Western Teacher - Volume 49.9 - November 2020

Volume 49.9 November 2020

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

State Council back in town

pg 6

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Features

Volume 49.9 November 2020

In this edition Correspondence:

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

Member Assist:

Ph: 9210 6060 memberassist@sstuwa.org.au Print post publication 100004470 | $4.95 ABN: 544 780 946 35 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 James Street, Northbridge WA. November 2020.

Cover: State Council Conference was held at the SSTUWA premises on 13-14 November. Read more on pages 6-8.

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

Find us on Facebook facebook.com/sstuwa

In this edition

State Council eyes upcoming election.......6 Q&A with Member Assist............................9 Strengthening public education...............10 Best practice in early childhood education..................................................12 The value of union membership...............14 Membership a great deal..........................15

2021 Publishing Dates Deadline Distributed 25 November 22 January

Union faithful recognised.........................18 TAFE AGM canvasses hot topics...............19 Funding gap to accelerate in future.........20

25 January

19 February

2 March

26 March

27 April

21 May

31 May

25 June

Regulars

28 June

30 July

From the President.....................................5

9 August

3 September

Education and Training.............................28

6 September

8 October

Member Benefits......................................30

18 October

26 November

Classifieds.................................................32

Dates are subject to change

Be proud of your profession.....................22 Seen around the SSTUWA........................24

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.)

�eason’s greetings SSTUWA school holiday office hours Union office

Closed 25 December through 7 January Open 8am - 4.30pm, Monday - Friday all other days

Member Assist

21-22 December: 23 December: 24 December: 8-27 January:

10am-2pm Closed 10am - 1pm 10am - 2pm

Western Teacher

November 2020

3

School violence affects all

From the President

By Pat Byrne President

Mental health issues among young people are a distressing community problem, and, because our schools are a microcosm of society, they have become a distressing problem in schools.

As The West Australian newspaper reported last month, there has been a huge increase in young people in severe mental crisis being taken to hospital emergency departments.

Many of these children are highly likely to be enrolled in a public school that does not have the support or expertise to safely manage their complex needs.

Serious mental health issues in young people manifest in different ways, but in schools they often result in violence towards staff and other students.

While it’s important to point out that not all students with severe mental health issues act violently, it is apparent that violence in schools is a serious problem.

Recently, the SSTUWA has been advised of several incidents involving violence against teachers.

This includes a primary school teacher needing dental surgery after being attacked by a student, a principal having to confiscate a knife from a pupil, who had already been suspended for threatening someone with a screwdriver, and a teacher who was punched, dragged by the hair and had their head banged into the pavement.

Violence in schools is a community problem, not a school problem.

However, it is often schools that have to address both violence and extreme mental health issues among students.

Teachers managing classes of 30 or more students are being forced to act as mental health counsellors instead of teaching.

School leaders end up not teaching or

supporting teachers, but instead acting as coordinators to bring together various community services to try to assist students.

And while they might try to help, an individual principal in a school cannot on their own solve dilemmas that stem from significant issues in a child’s family or local community.

Schools are struggling as the demand for mental health services is increasing. One primary school I’m aware of had over 120 students referred for specialist mental health support, including more than 15 who were considered to be at risk of suicide.

Exacerbating the situation is the lack of appropriate youth mental health services.

Literally thousands of students need help that is simply not available. For example, in some cases, grief counselling services within primary schools are booked out almost a year ahead.

The SSTUWA has long identified the need for systemic resources and infrastructure to support students who exhibit extreme behaviour.

To her credit, Education Minister Sue Ellery has taken some significant steps to support staff to address violence in schools; however these need to be extended as a matter of urgency.

further reduced for students and staff, just as mental health issues for children are increasing.

Prior to the 2013 budget cuts, schools and parents/carers had access to a range of community services to support child and adolescent mental health and well-being.

Many of these are no longer available.

The union believes it is particularly important that support systems within the school and community services that are available for the school and parents or carers to access are available for all students who need them. Waiting lists for these services need to be urgently addressed.

Recent media reports have highlighted varying violent behaviour of students both before and after COVID-19. Irrespective of the cause, the need for sustained funding is vital.

This funding needs to be significant and it needs to be broad-based. It was once the case that such issues were perceived to be contained to specific areas. They are now arising all over Western Australia.

Just as the whole community is affected, so the whole community has to contribute to the solutions.

Violent and threatening behaviour in schools will get worse as the impact of hidden funding cuts see programs and support services Western Teacher

November 2020

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State Council Conference

State Council eyes upcoming election

By Minh Lam

The upcoming state election looms large for the SSTUWA as a major focus for 2021, and work has begun on securing greater outcomes for public education in Western Australia.

Delegates to the November State Council Conference were told by President Pat Byrne that the union had formulated a discussion paper outlining its wish list for public education in WA – a paper that would be distributed to all political parties and lobbied on hard between now and the March election next year.

The paper calls for a guarantee of a minimum of 85 per cent from a state government of the School Resource Standard (SRS) for WA public schools; for additional funding to continue making schools a safer workplace; pledges to bridge the inequity between schools in terms of IT infrastructure and equipment; and the revitalisation of remote and regional education.

“In regards to TAFE we will be asking for the guarantees to maintain all fee free and reduced fee TAFE courses, but also a commitment to the provision of sufficient 6

Western Teacher

November 2020

staff to be able to cater the increased enrolments that we are anticipating as a result of that,” Ms Byrne said.

The paper was released at November State Council Conference, the sole one for 2020 following the cancellation of June State Council Conference due to the COVID-19 pandemic.

It was a streamlined affair, with fewer delegates registered, in adherence to current social distancing measures and restrictions.

In addition to the SSTUWA president, delegates also heard from Education Minister Sue Ellery and keynote speaker Dr Anna Hogan from the University of Queensland on the increasing commercialisation of public education.

As the union’s supreme decision-making body, State Council Conference also involved delegates debating and voting on future union initiatives.

Ms Byrne said the campaign on election commitments would also run alongside work on formulating the next logs of claim for schools and TAFE.

A key plank of this was campaigning for an increase in public educator salaries of more than the current $1,000 a year cap on public servant salaries.

“Educators recognised the need for restraint when this Labor government came to power,” Ms Byrne said.

“We were not happy but, along with the whole of the WA public sector, educators did their bit and accepted the flat $1,000 rise.

“We were told the policy was for four years. Now COVID has changed everything – and once again it is public servants being asked to sacrifice.”

Ms Ellery acknowledged the government’s capped wages policy was not popular but confirmed that it would be in place for the next two years.

“After that we will review the wages policy, giving consideration to the broader economy and the state’s finances,” she said.

Ms Ellery told State Council Conference it had been an extraordinary year and

State Council Conference

thanked public educators for their commitment and hard work in getting their schools and TAFE colleges safely through the year.

She reiterated that TAFE remained the jewel in the crown for training in WA and the government’s ongoing investment in the training sector, as well as commitment to recurrent schools funding.

Ms Ellery said the government would continue to fund much needed infrastructure works for schools, in particular Roebourne District High School, as well as the extra DOTT time and curriculum support initiatives won by the SSTUWA in the new Schools General Agreement.

She added that mental health initiatives and safety in schools were other areas the state government were committed to ensuring public educators had support for.

A panel discussion during State Council conference focused on proposed curriculum changes, with panel member and past union president Anne Gisborne raising concerns about the changes

themselves and poor consultation around them.

This led State Council delegates to pass several motions during the conference for further action later (see story at end for more detail).

Panel member Allan Blaigaich, the executive director of the School Curriculum and Standards Authority, outlined the curriculum support materials won in the Schools General Agreement that would be available to public educators next year.

Delegates were excited upon seeing examples of complete learning programs that were being currently developed for key learning areas that would cover everything needed for a 32-week program.

Also at November State Council, recipients of two important union awards were announced.

Simon Zuvich (pictured above, bottom right) was awarded with the 2020 Reconciliation in Action Award, while Maylands Peninsula Primary School

teacher Jessica Wormuth (pictured above, top right) was named as the recipient of the 2020 Lynette Virgona Scholarship.

Simon is currently a consultant in the Department of Education’s Aboriginal Education Teaching and Learning Directorate and has previously worked as a teacher in Pilbara schools.

SSTUWA Senior Vice President Paul Bridge said Simon was a worthy winner of the award.

“Simon is an outstanding educator who has demonstrated through his actions exemplary practice in his work as a classroom teacher and specialist teacher modelling on how to engage with Aboriginal students in the classroom through his own interactions with Aboriginal students and supporting colleagues in the schools,” he said.

“He has worked in creating culturally inclusive classrooms and school (Continued on page 8) Western Teacher

November 2020

7

State Council Conference (Continued from page 7) environments. He is acknowledged in supporting schools for the implementing the cultural standards framework in public schools and as an active member of the SSTUWA ATSI Committee, his knowledge and insight into Aboriginal employee and education matters is always welcome by the committee.”

Simon will also be automatically nominated for the AEU Arthur Hamilton Award.

SSTUWA Vice President Samantha Schofield said the Virgona scholarship was awarded to a member annually to assist in training and professional development in the areas of student behaviour and instructional strategy.

It was named after Lynette Virgona, a dedicated union member, who passed away in 2013 from cancer while serving on Executive.

“Jessica hopes to use this scholarship to further develop and broaden her skills in the area of instructional intelligence,” Ms Schofield said.

“Given the limitations to travel and access to PD in the coming years due to the pandemic, SSTUWA Executive has extended access to these funds for the scholarship for up to two years.”

In finishing her address to November State Council, Ms Byrne said public educators worked hard every day to deliver the very best education to all students and instil those values and principles that were critical to our democracy.

“It is hard work – frustrating, draining, exasperating, innovating, exhilarating – all of those things, and you continue to do that every day. And I thank you for that,” she said.

“We have emerged, I think from the toughest of years, with every right to be hugely proud of our profession.

“Teachers and lecturers show courage, resilience and dedication. As ever, remember, the driving factor for our members in not their own interests, but that of their students.

“Nobody should be in any doubt that if we have to do that, we will show exactly those same qualities in protecting public education.”

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November 2020

Curriculum review to be questioned The following motions were approved

by November State Council delegates in relation to the current Australian Curriculum, Assessment and Reporting Authority (ACARA) curriculum review and the SSTUWA will raise these matters with Education Minister Sue Ellery.

AEUBC01/20, recommendation 3 A That the AEUWA/SSTUWA seek an urgent meeting with the Minister of Education prior to the December 2020 ministerial meeting to present concerns regarding the current progress of the ACARA curriculum review. These concerns to include, but not be limited to: • Questions as to the lack of rigour in pursing the key objectives to reduce, realign and declutter; • Unnecessary and confusing language • Issues pertaining to appropriate ‘landing’ of concepts; the likelihood that this timeline will be received negatively and read as intending to limit feedback from the profession; • That the timing of consultation for the 1st tranche (mathematics & technologies) imposes unreasonably on teachers’ vacation time and will be hindered by the necessary preparations occurring in schools to support positive beginnings in a new school year; • The failure to recognise the extreme pressure that such timing places on teachers, especially in the context of the horrific year faced by educators across Australia in 2020 as they have been called on to work in the frontline during the COVID19 pandemic in order to support the directions of governments; • The need to recognise that in all jurisdictions, students will be ‘behind’ in their milestones due to the interrupted nature of learning during 2020 and the reported mental health issues which have arisen and will be carried into the 2021 learning environment.

B That the Minister be encouraged to propose variation by way of change to proposed dates for community

consultation and feedback on the mathematics and technology curriculums, currently scheduled to commence January 2021 and run for ten weeks.

C That the Minister flag the need for a more open and fulsome dialogue with reference groups, accompanied by the full suite of documentation necessary to support genuine consultation, prior to any curriculum being said to be ‘consultation ready.’

D That the SSTUWA/AEU proactively encourage members to engage in responding to “tranche 1” of the revised learning areas arising from the ACARA curriculum review, (currently planned for 10 weeks commencing January 2021 or later) and the following strategies be undertaken: • Raising awareness of the consultation process (Western Teacher & SSTU weekly communique) in 2020 and 2021 • Seeking commitment by the Minister to fund teacher and school leader release to participate in forums reviewing the amended curriculums, including for those in rural and remote areas • The AEUWA/SSTUWA work with the Education Department to facilitate such forums • The AEUWA/SSTUWA respond formally to proposals regarding curriculum changes E The AEUWA/SSTUWA, as a matter of urgency, liaise with its interstate counterparts through the AEU Federal Executive, to raise concerns about the ACARA curriculum review and seek the development of a joint national approach in particular to issues such as: • Consultation processes which do not reasonably engage the profession; • Diversions from the brief to simplify, refine, reduce and restructure which will likely eventuate in significant changes to the curriculum content and language; • A seeming failure to recognise if significant change arises, professional development will be required.

QA and

Members’ matters

The team in Member Assist answers some of members’ most commonly asked questions

with Member Assist

Q

I am vacating my GROH accommodation at the end of the year. What do I need to do?

A

Please look carefully at the following documents:

1. The DoE Housing for Country Employees in Public Schools Policy.

2. The GROH tenant toolbox at this link: bit.ly/379Zp9h The SSTUWA also advises members to take time-stamped photos of the property in case of possible discrepancies.

Q

During the Christmas student vacation period my family will be driving to Perth. Can I claim the student vacation travel concession?

A

Know Your Rights

KYR

Yes, you can claim the student vacation travel concession when you decide to drive instead of fly. Clause 58(7) of the Award allows this. You will be paid for the travel up to the cost of a return airfare of an employee when traveling

alone or the return airfares of the employee, employee’s dependent partner and dependents when travelling together.

Q

Can I travel to somewhere else rather than Perth or Geraldton and still claim my annual student vacation travel concession.

A

Yes, you can claim the student vacation travel concession as per clause 58(3) of the Award which states “An employee may elect to travel elsewhere than to a centre referred to in clause 58(1) and, in that event, will be paid the cost of that travel up to an amount not exceeding the value of benefits to which the employee is entitled under that clause”.

Q

I have been told by my school administration that should I have to leave my vehicle in Perth and fly my family and me back for the start of school in 2021 due to floods or cyclones. I will have

Have a question? A full compilation of Know Your Rights information sheets are available on the SSTUWA website and app.

Schools: sstuwa.org.au/schoolsKYR | TAFE: visit sstuwa.org.au/TAFEkyr You can also speak with your union rep and contact Member Assist: (08) 9210 6060 | 1800 106 683 | memberassist@sstuwa.org.au

to pay for the costs incurred myself – is this correct?

A

The Award clause 58(8) states that should you travel by motor vehicle and through no fault of the employee is prevented by natural disaster, such as floods or cyclone from returning after the student vacation, the employee will be paid any reasonable costs incurred in getting the employee, the family of the employee and the motor vehicle back.

Q

Is it true that should I have the last day or first day of term as sick leave I must produce evidence?

A

Yes, this is correct as clause 41(3)(b) states: any day taken immediately preceding or immediately following a student vacation, must be accompanied by evidence even where the absence does not exceed two consecutive days.

Q

I am on a full teaching load and am required to undertake internal relief classes every now and then.

What compensation do I receive for these times?

A

Clause 24 of the Agreement states that you are paid internal relief payments for any time above your maximum teaching face-to-face load.

Western Teacher

November 2020

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Federal Women’s Conference 2020

Strengthening public education

By Colleen Mack Women and equity officer

In previous years, SSTUWA members who have been selected to attend the AEU Federal Women’s Conference had been flown to Melbourne for the event and to meet other AEU women from across the country.

With travel restrictions still in place, this federal conference was held virtually for the first time.

While the online format had some technical challenges, it was still a fantastic day to listen to guest speakers on a range of issues that women and girls face in Australia and the world.

This year’s theme – Strengthening Public Education – a Feminist Approach – turned our attention towards the importance of the recovery phase and phases that include recognition of the impact that the pandemic has had on women and girls’ education and social and workforce participation, now and into the future.

It is vitally important that women and girls are not further disenfranchised as a result of this pandemic.

The current inequities that already exist in Australia for women have the potential to be exacerbated for generations to come if the recovery phase and phases from this pandemic don’t include a gendered lens and approach.

Women over 55 are the highest group of homeless people in Australia and numbers are set to increase.

Workers in hospitality and retail are mostly women and are predominately casual. Many have lost work but are not eligible for JobKeeper.

Women in precarious work have lost jobs or have no paid leave, so have accessed the early release of superannuation. Since April 1.7 million women have done this.

This will lead to poverty in retirement for many.

Guest speakers included Georgie Dent, executive director of Parenthood; Alison Pennington, senior economist, The Centre for Future Work; and Associate Professor Elizabeth Hill, Department of Political Economy, University of Sydney.

They provided insight on the impact of COVID-19 on women and further information to assist recovery.

Women are the main carers and many have left or are out of work due to care responsibilities.

Participants heard of how the COVID-19 pandemic has, and continues to, exacerbate inequality for women and girls worldwide.

Family and domestic violence has increased during the pandemic. We need investment in public housing and free universal high-quality early childhood education and childcare.

This includes: unpaid caring responsibilities which also keeps women out of the paid workforce; growing rates of childhood forced marriages (even in Australia); the closure of schools (many of which provide additional essential support and services, including breakfast programs for students and links to community services); limited or no access to computers and internet services; and reports that in many countries when schools reopen many girls will not return.

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November 2020

Investment in green jobs including those in the female-dominated care, health and education industries, will help lead us to recovery and diminish the impact of climate change.

National Sex Discrimination Commissioner Kate Jenkins, in her presentation to the Senate Select Committee on COVID-19, outlined three key priority areas for the government’s response to COVID-19 in September 2020: economic action, social action and decision-making frameworks.

“I am convinced that Australia’s recovery from COVID-19 will be more rapid and more successful if we can unleash the

potential of our whole population – men and women,” she said.

“Without positive action however, I fear that Australia’s progress towards gender equality will be set back a generation, to the detriment of us all.

“It will be important for government, business and the community to work together to remove barriers to women’s workforce participation and ensure that women are safe from violence in the pandemic period and beyond.

“Having had some time to adjust our policy levers to our new reality, and with the federal budget and refresh of the Women’s Economic Security Statement imminent, now is the perfect time for the government to accelerate its progress in combating gender inequality and advancing Australia’s economic recovery.

“COVID-19, for all its tragedy, has illustrated how quickly government and business can respond – and communities can adapt – when systems and structures are changed in the common interest.

“Let’s seize this moment to advance gender equality in Australia.”

SSTUWA member Nicola Sorrell attended the conference and said engaging with a range of women over a host of issues pertinent to female educators and women was awe inspiring.

“I learnt much from the professionals who spoke passionately about their area of expertise; from economics, to teaching in remote areas, to union activism, to my peers across the states,” she said.

“What terrified me was the damning statistics presented that highlighted just how far we still have to go to close the global gender pay gap – another 100 years! – but COVID-19 may hinder that.

“The more I listened, the more I learnt just how the neoliberal economic structures are stacked against women in this wealthy, ‘advanced’ nation of ours.”

Federal Women’s Conference 2020 Nicola said Associate Professor Hill asked the question: “Why are women voting against their gender interests?”

“This issue clearly needs a platform in order to educate female voters in Australia,” she said.

“One of the greatest take away points for me personally, as a teacher who works in Student Services, is the immediate need for Respectful Relationships education in all Australian schools.”

SSTUWA Executive member Jan Lau also participated in the conference as an attendee and speaker.

“The work of teachers across Australia was showcased in a format that allowed us to hear of the amazing work of colleagues in education sectors from early childhood to TAFE,” she said.

“The innovative solutions at local levels was eye opening. They all reflected the dedication of our educators to ensuring

continuation of learning in their COVID world.

“Embracing contemporary technology was only one of the strategies described.

Others included organising drive-by visits to maintain connections with students and families.

“The keynote speakers stressed the role of women in sustaining and rebuilding the economy. The importance of at least subsidised childcare was highlighted as a critical enabler for economic growth. It was certainly the main point I took away from the conference.”

Jan spoke to the conference about the role of TAFE in WA in ensuring women’s return to work in traditional and non-traditional roles.

“I congratulate the organisers for what was an informative conference which although it dealt with difficult times, left participants such as myself ready to push on,” she said.

This thoroughly engaging conference concluded with a tribute to the late Australian singer Helen Reddy, who championed feminism.

Reddy’s song I Am Woman is still relevant and resonates today as we, as unionists, educators and women continue to champion and campaign for the rights of all women and children to have access to high quality public education, financial security, health care and respect in the home and at work.

“I am woman, hear me roar / In numbers too big to ignore / And I know too much to go back and pretend / ‘Cause I’ve heard it all before / And I’ve been down there on the floor / No one’s ever gonna keep me there again”.

There is still much work ahead to gain equity and equality for women.

Joining the union team The SSTUWA has recently welcomed two new members to the union team, who will help with supporting school leaders and upcoming EBA negotiations.

Former Willetton Senior High School principal Chris Booth has joined the union’s school leader support team and will work alongside SSTUWA school leaders’ project consultant David Lee as an additional consultant for school leaders, providing advice where required.

Chris was the principal at Willetton SHS for 19 years, as well as Hedland Senior High School for two years.

During this time, Chris acted in roles such as Director of School Review, Director Schools and Executive Principal. He also attended the Harvard professional learning program offered by the Department of Education.

Prior to that, Chris held roles in various schools such as deputy principal and program coordinator in two schools. Chris is a successful school leader with over 20 years of experience in senior (Level 6) leadership.

Chris brings significant knowledge of secondary school operations to the team.

At present he is assisting the union with a policy position on the Shergold Report on senior secondary pathways, as well as

issues surrounding vocational education and training in schools.

Chris Booth

Also joining the SSTUWA team is current Yanchep Beach Primary School principal Matt Jarman, who will specifically assist with EBA negotiations.

Matt opened Yanchep Beach PS in 2014 after working 15 years in various schools as principal and deputy principal; his teaching career began in 1993.

During this time, Matt has acted in roles such as principal consultant, Literacy and Numeracy, on a few occasions and has recently supported the Professional Learning Institute in various components of the Department of Education Leadership Strategy.

Matt is a successful school leader with over 20 years of experience in leadership commencing at Level 3, (four years) Level 4, (six years), Level 5 (11 years) and short term periods at Level 6 (Yanchep Beach PS is currently an acting Level 6).

He will work alongside SSTUWA senior officers leading up to the completion of the state election, aiming to bring his very recent experience to the table.

Matt brings significant knowledge of primary school operations across WA to the team. At present he is assisting the

Matt Jarman

union with the further development of a position on the Let’s Stand Together policy, as well as issues surrounding Statewide Services and other components of the exchange of letters.

Matt and Chris are available to support leader members with expertise and advice where there are disputes with teachers.

Members can be linked to the SSTUWA’s Legal Services Team if additional support is needed.

Western Teacher

November 2020

11

Early childhood education

Best practice in early childhood education Western Teacher asked members in early childhood education (ECE) to share their thoughts about best practice in ECE. In this issue we hear from Forest Crescent Primary School ECE deputy and kindergarten teacher Donna Jarvinen (pictured right).

WT: What is your current role and school?

Donna Jarvinen: I have been teaching since 1993 and am currently at Forest Crescent PS (FCPS) which is in Thornlie.

Prior to coming to the metro area, I taught in Derby, Port Hedland and South Hedland, and Kalgoorlie.

I have been at FCPS since 2009 and have taught in all year levels, kindy to Year 3. I teach kindy 0.5 and am the ECE deputy for the other 0.5. I have been in this split role for the past three years (I cannot believe it’s been that long!).

WT: What does connected practice look like in your classroom or school?

DJ: Connected practice refers to a consistency in pedagogical practices across our early childhood classrooms.

In our school setting we are working towards developing connected practice, particularly in regard to classroom learning environments and balancing collaborative learning strategies with explicit teaching. I think that across our kindy and pre-primary classrooms there is a visible connectedness.

Connecting our kindy and pre-primary with our Year 1 and 2 can be quite challenging when we have 16 ECE classrooms and 35 staff (many part-time) with varying expertise and personalities, not to mention the increasing curriculum requirements.

development so far, health issues, specialist involvement, etc.

One of the most informative and important questions we discuss is what kind of kindy learning environment the family wants for their child and what they think their child will learn while at kindy.

We encourage the families to bring their child to these meetings and we ask the child the same questions. Answers can be a real eye opener – anything from spelling and writing to making friends and being happy.

At the beginning of the year, our classroom teachers hold a parent information session and will send home short questionnaires to gather their own more specific information about the children in their class.

We also spend quite a bit of time personally interacting with each child at the beginning of the year to build strong relationships.

WT: How do you cater for the students interests in a balanced curriculum?

DJ: My kindy classroom is a balance of explicit mat sessions, with the whole group focusing on language and phonological awareness, maths knowledge and skills, and other areas from the Kindergarten Curriculum Guidelines and freely chosen play in the different learning areas which are intentionally set up.

WT: How do you gather information about your class?

The areas will reflect both the content and skills taught in the explicit teaching session, as well as the children’s interests. I ask the children what they are interested in learning and I also listen to their conversations while they are involved in free play and take note of their contributions in our discussion circles.

DJ: In our kindy program we gather information in a variety of ways. In collaboration with another teacher, we are currently meeting with every family and kindy child who is enrolled for next year. We ask questions about the child’s

I don’t have rotation stations set up, nor do I use a timer. The children will work with myself or our education assistant on an activity for however long they need, then they are free to choose where they go within the classroom.

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Children’s interests are catered for in the books we choose, the materials we use in the different learning areas as well as in topics for classroom investigation.

WT: How would you describe best practice ECE? What does this look like in your classroom/school?

DJ: I think the Early Years Learning Framework (EYLF) principles and practices and the National Quality Standards (NQS) give a clear picture of what best practice in ECE looks like – building strong relationships, making developmentally appropriate decisions regarding teaching and learning, based on research and evidence; and having a balance between explicit teaching and child-led learning within an intentionally constructed learning environment, not leaving learning to chance.

My classroom is set up based on this. I spend a lot of time building relationships with the children and learning who they are. I know the needs and interests of the children in my class and make curriculum decisions accordingly. I don’t think I have it all together yet though! I am always learning and as I know better, I do better.

Early childhood education WT: How do the EYLF or the NQS influence your practice?

DJ: My pedagogy and learning environment are clearly linked with the EYLF principles and practice and I use the NQS to reflect on my practice, particularly Quality Areas 1, 2, 3 and 5 (educational program and practice; children’s health and safety; physical environment; relationships with children). I think one of the best things to come out of the EYLF and the NQS is the ability to focus our practice in ECE on developmentally appropriate strategies and activities rather than a heavy focus on formal assessment driven activities.

WT: How does your school implement the ELFY and NQS? DJ: The EYLF has been a focus really only in our kindy, and I can say that our kindy teaching and learning practices and learning environments have changed to become more in line with the principles and practices outlined in the EYLF over the past couple of years.

Our school was one of the first trial schools for the NQS so we have an established annual practice of year level reflection and review before our audit is submitted. It is rather difficult to have a full kindy to Year 2 meeting as we have 35 staff (teachers and education assistants) and many work part-time.

For example, in the literacy area we have set up an initial sound sorting activity that we have previously taught the children to do, a phoneme/grapheme sorting activity, and letter tracing activities.

The children are free to choose to engage with these different activities throughout their day at kindy. These play-based learning areas allow me to make observations on how the children are using these materials and whether they are transferring the content and skills from explicit teaching session and structured learning activities while they are using these materials.

The materials provided will often be changed based on these observations and the feedback I get from the children.

The other areas in the classroom may reflect the children’s interests, school community events as well as completely free exploration/ creative areas such as collage, construction and painting.

We do have an NQS committee made up of volunteers from each year level. This year we have developed an NQS improvement plan and have made strong links between this and our school plan.

We have also linked key NQS reflection questions to the Australian Institute for Teaching and School Leadership standards and our kindy to Year 2 teaching staff are able to use these to guide their performance management if they choose.

WT: Do you have a good example of integrating play-based learning in your classroom/school?

DJ: Current examples of integrating playbased learning in my classroom include the literacy and math areas.

At the moment my explicit teaching sessions are focused on patterning in maths and phonological awareness, specifically phonemic awareness. The areas I have set up in the classroom reflect this.

The learning materials in these areas are open ended and children can freely choose to engage in them.

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New educators

The value of union membership You are almost there! With only a few weeks left of Term 4, you have managed to get through one of the most tumultuous years of teaching.

From the uncertainties of COVID-19, social distancing, multimodal delivery of lessons to online meetings, this year has thrown so much at everyone who works in schools.

For some of you, this has been your first year in our profession. Some of you may have been meaning to join the SSTUWA but with such a hectic year, you may not have found the time.

Union membership is so important.

Here’s why.

Throughout history workers have banded together to build an organisation that empowers them by providing them with a voice, influence and power in the workplace and beyond. This organisation is known as a union.

Unions are an essential part of today’s workplaces. They provide the individual worker with the structures, forums and an organisation that can facilitate their ability to meet, raise issues, debate and develop agreed policies and solutions.

Most importantly, a union provides the avenue for individuals to work together and move these policies and solutions into action. Without a union, we as workers, stand alone. With a union, we stand together, empowered by being united.

A union is built on its members. The strength, wisdom and unity of members determine the union’s directions and action.

The SSTUWA is the only organisation recognised to represent the industrial and professional interests of all educators in WA public schools and TAFEs.

With members’ participation, the union negotiates your salaries, entitlements and conditions and is a strong voice in the workplace and the community.

To fully understand your rights, entitlements and responsibilities, you need to refer to both the General Agreement and the Award.

Both the Agreement and the Award are documents negotiated between the union and the Department of Education and apply to all government schools, regardless of whether you work in a local public school or an Independent Public School.

Only members can have their say and vote on changes to these documents. So, if you want to have your say, then join up today.

We really do have you covered when you join the SSTUWA. As a member, you will have access to high-quality learning opportunities with our Education and Training Centre; access to advice from our Member Assist Team; one-to-one support from a case manager if required; a free simple will; access to a large number of benefits and discounts and much more.

Membership fees payable to the SSTUWA are also tax deductible.

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Our Growth Team has all the information and support you need to make it through those difficult early years of your career.

This team attends graduate modules and visits schools, so keep an eye out for them. You can also contact them via the New Educator Network, email: neweducator@sstuwa.org.au or connect with them on Facebook (New Educator Network – WA).

If you signed up as a member to the SSTUWA while you were studying for your teaching degree and you have graduated this year, it is important to know that your student membership has now lapsed.

Likewise, if you will be graduating at the end of this year, get in contact with the Growth Team (neweducator@sstuwa.org.au) to find out how you can refresh your membership.

Take the time to invest in your career and join the union today. Joining is easy. Visit the SSTUWA website and look for the I want to join tab.

Not working full-time? Don’t worry, membership fees are based on your work fraction and we even have a small flat rate for our relief teacher members.

If you would like to know more, visit sstuwa.org.au – you’ll be amazed at what you will find.

Members’ matters

Membership a great deal

By Natalie Blewitt Growth Team coordinator

There are several reasons why people join and remain a member of the SSTUWA. Throughout this year, we have been highlighting some of the reasons why SSTUWA membership is so important. In this edition, we will be taking a closer look at the exclusive member benefits.

Teachers Health

Members have access to a range of discounted products and services. Here is a sneak peek at some of our more popular discounts and services. From educational resources to health insurance, travel bargains to movie tickets, there’s something for everyone.

Teachers Health looks after over 350,000 teachers, education staff and their families around Australia. A not-for-profit health fund, Teachers Health make sure their members get the best possible value. Teachers Health also offers travel, motor vehicle, home and contents, landlord and life insurance.

Teacher Superstore

Retravision

Teacher Superstore is an accredited supplier of educational resources and classroom supplies to schools, teachers, parents, home schoolers and students across Australia. Members receive a 5-10 per cent discount in store and online.

Reference books The suite of Barrie Bennett reference books, including Instructional Intelligence and Effective Group Work, can be purchased at member prices from the SSTUWA shop. Classroom Management and Graphic Intelligence books have also been heavily discounted for members.

Visit sstuwa.org.au/shop

Jackson’s Drawing Supplies Jackson’s Drawing Supplies is a 100 per cent Western Australian family-owned business. They specialise in fine art, drawing supplies, technical drawing materials, ceramics and craft supplies.

SSTUWA members can enjoy a 10 per cent discount at Jackson’s 12 shops and online store.

isubscribe isubscribe has the largest range of print and digital magazine subscriptions in Australia. With free Australia-wide delivery, you’ll find some of the best prices on the most popular subscription products. SSTUWA members can take advantage of up to an extra 10 per cent off any print and digital magazine subscription. There’s over 4,000 titles to choose from.

Retravision have all the answers to your home electrical appliance questions. They stock all the big brands and SSTUWA members can enjoy cost plus five per cent pricing on all products. This offer is only available at their Osborne Park location; in store or via phone. Nation-wide delivery is available.

The Good Guys Commercial As an SSTUWA member, you have access to the online shopping site Good Guys Commercial. You will be able to see live discounted pricing on the entire Good Guys range – that’s great deals on over 4,000 products!

Petals Flowers and Gifts Since 1992, Petals Network has been delivering flowers throughout Australia and around the world. Petals can provide you with quality flowers and speedy delivery in over 90 countries. As an SSTUWA member, you can enjoy 20 per cent off flowers and gifts.

Cars Looking to rent a vehicle? SSTUWA members can take advantage of a 5-10 per cent discount on vehicle hire at Hertz or a 10 per cent discount on vehicle hire at Thrifty Car and Truck Rental. If you need some new tyres, receive a 10 per cent discount on tyres at tyresales or speak with the team at Bob Jane T-Mart to find out more about their national fleet pricing on a range of products and

services. Ready for a new car? A number of novated leasing benefits are available for members.

Kleenheat In appreciation of our members’ support of the community, Kleenheat offers a 38 per cent discount on gas usage charges for two years. Available to new and existing Kleenheat customers, but you have to be an SSTUWA member.

Travel and accommodation SSTUWA membership also provides exclusive discounts to stays with Accor and Choice Hotels. You can even take advantage of special room rates at Inn the Tuarts Guest Lodge, Jarrah Grove Forest Retreat and the Comfort Hotel Perth.

Mandurah Houseboats also offer a 10 per cent discount to all SSTUWA members.

SSTUWA members can access discounts at Adventure World, Rockface, on Rottnest Island ferry tickets as well as a trip to the movies.

At the SSTUWA, we really do have our members covered. View our full range of exclusive discounts on products and services on page 30 of this edition of Western Teacher and visit the benefits tab at sstuwa.org.au Ts and Cs may apply to benefits.

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November 2020

15

Issues

Federal budget fails public education The Morrison Government’s federal budget failure to commit to funding for preschool beyond next year fails to provide certainty for families and the preschool sector.

This lack of ongoing funding flies in the face of the findings of the government’s own review, which recommended funding should be guaranteed for at least five years, with government transitioning to a National Agreement from 2026 onwards.

AEU Federal President Correna Haythorpe said: “Early childhood education is not a quick fix to get parents back to work; it is about giving Australian children the best start in life in those crucial formative years.”

“It’s time to end the hand-to-mouth annual funding cycles that the Coalition Government has subjected the preschool sector to since 2013.

“Annual drip-feeding of funding does not allow preschools to plan for the future nor to retain and attract staff on an ongoing basis.”

There is also no mention in this year’s federal budget of extending preschool to three-year-olds.

Australia is almost alone among advanced economies in not providing this universally.

While there is some assistance for Victorian providers to remain viable during the COVID-19 recovery, this is clearly not enough.

“Government needs to take responsibility and provide preschool for all children,” Ms Haythorpe said.

spent on early childhood education, two dollars of benefits flow back to the economy.

to meet the educational needs of Australia’s students,” Ms Haythorpe said.

It is also the biggest policy lever for increasing female participation in the workforce creating a huge boost to productivity.

“Investing in public education provides funding to the students who need help the most. There should have been an immediate injection of funding for extra support with reading and writing for students who may have fallen behind during the period of remote learning.

This budget failure means Australia is falling behind the rest of the world where two years of preschool is fast becoming the gold standard.

Australia remains just one of 11 Organisation for Economic Co-operation and Development nations that fail to provide early education to three and four-year-olds.

“It sets them up for life. Children who go to preschool are school ready, better at managing emotions and have better attention spans. Learning issues can be identified, and support mechanisms put into place earlier, which benefits all children, because all children learn better when the average skill levels in the classroom are high – children influence each other.”

Federal budget fails public schools

A recent PwC report demonstrated that preschool pays for itself. For every dollar

“The budget fails to fund the $19 billion shortfall, the minimum funding required,

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In what has been an extraordinary year due to COVID-19, public schools have been ignored by the federal budget, in what can only be perceived as an insult to teachers, parents and students that are struggling under the most trying conditions.

“Public schools would have been able to employ more teachers for smaller class sizes and more one-on-one support for every student.”

In addition, an investment in public education would return many times the initial cost over the long term while almost certainly encouraging gross domestic product growth in excess of the ongoing debt servicing cost on an annual basis.

The federal budget also fails to provide any capital funding for public schools that would generate construction and manufacturing jobs whilst also providing new and much-needed classrooms, bathrooms, libraries, heating and cooling, and sport facilities.

Issues “Thousands of public schools across the country are in critical need of infrastructure improvement and yet since 2017 public schools have been denied federal funds. In contrast this budget sees the continuation of the $1.9 billion set aside for private schools over the next 10 years,” Ms Haythorpe said.

A similar approach taken during the global financial crisis reversed the decline in construction and supported approximately 120,000 jobs over the life of the program.

At the same time, it provided libraries, classrooms, canteens, specialist language laboratories, science labs and sporting facilities to schools across the country.

“If Scott Morrison considers public school infrastructure to be wasteful, what does he make of his own government handing billions of dollars to high fee private schools for second swimming pools, mock medieval libraries and retractable orchestra pits?” Ms Haythorpe said.

Instead, the Morrison Government washed its hands of public education yet again preferring to overfund private schools to a tune of over $1 billion by 2023.

“This budget has failed public schools,” Ms Haythorpe said.

“A strong education system is the foundation from which we all build a better future, and that is in the national interest. Yet this budget failed to address

inequality in school funding and failed to invest in our students in public schools to help them reach their potential.”

Federal budget fails TAFE TAFE is the largest and most capable vocational educational provider in the country and yet this is not recognised in the federal budget.

The Prime Minister has repeatedly stated his aim to get the long lines of unemployed back to work, yet the government has not prioritised investing in TAFE to ensure that workers and apprentices are able to gain a quality vocational education to equip them with the skills to face this crisis.

The government had a historic opportunity with this budget to rebuild the recovery on TAFE’s foundations. Instead they have opted for a quick fix on training and apprenticeships, but no long-term solutions.

“Years of cuts have decimated TAFE with course and campus closures, loss of teaching staff and high student loan debts,” Ms Haythorpe said.

“Imagine if we had a stronger TAFE going into this crisis, we would be in a much better position to drive the recovery.”

“Instead, on the watch of the Morrison Government, we have a national skills crisis, a critical shortage of apprentices at 200,000 less than when the coalition came to government, and the vocational

education system is in chaos, which will be exacerbated by this budget’s drive to prioritise funding to low cost, low quality private providers.

“In the past seven years we have seen a third of TAFE campuses around Australia close down due to lack of funding.

“We are starting our economic recovery well behind the eight ball. You can’t have a skills-based recovery without TAFE at its heart.”

TAFE pays for itself. Recent research by the Centre of Future Work shows that despite chronic underfunding and failed market-led VET policies; Australia’s historic investment in the TAFE system continues to generate an enormous and ongoing dividend to the Australian economy.

In 2019, TAFE supported $92.5 billion in annual economic benefits – equivalent to 16 times the cost it takes to maintain it.

“Australia needs bold structural changes to revive the economy, there is no greater investment for Australia’s young people and workers than to invest in high quality TAFE,” Ms Haythorpe said.

“This pays huge economic and social dividends to Australia. Unfortunately, the government has missed this historic opportunity with Budget 2020.”

WA budget response The 2020 state budget contains some very welcome announcements, but more needs to be done for the state school system, according to the SSTUWA. SSTUWA President Pat Byrne said: “The announcement from the government in relation to capital works funding is obviously welcome.”

“For many years the backlog of school maintenance has accrued to the point where we have seen mould infestations and ceiling collapses among other things.”

Ms Byrne said the capital works announcement confirmed what had already been known and the funding would go a long way towards rectifying the backlog.

“We would also like to acknowledge the overall projected increase of 900 FTE positions,” she said.

- no matter how often the Treasurer and Minister tell us that they are spending more than ever before,” she said.

“However, we would like to see more recurrent investment in schools, especially in areas such as reducing violence and improving IT infrastructure.

“COVID-19 recovery needs to be more than new and renovated buildings, no matter how important these are.

“The reality of current funding is that four per cent of funds that schools used to receive separately, and in addition to recurrent funding, is now rolled into the one amount – that’s an effective cut of four per cent to school budgets.”

Ms Byrne said a serious community discussion was needed about the way government schools were funded.

“The current model means they are actually going backwards in real terms

“For example, many students will need extra support both in educational and mental health terms. This budget does not provide enough for such programs.

“The focus on TAFE, which is undoing some of the damage done by previous governments, is most welcome.

“We’re pleased to see a 29.7 per cent increase in the total training and workforce development budget, which is an investment in the state’s future workforce.”

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Members’ matters

Union faithful recognised In 1980 Ronald Reagan was just elected president of the United States, while Malcolm Fraser was the Australian Prime Minister and Sir Charles Court was still the WA Premier.

There was a hostage crisis unfolding in Iran and musician John Lennon was shot and killed in New York towards the year’s end.

For a special group of public educators, 1980 also marked the beginning of their education careers, as well as a 40-year involvement with the SSTUWA. The long-standing commitment to public education, and specifically the union movement, was honoured recently with a special ceremony to recognise SSTUWA members who have been part of the union for 40 years.

A special afternoon tea and ceremony was held last month at the SSTUWA building to honour the latest cohort of 40-year members in the metropolitan area.

Similar events have been held across the state this year, where COVID-19 restrictions have allowed, to acknowledge regional 40-year members.

SSTUWA President Pat Byrne said the members recently recognised joined a group of about 700 union members who had been a part of the union for at least four decades.

“We get an opportunity to say thank you for your incredible contribution, not only to this union, but to the public education in Western Australia,” she said.

“All the benefits that we have achieved … these things have happened because you are a part of this union and the employer, the state government, understands pretty clearly that they have to come to the party.

“It says a terrific amount about our members, about their commitment to quality public education and to this union.

“We couldn’t do any of this without you, without the membership that we have.”

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TAFE

TAFE AGM canvasses hot topics

By Ramona Mitussis TAFE organiser

Remote and online delivery of TAFE courses, staff workload and microcredentialing were key hot topics of discussion at the recent National TAFE Council Annual General Meeting (AGM).

Held via video conferencing this year due to the COVID-19 pandemic, the AGM was attended by the National TAFE Council Executive and members of the AEU leadership.

General topics of discussion included increased workload, attacks on industrial conditions and the lack of wage increases; frustrations in the bargaining process and the general stress of catering for learning through the COVID-19 pandemic.

A section of the AGM featured workshops on the three hot issues mentioned above, with the intention of informing the AEU and National TAFE Council Executive’s work for the coming 12 months.

Micro-credentialing and the future of qualifications Micro-credentials are a certificationstyle qualification where an individual undertakes study to improve a specific skill in an industry area. They are often short, cheap and conducted online.

Micro-credentials provide proficiency in a particular skill, as opposed to full certificates that cover an industry area.

They do serve a usefulness when an individual has achieved a base qualification as a starting point and use micro-credentialing to expand their skill set.

But micro-credentialing does have its drawbacks as well and is not appropriate for certain industries, such as trades.

The move away from competency-based qualifications can restrict the future employability of students through the narrowing of skills.

This in turn can lock workers to certain employers and make them vulnerable to manipulation of wages and conditions,

career path and workplace exploitation.

For example, a worker with a certain skill set might be tasked with duties that are outside of their training or qualification once in the workplace, which itself leads to other issues such as compromised occupational safety and health (OSH) conditions.

Some of the discussion comments in this workshop also likened microcredentialing to a Fordist approach to training, akin to assembly line manufacturing.

Workload and OSH The high workload of TAFE lecturers and staff continue to be an area of concern.

In addition of workload, the problems of harassment and bullying are also ongoing.

It was noted that industrial instruments (hours of work, class sizes, etc) are set out in frameworks and there was a need for education amongst staff of rights and entitlements.

The management of this issue also falls under the OSH banner, but following through using the OSH mechanisms in place at workplaces have proven equally as difficult, and often OSH is a blunt instrument.

Management can ignore or defer action on issues or take token action to show OSH processes are being enacted.

There was feedback that physical OSH issues such as leaking roofs, unsafe building structures were more likely to be attended to more briskly than problems with workload and harassment.

There has been a removal of support for lecturers across the sector, especially in administrative areas, and this has seen the shift of more work to staff.

Collective campaign actions, with an OSH framework, need further discussion and a focus on gathering collective evidence of statistics on the impact of workload on health and well-being.

Remote and online delivery The overwhelming message from discussions on this topic was that there are a large portion of TAFE students who do not have the resources and capacity, and subsequent desire, to learn in an online environment.

Students learning from home face a myriad of issues that include: •

Having little to no learning support.

•

Contending with obstacles to learning that include having to manage children and other family members.

•

Lack of access to technology or reliable networks or having to share existing technology with other users in their household.

Students, especially those with learning disabilities, also miss out on the social interaction that comes with face-to-face teaching. Collaborative approaches to learning cannot be facilitated in an online environment.

Even modes of technology being used for learning is a problem, with many lecturers reporting the delivery of education is hampered as not all students have access to a computer or laptop, and thus use tablets and smartphones that are not optimised to view and share learning material.

Staff must also contend with workload issues pertaining to preparing and sending online learning material with little time and resources.

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November 2020

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Issues

Funding gap to accelerate in future

By Trevor Cobbold Convenor, Save our Schools Australia

Commonwealth Government funding of schools is now a complete schemozzle.

The Morrison Government has abandoned public schools and blatantly favoured private schools with billion-dollar special deals. These deals will accelerate the funding gap between public schools and private schools over the next decade.

Private schools are already much better resourced than public schools. In 2018, the total income of independent schools was $23,029 per student and $16,401 per student in Catholic schools compared to $14,940 per student in public schools.

Government funding increases favouring private schools have contributed significantly to the resource disparity.

Since 2009, government (Commonwealth and state/territory) recurrent funding for Catholic schools increased by 56 per cent per student and by 62 per cent for independent schools compared to 34 per cent for public schools. After adjusting for inflation, the real increases were 21 per cent for Catholic schools, 25 per cent for independent schools and just three per cent for public schools.

The resource disparity will widen even more over the next decade because of several special deals for private schools provided by the Morrison Government.

Using official data provided by the Department of Education, Skills and Employment, Save Our Schools has estimated that Commonwealth funding for Catholic schools will be $19,732 per student by 2029 and $13,063 per student in independent schools compared with only $4,882 for public schools (see chart 1).

Commonwealth funding for Catholic schools will more than double between 2018 and 2029 with an increase of $10,373 per student, and funding for independent schools will increase by $5,328 while public schools will only receive an increase of $1,962 per student. These figures assume no change in enrolments 20

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Sources: See saveourschools.com.au from 2018. However, the Commonwealth will provide additional funding for enrolment growth.

estimated to increase by $3.4 billion, $2.8 billion for independent schools and $5.1 billion for public schools.

Total Commonwealth funding for Catholic schools is due to increase by nearly $8 billion between 2018 and 2029 compared to $3.1 billion for independent schools and $5.1 billion for public schools (see chart 2).

The special funding deals for private schools introduced by the Morrison Government heavily favour Catholic schools over independent schools.

The increases comprise funding increases for private and public schools planned under the Turnbull Government’s Gonski 2.0 model and several special deals for private schools introduced by the Morrison Government.

The aggregate increases convert to much smaller increases per student in public schools because enrolments in public schools are nearly double the enrolments in private schools.

Under the Turnbull Government plan, funding for Catholic schools was

Catholic schools will receive over 90 per cent of the increase – about $4.5 billion compared to $345 million for independent schools. None of this funding is available to public schools.

The huge increase in Commonwealth funding for Catholic schools is mainly due to the introduction of the new direct income measure of the capacity of families to contribute called Adjusted Taxable Income.

Catholic schools will receive a funding increase of about $3.7 billion because of this change while funding for independent

Issues schools will be reduced by $218 million (see chart 3).

Catholic schools will receive about $719 million from the Choice and Affordability slush fund and independent schools will receive about $485 million.

Private schools also benefitted from several transition arrangements in 2019, including low growth funding, systemweighted average funding and census update funding.

These special measures provided an additional $188 million for private schools – $128 million for Catholic schools and $60 million for independent schools. In addition, Catholic schools in the ACT will receive $28 million in adjustment assistance between 2019 and 2023 while independent schools will receive $6 million. Private schools will also receive an additional $30 million in funding in 2020 for drought and COVID-19 assistance.

Sources: See saveourschools.com.au

The Morrison Government has completed the demolition of the Gonski funding model begun by the Abbott and Turnbull governments.

The Abbott and Turnbull governments ditched the large funding increase for 2018 and 2019 that was planned under the original Gonski funding model, an increase that would have mainly benefitted public schools. The Morrison Government followed up with a massive funding boost for private schools over the next decade and no additional funding for public schools.

This massive funding boost for private schools is not based on need. Public schools enrol over 80 per cent of disadvantaged students – low SES, Indigenous, disability and remote area students – and 95 per cent of disadvantaged schools are public schools.

Yet, public schools are destined to receive a much smaller increase in Commonwealth funding per student to 2029 than private schools.

The Morrison Government claims that the large part of the funding increase for private schools is based on need because it uses a direct income measure of the capacity of families to contribute.

However, the direct income measure is fundamentally flawed because it ignores many sources of family and school income and wealth.

Sources: See saveourschools.com.au It ignores income received from grandparents to pay all or part of school fees and make other purchases, nontaxed income from capital gains, and non-disclosed income in Australia or in overseas bank accounts and tax havens.

It ignores tax-free donations received by private schools, running into millions of dollars. It ignores family wealth. Assets such as shares, securities and other investments are just as much part of capacity to contribute as direct income. It also ignores the wealth of schools such as land, buildings and investments.

As a result, the financial need of schools is over-estimated and they will

receive more government funding than warranted. It will result in massive overfunding of Catholic and independent schools.

A new approach to school funding is essential to provide adequate funding for disadvantaged students and schools.

Labor and the Greens must start preparing a genuine needs-based funding model that eliminates the vast overfunding of private schools under the current approach.

This article was first published on the Save our Schools Australia website. It has been edited for clarity and brevity.

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Issues

Be proud of your profession The teaching profession was once described as the noblest of professions.

Around the world, with some notable exceptions, educators are increasingly working on limited term contracts, their workload is increasing, their professional space is shrinking, their autonomy is challenged and their access to professional development limited. They earn salaries that are often below the average wage and, in some countries, they even lack the qualifications, skills, support and learning materials to teach and teach well. It is part of “de-professionalisation”.

Governments that allow the teaching profession to erode put the future of their nations at risk. But educators, proud of their profession and organisations, will not abandon their place on the frontlines of democracy.

French writer Albert Camus and his mother and brother escaped war-time France and went to Algeria. His father, who returned to France, was killed in World War I. His mother was illiterate and the family was very poor. But a teacher, Louis Germain, gave young Camus a chance.

After receiving the Nobel Prize for Literature in 1957, Camus expressed his appreciation in a letter to his former teacher: “When I heard the news, my first thought, after my mother, was of you.

Without you, without the affectionate hand you extended to the small poor child that I was, without your teaching and example, none of all this would have happened … It gives me the opportunity to tell you what you have been and still are for me, and to assure you that your efforts, your work, and the generous heart you put into it still lives on in one of your little schoolchildren who, although older, has never ceased to be your grateful pupil.”

The Educational Institute of Scotland (EIS) is one of the few teachers’ organisations that is entitled to confer degrees of Honorary Fellow.

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This practice is a remnant of the past, a relic, a reminder of the important role teachers’ associations once played in shaping the teaching profession, in setting and maintaining educational standards.

Some historians of education maintain that, over the past hundred years, education became a mass production exercise, that teachers became workers, their professional associations turned into labour unions, and along the way something was lost.

Not teachers’ professional ambitions and ideals, but some of their professional authority, and perhaps the confidence placed in teachers to realise them.

In fact, the deterioration of the status of the profession is not because of trade unions, but despite them.

In recent decades, professional issues have become major trade union priorities.

It may not have been necessary before to include the defence of the profession in union demands. Those were the days of consensus about the value of teaching and teachers.

It is now teachers, through their organisations, who must establish a new consensus around the profession – for themselves, for their students and for the larger community.

The main characteristic of any profession is that its standards, principles and objectives are determined by its members.

Doctors, architects, journalists, to give some examples, set their own professional standards within legal frameworks defined by the public authorities. However, teachers seem to be gradually losing their grip on their work.

As mentioned in earlier chapters, United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the International Labour Organisation (ILO) set international standards for our profession in 1966. Few countries live up to those standards.

Millions of teachers, even in some industrialised countries, live close to or even beneath the poverty line. They need a second job to make ends meet.

Moreover, in too many countries, teachers’ professional freedoms and civil rights are restricted and they are not allowed to establish their own independent organisations.

These dramatic changes have contributed to de-professionalisation – one of the main challenges that the education sector is facing today.

If talented and motivated persons are no longer attracted to the teaching profession because their work has been rendered routine or they have been limited in their contributions, they will work elsewhere.

In many countries, teachers are leaving the profession after a year or two of service due to a high level of stress and a low level of control and satisfaction.

It is in this critical challenge of defending the profession of teaching that the professional pride and capacities of teachers come together in their organisations.

Being a teacher means belonging to the most honourable of professions. Teaching is a skill, a science and an art.

As Dr Mary Futrell, one of the Founding Presidents of Education International (EI), put it: “When the untapped potential of a child meets the creative imagination of a teacher, a miracle occurs.”

A miracle, yes, and every single teacher on this planet has experienced that miracle.

It is the source of most teachers’ passion.

Many politicians and economists must be horrified because miracles cannot be measured and have a price tag attached to them.

But the relationship described by Camus in the letter to his former teacher, who was so important in his life, would not

Issues

have been remembered if his teacher simply had been administering tests designed by others or performing tasks by remote control.

Franklin D. Roosevelt said: “Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.”

Indeed, investing in education is the best investment any nation can make in its own democratic future, and the key to quality education lies with present and future generations of qualified and dedicated teachers.

Teachers must regain control over their profession, and education unions must reclaim their role as the profession’s guardians.

And as a profession, they need to take leadership and confront the crisis of democracy, the very basis of our civic rights, our freedoms, in our classrooms, in our schools, in our organisations, in our societies.

On that morning, my life changed Former EI General Secretary Fred van Leeuwen shared a story in 2016: “Not so long ago I received an email message.

‘Are you the same person who was my

teacher in the 4th grade in 1976? I have tried to find you for many years’.

“I confirmed my identity. Then I received a long message informing me of what had happened since he had left my class.

“That note brought back memories of a small, 10-year-old white South African boy, Jacques, who had moved to The Netherlands with his parents. His father was a visiting scholar at the university.

“At university, he was elected to the leadership of the South African white antiapartheid student union, which became a small but unexpectedly significant source of opposition to the minority regime of De Klerk, contributing to the release of Nelson Mandela, the end of apartheid and the creation of a non-racial democracy.

“Five years ago, at a UN meeting here in NY, I received a text message: ‘Look behind the South African Minister’.

“One day, a distraught Jacques came to my desk. He told me that another teacher had told the class the day before that he came from a ‘country where white people did evil things to people of other races’, and that the attitude of the other children towards him consequently changed and made him feel unsafe.

“I looked and saw Jacques waving and laughing. Today, he leads one of the South African government’s largest transformation policy programmes.

“Anger about the colleague’s insensitivity prompted me to spend the rest of the morning talking about apartheid and that children could not be held responsible for it.

“It is about the professional space, and autonomy teachers need to motivate, enlighten and inspire their students, and it is about the pride we all have in our profession”.1

“‘On that morning my life changed,’ Jacques writes me 30 years later. ‘I decided that apartheid could, and should be opposed, regardless of my own race.’

References and footnotes

“Jacques completed his secondary education in South Africa’s whites-only system that he resented.

“This story is not about me or my student, Jacques. Many of my colleagues are able to share these kinds of experiences.

1

This story is excerpted from remarks by Fred van Leeuwen on 21 September 2016, then-General Secretary of EI, at a gala event in New York marking the 50th anniversary of the ILO/UNESCO Recommendation on the Status of Teachers. For the purposes of the occasion, the story illustrated the contributions of teachers who are free to exercise their profession.

The above article is from On Education & Democracy (2019) by Susan Hopgood and Fred van Leeuwen. The book contains 25 lessons from the teaching profession for educators. This is one of six lessons that have been identified by the SSTUWA as a key organisational objectives following November State Council Conference 2019. This article has been edited for clarity and brevity.

It is the final one in the series to run in Western Teacher.

Western Teacher

November 2020

23

Seen around

Seen around the SSTUWA November saw the return of State Council Conference after COVID-19 restrictions led to the cancellation of June’s meeting.

District delegates to State Council heard from union president Pat Byrne about the state of education in a difficult year and the campaigning work to be undertaken in the lead up to the March state election. Minister for Education and Training Sue Ellery also spoke to delegates.

Full coverage of November State Council conference can be found on Page 6 of this issue of Western Teacher.

Also, recently, the union recognised individuals who have reached the milestone of being SSTUWA members for 40 years.

A ceremony was held at the SSTUWA building in West Perth to celebrate the achievement, mirroring similar ceremonies held across WA this year, where COVID-19 restrictions allowed. Read more about the latest group of 40-year members on page 18 of this issue of Western Teacher.

State Council: Graham Jaeckel, Nghia Nguyen, Sarah Barrett and Peter Barratt.

The SSTUWA would like to thank of its members for their commitment to their colleagues, students and profession in a year that has seen unprecedented challenges.

We wish you all a very safe and festive holiday season and look forward to seeing you around the SSTUWA in 2021.

State Council: Chloe Hosking and Reece Young.

State Council: Gary Hedger, Jan Lau and John Whelan.

24

Western Teacher

November 2020

State Council: Education Minister Sue Ellery takes a selfie with SSTUWA senior officers and State Council delegates.

Seen around

State Council: Simon Zuvich accepts his Reconciliation in Action award as union vice president Samantha Schofield and senior vice president Paul Bridge look on.

State Council: 2020 Lynette Virgona Scholarship recipient Jessica Wormuth.

40 year members: Kim Addison.

40 year members: Tracey McIntosh with union president Pat Byrne.

40 year members: Ms Byrne with a 1980 issue of Western Teacher.

40 year members: Bronwen Mears.

40 year members: Tatiana Ledwij and Ms Byrne.

Western Teacher

November 2020

25

National education and union news

National education and union news Work safety bill passage welcomed UnionsWA has welcomed the passage by the WA Legislative Council of the Work Health and Safety Bill 2019.

UnionsWA assistant secretary Owen Whittle said it was a historic occasion.

“WA will go from having the weakest and most outdated workplace safety laws to having the best in Australia,” he said.

“Our workplace safety Act in WA has been virtually unchanged for more than 30 years.

“Rightly, the headline reform has been the introduction, for the first time in WA, of an offence of industrial manslaughter.

“If a negligent driver causing a fatal accident can be charged with manslaughter, so too should an employer that badly mismanages a dangerous workplace.

“The families of loved ones who have been killed through work deserve acknowledgement for their tireless efforts.

“There will be no justice for their family member lost, but there is now a greater likelihood that there will be justice for others in future.

“Most importantly, this clear message in law will reduce workplace fatalities.”

Long-time SSTUWA occupational safety and health organiser Joy Barrett was involved in the re-writing of the OSH legislation and full credit goes to Joy for her tireless work in ensuring the future safety of WA workers.

Mr Whittle said there were less contentious, but also very important, reforms in the Bill that: • Acknowledged mental health impacts from work.

• Improved standards of training for workplace safety representatives.

• Provided vital whistle blower protections.

• Closed a loophole that allowed employers to insure against paying penalties for unlawful conduct.

“A criminal should not be able to insure themselves against penalties,” he said.

“As with any significant reform there are many who deserve to be acknowledged.

“Many governments in the past have discussed harmonising and updating WA’s

workplace safety laws with those across the nation, but it has taken a determined McGowan Labor Government, guided by Industrial Relations Minister Bill Johnston, to achieve this important outcome.

“In the Legislative Council the Greens including the Hon Alison Xamon MLC who has responsibility for this area, have been early supporters which is much appreciated.

“The Western Australia Party and the Hon Charles Smith MLC have been supportive of workplace safety reform without which this Bill would been much weaker.

“I shall thank last, those that are, frankly, most important – those working women and men who have committed to their rights at work by joining their union and being active in their workplaces.

“Workplace rights such as those for safety, are won by disciplined struggle over many years by union members and that is true for this reform.”

The Bill comes as data from Safe Work Australia show national workplace injuries and fatalities increasing for the first time in 13 years. Read more in the next news item.

First increase in work deaths in over a decade Data released by Safe Work Australia tracking workplace injuries and fatalities in 2019 shows the rate of workplace deaths increasing for the first time since 2007 as the Morrison Government 26

Western Teacher

November 2020

continues to drag its feet on work health and safety reform.

coming in transport (58 compared to 38) and across NSW (61 compared to 47).

During 2019, 183 workers died, 38 more than in 2018, with the biggest increases

The increase in transport likely downplays the horrific rates of injury and death for

National education and union news delivery workers in the gig economy as many work-related deaths which occur on our roads are counted as traffic accidents, rather than workplace fatalities.

The data also shows the rate of claims through workers’ compensation for serious injuries increasing in agriculture, manufacturing, transport and logistics as well as health, community and personal services.

The Morrison Government is yet to act on the recommendations of a 2018 review of national WHS legislation which recommended industrial manslaughter provisions which would hold employers responsible where they cause the deaths of working people and regulations governing psychological injury and ill health which would mean factors

contributing to mental illness in the workplace would be treated like physical hazards.

The delay is making workplaces less safe.

Governments could also act immediately to accurately track deaths and injuries in transport and logistics like what was recently introduced in Victoria.

ACTU Assistant Secretary Liam O’Brien said every worker had the right to go to work and come home safe.

Queensland, Victoria, ACT, NT and now WA are the only states and territories that have industrial manslaughter laws in place.

“Sadly, this data shows the appalling toll of government inaction on workplace

health and safety,” Mr O’Brien said.

“Nearly four deaths every week while the Morrison Government talked up economic growth before the pandemic.

“Every death at work is preventable.”

Mr O’Brien said the Morrison Government had been sitting on recommendations from the national WHS Review for two years.

“By refusing to act to make workplaces safer the Morrison Government is allowing more preventable injuries and deaths,” he said.

“We call on the government to act immediately and adopt all of the recommendations.”

Survey shows desire for more TAFE federal funding More than a 1,000 Australians surveyed by the Australian Education Union (AEU) have overwhelmingly stated that federal funding for TAFE is vital to the nation’s economic recovery.

In the Fifty Acres-Pollinate survey, 94 per cent of those surveyed said it was important that federal government increase funding to TAFE for the postrecession rebuild and recovery.

Of that 94 per cent, 45 per cent stated increased funding was “very important”.

Just two per cent said it was not important.

Australian Education Union (AEU) Federal Deputy President Meredith Peace said the survey vindicated the AEU’s call for the federal government to abandon the market model of vocational education and immediately increase TAFE funding.

rebuild and recovery of Australia – the

“The people of Australia trust and respect TAFE and it is time for the Scott Morrison Government to show the same trust and respect by providing TAFE the funding it needs,” she said.

new funding.

“TAFE is perfectly positioned to be a critical institution in the post-COVID-19

sense – boost funding to TAFE for the

COMPLIMENTARY INITIAL CONSULTATION

public recognises this, so why doesn’t Scott Morrison?

“We’ve just had a federal budget that was silent on TAFE and provided absolutely no

“Why is the Morrison government so ideologically opposed to doing what almost all Australian’s see as common sake of Australia’s recovery?”

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Western Teacher

November 2020

27

Education and Training Centre

Education & Training Centre Although the doors to the Education and Training Centre closed for 10 weeks earlier in the year, we were delighted to still host learning opportunities for approximately 1,800 participants during 2020.

Our 80 face-to-face events over the year were kept COVID-19 friendly with spaced seating, individually wrapped food and physical distancing at all times.

Online learning event registrations skyrocketed! Thirty online professional events were on offer with 400 people participating in live sessions with teachers from across Australia.

Our SSTUWA education officer also created and offered online industrial sessions for delegates and members.

Thank you to everyone who joined us for some new learning, networking and re-energising throughout the year. We look forward to working with you again in 2021.

Tuesday 12 January 2021

9am-3pm

Play is the WayÂŽ K-6 Behaviour Education Games help children to habituate patterns of behaviour that are socially effective and culturally appropriate.

This one-day workshop gives you the opportunity to experience the program just as you would deliver it to your children – by doing it!

You will participate in games that develop self-motivation and perseverance, games that help children to identify the reasons for failure and foster optimism and resilience. Participation in the games develop positive social behaviours that improves living and learning.

Tuesday 19 January 2020

9am-12.30pm

Applying for Level 3 Classroom Teacher: Stage One Application for Level 3 Classroom Teacher status is open to permanent or fixed-term teachers. Applicants must be employees of the Department of Education at the time of lodging the application. If you are in this position and thinking about applying for Level 3 status in 2020, then take advantage of some expert guidance to assist you through the process.

This course is designed to support participants through Stage One of the application process.

Level 3 Classroom Teacher Stage Two Course is also available through the SSTUWA and is offered in Term 3.

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November 2020

Monday 18 January 2021

9am-3pm

An Introduction to Restorative Practice for Years 1-10 A restorative approach is a philosophy, not a program or strategy. Restorative practice philosophy is based on a foundation of healthy relationship building. If you are looking to find out more about this and how to create a classroom based around restorative practice, then join this one-day event. You will learn how to use the framework of a restorative approach including: the questioning techniques, the principles of fair process and shame theory.

Tuesday 19 January 2020

9am-12.30pm

Teaching Phonological Awareness and Graphophonic Knowledge in K-2 We know that phonological awareness (PA) skills are crucial for literacy success.

Are you still looking for an effective approach that is not isolated or scripted but still explicit?

Join Carey Rogers to learn how to plan and implement an effective PA and graphophonics program in your classroom. Learn what early readers need to know, and how it can be taught in meaningful contexts. You will take home a USB drive full of great activities to support the implementation of what you learn in your classroom.

Education and Training Centre

.

Professional learning Starting 11 January 2021 Register today!

Wednesday 20 January 2020

9am-3pm

Understanding the Impact of Trauma in the Classroom (K-6) Students (and adults) impacted by trauma may show behaviours that are challenging to manage in a school setting.

These students may also experience difficulty in learning – academically, socially and emotionally.

Being trauma-informed allows teachers to build relationships that create “brain healthy classrooms” based on empathy and understanding. These workshops explain the neuro-biological impact of trauma and neglect and introduce practical strategies and simple ways teachers can create safe and predictable classroom environments.

Friday 22 January 2020

Thursday 21 January 2020

9am-12.30pm

Writing Competitive Job Applications for Teaching Positions If you are considering applying for a teaching position in the near future and wish to be competitive, this outstanding half-day course is highly recommended.

You will gain an understanding of the current requirements for demonstrating competitiveness when applying to specific schools via a covering letter and curriculum vitae (CV)/resume.

This course will be conducted by PDT Consultants who are the most experienced team in the field.

9am-noon

Transitioning from Provisional to Full Registration at the TRBWA This session is specifically designed for those teachers moving from Provisional to Full Registration. The session will take you through a step-by-step process and will provide lots of opportunities to discuss and work within small groups to clarify concerns and questions.

Online registrations will remain open over the Christmas and New Year break.

Confirmation emails for all events will be sent no later than Friday 8 January 2021.

Register at sstuwa.org.au/training Western Teacher

November 2020

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

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

sstuwa.org.au/lifefinancial

Teacher Tax

$99 tax returns for members.

sstuwa.org.au/teachertax

TIPS Financial Services

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

Exclusive to members.

sstuwa.org.au/tipsfs

Banking

AutoBahn

Mechanical and electrical services.

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

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.

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

sstuwa.org.au/autobahn

sstuwa.org.au/ple

Bayswater Mazda

The Good Guys Commercial

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

sstuwa.org.au/bayswatermazda

Bob Jane T-Marts

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

sstuwa.org.au/thegoodguys

National fleet pricing on a range of products and services.

Educational Resources

easifleet

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

sstuwa.org.au/bobjane

Bose headphones or Bluetooth speaker, or a year’s worth of Magic Hand car washes with any easifleet procured novated lease.

sstuwa.org.au/easifleet

Fleet Network

Package your next car and save on tax.

Bonus Samsung 8” tablet or Dash Cam with vehicle delivery.

Classroom Management

sstuwa.org.au/classroommgmt

Effective Group Work Beyond Cooperative Learning. By Barrie Bennett.

sstuwa.org.au/effectivegroupwork

sstuwa.org.au/fleetnetwork

Graphic Intelligence

Hertz

Possibilities for Assessment and Instruction. By Barrie Bennett.

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

sstuwa.org.au/hertz

ME Bank

Motor Market by Union Shopper

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

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.

10% discount on tyres.

sstuwa.org.au/teachersuperstore

Western Motor Vehicle Consultants

Entertainment

sstuwa.org.au/tyresales We’ll find a car you’ll love. Save time and money when sourcing your next vehicle.

sstuwa.org.au/westernmotors

Computers Altronics

Adventure World Save up to $14.50 on Adventure World tickets with Westclub.

sstuwa.org.au/adventureworld

Movie tickets

sstuwa.org.au/tmbank

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

Cars

sstuwa.org.au/altronics

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

Apple on Campus

sstuwa.org.au/movietickets

sstuwa.org.au/apple

Rockface

For details visit:

Allwest Fleet

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

sstuwa.org.au/allwestfleet

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Massive discounts on products and services for SSTUWA members

Western Teacher

November 2020

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 Campbells

Access wholesale prices with a complimentary day pass.

sstuwa.org.au/campbells

Cellar d’Or

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

sstuwa.org.au/cellardor

Cracka Wines

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 St John

SSTUWA Legal Services

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

sstuwa.org.au/legal

Teachers Health Fund

Join the thousands of teachers who have already made the switch.

sstuwa.org.au/teachershealth

Teachers Health – Travel For details visit:

sstuwa.org.au/travelinsurance

STA Travel Insurance

$20 discount for members.

sstuwa.org.au/statravelinsurance

Shopping Abacus Educational Supplies

10% discount, in store and online.

sstuwa.org.au/abacus

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

Dot Mall

WA Opticians

sstuwa.org.au/dotmall

sstuwa.org.au/stjohn

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

sstuwa.org.au/waopticians

Housing

BBQs, heaters and backyard kitchens.

5% discount for members.

Electrical buying

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

sstuwa.org.au/electricalbuying

Houspect

isubscribe

sstuwa.org.au/houspect

sstuwa.org.au/isubscribe

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

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

Insurance and Legal ISinsured

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

sstuwa.org.au/isinsured

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

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

Retravision

Cost plus 5% on all products. Osborne Park location only; in store or via phone.

Nation-wide delivery available.

sstuwa.org.au/retravision

Teacher Superstore

5-10% discount, in store and online.

sstuwa.org.au/teachersuperstore

The Good Guys Commercial

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

sstuwa.org.au/thegoodguys

Vet Products Direct

10% discount on pet products, plus advice from professionals.

sstuwa.org.au/vetpro

Travel and Accommodation 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.

sstuwa.org.au/choicehotels

Comfort Hotel Perth City

Rooms from $145 per night including 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 across Oz + NZ.

sstuwa.org.au/experienceoz

Inn the Tuarts Guest Lodge

Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton.

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/houseboats

Rottnest ferry tickets

Save up to $18 on Rottnest ferry tickets with WestClub.

sstuwa.org.au/rottnest

STA Travel

Exclusive discounts for members.

sstuwa.org.au/statravel

Western Teacher

November 2020 31

Classifieds

Classifieds For sale: Cooloongup

3x2 plus large utility room, fully powered workshop set amongst a quiet street and bushland. Large patio area and backyard for entertaining and family time. Offers from $350,000.

EOI: 0401 847 317

For sale: Mandurah (Soldiers Cove)

$339,000. Sought after area, short walk to Mandurah Foreshore. A touch of art deco in this 1950s era 3x1 home on 809m2 block.

Featuring high ceilings, decorative cornice and jarrah floor boards. Private street frontage with bus stop to Mandurah station out front. 6x4m workshop, 30 fruit trees, PV solar panels and solar hot water. buymyplace.com.au (property 5181804) 0449 183 499

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 sea-change 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

Denmark

The Rise is a modern, comfortable, 3x2 fully equipped house close to town with elevated views. Located close to Scotsdale and Mt Shadforth drives and their many tourist attractions. Stay for 7 nights and pay for 6 nights.

Bookings.denmark.com.au (property The Rise) (08) 9848 2055, 9am to 5pm

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 reversecycle 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

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

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, Mt Lawley cafe strip and Northbridge. 10 min walk to Terry Tyzack Aquatic Centre; golf course across the road. $80 per

Email 50 words or fewer to editor@sstuwa.org.au with your phone and union membership numbers. Free for members.

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Classifieds

Classifieds night, min two nights. $50 per night for weekly and monthly rentals.

0439 964 239 | cymbie.burgoyne@gmail.com

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

Trigg

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

Yallingup

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

Victoria (Jan Juc Beach)

Planning a holiday to Victoria? Stay on the beautiful Surf Coast, in between Torquay and the famous Bells Beach. Sleeps eight comfortably. Walking distance to the beach, golf club, shops and river mouth. Everything you need is already there. Large entertaining areas. Discount for Western Teacher readers.

0403 803 064

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

Marriage celebrant

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

Marriage celebrant

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

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 1 starts 8 February.

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

MAWA

The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au

Calling all retired teachers!

Are you a retired teacher with a spirit of adventure and time to spare? Would you like to assist families in remote areas of WA? You may like to join REVISE WA as a tutor. For more info, visit www.revisewa.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

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

Western Teacher

November 2020

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Noticeboard

Noticeboard

Email to editor@sstuwa.org.au

Retired Teachers’ Association We are very pleased that Adrianne has returned from her painting trip and was our accompanist for the last two practices. On 16 November we had our wind-up occasion.

The speaker at literature on 2 November was Bert Berry who read poems and spoke

on the novels The Mayor of Casterbridge and Jude the Obscure by Thomas Hardy.

We enjoyed our annual lunch at the Victoria League Headquarters on 9 November.

The speaker was Roy Browning.

The Christmas event hosted by the SSTUWA will take place on Monday 7 December at 10am.

Please RSVP with reception.

The SSTUWA office will close at 4.30pm on Thursday 24 December and reopen at 8am on Friday 8 January 2021.

Have a happy, safe and enjoyable holiday season.

Ann Strauss: 9387 2906

International Day of People with a Disability: 3 December

Are you retired and play piano?

Held annually since 1992, this day aims to increase public awareness, understanding and acceptance of people with disability, all the while celebrating their achievements and contributions. The theme for 2020 is: “Not all Disabilities are Visible”, highlighting disabilities that are not immediately apparent, such as mental illness, chronic pain or fatigue, sight or hearing impairments, diabetes, brain injuries, neurological disorders, learning differences and cognitive dysfunctions, among others. For more information visit: idpwd.com.au and idpwd.org

The Retired Teachers’ Association choir is in search of a piano accompanist.

SSTUWA committee meeting dates:

Early Childhood Educators’ Committee

TAFE Committee

Time: 4.15pm 2021 dates TBC

If you’re interest, or for more information, contact SSTUWA reception: (08) 9210 6000 contact@sstuwa.org.au

2020 meeting dates: Saturdays, 10.30am-12.30pm at the SSTUWA premises

On World AIDS Day, people around the world unite to show support for those living with and affected by HIV, and to remember those who lost their lives to AIDS. In 2020 the theme of World AIDS Day is “Global solidarity, shared responsibility”, reflecting the need seen by the COVID-19 pandemic for international cooperation to fight a global health epidemic. This World AIDS Day join the call for countries to step up their efforts to achieve healthier societies. For more information visit worldaidsday.org.au and unaids.org/en/World_AIDS_Day

Join the RTA choir as our accompanist

Level 3 Classroom Teachers’ Association

World AIDS Day: 1 December

34

The quarterly meeting was on 25 November. The guest speaker’s topic was “stay on your feet”.

Festive season office closure dates

Term 4 28 November Venue subject to change. Visit www.l3cta.org.au for venue information and to confirm attendance, or email contact@l3cta.org.au

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

International Committee

LGBTIQ Committee

Time: 5pm

Time: 4.30pm

Time: 4pm

2021 dates TBC

2021 dates TBC

2021 dates TBC

New Educator Committee

Women’s Committee

Psych Services Committee

ATSIE Committee

Time: 4.30pm

Time: 3.45pm

Time: 4.45pm

Time: 4pm

2021 dates TBC

2021 dates TBC

2021 dates TBC

2021 dates TBC

Western Teacher

November 2020

Download the SSTUWA app

SSTUWA app

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Get the app!

Hold your phone camera over this QR code

Available now in the App Store and Google Play Western Teacher

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