EMPOWERING ANANGU IN TEACHING AND LEARNING
Anangu educators furthering national teaching innovation
LIFELONG CAREERS FOR ABORIGINAL EDUCATORS Campaigning for sustainable and valued work
IT’S TIME TO FUND OUR FUTURE Why we must make education a key state election issue
The AEU Information Unit provides members with advice on questions of pay, leave, and general working conditions.
The Information Unit is staffed:
Monday: 8.15am - 5pm
Tuesday to Friday: 10.30am - 5pm
For advice and assistance, please phone 08 8172 6300 or email info@aeusa.asn.au
> Sale and Purchase of Residential Property
> Family Transfers
> Private Contracts
> Documentation for Private Mortgages
> Preparation of Form 1 s
> Applications to Register Death
> Land Divisions
> Change of Name Applications
Free expert advice on real estate queries. If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us. For all matters, entire transactions can be processed electronically.
If you'd like to help shape our new Reconciliation Action Plan, nominate to join our dedicated Reconciliation Standing Committee.
As well as advocating for public educators and public education, the AEU and our members stand alongside aligned communities as they fight for justice and progress. We have a long and proud history of supporting Aboriginal and Torres Strait Islander activism. This work is an essential part of building an equitable future, and that’s union business.
As Branch Secretary, I oversee our operations as a branch, and reconciliation is always at the forefront of my mind when supporting our team and planning initiatives. Valuing and learning from this land's long and continuing culture is foundational to our efforts to create an inclusive, supportive, and sustainable future. As educators, we know how important it is to ensure colleagues and students feel seen, heard, and valued. As a union leader, I know the work of reconciliation doesn’t exist in a vacuum: it’s practised through listening and collaboration, daily action, and structural change.
As union members and educators, reconciliation must inform every part of the work we do. I’m proud to share updates on some of our work to move toward reconciliation as a branch and encourage every member to get involved, share ideas, and lend their expertise as this work continues to grow and change.
MATTHEW CHERRY, BRANCH SECRETARY, AEU SA
+ The AEU has a long and proud history of supporting Aboriginal and Torres Strait Islander activism
+ The work of reconciliation is practised through daily action and structural change
+ Reconciliation must inform every part of the work we do as union members and educators
As we continue to pursue solutions to our beloved but now-unsuitable office and meeting space, we are committed to ensuring that Kaurna voices and contributions are prioritised. Our project team has endeavored to have an integrated, cohesive approach to design from the outset. We aim to listen first - to understand the culture and context in which we operate. We first engaged Richie Allan of Traditional Owners Aboriginal Corporation (TOAC), an Aboriginal organisation owned and controlled by the traditional owners of the Ngunnawal Nation. Richie has facilitated our engagement with the service of a Kaurna Custodian. After meeting with traditional owners groups to discuss the project and extend an invitation to be involved, Uncle Jeffrey Newchurch and Allan Sumner joined the project team. We’re proud to say that the redevelopment will also include extensive native gardens and Kaurna artwork that celebrate the ongoing culture of the land on which we work.
We continue to be guided by our committees, both at the state and federal levels of the AEU. Our Aboriginal Education Consultative Committee continues to be an active guiding voice for our branch. The Federal AEU’s committee, Yalukit Yulendj, also provides broad scope and direction for all branches and associated bodies of the AEU. Finally, our Reconciliation Standing Committee is working toward a clear and actionable vision for reconciliation within our branch through an ambitious Reconciliation Action Plan.
Our Reconciliation Action Plan is ready for a new iteration. If you would like to contribute to shaping this important plan, I encourage you to join our Reconciliation Standing Committee, which is open to all members.
The new Aboriginal Education Funding Reform commenced at the start of this year. Funding operates in three-year cycles, based on average term one enrolments at a site over the previous three years. The eight previous funding lines associated with the Resourcing Entitlement Statements (RES) have now been collapsed into two lines. Lines that previously funded Aboriginal Education Teachers, APAS tutoring, and Better Schools (Aboriginal) funding have been combined into a single line - a per capita flexible pool of funding. Schools can now decide how to use this funding at the local school or preschool level.
Despite a ‘no worse off’ guarantee implemented in 2024, not all educators working under the new model are benefiting. While greater flexibility does allow sites to use resources in different ways, by collapsing these funding streams, some are worse off. The ACEO/ASETO lines and ACEO supplementation are quarantined for Aboriginal employment. However, they are now funded using a stepped model which is disadvantaging many AEWs. In addition, schools must have had an average of at least 10 Aboriginal students in the past threeyear period to qualify for 0.4FTE for an ACEO. For an additional 0.2FTE, the school would need at least 20 Aboriginal students on average over the previous threeyear period. Having 19 Aboriginal students means the school is only funded for 0.4FTE, despite the significant additional needs that those nine students may have.
+ The new Aboriginal Education Funding Reform directly impacts the employment of many Aboriginal educators
+ Despite a ‘no worse off’ clause, many Aboriginal educators are disadvantaged by the reforms
+ AEU is campaigning on multiple fronts to demand sustainable, valued, life-long career pathways for all Aboriginal educators
Concerningly, guidelines on how to proceed should ‘no Aboriginal employee be available’ allow funds to be spent on alternative strategies. During a statewide education staffing shortage, this enables funding to be taken away from human resources and allocated elsewhere.
The Department’s Aboriginal Education Strategy highlights the value of community connection and Aboriginal educators to Aboriginal student outcomes. The strategy’s objective is to '[grow] the Aboriginal workforce and support existing Aboriginal staff,' to 'value and strengthen the role of our existing Aboriginal workforce in engaging Aboriginal families and communities to be active participants in their child’s learning journey,' and to 'enable Aboriginal employees to build lifelong careers'. Yet, this new funding model appears to run counter to these goals, further reducing an already undervalued workforce and disadvantaging Aboriginal children and communities.
As a union that strives to secure sustainable, fulfilling careers for public educators, the AEU is concerned that this reform will further disadvantage some of our most casualised, under-classified, and under-employed professionals.
As your union, we’re committed to ensuring every public educator feels valued and secure in a life-long career. If you’re passionate about ensuring Aboriginal educators can build strong, sustainable careers, attend our Aboriginal Members’ Conference in October. We’ll be consulting with members from across the state on their vision for the future of public education.
KENDALL PROUD VICE PRESIDENT, AEU SA
If you think you might be under-classified, we recommend reading your role description. For more information about reclassification, contact us.
+ Open to all Aboriginal members + AEU Offices, 11 October 9.15am - 3.30pm + Pre-Conference Dinner on 10 October
Health, housing, and education are the pillars of a thriving society.
In negotiating an enterprise agreement, we are presented with several challenges. Some are simple misunderstandings about the nature of our profession that we are happy to have the chance to correct. Others are deeper, systemic realities that prevent us from achieving the bold change that we know, and you continue to tell us, our public education system needs.
The political reality is this: bold change usually comes with a significant price tag. A price tag that must be considered in the context of a stressed health system, the rising cost of living, and a statewide housing crisis.
Like health and housing, access to quality education is a cornerstone of a fulfilling life and the foundation of a thriving and prosperous society. Yet, time and again, governments prioritise black-hole investments as our school infrastructure crumbles, students can’t access the support they need, and our dedicated workforce is pushed further to breaking point.
As the most democratic and influential voice for the profession, our union advocates for sustained investment in public education. Providing students with high-quality learning experiences, having the time to extend and nurture potential or to modify and support, designing curriculum with colleagues, and setting students on a positive path all require time and resources.
We know tax dollars are finite. And politicians are trying to address multiple long-term challenges in one election cycle. But good politics is about priorities. It’s about making smart economic investments that also contribute to the social good.
+ Systemic attitudes have continuously kept education out of the spotlight during election periods
+ While health and housing receive ongoing investment, our education system continues to crumble
+ The fight to make education a key election issue in 2026 starts right now
Figure 1. Investment per sector in State Budget 2023-2024
I call this double-duty. Public education is the perfect double-duty investment. Many have quantified and affirmed the economic sense of building a system that provides every child access to a high-quality education, supported by the skilled educators who deliver it. It ensures every child has a fair chance to succeed later in life, combats social inequity by providing a level playing field to secure skilled and dignified work, and ultimately builds a society where everyone can contribute meaningfully.
So, why does public education never feature as a core issue come election time? While small capital works in marginal seats may provide the local MP with a ribboncutting opportunity, systemic reforms at the scale we are seeing in health and early childhood are seldom applied to our school system. That needs to change.
Our federal fight for full funding is a positive and necessary step, but 75% of recurrent public school funding comes from the State Government and we must continue to call on state politicians to prioritise it. The AEU is firmly focused on making public education a key priority at the next state election, and our work starts now.
We’re preparing for the largest state public education campaign in more than a decade. It’s never too early to show your support.
As we approach the 2026 election, we must confront the challenges facing public education in South Australia and draw on member insights to build a platform of constructive solutions. We are steadfast in our commitment to securing the bold changes students and educators deserve.
Just as health and housing are fundamental to a thriving society, so too is quality public education. It's time to demand that public education takes centre stage in political discourse and policy agendas. Standing alongside educators, parents, communities, and fellow unions, let's elevate public education to ensure it receives the priority and investment it urgently needs. Our journey towards a brighter future begins now.
CALLUM PENLEY, CAMPAIGN DIRECTOR, AEU SA
GET INVOLVED
Visit fundourfuture.com.au to show support, have your say, and stay updated as we develop our plan for public education.
+ Anangu educators are furthering a national innovation in teaching models that ensures Aboriginal knowledge is integral to the curriculum
+ Anangu schools are implementing Bilingual Education and the pedagogy of Two Way Science where Anangu are empowered and lead learning in a collaborative teaching team model
+ Many of these educators are still classified as AEW1, despite their high level of skill and specialised knowledge
+ This year, the AEU is working to ensure every support staff member is classified accurately
We often hear about the challenges facing public educators on the Anangu pitjantjatjara yankunytjatjara Lands. What’s less often highlighted is the amazing work done by Anangu educators to build strong preschool and school communities and give kids an enriching experience.
These educators, often shamefully employed at AEW Level 1, run vital programs and collaborate with the Pirinpa (non-Anangu) teachers to make learning authentic to Anangu children.
Two of the amazing programs spearheaded by Anangu educators ensure a culturally sustaining pedagogy* that centres Aboriginal knowledge as an integral part of the curriculum.
Two-way science focuses first on traditional science and learning on country. Educators then meet the requirements of the Australian Curriculum in a context-specific way that makes sense to the learners.
‘Translanguaging’, as it was explained to me by one passionate member, sees children learning in two languages as both languages interact with the curriculum. At Kenmore Park, the language room is an inspiring space. Anangu Educator Marianne Fraser (pictured page 13) has mirrored the work by the classroom teaching team that she is a part of in leading the teaching of Pitjantjatjara using synthetic phonics, EALD strategies, and leading the development of local teaching resources.
With the help of officers from the department, particularly Project Officer for Anangu Bilingual Education Curriculum and Learning, Dan Bleby, this amazing team now have professionally made books in-language - many based on events that have happened locally. This important work allows children to learn to write in their first language.
Principal Charlie Klein says the most rewarding part of their work is seeing how quickly the learning gap has closed for children at their school. Kids are now thinking and talking about a future full of possibilities as they reach and surpass the benchmark.
*Culturally Sustaining Pedagogy (CSP) is a phrase developed by Django Paris and others
ANNE BEINKE, LEAD ORGANISER, AEU SA
Late in term two, Anangu educators Rowena Taylor and Daphne Nyaningu from Ernabella and Emily Buddy from Pipalyatjara (pictured page 10), travelled to Perth to speak at the Socio-Linguistics Symposium 25. The topic of their presentation was ‘Remembering Multi-Lingual Pasts – Reclaiming Anangu wisdom in the present and re-situating bilingual and multilingual education futures among local communities.’
Janet Armitage of UniSA was both the convenor of this presentation and instrumental in supporting the inclusion of Anangu Educators. Trish Jenner, Coordinator at Ernabella Anangu School, and Sam Osborne, Louise Wiles, and Sylvia Quattrini from UniSA also contributed to this valuable event.
Anangu Educators from Kenmore Park will soon present their amazing work at the Australian Association for English Teachers conference. The topic of their presentation is ‘Weaving local Indigenous knowledge and languages into an integrated contextualised Australian Curriculum to improve English learning in a bilingual school where local families are empowered to lead learning.’
For too long, highly skilled Anangu educators have not been valued for the wealth of experience, specialised knowledge, and skill they bring to their work. This year, the AEU is working to ensure every support staff member is classified accurately. That starts with understanding the true value of the work they do. If you or a support staff colleague are working above your role description, we encourage you to visit our website to learn more about reclassification.
Our Industrial Spotlights are clear and simple explainers of your industrial entitlements. As members, it's essential you're empowered with the knowledge to exercise your rights and help your colleagues join the union.
Wondering why you're employed for 46 weeks but paid for 52 each year?
What makes up the 46 weeks of employment?
42 weeks of work (210 duty days) + 4 weeks annual leave (230 days) = 46 weeks
you're paid over 52 weeks
While you’re employed for 46 weeks per year, your pay is averaged over 52 weeks so you have a consistent paycheck. This means you’re paid fortnightly through the whole year, but only if you worked in that fortnight, with no breaks or reductions in pay. Payroll use your timesheet to make sure you are paid correctly each fortnight.
Did you know that, as an AEU member, you have exclusive access to dozens of Info Sheets that outline your rights and entitlements at work?
From leave to grievances, allowances to training - we've got you covered. Log in to our member-only portal to access today.
Meet our 2024 scholarship winner, Sapphire.
WHAT’S YOUR FAVOURITE PART OF GOING TO SCHOOL?
Doing spelling and seeing my friends
WHAT’S YOUR FAVOURITE THING TO LEARN ABOUT AT SCHOOL?
I like learning about all the different sounds that letters make and learning the times tables
WHAT ARE YOU LOOKING FORWARD TO THIS YEAR AT SCHOOL?
I'm looking forward to playing dodgeball and I'd like to improve my reading
WHAT MAKES YOU FEEL PROUD OF YOURSELF?
When I read things because I get to improve my reading
WHAT DO YOU WANT TO DO WHEN YOU GROW UP?
When I grow up I'd like to learn how to fish and help clean things and look after animals
HOW HAVE YOU USED THE SCHOLARSHIP FUNDING?
I got a laptop and I'm learning to read and spell better. I also play games to learn the times tables and I can type things up.
DO YOU KNOW A WONDERFUL YEAR 1 OR 2 ABORIGINAL OR TORRES STRAIT ISLANDER STUDENT?
Apply now for this AEU (SA Branch) supported scholarship to give a student a helping hand. This practical scholarship helps students to engage, learn, strive, and reach their full potential through their primary school education.
Applications close 17 September
SKILLS AND ADVICE HUDDLE
NEW UNION REPS: LEVEL 1
SUPPORTING STUDENTS WHO EXPERIENCED TRAUMA
INDIGENOUS PEDAGOGIES
SOUTH EAST
CENTRAL/EASTERN LOWER NORTH
MANAGING THE LEARNING OF STUDENTS WITH ANXIETY WEAR IT PURPLE DAY WOMEN’S CONTACT OFFICER TRAINING
Our committee is made up of dedicated Aboriginal educators, committed to representing you within the union and the government. If you'd like to make a difference, we encourage you to nominate.
This year, our AECC is focused on the impacts of the new funding model for Aboriginal Education, as well as the outcomes of the Jumbunna report.
ELAINE JOY MAGIAS | ABORIGINAL COMMUNITY EDUCATION OFFICER, GRANGE
PRIMARY SCHOOL
I appreciate working with other AECC members to ensure Aboriginal and Torres Strait Islander member voices are heard and valued.
MANDY DEMPSEY | PRESCHOOL DIRECTOR, COROMANDEL VALLEY KINDERGARTEN
Working with Aboriginal families and staff for many years has made me realise that their voices often go unheard and I would like to take a small part in working on change in this space.
DANNY ELLIS | ABORIGINAL COMMUNITY EDUCATION OFFICER, WOODVILLE GARDENS SCHOOL
Being a member of the AECC means having influence and a voice in supporting our members. We've seen positive changes in the working conditions of all Aboriginal educators across the state. A strong AECC makes a strong AEU.
THE ABORIGINAL EDUCATION CONSULTATIVE COMMITTEE ALSO INCLUDES KAREN CLARK
WENDY NOBLE | ABORIGINAL SERVICES ENGAGEMENT OFFICER, GAWLER EDUCATION OFFICE
The AECC allows me to contribute to decision-making as an Aboriginal woman working in education, to share my cultural knowledge, and to have my lived experiences as an Aboriginal person be valued, respected, and acknowledged.
MICHAEL STOETZER | ENGLISH AND HUMANITIES TEACHER, REYNELLA EAST COLLEGE
Over the past six years, I have been part of the AECC as I want to see improved working conditions for our Aboriginal and Torres Strait Islander members. These improvements will, in turn, improve the learning conditions.
TAMMIE LACOPETTA | ABORIGINAL SERVICES ENGAGEMENT OFFICER, FELIXSTOW EDUCATION OFFICE
I enjoy representing my Aboriginal community and colleagues. We work to negotiate and enforce agreements, address workplace issues, and advocate for the rights and benefits of employees. Being part of the union committee allows me to have a voice in decision-making processes, ensure fair and equitable treatment, and promote a positive work environment.
GET INVOLVED
Want to contact our Aboriginal Education Consultative Committee? Email aeusa@aeusa.asn.au
During National Reconciliation Week this year at Blair Athol North B-6 School, we recognised and celebrated the diversity and achievements of Aboriginal and Torres Strait Islander cultures with a huge day of performances, activities, and a gathering of our community.
Our school held a morning assembly led by students that featured performances by our learners, including songs, dance, and special guest singer Katie Aspel. Katie is a local Ngarrindjeri woman whose original songs share stories of family, life and culture. Leading up to our celebration day, Katie collaborated with some of our learners to co-write a song about reconciliation, which they performed together on the day.
We celebrated throughout the day with a campfire gathering and yarning circle. Community and families were invited to stay and share the experience with their child.
As part of the campfire experience, we had bush tucker tasting of marinated kangaroo donated by Macro Meats, pumpkin soup with salt bush and wattle seed, damper with lemon myrtle, quince jams with native limes and wattle seed. As a refreshment we had lemon myrtle and lemon verbena tea, and sweet biscuits decorated with First Nations symbols.
Other activities included weaving in the Rain Garden and making Nunga bracelets in the Aboriginal Learning Studio. The Aboriginal Learning Studio also hosted a morning tea alongside our student baristas.
Leading up to National Reconciliation Week, students sourced the native ingredients from our school garden and prepared the food as a part of their kitchen garden sessions, they also helped to setup and organise events, building on their awareness and sense of ownership.
We received lots of positive feedback from the school and community on how special and relaxing the day was. It was wonderful to see the excitement and wonder expressed by our students, families, and community.
ALICE PARASKEVAS - ABORIGINAL EDUCATION TEACHER, RICHANDA KARPANY - ABORIGINAL COMMUNITY EDUCATION OFFICER
SONNY KEELER - ABORIGINAL COMMUNITY EDUCATION OFFICER, BLAIR ATHOL NORTH B-6 SCHOOL
RECONCILIATION RESOURCES
There are lots of free resources for educators on the National Reconciliation Week website.
Celebrating the work of SACE AEU Award winner, Shakaya Butler
We were thrilled to our 2024 AEU SACE Art and Design Prize to talented young Pitjantjatjara, Yankunytjatjara, and Kaurna artist Shakaya Butler in term two. This annual award aims to encourage and celebrate the creativity of public school students across South Australia. Shakaya’s digital artwork, Fire, Water, Earth, Air perfectly encapsulates our criteria for judging, which focuses on finding innovative creative projects that demonstrate a cutting-edge approach, community-mindedness, and quality of execution. We also celebrated the dedication of Jackie Reichstein, Arts Coordinator and year 12 art teacher at Le Fevre High School for her support and guidance of her students.
Shakaya’s work features four characters: Waru, Kapi, Munda, and Walpa. Each character represents an elemental force and draws from Aboriginal culture and stories. In her artist statement, Shakaya explains her inspiration for each character - Waru symbolises family unity, Kapi embodies the fluidity of rivers, Munda reflects the land’s serpentine rhythms, and Walpa reigns from the stars, witnessing the dance of life on Earth.
Shakaya’s art aims to educate and inspire, bridging cultural caps and fostering appreciation for Aboriginal heritage. She combines traditional Dreamtime stories like the Rainbow Serpent and the Seven Sisters with contemporary digital character illustrations. Shakaya plans to expand her work into a graphic novel. Influenced by other Aboriginal digital artists, Shakaya sees her artwork as a way to blend tradition with modernity, creating a new generation of Aboriginal Art.
Fire, Water, Earth, Air will be on display at the AEU offices as part of our first annual SALA exhibition.
SADIE GENT VICE PRESIDENT, AEU
SA
For enquiries about the AEU SALA exhibition or Shakaya’s work, contact sadie.gent@aeusa.asn.au
+ We’re proud to celebrate the brilliant artwork of public school student Shakaya Butler
+ Shakaya’s art aims to educate and inspire, bridging cultural caps and fostering appreciation for Aboriginal heritage
+ If you or a student you work with would like to showcase your creativity, you can enter the first annual AEU SALA exhibition
AEU SA
2024
A celebration of creativity in the public education community
Are you an AEU member or a public education student? We invite you to submit a work for the first annual AEU SALA Exhibition at our Greenhill Road Offices. This unique exhibition spotlights the diverse talents of public educators in our beloved, brutalist office.
Submission close: Friday 2 August Exhibition dates: 19-24 August 9am-5pm Monday to Friday www.aeusa.asn.au/sala
Monday 19 - Friday 23 August 2024
First Aboriginal preschool assistant appointed by Kindergarten Union to Point Pearce Preschool.
First Aboriginal Teacher Aides introduced to Aboriginal schools in South Australia.
AEU Reconciliation Statement endorsed by Branch Council.
Acknowledgment of Country used at AEU meetings and conferences.
Aboriginal Teacher Aides hired as support staff alongside non-Aboriginal teachers to support Aboriginal children.
1998
First AEU Organiser with Aboriginal Education focus appointed.
First conference for Aboriginal Educators held by the AEU.
Introduction of Cultural Leave for Aboriginal employees.
First national conference for teachers of Aboriginal children
Establishment of SAIT Aboriginal Education Consultative Committee.
Revised AEW classification structure with five levels comes into effect.
Working party to focus on improving the work and job design of Aboriginal Community Education Officer positions to increase opportunities for greater hours and permanency of employment.
Induction officers appointed to run programs in Aboriginal and Anangu Schools for new staff.
Successfully lobbied for Aboriginal students to receive support from Aboriginal Education Teachers.
Title of Aboriginal Education Worker replaces title of Aboriginal Teacher Aid and School Assistant.
AEU SA the first branch to win Cultural Leave for Aboriginal employees.
AEWs to receive an additional increment at levels 1 and 2 where evidence is provided of attainment of relevant qualification as determined by DECD. These new steps provide for an additional $1000 per annum.
James Uniapon Award introduced.
First Aboriginal Education Workers Industrial Agreement.
Commonwealth and all States and Territories adopt the Aboriginal Education Policy with its four main goals of:
The involvement of Aboriginal and Torres Strait Islander people in educational decision making
Equality of access to educational services
Equality of educational participation
Equitable and appropriate educational outcomes.
The AEU has a long history of supporting and defending the rights of Aboriginal and Torres Strait Islander people.
Yalukit Yulendj, the AEU’s national Aboriginal and Torres Strait Islander education committee, along with our South Australian Aboriginal Consultative Committee, advise on all key matters impacting Aboriginal and Torres Strait members.
Working party be established to determine a process for Classification Review for AEW level 1s to be assessed as working at AEW level 2 to be reclassified.
As well as advocating for public educators and public education, the AEU and our members stand alongside other communities as they fight for justice and progress.
We ensure all governments are held to account for their responsibility to improve outcomes for Aboriginal and Torres Strait Islander peoples.
We loved hosting a passionate and dedicated group at our first annual Union Leader Conference. Union leaders are the heart of the AEU, ensuring the rights of public educators in every site.
Union and PAC representatives, PAC members, Women's Contact Officers and elected union leaders from across the state joined us for a day of community-building, education, and collaboration.
This invigorating and restorative event was a proud moment as we continue our vital work as unionists.
Our morning opened with reflections from Uncle Frank Wangeneen and Federal President Correna Haythorpe, before we dove into practical sessions, panel discussions, and networking. We're excited to grow and develop this new event in collaboration with our member leaders.
If you're interested in contributing, contact our Training and Events team training@aeusa.asn.au
Our annual awards are back! Join us in recognising and celebrating the hard work, commitment, and passion of AEU representatives and members in making public education the best it can be for colleagues and students.
The Australian Education Union honours the memory of our comrade Bill Hignett OAM, a dedicated activist and advocate whose life epitomised union values of service and solidarity.
From his early days at Wattle Park Teachers College to his service in South Vietnam, Bill's commitment to social justice never wavered. As a teacher and union leader with SAIT, then Australian Education Union, Bill fought tirelessly for fair treatment and representation for educators, particularly in rural areas. His unwavering dedication led to significant victories, including securing housing for teachers in remote communities.
Beyond education, Bill was instrumental in reconciliation efforts and Aboriginal rights, advocating for cultural recognition and representation in schools.
Today, we honour Bill's legacy of activism and service, which continues to guide us all. May his passion for justice continue to inspire future generations.
“That the Australian Education Union (SA Branch) Executive acknowledges the immense contribution that Bill Hignett made to unionism, education, and the world. We extend our deepest sympathies to Bill’s loved ones at this sad time.”
The State and Federal Governments promised a combined $90m per year in additional funding for TAFE SA as part of the well-publicised National Skills Agreement in October 2023. That promise has already been broken in 2024, with only $36.5m invested.
In multiple meetings and discussions, we have confirmed that the only funds expected to reach TAFE SA in the next financial year are $16.5m, as outlined in the State Budget, and $20m outlined in the Federal Budget. Furthermore, the Federal funding is specifically allocated for a Centre of Excellence in Early Childhood Education and Care.
After decades of disinvestment by consecutive Governments determined to run TAFE SA into the ground and privatise vocational education, this broken promise signifies a continued willingness to bank on the goodwill of over-stretched TAFE educators. This failure to invest also jeopardises TAFE SA’s ability to deliver on their 2023 – 2033 Strategic Plan and the recommendations made in the Roadmap for the Future of TAFE SA
The AEU stands with TAFE SA in calling on the State and Federal Governments to honour their promise to restore TAFE to the leading vocational education and training provider. We have sought a meeting with the State Government to discuss with our concerns and will keep members informed as developments occur.
ANGELA DEAN ORGANISER: TAFE FOCUS, AEU SA
+ The State and Federal Governments promised $90m per year in additional funding for TAFE SA
+ That promise has been broken in 2024, with only $36.5m invested
+ After more than a decade of disinvestment pushing TAFE SA to breaking point, the promised funding must be honoured to restore TAFE SA as the cornerstone provider of vocational education and training
$90 million
investment promised as part of the National Skills Agreement
$36.5 million delivered in State Budget 2024-2025
I recently had the opportunity to attend the SACE Women’s Studies Curriculum Forum and hear expert educators discussing their vision for the future of Women’s Studies.
Reading the samples of a range of work from previous secondary Women’s Studies students, I was reminded of the depth of analysis and breadth of opportunity this subject offers. The comprehensive and nuanced way students analysed diverse texts with a gendered lens is a tribute to both their committed and expert teachers and to those schools still ensuring the subject is wellresourced and valued. The sociological themes of the subject provide an empathetic curriculum springboard for young people to gain the soft skills to navigate a changing world. Unfortunately, it has become a rare offering, currently only running in a handful of sites across the state.
TAFE SA’s Women’s Education Program assists women who are looking to re-engage with the workforce by equipping them with employable skills, as well as an understanding of gender analysis and activism, preparing them to become advocates for gender equity. These values are also union values and are key to making our profession ethical, equitable, and more egalitarian. The educators of TAFE’s Women’s Education Program are advocates for its continual modernisation. The Women’s Education Advisory Group meet twice a year to support the work of TAFE SA Educators across disciplines and offer feedback on the sector and the changes that might impact current and future students.
In this article
+ Secondary-level Women’s Studies and TAFE’s Women’s Education Program are cornerstones of feminist education
+ These vital programs make holistic improvements to the lives of students and the culture of a site
+ With proper funding, respect, and support, these programs will help public education students build a more equitable future
Women’s Studies and the Women’s Education Program are cornerstones of intersectional feminist education. With appropriate resourcing, continual modernisation, and time and respect afforded to educators, we will see students flourish now and into the future with the vital skills for building a better society.
"The sociological themes of the subject provide an empathetic curriculum springboard for young people to gain the soft skills to navigate a changing world.
JAKI HEIM WOMEN'S OFFICER, AEU SA
11
Quick breaks that help you refocus and return to work feeling centred.
Word Search
Words can go in any direction - up, down, diagonal, backwards and forwards. Words can share letters as they cross over each other.
o x g f u p n v p h k e p d o j f u
m d b d q e j d m y c m b e x o y c
e i
n
z
z a v u z q q n c v w r i q n d z s
s v s k g s k s i n g y j c c k n s
o y o g h q w n a r m g h d b b h p
invest educators empower federal funding tax union growth women
Answers Scan the OR Code to see the answers.
Stretch
+ Seated in your chair, take a deep break and lift both arms over your head
+ As you exhale, fold forward bringing your head toward your knees and your hands to the floor
+ Clasp the front of your left ankle with your right hand. Your right shoulder should be close to your right knee
+ Turn your body toward the left, raising your left hand toward the ceiling and looking up
+ Take three deep breaths
+ Repeat on the opposite side
Claim your AEU fees as a tax deduction this year.
Head to our website to download your tax statement, as well as handy hints from the ATO to help you study up on your other deductions.
Visit www.aeusa.asn.au/taxstatement
TAILORED PROFESSIONAL LEARNING
MEMBER CONSULTATION ON FUNDING AND POLICIES
A STRONG PUBLIC VOICE FOR THE PROFESSION
PROTECTION FOR TEACHERS AT WORK
STANDING UP FOR PUBLIC SCHOOL KIDS
You. Teachers. Leaders. Support Staff. Aboriginal Education Workers. Early Childhood. Join the Union. TAFE. New Educators. Teachers. Support Staff. For You Childhood. TAFE.New Educators. Teachers. Aboriginal Education Workers. Join Union. Teachers. Leaders. Support Staff. TAFE. Early Childhood Workers. Su aff. Teachers. Leaders. For You. TAFE. Aboriginal Education Workers. New Educators. . Teachers. Leaders. Support Staff. Aboriginal Education Workers. Join the Union Childhood. TAFE. New Educators. Teachers. For You. Leaders. Support Staff. Aboriginal Education Workers. Early Childhood. Join the Union. New Educators Teachers. Leaders. Support Staff. Aboriginal You. Education Workers. You. Early Childhood. TAFE. New Educators. Join the union Teachers. You. Leaders. Support Staff. Aboriginal You. Education Workers. You. Early Childhood. TAFE. New Educators. Join the union. Teachers. Leaders. Support Staff. Aboriginal Education Workers. Early Childhood. TAFE. New Educators.
LETTER TO THE EDITOR
I was very impressed by your last issue’s dramatic, clear, and chilling portrayal of the gross discrepancies in government funding between state and private schools.
In my view, this ongoing injustice to the less privileged students across Australia is an abject disgrace. For state education to be in this position in the second decade of the 21st century is shameful.
I joined SAIT when I began teaching in 1960 and have remained a proud member ever since. In the 1960s and 1970s our public education system was one of the finest in the world and educators from overseas, interstate, and from the private system visited us to learn about our innovative teaching methods, state-funded
educational institutions, and Teacher Advisory Centres like the Reading Development Centre, where I worked for several years.
Then, Economic Rationalism reared its ugly head, and many of these support networks for teachers were slashed and never replaced. John Howard decided to fund the private system at the expense of the public system, and the subsequent governments have continued this betrayal of public school children and educators. Enough is enough!
I am 85 this year and hope to see a dramatic change in government policy. Keep fighting and keep up the good work.
In unity,
JUDY GILLETTFERGUSON
ADVERTISE WITH US:
If you would like to advertise in an upcoming edition of the Journal, email Journal@aeusa.asn.au for details and rates (where applicable).
SUBMIT A PIECE:
Do you have a story to share? Send us an email: Journal@aeusa.asn.au + Articles: maximum 400 words + Letters to the editor: maximum 200 words
All submissions should be signed with name, membership status, and role description. If you would prefer to remain anonymous, please indicate this in your submission.
Editorial policy: Not all articles submitted will be published. Articles, letters to the editor, and advertising do not necessarily represent the views of the AEU. Submissions may be edited for publication.
AEU SA Journal Deadlines 2024 + Term 4 2024: 30 August 2024 + Term 1 2025: 9 December 2024
Access a wide range of values-based professional learning to develop your practical skills and grow as an educator.
The sessions are in real time and allow you to work with other professionals to gain insight and grow as an educator.
Online/ Virtual In Person Key
Check out the AEU SA website regularly for more dates and courses at aeusa.asn.au/upcoming
ONLINE PROFESSIONAL LEARNING
Application Process: Teaching Positions
+ Tue 30 July, 4:30 - 5.30pm
+ Cost: Free for members
+ For: Members only
This short, interactive session looks at the current Department application processes forongoing teaching positions in South Australia. You’ll learn the essentials for how to apply for roles, plus tips and trick to set you apart.
Supporting students who have experienced trauma
+ Thur 1 Aug, 4:30 - 6pm
+ Cost: Free for members
+ For: Members only
This session focuses on how students who have experienced trauma can be supported, including understanding the different types of trauma experienced by students and strategies that will help manage the behaviours that result.
Indigenous Pedagogies
+ Fri 9 Aug, 9:30am - 2.30pm
+ Cost: Free for members
+ For: Members only
This presentation will support you to engage effectively with First Nations pedagogical approaches
Managing the learning of students with anxiety
+ Thur 15 Aug, 4:30 - 6pm
+ Cost: Free for members
+ For: Members only
In this course, the presenter will explore techniques that you can use when you are working with students who suffer from anxiety, helping you to reengage the students while they deal with their condition.
Techniques to reconnect with a disengaged student
+ Thur 12 Sept, 5 - 6pm
+ Cost: Free for members
+ For: Members only
In this session, the presenter will explore some of the common manifestations of disengaged students, some suggestions about why the student might have disengaged, and different approaches, to re-engage the students in the learning community.
Middle Leadership - creating a culture of positive feedback
+ Thur 26 Sept, 1 - 4pm
+ Cost: Free for members
+ For: Members only
In this session, the presenter will explore a range of approaches to peer observation in schools, and suggest strategies that you can implement as a middle leader to a culture of positive peer feedback in the team that you lead.
AEU Merit Selection retraining (School and Preschool)
+ Wed 7 Aug, 4pm - 6pm
+ Tue 3 Sep, 4pm - 6pm
+ Thur 19 Sep, 4pm - 6pm
+ Tues 8 Oct, 10am - 12pm
+ Cost: Free for members
+ For: AEU Members who wish to become an AEU Representative on panels
A two hour retraining session for AEU members who last attended merit selection training in 2018 or AEU Members who want to be an AEU Representative on merit selection panels.
AEU PAC Representative training
+ Tues 10 Sep, 2pm - 6pm
+ Cost: Free for members
+ For: AEU member PAC Representative –new and those wanting to retrain
AEU member PAC training is offered to ensure all AEU members with an interest or responsibility in school human resource matters can access, investigate, and discuss elements of the enterprise agreement and other documents in relation to PAC decisions.
Site funded.
Union Representatives Level 1
+ Thur 1 Aug - Fri 2 Aug, 9:30am - 3:30pm
+ Cost: Free for members
+ For: AEU members in elected positions who have not completed Level 1 training previously
This hands on, participatory course works with you to ensure you know what your rights and responsibilities are as an elected union representative.
TRT vouchers and travel and accommodation support provided to eligible country members.
Union Focus Improve Wellbeing Build Networks
Women's Contact Officer Training
+ Fri 30 Aug, 9:15am - 3.30pm
+ Cost: Free for members
+ For: Elected Women’s Contact Officers
Women’s Contact Officers who attend this unique training will increase their knowledge of the policies and procedures in place to improve the working lives of women educators
UPCOMING CONFERENCES AND OPPORTUNITIES
SBS Huddle
+ Thur 25 July, 4:30pm - 5:30pm
+ Cost: Free for members
+ For: AEU Sub-Branch Secretary and Workplace Representatives
Hear how other sub-branches set themselves up for success and what is happening this term.
SSO Conference
+ Tue 1 Oct, 9.15am - 3.30pm
+ Cost: Free for members
This one-of-a-kind conference is planned by a group of talented and passionate SSOs who are committed to helping you grow professionally and connect with other support staff from across SA.
Aboriginal Members' Conference
+ Fri 11 Oct, 9.15am - 3.30pm (Thur 10 Oct Aboriginal member dinner)
+ Cost: Free for members
+ For: Aboriginal and Torres Strait Islander members Come together at our conference to hear from leaders, plan how to make change for the good, and share your vision for the future of Aboriginal and Torres Strait Islander Education.
+ Monday 30 Sep
+ $20pp + drinks
A learning, networking and wellbeing focused conference to connect AEU SA SSO members.
+ Tue 1 Oct 2024
+ AEU Conference Facilities
+ Free for AEU members
See the full program and register at aeusa.asn.au/ssoconference
As the health fund for the education community, we help over 390,000 members and their families navigate life’s ups and downs.
So why not see what we can do for you?
For dental and optical care, visit our Adelaide Health Centre: Kaurna Country, 26 Flinders Street, Adelaide