EdU December 2015

EdU

Independent Education Union South Australia Working with members in non-government schools

Vol 30 Issue 3 Dec 2015

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Contents Secretorial: Occupy your life first...Wall Street later 4

ISSN 1448–3637 Published by Independent Education Union South Australia

Catholic EA: Industrial action are you in or not? 6

EdU is published four times a year and has a circulation of approximately 4000. Enquiries regarding circulation should be directed to the Communications Officer on (08) 8410 0122.

Education Report Card 5

Lutheran Digest: Lutheran Enterprise Agreement 8 Frankly Speaking AISSA Schools and the “F” word 9

It is time for certainty: IEU seeks commitment 10 Autism and Communication 12 Quality Early Childhood Education 13 IEU Retired Members’ Branch 13 Border Force Act: An attack on children An attack on freedom of speech 14 Professional Learning 15 Timor Leste: A Luta Continua - the struggle continues 16

Augusta Zadow Awards 2015 19

Education International: Voices of education professionals across the world 20 Dealing with Family Violence Issues 22 Anna Stewart Memorial Project 2015 23 How mentally healthy is your workplace? 24 Funding for Students with Disabilities 25 AITSL Teachers excluded from the AITSL Board 25

Editorial comment is the responsibility of Glen Seidel, Secretary.

Advertising Disclaimer Advertising is carried in EdU in order to minimise costs to members. Members are advised that advertising that appears in EdU does not in any way reflect any endorsement or otherwise of the advertised products and/or services by the Independent Education Union (SA).

Intending advertisers should phone (08) 8410 0122.

IEU(SA) Executive Members Secretary, Glen Seidel President, Jenny Gilchrist (Prince Alfred College) Vice President, Noel Karcher (Christian Brothers College) Vice President, Anthony Haskell (Saint Ignatius’ College) Treasurer, Val Reinke (Nazareth College) Sue Bailey (Tyndale Christian School) Priscilla Corbell (Pedare Christian College) John Coop (Rostrevor College) Michael Francis (Mercedes College) David Freeman (Walford Anglican School for Girls) Sheryl Hoffmann (Concordia College) Fil Isles (Our Lady of the Sacred Heart College)

Absolutely Super Shrinking Income Streams 26 Farewell to Gerry Conley 27 Ex-principal and IEU Member Anthony Clifford letter to himself 28 What’s your problem?

Is supervising a student teacher counted as Professional Learning? 29

Member Information 30 Member Update Form 31

Independent Education Union South Australia 213–215 Currie Street Adelaide SA 5000 Phone (08) 8410 0122 Fax (08) 8410 0282 enquiries@ieusa.org.au www.ieusa.org.au www.facebook.com/IEUSA www.twitter.com/IEU_SA

EdU Dec 2015 IEU(SA)

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Secretorial Occupy your life first

…Wall Street later Glen Seidel Secretary

Is it just me? Or is the world especially silly at the moment?

The bread and circuses aren’t working as effectively as they once did. The frills and trappings of our consumer society, cute animal pictures on Facebook and sporting spectaculars are not succeeding in obscuring the ubiquitous inky swirlpools sweeping the globe.

We have obscene violence and repression being inflicted in the name of god/s who, on good authority, do not approve of such. The industrial economies won’t grasp the nettle of global warming and have trouble being fair in their trade with each other and everywhere there seem to be groups of people being mean to other people just because they can.

We live in a global village and Australia is inexorably caught up in the world’s problems. Leadership is defined more by “getting tough” on issues than solving their root causes. Be it asylum seekers, bikies, drugs, global warming, indigenous disadvantage, union corruption, family violence, gun control, NAPLAN results, child protection or counter-terrorism, our political, social, religious and business leaders have not been held to account for solutions. We have let them off the hook. The blame lies with us for abrogating that responsibility. We get the leadership we deserve.

We are being progressively stripped of our rights and freedoms in response to “exceptional circumstances”.

We are being progressively drawn into military responses in other lands and into being brutally defensive toward people in need of our assistance.

We are on the receiving end of anti-union legislation which increasingly restricts our ability to access members and organise members industrially. Industry super funds are being restructured because of union involvement despite superior returns and a lack of scandals. Schools are being berated for failing society and at the same time expected to provide the solutions for an increasing number of social ills.

The role of a union is broader than arm-wrestling the next pay rise or defending an unfair dismissal.

Unions, including the IEU, are about the collective improvement of work and the quality of life enjoyed as a consequence. That means we will speak out on fairness and justice issues. We will be unapologetically critical of those who put themselves up as community leaders in any sphere. We will be eclectic, agnostic, iconoclastic and skeptical. Unions have a long history of being disrupters. That must continue.

All it takes is for people to start to take some responsibility in their own sphere. The protesting parents of the Islamic College are an object lesson and an inspiration to us all. Their tenacity has wrought unimaginable changes on a national scale.

Forget Occupying Wall Street for the moment. We need to Occupy our own lives first. Catholic school members are starting to roll out industrial action in support of their Enterprise Agreement claims because they realise that they need to Occupy their work. We need to Occupy our workplaces and our communities, because it can make a difference.

Green shoots and baby steps is all it takes to start the “No B-S Movement” and what better way than as a part of a union.

BTW .. Happy Christmas

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EdU Dec 2015 IEU(SA)

Education Report Card

Since coming to government, the Federal Coalition Government has implemented two things for the education sector that did not require much thought – to maintain the inadequate funding levels for schools which the previous government introduced and to extend Universal Access funding for the early childhood education sector for a further 12 months.

Aside from these changes, very little else has been achieved. Numerous inquiries have been launched but there have been no funded commitments to the education sector.

So what has the Federal Coalition Government been up to?

• Senate Select Committee on School Funding – equity and excellence in Australian schools • Teacher Education Ministerial Advisory Group – looking at initial teacher education • Review of the Australian Curriculum • Senate Inquiry on Effectiveness of NAPLAN • Senate Inquiry on the Immediate Future of Childcare Sector in Australia • Senate Inquiry into the Operation, Regulation and Funding of Private Vocational Education and Training Providers in Australia • Senate Inquiry into the Immediate Future of Childcare in Australia • House of Representatives Inquiry on Quality Early Childhood Education in Australia • The Productivity Inquiry into Early Learning and Childcare • Regulatory Impact Statement on National Quality Framework for Early Childhood Education and Childcare • Woolcott Inquiry into National Quality Framework • Nationally Consistent Collection of Data on Students with Disabilities (SWD) – to be completed in 2016 • Review of AITSL • Review of MySchool • Feasibility Study of On-line NAPLAN provision • Reform of Federation Discussion Paper – Roles and Responsibilities of State/Federal government.

• Senate – Education and Employment Reference Committee on the Current Levels of Access and Attainment for SWD in the School System • Jobs for Families: Childcare package (Budget Initiative) • Regulation Impact Statement – Childcare Assistance Package • House of Representatives Standing Committee on Indigenous Affairs Inquiry into educational opportunities for Aboriginal and Torres Strait Islander Students.

In addition, there has been the Heydon’s Royal Commission into Trade Unions, the Commission of Audit, the Fair Work Commission’s 4 year Review of Modern Awards and the Fair Work Commission’s Review of Division 4A of superannuation default fund terms.

What has the Federal Coalition Government achieved for education since their election?

They have changed Prime Ministers, and they have changed Education Ministers, but the uncertainty continues. What has become less clear since the toppling of PM Abbott by PM Turnbull is the political commitment of the government to a range of issues.

It is unclear how or whether the Government will progress the Reform of Federation white paper.

It is unclear how committed, particularly financially, the government is to increasing SWD funding.

Further, given the “buy-in” commitments by States and various timelines, it is unclear when, if ever, there will actually be national online NAPLAN testing. It is clear though that any such online testing will actually mean less information for teachers about students than is currently received.

However, it is clear that both the IEU and AEU have been excluded from AITSL and consequently both unions have determined to cease any commitments or engagements with the unrepresentative company owned solely by the federal Education Minister.

What has become abundantly clear is that this term of the Federal Coalition Government has achieved nothing other than an atmosphere of uncertainty for our schools and our members.

In the absence of clear educational strategies and policies, the Federal Government has failed Catholic and Independent schools, Government schools, students with disabilities and early childhood education.

EdU Dec 2015 IEU(SA)

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Catholic EA Update

Industrial Action – Are you in or not?

“Why don’t we just go out on the grass?”

Frank Bernardi Industrial Officer

These members are of course referring to the watershed moment in 2004 when Catholic school employees, for the first time ever, held a stop work meeting in Victoria Square to impress upon the Employer the need to codify workload.

Two things have led them to this point.

• The inadequate offer by the Employer in response to the IEU log of claims, particularly teacher workload and salary and • the Employer has qualified its offer as being conditional upon most of its claims being met.

is a common response when Organiser’s visit Catholic schools to speak about Industrial Action as a response to the employer offer in EA negotiations.

In those days life was much simpler and such a spontaneous act was possible.

These days our workplaces are mostly governed by the federal Fair Work Act. As a consequence a series of steps must occur before industrial action can even be thought of otherwise laws may be broken and fines imposed.

In simplified terms, only once the current EA has expired and genuine attempts to reach agreement for a new EA via good faith bargaining have failed, can one contemplate taking Industrial Action.

At this point the legislation requires the dis-satisfied group identify itself and what industrial action it proposes to undertake to ‘encourage a better offer.’ The group is then balloted, by the Australian Electoral Commission, to determine if more than 50% of at least 50% of that group want to participate in Industrial Action.

Only employees represented at the bargaining table are entitled to be balloted so in this case only IEU members can take protected Industrial Action because the IEU is the only bargaining representative at the table.

To this point in time members at 17 schools have held Branch meetings to direct the IEU to make an application so they are balloted and can take protected Industrial Action. Tenison Woods College, St Mark’s College, St Francis de Sales, St Ignatius College (Senior and junior campus), Nazareth College (Secondary Campus), Cabra Dominican College, Blackfriars College, Sacred Heart College (Senior Campus), Holy Family Catholic School, Kildare College, St Francis of Assisi School and St Joseph’s Memorial School, Mercedes College, St Ignatius(Jnr), Whitefriars Schools and St Joseph’s School Hindmarsh.

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Each site will vote on the types of industrial actions it wants access to. From minor actions such as wearing badges, slogans or particular pieces of clothing through to bans on attending meetings or participating in CEA. Finally there is also the option of a stop work meeting which could result in a rally like that held in Victoria Square all those years ago.

EdU Dec 2015 IEU(SA)

Hence in return for offering a 2% salary increase and a 10 minute per week reduction in Other Professional Activities (OPA) averaged over the year (not the term or semester as is the current practice) the Employer expects you will agree to, among other things, • increases in CEA for Category 1 primary school teachers • removal of AST classification and corresponding allowance • removal of the right of employees to declare a partial redundancy a full redundancy • removal of conditions that allow for limitations on relief lessons – currently relief lessons cannot be used to cover planned or prolonged staff absences.

It is clear to IEU negotiators the Employer will not alter its position unless it has to. It wants negotiations to drag, interest to be lost and apathy to prevail.

Unless members respond and demonstrate that teacher workload is a widely and deeply felt issue that demands a fair and reasonable response, then Catholic school teachers will be working a 2015 educational model based upon 2004 workload conditions. Their DECD colleagues currently have 1.5 hours per week less Student Contact Time. In real terms it is much greater because that 1.5 hours of SCT involves associated planning, assessment or various other requirements.

Catholic school teachers also have relief lesson loads on top of this while our DECD colleagues do not.

The list extends further than Student Contact Time – with far greater demands also placed on Catholic school teachers for Other Professional Activities (OPA) – attendance at meetings and yard duties.

While industrial action may cost members salary for unworked time it will cost them much more if they continue to fall further behind benchmark workplace conditions.

www.ieusa.org.au

EdU Dec 2015 IEU(SA)

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Lutheran Digest Lutheran

Enterprise Bargaining The negotiations for a new EA have been tortuously slow. Our original log of claims was served on the LSA at the end of 2013. An MOU to clarify the teacher classification schedule for the externally accredited Highly Accomplished and Lead Teacher status was all that was accomplished in 2014 despite the strenuous efforts of the IEU to bring the employers to the table.

Negotiations finally began at the end of February 2015 but little progress was made on salaries. All members were becoming increasingly frustrated at the employers’ fixed position on salaries, but members at Immanuel College reached a point where they felt further discussion was futile and some action needed to be taken to show their disappointment at the employers’ lack of willingness to compromise. This took the form of a Protected Action Ballot which was approved by the Fair Work Commission and conducted by the Australian Electoral Commission.

The ballot was a success and Immanuel staff had the option of taking a range of ‘industrial’ actions in support of a better offer than the one on the table.

The LSA did reconsider its position and offered a modified proposal. The two issues that had been blocking progress were the relative value of the teachers’ salaries in comparison to the DECD rates and the injustice of no back-pay. Staff had only received a 1% administrative increase in 2014.

The employers’ offer went some way to addressing these issues and the majority of Branches indicated that they would be prepared to formally put it to a ballot. The pay offer was • $300 increase on PT6 salaries from the first full pay period on or after 1 July 2015, • 2.5% increase back dated the first full pay period on or after 1 July 2015, • 1.5% increase from the first full pay period on or after 1 February 2016, • 1.0% increase from the first full pay period on or after 1 June 2016 and a • 2.5% increase the first full pay period on or after 1 June 2017.

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There are a number of other matters that have been agreed which will enhance the conditions of staff in SA Lutheran schools including Family Violence leave (or other appropriate support). While there has been no overall increase in paid parenting leave there has been agreement that if the Government’s proposed changes to its PPL scheme occur, an additional 4 weeks paid leave will be granted for staff who have worked for at least 2 EdU Dec 2015 IEU(SA)

Louise Firrell Assistant Secretary years in a Lutheran school. If the Government scheme is not withdrawn then the current entitlement of 14 weeks paid leave will remain.

Workload was the other area which members have expressed most concern about but which is always difficult to reach agreement on for reasons such as cost, the employer’s desire for flexibility and ultimately employees’ unwillingness to take a stand. After much debate the agreement reached around workload has seen the clarification of the process for developing local workload agreements.

The matters that may be included in the Teacher Workload Agreement at the school are: 1. Student contact time (refer to Clause 21.19) 2. Co-Curricular activities (refer to Clause 21.13) 3. Extra-Curricular Activities (refer to Clauses 21.13, 21.14 and 21.15) 4. Class sizes (refer to Clause 21.20) 5. PAR position support for early career teachers 6. The Teacher Workload Agreement may not contain conditions that are less favourable than the benchmarks prescribed by the Enterprise Agreement (Clause 21 Teacher Workload and Hours of Work).

To increase rigor and accountability to these agreements they will need to be renegotiated before the end of each year, voted on and lodged with the LSA once approved by the teaching staff at each school. Teachers will have access to the dispute resolution procedure if they do not feel the process has been followed or there is an inappropriate outcome.

This process has been challenging for all parties. The fact that a school with very high Union membership has taken a stand and received approval to take industrial action is significant. Immanuel staff took this step in 2001 under the SA Industrial Relations Commission when a formal application process was not required. While the employers were not happy about staff doing this, members were simply exercising a valid workplace right to further their interests. Staff had the Union membership density, committed staff Reps and the will to work together to make their point.

The agreement has been voted up and awaits formal approval by the Commission.

Frankly Speaking AISSA Schools

and the “F” Word No it’s not what you’re thinking; I’m thinking of FLEXIBILITY. A dictionary reading of its root word, FLEXIBLE, will lead one to synonyms such as supple, pliable and elastic. If you read a little further it offers words such as adaptable or variable. Finally it nails FLEXIBLE down as; “that which is capable of being bent,” “disposed to yield” and “susceptible of modification.”

Until recently the word flexibility triggered thoughts of inanimate objects such as a wooden ruler and the number I broke in primary school because I didn’t understand they only had so much give in them. Or I think of Nadia Comaneci and what she did to her body to win perfect scores of 10 at the 1972 Olympics.

Yet in the context of EA negotiations within AISSA schools the word flexibility has become a dirty word that should be banned like the other f word.

For that is the word being trumpeted to defend the Employer against claims by members of the IEU who wish to have their workload codified and set within the Enterprise Agreement.

What prompts such a claim? Expectation and demand around teacher workload has increased considerably.

Staff want to know when is enough actually enough! And they want to know that enough is not a moveable feast.

While approximately 85% of the teacher workforces within South Australia operate in schools which have their workload codified within Enterprise Agreements, AISSA school principals steadfastly refuse to consider such a notion on the grounds it will deny them “FLEXIBILITY”.

The reality is it has less to do with FLEXIBILITY and more to do with CONTROL. The Employer demands the right to change what constitutes a Full Time Load for a teacher at their whim. Hence EA meetings are sprinkled with ridiculous and untrue comments such as “Teacher Workload is not an EA issue.”

Wrong. It is exactly that. It should be at the heart of every EA as it is for 85% of the sector.

To suggest DECD schools, Catholic Schools and Lutheran Schools fail to have flexibility in how they manage their teacher cohort because workload is codified is nonsensical.

Frank Bernardi Industrial Officer

In the past the state based Non-Government Schools Teachers Award identified that a fulltime teaching load was determined by the number of “teaching periods.”

As time has passed teachers have, through Enterprise Agreements, not only codified teacher workload but done so under a broader definition of what constitutes a full time load. Teaching periods has become “Face to Face Time” or “Student Contact Time” to capture the changing expectations and demands placed on teachers. Other components such as meetings and curriculum extension activities are also capped.

Not so in AISSA Schools.

Management at one AISSA school, during current EA negotiations, proffered that to codify a teacher’s workload would increase their workload because it would mean the school must comply with it! A bit like saying the road sign says 60 so I must always do 60 and nothing less.

Why is it possible to underload staff within an uncodified framework but not a codified framework? Codifying identifies the maxima not what MUST be adhered to.

In a separate EA negotiation, when asked to define what a Full Time load was for a teacher the response was…… silence. Neither the principal nor business manager could respond. The AISSA representative naively offered, “38 hours per week”. Eventually an employee within central administration, after saying, “I don’t know”, offered, “It’s a teacher who works 5 days a week?”

This exposes the other real danger of not knowing exactly what a Full Time load is and it not being codified and it not being stable within the life of the EA. Every part time employee’s fraction of work IS determined or SHOULD be determined by what a Full Time load is.

If a Full Time is unknown, not clear, or changes, you run the risk of being underpaid or indeed overpaid.

Hence while AISSA representatives prop up school management in their quest to HOLD THE PARTY LINE so teacher’s workload remains “capable of being bent”, at meetings’ end they just walk away. And if you are being overworked or aren’t being paid correctly it is not their concern. This is about POWER and CONTROL.

It simply means in those schools, within those systems, everyone is aware of what a fair day’s work is in return for the fair day’s pay.

EdU Dec 2015 IEU(SA)

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It is time for certainty: 1

In the lead up to the next Federal Election, the IEU will lobby targeted Parliamentarians from the various parties and seek commitment to the following issues:

Quality Education Funding

The current school funding model introduced by the previous Federal Government and agreed by most State Government and all non-government employers was based on a commitment to introduce improved funding to meet 95% of the Student Resource Standard (SRS). Any other ‘indexation’ arrangements, eg CPI, would undermine the commitments made in 2013 and are rejected.

Commitment must be given to fully fund the school funding model for 2018-19 and provide appropriate indexation.

The Review of Funding for Schooling (2011) clearly established major discrepancies in the commitments to school education funding by the different states and territories. There has been no requirement under the current National Education Agreements to have states and territories meet an appropriate minimum benchmark for the co-commitment to school funding and consequently increases in federal contributions are at the risk of being ‘discounted’ at the state/territory level.

Commitment must be given to require a minimum co-commitment by states and territories to appropriately address the deficiencies identified in the Review into Funding for Schooling (2011).

Funding for Quality Early Childhood

2 Education and Care

If Australia is serious about providing quality early education, then more is needed. The sector has been operating under a cloud of uncertainty due to its limited funding and endless inquiries.

Commitment must be given for stability and certainty of funding for early childhood education and care. There must be commitment for the continuation of universal access; for the continuation of the National Quality Framework (NQF) and a commitment of additional funding for professional salaries.

3 Quality Higher Education

Our members’ families and students must have access to high quality and affordable continuing education.

Commitment must be given to increase government funding to higher education to at least 1% of GDP, consistent with the average public commitment of other OECD countries.

As well, there must be a commitment to stop fee deregulation and prevent the redirection of public funds to forprofit providers.

Commitment must also be given to provide appropriate levels of regulation and oversight of continuing education courses.

Quality Education for Students with

4 Disabilities

The Students with Disability (SWD) loading introduced under the current funding model was clearly understood to be an interim arrangement. Work has been underway for a number of years to both establish agreed definitions for the purpose of SWD funding and to ascertain the resources needed to meet the learning adjustment required.

Commitment must be given to fully fund, through the loading, the actual cost of learning adjustments for all SWD as revealed from the current data collection activity.

5 Representing the Profession

Recent Federal Government decisions to restructure the AITSL Board and to further politicise the company have seen all education union representation removed from the organisation. Consequently, AITSL is not only unrepresentative but does not have the confidence of the teaching profession.

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Commitment must be given to ensuring that both the IEU and AEU are represented on the Board and on all relevant committees.

EdU Dec 2015 IEU(SA)

IEU seeks commitment 6 Guarantees for Federal Government Paid Parental Leave Scheme

The Federal Paid Parental Leave Scheme was never considered as a replacement for employer paid parental leave but rather a basic scheme for parents that would be complemented by employer paid parental leave schemes. In fact, the Federal Paid Parental Leave Act 2010 states its purpose as “the financial support of this Act is intended to complement and supplement existing entitlements to paid or unpaid leave in connection with the birth or adoption of a child.

The Federal Paid Parental Leave Scheme is a vital safety net for IEU members. The Federal Paid Parental Leave Scheme supplements the negotiated employer paid leave arrangements and allows women to access the extra time necessary for proper bonding and breastfeeding as recommended by the World Health Organisation.

Commitment must be given to continue to fund 18 weeks of parental leave at the minimum wage per week to primary care givers who meet the work test, as well commitment must be given for improvements to the Federal Paid Parental scheme such as superannuation payments.

7 Fairer Industrial Legislation for Bargaining

The current industrial legislation is weighed against workers and their unions by only allowing for employers to seek multi-enterprise bargaining arrangements. This is particularly disadvantageous to the IEU given the nature, structure and indeed funding of the school education sector.

Commitment must be given to support amendment of legislation to ensure that unions are able to apply for and be granted multi-employer declarations.

8 Fairer Access to Flexible Work Arrangements

Research has shown that 70% of women returning from parental leave seek part time work. Yet many women are unable to access such flexible work arrangements. In the IEU submission to the AHRC report, IEU members reported that they were denied access to part time and job share arrangements, in some cases being forced to resign from their position. Other members were unlikely to regain their formal earning capacity as they were denied access to leadership positions.

Employees must have access to redress through the Fair Work Commission to any adverse or unreasonable refusal by an employer for the worker to return to work on a part-time basis following parental leave.

Commitment must be given to change legislation to ensure that an employer refusal of s.65 requests for flexible working arrangements would constitute a breach of the Act and be subject to a penalty.

9 Standing up against Family Violence Domestic violence is a workplace issue, with research indicating more than 65 per cent of people who experience domestic violence are in the workforce. Domestic violence impacts on workplaces through increased absenteeism due to injury, sickness, stress, court attendance and other factors. It can limit an employee’s ability to perform effectively, resulting in performance management, terminations and resignations.

Commitment must be given to unequivocally support a statutory entitlement as a workplace right to allow for a minimum of 10 days paid leave for victims (and victim’s families) of domestic/family violence.

10 Safety for Asylum Seekers

Violation of human rights is more than personal tragedies. They are alarm bells that warn of a much bigger crisis. The IEU has consistently opposed the inhumane treatment of asylum seekers by successive Australian governments, including treatment that incarcerates children in offshore detention centres.

Commitment must be given to onshore processing of asylum seekers, community release pending asylum refugee claim decision following appropriate health/security checks, closure of off-shore facilities, recommitment to regional strategies, and further increases in immigration numbers.

EdU Dec 2015 IEU(SA)

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autism and communication

Do I know the appropriate script to respond with

Hi, how are you?

Interpret hand gestures Interpret facial expressions

What is the appropriate response?

What are they trying to tell me?

I don’t know what to say next

The Maglev Train in Shanghai is the fastest train in the world

huh???

Maintain eye contact Interpret body language

I don’t understand what you are saying

I need more time to process this information

Is this a good or bad thing? Are they happy?

Am I giving too much information or not enough?

Their voice is too loud, it really hurts my ears

I don’t know that script, but I have to respond

I like trains, I am comfortable talking about trains What are the appropriate physical gestures?

Keep body calm, use appropriate gestures

Are they going to touch me? I don’t like to be touched

I feel uncomfortable when people look at me I’m nervous the little noises I make help me feel calm

I am not comfortable moving my body like that

That freckle on their nose looks like a train

For a person with autism, social communication is very rarely instinctive, it is usually cognitive. Spoken language, especially socially based, can be really hard to process. For many people on the spectrum, social language will always be a little awkward as there is so much background information that can not be filtered out. It is tiring. When stressed, frustrated, upset or excited, verbal communication is even harder.

For more effective and productive communication, allow the person on the spectrum more time. Sometimes they need to prepare their answers and understand what you are saying. Be open, honest and straight forward with your intentions and language

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EdU Dec 2015 IEU(SA)

Quality Early Childhood Education The early childhood education sector has been operating under a cloud of uncertainty since the last federal budget with its limited funding. Australia’s early childhood education and care lags behind the OECD partners due to low financial investment in the sector. The OECD recommends countries spend a minimum of 1% of GDP on early learning. The OECD average is 0.7% and Australia spends 0.45%.

In February 2015, the final report on Childcare and Early Learning by the Productivity Commission was finally released to the public by the Federal Government after a 5 month wait.

The Report represented the largest review into Early Childhood Education since the 1990’s yet provided recommendations which simply marked time for early childhood teachers, service providers, parents and children. This was a great disappointment to IEU members.

The Federal Government had constrained the Productivity Commission in its terms of reference, emphasising that recommendations must be within the existing funding parameters; hence the recommendations were limited and short sighted.

And while the Report recommends the continuation of the funding for universal access of 15 hours of pre-school education provided by a qualified early childhood education teacher, issues such as the benchmark amount of funding to be provided per child, if and how subsidies are means tested, changes to family tax benefits and alterations to the state/federal funding mix would ultimately impact on the early childhood sector.

Eight months on, and the Federal Government is yet to act upon the recommendations contained within the Report, other than to consider variations to the child care rebate system and consider the development of the Federation Paper.

IEU members believe that if Australia is serious about providing quality early childhood education, then more is needed than what the Productivity Commission report offers.

IEU Federal Council Resolution At its meeting on 29 April 2015, the Federal Council endorsed the following resolution: The IEU notes the importance of Early Childhood Education for the long term development of a child, and the very low (by international comparisons) expenditure by the government directed at Early Childhood Education. This lack of investment in the future will have serious adverse consequences for individuals and Australia as a nation. The IEU further notes that the Federal Government has only confirmed funding for kindergarten and preschool educational programmes until the end of this calendar year. Consequently, pre-schools, kindergartens, families and employees have no certainty regarding 2016 and beyond.

The IEU calls on the Federal Government to immediately commit to continued funding for Early Childhood Education, and that such funding be at a level which facilitates professional rates and conditions for employees of kindergartens and pre-schools.

The IEU notes that multiple requests have been made to meet with the appropriate Federal Government Minister to raise these funding issues. The IEU is appalled that the relevant Minister has ignored our request to meet and discuss a matter of fundamental significance to the future of Australia and its citizens.

IEU Retired Members’ Branch

This year we had our first official function for our retired members. We had lunch at the Brompton Hotel with guest speaker Greg Stevens from the Adelaide Branch of the Australian Society of Labour History.

We intend to organise opportunities for retired members to get together in 2016 so make sure your contact details are up-to-date so that we can keep you informed.

EdU Dec 2015 IEU(SA)

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Border Force Act: An attack on children An attack on freedom of speech On 1 July 2015, the Federal Government introduced the Border Force Act. This legislation represents an escalation of the Federal Government’s attempts to ensure that all conditions and treatment of asylum seekers in detention centres are kept from the public.

An offence to disclose The Federal Government’s new Border Force Act Section 42 makes it an offence for an ‘entrusted person’ to ‘make a record … or disclose protected information’.

The primary purpose of this Act is to suppress public access to information regarding the care and concern of those in detention.

As a result, those working in detention centres can face up to two years imprisonment for speaking up in defence of the children in their care.

While the Border Force Act Section 48 provides some avenues for an entrusted person to disclose information if they thought it was “necessary for an individual’s life or health”, the overall impact of the Act can too easily scare people out of making such disclosures.

No apparent security purposes The blocking of information about human rights abuses committed in Australia’s offshore detention centres serves no apparent security purposes. Instead, it serves to protect a controversial and central policy of the Federal Government.

The Border Force Act was passed with bipartisan support with the Australian Greens opposing it.

It is evident that the Federal Government, with support of the Opposition, are willing to champion laws which suppress access to evidence and public scrutiny and build fear into our community.

The violation of human rights is more than personal tragedies. They are alarm bells that warn of a much bigger crisis for society.

Good laws are needed for protection of asylum seekers Good laws provide for freedom of speech and public disclosure.

Good laws protect the vulnerable from abuse and mistreatment.

Good laws demand and stipulate the process for reporting mistreatment, neglect and abuse of children.

Good laws hold to account authorities which have responsibilities for the care of those who are vulnerable.

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The Border Force Act is not a good law.

IEU calls for morally sound leadership The IEU and its membership have consistently opposed the inhumane treatment of asylum seekers by successive Australian governments, including treatment that incarcerates children in offshore detention centres.

This most recent legislation and activity perpetrated against people in such detention centres has been an ‘anti-whistleblower’ legislation that potentially massively impedes the work of professionals, including IEU members, in carrying out their professional responsibilities.

At the August 2015 meeting, the IEU Federal Executive endorsed the following resolution:

That Executive expresses its outrage at the decision by the Federal Government of Australia to introduce legislation to prevent professionals working in asylum seeker detention centres, including teachers, doctors and nursing staff, from fulfilling their professional, moral and legal duties in undertaking mandatory reporting in a cynical and immoral ploy by the Australian Government to deny appropriate scrutiny of the conditions faced by asylum seekers detained by this Government.

The IEU calls on all politicians to condemn this legislation and demand that all persons in detention have access to professional staff who are not hindered in their professional, legal and moral duties.

Correspondence has been sent to every Parliamentarian calling upon them as “an individual member of the Australian Parliament to make a public statement to decry this legislation and speak out for those in detention, particularly those children still in off-shore detention centres, to safeguard their rights”.

Australia needs strong, considered and morally-sound leadership on the plight of asylum seekers.

There can be no keener revelation of a society’s

soul than the way it treats its children .

Nelson Mandela

SAVE THE DATE 2016 IEUSA REPS CONFERENCE Professionals Learn

Monday 7th March 8.30am - 3.30pm Education Developement Centre, Milner Street, Hindmarsh IEU Reps, you are invited to the 2016 Reps Conference, register to take part in a day of networking and discussion on professional learning and change management.

Learn how to learn

John Halsey - Former teacher, principal, Associate Director of SSABSA, Executive Director in DECD SA, Chief of Staff to a State Minister for Education and Children’s Services, Executive Officer of the Rural Education Forum Australia and currently a consultant with the Center for Relational Learning in New Mexico

Learn how to relate

Rick Subotkiewicz - Nationally Accredited Mediator; Practitioner member of LEADR; Defence Accredited Mediator, Conflict Management Coach, Facilitator and Equity Adviser; Mediator for Adelaide Magistrates Court and tutor/coach/marker on UNISA mediation related courses.

Learn how to gain recognition

Tania Crawford - Teacher at Seymour College, HAT certified Adrian Dilger - Coordinator of Certification and Numeracy Consultant at CESA Mary Pickett - Senior Educational Consultant at AISSA Gill Oscar - Director of Organisational and Professional Growth at Westminster Matt Wadewitz - Certified Lead Teacher and Coach and member of the National Teacher Expert Committee

Professional Learning 2016

The full 2016 IEUSA Professional Learning program will be available early next year. We will once again be offering a diverse range of topics which will align with the Professional Standards for Teachers.

There will be some of the same topics that were available during 2015 for which there was high demand as well as some new ones. We will be running the Introduction to AITSL Certification again along with a five session series, see below, for those wanting to work through the application process.

Student and Graduate specific events including School Tours and Meet the Principal and TRT specific training days will also be scheduled.

Check your email to make sure you know what is on offer and remember to register promptly as the sessions fill quickly.

It is also important to let us know if you are not able to attend on the day so that someone else is able to take you place as we often have waiting lists for the sessions.

AITSL Certification Workshop Series 5 sessions / 4.30pm - 6pm / IEUSA 213 Currie Street, Adelaide As part of these sessions teachers will be encouraged to begin developing their own folio Register on 8410 0122 or training@ieusa.org.au 4 Feb - Introduction to Highly Accomplished Teacher and Lead Certification 11 Feb - Session 1. Meeting the 7 Standards Assisting teachers in recognising how they are already demonstrating the standards and identifying what still needs to be done. Develop an understanding of standards and the descriptors. Practical strategies for identifying how they are/will be met.

25 Feb - Session 2. Observations and evidence Strategies used to obtain quality evidence 10 Mar - Session 3. Folio organisation and references Providing strategies to ensure the folio tells the story of you as an outstanding educator 24 Mar - Session 4. Annotation Development How to use annotations to link evidence to the standards and the descriptors 7 Apr - Session 5. Folio submission, Stage 2 and Beyond Final steps to certification, preparing for the stage 2 visit EdU Dec 2015 IEU(SA)

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Timor Leste:

A Luta Continua - the struggle continues Community will and global enthusiasm rapidly restored a shattered country; but as the IEU delegation to Timor Leste quickly found out in their visit to Timor Leste, the country still struggles for independence and equality.

Christine Cooper, IEU Assistant Federal Secretary

Fighting for Independence - 1999 When the people of Timor Leste voted for independence from Indonesia in September 1999, the Indonesian military and trained militia responded with brutality and laid the country to waste.

This plethora of experts and consultants from international agencies and donor countries argued over the shape of a new constitution and the direction of the country with very little input from the young Timorese who had fought to win independence.

At the beginning of what was supposed to be the 1999-2000 school year, every school was destroyed; every public building burnt out and over a 1000 more independence supporters had been killed.

Reduced to a state of complete dependence on foreign donors – co-ordinated by the World Bank the senior leadership of the country had little choice but to comply, especially as they had few trained administrators in their ranks.

A UN assessment of the situation at the time was unequivocal: “Not since the end of WWII has a country experienced such destruction of its infrastructure, complete collapse of government structures, displacement of most of its population and near total disruption of all economic activities. The cost in material and human terms has been immense. (Nicolai 2004) Following the vote, the international bureaucrats began arriving to “rebuild” the country, armed with templates developed in emergency post-conflict situations in countries as different as Afghanistan and Bosnia.

However, hardly any of the international staff which flooded into Timor Leste understood the Timorese culture or shared a common language with the local people.

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EdU Dec 2015 IEU(SA)

And right up to 2006, the country remained totally reliant on donors as Australia was unwilling to renegotiate the seabed boundary it had agreed with Indonesia, thus reducing Timor Leste’s access to oil and gas resources.

This gave the international organisations a strong hand in negotiating the country’s priorities.

Dili – A Capital City in 2015 A trip into Dili is a much different journey to that of 16 years ago. The roads are wide and sealed. Many International embassies now line the coast road into the town. Buildings are repaired, removed or new ones built.

The traffic is overwhelming. There is even a shopping mall and public transport.

In Dili, you can stay in air-conditioned hotels with water views, order western meals and refreshments and take one of the many city tours and other tourist activities on offer.

Towering in the city’s skyline is the glass and concrete multi-story Treasury building. This multi-million dollar government building is the only high rise building in the city, and overshadows the small, tin homes that surround it.

Children wearing brilliantly white school shirts walk along the main streets to their schools which are now repaired, with white washed walls and timber frame doors and windows.

16 years on and Timor Leste might be perceived by a visitor as a success story of post-conflict reconstruction – an example of how a turnaround from conditions of fragility could be achieved with the concerted effort of strong donor assistance.

Yet a trip into Dili does not provide for a true picture of Timor Leste. The underlying conditions of fragility (weak government capacity, a lack of public trust of government institutions and an inability to meet the basic needs of citizens) are still much present across the country.

The lack of investment in the rural areas and the concentration of international development agencies in Dili (which creates jobs and income earning opportunities) has also created a “two speed economy which has resulted in the country’s inflation rate of over 17%.

This resultant inequality is in full view just a couple of hours’ drive out of Dili and into the rural districts where more than 70% of Timorese live in very small hamlets (called aldeias), largely surviving by subsistence farming and isolated by poor roads and transport.

Despite the fact that the majority of Timorese live in agricultural areas, only 8% of the country’s budget is allocated to agriculture.

1200 children under 5 years die from preventable conditions every year and poor sanitation and malnutrition are endemic.

As well, education remains a pressing concern; the literacy rate is just over 60% and worse for women and the aged living in the rural areas. Yet less than 14% of the country’s budget is allocated to health and education.

Economic instability: Oil swamps the economy Timor Leste relies on its petroleum exports more than any other nation in the world, other than South Sudan, Libya and perhaps Equatorial Guinea. However, this dependence is not due to the vast oil and gas reserves or high production rates but because the non-petroleum economy, which scarcely existed when independence was claimed, is still very small.

In fact, oil and gas provided more that 93% of state revenues in 2014.

There isn’t much time Timor Leste does not have enough oil and gas to sustain the country for very long. Production from existing oil and gas fields is expected to be exhausted within 5 years.

If the non-oil economy has not developed when the last oil well runs dry, many more people will join the growing majority struggling to live under the poverty line. When the country revenues can no longer cover expenses, Timor Leste will fall into austerity, with drastic implications for the country and its people.

Timor Leste must fortify its strongest resource – its people – by investing in education, nutrition, health care and rural water and sanitation. It must develop agriculture, the sector which employs most of the country’s workers, and reduce its need for imports.

This can only be achieved when the Timorese are able to build collective strength via unions, within and across the farming communities where the majority of Timorese live.

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There is Strength in the collective Just as IEU members know and understand the value of strong unions, so too do the Timorese.

In the Ermera district, farmers have come together to form a farming collective which not only provides for their day to day existence, while also builds power to be able to meaningfully participate in national decision making in all realms that affect their lives.

This includes ensuring equitable land laws, demanding the fair distribution of oil wealth through investment in agricultural infrastructure for the future of the sector, and ensuring the ability to participate in food markets on an equal footing with large purchasing companies.

With the meagre profits that are able to be collectively achieved from the sale of their coffee beans, the farmers’ collective provides pre-natal/mid wife healthcare as well as housing for their villages. In addition, popular schools providing valuable literacy, business and horticultural skills are conducted. In a country where literacy rates are just above 60% and worse for women and the aged in rural areas, these popular schools are having a significant impact on the poorest of Timorese.

Significantly too, through the popular schools, the Timorese national identity and sense of sovereign pride is strengthened.

Through such collective organising, farming communities not only can survive day to day but also by building the collective power of the farming communities, the Timorese can create power across the nation.

Helping Timorese to build collective strength APHEDA – Union Aid Abroad is the organisation that is helping the Timorese to build their unions and gain their independence. APHEDA is not a charity organisation like CARE, UNICEF or Caritas.

The Timorese programs identified above have been developed from a rights based approach and their work aims to build self reliance through the support to educational training projects for workers and their collectives.

Currently in Timor Leste, APHEDA assists the work of three organisations – the Grupu Feto Foinsaie Timore Lorosae (GFFTL), Knua Buk Hatene (KBH)

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and Institusaun Edukasaun Popular (Popular Education Institute IEP).

These three organisations were all founded by activists from the Timorese student movement who, in 1999, played a key role in ending the brutal Indonesian occupation. All three organisations are committed to the political project of transforming Timor Leste into a just and prosperous society for all Timorese.

During the past three years, the IEUA has been a significant sponsor, through APHEDA, to the GFFTL program which runs a network of women’s literacy groups in rural and remote areas. In addition to the outcomes of the literacy programs, the GFFTL also fosters leadership skills amongst women by facilitating discussion groups on a range of topics, including human rights, gender based violence, reproductive health, and other health matters.

APHEDA is helping Timorese to build strong unions, build a future for their country and finally reclaim their independence.

More is needed; Urgently With the diminishing value of the Australian dollar and the dwindling Timorese oil and gas resources, APHEDA and the Timorese unions are facing an uphill battle to finance their projects and reach the ultimate goal of independence.

Without union member support, these valuable projects in Timor Leste will cease to exist.

IEU members can individually assist the Timorese to build power for their families and their country by donating directly through APHEDA - www.apheda.org. au A just, equitable future for Timor Leste relies on all Timorese people having the means to participate in public life – cultural, economic and political – on an equal footing.

The Timorese people of all economic classes, genders, regions and generations are ready to work together to create an equitable, sustainable economy and gain real independence.

Let’s give them the support they need and truly deserve.

References APHEDA; Union Aid Abroad. www.apheda.org.au Boughton, B. (2013) “Timor – Leste: Education, Decolonization, and Development” in Education in SE Asia. A&C Black Nicoli, S (2004). Learning independence. Education in emergency and transition in Timor Leste since 1999. Paris UNESCO International Institute for Educational Planning Scheiner, C. (2015) Can the Petroleum Fund Exorcise the Resource Curse from Timor-Leste. La’o Hamutuk

EdU Dec 2015 IEU(SA)

Augusta Zadow Awards 2015 Each year SafeWork SA funds projects that help improve health and safety for women at work in memory of Augusta Zadow, South Australia’s ‘First Lady Inspector of Factories’ and advocate for women’s rights.

This year the awards, went to Janet Giles and Anne Purdy from the Australia Services Union to conduct research into the safety risks faced by community services workers who perform sleep-over work and to Flinders Medical Centre researchers Dr Olivia Lockwood and Andy Roberts who are aiming to develop strategies to reduce common injuries sustained by sonographers while performing ultrasound examinations.

Pictured from left Anne Purdy and Janet Giles.

EdU Dec 2015 IEU(SA)

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Education International:

Voices of Education Professionals Across the World Education International (EI) represents nearly 32.5 million teachers and support professionals in education institutions from early childhood to university in 171 countries and territories. Every four years around 2,000 education union delegates and observers speaking 10 different languages meet to highlight the issues relating to the status of teachers and education professionals from around the world.

The EI Congress determines policies, sets budgets, reviews its contributions and elects its officers.

Importantly, Congress determines collective action in support of global education and trade union rights.

The 2015 Congress considered 54 resolutions contained under the following groupings: Group A: Response to Privatisation, Commercialisation and Financing Group B: Right to Quality Education, Equity and Learning Group C: Human and Trade Union Rights Group D: Austerity, Debt and Commodification of Education Group E: Improving our Status and Employment Conditions Group F: The World We Want Group G: EI Structures and Dues Group H: Solidarity and Unity Rejecting Commercialisation of Education The Congress highlighted the issues of commercialisation of education and demonstrated universal contempt for commercial education providers who make a profit from education. Quality education is not achieved by introducing standardised testing, league tables or performance pay.

It was also reported that the Quality Education campaign conducted by EI in 2014 had assisted in achieving education as a stand-alone goal in the UN Sustainability Development Goals. The creation of this SDG for education will place greater emphasis on the need for international education funding.

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EdU Dec 2015 IEU(SA)

Recognising Education Support Staff At the 7th World Congress, EI reaffirmed its commitment to recognise education support staff through an annual EI International Education Support Staff Day. The commitment to formalising such a day will ensure that education support staff are recognised for their important role in our school communities.

Education support staff may share the same issues as teachers but they also face distinct problems such as unacceptable working conditions, lack of professional development, poor pay and casualisation.

Union Rights are Human Rights The 7th EI Congress also reported on the human violations across the world. The fundamental freedoms of peaceful demonstrations and union rights protections are being taken away in many parts of the world with arrests and murder of trade unionists increasing.

Plights of teachers in Korea, Columbia, Nepal, Iran and Fiji were raised and solidarity resolutions supported. In particular, two urgent resolutions in regard to Iranian teachers’ rights in solidarity with the Tehran Teachers’ Trade Association were supported unanimously. Esmail Abdi, a leader of the Iranian Teachers’ Trade Association who had been leading national rallies against teachers’ low wages, was arrested following his attempt to obtain a visa to attend the EI World Congress. Esmail Abdi and five other teacher unionists are currently being held in Iranian prisons. Esmail has been charged with ‘conspiracy to disrupt national security and propaganda against the regime’.

Pictured above: Rally in support of detained Iranian teacher unionists held outside EI Congress venue, Ottawa.

EdU Dec 2015 IEU(SA)

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Dealing with Family Violence Issues Australia’s biggest companies commit to support victims.

Now for our schools.

The former sex-discrimination commissioner and the former army chief are among the Australians who have backed a practical guide for workplaces looking to respond to domestic violence.

The recently released ‘Playing our Part report’ provides clear steps that workplaces across Australia can take to reduce the prevalence and impact of domestic violence. It outlines the steps businesses can take to recognise and help those experiencing domestic violence.

Thirty Australian CEO’s, department heads and business and government officials have worked on the report. Already some of the country’s biggest companies are acting on its recommendations.

KPMG, Rio Tinto, ANZ and Telstra are a few of the companies on board.

Around 1.4 million Australian women are living in an abusive relationship or have done so in the past. Of these around 800,000 are in the workforce. However the issue is broader than a simple gender issue.

Abuse, be it physical or psychological, can raise its ugly head in any domestic or relationship situation.

Men, women, children, the disabled and the elderly all can be perpetrators or victims of dysfunctional family or domestic situations. You don’t have to live with someone to be harassed by them.

At Telstra, the family and domestic violence leave entitlement is 10 days additional paid leave for employees experiencing the effects of family domestic violence. This covers things like attending medical appointments, counselling, legal proceedings, arranging to relocate, caring for children and the other activities related to the effects of this violence. The leave was introduced through internal communications to all staff including courses to educate employees on issues associated with family violence and avenues they can use to access support services and counselling.

The ACTU is currently running a case in the Fair Work Commission to include domestic violence leave clauses in all modern awards. However it is time for workplaces reliant on enterprise agreements to step up with clauses and policies.

As part of the national initiative to raise awareness and tackle the disturbing levels of family violence across the country, the IEUSA Council has adopted as policy that all of its Enterprise Bargaining logs of claims should include clauses to support staff members who may be dealing with family violence situations.

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We began including this issue into claims a couple of years ago and at that time found it difficult to engage staff in supporting the claim and even more difficult to get schools to agree to include any sort of defined entitlement to victims of family violence. A common response from employers was to say that it could be a ground for ‘special leave’ on request.

One school, Kings Baptist Grammar was very supportive of a modest initial claim for five days paid leave for anyone who unfortunately found themselves in need of support. Pleasingly schools seem to be more open to being proactive in stating support and providing some security by way of entitlements for anyone in need. The types of inclusion that are now finding their way into Enterprise Agreements are broader in their stated level of support and scope. For example

The school affirms that domestic violence is unacceptable and that every person has a right to live free from fear and abuse.

The School recognises that domestic violence occurs in every sector of the community and may affect members of staff both directly and indirectly in the workplace. Domestic or family violence becomes a workplace issue when it impacts on the work performance, productivity or safety of a staff member or their co-workers.

In recognition of its impacts, staff experiencing domestic violence may request: • special leave at the Principal’s discretion for associated time off, including to attend relevant appointments, seek housing, organise childcare, or other relevant matters; • flexible working arrangements where appropriate.

The Salisbury East Campus of Tyndale Christian College has included working with students on this issue, focussing on respectful relationships. They recently held a ‘Draw the Line Day’. The theme underscored that domestic violence is unacceptable and that every person has a right to live free from fear and abuse. A group of Year 10 students helped organise a day of information sharing and discussions with speakers including Melinda Tankard-Reist, a social commentator on women’s issues and bioethics.

The wheels may turn slowly, but it is now time to take a formal stand in our EAs as well as a personal stand.

Playing Our Part - Workplace Response to Domestic and Family Violence Nov 2015 Report http://malechampionsofchange.com/wp-content/uploads/2015/11/Playing-Our-Part-Male-Champions-of-Change-Letter.pdf EdU Dec 2015 IEU(SA)

Anna Stewart Memorial Project 2015 Leanne Longfellow Teacher, Suneden Special School

I was fortunate to be selected as a participant in the Anna Stewart Memorial Project 2015 for one week in May and another week in October. This program is held in honour of Anna Stewart, a passionate unionist who worked in the 70s and early 80s to bring about change for women during a time when equal pay, maternity leave and childcare were ignored. Anna experienced enormous success by initiating significant change for women in the workforce but tragically she took her own life at the age of 35. After Anna’s death her trade union friends and colleagues established this program as a memorial to her achievements and to encourage women to be involved in the trade union movement.

The program involved training days with women in the ASMP from other unions, days within my own union, a visit to Parliament House and the Industrial Relations Commission, a union conference and the opportunity to shadow union organisers on school visits. The highlight of the program was the tour through Parliament House

by Frances Bedford MP where we learnt about Parliament and Muriel Matters, a pivotal figure in the suffragette movement. Following the tour we had an amazing three-course lunch coupled with wine from the parliamentary cellar.

Overall I learnt a great deal about the role of unions in supporting workers when faced with discrimination and exploitation, the power of collective action, knowledge about enterprise bargaining agreements and how hard our union organisers work on our behalf. I strongly recommend that women who have an interest in the union and how it supports women apply for the next round of the ASMP in 2016. I would like to thank Anne Martin, principal at Suneden Special School, for her support in my involvement in this program and for everyone at the IEU for letting me see behind the scenes.

Picture below Joe Szakacs and Leanne Lonfellow. Top right Louise Firrell, IEU Organiser and Shirley Schubert, past IEUSA ASMP participant. Bottom right (from left) Jan Schultz, Janet Giles, Louise Firrell and Yon Sineat.

EdU Dec 2015 IEU(SA)

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How Mentally Healthy is Your Workplace?

At any given time, twenty percent of the workforce is likely to be living with a mental health condition. It is likely that at the present time a number of you are, have been or know of a colleague living and working with a mental health condition.

The annual economic cost alone to Australian workplaces through lost productivity, workers compensation claims, absenteeism and presenteeism is a staggering $10.9 billion dollars. The hidden personal cost and stigma often attached to a worker living with a mental health condition compounds the urgency for employers to make mental health at work a priority.

Health and safety at work has traditionally focussed on the physical aspects of the workplace - slips, trips and falls, manual handling and making sure we avoid blood on the floor. However, the mental health of employees and workers must not be overlooked or forgotten - it is every bit as important as our physical health.

The structures and systems that contribute to a mentally healthy workplace are the same as those that contribute to a productive and positive physical working environment. Such a workplace creates and maintains a culture of prevention which identifies and eliminates, or at least minimises, the risks related to mental health. It is a workplace that appropriately supports people with mental health conditions and acts to prevent the presence of bullying, stress and discrimination.

Historically, though, mental health in the workplace has often been dealt with reactively, when questions of conduct or performance arise. Employee Assistance Programs, known as EAPs, do provide some opportunity for proactive support, but it is most often left to employees themselves to recognise and action their individual need for support.

The two most commonly undiagnosed mental health conditions at work are anxiety and depression, both of which are often a consequence of bullying, stress and discrimination. Employers and PCBUs have a legal responsibility to identify and eliminate, so far as is reasonably practicable, the risks to the mental health of individuals. There are numerous indicators, yellow and red flags that any employer or PCBU should take notice of and act upon. Are any of these indicators present in your workplace right now?

Think about these indicators: increased or excessive sick leave, absenteeism and the use of single days, presenteeism, disinterest in work, fatigue, verbal abuse, stress, altered mood, isolation and withdrawal from social interaction, bullying, work intensification, too much work, poorly designed work environments, long working hours, excessive amount of work, low autonomy or job control, feeling anxious or overwhelmed, unresolved workplace conflict, being unhappy in your job, lack of role clarity or others

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being clear about what your job is, traumatic events with parents or students, lack of support from leadership, unrealistic deadlines, not being able to relax or wind down when you are away from work.

It is a simple proposition that a higher number of indicators equates to a higher risk and a greater likelihood of ourselves or one of our colleagues being injured.

Often the discussion misplaced as it becomes more about resilience or well-being of individuals and our reactions to conditions or situations of distress, which arguably is really about ‘toughening up’ employees so they can swiftly bounce back from difficult situations.

The discussion should be about the demands the workplace is placing upon staff. It is a discussion which comes from an organisational perspective, a discussion where the solutions stem from organisational decisions rooted in consultation with health and safety representatives, not denying of course that we are all capable of taking action in support of our mental health.

Here are 10 ideas, courtesy of Heads Up that every workplace should consider from an organisational perspective if leadership is really committed to providing and maintaining a mentally healthy and safe workplace:

• Increase awareness of mental health conditions • Reduce stigma • Increase awareness of employees roles and responsibilities • Increase awareness of the employer’s commitment to creating and maintaining a mentally healthy workplace • Support employees with a mental health condition to stay at or return to work • Build the skill and confidence of employees to approach a colleague that they may be concerned about • Create and maintain a discrimination-free workplace where diversity is respected • Monitor workload and work hours • Ensure a zero tolerance approach to bullying • Provide clarity on job roles and responsibilities.

You can find out more Organiser or at: Heads up Beyond Blue Sane Australia

by talking to your IEU headsup.org.au beyondblue.org.au sane.org.au

Reprinted with permission from IEU Vic/Tas “The Point” Aug 15 EdU Dec 2015 IEU(SA)

Our Students Need You Funding for Students with Disabilities The fight for fair funding for students with disabilities is still ongoing. There has been no additional funding for the education of students with disabilities. Since the election of the Federal Coalition Government, not only has the Federal Government failed to deliver on the expected increase in funding for students with disabilities in the budget but they had also failed to extend the interim More Support for Students with Disability program.

Instead, the Federal Government implemented a further Senate inquiry to examine the current levels of access and attainment for students with disabilities in the school system and the impact of students and families associated with inadequate levels of support.

The IEU has made a submission to this inquiry and a copy is located at www.ieu.org.au The funding inadequacies for students with disabilities are a major barrier to the provision of essential resources, individual support and access to professional expertise. These are essential components in the provision of quality education to students with disabilities.

The current level of funding for students with disabilities means that schools will continue to try subsidising the learning needs of students with disabilities from other sources of income. Teachers and support staff will try to “make do” with already overstretched resources and many students with disabilities will continue to be denied the quality education which is their right.

The IEU continues to urge the development of a framework of teaching and learning resource standards for high quality teaching and learning conditions for students with disabilities with regard to: • Early intervention support and programs • The appropriate levels of specialist teaching and support staff • Class sizes which allow optimum teaching and learning for integrated classes • Time release for curriculum and program modification and planning, and liaising with parents and external agencies • Adequate access to health and allied health professionals & services and • Access to appropriate and relevant professional development for staff.

However, all of these require resources or, in unfashionable parlance, money.

AITSL: Teachers Excluded from the AITSL Board

On 3 June 2015, the IEU and the AEU was informed by Christopher Pyne, Federal Minister for Education, of a restructure to the AITSL Board and its committees. By making such a political decision, the Government has effectively changed the AITSL Board from a representative body to become a Board of political appointments made by the Federal Minister.

Teachers are directly affected by the work of AITSL, yet teachers are excluded from its decision making process.

Joint correspondence from IEU and AEU was sent to the AITSL Chair, John Hattie, voicing outrage over the exclusion of education union representatives and calling for reconsideration of the position.

In response, AITSL provided the IEU with one position on one committee. This was far from satisfactory and did nothing to resolve the issue of lack of representation.

On 4 September 2015, the IEU Federal Executive met to consider the situation and resolved to advise IEU Branches to cease co-operation with the politicised AITSL and its work. It was recommended that our Union would continue to support the implementation of professional standards, practices and processes that had been initiated by AITSL prior to June 2015; however, any future work of AITSL would not be supported.

Teachers have a right to have a direct voice on any changes impacting their profession and quality education.

EdU Dec 2015 IEU(SA)

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Absolutely Super Shrinking Income Streams Forget the figures I gave you last year regarding annual amounts needed to fund a comfortable lifestyle and a modest lifestyle in retirement. You will now need more in your super account to fund higher levels of salary replacement thanks to the changes made by the government in the form of the Social Services Legislation Amendment (Fair and Sustainable Pensions) Act 2015.

In essence eligibility for the Age Pension is determined by your age and the Assets and Income Tests. The new legislation, which comes into effect on 1 January 2017, reduces the pension payments payable to many individuals based on a much stricter Assets Test. In providing figures needed to fund a comfortable retirement, financial advisers assume a certain amount of the Age Pension would be available, especially after a long draw-down period from the superannuation account. Financial planners have had to revise their estimates of the amount needed for a comfortable retirement due to the reduced availability of the government pension for many individuals.

So how can you accumulate more prior to retiring now that the big freeze is on the increased employer contributions and the Age Pension will be harder to access? Salary-sacrifice is a no brainer if you can afford it and you earn more than $18,200 per annum.

You pay 15% tax on salary sacrifice contributions up to the cap which is $30,000 for workers under 50 and $35,000 for anyone over 50. The caps include employer contributions currently set at 9.5% of salary.

Over time salary sacrifice boosts account balances thanks to the magic of compounding investment earnings and consistent saving.

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Your investment choice is important because a large portion of your final super balance will be the result of investment earnings. Your risk tolerance usually determines your preferred areas of investment and some super funds actually reduce risk once members reach certain milestone ages such as 50 and 60.

In terms of the performance of broad asset classes over time: CASH - low risk, low returns; BONDS – slightly higher risk, higher returns; PROPERTY – higher risk, higher returns; SHARES – high risk, high returns. A general rule of thumb is that the younger you are, the more risk you can take. A 30 year old, for example, has a 30-year wait to access super so short-term market movements are not directly relevant. Long-term investment choice is extremely important in determining the final account balance at retirement. A portfolio heavily weighted to CASH is actually considered risky as it is unlikely to outperform inflation over long periods of time and very unlikely to outperform growth assets such as SHARES and PROPERTY. EdU Dec 2015 IEU(SA)

Bernard O’Connor NGS Super A Transition to Retirement Pension is a way of adding extra dollars to your super account due to its tax efficiency. Currently a 55 year old (moving to 60 for people born after 1964) can open a Transition to Retirement Pension and the bulk of the super account is moved into the pension phase where there is no tax on the investment earnings. The member must keep at least $2,000 in the super account to receive employer payments while she/he is still working. The Pension can be paid fortnightly, monthly, quarterly or annually. Since the member is still working and may not need the pension payment, she/he can elect to recontribute it into the super account on either a before-tax or after-tax basis, subject to the respective annual contribution limit. There is an added advantage when the pension payment is recontributed into super as an after-tax contribution. This is that in the case of the member’s death, the after tax contributions are paid to adult children or the estate completely tax free. It is worth remembering also that if the member is over 60, the pension payments are completely tax free. This is a definite tax savings and an encouragement for members to participate in a Transition to Retirement Pension.

The other obvious way to accumulate more super for retirement is working longer. It has the twofold advantage of delaying the draw down period as well as maintaining contributions.

The changes to the pension rules are game changers as the government tightens accessibility via the Income Test. As a result super fund members will have to become more “self-funding” which means more money in the draw-down bucket prior to retirement.

Important information: 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.

Insurance Types of Cover Disability

Death

Life Insurance Also known as ‘death cover’, this pays a benefit to your beneficiaries if you die.

Total and Permanent Disability This insurance pays you a lump sum if you become seriously disabled and are never able to work again either in any occupation or in your usual occupation, depending on the terms of your policy.

Inability to work

Income Protection Pays an income if you are temporarily unable to work due to illness or disability.

Traum a Recovery

Trauma Insurance Sometimes called ‘critical illness’ or ‘recovery’ insurance, this pays a set amount for medical and transport costs, debt repayments and other outgoings if you are diagnosed with a major illness such as cancer or a stroke.

Farewell to Gerry Conley Gerry first started with the IEU in 2007 when he was employed part-time to run our state government funded Workplace Health & Safety project. He was no stranger to us, as we had previously worked with him in his role delivering union training for the ACTU Organising Centre run out of SA Unions. He also became our union trainer and ran most of the member training and conferences.

It transpired that we were to receive a couple of extensions to the WHS project which would see Gerry stay with us longer than the original three years. Gerry finished up with us in August but continues to ply his dual trades of WHS and Union training.

Gerry is passionate about workplace health and safety and in the project role he visited workplaces to promote the election of health and safety reps and he also produced (and revised) a WHS Handbook which is available on the IEUSA website.

Gerry has been a great comrade to us all. We thank him for his efforts on behalf of members and we wish him all the best for the future.

EdU Dec 2015 IEU(SA)

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Ex-principal and IEU member Anthony Clifford shares below an insightful letter to himself, written in hindsight of what he now knows, but wishes he knew back then.

Don’t we all love hindsight? The ability to look back over a period of time or at specific incidents in the past and ask ourselves all sorts of ‘If only…? Why?... or Why not..?

What could…? When I…?’ type of questions. All the could’ves and would’ves and should’ves spring to mind.

So, in a spirit of hindsight, I’ve written a letter to myself – a sort of ‘Back to the Future’ thing, designed to provide advice to my much younger self about our well-being.

Now, how do I go about getting it back to myself 30 years ago???

Dear Anthony Congratulations on your appointment as a principal of a Catholic Parish Primary school . What an honour!

I’d like to share a few thoughts from 2015 in regard to what the future holds for you and the implications involved as you undertake one of the most rewarding, yet demanding, careers in the workforce . Your well-being is your responsibility and requires attention and commitment just like any other aspect of school life . Good Luck!!! ~ As much as you shape the school , the school also shapes you. Be aware that this shaping can be as much a negative influence as well as a positive influence in your life and that there will always be a tension between the two. ~ People talk about ‘Work-Life Balance’. That ’s a load of cobblers! It is not either/or. It is just life in its many manifestations; so try to work out how many balls you can keep in the air whilst juggling this stuff called life and know which ones you can drop when you need to. ~ Never underestimate the force of your own family in your life . As much as you are working to bring up other people’s kids, your own kids are paramount and offer you a very real reason to do what you do. Regardless of how much other kids can wear you out, be mindful of always cherishing those you come home to. ~ Try to separate the personal from the professional –who you are is not defined by what you do. Unfortunately, a lot of us educators look at ourselves through this lens and it is not helpful . Believe me I know! It is very easy after a long time in education to become institutionalized – your biorhythms, thought patterns, family breaks, medical appointments, etc. are all defined by the ebb and flow of the school year. Take time out away from school during the term. Long Service Leave is there to be used and to be enjoyed . The reason I say this is simple - I regard the role of the principal to be like a fruit tree that is expected to bear fruit all year long for people to pick . Unfortunately, whilst most people want to pick the fruit, most are not interested in the well-being and long term health of the tree . Attend to this yourself as part of your personal and professional responsibilities. ~ Have a couple of trusted and supportive mentors, both in and out of education , who will challenge you as much as back you, tell hard truths as much as empathize with you. ~ Develop the capability to see the trees and the forest, so that when things go pearshaped , and they will regularly, your balanced sense of perspective will get you through . ~ Do not disregard the power of exercise – spiritual , emotional , mental as well as physical . Your well-bring is dependent on balance in your life; so bring your attention to bear on each of these forms of exercise and plan accordingly.

Finally, our educational story doesn’t end all that well in our mid-50s when we simply burn out and fall over JUST LIKE THAT!!

Life , however, goes on and purpose , fulfilment and a re-connection with education return . (And , yes, The Pies do win another flag!)

Good luck with it all!

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Reproduced from IEU Vic/Tas “The Point” Aug 15 EdU Dec 2015 IEU(SA)

What’s your problem?

If you have a question about your employment conditions that requires a prompt response, call the office on 8410 0122 and ask to speak to your school’s Organiser.

Is supervising a student teacher counted as Professional Learning?

Q.

Dear Dorothy,

I don’t know why it is always me, but this year I’ve had another two student teachers to supervise. In the old days it was a bit of a doddle, but the process is done a lot more seriously now. The detail I need to follow up on is quite extensive and it takes a lot of time and effort to do it properly. I don’t begrudge the effort but I was wondering if I could claim the time against the professional learning requirement for my teacher registration.

Truly Curious.

A.

Dear Curious,

I’m glad you are still helping the newbies get established in such a demanding and important profession. The benefits to you will be the sharing of ideas (new for old), possibly a few bucks if your school pays you the supervision allowance from the uni and the warm inner glow one gets when one does something worthwhile!

However, you won’t get any PL credits for somebody else’s professional learning. The idea behind the PL requirements for TRB purposes is so that YOU learn something new, rather than simply partake in leading a professional learning exercise.

Whether it be leading an input session at a staff meeting or conference, supervising a student teacher, or writing professional articles – if you are simply passing on what you already know, then YOU haven’t done any learning. If, on the other hand, you need to do research in order put together a professional activity that you are to take part in, then that time would count.

A good rule of thumb is to ask at the end of a professional development activity – “What do I now know that I didn’t before?” – If the answer is positive you have probably experienced some “professional learning”. Align it to some Australian Professional Standards for Teachers and record it before you forget.

Did you know about the TRB Teachers’ Portal? It provides a secure way for you to record and track your professional learning activities. You can sign up for your account at: https://online.trb.sa.edu.au/register.aspx Very Sincerely, Dotty

EdU Dec 2015 IEU(SA)

29

Member Information The IEUSA office will be closed from December 18th to January 4th.

Please update your details with us by the 31st January 2015 to ensure we have current contact and school details and that you are paying at the correct fee category.

Fill out the form on page 31 and return by fax, email or mail or phone 8410 0122 or online www.ieusa.org.aumembers-only/update-details/

We wish you a safe and happy festive season!

DIRECT DEBIT REQUEST SERVICE AGREEMENT User ID: 077399 updated: 9/11/15 Independent Education Union (SA) Inc, 213–215 Currie Street, Adelaide SA You have entered or are about to enter into an arrangement under which you make payments to us. You want to make those payments by use of the Direct Debit System. This agreement sets out the terms on which we accept and act under a Direct Debit Request (“your Direct Debit Request”) you give us to debit amounts from your account under the Direct Debit System. It is additional to the arrangement under which you make payments to us.

Please ensure you keep a copy of this agreement as it sets out certain rights you have against us and certain obligations you have to us due to giving us your Direct Debit request.

OUR AGREEMENT: 1. We agree to be bound by this agreement when we receive your Direct Debit Request complete with the particulars we need to draw an amount under it.

2. We agree only to draw money out of your account in accordance with the terms of your Direct Debit Request.

WHAT WE CAN DO: 3. On giving you at least 14 days notice, we may: (a) change our procedures in this agreement; (b) change the terms of our Direct Debit Request; or (c) cancel your Direct Debit Request.

YOU MAY ASK US TO: 4. (a) alter the terms of your Direct Debit Request; (b) defer a payment to be made under your Direct Debit Request; or (c) stop a drawing under your Direct Debit Request. Or you may cancel your Direct Debit Request by forwarding a request in writing clearly stating your membership number, name, address, contact telephone number and the action you wish IEU(SA) to take on your behalf.

5. You may dispute any amount we draw under your Direct Debit Request by contacting the IEU(SA) office and discussing your concern with the Membership Officer. Should your dispute not be resolved in this manner, you are requested to forward a signed statement to the Secretary by post, email or fax (Fax: 8410 0282) outlining your dispute along with what action has already been taken.

HOW WE WILL HANDLE A DISPUTE: 6. We deal with any dispute under clause 5 of this agreement as follows: (a) check that we have your IEU(SA) subscription details recorded correctly; (b) correct any inaccuracy and notify you accordingly by telephone, email

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EdU Dec 2015 IEU(SA)

or post; (c) if our records are correct, contact you by telephone or in writing within 14 days outlining the prescribed fees; (d) if you are not satisfied with the action taken, we will advise you of further action available under the IEU(SA) Constitution.

GENERAL INFORMATION: 7. We draw on your account under your Direct Debit Request on or after the first Wednesday of the month.

8. If your financial institution rejects any of our attempt/s to draw an amount in accordance with your Direct Debit Request, we will make contact with you by telephone or in writing to ascertain: (a) if the bank details provided to us are correct; (b) if you wish to change your method of payment or (c) if there is any other reason why your financial institution has rejected our attempt to draw the required amount.

9. We will not disclose to any person any information you give us on your Direct Debit Request, which is not generally available, unless (a) you dispute any amount we draw under your Direct Debit Request and we need to disclose any information relating to your Direct Debit Request or to any amount we draw under it to the financial institution at which your account is held or the financial institution which sponsors our use of the Direct Debit System or both of them; (b) you consent to that disclosure, or (c) we are required to disclose that information by law.

10. Not all accounts held with a financial institution are available to be drawn on under the Direct Debit System.

11. Before you complete your Direct Debit Request, it is best to check account details against a recent statement from your financial institution to ensure the details on your Direct Debit Request are completed correctly.

YOUR RESPONSIBILITY: 12. It is your responsibility to ensure there are sufficient clear funds available in your account by the due date on which we draw any amount under your Direct Debit Request, to enable us to obtain payment in accordance with your Direct Debit Request.

13. We request you to direct all requests to stop or cancel your Direct Debit Request and all enquiries relating to any dispute under Clause 4 of this agreement to us initially.

"

Member Update IEU(SA) Form Fee Schedule - 1 February 2016

Please update your details on a yearly basis and when details change. Forward completed form to: 213 Currie Street, Adelaide SA, 5000, fax 8410 0282, email to enquiries@ieusa.org.au complete online at www.ieusa.org.au/members-only/update-details/ or, phone 8410 0122 to update or for assistance.

Member No.__________________

Please tick appropriate category

DOB:________/________/________

(if known)

Name: ______________________________________________________ Postal Address:________________________________________________ Suburb/Town:_______________________________ P/C:_____________ Home phone:_______________________________ Mobile:____________________________________ Work email:___________________________________________________ Personal email:________________________________________________ Preferred email for contact:

work

Would you like to receive your EdU journal via

home email or

Campus / Suburb:___________________________________________

Extended leave (one month or more) for 2016:

start date:______/______/______

LWOP

Teacher

Principal

$175

$14.60

$20,001 - $25,000 pa

$220

$18.35

D

$25,001 - $30,000 pa

$265

$22.10

E

$30,001 - $35,000 pa

$310

$25.85

F

$35,001 - $40,000 pa

$355

$29.60

G

$40,001 - $45,000 pa

$400

$33.35

H

$45,001 - $50,000 pa

$445

$37.10

I

$50,001 - $55,000 pa

$490

$40.85

J

$55,001 - $60,000 pa

$535

$44.60

K

$60,001 - $65,000 pa

$580

$48.35

L

$65,001 - $70,000 pa

$625

$52.10

M

$70,001 - $75,000 pa

$670

$55.85

N

$75,001 - $80,000 pa

$715

$59.60

O

$80,001 - $85,000 pa

$760

$63.35

P

$85,001 - $90,000 pa

$805

$67.10

Q

$90,001 pa and above

$850

$70.85

Student studying not working in the sector

$120

$10

LWOP / Not employed in sector / Parental leave

$120

$10

Retired not working in the sector

$50

N/A

Monthly payments will be taken on the first Wednesday of each month.

On receipt of details payment method will be altered as requested and arrears will be deducted.

Credit Card debit request

TRT

Point time:_________ Step/PT/GT:_________ POR/HAT/AST etc:_________ Level:

Less than $20,000 pa

C

If you would like to change payment method or account details please complete the relevant section below.

end date:______/______/______

Deputy Principal

Monthly

TRT: Please estimate your current annual earnings to determine your category

Parental leave

Teaching staff

Yearly

B

post

School / Organisation:___________________________________________

Gross annual salary for 2016 (before tax & salary sacrifice)

Category

Early learning

J.P.

Prim.

Mid

Sec

Post.Sec

OSHC

Tutor

Please debit the card below: on an ongoing monthly basis until further notice, with the appropriate IEU(SA) membership fee as adjusted from time to time.

on an ongoing yearly basis until further notice, with the appropriate IEU(SA) membership fee as adjusted from time to time.

If first year graduate, date of 1st appointment: ______/______/______

Type:

VISA

MasterCard

*Graduates fees will be discounted for first year after graduation

Credit Card Number: |__|__|__|__| |__|__|__|__| |__|__|__|__| |__|__|__|__|

Non-Teaching staff

Expiry Date (mm/yy): ____ / ____

Admin and Finance

Curriculum / classroom

Resources / ICT

Name on card: ______________________________________________

Other services

Other professionals

Instructional

Card holders Signature:_______________________________________

Boarding House

Early Childhood / OSHC

Trade Trainer

Date: ____/____/____

Other:__________________________________________ Grade:_____________ Year Level:_____________ Point time:____________ Hours Worked Per week:__________

Student

Weeks worked per year:___________

Graduation date:______/______/______

Monthly Direct Debit request

I/We authorise The Independent Education Union (South Australia)Inc (IEU(SA)), ABN 37 581 749 503, the Debit User, (No. 077399), to debit the account, detailed below, through the Direct Debit System, on an ongoing monthly basis until further notice, with the appropriate IEU(SA) membership fee as adjusted from time to time. This authority is to remain in force until further notice. Service agreement pg30.

Financial Institution Name: _____________________________________

Retiring (not working)?

Retirement date:______/______/______

Resignation of your membership must be in writing and will take effect 30 days from receipt of your request, with fees payable until the date of effect.

Name/s on account: __________________________________________ BSB Number |__|__|__| - |__|__|__| Account Number |__|__|__|__|__|__|__|__|__|

Personal information is collected for the purpose of assisting and Account holder Signature:______________________________________ communicating with members. Information is handled in accordance with the IEUSA Privacy Policy available at www.ieusa.org.au Date: ____/____/____

IEUSA-ADM-F004-5 EdU Dec 2015 IEU(SA)

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IT’S ABOUT BEING WEALTHY AND + WISE That’s why we’re dedicated to educating and empowering our members.

To help you enjoy true wealth — in every sense of the word, we have developed a website at www.truewealth.com.au which is packed with great articles just for you.

EdU DecPty2015 IEU(SA) Issued by NGS Super Limited ABN 46 003 491 487 AFSL No 233 154 the Trustee of NGS Super ABN 73 549 180 515.

From wellbeing and lifestyle to wealth and retirement, our articles cover a wide range of topics to help you build your wealth of knowledge and get the most out of life.

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We understand the importance of living a rich life. Rich in knowledge and rich in moments.

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