Western Teacher - Volume 50.8 - October 2021

Volume 50.8 October 2021

The State School Teachers’ Union of W.A. (Inc.)

The only cap our TAFE delegates will wear!

Read more on pages 5 and 9.

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Volume 50.8 October 2021

In this edition Correspondence:

The Editor, PO Box 212 West Perth WA 6872 editor@sstuwa.org.au | Ph: 9210 6000

50

Celebrating 1971

2021

years

2021 Publishing Dates

Deadline Distributed 30 November 22 January 25 January

19 February

Ph: 9210 6060 memberassist@sstuwa.org.au

2 March

26 March

Print post publication 100004470 | $4.95 ABN: 544 780 946 35

27 April

21 May

31 May

29 June

28 June

9 August

9 August

3 September

6 September

8 October

18 October

26 November

Member Assist:

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. October 2021.

Cover: TAFE delegates join the campaign to Give the Cap the Boot. Read more on pages 5 and 9.

To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher

Connect with us: @sstuwa

Dates are subject to change

In this edition

Features

Log of Claims 2021: Leaders focus............6 Let’s work together to build public education....................................................7 Call for reconciliation award nominees.....8 Sticker Day..................................................9 Prioritising you on World Teachers’ Day....9 Tips for a top finish to Term 4...................10 Making school meetings beneficial for all........................................11 Early childhood education in focus...........12 Smoke and distorted mirrors...................14 Class action suit to recover stolen Indigenous worker wages.........................16 Western Teacher at 50..............................18 A life in education.....................................20 The militarisation of schools in Brazil.....22

Regulars

From the President.....................................5 Education and Training.............................28 Member Benefits......................................30 Classifieds.................................................32 Noticeboard...............................................34

Advertisements in Western Teacher are the responsibility of advertisers. While Western Teacher makes reasonable efforts to ensure that no misleading claims are made by advertisers, responsibility is not accepted by The State School Teachers’ Union of W.A. (Inc.) for statements made or the failure of any product or service to give satisfaction. Inclusion of a product or service should not be construed as an endorsement or recommendation by The State School Teachers’ Union of W.A. (Inc.)

Western Teacher is the official publication of The State School Teachers’ Union of W.A. (Inc.)

Barrie Bennett reference books Effective Group Work BEYOND COOPERATIVE LEARNING n

BARRIE BENNETT

Instructional Intelligence Building Instructional Expertise for the Classroom

An SSTUWA project in collaboration with Barrie Bennett © B. Bennett, The State School Teachers’ Union of W.A. (Inc.)

Instructional Intelligence

Effective Group Work

Classroom Management

Graphic Intelligence

Dr Barrie Bennett is an internationally renowned educational expert and emeritus professor at the University of Toronto. His books cover a range of interrelated topics that support effective teaching and learning. Members can access special pricing on the series.

Place your order at sstuwa.org.au/shop Western Teacher

October 2021

3

A budget that puts our kids last

From the President

By Pat Byrne President

A 0.63 per cent cut in per student funding for primary school students and a 0.09 per cent increase per student for secondary schools students adds up to a budget that puts our kids last.

Across schools and TAFEs the state government has funded buildings but has done nothing for the people who learn and work in them.

The state government has brought forward a review of wages policy, originally scheduled to take place in early 2023, to commence immediately with a view to a new policy applying from early in 2022.

While this is positive in that the government has acknowledged the inadequacy of maintaining the $1,000 cap, this announcement lacks any detail.

If as the government’s own words state, the 1.75 per cent increase provided for across the overall budget, is “in line with inflation”, then that indicates what its position is going to be in any review of wages policy.

with complex needs – mental and physical health, learning difficulties, behavioural issues, for example; if schools wish to do something additional for these students, it will be have to be at the expense of other programs they are running.

That is not an amount which will satisfy educators; we continue to get all the other increases in living costs – in rent, fuel and essentials.

Public education is already being threatened by the increasing teacher shortage. The failure of the government to address the issue of GROH (Government Regional Officer Housing) will make existing regional shortages worse.

Certainly, the pledged review is a win for the Public Sector Alliance that has gathered together to fight the salary cap; but it is a first step only.

We need all members to get behind our Give the Cap the Boot campaign. Put up the posters sent out with Western Teacher, urge your colleagues to join the SSTUWA and join us on the journey to win back the right for a properly negotiated salary increase.

The current wages policy, even with a review, combined with being the only state to effectively cut its proportion of public education funding against the School Resourcing Standard (SRS) means that WA schools and children see no benefit from this budget.

In 2022 every single student in public education in WA will be funded by an average of $1,100 less than the minimum amount required. To put that in perspective, a school with 2,000 students will be $2.2 million under the minimum level required by the SRS. There is no additional funding to cater for the increased numbers of students

Losing more colleagues will add to the workloads of individual teachers and leaders, as well as ensuring that the disruption to children’s education caused by this will continue.

In TAFE there is a brain drain of experienced lecturers leaving stressed and under-resourced workplaces for better pay in the private sector while, at the same time, enrolments are rocketing.

The maintenance of TAFE fees and additional funding for infrastructure is welcome; however, it is not matched by funding to ensure that there will be adequate numbers of lecturers to deliver the programs.

There is already a shortage in electrical, engineering, aged care and childcare subjects, to name but a few.

Failure to address workload issues, as well as wages, will see lecturers leaving TAFE, which will undermine the government’s own strategy for addressing skill shortages.

Western Teacher

October 2021

5

Log of Claims 2021 (Leaders focus) Professional

SSTUWA claims for leader members

PFWA claims

Salary 4% salary increase for each year of the agreement, two years 5% salary increase for each year of the agreement, three years 1. Principal and deputy salaries at the entry level be differentiated from L3 teachers System support 1. That collegiate principals be regionally based.

2. A student health and well-being coordinator to support the school’s mental health and well-being framework.

3. A notebook or tablet provided to be able to perform their roles.

4. Band and SRA allowances increased, (50% from current).

5. GROH housing coordination allowance.

6. Building upgrade coordination allowance.

The work of teaching and leading 7. HOLA administration time at 0.4 FTE. 8. L3 DP administration time for primary deputies (0.3 min) 2. L3 principals and deputies have no teaching load.

9. L3 principal administration time, not required to undergo face-to-face teaching responsibilities.

10. Demonstrable commitment to reduction of compliance workload.

11. Instructional coach FTE based on pro-rata of school size.

12. Allowance for management of lease agreements.

13. Compensatory leave for principals, up to five days.

3. Executive leadership leave up to three days per term where they are required to work outside of accepted school hours.

14. Centrally funded professional learning of principals for 4. $5,000 per school for principal well-being and travel, accommodation and teacher relief. development.

15. Data analyst position at L3 school administrator.

Attraction and retention 16. Increased flexibility for guaranteed pathway for leaders to return from regional schools.

17. Compensatory leave for directors.

18. GROH housing or a subsidy for regional directors.

19. Directors entitled to a government vehicle or allowance.

20. Right of return for directors to school based positions.

Safety culture 21. WHS coordinator at 1 FTE. (Three other WSH claims with the log).

General issues 22. OSH rep time for any administrative obligations.

5. A GROH at no cost to all school Ed Act staff.

6. Qualified OSH professional per 10 schools be regionally based.

7. LSL be used by the next accrual date for leave credits.

8. Each WA Ag College be recognised as senior high schools.

Considerations The above list specifically addresses claims where school leaders will benefit by targeting workload reduction and increasing allowances. The remainder of the 2021 log of claims includes other claims where leaders will also benefit as much as other members, such as a review of RTS/CTP. 6

Western Teacher

Both claims one and eight pre-empt the Reclassification System Review.

Claim five is beyond the scope of PFWA membership.

October 2021

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) September 2021.

1

Let’s work together to build public education

From the Senior Vice President

By Matt Jarman Senior Vice President

What separates unions when it comes to trying to get the best outcomes for their members?

For the SSTUWA the key aspect is that those who move on to lead in schools are still teachers by profession and calling.

They see their role as creating an environment in which fellow teachers can do their best work – not as that of a human resources director passing on the directions of others.

They have a recognised set of skills essential to the community, as the last 12 months have highlighted, and benefit from ongoing support.

This collegiate approach across schools drives our work at the SSTUWA. We aim to improve outcomes for all as that lifts the profession as a whole.

We also recognise the different supports leaders need. Carrying on the legacy of Kim Dullard, we have experienced leaders in key union positions to ensure that our collegiate approach is driven by a genuine understanding of what leaders face every day.

You can see a comparison of these claims on the opposite page.

The 2021 SSTUWA log was influenced by the need to look after the people we have, restoring the people we once had and looking after the needs of the classroom, school office, regional office and system.

Any set of claims need to have a balance between a wish-list and what is actually achievable.

Above all that we want a proper, achievable, salary increase for all teachers and school leaders.

Indeed, we want that for all public sector workers, including the many who help us do our work – education assistants, administration staff in schools and in departments, cleaners, gardeners and all who make education work.

That’s why the SSTUWA has joined with other public sector unions to form the Public Sector Alliance, to seek a properly

negotiated salary increase for all.

The idea of trying to carve out a larger rise for one sector of school staff is not our way.

We firmly believe that schools can only work well if everyone is heading in the same positive direction, working together to deliver a top-class education.

Our alliance represents around 100,000 WA families.

We recognise the need to sort out the crucial issue of workload before we see an exodus from the profession that becomes irreversible.

If you want to know more about what the SSTUWA offers school leaders, please get in touch with David Lee or Chris Booth, our principal leader consultants, who will be happy to have a chat. Or touch base on the SSTUWA website through our school leaders tab.

We successfully argued for collegiate principals in our last Log of Claims to help address the health and wellbeing of leaders and to support them to do the best they can for their school communities.

Initially, there was opposition to this claim. We won anyway.

A collaborative approach is why we have developed 22 leader-specific claims as we move forward with our General Agreement negotiations.

Western Teacher

October 2021

7

Reconciliation in Action

Call for reconciliation award nominees Nominations for the 2021 SSTUWA Reconciliation in Action Award are now open.

The award celebrates the work of our members who are making positive contributions towards reconciliation.

It’s given in recognition of an SSTUWA member who is committed to ensuring that all Aboriginal and Torres Strait Islander students have the right to receive a high-quality public education and has shown exemplary practice in education with Aboriginal and Torres Strait Islander students, while working towards the elimination of racism in public education.

The Reconciliation in Action award is open to any individual or group of financial members of the SSTUWA, who have been a member for at least 12 months.

Any public school or TAFE college with a project run by SSTUWA financial members is also eligible for the award.

The award is presented for: • Exemplary practice in education for Aboriginal and Torres Strait Islander students that focuses on promoting cultural competency; and/or

relevant to Aboriginal and Torres Strait Islander education.

The 2020 recipient of the Reconciliation in Action Award was Simon Zuvich.

• Recognition of Aboriginal and Torres Strait Islander peoples; and/or

Nominations forms for the 2021 Reconciliation in Action Award are available at sstuwa.org.au/ATSI

• Working towards the elimination of racism within public education.

Applications are due by 3.30pm on Friday 15 October.

This may be in one of the four following ways:

The recipient for the 2021 Reconciliation in Action Award will be announced at November State Council Conference and will automatically be nominated for the national AEU Arthur Hamilton Award.

1. Through a whole school/TAFE approach.

2. Improving the outcomes for Aboriginal and Torres Strait Islander students.

3. Improving the engagement of Aboriginal and Torres Strait Islander parents and members of the broader community in school decision-making processes.

4. Developing and implementing an innovative product or program

Nominations for the Arthur Hamilton Award are also open to any SSTUWA member who has made a contribution to Aboriginal and Torres Strait Islander education.

For more information contact Simona Zachariassen on (08) 9210 6000 or szachariassen@sstuwa.org.au

Recognising and rewarding

Nominations open for the Arthur Hamilton Award

This is your chance to celebrate AEU members who are making an outstanding contribution to Aboriginal and Torres Strait Islander education.

The Arthur Hamilton Award commemorates the achievements of Arthur Hamilton, a Palawa man who was active in promoting social justice, fostering the voice of Aboriginal and Torres Strait Islander educators and campaigning for the rights of Aboriginal and Torres Strait Islander students to access a high-quality public education.

The winner will receive a $1500 prize and their work will be recognised by the AEU in an appropriate forum in 2022, depending on COVID advice at the time. All nominees will receive a certificate from the AEU.

The 2020 Arthur Hamilton Award joint winner, Jeanene Booth, Caulfield South Primary School.

Get nominating!

Download your nomination form at: aeufederal.org.au/our-work/indigenous or, request a nomination form from Suzanne Lowndes: (03) 9693 1800, slowndes@aeufederal.org.au Closing date for nominations is Friday 17 December 2021

Find out more

Visit aeufederal.org.au/our-work/indigenous or contact AEU Federal Secretary, Susan Hopgood: aeu@aeufederal.org.au

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October 2021

The 2020 Arthur Hamilton Award joint winner, Kayla White, Camden Haven High School.

Sticker Day Friday 22 October Wear a sticker to show you want to Give the Cap the Boot On 22 October we are asking members to participate in the Give the Cap the Boot sticker day. This is one of a series of increasing actions we are undertaking aimed at building awareness of our General Agreement 2021 and Give the Cap the Boot campaign.

With this issue of Western Teacher members will have received a sheet of stickers. On 22 October, put these on and encourage your colleagues to do the same. Have conversations with them about why it is important to Give the Cap the Boot.

The cap is the wage cap – the WA Labor Government policy on freezing wage rises for all public sector workers at no more than $1,000. It has been here for four years and it needs to go. Wages in the public sector no longer keep up with cost of living; public sector workers, including educators, are leaving the public sector for the private sector where wages are better.

We need to keep the public sector as an attractive career to secure its long-term viability.

Show your solidarity with a sticker. Take group photos of members on the day, post them on social media with #SSTUWA and #givethecaptheboot, and email them to us at editor@sstuwa.org.au

Members’ matters

Prioritising you on World Teachers’ Day Friday 29 October

This World Teachers’ Day the SSTUWA will be promoting public educator wellbeing amongst its members.

The most recent SSTUWA State of our Schools survey revealed that four out of five teacher respondents had considered leaving the profession in the past four years, citing factors such as workload and concerns for their health and well-being.

Tackling workload issues is a key focus in the 2021 General Agreement negotiations. Please watch out for campaign materials and actions coming through including the following:

Actions on World Teachers’ Day, Friday 29 October Attend the staffroom during lunchtime We are asking all members to attend the staffroom and to encourage their colleagues to do the same this World Teachers’ Day, 29 October. Reclaim the staffroom for teacher use to take a breather and connect with your colleagues as we put the spotlight on teacher well-being and the need for a proper break on World Teachers’ Day and beyond.

Bring in food to share

Your branch has access to capitation funds that you can use to cater for activities such as these. Your rep can access these funds by contacting the SSTUWA. They should get in touch by 13 October so the funds arrive in time.

Take photos of members enjoying their staffrooms and taking a break on World Teachers’ Day. Post them on social media with #SSTUWA and email them to us at editor@sstuwa.org.au These will be used in our workload reduction campaign.

Decorate your staffroom with our workload reduction posters

We have workload reduction posters accompanying this issue of Western Teacher that you can put up around your staffrooms and office areas to promote awareness of how damaging excessive workload can be and what can be done to help achieve educator well-being.

Connect with colleagues

Being busy all the time will lead to burnout and reduced productivity.

Research has shown that taking breaks, both physical and mental, can be a boost.

Move away from your desk or work area and get some fresh air on the walk over to the staffroom. Connect with your colleagues and have a chat. You can talk to them about our EBA, as well as the Give the Cap the Boot campaign, or encourage them to be part of the union.

Teacher well-being

We encourage members to continue taking their breaks together when possible and not to work during their lunch breaks beyond 29 October. In larger schools where accessing the staffroom is not possible every single day, members are encouraged to at least move away from their desks and eat together at the staff table in kitchenettes.

Where possible, do what you can to limit the amount of work that you take home.

Resist the urge to check work emails out of hours and if necessary, have work emails removed from your phone.

Choose a decent time to leave work each day and try not to arrive at work too early.

We know that public educators are dedicated to their students and work and it may be hard to do the above. But if you are able to reduce workload where you can, it will boost your well-being long-term.

It is okay to take regular breaks and to say no to extra work. Bring up workload at union branch meetings. Access the Employee Assistance Program where you see fit.

Western Teacher

October 2021

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New educators

Tips for a top finish to Term 4

By Natalie Blewitt Growth Team coordinator

As we head into Term 4, another busy term awaits. Final assessments, report writing, classroom clean outs, end of year assemblies and for primary schools, class parties and Christmas crafts.

It is easy to get lost in the frenetic pace of the term so planning your time is very important.

One of the non-negotiables this term is report writing. Over the coming weeks, find out when your reports are due and work back to ensure you have enough time to have them submitted to your line manager.

When writing them, do you have a focus for the week? For example, completing all of Monday’s classes, then the following week, all of Tuesday’s classes etc. And for primary schools, do you focus on a subject for the week? Or do you focus on completing the whole report for each child?

Do you use a comment bank? If so, don’t forget to check back on what comments you wrote for Semester 1.

Always endeavour to have a colleague read over your comments as this will make the editing process much smoother.

Remember, when writing your comments, write them in parent-friendly language.

You can also utilise some of the wording from the judging standards.

Log into the School Curriculum and Standards Authority website (scsa.wa.edu.au) to access the extranet.

This is where you will find the judging standards. While you are there, don’t forget to check out the curriculum support materials. These are being added to all the time.

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There are several special days/events that also occur during Term 4, so don’t forget to add them to your planner. Here are some which may be of interest and some great sites where you will find free resources:

World Teacher’s Day – 29 October Held annually and observed in over 100 countries worldwide, World Teachers’ Day recognises and celebrates the service of teachers and the contributions they make to education: bit.ly/396Zave

Remembrance Day – 11 November On the 11th hour on the 11th day of the 11th month, a minutes’ silence is observed and dedicated to those soldiers who died fighting to protect the nation.

Have a look on Scootle for a range of free resources: scootle.edu.au

White Ribbon Day – 19 November White Ribbon is the world’s largest movement engaging men and boys to end men’s violence against women and girls, promote gender equality and create new opportunities for men to build positive, healthy and respectful relationships.

White Ribbon Australia is part of a global social movement working to eliminate gendered violence: whiteribbon.org.au

Human Rights Day – 10 December Human Rights Day is a day to commemorate, educate and reflect on the principles that form the Universal Declaration of Human Rights.

This means celebrating the rights we exercise every day as Australians and acknowledging that enjoying those rights carries with it the responsibility of promoting these rights for all people.

You can find some useful resources, especially for Year 7-9 students at: bit.ly/3z8PZFe

Additional resources For those looking for free Christmas craft and activity ideas, great resources can be found at: bit.ly/3lpyYlc There are plenty of other free resources that can be found online with a simple Google search.

If you are looking to purchase some resources to see your year out, don’t forget to check out our range of member benefits, including a 5-10 per cent discount at the Teacher Superstore or even a 10 per cent discount at Jackson’s Drawing Supplies.

For more details visit: sstuwa.org.au/benefits or tap on the benefits tab in the SSTUWA app.

And finally, a parting verse as we wish you the best for Term 4: Look upon Term 4 as your final shot, And really give it all you’ve got.

For the students who are in your care, After all, your teaching can take them anywhere!

Industrial

Making school meetings beneficial for all

By Matt Jarman Senior Vice President

Over the course of the past few years staff meeting time has been altered by workload demands. What is best used for both school leaders and classroom staff to work collaboratively has, at times, been adversely impinged by increasing workload demands upon both.

Whilst there is no such thing as a onesize-fits-all approach, there are consistent concerns both leaders and teachers are enduring, which can be avoided.

One undisputed shared goal is the hope for more time to focus on quality instruction and student progress compared to what is often considered as compliance related work.

Our 2021 Log of Claims (endorsed by State Council Conference delegates, SSTUWA Executive and members) is targeting strategies to best reduce the impact of increased compliance workload and other similar pressures.

As recently reported in the media, 87 per cent of SSTUWA members surveyed in the 2021 Save Our Schools survey said workload was causing them to consider leaving the profession.

Not having a say and being given more work to complete during staff meetings was part of the feedback from our members.

An increase in the need for all types of staff to complete online learning compliance is cited as a growing issue, particularly when this time is not being counted within clause 9.3(a) of the General Agreement.

•

Thirty-five per cent expected but not required.

•

Eighteen per cent not expected or required.

•

Five per cent unsure.

In this same survey 27 per cent of members also reported that they believed they were already doing more than 60 hours a week, with 54 per cent saying they were doing between 50-59 hours per week.

The Schools General Agreement 2019, clause 9.3(a) does not state it must be five hours per term, the clause states “can require”.

The SSTUWA knows of many happy schools where less than five hours are used per term. The clause also states “collaborative purposes” and this is another of the common tension points.

The Department of Education (DoE) touts high-performing schools as including “staff and school leaders working together to agree on what good teaching looks like”.

I’d suggest there is no better time to do this than during sanctioned time and that there is no such thing as one-sided collaboration.

Sometimes as a school leader I knew I had to stand up in front and lead the way, other times I had to stand aside and let staff

do the talking and leading, appreciating the need to take on a different role in the decision-making process.

Clause 9.3(a) then proceeds to make suggestions, but maintains flexibility for school-level decision-making; as it should be.

Clause 9.3(b) then provides further flexibility, which is grounded in “full and proper consultation with staff” and goes on to state the importance of equity in these considerations.

Clause 9.3(c) simply reinforces the role of the principal which must be respected at all times, especially given their increasing workloads and challenges.

But this should not be confused as a licence for positional power decision-making, a low form of leadership not recommended anywhere within current DoE leadership strategy and professional learning.

Clause 9.3(d) is simply good practice and 9.4 is a standard workplace provision.

The SSTUWA recommends that 2022 school development day and staff meeting planning takes into account these clauses, as professional learning and compliance balances are considered and planned, with a stronger focus on teaching, learning and staff health and well-being balance.

Sixty-four per cent of members said they felt great pressure to attend out of hours meetings, while 16 per cent said they felt they had no choice.

Question 19 of the survey asked: “Is there an expectation and/or requirement for you to attend beyond the five hours of ‘out of school’ meetings?” The responses were: •

Forty-two per cent required and expected.

Western Teacher

October 2021

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Early Childhood Education

Early childhood education in focus

By Samantha Schofield Vice President

The 2021 SSTUWA Early Childhood Educator (ECE) Conference was recently held and was a timely event for members to re-connect face-to-face and delve into conversations on early childhood education.

Members heard from keynote presenter Professor Helen Milroy, 2021 WA Australian of the Year, (pictured top right), on her work with the Telethon Kids Institute and Embrace Mental Health, into supporting childhood mental health and well-being and the impact of adverse childhood experiences.

Worldwide estimates indicate that 48 per cent of adults experienced some sort of traumatic event during their childhood or adolescence. The graphic on the opposite page illustrates some of these statistics.

A timely presentation was provided to the conference by the team at the School Curriculum and Standards Authority (SCSA) who have been involved in developing the curriculum support documents from K-10; a process that has arisen as a direct result of a win secured by the SSTUWA in the 2019 Schools General Agreement (Clause 61).

It was a fantastic opportunity for members to be able to hear directly from the team at SCSA working on these documents for use by early childhood educators across WA. For more coverage of the conference turn to page 24 of this issue of Western Teacher.

National Quality Framework approved learning frameworks update On 15 December last year, Australia’s Education Ministers commissioned an update of the two national approved learning frameworks (ALF) under the National Quality Framework (NQF) – Belonging, Being and Becoming: The Early 12

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Years Learning Framework for Australia (EYLF) and My Time Our Place: Framework for School Age Care (MTOP).

The ALFs inform educational programs and practices in early childhood education and care and outside school hours care services.

As both ALFs have been in use for a decade or more, the purpose of this update is to ensure they reflect contemporary developments in practice and knowledge to extend children’s and young people’s learning.

A national consortium, led by a partnership between Macquarie University, Queensland University of Technology and Edith Cowan University, was engaged by the Australian Children’s Education & Care Quality Authority on behalf of all governments to lead this project and the paper was prepared by the chief investigators of the consortium.

More information about the project is available on the ALFs update website at: bit.ly/3nAqBWH The intent of the review is to strengthen the great principles and practices that are already embedded in the EYLF. Over 400 early childhood literature articles have been reviewed as part of this process, including 15 early childhood learning frameworks from across the globe.

The AEU on behalf of all state and territory branches, will be providing a submission into this review.

New bilateral agreements are currently being negotiated with states and territories to replace the Universal Access National Partnership agreements, which are set to commence in 2022 and run through to the end of 2025.

While the $2 billion funding reform is set to provide funding for 15 hours of

preschool a week, or 600 hours a year, for all children in the year before they start school, there are conditions that are still to be negotiated with state and territory governments. More info: bit.ly/3kOAAG4 Little detail is known about what the “preschool outcomes measure” would look like or how this could operate in a Kindy setting.

Also of concern is that from 2024, payment to states and territories will be tied to attendance targets.

It is yet to be seen what the states and territories will sign up to under this “ambitious reform agenda.”

Early Childhood Education

Western Teacher

October 2021

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Issues

Smoke and distorted mirrors

By Edd Black

In my five decades in the business of public education and all the political “argiebargie” and stunts that governments of both flavours pulled, the winner of the biggest funding con job, in my opinion, has to be the Barnett Government’s Independent Public Schools (IPS) reform package.

What evidence is there to claim the IPS package was a snow job you ask?

Let’s start with this graph (see Chart 2, right) which covers the time span when IPS was introduced, produced by economist Trevor Cobbold.

Could the cutbacks in services and staff in both the regions and centrally when the IPS reform was being rolled out have had anything to do with the data on the graph, and could have the IPS reform school level funding formulas contributed to this result?

I can’t think of any other significant factors or reforms that occurred at that time to have such a dramatic impact on public education funding.

Remember we were assured that IPS would improve student funding and learning.

Yes, regional and central services might be restructured (read: reduced) but public education would be better off?

IPS reforms would do much for public education. I can even recall the education minister of the day reportedly suggesting a school in Mandurah won their interschool sports carnival as they had become an IPS site.

As the smoke and distorted mirrors were rolled out, well-meaning school leaders put up their hands to join the IPS club.

The Barnett Government repeatedly refused to release any funding formulae to prove schools were being treated fairly but the extra admin support sign-up money, bonus PD resources and the right to refuse referred staff all looked good.

As more schools attained IPS status, services in the regions were reduced, social workers vanished and curriculum support evaporated at the same time as city regions 14

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October 2021

Sources: ACARA, National Report on Schooling data portal. Adjusted for inflation by combined index of ABS Wage Price Index for private and public education and training and ABS Consumer Price Index, referenced in Cobbold, Trevor. 2019. “The Facts About School Funding In Western Australia”. Save Our Schools Australia. https://bit.ly/3o99POW.

grew from 110 schools to over 250 schools, supported by a regional executive director and a skeleton crew.

We had the axe fall in central services.

The Maths Team training Getting It Right Numeracy teachers was reduced to a person and skilled curriculum people across subject areas were no longer required and many went back to schools or left the system.

Schools continued to sign up to IPS with the prospect of trips to Harvard University for IPS principals, with non-IPS excluded, and IPS schools took 12 per cent of referred teachers while non-IPS sites were given the rest.

IPS sites were not subject to the dreaded Expert Review Group (ERG) process in the roll out years, while those who did not sign up to IPS were subject to that review model, seen by some as discriminatory and punitive.

Some schools got extra funding, extra training opportunities and professional development, while other sites were excluded from such advantages.

Some of those schools which missed out had contexts such that they were arguably the ones in most need of such extras but were denied as they were not in position to apply/join the IPS club in those early “reform” years.

2001

2007

By 2019

Regional/Central Curriculum Support Units: 581 staff members

733 support staff in Regions and Central. Then IPS starts

134 support staff in the system, no support units in regions.

These figures are gleaned from data in the Education Department’s annual reports.

Issues Equity was barely alive and not very well in public education, but the changes continued.

Coincidently in those heady IPS times a reform proposal was leaked from the NSW Education Minister’s Office.

Their government had commissioned a report from Boston Consulting, which was a proposal to reduce future public education costs.

The 300-odd page document went like this: Introduce the concept of autonomous schools, start with a small group and provide additional support funding and wider decision-making powers for principal and board. Add extra schools in groups and while that occurs reduce regional services and central services. When a bulk of schools sign up for autonomous status and the restructures are complete stop the additional support funding. Proposed future savings would be in excess of a billion dollars.

It was not applied, as a public servant leaked it to the NSW Teachers Federation and it prompted a local media storm. Not that such a reform would occur in Western Australia.

If you are not convinced that the IPS package contained smoke with cut back mirrors in the background have a look at national school funding in that era of the Liberal Government’s reform agenda (see Chart 3, above). Why are WA’s figures so different to other states?

How come funding trends in Western Australia were dramatically different from other states from between 2009 to 2018?

Federal governments were gradually putting the torch to public education during

Source: Cobbold, Trevor. 2020. “Public Schools Face A Funding Crisis; Private Schools Are In Clover”.

Save Our Schools Australia. https://bit.ly/3kPmHYx.

that period and the territories were clear examples of that, but our resource changes in the mid-2000s appear not just to be due to federal funding.

The final graph (Chart 7, below), developed

by Trevor Cobbold, illustrates resource changes in WA. Changes that occurred include the period of the Barnett Government and their IPS reform package of public education.

A time that saw the state debt spin out of control while public education funding per student was significantly reduced.

Apart from reduction in services and funding, there were the processes knowingly introduced as part of the reforms, which could appear to be discriminatory.

Education was given special exemption under the Public Service Commission to reduce and restrict options for displaced/ referred staff, both teachers and school administrators.

Principals not part of IPS were denied access to professional development programs that were designed to support leadership development.

In 2021, with IPS and non-IPS sites on the same funding base and no more ERG reviews, all schools now operate under the same school reviews and rules and we are in a good position to review and reflect on the IPS reform movement package.

Was it carried out with equity? Where were the promised follow up measures of effectiveness and hard data to prove it made a real difference?

Did the reforming Barnett Government leave public education better funded, supported and resourced after all their changes and assurances?

With a change of government and departure of education “reformers” such as (former Education Ministers) Liz Constable and Peter Collier, some repairs are being made to the public education system, but there is still more work to be done.

I believe that if we don’t reflect and learn from our own history, we could be subjected to smoke and mirrors again by the next batch of zealous reformers appearing to bear glittering gifts to public education while ignoring equity and removing resources via the back door.

Source: Cobbold, Trevor. 2020. “Public Schools Face A Funding Crisis; Private Schools Are In Clover”.

Save Our Schools Australia. https://bit.ly/3kPmHYx.

The opinions expressed in this article are those of the author and do not necessarily reflect any official policies or positions of the SSTUWA or the Australian Education Union.

Western Teacher

October 2021

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Indigenous focus

Class action suit to recover stolen Indigenous worker wages

By Thalia Anthony, Professor of Law, University of Technology Sydney

Aboriginal and Torres Strait Islander readers are advised that the following article may contain names of people who have died.

On 23 August 1966, Vincent Lingiari and his fellow Aboriginal stock workers walked off the Wave Hill cattle station in the Northern Territory.

Their action, in pursuit of fair working conditions, wages and land, was supported by unions across the country, and lasted nine years – the longest in Australian history.

But this proved a limited win. Cattle stations never resumed the mass employment of Aboriginal workers, turning instead to motorised mustering techniques. Nor did they pay compensation for profiting from decades of low or withheld wages.

In these practices the Commonwealth government was complicit through its 1918 Aboriginal Ordinance, which provided powers to territory officials (called “Aboriginal Protectors”) to govern all aspects of Aboriginal peoples’ lives, including their employment and wages.

That remarkable struggle, known to many Australians through the song From little things big things grow by Kev Carmody and Paul Kelly, culminated in the federal government passing the Aboriginal Land Rights (Northern Territory) Act in 1976, which granted parcels of land to Aboriginal communities.

Commonwealth complicity

Less well-known, however, is the upshot of the station workers’ campaign for fair wages. That remains unfinished business.

The action alleges the federal government breached multiple duties of care by using its powers to require Aboriginal people to work for no or inadequate wages through discriminatory laws in the Northern Territory.

In June, a class action claim was lodged in the Federal Court against the Commonwealth government seeking redress for the non-payment of wages to Aboriginal workers in the Northern Territory from the 1930s to the 1970s.

This is the first class action on stolen wages against the Commonwealth, which administered the territory until 1978.

Aboriginal stock workers were excluded from being paid award rates until 1966, when the Commonwealth Conciliation and Arbitration Commission ruled they should be paid equal wages under the Cattle Industry (Northern Territory) Award 1951.

Pastoral companies were given until 1968 to restructure their labour practices.

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The class action (filed in the Federal Court on 10 June) seeks compensation from the Commonwealth for wages of Aboriginal workers in the Northern Territory held in trust accounts from 1933 to 1972 and never paid.

Non-payment of wages to Aboriginal workers was widespread in Australia.

It was especially prevalent on pastoral stations, and also occurred in the pearling industry and on government settlements and church-run missions.

Sometimes the money was put into a “trust fund”. Sometimes it was simply not paid, on the pretence the employer was providing rations, shelter, clothes or store credit.

Station worker Big Mick Kankinang recalled the paltry provisions when he was interviewed in the late 1970s: “But

we been working for bread and beef. We never got money then. We been working for blanket, boot, hat, shirt and trousers, that’s all,” he said.

Hobbles Danayarri, interviewed in the 1980s, described how Aboriginal workers were treated on the Victoria River Downs Station, the biggest cattle station in the Northern Territory.

“Don’t give them good tucker, don’t give them good beef. They can work free […],” he said.

At its peak the Victoria River Downs station covered 41,000 square kilometres.

Like Wave Hill – and the Cattle Creek, Helen Springs and Morstone Downs stations – it was run by the Vestey Group, a British family company that leased vast tracts of land at “minimal rents” in exchange for building an abattoir in Darwin.

The company sold its leases in the 1990s.

It continues (as Vestey Holdings) to be a significant player in the food industry.

Minor redress Campaigns protesting unpaid wages and effective enslavement go back to the early 1900s.

Two decades before the 1966 action by Lingiari and his comrades, for example, 800 Aboriginal pastoral workers in Western Australia’s Pilbara region walked off stations demanding wages and fair working conditions. Their strike lasted three years, from 1946 to 1949. Their story was featured in the May 2021 issue of Western Teacher.

Over the past two decades, Aboriginal people have sought compensation for wages owed as historians have unearthed documents and recorded testimonies

Indigenous focus

adding to evidence that governments and corporations weren’t holding anything in “trust”, but knowingly stealing wages for their own gain.

funded by Litigation Lending, a specialist class-action financing company that is also funding the WA action and funded the Queensland claim.

This has led some state governments to initiate redress schemes. New South Wales has offered payments from $1,000 to $24,000, Queensland up to $9,200 and Western Australia $2,000.

What does wage justice look like?

Previous and ongoing claims for wages These paltry amounts have precipitated class actions against the Queensland and Western Australian governments.

The Queensland action, initiated in 2016, led to a settlement in 2019, in which the state government agreed to pay $190 million to more than 10,000 claimants (both workers and descendants) for wage earned but never paid from 1939 to 1972.

That’s an average of about $19,000 per claimant – a “disheartening” return, as the son of one claimant put it for the exploitation his mother endured from a young age.

The Western Australian action was initiated in 2020 and is still in process.

The law firm running the claim, Shine Lawyers, has said it expects to end up representing tens of thousands of claimants.

The Northern Territory class action, though not the first such case, is still a landmark, putting the federal government in the dock.

It’s safe to assume the government will want to settle. The only question is for how much. For a just settlement, compensation should be more than the money owed.

In other areas of compensation, courts award “exemplary damages” to punish a wrongdoer for perpetrating a deliberate and egregious harm and send a message to others.

Justice must also reflect the “transgenerational disadvantage” arising from this systemic wage exploitation.

It has also impoverished workers’ descendants, just as the profits of the Vesteys have benefited their descendants.

Which raises the issue of whether only governments should be paying compensation. Should corporations that owe their current fortunes to past

exploitation not also be expected to redress injustices committed in living memory?

Indeed Samuel Vestey, the “British Lord Vestey” referred to in From little things big things grow, died only in February.

“Good ownership is good for business. Good for everyone,” says the website of Vestey Holdings. “Our business is a partnership between the family and colleagues, with everyone fairly rewarded for their contribution to our collective success.”

It (and other corporations) may yet be required to put its money where its mouth is by compensating generations of Aboriginal people for their unpaid, involuntary contributions to those companies’ success.

Correction: this article originally stated the Whitlam Government passed the Aboriginal Land Rights (Northern Territory) Act in 1976, however it was passed under the Fraser Government. The Whitlam Government proposed the legislation but the bill lapsed with its dismissal in November 1975. The Fraser Government then reintroduced the bill, which passed with bipartisan support in December 1976.

This article was first published at The Conversation website and is reproduced here with permission.

Shine is also running the Northern Territory class action. Costs are being Western Teacher

October 2021

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Western Teacher at 50

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Western Teacher

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Western Teacher at 50

Western Teacher

October 2021

19

Industrial

A life in education

By Jacqui Macliver

SSTUWA legal services case manager Jacqui Macliver (pictured right) has retired after a union involvement that has spanned 40 years. Before she left, she shared with Western Teacher her recollections about her life, as well as her times as a public educator and unionist.

I commenced at Claremont Teachers’ College in 1972. When I graduated in 1974, the federal minister for education Kim Beazley Senior presented our certificates.

The following year I was posted to Beacon Primary School in the Wheatbelt region and met Christine Holliday, who would become a lifelong friend. This was also the year Prime Minister Gough Whitlam was dismissed.

At the time I benefitted from equal pay, which had been granted to women in select workplace situations by the Australian Conciliation and Arbitration Commission in December 1969.

This was expanded in 1972 and over the next two years to encompass more female workers. These changes were a direct result of lobbying by the union movement.

My future husband’s aunt, Eleanor Macliver, had retired on 31 December that year as it was compulsory upon turning 60.

The next day, 1 January, equal pay for female teachers came into effect. Eleanor had been deputy principal at Eastern Hills High School. At that time women could not become principals.

I married my husband Peter in 1976 and my son John (pictured below, with Jacqui) was born in 1983. Andrew came next in 1987, then Thomas in 1991 and Paige in 1993.

We bought our first house in 1983 and although I was the major breadwinner, only one third of my wage was considered.

Peter was an articled clerk and earned very little at that time.

It was student union president Stefan Silcox who persuaded me to join the SSTUWA in 1973. In 1981 I became the union rep at Bayswater Primary School.

By 1985 I was teaching in a tandem at Kalamunda Primary School, which belonged to the Hills District Branch. The following year I became president of the Hills District Branch.

It was in 1986 that I attended my first Union Conference (now known as State Council Conference) at the Sheraton Hotel. This was the first time I met (now SSTUWA president) Pat Byrne and other well-known union figures such as Ed Harken and David Kelly.

I spoke on a motion that: “… temporary teachers be allowed to teach in a tandem”. This was met with claps, boos and heckling.

Pat Byrne supported the motion but it took another two years for this to be allowed to happen. During this time many female temporary teachers were forced to resign on marriage and then again on motherhood. The following year the SSTUWA mounted a big push for better pay for teachers.

In 1988 I was posted to North Balga Primary School. I was there for 10 years and became a union rep there, as well as a State Council Conference delegate.

I unsuccessfully stood for Executive two years later, and later taught at Maylands

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and Maylands Peninsula Primary Schools.

At the latter school I was union rep and a State Council delegate, before joining the SSTUWA as an industrial organiser in 2005.

Since 1972 we have seen women being able to become principals and take maternity leave. We have seen the introduction of paid parental leave, superannuation benefits while on leave, as well as the ability for partners to be granted leave on the birth of a child.

When my youngest two children were born in the 1990s I didn’t get this but when my granddaughter Lucy arrived in November 2019 her parents were able to benefit from this entitlement.

My own mother came from what would be considered today to be very straightened circumstances. The Scots believed in education and along with her brother and four sisters she was the recipient of an excellent education.

Three sisters became civil servants.

Johan, my mum, was a triple-certificated nursing sister, and her brother Sinclair became the sub-editor of the Scotsman newspaper in Edinburgh. He was a

Industrial

Jacqui Macliver, seated front row, second from left, with SSTUWA staff and members at a training workshop in 2003.

Scottish Nationalist supporter, and his beliefs did not gel with the newspaper owners, so he left and bought a farm.

My Aunt Margaret received first class honours from Edinburgh University in Classics, namely Ancient Latin and Greek.

She spoke at least 10 languages fluently and was able to converse in many more.

Maggie finished her career at Thurso High School where she was principal mistress.

My mother worked in Edinburgh, Glasgow in the Corbels visiting schools and as a midwife (with a bicycle).

Ground Nut Scheme, where she met my father John Morrish and married him in Dar es Salam which means “haven of peace”.

They travelled all over Tanganyika, Uganda and Kenya – wherever Dad’s work took him.

In November 1960 we returned to the UK. Dad hated the cold and dark of the UK and, in his opinion, the class system that existed and in November 1966 we sailed for Western Australia, arriving around a week before Christmas.

Later in London as a Health Visitor, she volunteered for the Royal Air Force and was posted to Algeria as a Nursing Sister where she saw out World War II.

Dad went to Tom Price and Newman and worked as a Clerk of Works then moved back to Perth and worked for MacDonald Wagner and Priddle, building wheat bins all over the Wheatbelt.

After the war she went to East Africa as a Nursing Sister for the Labour Party’s

His last position was as Chief Clerk of Works overseeing the building of the WA

Institute of Technology (now known as Curtin University).

Mum worked as a matron of a nursing home in Maylands, then later at Royal Perth Hospital in the psychiatric ward, the only area of nursing she was not trained in. She was a member of the nurses’ union.

Her view was that the union had revolutionised nursing conditions, and you would be mad not to be a union member.

She remained a member until her retirement at 60, again the compulsory retirement age of the times.

Looking back over these years I could not have taken the journey I have without my parents’ support, my housemates at college and friends, the support of my husband and my four children.

I owe much to the support of my close friends, extended family (though far away) and colleagues, even those on the other side.

People such as the inimitable John O’Brien, Neil Wilson, Stuart Brown and the wonderful Melissa Rinaldi, have all been part of the story of my life and times in public education and the union movement.

Words cannot express my feelings about the SSTUWA, my colleagues and the work we do.

I will miss the challenges, conversations, debriefs and gossip and most of all, the camaraderie.

Jacqui Macliver with (L-R) former union colleague Dorothy Roe and public education advocate Jane Caro.

Never regret the road less travelled, as it is worth the journey.

Western Teacher

October 2021

21

International education

The militarisation of schools in Brazil

By Fátima da Silva General secretary, National Education Workers’ Confederation (CNTE/Brazil)

The election of Jair Bolsonaro as president of Brazil in 2018 led not only to a process of deregulating the economy, but it also brought with it a new educational agenda for the country.

Despite already existing in different ways before his election, the standard bearers of what is known as the “Schools without Political Parties” movement, in favour of the militarisation of schools, gained strength and national political coordination when Bolsonaro came to power.

The “Schools without Political Parties” movement aims to counter what was said to be “political, ideological and religious indoctrination”, supposedly practised in educational institutions by Brazilian teachers.

Firmly rooted in a vision that denies history1, this movement focuses on accusing and persecuting members of the teaching profession, accusing them of being communists, preachers of atheism and what they agreed to call “gender ideology”, a term that was created by neoconservatives who try, no matter the cost, to ban any type of debate on gender studies and related issues such as feminism.

The movement suffered a serious setback in August 2020, when the Brazilian Supreme Court ruled that a law banning schools from discussing issues related to gender and sexuality in the classroom was unconstitutional.

This legal victory for Brazilian education created important jurisprudence in the largest legal court in Brazil, dissuading others from presenting similar legislative bills.

Following this defeat, the main priority for Bolsonaro’s education program was to focus on militarising schools.

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Background and current situation The project, which we are calling the “militarisation of schools”, is not a reference to the military education institutions which essentially provide education to the sons and daughters of the armed forces.

The process of militarisation in schools to which we are referring is a government effort to transfer the administrative and pedagogical management of Brazil’s 180,000 public, civilian schools to the armed forces.

As from his first day in office, through the Ministry of Education, Bolsonaro created the Sub-secretariat for Promoting Civilian-Military Schools, the director of which was a lieutenant colonel for the Brazilian army.

The process to militarise Brazilian schools, which is already underway in many states and municipalities that have taken the initiative to do so, has regained momentum with this political signal, and the very term “civilian-military schools” is now being used in many Brazilian cities following initiatives to militarise education.

In July 2019, the Ministry of Education launched the “National Commitment to Basic Education”, with the aim of, amongst other priorities for basic education in Brazil, establishing 180 civilian-military schools in every state of the Brazilian Federation by 2023.

Following the Brazilian education sector’s opposition to it, in September 2019, the government, through the General Secretariat of the Presidency, created the National Programme for Civilian-Military schools (PECIM) which subnational, federated entities could volunteer to join.

The financial support given to states and municipalities2, through the Ministry of

Defence, and the lack of public resources for education faced by states and municipalities, meant that fifteen of the Federation’s states joined the program.

In 2020, 54 schools in 23 of the 27 states of the Federation became part of the pilot project.

Society’s support for the pilot project is even increasing in the private education sector in Brazil, with the creation of private military schools.

Run by former members of the police force, reserve officers of the Brazilian army, and even civilian businesspeople, luring families in by stating there is a need for more “discipline” in educational processes, private teaching institutions with military discipline are proliferating in different Brazilian states.

Violation of national legislation and educational development In the country of (famous Brazilian educator) Paulo Freire, the subversion of education, through the military appropriation of teaching, is happening at an alarming rate, ignoring the very legal order that regulates Brazil’s education system.

The fundamental principles of the Brazilian Constitution, which advocate for access to and continued enrolment in schools on an equal footing, have been blatantly ignored by these militarised institutions.

The spread of a militarised education system has also led to problematic students being expelled because they have not adjusted to the rules imposed.

Furthermore, this has become an obstacle to the principle of equality in learning, teaching, researching and disseminating critical thinking, the arts and knowledge.

International education The rigid and hierarchical rules of the militarism imposed on schools make this impossible. Bans on students presenting topics that are not to the military’s liking have also been denounced. This is an attack on the country’s Constitution which guarantees a multiplicity of ideas in school environments.

The principle of free schooling, guaranteed by the Constitution, is also under threat given that many militarised schools charge enrolment fees, “voluntary” monthly fees and because uniforms tend to be more expensive than in public education.

The principle of valuing teachers, based on a requirement that they should be adequately trained and remunerated, and hired through public competitions, has been systematically violated on the one hand, with the arrival of military teaching staff to teach some subjects, and on the other hand, with the hiring of military personnel for school management positions.

This also ends up affecting the principle of democratic management guaranteed under the Constitution.

As regards ensuring quality education, much has been said about the results achieved by these institutions which often performed better in the standardised assessments used in Brazil.

These improvements are largely due to the greater amount of resources the schools have at their disposal, as well as due to the military education centres’ selection process, which rejects students who deviate from the standard they wish to achieve.

In a militarised environment, there is no room for an education that frees people, that emancipates students as human beings.

Militarisation of schools means exclusion; an attack on the poor and democracy itself According to sociologist and educator Miguel Arroyo’s analysis, the process of militarising schools is a project to criminalise working class children.

Arroyo highlights the general trend that this process has a greater impact on working class areas and on the suburbs of our cities.

In fact, the experiment to militarise Brazilian schools has almost been imposed as a priority in the suburbs where the poorest Afro-descendent

children and the most vulnerable populations live.

disseminating this education model.

Under the pretext of mitigating violence in schools, a problem that has a tragic impact on a society marked by social and economic inequality, the ideology of militarisation has managed to win support from society, particularly in this segment of the population.

Furthermore, we will have to confront an ideology that has been disseminated and absorbed by some families who see this school model as a valid option for their children’s education. In light of the many explicit violations against our legal order, it is inevitable that the debate will be taken to the highest courts of the country.

The idea that militarised schools will provide more security to their children, something that is shared by some families living in the outermost suburbs, is a reflection of a state policy that creates fear and is threatening.

What is most important is that the struggle to defend public schools has now become a political struggle to defend our country’s democracy. A democracy that, in Brazil, is being seriously undermined during these tragic times of Bolsonaro’s government.

The severity of the experiment to militarise schools is even greater when we realise that this policy will create more exclusion and prejudices in the school environment.

Footnotes

The shortcomings regarding these matters in the civilian school environment that already existed will become drastically worse in the context of militarised educational institutions.

The tendency to standardise students’ behaviour and identity in an environment like that of schools, will create more prejudices and exclusion against everyone who is “different”.

This will in turn affect our poorest students, as well as women, Afrodescendants, foreigners, homosexuals and transexuals.

The Brazilian education sector’s struggle can foresee many battles against this system which is being devastatingly and tragically imposed on the country following Bolsonaro’s election, as he is the person who is mainly responsible for

1 Those that defend this conservative and reactionary movement are attacking these professionals’ academic freedom and, in an effort to rewrite Brazil’s history, are starting to carry out the absolute revisionism of our own official histography, praising and defending the bloody civilian-military dictatorship that was installed in Brazil in 1964 and which lasted until the mid-1980s.

2 The Bolsonaro government’s promise to establish 216 of these schools by the end of his term has meant that the (Brazillian) federal government has earmarked almost 152 000 Euro (one million Reals in Brazilian currency) to every unit that joins.

The opinions expressed in this article are those of the author and do not necessarily reflect any official policies or positions of Education International, the Australian Education Union or SSTUWA. This article was first published on the Educational International website and is reproduced here with permission.

Western Teacher

October 2021

23

Seen around

Seen around the SSTUWA

Members found their Kefi at the annual SSTUWA Early Childhood Educators (ECE) Conference last month.

The conference theme was Leading Happy and Healthy Lives in Early Childhood Education and a focus was on the social and emotional well-being of both educators and students in ECE environments.

Professor Helen Milroy, WA’s Australian of the Year 2021 opened the conference with a powerful keynote that provided delegates with a deeper understanding of trauma and child mental health.

Professor Milroy acknowledged the role schools played in the identification, safety

and recovery of children suffering trauma.

She also recognised that early childhood is a time of both great promise and considerable risk.

Having responsive relationships with adults, growth-promoting experiences, and healthy environments for all young children was critical.

Delegates were provided with an overview of the newly developed curriculum support materials by Mandy Hudson and Rose Smith from the School Curriculum and Standards Authority and had the opportunity to provide their input and feedback to the presenters.

Three great workshops were on offer, allowing delegates to select their area of interest around different aspects of emotional and social well-being.

The afternoon keynote address was a perfect ending to the conference and was full of high-energy, laughter and positive messages.

Speaker David Koutsoukis helped the members understand the power of positive energy in the classroom, what he called Kefi, which is a Greek word that means “a zest for life”.

David provided tips and strategies for finding your own Kefi and how to help students find their Kefi in classrooms.

ECE: Elizabeth Olsen, Tayla Wellsteed and Gwendolyn Davis.

ECE: Jeanette Collins and Kristy Howson.

ECE: Keynote speaker David Koutsoukis

ECE: Conference attendees finding their Kefi.

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Seen around

ECE: Keynote speaker Professor Helen Milroy.

ECE: Karen Prosser and Dee Kitson.

ECE: Workshop presenter Louise Rabbone speaks on mental fitness.

ECE: Frances Keeley.

ECE: Conference attendees follow Professor Helen Milroy’s presentation.

ECE: Diana Cooper intently taking notes.

Western Teacher

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25

National education and union news

National education and union news Public schools underfunded, teachers underpaid: OECD Findings in the Organisation for Economic Co-operation and Development’s (OECD) Education at a Glance 2021 report show Australia continues to fall behind its OECD peers when it comes to investment into public education.

The OECD has found that:

These latest findings highlight the critical need to invest in public schools, address escalating workloads and increase teacher salaries by a substantial margin, the Australian Education Union says.

•

“We have a responsibility to ensure every Australian child has the opportunity to thrive and achieve to their full potential.

This data shows we are lagging on fulfilling that responsibility in comparison with other OECD nations,” AEU Federal President Correna Haythorpe said.

“There is a vast gap in public expenditure on education between Australia and comparable nations and economies, which must be urgently addressed with increased Federal Government funding for public schools.

“The report has also intensified our concerns about low teacher salaries and excessive workloads. It shows that Australian teachers are working harder without the appropriate salary remuneration and recognition of their work.”

•

Australia spends 10.5 per cent of total direct public spending on school and preschool education, less than 12 other nations.

Australia’s expenditure on upper secondary education at 1.6 per cent of total public expenditure is 30 per cent below the OECD average (2.3 per cent) and fourth lowest among OECD nations and economies.

Australia compares unfavourably to 18 countries regarding teacher salaries and has a flatter scale for salary progression, leaving senior teachers without appropriate recognition of their skills and experience.

•

•

Australia has a very flat salary scale with teachers at the top of the scale earning only 1.46 times the graduate salary, well below the OECD average ratio of 1.85 between graduate salaries and the top of the salary scale.

To achieve the same level, Australian teachers require a salary increase of more than 25 per cent at the top of the scale.

Despite that, Australian teachers have excessive workloads and spend more time in the classroom than the OECD average.

•

Primary teachers spend 878 hours per year in the classroom, 11 per cent more than the OECD average of 791 hours per year.

•

Lower secondary teachers at 828 hours per year in the classroom, 14.5 per cent more than the OECD average of 723 hours per year.

•

Upper secondary teachers at 821 hours in the classroom per year, 19.9 per cent more than the OECD average of 685 hours per year.

“The OECD report underlines the need for better resources, more teachers and education support staff, and better pay and conditions for all,” Ms Haythorpe said.

“The Federal Government must acknowledge the need for more investment in public education and urgently provide additional funding. That is how we lift Australia’s performance and how we best ensure every school has what they need to ensure every child has the opportunities they deserve.”

The OECD’s Education at a Glance 2021 report is available at: bit.ly/3nEZM3P

Australians have lost 66 million hours of work in the month of August About 146,000 workers lost their jobs, and those still in jobs have lost 66 million hours of employment in the month of August alone.

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Youth unemployment increased to 10.7 per cent, and underemployment also rose to 9.3 per cent, according to latest data from the Australian Bureau of Statistics.

This data reflects the reality of sweeping lockdowns across the country without the JobKeeper wage subsidy in place to keep working people connected to their jobs,

National education and union news with NSW the hardest hit.

Unions are urging the Morrison Government to bring in JobKeeper 2 – available for all workers and with safeguards to prevent the business rorts we saw last year – to give Australian workers, and the small businesses that employ them, a safety net.

Current COVID-19 disaster payment schemes are not sufficient or fit-forpurpose, and do not provide a crucial

connection for the worker to their employer.

ACTU President Michele O’Neil said the current COVID-19 disaster payment system did not work for a crisis like this.

“There is no more compelling reason to bring in JobKeeper 2 than seeing a loss of so many hours worked and jobs in one month alone. And thanks to the shambolic vaccine rollout, it could likely get worse before it gets better.

“Limiting eligibility to people who live or work in a hotspot doesn’t take into account that jobs and industries across the whole country are affected now and will be affected for a long time into the future,” she said.

“Unions have been warning the Morrison Government for months; bring in JobKeeper 2 or Australia’s insecure job crisis will worsen. There is an urgent need for a recovery plan for areas, workers and sectors hit hard.”

Morrison continues to choose talk over actions The National Summit on Women’s Safety has concluded without the Morrison Government committing to enact all 55 recommendations of the Respect@Work report or legislate for 10 days paid Family and Domestic Violence leave.

Two days of contribution from experts, victims and advocates will come to nothing unless the Morrison Government starts living up to its rhetoric on sexual harassment and violence against women.

Despite claims in the summit’s concluding statement that the way forward is cooperation between unions, employers and government, no representatives of working people were invited to address the summit.

ACTU President Michele O’Neil (pictured right) said Prime Minister Morrison repeatedly stated that his government would act on all 55 recommendations of the Respect@Work report.

She said the federal government had only implemented six, voting against amendments which would have implemented all the legal changes recommended by the Sex Discrimination Commissioner, including the critical positive duty on employers to prevent sexual harassment.

“This government doesn’t need more reports or summits to know what do to for working women – they are already ignoring the majority of recommendations in the extensive national report that they commissioned,” Ms O’Neil said.

“It is time to act to make workplaces safer for women.

“Family and domestic violence is a national crisis. It costs up to $20,000 and takes 140 hours to flee an abusive relationship, which means that paid leave from work is essential.

“The Morrison Government must urgently

COMPLIMENTARY INITIAL CONSULTATION

legislate for 10 days paid family and domestic violence leave in the National Employment Standards.

“This summit promised action on workplace sexual harassment and gendered violence, but the Government has instead delivered a carefully politically controlled event, excluded the representatives of working women and failed to commit to act urgently to deliver Respect@Work and the universal right to paid Family and Domestic Violence Leave.”

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Western Teacher

October 2021

27

Education and Training Centre

Education & Training Centre Cohort Four Instructional Intelligence Facilitators all fired up

“The delivery of days six-eight was fantastic. Fun, engaging and educational. Just what I needed to reignite the fire.”

- Atwell College

The SSTUWA welcomed back Instructional Intelligence Facilitators from Cohort Four recently. This group of keen and eager facilitators commenced their original 10-day training with Barrie Bennett in September 2019. Due to COVID-19 and travel restrictions, Barrie Bennett has not been able to return to Australia. Almost two years later, excitement prevailed as this group re-convened to continue their course and learning journey in a slightly different way.

The three-day event was an outstanding success as facilitators shared their success stories, grappled with challenges and had time to plan and think about their next steps of implementation.

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Education and Training Centre

Education & Training Centre Heath Dullard (pictured below, left), acting principal at Ellenbrook Secondary College, worked with SSTUWA Education and Training Centre coordinator Kevlynn Annandale to also provide new content for the Instructional Intelligence Course. Heath shared his experience of working with instructional intelligence with his staff at Ellenbrook and provided great insights while demonstrating new strategies for the group. Teams Game Tournament (TGT) was a great strategy used to review instructional intelligence content with the group.

Participants enjoyed the competitiveness of this strategy and worked very hard to win the box of chocolates and bottle of wine on offer as prizes. Heath then explained how TGT strategy could be applied and in classrooms across all learning areas.

Heath commented that he was extremely grateful for the SSTUWA’s on-going commitment and support of instructional intelligence: “Our work with the union has been instrumental in producing and implementing a whole-school approach to effective classroom practice at Ellenbrook Secondary College,” he said.

Emma Rushton, also from Ellenbrook Secondary College, took the group through a jigsaw strategy and again highlighted the importance of accountability and safety when using this method.

The highlight of the three days was spending each morning with Barrie Bennett via Zoom videoconferencing. Despite being 10pm in Canada, Barrie joined the group each morning Perth time for a one-hour live chat. Each session provided an opportunity for Barrie to address the group around selected topics. The group heard about the following:

What facilitators said about the training “Well-organised and balanced professional learning. Experts have been developed within WA to help promote and support excellence.” - Dianella Secondary College “Great as usual! GO SSTUWA!!!” - East Maddington Primary School

• Process of implementation and keeping momentum.

“I really enjoyed the three days and feel refreshed and excited to go back to implement our plan of action.” - South Ballajura Primary School

An opportunity was also available for a live Q&A session with Barrie each morning.

Participants collated questions at the end of each day and were able to ask those of Barrie in each session.

“Thank you for AMAZING training.” - SR TAFE

• Instruction and why it is important.

• Coaching and the importance of ongoing support.

Cohort Four will return for their final two days of training in Week 5 of Term 4. The SSTUWA would like to thank Cohort Four for their participation and look forward to working with them again next month.

Excellent preparation and presentation of information.”

- South Ballajura Primary School “Really inspiring few days and immensely valuable to be able to sit and plan with teams…” - Shenton College “A thoroughly engaging three days. Keep the momentum going!” - South Ballajura Primary School “Great job Kevlynn, Heath and Barrie for putting this together in COVID-19 times.”

- Wilson Park Primary School

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October 2021

29

Member benefits

Member benefits Accountants and Financial Advisers Aston Accountants

10% discount on personal income tax returns for members.

sstuwa.org.au/aston

Industry Fund Services

Specialist financial products for union members.

sstuwa.org.au/ifs

LIFE Financial Planners

AutoBahn

Mechanical and electrical services.

Members receive $20 off any service or 5% off any repair.

sstuwa.org.au/autobahn

HP Computers Huge savings for members on laptops, accessories, printers and more.

sstuwa.org.au/hp

Bayswater Mazda

PLE Computers

sstuwa.org.au/bayswatermazda

sstuwa.org.au/ple

Exclusive offer including $500 fuel card, 4 years free service and more.

Bob Jane T-Marts

National fleet pricing on a range of products and services.

Save on your IT with access to the PLE Computers academic portal.

The Good Guys Commercial Online access to live discounted pricing on The Good Guys’ full range.

$1,200 off your statement of advice fee plus a free financial health check for members.

sstuwa.org.au/bobjane

easifleet

sstuwa.org.au/thegoodguys

Teacher Tax

sstuwa.org.au/teachertax

Package your next car and save on tax.

Bonus Apple Watch with vehicle delivery.

sstuwa.org.au/lifefinancial

$99 tax returns for members.

TIPS Financial Services

$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan.

Exclusive to members.

sstuwa.org.au/tipsfs

Banking Special offers throughout the year for members. A bank built by, and for, union members.

sstuwa.org.au/mebank

Mortgages, Money and Me

Complimentary advice, property reports, finance tools and more for SSTUWA members.

sstuwa.org.au/mmme

OFX Money Transfers

When it matters, OFX it. Save with the experts in international money transfers.

sstuwa.org.au/ofx

Teachers Mutual Bank

Banking exclusively for the education community.

sstuwa.org.au/tmbank

Cars

Educational Resources

sstuwa.org.au/easifleet

Classroom Management

Fleet Network

A Thinking and Caring Approach. By Barrie Bennett and Peter Smilanich.

sstuwa.org.au/fleetnetwork

Vehicle salary packaging – save time, money and tax. Receive a $300 gift card with your new car.

sstuwa.org.au/allwestfleet

October 2021

sstuwa.org.au/classroommgmt

Hertz

Effective Group Work

sstuwa.org.au/hertz

sstuwa.org.au/effectivegroupwork

5-10% discount on vehicle hire in Australia, NZ, USA and Canada.

You choose the car, then we find you the lowest price.

sstuwa.org.au/motormarket

Thrifty Car and Truck Rental

10% discount on vehicle hire in Australia.

sstuwa.org.au/thrifty

tyresales.com.au

10% discount on tyres.

sstuwa.org.au/tyresales

Western Motor Vehicle Consultants

We’ll find a car you’ll love. Save time and money when sourcing your next vehicle.

sstuwa.org.au/westernmotors

Computers Altronics

Beyond Cooperative Learning. By Barrie Bennett.

Graphic Intelligence Possibilities for Assessment and Instruction. By Barrie Bennett.

sstuwa.org.au/graphicintelligence

Instructional Intelligence Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett.

sstuwa.org.au/instructionalintelligence

Teacher Superstore 5-10% discount, in store and online.

sstuwa.org.au/teachersuperstore

Entertainment

Build it yourself electronics centre. VIP trade discount in store and online.

Movie tickets

Apple on Campus

sstuwa.org.au/movietickets

sstuwa.org.au/altronics For details visit:

Allwest Fleet

Western Teacher

$250 Magic Hand Carwash voucher with any easifleet procured novated lease.

Motor Market by Union Shopper

ME Bank

30

Massive discounts on products and services for SSTUWA members

sstuwa.org.au/apple

Discounts on physical tickets (greater savings) and instant digital tickets.

Rockface

Dell

Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire.

sstuwa.org.au/dell

sstuwa.org.au/rockface

Save up to 5% off selected items.

Member benefits *Terms & conditions apply.

Please visit our website for full details.

For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App Food and Wine

Insurance and Legal

Campbells

ISinsured

Access wholesale prices with a complimentary day pass.

sstuwa.org.au/campbells

Cellar d’Or

advice from professionals.

sstuwa.org.au/isinsured

Travel and Accommodation

SSTUWA Legal Services

Cracka Wines

sstuwa.org.au/legal

7.5% off online wine orders.

sstuwa.org.au/cracka

Taste Bud Tours

Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm).

sstuwa.org.au/tastebudtours

Health and Wellbeing Goodlife Health Clubs

20% discount on platinum 12 month memberships. Includes access to all Goodlife Health Clubs in WA.

sstuwa.org.au/goodlife

St John

First aid saves lives. Discounted first aid courses and kits for members.

sstuwa.org.au/stjohn

10% discount on pet products, plus

Insurance for union members. Home, contents, car, landlords.

Best value winery tour in the Margaret River Region. 10% discount for members.

sstuwa.org.au/cellardor

Vet Products Direct

Access to quality legal services for both work-related and personal matters.

Teachers Health Fund Join the thousands of teachers who have already made the switch.

sstuwa.org.au/teachershealth

Teachers Health – Travel

sstuwa.org.au/vetpro

Accor Hotels Great savings for teachers at Accor Hotels in the Asia Pacific region.

sstuwa.org.au/accorhotels

Choice Hotels Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ.

For details visit:

sstuwa.org.au/choicehotels

sstuwa.org.au/travelinsurance

Comfort Hotel Perth City

Shopping

Rooms from $145 per night including

Dot Mall BBQs, heaters and backyard kitchens.

5% discount for members.

sstuwa.org.au/dotmall

Electrical buying

Light Start Breakfast for two. Located near the WACA in East Perth.

sstuwa.org.au/comfortperth

Experience Oz Save 10% on over 3,000 experiences

Let Union Shopper find the best deal on your electrical purchases.

across Oz + NZ.

sstuwa.org.au/electricalbuying

Inn the Tuarts Guest Lodge

sstuwa.org.au/waopticians

isubscribe

Forest retreat, 4-star, with indoor pool,

Housing

Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles.

years+) only. Five minutes to Busselton.

WA Opticians

20% discount on spectacle frames and lenses. Perth and East Perth.

Houspect

Buy, build and invest with confidence. $50 discount on building inspections.

sstuwa.org.au/houspect

Johns Building Supplies

Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines.

sstuwa.org.au/jbs

Kleenheat

In appreciation of teachers’ support of the community, Kleenheat is offering SSTUWA members bigger savings on natural gas.

sstuwa.org.au/kleenheat

SkylightsWA

Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products.

sstuwa.org.au/skylightswa

sstuwa.org.au/isubscribe

Jackson’s Drawing Supplies 10% discount in Jackson’s 12 shops and online.

sstuwa.org.au/jacksons

Petals Flowers & Gifts 20% off flowers and gifts. World-wide delivery available.

sstuwa.org.au/petals

Teacher Superstore 5-10% discount, in store and online.

sstuwa.org.au/experienceoz

Jacuzzi, sauna and BBQ. Adults (12 Studios and rooms. 22.5% off rack rate or best available rate.

sstuwa.org.au/innthetuarts

Jarrah Grove Forest Retreat Luxurious, self-contained accommodation in Margaret River.

Discounted rates for members.

sstuwa.org.au/jarrahgrove

Mandurah Houseboats 10% discount on houseboat holidays.

sstuwa.org.au/teachersuperstore

sstuwa.org.au/houseboats

The Good Guys Commercial

Rottnest ferry tickets

Online access to live discounted pricing on The Good Guys’ full range.

Save up to $15 on Rottnest ferry tickets with WestClub.

sstuwa.org.au/thegoodguys

sstuwa.org.au/rottnest

Western Teacher

October 2021 31

Classifieds

Classifieds For sale: York

Secluded lifestyle block, A-grade bush and semi-cleared 34 hectares, west of York. Straw-bale cottage with outdoor entertaining area and separate studio.

Potential studio area/third bedroom.

Battery ready PV solar panels and solar hot water system. Water tanks and sheds.

Composting toilet. Established orchard and garden. $595,000 negotiable.

0408 101 571

Block for sale: Jurien Bay

700sqm fully serviced, ready to build on, one block back from beach. Close to schools, town centre, marina and recreational water activities. Perfect holiday, retiree or seachange locale. $94,500 ono.

Peter: 0437 377 361 | westside@tower.net.au

Blocks for sale: Williams

Two blocks of land, side-by-side, 1,000sqm each. Walking distance to shops, school and all amenities. Buy both or just one – your choice. Easy getaway, close to Perth and Boddington. $27,500 each or better deal if you snap up both.

0402 349 203

Albany (Little Grove)

Silent Grove Cottage. Self-contained two bedroom (queen/two singles) on two hectares of bushland. Undercover parking. Close to yacht club, walking/ bike trails, national park and beaches.

Teachers’ rate: $150 per night. Stay seven, get one free. www.silentgrove.iinet.net.au 9844 4950 | merron@iinet.net

Augusta

3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au

Cowaramup (Margaret River Region) Private B&B within newly built home.

Parkland setting. Private queen bedroom, bathroom and breakfast room. Private entry and dedicated parking. 10 mins to Margaret River, Gracetown, central to wineries/breweries and beaches. $120 per night per couple including breakfast.

Lee: 0412 902 932

Dunsborough (Quindalup)

Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reverse-

cycle air-con. Available all year except for leavers’ vacation. No pets.

0419 943 203 | 9448 5527 a_r_moore@bigpond.com

Dwellingup

Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme.

Robert: 0419 954 079 dwellcottage.com.au

Floreat

Studio B&B. New, stylish single room.

Fridge, kitchenette, TV, aircon in lovely peaceful Floreat house and garden. Linen, tea/coffee, continental/cooked breakfast ingredients supplied. Suit mature person wishing to enjoy quiet accommodation.

Close to city, buses, shops, hospitals and beaches. $85 per night, min two nights.

Weekly and monthly rates available.

SMS: 0422 333 057

Frankland River

Escape to the country. Imagine waking up to uninterrupted views of paddocks and trees with peace, quiet and tranquility.

Choose a 3 bedroom house or a cosy cabin set on picturesque 83 acres. A great place to relax and unwind. franklandriver.com.au Jade: 0430 450 093 | Sam: 0413 160 093

Fremantle

Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living.

Townhouse has three queen-sized bedrooms plus provision for two singles.

Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates.

9430 4458 | 0407 083 174 info@westerley.com.au

Kallaroo

Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops.

Toiletries, slippers and coffee machine provided. Min 2 nights. Sleeps 4, or 5 with mattress. No pets. $125/night for 3 people; $10/night per extra person.

Molly: 0428 166 559 mollysletters@gmail.com

Kalbarri

Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps 8: 2 x queen beds and 2 x bunk beds. Close to Blue Holes Beach, 15 min walk to town. kalbarriwa.net.au | 0435 845 504

Lancelin

Large 5x2 holiday home. Everything within walking distance, close to beaches and town centre. Sleeps 14. Large wrap around verandah with outdoor seating/ eating and bbq. Heaps of parking for boats or quads. $45/night/person (min 6).

Min 2 nights.

SMS: 0412 804 345

Margaret River

Two bedrooms, private, comfortable, fully equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night.

Russell: 0418 933 270

Mt Lawley/Dianella

Newly built 1x1 self-contained extension, furnished, with laundry, dining, lounge, kitchen and one undercover parking bay.

Aircon, TV, fridge, washing machine and microwave included. Quiet residential area close to city, buses, Galleria Morley,

Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.

32

Western Teacher

October 2021

Classifieds

Classifieds Mt Lawley cafe strip and Northbridge. 10 min walk to Terry Tyzack Aquatic Centre; golf course across the road. $80 per night, min two nights. $50 per night for weekly and monthly rentals.

0439 964 239 | cymbie.burgoyne@gmail.com

Nannup

Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood heater.

Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek.

See website for details. seraphimretreatnannup.com SMS 0420 832 510

Northam

Renovated, self-contained 30s-style three bedroom house with beautiful river views.

Short walk across the bridges to town.

Sleeps six-eight.

Kevin: 0414 446 431

Prevelly

One bedroom private spa apartment in quiet Prevelly cul-de-sac. Two minute walk from beach. Suits couples. $165 per night for Western Teacher readers.

Lucy: lcartell@iinet.net.au

Tranquillity Counselling, Psychotherapy and Career Development

I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management, anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care.

Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187

Retirement coach

Are you recently retired or retiring soon?

You probably have a financial plan in place but developing a plan for the non-financial side of retirement can be as important as preparing financially. I offer support and guidance for the transition from work to retirement, helping you to find purpose and meaning in retirement. Contact me to arrange an obligation free chat. retirementcoaching01@gmail.com

Marriage celebrant

Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location.

I’d love to help you plan your special day!

Meridith: 0400 312 535 meri.lake4@gmail.com

Learn to social dance

Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 4 starts 18 October.

Stan: 9330 6737 | stan@stansdancing.com

First aid training for students

St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for kindergarten students to Road Trauma First Aid for secondary school students.

Courses are curriculum mapped.

9334 1259 | youth@stjohnambulance.com.au

Belly Rubs Boarding Kennels

Personalised approach to boarding your canine companion. $25 per dog – mention you’re a teacher to receive a 10 per cent discount. Located in Southern River.

Elisa: 0417 620 766 | FB: @bellyrubsboarding

Macramé is the new yoga

Trigg

Marriage celebrant

Yallingup

Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to receive a discount.

Lee: 0404 655 567 leehalligancelebrant.com.au

I'm a teacher running small group macramé classes in a cosy home studio.

Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind. marcia@knotinlove.com.au

Marriage celebrant

Teaching resources: French

Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook.

Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151) Kirsty: 0419 927 660

Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony.

Mary: 0418 906 391 maryburke40@hotmail.com

French teaching resources, primary and secondary, free to anyone who may be able to use them. Lots of unit curriculum and other themed topics with worksheets and activities.

Melinda: 0435 579 206

Western Teacher

October 2021

33

Noticeboard

Noticeboard Retired Teachers’ Association The next quarterly meeting will take place on Wednesday 24 November at 10am for a 10.30am start at the union building. The speaker will be Matthew Correia from the Royal Flying Doctor Service.

8 November. The speaker then will be from the Australian Wildlife Conservancy. The cost is expected to be approximately $35 for members.

Choir continues with Jeff Carroll and literature will consist of miscellaneous pieces of writing in October.

The annual luncheon will be held at the Victoria League Headquarters in Shenton Park at noon on Monday

Ann Strauss: 0458 625 520

Email to editor@sstuwa.org.au

Level 3 Classroom Teachers’ Association

2021 meeting dates: Saturdays, 10.30amnoon at the SSTUWA premises Term 4 27 Nov (AGM) Venue subject to change. Visit www.l3cta.org.au for venue information and to confirm attendance, or email contact@l3cta.org.au

Second-hand computers and monitors available The SSTUWA has 44 sets of PCs and monitors available for donation. Each set has a PC, monitor, keyboard, VGA cable to connect the PC to the monitor, and two power cords, one for the PC and one for the monitor.

They do have quite a few years on the clock and would be best suited for a school or training facility that uses an IT lab, where students can learn about hardware, software installation, networking and troubleshooting. Even though they are in great working order and perform quite

well, given their age we would expect that some of the hardware will start to fail.

They have Windows 7 pre-installed and can be upgraded to Windows 10. Hardware features: CD-ROM drive; Intel i3 CPU; 4GB RAM; 256GB HDD; 10 x USB 2.0; 1 x display port; 1 x VGA port; keyboard; mouse; monitor.

If your school is interested in receiving any of these, please submit your request to contact@sstuwa.org.au

WA Mental Health Week: 9-16 October Mental Health Week is celebrated each year in October around World Mental Health Day on 10 October. It provides a prime opportunity to address and highlight the important connection between social determinants and mental health; and promote effective prevention strategies to keep people mentally healthy. The theme

for Mental Health Week 2021 in Western Australia will be: Mental health starts with our children.

The theme recognises how a person’s mental health reflects the interaction of a lifetime of individual and lifestyle factors with a range of environmental, community and family risk factors. For more information visit: mentalhealthweek.org.au

SSTUWA committee meeting dates: Early Childhood Educators’ Committee

TAFE Committee

Time: 4.15pm

Time: 5pm

2021 dates TBC

21 October 18 November 16 December

New Educator Committee

34

Western Teacher

School Psychologists’ Committee Time: 4.45pm 16 November

Teleconference facilities are available

October 2021

Anti-Poverty Week will be held from 17-23 October 2021. In 2021 we are reminding governments that there are two key things they can do to unlock poverty for individuals, families and children: raise income support above the poverty line and invest in social housing. For more information visit antipovertyweek.org.au

Venue: SSTUWA office Contact: (08) 9210 6000 or contact@sstuwa.org.au Teleconference facilities are available

Time: 4.15pm 23 November

Anti-Poverty Week 2021

State Council Conference November State Council Conference will be held on Friday and Saturday, 12-13 November.

Further information and materials will be available at sstuwa.org.au/NovSC

Know Your Rights, tax statement, membership card and more Introducing the SSTUWA super app

pp a w e N e releas Get the app

Western Teacher

October 2021

35

Transition to Retirement Specialists Financial solutions and advice to help you transition

continue into 2022 & beyond!

Please see tipsfs.com.au

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