7 July

Classroom Management for New Educators (CMIS) – Port Pirie

Curriculum Organiser Online (COO) Intro Workshops

Day 1: Tues 15 April 9:15am – 3:30pm Day 2: Mon 14 July 9:15am – 3:30pm

Classroom Management for New Educators (CMIS) – City This 2-day practical course builds on the keynote and workshops run at the AEU New Educators’ Conferences. Participants must attend for the two days. The course is facilitated by experienced teachers, and is recommended as a practical way to develop new teachers’ skills in the classroom.

Open to: AEU Members who are new teachers in their first 5 years of teaching and who have attended the 2011, 2012, 2013 or 2014 AEU New Educators’ Conference.

Cost: $55.

Tues 15 April or Thurs 17 July

9:15am – 3:00pm 9:15am – 3:00pm

SSO General Reclassification Workshop A 1-day practical workshop to assist SSOs in applying for reclassification.

Open to: financial AEU members working as an SSO. Includes a fully catered lunch.

Tues 15 April

10:00am – 2:00pm

Day 1: Tues 8 July

9:15am – 3:00pm

Student Engagement Workshop – Port Pirie Day 1: Tues 15 July Day 2: Thurs 9 Oct

9:15am – 3:00pm 9:15am – 3:00pm

Student Engagement Workshop – City A practical workshop facilitated by experienced teachers who will develop teachers’ skills in creating ‘rigorous learning conditions’ (TfEL) which support active participation and increase student engagement and accountability for their own learning using strategies including cooperative learning.

Open to: AEU Members only.

Cost: $55.

* Upcoming Ev ent

Idaho Day 2014

This is a practical workshop on creating schools as safe places supportive of sexual and gender diversity and free from homophobic bullying and harassment.

Open to: AEU Members and non-members Cost: Members free, $110 non-members

Sat. 17 May

Wed 16 April or Thurs 17 July

1:00pm – 3:30pm 1:00pm – 3:30pm

SSO/ECW Application Writing Workshop

Wed 16 July

9:15am – 4:00pm

SSO/ECW Merit Training Workshop A full day practical workshop to assist SSOs and ECWs who wish to sit on merit selection panels.

Open to: Any SSO/ECW in non-teaching positions.

For further info on any of the above events and courses: email Saniya Sidhwani on

8: www.aeusa.asn.au>events & courses

To register go to

A short introduction to the AEU’s Curriculum Organiser Online and how it can help members’ teaching Foundation - Year 10 plan and program based on the Australian Curriculum.

Open to: Everyone interested in finding out how COO can help them in their Australian Curriculum preparation.

Speak Up! Safe Schools for All – Port Pirie

A half day practical workshop to assist SSOs and ECWs applying for DECD promotion positions.

Open to: financial AEU members in nonteaching positions.

To register or for further info follow the links (below) 5

9:30am – 12:00pm

International Day Against Homophobia and Transphobia

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* Upcoming Event

Reconciliation Conference Friday 23 May 9.15am – 3.30pm

This is a one day conference to share the contribution of educators working towards Reconciliation and a just Australian Society.

Open to: AEU Members & Aboriginal Community Members

To register or for further info follow the links (below) 5

8: training@aeusa.asn.au 21

Council Dates for 2014

NOTICE BOARD

Branch Council Meetings

Pathway Mortgage & Finance Pty Ltd

Upcoming dates for 2014 are:

Saturday, May 31 Saturday, August 23 Saturday, November 22

TAFE Divisional Council Meetings Upcoming dates for 2014 are:

Friday, May 23 Friday, August 15 Friday, November 14

Have you recruited a new member lately?

In the lead up to our next enterprise agreement it’s important that we have strong membership in all public education workplaces.

Do you have a colleague who is yet to join the union or is unsure of the benefits of union membership?

In conjunction with

follow the AEU at: http://twitter.com /aeusa

1800RESPECT National counselling helpline, information and support 24/7 • Are you experiencing sexual assault or domestic and family violence?

• Seeking to support someone who is?

• We can help.

Call:

Membership packs can be obtained via your Sub-branch Secretary or send your colleague the link to the membership section of the AEU website.

SALARY INCREASE & SUBSCRIPTION ADJUSTMENT AEU subscription rates were adjusted to reflect the DECD and TAFE Enterprise Agreement salary increase from the first pay period on or after the 1 October 2013.

Please advise AEU Membership staff of any change to your classification, fraction of time, workplace or home address by phone: 8272 1399, fax: 8373 1254 or email: updates@aeusa.asn.au

Loxton High School

(Class of 1980 – 1984) Did you or a member of your family start high school at Loxton in 1980?

A reunion is being organised for the 2014 October long weekend.

For further details please contact Susan Eagle (Gibbs) on: phone:

0427 554 926 or email:

sue_eagle@live.com.au 22

3 year fixed rate of 4.49%*pa 3 year fixed comparison rate of 5.39%*pa

No ongoing fees No establishment fee Limited time only

Ring NOW for an appointment

08 8331 0316

Australian Credit Licence No. 386997 *Conditions apply

1800 737 732 or

and connect to a councillor online

Help us build strength in the union that supports public education workers in South Australia! n

Is able to offer a great low:

go to: www.1800respect.org.au

If so, why not encourage them to join the union that protects and improves their wages and conditions?

8: www.aeusa.asn.au/join.html

Teachers Mutual Bank

AEU Journal is carbon neutral If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing: journal@aeusa.asn.au

The AEU Journal is online at: www.aeusa.asn.au/journals.html

Are you up-to-date Online?

We need your preferred

email address

8: membership@aeusa.asn.au

Email to

or call Membership on: 8272

1399

NOTICE BOARD

Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal.

Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession.

Kensington Town House: Quiet, private, comfortable 2 BR with QB’s. 5-min stroll to historic Rising Sun, Robin Hood, short walk to Parade and great parks.

BBQ, fully equipped, all linen supplied. From $130/night.

T: 0407 744820 E: dover.farm@bigpond.com

SECOND VALLEY HOLIDAY HSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches.

5-min. walk to the jetty. Relax for wkend or longer. T: 0407654464 E: arthur1966.dellas@gmail.com

GOOLWA HOLIDAY HOUSE 15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night.

T: 0403 841 031 E: leonday@adam.com.au

HOUSE FOR SALE:

3 BRs in Elliston, Eyre Peninsula.

Walking distance to shops, school and beach $220,000 o.n.o.

T: 8687 9178 or M: 0428 879178

STRESS, WEIGHT, HABITS?– RELAX! Hypnotherapy, Counsel-

ling, NLP, Relationships, Career, Smoking, Anxiety, Performance, etc. 15% Discount AEU Members.

Reg Chapman: T: 0419 829 378 E: nlpchanges.com.au for sale: House on Esplanade at Elliston - great town on west coast. T: 0435 489 429

STREAKY BAY HOLIDAY HSE:

5-min walk to beach, in town, close to shops. Sleeps 13. Fish & boat facilities. New bath & kit; BBQ entertaining area and private spa suite avail. Starting rate $140 p/ night. T: (08) 8626 1539 E: ascaines@hotmail.com

SAIT Conveyancers

We offer AEU members: Free advice on real estate queries.

Expert advice and professional experience with: • Mortgages, • Private Contract Transfers, • Strata Plan and Plan of Division Lodgments, • Caveats, Discharges of Mortgages, • All facets of conveyancing work.

If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.

Contact us on:

Anne Walker

(: (08) 8410 6788

Simon Willcox

8410 6799 Email: anne@saitconveyancers.com.au SAIT Conveyancers

Fax: (08)

located at Credit Union SA

Level 3, 400 King William Street, Adelaide, SA 5000

The Mobile Muso Mechanic

Kingston Near Robe:

The long break is looming, I’ll come to you – and setup/repair, restring your guitar/bass and even tackle simple amp maintenance.

This new service is also available for school music rooms.

Frank Lang: T: 8248 0824

OUTBACK TAGALONG TOURS

Victor Harbor Getaways: 2 fully self-contained homes.

Sleeps up to 8. One with private beach/lake! 10% discount to AEU members. T: 0419 868 143 E: foumakis@hotmail.com W: www.victorharborgetaways. com.au

2-story on 22 kms of stunning beach stretching down to wineries.

Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min.

4-nights. T: 0402 922 445 (Judy) Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge.

T: David Connell – 02 8885 4620 or Lyn Rowe – 0403 594 406 W: www.brtoutback.com.au

Victor Harbor Holiday Hse: Giveaway: New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location.

T: 0400 303 300 (Ian) E: ir211057@internode.on.net

Children’s Book Sale Hundreds of novels to suit 6-16 non-fiction books, picture books, a complete Wildlife Fact File set & more. Most titles are advertised on Gumtree, or will be soon (located at Marino). For more info call Chris on T: 0408 689 235

Classic children’s swing set with slide. Suit ages 3-7. Easy assembly. T: 0413 408 772 Looking to buy: Plastic toy soldiers made in England, Germany etc from 1940’s - 60’s. They are about 2.5” tall (1/32 scale).

T: 0407 773 554 (Debbie)

Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)?

Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with The Walking Federation of SA. We walk in conservation parks, national parks and forestry reserves within the Mount Lofty Ranges and Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within South Australia or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our Secretary, Roger Tagg email: rogertag@internode.on.net or our Convener: Tony Nichol T: 8396 1682

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