Newsmonth August 2013

Newspaper of the NSW/ACT Independent Education Union (vol 33 #5) August 2013 newspaper of the nsw/act independent education union [vol 31 #7] november

newsmonth Print Post: 225007/0002 – ISSN: 0728-4845

Battle for support staff pay rises p2

Working With Children Check p2 & p11

Professional development gives the edge p14 and p18

Sydney CEO Leave Handbook

CEO Members Take Action NOW

Sydney CEO leave handbook IEU challenges in Fair Work Seldom have we seen such raw and palpable anger as is being expressed by IEU members employed by the Archdiocese of Sydney. At issue is a ‘Leave Handbook’ issued by the Catholic Education Office which, in tone and content, has alienated employees and done potentially lasting damage to the level of trust members place in their employer, writes IEU General Secretary John Quessy.

The document is based on a negative view of staff, a lack of belief in principals to exercise pastoral and professional judgment and an overemphasis on a managerial rather than relational approach to staff interactions.

The Union believes the Handbook, which purports to provide employees with advice about the conditions of taking various types of leave, contains serious errors, half-truths and incomplete information. In our view there are more than a dozen places where

it misrepresents our members’ workplace rights and we are challenging this before the Fair Work Commission.

Members have not been shy about expressing their anger at the Handbook, which was released to coincide with a new payroll system. They feel disrespected and insulted at the lack of faith shown to them and many feel they are being accused of rorting available leave.

Since first becoming aware of its existence, the Union has raised concerns with the CEO in writing and at meetings. Little has changed and they seem determined to proceed with their distorted view.

It is particularly offensive that some members were given the impression that the Union was consulted and had “signed off” on the document. This is untrue.

Yes, we were consulted late in the process when we found out about the Handbook from members but no, we never signed off on it. At all stages we have complained about the contents of the document.

Continued page 3

“It is an offence under to Fair Work Act to misrepresent employees’ workplace rights and if proven there are significant potential penalties.

If the matter cannot be resolved at the conference stage we will seek legal remedies against Sydney CEO.”

Badge of honour

Anne Comber says she is honoured to be one of the first recipients of the IEU’s inaugural 30-year membership badge.

When Anne joined the IEU (then ITA) in 1979, punk rock was in its heyday, Margaret Thatcher had just become the UK’s first female Prime Minister, Russia invaded Afghanistan and Sir Joh Bjelke-Petersen was Premier of Queensland.

Over the years Anne says she’s received sterling support for her career from the IEU, and receiving a badge to acknowledge her commitment to the Union was “a lovely gesture”.

Anne is a Year 4 Teacher at St Patrick’s Primary School

A betrayal of trust Domremy College Five Dock is typical of Sydney CEO schools where IEU members who have been asked to vote recently on two major issues, the 2.25% pay rise being offered to support staff and the Sydney CEO Leave Handbook.

The 31 members who voted last week in favour of a motion calling for the CEO to withdraw the Leave Handbook and the proposed changes to their payroll system, expressed anger and concern.

Domremy College Rep Mark O’Sullivan said staff who had been working in the inner west for many years, often providing extra curricular activities for students, felt betrayed by the way the new PHRIS (Payroll and Human Resources Information System) had been introduced.

“The language around this has been very authoritarian and negative. Teachers feel confused about PHRIS, there’s been no training provided for them,” Mark says.

“The Leave Handbook is difficult for staff because

there was no consultation with the IEU about it.

“There’s been a healthy relationship between the IEU and the CEO up to now, but members feel like that trust has been taken for granted.

“It’s like they’ve forgotten there’s human beings involved here that do need to be respected.

“Asking for sick certificates for the third day of sick leave in a year, not consecutive, it makes no sense.

“And the change to the carer’s leave, so only primary carers are allowed carer’s leave, is not good. A lot of teachers are separated from their partners. Does that mean they are not allowed to care for their kids?”

Regarding the support staff pay rise, Mark says it’s a case of “all in it together” and pay rises must be the same for all staff.

“If we accept this for support staff, it could also set a precedent for future pay rises for teachers too.”

For more details on the support staff pay rise and Sydney CEO Leave Handbook, see pages 2 and 3.

in Kogarah. She moved to St Patrick’s from St Joseph’s Riverwood in 1995.

She is now on long service leave in Canada, catching up with friends she made there on teacher exchange in 1992.

IEU General Secretary John Quessy says the IEU is proud to acknowledge the support of long-serving members like Anne.

“Without the commitment of such members the Union would not be able to achieve as much as it has.

“It is with much pleasure that we will be thanking all our long-serving members over the coming weeks.”

See page 10 for more 30-year badge recipients.

www.ieu.asn.au on the ground

IEU submission to the Child Abuse Royal Commission Gloria Taylor IEU Deputy Secretary Early this month the IEU made a submission to the Royal Commission into Institutional Responses to Child Sexual Abuse, regarding a proposal for a national Working with Children Check (WWCC). The Union acknowledged the potential benefits of such a check and would welcome a national WWCC that provided a consistent approach to the protection of children across the country, while ensuring fair and transparent processes for employees working with children.

The IEU emphasised the need for prior consultation on the models or frameworks for a national WWCC and the consistent application of processes within the states and territories. A national model should reflect best practice and avoid any approach that was more onerous and expensive than existing models.

A uniform approach would benefit employees moving from one state to another and provide a better arrangement for casual or part-time employees who live adjacent to borders and must meet additional processes and costs to pursue employment across jurisdictions.

The Union took the opportunity in the submission to strongly oppose the imposition of clearance fees on employees.

The community is the beneficiary of child protection legislation and it is unreasonable to ask child related employees to pay for clearances that have been legislated in the best interest of children.

In NSW new teachers have this fee imposition along with fees associated with the NSW Institute of Teachers. The fees are highly offensive to those committed to working in

child related employment and in our view would have no place in a national model.

Our submission also commented on the new NSW WWCC that commenced on 15 June 2013 (see story page 11). The operation of this legislation has yet to be tested and it is too early to effectively assess the impact of the new check and to ensure the aims, which led to the legislative changes, are being achieved. Again our submission stressed the need for ample time and consultation prior to any movement to a national WWCC. In achieving a nationally consistent model the Union proposed that definitions, reporting requirements and investigation standards should be consistently applied within each state/territory. The IEU also asserted that the number of offences and behaviours that constitute ‘relevant’ disciplinary records should not extend beyond those currently applying in the NSW WWCC. The Union proposed that employment clearances under a national scheme apply for a minimum of five years.

For further information contact your organiser or view the submission on the Union website www.ieu.asn.au.

“The fees are highly offensive to those committed to working in child related employment and in our view would have no place in a national model.”

Support staff pay disputes in Catholic schools Carol Matthews IEU Assistant Secretary

EREA support staff agreement Voting has concluded on the Support and Operational Staff Agreement covering support staff employed in nine NSW Christian Brothers/EREA schools, with over 99% of staff who voted, voting in support.

The Agreement provides for pay rises of 3.5% per annum from 1 July 2012 (inclusive of a 2.5% pay rise already received in 2012), 3.5% from 29 January 2013 and a further increase of 3.5% from 29 January 2014. The 3.5% increase is the same increase as received by teachers at EREA schools. The agreement also provides common conditions for all staff, which will be an improvement in paid parental leave, sick leave and long service leave for those staff not previously covered by IEU enterprise agreements, such as cleaners. The new agreement will be in place until 31 December 2014.

In-principle settlement in Catholic independent schools The Union had sought increases in excess of 2.5% for school support staff in 14 schools where teachers have received 2

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increases of 3.5% or more and 2.5% for support staff in the remaining 11 schools.

Schools advised they would not pay more than 2.5%. In June, members reluctantly agreed to the 2.5% for 2013, but were then advised the pay offer was part of a package of 2.5% per annum over two years which had to be agreed on behalf of all support and operational staff.

Schools also said no payment would occur until a new agreement was finalised, voted on by staff and approved by the Fair Work Commission. However in the negotiations no rates of pay or conditions had been proposed by schools for nurses or boarding house staff and the Catholic Commission for Employment Relations had not responded to the Union’s latest draft enterprise agreement.

Schools have now agreed to a 2.5% increase for 2013 with a one-year agreement to be finalised as soon as possible. At the time of writing, the Catholic Commission for Employment Relations has for the first time proposed rates for nurses and boarding house staff but has not yet received instructions from all schools to respond to the Union’s draft agreement.

Nevertheless the Union will try to finalise an agreement as soon as possible so that the pay rise for staff is not delayed any longer.

“The Union does not accept that any staff, support staff or teachers in Catholic schools should get a pay rise of only 2.25%.”

Union opposes discounting 2.5% pay rise The Union has not agreed to the attempt by Catholic dioceses to reduce the 2.5% pay rise due to support staff employed in NSW Catholic systemic schools from July. Dioceses have

attempted to reduce the pay rise in line with the position taken by the O’Farrell Government. The Government has sought to rely on a hastily promulgated new regulation which would have allowed it to reduce the maximum 2.5% pay rise permitted under its existing pay rise legislation by the amount of the extra 0.25% superannuation under Commonwealth law. This followed an earlier rejection by the NSW Industrial Relations Commission of the 0.25% discount sought by the NSW Government.

The Union has opposed the discount applying to staff in Catholic dioceses because the legislation only applies to NSW public servants and not to staff in Catholic schools. The Union does not accept that any staff, support staff or teachers in Catholic schools should get a pay rise of only 2.25%.

The Union understands that it is now expected that the regulation will be disallowed by the NSW Upper House.

The Union is continuing to press for the full pay rise of 2.5% to be paid as soon as possible.

www.ieu.asn.au on the ground

Sydney CEO leave handbook IEU challenges in Fair Work John Quessy General Secretary From page 1 We advised IEU Reps and members of our objections in late June and indicated that we were scheduled to detail our objections with the CEO in the first week of July. In the meantime the document was further circulated. On 1 August we followed up with a request to chapters to call for the withdrawal of the Handbook and many have met to pass that resolution.

Referring the matter to the Fair Work Commission is our response to what we see as a belligerent and unreasonable position of the employer. If the matter cannot be resolved at the conference stage we will seek legal remedies against Sydney CEO. It is an offence under to Fair Work Act to misrepresent to employees their workplace rights and if proven there are significant potential penalties.

What are the politicians saying?

Where do the major political parties and candidates stand on key issues of interest to our membership, IEU General Secretary John Quessy asks.

In the lead up to the Federal Election the IEUA federal office prepared some sharp, focused and quite direct questions for answer by party leadership.

The earlier election date will not now allow the answers to be published in this Newsmonth but responses will appear on our website soon.

We asked questions politicians: • Based on your funding policy, what additional money will be received by

non-government schools in 2014 over and above 2013 funding?

• If elected, will any IR changes planned by your Party create additional barriers to our organisers in assisting our members in their workplaces?

• What actions will you take to lessen teachers’ workloads and support them in their work?

• Given the continued growth in enrolments in the non-government school sector and the consequent unmet demand for additional schools and school buildings, what will you do to ensure additional Capital funding for non-government schools?

Members will have received an update via their Chapter Rep detailing a few of the misrepresentations identified by the Union. This and further news is posted on our website. In the meantime chapters should meet to vote on the resolution calling for the withdrawal of the Handbook and individuals should continue to firmly but politely email their employer, the Executive Director to let him know what they are telling us.

• Many schools are keen to further their commitment to make their school community a more environmentally friendly place. What resources will you provide to help schools make these changes?

• To support the quality education agenda in Australian schools, what specific resources will your government provide to ensure provision of and access to high quality professional development to teachers to build on their skills and knowledge to further enhance their classroom practice?

• What will your government do to change the incorrect and unfair

They feel disrespected, devalued and divested of dignity by the actions of the CEO which they recognise is at odds with Catholic teaching on respect for work and for the worker as well as the published CEO commitment to staff wellbeing.

The major Catholic employer in the nation has seriously failed to create a climate of affirmation, trust and support with its employees.

language and vilifying debate with respect to refugees seeking asylum in Australia?

• What is your commitment to increasing the superannuation levy to 12% for all workers and what support and timeframe will you put in place?

• What will your government commit to ensuring that qualified teachers in early childhood education are paid equivalent to teachers in schools?

Standards based teacher development – why and how?

Mark Northam Assistant Secretary Standards based teacher development is part and parcel of recently passed federal legislation.

The new Australian Education Bill protects in law the National Plan for School Improvement (NPSI) and the National Education Reform Agenda (NERA). NERA is intended to be signed off by the states and territories and other providers of education.

The core elements of NPSI include: • quality teaching and learning • empowered school leadership • meeting student needs, and • greater transparency and accountability.

The legislation filters to schools and teachers as components of funding agreements.

Standards based teacher development is being driven by federal and state governments and their respective agencies.

Standard based teacher development should build on existing structures, and dovetail with recently announced requirements of the NSW Institute of Teachers. It should be an agreed process driven by teachers and distinctly different from performance management processes.

It is critical that the voice of classroom teachers is not lost while the Federal

Government’s Teacher Performance and Development Framework seeks to achieve a nationally consistent approach to teacher performance and development.

In NSW the national educational imperatives will grow from the O’Farrell Government’s Great Teaching, Inspired Learning document.

The IEU is seeking industrial outcomes to ensure processes imposed by legislation reflect the existing work of teachers and provide support for additional dimensions required by federal and state governments.

What might standards based teacher development look like?

The process should be about supporting teachers to enhance their skills. It must be done in normal working hours.

Adequate release time for those involved must be provided for the people doing the observations and for the time following observations when discussion would take place between the observers and the observed.

Teachers should be able to choose the observer from a pool of those provided with training.

Those doing the observations should have substantial training in the wide range of skills necessary, to make the process successful.

The IEU’s position is that voluntary trials should take place in 2014 and that

the necessary developments should be paced against resources being provided.

Further, the IEU will insist on an industrial clause, which will rest heavily on standards based teacher development being a collegial exercise involving peers in conjunction with a principal’s delegate.

IEU Guiding Principles re: appraisal • Appraisal is best achieved when it is negotiated and agreed, evidence based and professionally focused, and recognises teachers’ commitment, strengths and good practice.

• Skilled teachers in the same subject areas and school levels who have been given time to serve as mentors to support their fellow teachers should be part of the process.

• Teachers who work together as teams build higher levels of teacher collaboration for school improvement and this should form part of an individual’s appraisal.

• The process should be formative not summative and never in place of a disciplinary process or any other identified teacher performance process.

VET update The IEU was due to meet with the Catholic Commission for Employment Relations at Newsmonth deadline to discuss workload concerns raised by VET teachers.

An internal IEU working party has identified the need for additional relief to provide for work place visits and administrative demands placed on VET teachers.

The Union is calling for dedicated administrative support and a ban on student work experience during school holidays (unless compensated for).

Existing arrangements related to travel claims and teaching off line need to be re-stated.

Further, the IEU will request that the dioceses align the expectations of their Registered Training Organisations and consider being involved in a cross sectoral approach to the Australian Skills Quality Authority to discuss streamlining assessment procedures.

VET requires greater clarity in terms of what support is offered by schools/ systems and how this can be enhanced.

newsmonth - Vol 33 #5 2013

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www.ieu.asn.au on the ground

Reality check for teacher training courses “As an experienced teacher I can have some say. It’s a bit of grounding for the universities. I provide that classroom context.”

Initial teacher education in NSW should be more uniform and appropriate thanks to the university accreditation process now in place, writes Newsmonth Journalist Sue Osborne.

Jim Green from Trinity Catholic College Lismore is one of many people who have been working hard for the past three years to ensure teacher training courses offered by universities conform to NSW Institute of Teachers and AITSL standards.

When universities apply to have their courses accredited by the Institute they

have to submit their paperwork to a panel, which in turn reports to the Initial Teacher Education Committee (ITEC).

Maths Teacher Jim sits on the ITEC, which overseas the work of the panels.

In the past three years the ITEC has examined more than 150 courses.

Jim and his fellow ITEC members have looked at how the courses prepare students for the cultural diversity they will encounter in the classroom, among other things.

He draws on his 30 years experience in the profession to recommend occasional modification of the courses.

“What education students are being taught impacts at school level. The course might require something on paper but the reality in the classroom might be different,” Jim says.

“There may not be time to do what the course requires.

“As an experienced teacher I can have some say. It’s a bit of grounding for the universities. I provide that classroom context.”

He was chosen for the panel because of his long experience in education (he joined the IEU when it was still called the ITA). He also represents a

rural independent Catholic school.

Membership of the Committee has provided a fair bit of extra work and reading for Jim. But he feels it is worthwhile to give back to the profession, and make sure the next generation of teachers have access to uniform, quality training.

“It also gives me a better understanding of what prac teachers are going through.

“At the end of the day I get satisfaction knowing students are being better prepared for teaching.”

Union concerned with performance of accreditation authority The Union is increasingly concerned with the performance of the Independent Schools Teacher Accreditation Authority (ISTAA) and its support officers, IEU Organiser Sandra White writes.

Anecdotally, in 2012 a larger than expected number of teachers applying for progression to Band 3 were not successful in their first attempt and were asked to resubmit or submit further evidence. The Union is aware of teachers who challenged the inconsistency of ISTAA decisions and had some decisions overturned.

A case in point is that of Shirley Casper, a Science teacher at Kincoppal-Rose Bay School. This year she achieved accreditation at Professional Excellence (PE) level under the Independent Schools Standards Model Teachers Agreement.

Shirley was successful due to the merit of her work, her tenacity of spirit, and the support of the IEU through a less than smooth process run out of the office of the Association of Independent Schools (AIS).

Accreditation at PE consists of two parts – first gaining Professional Accomplishment (PA) with the NSW 4

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Institute of Teachers (NSWIT), then meeting an additional group of standards (Element 8) that address the ethos of the school and Professional Enhancement, a four-part presentation demonstrating how the applicant’s professional knowledge and practice in the classroom has continued to evolve.

Shirley started her PE in 2008, submitted and had major parts of her evidence approved, took a break for two years, then returned to the PE process in 2010, seeking advice from ISTAA concerning the form her submission should take. She gathered and prepared her evidence, and by 2012 was ready to submit. At this point, confirming all the details with ISTAA, Shirley was told that the advice she had been given was incorrect. With little time to spare before the deadline Shirley created a Wiki and populated it with her evidence reports, testimonials, links, data and student with samples, so that ISTAA would be able to evaluate her work and provide feedback before her final submission to NSWIT. In August 2012, Shirley received a short notice from ISTAA, advising her that they did not approve her PA accreditation.

Thankfully, the process for PA with the NSWIT requires the initial decision

by ISTAA to be reviewed by the NSWIT Moderating and Consistency Committee (MCC).

In this case the NSWIT MCC judged Shirley’s application to be worthy, and recommended to ISTAA that they reverse their decision and approve her accreditation.

In December, a short letter from the chair of ISTAA saying nothing more than ‘Your accreditation at PA is approved’ was received. However, ISTAA notified Shirley that her accreditation at PE was not approved, and that meant her allowance of $7500 pa would not be paid.

Feeling the decision was wrong, Shirley requested the documentation required for the ISTAA appeals process.

After more than a month ISTAA had not sent the requested documentation and Shirley sought the assistance of the Union. Together, an appeal was prepared and submitted. Shirley was able to point out what the ISTAA panel had failed to recognise or see previously, and describe the issues with advice given and procedural fairness.

Finally in May 2013, Shirley received news of her success. This time a letter of congratulations from the new chair of ISTAA Dr Paul Burgis graciously recognised Shirley as a committed and able teacher.

This is just one case, but of ongoing concern is the failure of ISTAA to consult with the IEU whenever the processes and/or documentation are under review and re-development. Also of serious concern is the workload of teachers undertaking the processes.

The Union is a party to the industrial agreement, and is ready to work with ISTAA to develop efficient and effective processes that are not burdensome, and do not take teachers away from their core work of teaching. The Union should be invited as a matter of course to contribute to any review of what is fundamentally part of a negotiated industrial agreement providing salaries to teachers.

Failure to adopt a co-operative model means the Union must use industrial dispute measures to ensure that changes are fair, reasonable, and in line with negotiated agreements.

www.ieu.asn.au on the ground

‘Mean and miserable’:

Parramatta CEO refuses to pass on pay rise Despite repeated Union calls for Parramatta CEO to pass on the 2.5% pay rise for principals and teachers to its staff, school-based counsellors and business managers, Executive Director Greg Whitby has said there will be no increase in 2013, writes IEU Assistant Secretary Pam Smith.

Members have described as “mean and miserable” the decision to deny a basic cost of living increase.

Members also note that the funding situation has now become clearer and that the recent Minimum Wage decision granted a 2.6% increase. The inequity has been felt by counsellors and business managers working alongside teachers

in schools who have received a 2.5% increase.

As one counsellor says: “We don’t receive a discount at the petrol station because we work for Parramatta CEO”.

At the recent Penrith/Blue Mountains and Cumberland Branch meetings, the following resolution was unanimously endorsed:

That these meetings of the Penrith Blue Mountains and Cumberland Branches of the IEU express their deep disappointment in the 19 July letter from CEO Executive Director Greg Whitby refusing to pass on to CEO and other system level staff the 2.5% pay rise recently received by principals and teachers in Catholic systemic schools.

These meetings call upon the CEO to pay immediately to all system level professional

“We don’t receive a discount at the petrol station because we work for Parramatta CEO.”

staff the 2.5% increase paid in diocesan schools and to do likewise for CEO clerical and administrative staff when a pay increase is received by school support staff. We also urge the CEO to engage in good faith negotiations with the IEU to finalise Enterprise Agreements to provide remuneration and conditions consistent with those of similar Catholic systemic employers.

The Union is consulting with its Parramatta CEO staff, counsellor and business manager members to determine appropriate action to advance their just claim for salary justice.

Support teachers’ PD to improve quality The IEU has participated in research being conducted

by Melbourne University on behalf of AITSL, evaluating the implementation of the Australian Professional Standards for Teachers.

The Union reiterated its position of support for professional standards, and highlighted its contribution over the past 20 years to the development of teaching standards at state and national level.

It noted its specific support for professional standards that are practical and based on the real work of teachers that lead to high quality teaching, and provide beneficial outcomes for students. This necessarily requires teachers have access to relevant and timely professional development.

However, the Union also specified

that the processes or administrative requirements of teacher accreditation and professional development should not create additional tasks and workload that take teachers away from their key role in the classroom. Where school authorities do establish administratively heavy processes then additional time and resources are required for teachers to carry out the work.

AITSL needs to do more than simply describe the standards teachers should attain and develop frameworks for teacher performance. It should outline what is needed for teachers to be supported in their professional growth, and what resources are needed to provide for sustainable change in dayto-day practice.

The Union said professional standards should be: measurable, so they can

provide data/indicators to determine resources needed for the standards to be met, especially at the higher levels; and able to provide the basis for conversations about professional growth and development.

For teachers, access to PD to meet personally identified learning needs is essential, but support and resources for participation remains for most an abysmal failure. This is especially so for those in regional, rural and remote areas.

There is no indication overall that school PD budgets have been increased to meet teacher identified needs. In fact, most PD is decided and delivered by school authorities to meet their own priorities.

Teacher identified PD is a vital component of an individual professional development plan. While it continues

to be under-resourced, achieving professional growth across the breadth of the profession is harder.

Likewise, accreditation at the higher levels was mooted as a government priority to improve teacher quality, with National Partnership (NP) support announced to financially reward teacher success.

Have any teachers received the promised NP rewards for accreditation at Accomplished or Lead levels?

And now that the NP money is to be rolled into the new funding (NERA) agreement, will any ever be paid or is that initiative dead?

The IEU is calling for clearly identified payments embedded in industrial agreements to reward teachers who demonstrate their achievements against professional teaching standards.

NSW/ACT Independent Education Union First intake: Applications open on: Monday 2 September 2013 Closing date: Friday 20 September 2013 Second intake:

Experienced Teacher Salary Band 3 The IEU is committed to assisting every eligible member to achieve Band 3 Experienced Teacher accreditation.

Teachers who are on Salary Band 2 must complete the Experienced Teacher accreditation process with ISTAA to be able to move to Band 3.

During the last seven years the union has been highly successful in assisting a significant number of members to achieve the Experienced Teacher level (Band 3).

The IEU is able to help teachers to understand the process and assist them with the preparation of evidence and documentation. Schoolbased workshops are available with follow-up sessions for groups or individuals as required.

Applications open on: Tuesday 8 October 2013 Closing date: Friday 6 December 2013 In previous years the second closing date for applications has been on 28 February.

The October – December timeline replaces.

Eligibility: Teachers entering the teaching profession in NSW after 1 October 2004 (New Scheme Teachers). Accreditation at the level of Professional Competence. Completion of the equivalent of at least five years on Band 2 by the end of 2014.

Teachers entering the teaching profession prior to 1st October 2004. Completion of the equivalent of at least seven years of teaching by the end of 2014.

Start early It is important to start this process as early as possible.

Evidence may be collected for 20 months prior to submission in August 2014.

For assistance with Band 3 accreditation please contact Elizabeth Finlay on (02) 8202 8900 or Toll Free: 1800 467 943 or Email elizabeth@ieu.asn.au newsmonth - Vol 33 #5 2013

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www.ieu.asn.au on the ground

More flexibility for parents and carers The IEU has welcomed amendments to the Fair Work Act to expand the range of ‘right to request’ provisions for flexible work arrangements, IEU Assistant Secretary Pam Smith writes.

While these provisions are not absolute entitlements, they place a new onus on employers to be more aware of the diversity of personal and family circumstances and provide an opportunity for members to seek flexible arrangements to meet their

needs in the short or longer term. The Fair Work Act amendments include the right to request a change in working arrangements if the employee: •

•

• • •

is a parent with responsibility for the care of a child – school age or younger is a carer (within the meaning of the Carer Recognition Act 2010) has a disability is 55 or older is experiencing violence from a member of the employee’s family, or

•

provides care/support to a member of their immediate family or household, who requires care/support as the person is experiencing domestic violence.

These amendments should also be seen within the context of a recent review of the national Paid Parental Leave scheme and a Human Rights Commission inquiry into pregnancy and return to work discrimination. There will be an opportunity for IEU members

to participate in an online Human Rights Commission survey on pregnancy and return to work experiences such as access to part time and job share arrangements.

The Union will also contribute in its own right and via the ACTU and Unions NSW and ACT. Contact the IEU if there is anything you would like to discuss regarding workplace equity issues.

Present Tense ELICOS News Kendall Warren IEU Organiser On 1 July, compulsory superannuation contributions from employers increased from 9% to 9.25%, and so all employees should be earning the additional super by now.

However, in many post-secondary colleges, super contributions are often paid late, or not paid at all. Members should be aware that these contributions are compulsory, and payments should be made into your super account within 28 days of the end of each quarter.

This means your most recent payments should have been paid by 28 July.

If you are finding that your super has not been paid regularly, you should contact the Australian Taxation Office (ATO), which is the body authorised by the legislation to enforce superannuation matters. And of course, you can also contact your Union, the IEU, if you wish to discuss these matters.

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• Many colleges are up in arms at new charges introduced by the Department of Immigration and Citizenship (DIAC).

From 1 July, any visa holders applying onshore for an extension to their visa (whether student, working holiday etc) will need to pay an additional $700.

Providers are worried that this may be too much for many students and other young people, and may discourage visa extensions. Colleges fear that this may chop off the ‘green shoots’ of recovery seen in the sector over the last 12 months. The charge was introduced during the last days of the Gillard Prime Ministership, and it is unclear whether new Prime Minister Kevin Rudd, or the pretender to the crown, Tony Abbott, will seek to reverse this change.

Most IEU members would be aware of the changes in child protection legislation, which have been canvassed in Newsmonth previously. By and large, these shouldn’t

affect those working in post-secondary colleges, but it does appear that those working in community colleges may be caught up. The changes require anyone working with children to acquire a clearance certificate (at the cost of $80), valid for five years. If you have been asked to apply for this, contact the IEU. • In recent columns, Present Tense has outlined progress in various enterprise agreement negotiations. Settlements have now been reached at several colleges. The long-running negotiations at EF have finally concluded, with salary increases of 1.5%, (backdated to last September) 1% and 1%, along with lump sum payments totaling 6.5% and several other improvements, for an agreement that will expire in September, 2015. Balloting should commence in the near future.

At Kaplan, terms have been agreed allowing for a 2% annual increase,

recognition of overseas experience, and a process for converting to permanent from sessional or long-term casual.

Balloting should commence soon.

Balloting has now concluded at UoW College in Wollongong, and the agreement (as outlined in last month’s column) has been endorsed by 100% of voters.

Balloting has now concluded at Navitas English (formerly known as ACL). This ballot overwhelming rejected Navitas’ offer (277-138) and so negotiations will recommence shortly.

Negotiations have now commenced at Australian Pacific College, SELC and Navitas English Services, and we hope to have a settlement in these colleges soon.

If you would like to know how bargaining can improve conditions in your colleges, contact the IEU via kendall@ieu.asn.au.

www.ieu.asn.au on the ground

Anne (second from left) and the learning support team.

Learning support team at heart of school The learning support team at Sacred Heart Central School Cootamundra are valued by all, and this is central to the wellbeing of staff and students, writes Newsmonth Journalist Sue Osborne.

Learning Support Teacher Anne Last has worked at the school for 34 years, and says she and her team feel welcome wherever they go.

“I have heard that’s not always the case at other schools,” Anne says.

It’s her role to coordinate the team, which consists of four part-time learning support assistants and one part-time Indigenous assistant.

She makes sure they are available to provide the right support in the right classrooms.

Decisions about how they will work are made in conjunction with all the staff.

“That is a real philosophy of this school.

I think it’s crucial that all schools have that kind of approach, to the benefit of the students,” Anne says.

“My job is not one of those where if they are short of a casual teacher I get put in that classroom. That never happens, because my role is valued as important to the school.

“Similarly if a learning assistant is away their position will be covered by a casual learning assistant.”

The learning support team has been particularly successful in supporting a boy

who went blind quite suddenly in Year 3.

Two learning support assistants taught the boy Braille to a competent level, having to learn how to teach it themselves.

Once the technological requirements of the boy’s learning advanced, two more computer-savvy assistants took over the role.

“We choose the right assistants for the job,” Anne says.

“If we have a student on the autism spectrum then we choose an assistant that will work best with that student.”

“Including all staff in deciding how we work is a real philosophy of this school. I think it’s crucial that all schools have this kind of approach, to the benefit of the students.”

The vision-impaired boy is now in Year 10 and an assistant is working with him to transition him to a different school for Years 11 and 12.

“We help with orientating him, working on mobility and helping the teachers and assistants at that school learn how to help him.

“One of the assistants spends two hours a week doing a Skype session with the boy and a Royal Institute for the Deaf and Blind teacher, and that’s been the best thing.

“It’s been a lot of hard work by the assistants and a real team approach.”

Anne joined the IEU way back in 1988 and says over the years she has always found the support of the Union “professional and reassuring”.

“I’d advise all support staff to join. I joined because improving my conditions in the workplace improved conditions for our students too.”

IEU Race Day a non-starter

Unfortunately for all of our racing punters and hat wearers out there, the IEU Race Day is on hold for this year, Race Day Coordinator Helen Gregory writes.

No Equine flu; no Olympics; no renovations to Canterbury Park. It’s slightly more elaborate than that if you can believe it.

Due to the merger of the STC and the AJC to the ATC (add your favourite acronym here) and the ongoing rebuilding of the new grandstand at Randwick, a new pricing schedule for 2013 2014 has been provided to us.

The new price per person is now $145 - a huge jump from last year’s price of $70 per person and to dress it in racing parlance, jumping the

gun in fees by flogging a dead horse.

That price would still include entry race books, security, sit down luncheon and the beverage package, however we feel that this is just too big an ‘ask’ for IEU members.

After 21 years of IEU Race Days, we regret to have to make this decision. There will be some disappointed regular IEU racegoers, but we would like to thank all those members in schools who have become a huge part of the IEU’s social calendar every year. We also acknowledge our regular sponsors who will also be disappointed.

However, it may be a tight race, but it’s a safe bet there will be one again next year.

Till then, happy racing!

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www.ieu.asn.au on the ground

Applying for the Early Years Quality Fund Long day care centres can now apply for funding from the Early Years Quality Fund, writes IEU Officer Verena Heron.

In June the Federal Government announced $300 million dollars of funding to long day care centres for salary increases, provided the increases are reflected in an agreement. Some $150 million of the fund has been earmarked for large providers which have 15 or more services, such as KU Children’s Services and Goodstart.

The other $150 million will go to stand alone services or small operators. The fund is open to both community based and for profit services.

The IEU has developed a number of agreements or variations of current agreements for our members to allow them to access the funds. We are also aware that United Voice has been promoting their own agreement in centres which will include our members. Members should be

very cautious about accepting the United Voice agreements, as they only provide increased salaries for two years, after which teachers’ conditions and salaries will revert to the modern award.

Members are encouraged to contact the IEU if they have made an application or if their centre is proposing an agreement which has not been approved by the IEU. Members are entitled to be represented by their Union in any discussions, unless they have advised their employer that they do not want the Union to represent them.

cooperative relationships with United Voice have been undone by that union’s recent actions. United Voice has been actively recruiting directors and teachers in services, even pressuring our members to resign from the IEU. They are doing this as part of a membership drive as they know that once teachers and directors are members then they will be able to recruit other staff members.

United Voice has also argued that directors including teacher/directors should be covered by the Children’s Services Award, where they would suffer a reduction in salary of approximately $4 to $5 per hour depending on where they

“The IEU is a Union of teachers and as such looks after the professional interests of teachers.”

United Voice raids IEU membership Many years of harmonious and

are on the incremental scale.

The Fair Work Ombudsman however agrees with the IEU that teacher/directors should be covered by the Educational Services (Teachers) Modern Award United Voice has recently lodged a pay equity claim with Fair Work Australia including teachers and directors. The IEU will be supporting a pay equity claim seeking increases for teachers and teacher directors.

The IEU is a Union of teachers and as such looks after the professional interests of teachers. It is only through being a member of the teachers’ Union, the IEU, that early childhood teachers will be able to improve their salaries and conditions.

We ask that our members talk to their ECS colleagues about the importance of being a member of the IEU.

Permanency at last for dedicated ACT teacher After 20 years service as a casual, Koala Playschool Teaching Director Sally Black finally enjoys permanent employment and the protection of an enterprise agreement, writes Newsmonth Journalist Sue Osborne.

The ACT Director now receives the same pay and conditions as a primary school teacher, thanks to a parent committee that understands the value of retaining an experienced teacher for their service, and the advocacy of the IEU. Sally has worked on and off for Koala Playschool, in Cook, a suburb of Canberra, since her grown up son was a toddler. For the last decade she has worked continuously, but always on a casual basis, mainly because the parent-run committee did not have the knowledge or resources to establish a permanent position. In the ACT there are a handful of playschools which provide education for three-year-olds. Preschool starts at age four in the Territory and is run by the ACT Department of Education.

“Many years ago some parents decided that they wanted a three-year-old education program and playschool was born,” Sally says.

Koala Playschool is open 9.30am-2.30pm and caters for three groups of children across the five-day week.

Each day 22 children are in attendance, taught by Sally and a diploma trained assistant.

Some larger organisations like YMCA run playschools, but many are standalone parentrun community organisations such as Sally’s.

When Koala Playschool recently moved premises, IEU Organiser Berna Simpson paid a visit and discussed Sally’s wish to achieve permanency.

“Committees over the years had looked at making me a permanent employee but it was tricky with a volunteer group of parents being my employers,” Sally says.

“The committee was in favour of it. They wanted me to continue to receive the same pay as a primary school teacher. Committee members understood the value of good teaching staff and wanted to ensure they kept the quality staff for their children.

“As a casual I had always received the same casual pay as a preschool and primary teacher in the Department would.

“Berna said the IEU was able to organise a centre-based enterprise agreement, which I never knew could be done.

“It was fantastic that the Union was able to organise for me an enterprise agreement providing a permanent position on teacherlevel pay. Berna visited us a few times to sort it out.

“It actually helped the committee a lot having someone who knew the legal issues to put it together, and it was wonderful for me to have someone advocating on my behalf.”

Sally says it is “terrible” that not all early childhood teachers are paid the same as school teachers.

“It really gives the impression that we’re not as important, not as highly regarded, as school teachers.”

Sally was a proud wearer of her Teachers are Teachers campaign T-shirt at the last IEU Early Childhood Conference.

She has been telling colleagues at other playschools how they could benefit from IEU advocacy in their workplace.

“I’m planting a few seeds,” she says.

“It actually helped the committee a lot having someone who knew the legal issues to put it together, and it was wonderful for me to have my Union advocating on my behalf.”

Additional government funding for childcare places The IEU has welcomed the Federal Government announcement regarding additional funding for the Better Schools: Before and After Program.

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Federal Secretary Chris Watt said the new pilot program to expand outside school hours care, would address a large, unmet demand for childcare places. Mr Watt said the $450 million fund would

help non-government schools provide quality care outside school hours.

“It is important that school children enrolled in after school care programs are offered quality, structured learning

opportunities and healthy lifestyle activities,” he said.

The IEU also welcomes a commitment to increasing women’s employment participation.

www.ieu.asn.au on the ground

Rep Spotlight

Solidarity Rep “Their issues are our issues.”

A new skill set, a deeper understanding of how the Union works and a detailed insight into education’s political context are among the highlights Louise Glase enjoys as IEU Rep at St Patrick’s College Campbelltown. But it’s solidarity that wins the day, she tells Newsmonth Journalist Tara de Boehmler.

In the six years since Louise took on the IEU Rep role at St Patrick’s College she has become President of South Coast Branch, an IEU Council delegate and has developed a number of skills.

“I now have more confidence in knowing how to deal with particular situations and the best approaches to take,” she says.

“Relationships continue to improve, along with practical skills like letter writing and running meetings.

“Knowing how to chair chapter meetings is important as they can get a bit heated and it helps to be a calming presence at these times. I’ve also found it helpful to have a clear agenda and provide an opportunity for members to raise general business at the end of the meeting, where possible.”

Louise says maximising attendance at meetings is an ongoing goal and while she’s developed some strategies that work well, she still believes there is room for improvement.

“To provide an opportunity for the maximum number of people to attend,

you need to give plenty of notice and to try and hold it when both teachers and support staff can attend. Open it up where possible.

“Even so, I’m yet to find the perfect time that suits everyone. Usually support staff are extremely busy at lunchtime and many teachers have extracurricular activities after school.

“But if I pick a time which most people should be able to make and give enough notice, generally people can make arrangements to ensure they can attend.

Louise says she has been known to bribe her busy colleagues with niblies and drinks but “most successful” has been providing a clear agenda and emphasising the meeting’s importance.

“If I’m clear on why we need to have the meeting and what we need to cover, more members can attend or can arrange a proxy.

“Afterwards I try to get the minutes out but this is something I know I can do better by designating a minute taker. It’s always smoother when I do it this way.”

Also in Louise’s sights is the development of a college-based committee to assist her role as Rep. “I’d like to establish a committee of representatives from the various areas of staff plus a right hand person who can step in when I’m not available.

A committee structure doesn’t hurt, especially in a big school where it’s not possible to get to everyone individually.

“Currently I do the rounds and have a few people from each area of staff who I

regularly speak with.

“Getting out there and hearing from a range of colleagues is important because they can be so busy that they don’t raise an issue at a meeting. It might only be in passing conversation or over a cup of tea at recess that they will tell you what is going on for them.”

Much has been going on for support staff at St Patrick’s College, with their employer so far refusing to match the pay rise provided to teachers.

“The teaching staff got their 3.6% but the support staff haven’t. This is the sort of thing that can force people into an ‘us and them’ situation. It’s particularly difficult when the lowest paid staff members are the ones getting hard done by.

“This is one of those issues where it is vital to keep the different sectors informed about what is happening to their colleagues within the College.”

Since becoming the South Coast Branch President Louise says she has gotten a lot out of attending the Branch meetings and IEU Council meetings.

“I really enjoy going to the meetings and getting a deeper understanding of how things work and how the political landscape is impacting our roles.

“South Coast Branch meetings are always well attended, with a strong emphasis on the political context, and I like networking and hearing from members in other schools and sectors.

“It reminds us all that we are not alone.

Your issues are my issues.

“Sometimes it can feel like a bubble at school. But when you speak with someone from another school or a support or maintenance member you realise the issues are across the board and we all have a role in improving them.”

Louise acknowledges that encouraging a sense of solidarity is part of her role as an IEU Rep. At the June meeting of IEU Council she practised what she preaches, talking in support of a motion of support for staff at St Gregory’s Campbelltown, who continue their uphill battle for pay-rises commensurate with like schools in their area. The St Patrick’s College Chapter also massed a motion of support.

“I’ve tried to keep our Chapter informed so all know the context, such as similar issues regarding pay but we were lucky to get our 3.6% and it looks like they’ll miss out.

“When you are in a community it’s important to stand together and to let your colleagues know you are supporting them in the background.

“Even if things are running smoothly for you personally, you can’t ignore what is happening in the broader context.

Solidarity is so important. It’s the whole idea of the collective.

“By being encouraging and supportive we give our colleagues from this and other schools motivation and strength to keep going – to achieve justice. It makes a difference.”

Join the online conversation like us on Facebook at www.facebook.com/ieunswact Follow us on Twitter by searching 'ieunswact' in the search bar.

Join the IEU social group & keep up to date with us... www.ieu.asn.au newsmonth - Vol 33 #5 2013

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www.ieu.asn.au on the ground

Shorts

Badge of honour

From page 1

Spotlight on Institute website The IEU and NSW Institute of Teachers have had talks about the Institute’s website.

The Institute sought teacher and stakeholder feedback about the website’s ease of accessibility, functionality, helpfulness and future additions teachers might find useful.

The IEU offered a view based on IEU members’ feedback that the website should be simplified, mad more logical and provide helpful advice based on realistic expectations around accreditation.

The Union also called for easier ways to get in contact with the Institute, including the suggestion of live chat help rooms.

A dedicated YouTube channel where short videos about accreditation procedures, reports, evidence and using the PD register was also suggested.

Copyright law change The Australian Law Reform Commission is conducting an inquiry into copyright and the digital economy.

It is proposed that ‘statutory licenses’ would be repealed. Currently these licenses allow for print and digital text and images from any source.

It is important to note that various schools are surveyed regarding usage and $17 per student per year is paid to ensure the owners of the various works are reimbursed.

The biggest change is that teachers would have to check the copyright arrangements for each source. Clearly, this would be an additional burden for classroom teachers and support staff.

The IEU has made a submission regarding this matter.

Maitland-Newcastle procedures need review Maitland-Newcastle Diocese learning support assistants are becoming required to undertake more complex health care procedures.

This may include placing a child in a hoist to allow a nappy to be changed or assisting children with catheterisation or injections.

Under the current Enterprise Agreement, members who are undertaking specific tasks are entitled to a health care procedures allowance.

However this allowance is confined to a limited set of tasks these being tube feeding, suctioning and assisted toileting.

Some disputation exists around what defines assisted toileting with the Diocese only acknowledging those who are required to physically lift a child for a nappy change, or assist with self-catheterisation or colostomy bags.

This reflects the arrangement that exists in NSW government schools.

The IEU is currently reviewing the types of procedures that are being undertaken in schools in the Maitland-Newcastle Diocese to ensure that all potential duties are reflected in the Agreement.

Any member with particular concerns or information in relation to this should speak to their organiser.

Anti-Poverty Week Anti-Poverty Week 13-19 October aims to strengthen public understanding of the causes and consequences of poverty and hardship in Australia and around the world and encourage research, discussion and action to address poverty. Schools wanting to run learning activities and fundraising events can get plenty of ideas at www.antipovertyweek.org.au.

Rights at retirement The Australian Human Rights Commission has released a new guide Your Rights at Retirement, a reference manual to help people navigate the decisions, services and support to plan and manage their retirement. It’s available at www.humanrights.gov.au/publications/ your-rights-retirement.

Snapping to save water The Savewater Photographic Competition is calling for budding photographers to share photos that illustrate the value of water conservation. There are three categories: junior (up to age 12) senior student (13-17 years) and open. Prizes include a MacBook Pro and cameras. For more details, visit www.savewater.com.au.

Safety spoils play Research into school playgrounds by RMIT University has found an emphasis on safety limits children’s play. Researcher Dr Barbara Chancellor says in an urbanised environment school playgrounds may be the only chance some children get to play outside. But “schools sometimes remain influenced by outdated government directives that warn teachers to beware of unsafe activities in the playground, including games with sticks”. Out of the 350 Victoria primary schools surveyed, only 17% allowed children to climb trees.

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IEU General Secretary John Quessy, other IEU Executive members and officers have been busy visiting schools and chapter meetings to present loyal long serving IEU members with a badge honouring their 30 years of membership.

The presentations will continue over the forthcoming months, as there are some 1,500 members who have been with the IEU more than 30 years.

Vale Glynis Jones The IEU is greatly saddened to hear of the death of Glynis Jones from cancer on 4 August 2013.

Glynis was a highly regarded educationalist with a background in strategic planning, educational research, curriculum K-12 and leadership training and development. Her extensive work experience included educational consultancy with the IEU. Glynis worked for the Union in various contracted or part-time roles between 1999 and 2008. During this period Glynis played a significant part in developing the Union’s professional development program for members. She was a dynamic organiser

and presenter at conferences and forums on many topics including school leadership, Indigenous education, beginning teaching, career planning, special needs and legal issues.

Glynis Jones coordinated Occupational Health and Safety WorkCover grants for a number of years. This program delivered quality OHS related workshops to hundreds of IEU members.

Glynis also had a key role on the Union’s national educational journal IE, a publication to which she was passionately committed.

Most recently Glynis was the ICT Pedagogy Officer at University of Technology, Sydney, with a focus on the provision of online support of teachers in their professional work. She will be missed by many in the education community.

The IEU extends our sympathy to the family and friends of Glynis Jones.

www.ieu.asn.au on the ground

Study tour stays on track Science Teacher Stephen Tynan is awaiting the results of his Doctorate of Education examination, which challenges some commonly held beliefs.

A St Frances de Salle Regional College Leeton Teacher for the last decade, this May Stephen had the opportunity to present his findings at a Mind Brain Education Society Conference in Ecuador.

Stephen’s EdD argues that students learn in similar ways, and teachers would be better served coming up with meaningful and engaging dialogue that appeals to all the class rather than trying to service “multiple intelligences”.

“I disagree with [Howard Gardner’s] Theory of Multiple Intelligences,” he says.

Stephen believes teachers should try and present a cut and dried lesson rather than trying to appeal to artistic or visual learning styles, for instance.

“It’s too complicated for basic learning processes,” he says.

“A deep and wide content knowledge is more valuable than the bells and whistles of ICT.” Stephen’s plans to share these ideas were nearly scuppered when his leave was not approved.

He had paid for all his travel requirements and believed he had booked all his study and personal leave for the Ecuador trip when his Diocese announced his leave was not approved.

“I had cleared it with my Principal and the Director of the Diocese, but somewhere in the system it had fallen through. I was literally days away from flying and didn’t have time to sort it out.

“Luckily my IEU Organiser Lyn Caton was very valuable. She basically sorted it all out for me.”

Stephen is a big advocate of Union membership. “The Union has such an important role to play in the future

“The Union has such an important role to play in the future direction of education, it’s not funny.”

direction of education, it’s not funny.”

“Schools are businesses and businesses like stability by their very nature.

“Flat organisational structures in schools have no drive for innovation. The Union as an external party can take a more objective look at education and see where it’s going and use that to balance future negotiations and how schools do their business.

“It’s so important in that regard.”

Stephen’s interest in the brain stems from his time as a researcher. He already has a PhD in cancer biology and in 1999 was planning to emigrate to Canada, where he was researching the brain and epilepsy.

But he met a girl on a bus and the rest is history.

“I was settling in Australia and I had to decide what to do so I became a science teacher.

“When I was starting out in teaching, nothing was making sense in relation to my understanding of the brain.

“The first lesson plans I drew up as a student teacher at Canberra University were trashed and no one could show me what a good lesson plan looked like.

“I lectured at Charles Sturt University for a while and discovered education lecturers knew little about the brain or biology (ditto the UNE where I did my EdD). And so teachers know little about the organ to which their actions are directed.

“I want to increase teacher awareness of how the brain does its learning and how to convert science into classroom pedagogy. Currently, pedagogy is based on behaviorism work done in the early 1900s.”

“My work draws on my personal experience of neuroscience research and how using that in my classroom practice has measurably benefitted me and my students.”

Do you require a new working with children check?

The new Working With Children Check (WWCC) started on 15 June and it provides a new system for background checking employees and volunteers in child-related work, writes IEU Policy Advisor Russell Schokman.

In August IEU officers were briefed by senior representatives of the Office of the Children’s Guardian on the requirements of the new WWCC. They stated that if any person is already in paid or volunteer childrelated work they need not apply immediately as the Check will be phased in as follows:

•

•

secondary school employees between 1 January 2016-31 December 2016 primary schools/early education/ child care employees between 1 January 2017-31 December 2017

However, if a person is starting a new paid job with a different employer they will need to apply for the new WWCC prior to starting work.

The legislation does not intend to catch all workers in schools. In particular persons employed in administrative, clerical or maintenance work, canteen workers, cleaners, finance and accountancy staff would generally

not be required to have a new WWCC. A full list of the types of work that are exempt from the new WWCC are listed in Part 4, Clause 20 of the Child Protection (Working With Children) Regulation 2013.

Breaching requirements?

The IEU is concerned that some employers are requiring current employees to obtain a new WWCC prior to the phase-in date. We are also concerned that people who qualify for an exemption from the new WWCC are also being requested to obtain a new WWCC. This can be challenged

by the IEU if such requests breach the requirements of the Regulation.

If any member believes that they do not fit the current requirements for a new WWCC and are required by employers to obtain a new Check, they should seek advice by contacting their IEU organiser or Russell Schokman, IEU Policy Advisor on 8202 8900 or the toll free number (for country members) 1800 467 943.

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www.ieu.asn.au feature

Sporting chance for language Not everyone loves sport, language classes are traditionally female dominated and when thinking about martial arts preconceptions can get in the way.

But IEU member and Head of Japanese at St Philip’s Christian College Port Stephens, Stephen Grant, has developed a combination that is getting the best out of everyone. Newsmonth Journalist Tara de Boehmler reports.

Stephen says he has always had an affinity with Asian cultures, which started when his mother worked in a Chinese restaurant and he would spend mornings watching The Samurai as a boy.

It would have surprised few when he commenced a Japanese Degree at Australian Catholic University before heading to Japan to do teaching.

“When I first went there I was doing all kinds of teaching, including kindergarten, primary and casual secondary, mostly in English conversation schools.”

It was when he landed a job as ESL Coordinator at the prestigious Tōkō Gakuen High School high that the pace intensified and his handle on Japanese culture deepened.

“I was doing a Graduate Diploma in Teaching at the University of New England while I was in Japan teaching full time, which meant I had to come back to Australia and do prac, some residential schools and exams. It was a pretty full on time.

“I worked at Tōkō Gakuen High School for six years. It was a great place with lots of high-ranking martial artists on staff. I also did calligraphy practice with a Buddhist priest who was a teacher there.

“When I came back to Australia in 2002 I thought I’d walk straight into a job but the only ones available in my area of passion were a whole stretch of maternity leave positions. I got a Japanese position

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in Muswellbrook, but it was a momentous commute, so back to the fill-in positions I went.”

In 2010 Stephen successfully applied for an Asian Language and ESL teaching position at the co-educational K-12 St Philip’s Christian College and he has not looked back.

Now Japanese Head Teacher, Stephen oversees a program of formal Japanese Language classes offered to Years 5, 6, 7, 9 and 10 and a Japanese Cultural Society combining theory and sport which is offered as an elective to Stage 4 students.

He has also developed a new martial arts discipline combining karate and swordsmanship. This is offered as a sport once per week for middle and senior school students.

Stephen says by merging martial arts with the academic aspects of Japanese language and culture, sports days have become an opportunity to engage a broad range of students.

“There are so many great schools of martial arts in Australia but there was that side of it that I felt that I could contribute to,” he says. “I felt this would be another face to martial arts – one that challenges kids to do more academically.

“Some kids who don’t like doing sport will do martial arts simply because it’s got a cultural component that they don’t see in other sports. They like the idea of that community, culture and language learning, which challenges them mentally and academically. They see some personal relevance there.

“You also get some really physical kids that might dislike schoolwork but, if you give them some structure that is physically-based, it is funny how high they’ll jump for it.

“As they go up in belt grades they need to improve in their Japanese ability: speaking, reading, writing and their

ability to identify the countries of Asia.

I’ve had kids memorising oodles of Kanji Chinese characters and they learn about the numeracy side of Maths through Kanji number construction.

“They need to become aware of the context of where martial arts originated, the cultural legacy from China and Korea and the connectedness of different cultures and their own country.”

For students who study Japanese and elect to do martial arts “they get better at both”, he says.

Stephen also notes that although Language classes are often predominantly female, the College’s Japanese classes have a 50/50 mix of boys and girls.

“We haven’t lost the female interest but we’ve brought boys on board. They are feeling more engaged, like things are more relevant to them. Some very boyish boys are among my most enthusiastic students.

They are aiming that little bit higher, wanting to be something cultured.”

Stephen says some people have been bombarded with images of the ‘buffoon martial artist’, whereas the Samurai traditionally spent a lot of their time “doing calligraphy, writing poems, thinking on things and upping their culture level”.

“Observing the training in Japan, there was a certain mentality and a heart that was there and I wanted to bring it.

“This is not about turning students into Einsteins or Olympic athletes. It’s about developing a commitment as they grow through the program to work to their full potential with a really good ethic.

“This is a Christian school so it is also about promoting those values. We do all of this in a very structured way. It is about order and learning when it’s time to fit in with other people. It’s about kindness, avoidance of conflict and constantly reflecting on the fact that the greater your strength the more responsibility you have

to look after other people.

“The program’s emphasis on structure is one of the things I feel is so important for Australian kids. In my experience they struggle with structure yet it’s one of the things they seem to want most of all.”

Stephen says he is grateful that he held out until he could find a position working in his area of passion.

“I feel valued in what I am doing at the College. I am supported and my programs are promoted. It’s also good to have colleagues in other faculties supporting what you’re doing.”

Both the Japanese Language program and the Martial Arts program easily connect with other subjects and Stephen and his colleagues are in the process of developing tie-ins. He sees easy crossovers with PDHPE, Art, Maths, HSIE, History, Geography and Religion just for a start.

“I connect with PDHPE in a way few Language teachers can because I promote physical activity at school. The sports department has been really cooperative, getting behind all my projects and promoting them.

“Arts are also connected because they are supposed to get an appreciation of the tea ceremony and calligraphy through their training. HSIE is very closely connected to Language when you bring in the cultural aspect.”

“All my colleagues are supportive,” Stephen says. “People can see the merit of it - how it engages and its inclusiveness.

They are very helpful.”

As for the students, Stephen says that although it is “a bit of a niche thing” there is something for everyone.

“It engages many students and it’s just amazing seeing them step up and take the challenge by horns.”

www.ieu.asn.au feature

“This is not about turning students into Einsteins or Olympic athletes.

It’s about developing a commitment as they grow through the program to work to their full potential with a really good ethic.”

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www.ieu.asn.au overview

Dealing with difficult people What do you do when confronted with a difficult parent or colleague?

Does your body go into fight or flight mode or do you calmly select the winning strategies from your well-stocked people management toolbox? A packed ‘Dealing With Difficult People’ Pedagogy in the Pub (PIP) workshop at Blacktown RSL suggested most of us are in want of some additional resources, writes Newsmonth Journalist Tara de Boehmler.

Combining exercises on recognising vital body language clues, role-play and group work, IEU Professional Development Coordinator Amy Cotton said the evening was about enabling people to look at what they were doing while in a difficult moment and knowing how to diffuse and move on constructively.

She suggested finding out about the support structures and policies already established at the workplace to ensure these were followed when issues arose.

If there were no policies she said the workplace may to consider getting something brought in.

“When confronted, you are not expected to deal with these issues alone,” she said.

In addition to talking to a mentor or supervisor, the Union can be relied upon for support. But having a good set of communication strategies can stop a situation from getting out of hand in the first place.

Techniques included paraphrasing using the other person’s key words,

so they know they are being heard, watching your body language to ensure you are not sending the wrong signals, being aware of the clues their own body language provides and managing the communication process to reduce conflict and constructively move forward.

A list of key questions to help move discussions in a positive direction proved popular and attendees were keen to recommend this PIP to other members around NSW and the ACT.

PIPs welcome in country areas

After some lobbying by IEU Reps and Mid North Coast Branch delegates from independent schools in Grafton, the IEU recently presented PIP (Pedagogy in the Pub) workshops Maintenance of Accreditation and Dealing with Difficult People in the area, writes IEU Organiser Steve Bergan.

That PD is hard to come by in rural areas. The Union tries to meet the needs of its younger and less experienced members, especially in smaller

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independent schools which are still grappling with the needs of teachers at graduate and professional competence levels.

The PIP - Maintenance of Accreditation targets teachers who have entered the profession since the commencement of Term 4 2004 and are required to maintain their accreditation at professional competence with either the NSWIT standards or the national standards.

This workshop was well attended by teachers who are currently at

professional competence and are required to maintain their accreditation along with graduate teachers interested in what is involved once they reach professional competence. IEU’s Professional Development Officer Amy Cotton engaged both groups, breaking down the standards of the Institute to reveal a common sense and practical approach to maintaining accreditation.

The following day the IEU presented its PIP – Dealing with Difficult People to a packed room of members from the Grafton area. These included Catholic, Christian, independent and early childhood teachers and support staff who gained some great insights and practical tips in dealing with a variety of people.

The following week, after further demand from far north coast members, IEU Organiser Marilyn Jervis presented the newly developed PIP - An Indigenous Perspective at Tweed Heads on the NSW/Queensland border. Given the close proximity to Queensland, invites were also sent to Queensland Independent Education Union (QIEU).

Again, a full house was in attendance, along with QIEU members from The

Southport School and St Hilda’s School on the Gold Coast, with their QIEU Organiser Brad Hayes.

Aboriginal Education Worker and long-time IEU support staff member from St Joseph’s Primary School South Murwillumbah Jeff Logan gave the Welcome to Country at the start of the workshop, acknowledging the local Bundjalung nation. The workshop examined aspects of the Aboriginal and Torres Strait Islander (ATSI) culture and history that may influence how ATSI students respond in a classroom setting and may shape an across– curriculum Indigenous perspective.

The context of the Bundjalung people was discussed with further insights gained from members in the Tweed area on how to implement the Australian descriptors at a local level.

The IEU is a registered provider of PD and assists its members by providing PD opportunities and registering members’ hours with the NSW Institute of Teachers.

Upcoming PIP events are advertised on the IEU website www.ieu.asn.au.

www.ieu.asn.au overview

Karina (far right)

We all work together and came as a group because we needed to get our hours up but it’s actually really good as it’s relevant to our experience. Everyone comes in contact with difficult people.

Priya (second from left)

We have enjoyed tonight as we can relate to what is being said and it’s all in good fun. We’ll be taking away the fact that there really are ways to successfully deal with the people we need to.

Olivia (second from right)

What we’ll do differently after tonight is watch our own body language now that we’ve been made aware of how it may appear to others.

Catherine (left)

What we’ve been learning is helpful for dealing with parents. Being a special education teacher I sometimes deal with upset parents but tonight is about realising this is not about me. Their child has special needs. Tonight is going to help us set the right tone when meeting with parents, such as by looking at the seating arrangements, and knowing the right questions to ask.

Rosalina (right)

I came tonight to refresh my skills and look at ways of dealing with aspects of parents, colleagues and students. After all, we’re in the people business so we’re dealing with all types of people all the time. We’re also communicators and learners and we’ve come here to learn.

Adriana (middle)

It’s great to get the appropriate tips for dealing with different types of difficult people and being able to recognise them when we come across them. It’s about being aware of their characteristics so we can best deal with those personality types.

Mark

Highlights for me have included the guidance on asking strategic questions when you are up against resistance.

We’ve also received helpful advice, such as stepping away from a situation until it is less volatile, not being intimidated and not taking things personally. I liked the lesson on body language. After tonight I will be sure to take time out and step back where necessary. I highly recommend this PIP to others.

Pauline

Laurence

We have been considering a range of personality types, which gets us thinking more about the person we might be dealing with, who they are and their perspective. It’s always really nice to have opportunities to get together with fellow IEU members from other schools. We all want to do better and it’s great to see our Union is so proactive in giving us the necessary skills instead of just being reactive and dealing with problems once they arise.

As a casual teacher I like to ensure I have up-to-date inservice courses in my CV. I am also thinking in terms of the Institute probably wanting all teachers new to the workforce to have current inservice. I think this is the way it’s going to go.

I’ve appreciated the interaction with other members and hearing about situations I could associate with. I can see how the IEU is making the subject matter relevant to our career structure, and this extends to the fact they are choosing hospitable venues close to our workplaces and providing adequate refreshments for tired teachers who have just finished a long day of work. The theory of PIPs is about creating a relaxed environment conducive to professional learning, away from the stresses of the day.

Everyone attending will go back and talk to others and say how appreciative they are. What’s happening here is excellent.

Don’t be a work hoarse “Work Hoarse: Voice Care develops participants’ understanding of the mechanics of the voice, the techniques of projection, how to care for and warm up your vocal cords, and the warning signs of vocal damage.”

The IEU has developed a new interactive workshop focusing on caring for your voice. As a teacher or support staff member, you are more susceptible to voice strain and injury than most other professions and yet little training occurs on proper use of the voice, either in teacher training or professional development courses.

Work Hoarse: Voice Care aims to develop participants’ understanding of the mechanics of the voice and the

techniques of projection, how to care for and warm up your vocal cords, and the warning signs of vocal damage.

The workshop also looks at the impact of your working environment on your voice.

The workshop is part of the IEU’s free Pedagogy in the Pub (PIP) program and is suitable for all members – ECS, support staff, teachers, executive and principals.

The first session of PIP Work Hoarse: Voice care is on 5 September at Young.

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www.ieu.asn.au overview

Labour Bites

Cheap delivery bites back Pizza chain Domino’s has been ordered to deliver almost $590,000 in backpay after the Fair Work Ombudsman found the group underpaid delivery drivers. An audit found 1628 Domino’s delivery drivers had been underpaid a total of $588,160 from January 2010 to December 2011.

Underpayments were found at stores in every state and territory, with more than $200,000 recovered for drivers at multiple stores in Melbourne.

Domino’s and its franchisees have back paid the majority of workers, but more than $200,000 is being held in trust for workers who cannot be located.

(Source: Courier Mail)

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The IEU website at www.ieu.asn.au carries regular updates of local and international news with a trade union flavour. IEU General Secretary John Quessy reproduces below some recent items.

Zero hours guaranteed Buckingham Palace is among a group of high profile UK employers who sign staff up to so-called ‘zerohours’ contracts to keep employment costs at a minimum. The 350 part-time employees deployed as extra staff during Buckingham Palace’s summer opening have no guaranteed hours. They work in the shop, greet visitors and work as monitors in the rooms made open to the public.

All the temporary staff are forced to sign contracts which give them no guarantee of any work. However, although the contract leaves staff with no promise of work, they are not allowed to work for any other employee without written permission from the palace.

A Buckingham Palace spokesperson said the contracts did not guarantee any amount of work, but she declined to characterise them as zero-hours contracts. The Palace argues that because the staff are entitled to certain benefits on days when they are called in, such as a free hot or cold lunch, holiday pay and uniforms, amongst other benefits, they cannot be described as zero-hours. (Source: The Guardian)

Unfair dismissal to cost £1,200 The UK’s Trade Union General Secretary Frances O'Grady has described the introduction of a £1,200 fee for workers to take action against employers as a great day for Britain's worst bosses.

Lawyers are predicting widespread chaos as charges are introduced for those pursuing sexual harassment or race discrimination complaints. Trade unions say the move – which the Government claims will save money for businesses and taxpayers – is the latest attack on workers, fundamental rights.

These reforms are part of a wider campaign to get rid of workers' basic rights at work. Its only achievement will be to price vulnerable people out of justice, O’Grady said.

(Source: The Guardian)

Austerity hits teacher union The leader of Greece's National Union of Teachers has been suspended from his job as an Athens high school teacher as part of mass public sector staff cuts.

Themis Kotsifakis, the 55-year-old leader of the OLME union, was named among 2,122 teachers who will be suspended on reduced pay, to be fired or transferred within the next eight months. Their names were published on a government website.

Greece has promised to suspend 25,000 public sector workers by the end of the year as part of its cost-cutting commitments to bailout lenders.

Public sector unions held a central Athens protest against the latest austerity cuts, along with work stoppages that were joined by staff at state-run hospitals.

(Source: Global Post)

www.ieu.asn.au overview

Daniel Long

IT Wizard Murdoch vs the NBN? For those following the travails of the NBN, recent media coverage may have got you thinking.

The SMH and Financial Review have run a couple of interesting articles dealing with Rupert Murdoch's decision to send New York Post editor-in-chief Col Allan to provide “extra editorial leadership” over the next couple of months that coincide with the Federal Election.

According to Murdoch’s The Australian, the secondment is required because his stable of papers are nationally “in the midst of an important period of transition in our key markets”.

But other journalists believe Murdoch is betting heavily on a Coalition victory to minimise any threat to Foxtel posed by an effective fibre-to-the-home NBN. Writing about this in the SMH recently was Paul Sheehan, who has hardly been a friend of the Labor party in his previous articles. He referred to Labor's high-speed NBN as a threat to Murdoch's biggest multi-billion dollar

asset in Australia: Foxtel (which he owns a 50% stake in).

Meanwhile, back at Murdoch’s ranch, the Telegraph’s now infamous headline pointed out the size of the magnate’s discontent. ‘Let’s Kick This Mob Out’, the tabloid shouted.

As an investment Foxtel is particularly interesting, given its monopolistic status as one of the only major urban players in the Australian pay TV scene. Some believe the NBN threatens this model and its financial independence as the sole provider of TV content on demand.

Murdoch also owns a large stake in Sky News, which is another asset needing the Foxtel gateway in order to ensure the success of his 24-hour news channel.

Polling has regularly been strong for the NBN, with Labor’s model providing high-speed fibre optic cable right into the home, where there is no degradation of signal. In comparison, the Coalition’s fibre to the node ‘piggybacked’ solution uses copper wiring to complete the final

leg of the journey on the network.

It is widely accepted that speeds over Labor’s NBN will be more than able to handle premium video streaming technologies already available through a selection of ISPs and websites. The growth of IPTV, which now exists in Australia (FetchTV comes to mind) readily functions as a broadband-enabled pay TV alternative and it’s in this space we’re most likely to find new and upcoming channels, emerging content systems and innovative viewing platforms.

Not surprisingly, the ABC competes in this same area and its multi-video streaming portal (ABC24) has quickly become a dominant player in the scene.

The ABC’s iView likewise paves the way for more educational content provided on a government and non-profit basis to become increasingly available.

If this is a sign of the times, imagine a marketplace where anybody could enter with a small investment and provide cheap content, piped directly to the

home over the broadband network? It isn’t so difficult to imagine, because this is already happening.

Further access to more homes will only intensify the move away from the traditional TV channel experience. For schools, video content in regional areas will be easier to access and e-learning opportunities should increase rapidly.

And what does Prime Minister Kevin Rudd say about Murdoch's intentions?

“He’d like to give us the old heave ho and get his mate Mr Abbott in but it’s a free country. He can do that if that’s what he wishes ... the bottom line is, it’s for others to ask the question why Mr Murdoch really doesn’t want the National Broadband Network to be connected to everyone’s home and everyone’s small business.”

In the 8 August edition of The Australian, Coalition Leader Tony Abbott’s said he has never had talks with Rupert Murdoch regarding the NBN.

Long-term consequences of childhood nutrition In the latest edition of Scientific journal PNAS (Proceedings of the National Academy of Sciences of the United States of America), researchers have demonstrated that the level of nutrition during our earliest years can have powerful and long-lasting effects well into adulthood and old age.

The researchers further demonstrated that early life nutrition induces a particular physiological change within the body. This new research suggests nutritional programming in the first few years of life can greatly determine health issues as variable as cardiovascular disease, diabetes and cancer.

Drawing from data sets based on crop yield data and statistical analysis based on famine survival from the middle of the 19th century, researchers were able to summarise the health of communities based on the abundance or lack of food crops in any particular year. Famines and the resulting low crop yields were most likely to lead to negative health and reproductive outcomes across a large subset of data.

In a modern education-based context, the PNAS findings are just as valid as crop yields from the 1800s. Given the importance of diet for school-aged children, the research gives credence to the intricate relationship between low

socio-economic status and the lack of access to healthy foods (and guidance on what best to eat) and those children that have ample access to healthy, fresh foods and whom are encouraged by parents to eat this way.

Furthermore, the results are in line with another piece of research published a couple years ago at the Scripps Research Institute. It demonstrated for the first time the molecular mechanisms that cause overeating and obesity.

The three-year study confirmed the addictive qualities of junk food, and surmised that the brain’s craving for foods high in sugar and fat can utilise a similar pathway to the brain’s reward

centres, similar to how the brain copes with an addiction to drugs. The overconsumption of highly pleasurable food provides the trigger for compulsive eating, according to the researchers.

For educators and parents, these studies provide a powerful reminder of the life-altering effects of childhood nutrition and its lifelong health consequences, both positive and negative.

Details: www.pnas.org/content/ early/2013/07/31/1301817110.full. pdf+html and www.scripps.edu/ news/press/2010/20100329.htm

Architecture students size up IEU building The IEU’s new Ultimo Headquarters came under some exacting scrutiny when a group of Masters of Architecture students toured the building in July.

Crawford Architects of Pyrmont converted the old warehouse on Wattle St into a purpose-built workplace.

The building provides an ideal space for members to attend a variety of workshops, professional development opportunities and meetings.

Crawford’s leading architect Paul Godsell accompanied the students on their two-hour study tour of the building.

They examined how the industrial elements of the old warehouse had been incorporated into the modern office space.

“We’re proud to be able to show the Wattle St building as an example to up-and-coming architects,” Paul says.

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Margery Jackman

Des Fox

Starting Strong forum gives students edge Imagine applying for your first teaching job knowing the best way to make your cover letter stand out, the interview questions and precisely what attributes you need to display? This will be the experience of IEU student members who attended the Union’s Starting Strong forum, writes Newsmonth Journalist Tara de Boehmler.

Held in the IEU’s new Wattle St, Ultimo headquarters, the event featured valuable information on the application process,

Sean

understanding contracts of employment, the accreditation process and more.

Students said the day would give them ‘the edge’ as they entered the workforce.

Highlights included a ‘Meet the Principals’ session with Des Fox, Principal of St Jerome’s Catholic Primary School Punchbowl, and Margery Jackman, Principal of Catherine McAuley Westmead.

Margery said a good covering letter was “absolutely essential” in ensuring an application was considered.

The sessions today are really relevant, interesting and beneficial to me as a prospective teacher – and it’s free! We are finding out about the expectations of employers and accreditation requirements. It has also been a huge learning experience to find out about the role of the IEU. It makes me feel we’ve got all the support we need as beginning teachers and this is very reassuring. It is definitely to students’ advantage to join and to use their membership. Today’s sessions have filled in the blanks about what students need to do at the start of their careers. This gives us the edge as we prepare to enter the workforce.

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Jassarrah

“I cannot stress this enough. So go on the website. Find out as much as you can about the school and who the principal is and address it correctly.”

Margery said the letter and qualifications might be all she saw before sorting an application into the ‘looks really good’, ‘maybe’ and ‘not interested’ piles.

Des urged students to be honest in their covering letters about why they wanted the position and what they felt they could contribute, and to avoid clichés.

I joined the IEU and flew down from the Gold Coast so I could attend this conference and it’s been really helpful, especially the curriculum vitae tips, such as mentioning relevant personal interests outside of teaching, addressing the principal in our cover letter, and including information about the school and how we meet their criteria. It’s really cool that the IEU provides all this information which we don’t receive at university. As a result, it’s not so ‘sink or swim’ and we have an advantage in knowing what we’ll be dealing with.

Malia

“We are also looking at your commitment to social justice, a sport of some kind and that you have work experience outside of teaching.

“You need to show you bring a maturity to your teaching. Your letter can do that.”

The IEU will provide a detailed report to IEU student members in their dedicated e-bulletin Starting Strong.

To find out more about free student memberships visit the Join Now section of the IEU website at www.ieu.asn.au or call membership on 8202 8900.

The truth is, in the last semester of our degree I’ve had a huge anxiety about trying to enter the profession. I’ve been told there is an oversupply of teachers and have even asked myself if I should continue my studies. I came here to calm my nerves. After the first few minutes with Amy Cotton taking us through the steps everything became so much clearer. What I’ve heard from the two principals today will also make a huge difference to how I go about the application process. Now I know I have the attributes and that I need to show it in the cover letter, while avoiding the clichés. It’s about how I do this in order to be seen.

I’m very excited about writing a cover letter now, while this is all still fresh in my mind. I feel so much more confident. They’ve motivated me. This is perfect timing.

www.ieu.asn.au overview

Exchange becomes emigration “Port Macquarie had nearly everything we enjoyed back in Canada with the advantage of being in the subtropics.”

Canadians Trevor and Becky Erga loved their exchange experience to Australia so much they decided to make it a permanent arrangement.

Trevor did an exchange in 2003 from Camrose High School in Camrose, Alberta to MacKillop Senior College in Port Macquarie.

“Living in a land locked province, we enjoyed visiting the west coast of British Columbia where we kept a 30ft sail boat.

We loved the ocean and could only see it once a year, for two months at a time,” Trevor says.

“As we aged, we enjoyed the cold prairie winter less and less. While we mostly enjoyed the normal winter temperatures of -5 to -10, we barely tolerated

temperatures as low as 40 degrees below during the worst parts of winter.

“Now in our mid-forties, we had reached a stage of our lives where we thought it would be nice to mix things up a bit, make life a little more adventurous while living somewhere warm.

“Along came Australia and the exchange opportunity. I enjoyed my job in Australia every bit as much as the job I had back in Canada.

“We made good friends, as the Australian people were just as friendly as the folks back home.

“The weather and beaches of Port Macquarie were so wonderful that it made it very difficult to leave. We have always loved camping in the Rocky

tcard s o P ge n a h lican c Ex 's Ang r e t e St P e to m chang k fro on ex idcoc s P i , e m i e K oul tario. ge, Br n, On o Colle d n Lo

Mountains of Alberta and BC, and the camping opportunities in the bush lands of Australia suited us very well too.

“Port Macquarie had nearly everything we enjoyed back in Canada with the advantage of being in the subtropics.

“Before we made the decision to go on exchange, we gave each of our three children the power to veto. If any one child said no, we wouldn’t go. They gave us the thumbs up only after receiving assurances that it was just for one year.

Nine months into the exchange, they were all asking if we could stay!

“One year later when the opportunity presented itself to teach in the same school on a permanent basis it was too good to pass up.

Since our arrival in the January snow, life has been at a fairly hectic pace, writes Kim Pidcock.

We are now enjoying the relaxation of warm summer holidays before embarking on an exploration of Canada.

We celebrated Canada Day in our neighbourhood with a street party. It was a great day, not unlike our Australia Day celebrations.

Our experiences include my kids seeing snow for the first time. We participated in snow sports such as skating, tobogganing, tubing and skiing. I found the skiing a bit of a challenge but the kids picked it up in no time.

We have done our share of exploring: Quebec during the Winter Carnival; We experienced the coldest weather of our lives at -38 degrees celsius; We have been to Toronto, Niagara Falls; Ottawa.Some of these events were organised by Canadian League for Educational Exchange. These are wonderful people who generously give their time to support exchange teachers.

We have immersed ourselves in the local community, meeting wonderful people along

“All of the reasons that made an exchange to Australia so successful seemed to be just as valid for a permanent move.

“We all love Australia and the friendly town of Port Macquarie. We also still love Canada. We make an annual trip ‘home’ to visit our parents, siblings, closest friends and the Rocky Mountains.

“Our preference is to live in Australia and visit Canada, rather than the other way around.”

For details about exchange opportunities visit www.ieu.asn.au or contact Exchange Coordinator Helen Gregory on 8202 8900 or email helen@ieu.asn.au.

the way. Our children have been welcomed with open arms and have been embraced by the school community. It has been an enriching experience so far and we cannot believe how quickly the time has gone. This has been a great experience for my whole family. We have all made close friends here and we know that we will find it difficult to leave. But up to this point I wouldn't change a thing.

I have enjoyed the teaching experience.

The staff at my school have been fabulous in welcoming and supporting me. The similarities in the education systems surprised me. The students and the curriculum are very similar to those that I teach in Australia. The biggest challenge has been learning the procedures and assessment expectations. After a semester I now understand how it all works and am looking forward to the next semester.

We are looking forward to the summer vacation, where we are travelling to New York, New Brunswick and then to the west coast of Canada. We are looking forward to what the rest of the year has in store for us.

Feel like a change of pace?

How does 12 months overseas sound?

Contact IEU Exchange Program Coordinator Helen Gregory via helen@ieu.asn.au or visit www.ieu.asn.au

The Briscoe Building 485-501 Wattle Street, Ultimo NSW 2007|Tel (02) 8202 8900|Fax (02) 9211 1455 newsmonth - Vol 33 #5 2013

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Members being heard Chris Wilkinson President The Great Teaching Inspired Learning blueprint is something we are going to have to get used to.

The recommendations that have been put forward include: • • •

•

initial teacher education induction into the profession development and maintenance of professional practices, and recognition of outstanding and leading practice.

The IEU is pursuing several concerns around these recommendations, so we will wait for the outcomes.

VET growth area As a VET Coordinator and teacher of VET, I am very aware of the increased workloads and the constant retraining expectations placed on teachers delivering VET courses.

VET is a growing area in schools and much needed mainly because of the increasing costs of TVET courses and the financial burden it places put on parents. Because students are now staying on at school until the leaving age of 17, they are increasingly likely to choose VET subjects in preference to the more academic mainstream subjects.

As a result, more pressures are being placed on teachers of VET subjects.

Expectations from outside bodies and agencies also add pressure on top of our mountains of paperwork, validation

of assessment tasks, mandatory work placement and industry visits as well as maintaining and storing evidence of all students' work. Teachers have reached the stage of saying ‘enough is enough, we can’t do any more’.

At last they are being heard. The IEU is meeting with the CCER to discuss better outcomes for teachers and students. We look forward to the next step in this process.

Working with Children Check Just another thing to put on your ‘to do list’, and it comes with an $80 cost.

It is your responsibility to obtain the WWCC clearance which will last for five years. You will be required to attend a motor registry or Government Access Centre to verify your identification. This new WWCC commenced on 15 June.

Please check with your organiser or visit the IEU website for more details.

Support staff claim Chapters have been meeting to vote on the motion to pay the support staff and maintenance and outdoor staff in Catholic systemic schools their 2.5% pay increase. We all know these members are dedicated, hard working people who are entitled to this pay rise and why should they be denied it. Thank you all for your support in this motion. The Union will continue to fight for a right and just outcome for these very valued members of our school communities.

Spotlight on workload and compliance Sidonie Coffey Principals’ Branch President The Term 3 Principals’ Branch meeting was held on 3 August at the Union’s Parramatta office with Quality Teaching Council Catholic Principals’ Representative Dr Peter Webster providing an update on the NSW Institute of Teachers, the Australian Institute for Teaching and School Leadership (AITSL), the document Great Teaching, Inspired Learning and the links with the national agenda.

Other areas for discussion included the workload and compliance implications of new funding arrangements, directions in salaries, the Sydney CEO Leave Handbook, the Royal Commission and Newcastle inquiry, and the new arrangements for the Working With Children Check.

The Term 4 Branch meeting is scheduled for 2 November at which there will be a 30 years of membership presentation to some of the Union’s retired principal members.

WHS seminars Following up on the WHS seminar held in Bathurst on 21 February and input at the 4 May Branch meeting, a WHS PIP for principals was held on 20

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25 July at Revesby Workers Club. Other sessions can also be negotiated to meet principals’ needs as appropriate, with discussions occurring in regard to Newcastle and Wollongong.

Regional gatherings Recent principals’ events included Wollongong drinks on 21 June, and a breakfast meeting in Newcastle on 19 July. A Parramatta gathering is planned for 12 September. Wagga Wagga principals will meet in conjunction with the Term 4 CSO principals’ meeting on 30 October.

The IEU will also support principals’ conferences in Wollongong on 22-23 August and in the CanberraGoulburn Archdiocse on 23-25 October.

Independent sector issues A teleconference for IEU principal members in independent schools held on 9 May, focussed on funding and resourcing issues, school governance and dealing with parental complaints.

Following the teleconference the IEU provided support to principals in such circumstances to obtain the best possible outcome and to seek fair and transparent processes.

Safety or surveillance?

Michelle Omeros Vice President, Non-Systemic Schools Safety in our schools is vitally important for the welfare of our staff and students. However, are some employers using the recent Federal Government funding for security cameras to spy on their employees?

The Workplace Surveillance Act 2005 prohibits the surveillance by employers of their employees at work except where employees have been given notice or where the employer has a covert surveillance authority.

Covert surveillance authorities can only be issued by a magistrate for the purpose of establishing whether or not an employee is involved in any unlawful activity at work.

A covert surveillance authority does not authorise the carrying out, or causing to be carried out, of covert surveillance of any employee for the purpose of monitoring the employee’s work performance, or in any change room, toilet facility or shower or other

bathing facility. Employers should be aware that fines apply if they are involved in this type of surveillance.

If you feel that the surveillance cameras in your school are somewhat intrusive as you are engaged in your day-to-day activities, then you should have a Chapter meeting to discuss this matter. Funding has been allocated to make our schools safer, but unfortunately some surveillance cameras have been misused as a means of monitoring and reprimanding staff.

Inform your IEU organiser and let your employer know that what they are doing is unethical and against the law.

Employees should not be made to feel that their every move is being watched.

Employers should be trying to make the working environment a happier place to be in, in order for staff and students to enjoy coming to school. Let’s use the surveillance cameras for what they are meant to be used for.

Stand up for support staff Patricia Murnane Penrith/Blue Mountains Branch President Delegates at the 24 July Branch meeting strongly expressed their dissatisfaction with the news of the threat to wage rises for support and maintenance staff in Parramatta Catholic systemic schools.

The smaller pay rise threat is unfair and the small monetary saving for the employer must surely not be worth the alienation of good employees.

As an example, a support staff person who may be receiving $28 per hour and working 30 hours per week, would receive 70c per hour extra with the 2.5% pay rise. This would give the employee an extra $21 per week before tax. With the threat of a pay rise downgrade to 2.25%, then the extra wage would equal 63 cents per hour, a 7c per hour saving!

Superannuation benefits will also be affected proportionally.

Schools do not function without the work and integrity of quality support and maintenance staff. Most employees in this group are modestly paid and many are employed for less than 30 hours weekly.

Additionally, because of annual funding arrangements, many do not hold any permanent employment with the Parramatta CEO. These workers have vulnerable employment conditions but their loyalty and contributions to their places of work are well known

to leaders and teachers in schools.

Members are strongly encouraged to stand with support staff to work for their wage justice.

Parramatta CEO is also expressing resistance to any wage increase for CEO staff and counsellors in schools. This is the group of employees whose work and employment conditions were drastically changed last year. Some staff were also downgraded in salaries at that time.

Delegates reported concerns from members regarding employer strategies that may be initiated as a response to state and federal governments’ desire to improve teaching quality. All delegates affirmed the need for high quality teaching and learning. The concerns centre on incidents where coercion and ‘guilting’ behaviour replace collaborative practice and communication. Workload concerns around the increasing volume of documentation for students with additional needs were discussed.

Delegates expressed their appreciation of IEU Organiser Sandra White who, having worked for 13 years in the Branch, has moved to the North West Branch. The Branch is pleased to know that Peter Bishop and Michael Davis will work in our Branch alongside Jim Hall and Pam Smith.

The next meeting will be 6 November at Penrith Panthers Club.

Join the online conversation Join the IEU social group & keep up to date with us... www.ieu.asn.au

www.ieu.asn.au overview

Survey provides valuable information

Be democratic

Louise Glase South Coast Branch President

Marty Fitzpatrick North Coast Branch President

The South Coast Branch meeting for Term 3 was held in Campbelltown on Wednesday 31 July. The Wollongong Diocese Managing Workload Survey was again eagerly discussed and the survey link distributed. All systemic members are urged to take a few minutes to fill this in, as results will provide the IEU with invaluable information and will assist future discussions with the CEO. The new Working with Children Check continues to raise a number of concerns but many of these were allayed by IEU Organiser Les Porter’s clarifications and the FAQs from the NewsExtra published in June. Those in attendance were interested to hear feedback from one of our members who had recently gone through the process and was surprised to find it took about five hours in total.

IEU Assistant Secretary Pam Smith

gave a thorough update on funding and outlined a number of the industrial implications of the many acronyms in use at the moment; including GTIL, NPSI and NERA. The IEU seeks to streamline all of these and provide members with further clarification.

Within the South Coast the on-going difficulties and delays in the support staff pay increase claims for both systemic and independent schools continue to be an important point of discussion and chapter action.

At the time of our meeting most Reps were in the process of holding chapter meetings to pass motions condemning the continued delay and bad faith bargaining.

It is clear in all sectors that employers are valuing the bottom line over staff.

Members are advised to look for PD opportunities on their Union noticeboards at school or check the dates published on the IEU website at www.ieu.asn.au

We had this term’s Branch meeting at Tweed Heads. The meeting had been moved from Lismore to allow greater access and participation from members in the far north of the Diocese.

IEU General Secretary John Quessy addressed this meeting. We always invite Reps and members to attend Branch meetings and meet with their fellow colleagues and discuss their education institutions.

The upcoming North Coast Women in Education Forum is to be held at the Ballina RSL on Thursday 19 September.

Last year we had two great guest speakers. More information can be obtained through your workplace Rep. Our recent Port Macquarie Women in Education forum had some 30 people in

attendance. We look forward to seeing you there.

You will soon receive in the mail ballot papers for our IEU Executive elections. Please encourage members to lodge their vote as the democratic process is enhanced by the membership voicing their opinion and taking ownership of the direction of our Union.

I thank School Reps, the most valuable asset which our Union has, and all IEU members for their continuing cooperation in helping to make our Union so great!

Forthcoming meeting dates are: Term 4 Wednesday, 27 November (Lismore) and the AGM, Wednesday, 19 February 2014 (Lismore)

Goodwill undermined

A Christmas Carol

David Towson Lansdowne Branch Organiser

Paul Ryan Cumberland Branch President Bob Cratchit fell into the secondhand sofa he'd bought for $40 from the Salvo's warehouse and reflected on his day. He was a maintenance man at a Catholic systemic school, and on this day he was particularly tired.

He'd spent all morning putting up desks and arranging chairs for the 180 senior students about to do their exams.

Then he had the bins to empty and litter to pick up that careless students had dropped around the playground. His back was sore and his arthritic knees were starting to ache. He'd snatched his regulation 10 minutes for a coffee at morning tea but it hadn't warmed him up for long, and the wintry wind had cut through him while he was on the roof of the science block trying to find the leak after all the rain the night before.

"Still haven't got our 2.5% pay rise yet," Bob called out to his wife. Mrs Cratchit was in the bathroom attending to the three noisy little Cratchits who were giggling and splashing in the bath tub, squeezing water over each other from the little holes their yellow rubber ducks, and thinking themselves very naughty.

Imperial China with Tibet

Bob continued. "I don't suppose there's much left for the likes of us when there's so much they have to spend on all them computers. And those trips overseas and interstate conferences for the bosses must cost a lot. Still, they must be important. But what would I know? I'm just a little person."

Bob went into help Mrs Cratchit with drying the three noisy little Cratchits as they got out of the bath. Mrs Cratchit spoke to Bob kindly.

"You're not a little person, Bob. You work hard. You never have a day off. I know we struggle to pay the rent and the electricity bills, and Tiny Tim's medication does set us back. Those things have all gone up by more than 2.5%, but we'll struggle through somehow. We always have."

Bob looked at his wife and children with affection. A mean-spirited employer could not spoil their closeness.

"Don't worry, dear. I know the union cares. I'm sure they're doing their best for us."

13 DAYS

The Sydney CEO Leave Handbook dominated discussion at a packed Lansdowne Branch meeting where 20 delegates represented 17 schools.

Branch delegates expressed bewilderment at the CEO’s position, which they believe demonstrates a lack of faith in their employees and in the capacity of school principals to manage staff and their leave entitlements.

The CEO’s insistence that employees produce medical evidence after two days absence was seen as unnecessary, punitive and counterproductive.

The attitude of the CEO to carer’s leave also galled members. They discussed the impact of the Handbook on the goodwill necessary for the smooth running of a Catholic school.

Reps from numerous schools reported being told the IEU had agreed to the Leave Handbook. They were relieved to hear confirmation that this was not

Essential Vietnam & Cambodia

correct and were disappointed they had been misled in this manner.

The majority of CEO schools in the Lansdowne Branch have already demonstrated their opposition to the Handbook by voting on the resolution provided in the latest NewsExtra. The rest will be doing the same shortly.

Members were pleased to hear the IEU has referred the matter to the Fair Work Commission on the grounds that the Handbook misrepresents access to their hard won entitlements.

Members also reported numerous problems they were experiencing with the new PHRIS (Payroll and Human Resources Information System).

On a more positive note, Ron Inglis, Margaret Adams, Janina Kozak, Gerard Dominish and Greg McKinney were congratulated for 30 years service to the Union by IEU Assistant Secretary Mark Northam and the Branch (see page 10).

11 DAYS

BEIJING • XIAN • SHANGHAI & TIBET INCLUDING THE QINGHAI – TIBET RAILWAY

HO CHI MINH CITY • HOI AN • HANOI • SIEM REAP

The very best highlights of China and mysterious Tibet. From the bustling city of Beijing, venture deep into the heart of Tibet on a fascinating rail journey.

Depart from Sydney and fully inclusive: Tour price per person: 13 –26 April 2014 • 29 June –12 July 2014 $3,995.00 twin share

On this exceptional value tour through Vietnam and Cambodia, experience the history, culture and natural beauty of Indochina’s most evocative places.

Depart from Sydney and fully inclusive: Tour price per person: 16 – 27 January 2014 • 30 June –11 July 2014 $3,330.00 twin share

For a more detailed itinerary on these tours, please contact Imperial China Tours • Ph: 1300 303 101 • Email to: enquiries@imperialchinatours.com newsmonth - Vol 33 #5 2013

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www.ieu.asn.au overview

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No wood, no good?

I’ve been getting questions about chardonnay. While the queries are varied, the most common goes to whether this variety should be wooded or unwooded? That is, whether the wine should be fermented in and/or aged in oak barrels or in stainless steel? The simple answer is both, firstly because each produces a different style of finished product enjoyed by different tastes and also because some fruit would not benefit from oak treatment.

Years ago the late Len Evans claimed that winemakers who did not oak their chardonnay did this largely because they were too miserable to pay the price of new barrels - up to $1,500 each. He also pointed out that some chardonnays put people off because they were

‘overoaked’, usually not due to the use of barrels but the use of oak chips. These have a greater surface area in contact with the wine and are often of dubious origin, so unbalancing the wine.

What then are the characteristics of wines produced in these two ways?

Some say that in its naked or natural state chardonnay is a pretty neutral grape with very little flavour, but I think that is unfair. Slightly under ripe grapes can produce crunchy green apple flavours with riper fruit often more reminiscent of pears. The mouth feel is usually very clean and flinty. Good wooded wines should have butter, honey, nuts and biscuit flavours with a creamy texture in the mouth.

Colour, nose and viscosity will all be influenced by the quality of the oak and the age of the wine. In most cases

unoaked chardonnays are not intended to age so drink them young.

The best way to understand these wines is to get a few samples at different price points and open them all together.

To do this justice you will need to spend around $150 on six bottles. Three unwooded bottles will cost an average of $15 each while the more complex, capital-intensive wines anything up to $60 unless you really want to pull out the stops.

In the absolutely no wood class maybe consider Wirra Wirra Scruby Rise Unwooded Chardonnay 2012 ($13) from McLaren Vale and Goundrey Unwooded Chardonnay 2012 ($14) from Western Australians Great Southern district. The Chapel Hill Chardonnay 2011 ($17) now has a smidgen of wood being backblended with components

fermented in older oak casks and the Adelaide Hills’ Bridgewater Mill 2010 ($21) is fermented in oak but the oak is very subtle indeed.

Unashamedly oaked chardonnays might include Shaw and Smith M3 Chardonnay 2010 ($40) from the Adelaide Hills or Cape Mentelle Margaret River Chardonnay 2010 ($42). In my budget these last two are as good as it gets although a premium Cullen Kevin John is usually priced at over $100.

To get the best of the full bodied, toasty and creamy chardonnays serve them with Jamie Oliver’s best ever roast chicken. At the other end of the spectrum stick to simple grilled fish or oysters. However you like your chardy the 1970s maxim of ‘no wood, no good’ is just not true. Good Drinking.

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newsmonth - Vol 33 #5 2013

www.ieu.asn.au overview

Bernard O’Connor NGS Super

Season of mists and mellow fruitfulness The last financial year certainly had its share of ‘mists’ with the debt crisis in Europe, a slow but recovering US economy poised on the ‘fiscal cliff’ and a lag in Chinese demand for Australian resources.

However, the final investment returns showed that it was indeed a ‘fruitful’ year for super fund members.

In fact the returns were among the best recorded since the inception of compulsory superannuation.

This welcome relief came after the unfortunately memorable Global Financial Crisis and a lacklustre investment return in 2011 – 2012.

Good news at last!

The Investment Committee at NGS Super has been diligent in monitoring investment performance, setting strategic asset allocations, appointing carefully selected investment managers and removing under-performing managers at the appropriate times. The strong in-house capabilities as well as an external investment consultant (JANA) have enabled the Fund to reverse many of the losses previously experienced by members during the GFC. The strong returns are a credit to the expertise and professionalism of the Committee and its advisers.

For the bulk of NGS Super members who remained in the Fund’s default option, (Diversified MySuper), formerly called Diversified, the annual return to 30 June, 2013, was 13.82%.

As the name indicates, this option contains a range of investments including Australian and international shares, listed and unlisted property, infrastructure, Australian and international fixed Interest, private equity, growth and defensive alternatives and cash. The idea is to spread the risk among diverse asset classes and this certainly worked well to produce a solid post-tax annual return for members.

For members who opted for nondefault growth investments, the returns were also strong. International Shares was the winning asset class with an annual return of 22.51%; while Australian Shares also fared

well returning 17.27%. The Shares Plus option benefited from the international shares component and came in at 18.42%.

On the more conservative or defensive side of the investment spectrum, returns were also solid.

The Balanced option (formerly called Conservative) returned 11.36%. This option is a straight split between defensive and growth investments at 50% each. It was designed for members who want some exposure to growth assets, but do not want the higher level of risk present in the default option. The Defensive option, which is an approximate 70% defensive and 30% growth mix, provides less risk than the Balanced option and returned 8.70% over the last financial year.

NGS Super’s Property investment, which is set at 50% growth and 50% income, returned 9.99%. The Fund now manages direct property which is basically in the retail and industrial sectors and the top 10 holdings can be found on the website (www.ngssuper. com.au under investment/property).

You may be interested in knowing which retail and industrial property sites you partially own.

The Indexed Growth option (formerly called Indexed Balanced) which was introduced in 2011 tracks asset classes where a broad market index is available and investible in areas such as Australian and international shares and bonds, infrastructure and property.

The annual return for this option was 14.30%.

Cash was certainly not king in the last financial year with interest rates at an all-time low. The return from the Cash and Term Deposits option was 3.66%.

All in all, it was a fruitful season in spite of the occasional mists and the only certainty for the current financial year is that prudent management, savings and investment will assist members to reach the retirement to which they aspire. Last year’s harvest should help.

Bernard O’Connor NGS Super Company Secretary

Newsmonth Newsmonth is published eight times a year (two issues per term) by the NSW/ACT Independent Education Union.

Executive Editor: John Quessy (General Secretary) for and on behalf of the

IEU Executive and members.

Managing Editor: Tara de Boehmler Journalists: Tara de Boehmler, Sue Osborne and Daniel Long.

Graphic Design: Chris Ruddle Contributions and letters from members are welcome. These do not reflect endorsement if printed, and may be edited for size and style at the Editor's discretion. They should be forwarded to: Newsmonth 485-501 Wattle Street ULTIMO NSW 2007 GPO Box 116 SYDNEY NSW 2001 Tel: 8202 8900 Toll free: 1800 467 943 Fax: 9211 1455 Toll free fax: 1800 804 042 email: ieu@ieu.asn.au On the net: www.ieu.asn.au

Advertising inquiries Chris Ruddle on 8202 8900. Such advertising is carried out to offset production costs to members and at commercial rates. It does not in any way reflect endorsement by the NSW/ACT IEU.

NSW/ACT IEU Executive John Quessy General Secretary Gloria Taylor Deputy General Secretary Carol Matthews Assistant Secretary Mark Northam Assistant Secretary Chris Wilkinson President St Joseph’s Catholic College, East Gosford Michelle Omeros Vice President Non-Systemic St Euphemia College, Bankstown Bernadette Baker Vice President Systemic St Columbkille's Primary School, Corrimal Carolyn Collins Vice President Support Staff St Michael's Primary School, Nowra

General Executive Members John O’Neill Carroll College, Broulee Ann Rogers ASPECT South Coast School, Corrimal Pat Devery St Mary’s Cathedral College, Sydney Marty Fitzpatrick St Francis Xavier’s Primary School, Ballina Ralph Hunt The Armidale School, Armidale Denise McHugh McCarthy Catholic College, Tamworth Patricia Murnane Emmaus Catholic College, Kemps Creek Michael Hagan Mater Maria College, Warriewood Leah Bayin St Jude’s Primary School, Holder ACT

Gabrielle Connell Vice President ECS Albury Preschool Kindergarten Francis Mahanay Vice President, ACT Holy Family School, Gowrie Peter Moore Financial Officer De La Salle College, Cronulla

The information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness of the information to your individual circumstances, read the Product Disclosure Statement for any product you may be thinking of acquiring and consider seeking professional advice. Past performance is not a reliable indicator of future performance.)

Marie MacTavish Financial Officer St Joseph’s Primary School, East Maitland

newsmonth - Vol 33 #5 2013

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www.ieu.asn.au giveaways

Giveaway 1

The High Fructose Adventures of Annoying Orange Fruit Vengers Roadshow Entertainment Five copies to give away

Follow YouTube sensations Orange and his fruity friends as they travel through time and space on their magical fruit cart.

Giveaway 2

The Deucalion Sequence

Author: Brian Caswell University of Queensland Press ISBN: 978 0 7022 3605 1 One set of three books to give away The Deucalion Sequence comprises three speculative fiction books aimed at young adults. The award-winning writer explores life in the near future on the planet Deucalion. The trilogy takes young readers on an adventure in which intelligence is pitted against brutality, and asks them to question if we ever learn from our mistakes.

Giveaway 3

Cliffy

ABC DVD Three DVDs to give away This is the heart-warming tale of a 61-year-old potato farmer who won the ultra marathon and captured Australia’s heart. Starring Gyton Grantley, Stephen Curry, Martin Sacks and Anne Tenney, it’s the true story of Cliff Young, a local oddity in a small Victorian town. With an alcoholic trainer, Cliff beats the world’s best by running 18 hours a day.

To enter one of these giveaways, write your name, membership number and address on the back of an envelope addressed to Newsmonth, Giveaway 1, 2 or 3, NSW/ACT IEU, 485-501 Wattle St, Ultimo, 2007 by Friday, 30 September. Envelopes not marked with the relevant giveaway will be disqualified.

NGS SUPER HAS GONE SOCIAL AND WE WANT YOU TO JOIN US!

Celebrating

25

years service: 1988-2013

Join the conversation online and keep up-to-date on everything super!

Our Facebook, Twitter, YouTube and Pinterest pages provide informative, fun and interesting information. You can also ask questions, let us know your thoughts and ideas and participate in exclusive online competitions.

www.ngssuper.com.au 1300 133 177 NGS Super Pty Ltd ABN 73 549 180 515

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