Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A., 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. August 2024.
Cover: Following a member vote, the Schools General Agreement 2023 will move to the WAIRC for formal approval. An Agreement in Principle has also been reached for TAFE. Read more: pages 4-5. To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher
WACSSO Conference
Maintaining solidarity vital to success
By Matt Jarman President
One of the great things about the halfday action school members took on 23 April was the incredible sense of unity and commitment that shone through.
Whether in the crowd that filled the Matagarup Bridge from end to end, or at one of the regional rallies held across WA, from Esperance to Christmas Island, the people present will never forget it.
It also sent a clear message to the state government and resulted in a host of improvements to the offer.
The SSTUWA will need that same level of unity and commitment in the months ahead as we approach the state and federal elections to be held in the first half of 2025, or possibly later this year, with a clear call to action.
Education must be a central issue in election campaigns at both levels of government.
We know that our member engagement is as high as it has ever been.
Almost half of the eligible members voted in the ballot on the Agreement in Principle. It was a ballot that involved plenty of spirited debate.
Those discussions were conducted in a professional and vigorous way. There was plenty of passion and all of us who attended information sessions in workplaces across the state know there were those who felt particular issues had not been specifically addressed or needed more work.
That is a sentiment shared by your Executive and senior officers. We welcome the backing of 70 per cent of the membership for this agreement and respect the views of those who voted against – but it is only just the beginning.
It has been a long, long time since the SSTUWA, or any other public sector union, was able to engage in collective bargaining. Bargaining is just that; opening asks and offers, followed by negotiations over what can and cannot be achieved.
The collective part of the phrase means you cannot always get everything you want in every area. Sometimes this can lead individuals to focus on a particular element of the agreement that does not suit them personally.
All of that is understandable. In such bargaining though the focus has to be on achieving the best realistic outcome for the most people. Nor does it mean that issues where not all of our claims have been met will be forgotten.
We will be seeking member and community support around the issue of class sizes in particular. Members, both teachers and school leaders, will be essential in helping the SSTUWA secure the information it needs to track oversize classes throughout the public education system.
This will arm the union with the necessary additional information to tackle class sizes at the political level, seat by seat and MP by MP.
It will also empower our campaign to get the community engaged on this crucial issue. You will be hearing more about that in the coming weeks.
It is crucial to realise that general agreement negotiations do not happen in a vacuum. The SSTUWA commissioned the Facing the Facts review of public education not just to start a community conversation, but to seek actual solutions to the problems that were identified.
The conversation is well underway. Without Facing the Facts there would have been no department review into red tape – a review which was pretty much in lockstep with the findings of Dr Carmen Lawrence and her panel.
The General Agreement has kickstarted the process of delivering crucial solutions in many areas identified by Facing the Facts. Nineteen specific items raised in Dr Lawrence’s report were addressed in the Agreement in Principle.
There is plenty of work still to do and the SSTUWA will be directly engaging with community groups and other stakeholders who made submissions to Facing the Facts to continue lobbying for solutions to the issues facing public education.
We will continue to remind the state government that over and above the revised funding figures of 77.5 per cent from the state government and 22.5 per cent from the Commonwealth, WA schools still need the return of the extra four per cent that was folded into the state’s figure in the previous agreement.
We will be closely monitoring the Workload Ministerial Taskforce to ensure it delivers proper results, not just digitised forms.
We will be working with the community to ensure a portion of the state’s massive surplus is used to shrink WA class sizes whilst the improvements secured in the Agreement are monitored to make sure they are applied wherever they are required.
Our priority now is to make sure the Agreement is registered with the Western Australian Industrial Relations Commission as soon as possible allowing for back pay and the claims and conditions to begin to flow to members.
The conversation and campaigning are just starting. I urge you to back us in these tasks and to maintain the solidarity we have witnessed to date in 2024, we will need to succeed.
TAFE AIP reached
Agreement in Principle 2023 (TAFE)
The SSTUWA has received a second offer from the Department of Training and Workforce Development (DTWD) in regard to the 2023 General Agreement (TAFE Lecturers).
Highlights of this improved offer include:
1. Salary increases of:
• Five per cent per annum, effective on and from 15 December 2023.
• Four per cent per annum, effective on and from 15 December 2024.
• Three per cent per annum, effective on and from 15 December 2025.
2. Introduction of a new Grade 9 classification.
3. An increase in the number of Advanced Industry Lecturers by 50 FTE across the five TAFE colleges.
4. Increase to the Country Incentives Allowance.
The TAFE Committee has given in principle agreement to the offer. Pending finalisation of clauses and associated documentation, the matter will proceed to a ballot of all TAFE members.
The SSTUWA Executive Committee endorsed this process and the union has formally notified DTWD of this decision.
All work bans are now lifted pending the outcome of the member vote on this issue. The SSTUWA will move as quickly as possible to finalise the wording on the remaining clauses and associated documentation.
After the drafting has been completed full information on the proposed new agreement will be shared with TAFE members prior to a ballot. Please check your eNews regularly for further updates.
Additional information for TAFE members
• Results submitted prior to 25/7/2024 are not required to be entered by members. Any attempts by colleges to pressure members to enter results are to be reported to the union.
• Members who leave employment before the registration of the Agreement will not receive the back pay. Any member considering leaving TAFE should contact Member Assist before doing so.
2 YEARS PUBLIC PRESCHOOL FOR ALL CHILDREN!
Right now, access to two years of preschool is dependent on where you live. Because some states/ territories are rolling this out, while others are not.
Australia needs a national plan, so that all children around the country can access two years of highquality public preschool, no matter where they live. We call on the Federal Government to prioritise high-quality & universal access to early childhood education and care.
Go to bit.ly/pfn-sign or SCAN HERE:
Authorised by Kevin Bates, AEU
Regional plan needs real consultation
By Natalie Blewitt Senior Vice President
The State School Teachers’ Union of WA (SSTUWA) welcomes full and proper consultation on any new regional education strategy – and the key words here are full and proper.
There is a form of consultation that experts call DAD. That acronym means decide and defend. What it really means is consultation that isn’t in any sense consultative – a body puts out a plan then holds sessions with no intention of changing that plan, no matter what the feedback.
The issues around regional and rural education in Western Australia are serious and demand much more than that.
As SSTUWA President Matt Jarman said when the state government announced it would begin consultation on a new framework for the delivery of education in regional and remote areas, the union looked forward to having the chance to contribute to the consultation process.
Let me share the statement we supplied to the media: “We are keen to talk about all the relevant issues, including attraction and retention of teachers in remote and rural areas and the need to supply modern, secure and reasonably priced Government Regional Officer Housing,” he (Matt Jarman) said.
“The Facing the Facts report commissioned by the SSTUWA and headed by Dr Carmen Lawrence found that the centralisation of services
has not met the needs of schools for administration and educational support.
“It also found that teachers and school leaders prefer well-resourced local services over centralised services to support schools as they are seen as more responsive and useful.”
The simple fact is that regional and rural educators were among those most affected by the massive education cuts foisted upon the system by the Barnett Government and sadly reinforced during Labor’s first term.
We need to be creative and look at schools as hubs that serve as the base for a wide range of services to support educators, students and communities.
The previous system was not perfect, systems rarely are, but the forced centralisation of services, which was exacerbated even further in 2016, has made things far, far worse.
Now apparently this needs to be reviewed. We agree.
Community research commissioned by the SSTUWA found that 47 per cent of
regional respondents thought education quality had become worse over the past five years; 59 per cent said there was not enough funding and 78 per cent want class sizes reduced.
The public knows these issues exist because they see their effects every day.
We need a return to locally provided support services. We need working conditions that encourage people to regional and rural areas, to stay long-term if they wish and to be able to teach elsewhere with fair and competitive selection processes if they want to move on.
We need secure, modern, affordable local housing options. We need targeted funding for the areas that need it most.
We need to be creative and look at schools as hubs that serve as the base for a wide range of services to support educators, students and communities.
We need a proper, well thought out plan. As Facing the Facts said: “The WA Department of Education should redesign support services to ensure they are more accessible, more responsive to local needs and better resourced to support schools’ administrative and education needs.”
It’s that simple. Educators and communities are best placed to advise what works and what doesn’t. The SSTUWA and its members stand ready to help but it needs to be a genuine consultation process.
Tackling the vaping problem
By Sharmila Nagar Vice President
The latest Department of Health and Aged Care’s 2022-23 secondary school student alcohol and drug survey has revealed shocking results that reinforces the importance of recently passed laws regulating the sale of vaping products.
The 2022-23 Australian Secondary Students’ Alcohol and Drug (ASSAD) survey is the largest national survey of adolescent substance use in Australia and is completed on school premises, without parental involvement, as it renders more accurate results.
The ASSAD survey had representation from all states and territories with a total of 11,145 students in Years 7-12 surveyed.
While generally there has been a decline in smoking tobacco cigarettes, unfortunately the same cannot be said
for those who are more susceptible to vaping as is evident in the survey results for both younger and older students.
The increase since 2017 is from 14 per cent to 30 per cent, with students vaping in the past month from four per cent to 16 per cent.
The report stated that of the 30 per cent of Australian secondary school students who had vaped, approximately 16 per cent of students had vaped in the past month, five per cent had vaped on 20 or more days in the past month and three per cent had vaped daily in the past month.
The majority of students surveyed who had vaped recently felt they would not find it difficult to stop or go without using e-cigarettes.
However, 21 per cent believed they would find it somewhat challenging, 11 per cent believed it would be very difficult and three per cent believed it would be impossible to stop.
Last year it was reported by UK Labor MP Ruth Jones that students were leaving exams early due to vape cravings.
When questioned, 60 per cent of students sourced their last e-cigarette from a friend. Alarmingly 45 per cent indicated that their friend was under 18 years of age.
Other data shows that for those who purchased their own e-cigarette device, 29 per cent purchased it at a vape shop, 20 per cent through the internet, 12 per cent at a tobacconist and 10 per cent from a dealer.
Though some of the findings of the survey would be unsurprising to educators, they are still equally concerning.
The SSTUWA has previously met with representatives from the Australian Council of Smoking and Health (ACOSH) to discuss concerns of smoking and vaping in educational settings.
Apart from the immediate health implications, we know that educators are having to deal with disruptive behaviours when addressing students who are vaping.
School administrators are trying to combat vaping by using vape detectors, amongst other behaviour management strategies.
What’s even more shocking is a recent article in The West Australian newspaper which claimed children as young as 10 were developing signs of emphysema due to vaping.
Unfortunately, young students who vape are also three times more likely to take up tobacco smoking.
We know that in schools, there is an antivaping toolkit for schools to use, however we feel this is yet another policy that lands on the lap of teachers and school administrators.
While schools and TAFE colleges need to be properly resourced to deal with this, this is also importantly a community issue and not solely the responsibility of educators.
For this reason, the SSTUWA Executive endorsed a letter from ACOSH urging all MPs to support the Vaping Reforms Bill (see right).
We are happy that the Vaping Reforms Bill 2024 subsequently passed Federal Parliament in late June.
This Bill includes:
• Banning and restricting the importation, manufacturing and supply of non-therapeutic vapes to keep them out of reach of children.
• Closing the non-nicotine loophole, simplifying compliance and enforcement both at the border and within every state and territory.
• Supporting adults in quitting smoking by ensuring that vapes from pharmacies from 1 October are provided only following a consultation with a pharmacist (and only with a GP’s prescription until 1 October).
• Introducing penalties for nonpharmacy retailers/sellers who possess vapes, while ensuring individuals who use vapes are not penalised.
• Establishing quality and product standards for vapes sold in pharmacies including plain packaging, maximum nicotine concentration levels, with flavours restricted to mint/menthol and tobacco.
Whilst these changes are significant, one of the changes in the Bill will see vaping products dispensed at pharmacies from 1 October 2024, without a prescription to those over 18 years – instead of the prescription model which is what was supported.
In order to pass the bill on the Senate floor, this was the negotiated outcome.
To Australia’s Federal Politicians
The Pharmaceutical Society of Australia (PSA) stated: “While the amendments to the legislation are not PSA’s preferred approach, we also recognise the need for strong action to address the vaping public health crisis, and this starts with ending retail supply of vapes”.
The Bill is an important step forward with significant controls as of immediate effect. The SSTUWA was one of many organisations and associations that signed the open letter and we want to thank the work of ACOSH for their advocacy.
We will continue to work with them for any further reforms regarding the reduction of smoking and vaping in our schools, TAFEs and communities.
Please, protect our kids’ health and pass the Vape Bill
A
letter from Australian doctors across all fields of medicine, pharmacists, dentists, nurses, public health experts, teachers, mental health and social workers, advocates, guardians and parents.
One in six Australian children aged 12-17 has vaped in the last month1. Nine in ten vape stores are located near schools2 and most teenagers report how easy it is to access vapes. The tobacco and vape industry’s marketing strategy deliberately targets young people. The devices deliver large amounts of nicotine resulting in accelerated addiction.
We need to stop the tobacco and vape industry and their allies from making vapes easily accessible to children and young people.
The Bill will close the loophole that retail and online shops exploit to sell illegal vapes to children. If the Bill is passed, it means an end to convenience stores, delis and petrol stations selling vapes to children.
As our elected members, you have a critical opportunity to avoid undoing decades of success in preventing tobacco and nicotine use among children.
You can protect our children while ensuring people who want to quit have access to vaping products through a prescription model.
of Australian adults support reforms to stop the sale of vapes to people under 18 years3
We stand with them and urge you to do the same. The time to act is now.
Support the Bill.
Instructional strategies
By Nicola Sorrell Growth Team officer
Instructional strategies are any type of learning technique a teacher uses to help students learn or gain a better understanding of the curriculum being delivered.
It refers to the instructional materials and procedures that empower students to achieve the learning intentions set for that lesson.
Instructional strategies enable teachers to make learning experiences more interesting, interactive and engaging and encourage students to take a more active role in their education.
This term, you might want to try out an instructional strategy you haven’t used before.
There are plenty of ideas available online, or through the New Educator Network – WA Facebook group, or you might like to try out the Taking a Position strategy.
Taking a Position
Learning to make wise decisions is one of the essential attributes of being a strong critical thinker.
Taking a Position creates an opportunity for students to analyse and evaluate information, encourages more complex levels of thinking and enables them to interact with others as they work out the position they want to take.
They can also influence the position their peers take.
Steps
1. Students explore an issue, theme or topic.
2. They then decide, individually, where they stand on that topic.
3. The teacher sets up a value line; this can be physically across the room or on the whiteboard.
4. One end of the line may be “strongly agree” and the other “strongly disagree”. Students either place themselves on the line to reflect their position on the topic or write their name on the line on the board. (Sticky notes can also be used.)
5. This can create a body graph (if done physically) or a visual graph (if done on the board).
6. This information can be transformed into a mathematical graph, enabling learning areas other than mathematics to utilise numeracy skills.
7. Sharing of opinions and justification for a student’s position is a valuable way to utilise this information.
Considerations
It’s important to discuss with students the value in them making up their own minds and not simply following the thinking/actions of others. Taking a position is an act of courage. Remind them that they have to respond to what they believe and not what others believe.
Facing the Facts about expectations of public educators
By Lindsay Hale School leaders consultant
In Facing the Facts, Dr Carmen Lawrence told us that teachers and school leaders feel undervalued, disrespected and insecure, that the sheer volume of work is exacerbated by growing complexity, that burnout must be addressed - and that more system support is needed: ”The cumulative impact of frequent policy changes, including the increased isolation of schools generated by the IPS initiative, has steadily increased both the intensity and complexity of workloads, lowered morale, increased burnout and created an environment where teachers feel undervalued and disrespected. Many teachers, particularly in disadvantaged schools, are paying a high personal price for staying in the profession.”
In Understanding and Reducing the Workload of Teachers and Leaders, Viviane Robinson and Peter Hamilton told us that the core work of teachers and school leaders has expanded, that expectations are out of hand, that misunderstanding, fear and overconscientious compliance must be addressed - and that more system support is needed: “It is the cumulative impact and relentless nature of all the tasks and requirements that drives the problem of workload intensification.”
Both reports, one commissioned by the SSTUWA and the other by the Department of Education, told us that the expectations imposed on public school teachers and leaders have exploded in response to disadvantage and growing diversity and complexity of student need.
The burden borne by teachers and school leaders is made worse by changes in parenting, growth in mental health
issues, the impact of social media, and contemporary cultures of entitlement, complaint in the community and risk management in the system.
“Our analysis indicates that the problem goes to the more fundamental question of whether the job of teaching as currently performed and organised is doable and sustainable” (Understanding and Reducing the Workload of Teachers and Leaders in Western Australian Public Schools, p6).
Community research has told us voters believe the job of teachers is more difficult, students are more complex, school resourcing and staffing are less equitable and class sizes are too big.
Members have told us their workload is high or very high, stress levels are high and many have considered leaving the profession.
We know class sizes need to be addressed. We know unnecessary compliance needs to be addressed.
It’s time adequate levels of local support were provided. Support services must be reviewed to ensure they are more accessible, more responsive to local needs and better resourced to adequately support schools’ educational and administrative needs. Human services across government need to fully play their part.
“The profession is at breaking point and requires immediate steps to improve education delivery and morale” (Facing the Facts: A Review of Public Education in Western Australia, p107).
The centralisation of services in public education has not met the needs of schools for educational and administrative support.
Teachers and school leaders are overburdened and students are missing out. Well-resourced support services, both within schools and based in district offices, are essential to ensure relevance and timely access.
Other agencies need to step up, especially in relation to disability, health, mental health, community safety, family support, child development, child protection and justice – and they need to work together!
The implementation of further change in public schools should be based on more effective system-level planning, including prior consultation with teachers, school leaders and unions, to prevent imposing ever-growing and competing workload demands on staff.
It’s time everyone, not just teachers and school leaders, faced the fact that pondering red tape and digitising forms is not going to cut it.
We can take heart from the first steps taken in the most recent industrial negotiations and place hope in the Workload Ministerial Taskforce enshrined in the Agreement – but it is going to take vigilance and persistence.
Teachers and school leaders must be allowed and enabled to focus on their core business of teaching and learning.
Australian families spend big on private schooling
By Emma Rowe
If you feel like you’re paying a lot for your child’s private school education, that’s because you probably are.
When we look at the international data, we see Australian households are contributing a lot more to their children’s education than other countries in the Organisation for Economic Co-operation and Development (OECD).
Why is this happening? And why is it a problem?
What is the data?
I looked at the most recent OECD data on education (released in September 2023). This shows us how much private sources, including households, contribute to the costs of school education.
While the data does not specify which type of education (government, independent or Catholic), the OECD’s notes on how this data is collected refer to “private schooling”.
The analysis looks at primary and “upper secondary” school. In Australia, we generally understand this to be Years 11 and 12.
For primary school, the OECD data shows “private spending” on education. This includes both households and sources such as companies and non-profit organisations. For upper secondary school, the OECD data shows household spending.
What do Australians spend compared to the rest of the world?
On average, private sources contribute 10 per cent to primary education across the
OECD. But in Australia, they contribute 20 per cent. This makes Australia the fourth highest out of 40 countries.
In upper secondary school, on average, OECD households provide nine per cent of the total funding for school education.
But in Australia, households provide 21.4 per cent of the total funding for these years. The only other countries with a slightly higher proportion are Hungary and Türkiye. The United Kingdom provides
about 16 per cent and New Zealand provides 6.5 per cent. In Finland it is only 0.4 per cent.
Why is this?
Australians contribute so much to the costs of their children’s education because so many students go to private fee-charging schools. This proportion is much higher than other OECD countries.
According to the Australian Bureau of Statistics, about 36 per cent of
Australian students go to nongovernment private schools with 64 per cent going to public schools.
But enrolment significantly differs between primary and secondary schools. For primary, almost 69 per cent of students are enrolled in public schools. For high school, this shrinks to 58 per cent.
We also know tuition fees for private schools are increasing. For example, this year they have risen to almost A$50,000 per year per child in the senior years at the most expensive schools in Sydney.
We are seeing this “user-pays” mentality in public education, with parents being asked to donate funds for things such as school facilities and resources, as well as rising costs for basic items such as uniforms.
Why does this matter?
In Australia, private schools receive government funding without any regulation of how much they charge or how they enrol students. This is unusual in world terms.
In most OECD countries, if private schools receive government funds they are not allowed to charge any tuition fees.
If a private school can charge high fees, this can act as a barrier for some students. It means high-fee schools in Australia overwhelmingly enrol students from wealthy families. Researchers describe taking the students who come from the wealthiest backgrounds as “cream skimming”.
This means schools maximise their
image by having students from high socioeconomic backgrounds without needing to improve their educational quality. As my 2017 research has shown, a key factor for parents choosing a school is who their child’s peers will be. Wealthy families tend to choose schools with children from similar backgrounds.
What can we do instead?
International research shows highperforming school systems are also equitable systems. This means they provide good quality education for the broad majority of students (not only those who can afford to pay).
From these figures, we can see how Australian households contribute far more towards school education than many other OECD countries. Beyond the individual pressure on families, this has
an impact on how fair our system is and how well it provides for all students.
We know some other countries do not allow private schools to receive government funds and set their own fees. While this debate would be a controversial one, it does suggest we need to have a serious conversation about how private school fees are regulated in Australia.
Emma Rowe is a senior researcher in the School of Education at Deakin University. The opinions expressed in this article is that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
Green muscle memory and climate education
By Preety Sharma and Ayeshah Haque
This year, organisers of Earth Day have called for widespread climate education as a critical step in the fight against climate change.
A new report, released in time for global attention for Earth Day (which fell on 22 April), highlights the impact of climate education on promoting behaviour change in the next generation.
Despite people’s deep connection to their local environment – whether it’s blackouts in Toronto caused by raccoons, communities gearing up for a total solar eclipse lasting only minutes, chasing northern lights or hundreds of Manitoba kids excited about ice fishing – there remains inertia in climate action.
Sparking global momentum and energy in young people can go a long way to addressing climate change now and in the near future, says Bryce Coon, author of the report and Earth Day’s director of education.
How knowledge becomes ingrained
Educators aspire to prepare learners for the global challenges of the times. Teachers have become increasingly concerned about best practices for supporting their charges as young people express anxiety about environmental futures.
In his report, Coon outlines the benefits of climate education, starting with supporting educators to impart “green muscle memory” – habits, routines and attitudes young people develop to perform eco-friendly actions repetitively and consistently. This, he notes, contributes to alleviating climate-related despair and anxiety.
Similarly, Finnish researchers use biking as an analogy to describe the process by which knowledge becomes ingrained in people’s memory.
Just as all of the parts of a bike need to work together for the bike to ride smoothly, so does climate education need to draw upon many different components for climate education to effectively influence new habits. The bike model advocates ways of learning that consider knowledge, identity, emotions and world views.
Young people have come to flex their green muscle memory when they load reusable water bottles each day. That small action has become a part of the daily routine for millions of families and when added together reduces plastic litter.
According to a 2022 survey by the Canadian charity Learning for a Sustainable Future and Leger Research Intelligence Group, Canadians have increased awareness of climate change and have become concerned about climate action.
educators, students and parents. More than half of the survey respondents were from Ontario (25 per cent) and Québec (29 per cent).
Challenges with climate education
Many believe governments should do more, including making climate education a priority. The survey received responses from 4,035 people including
However, inclusion of climate education in formal school curricula has come with its own set of challenges.
In the survey, 50 per cent of educators nationally agreed that a lack of time in their course or grade to teach the topic of climate change is a barrier. Educators in Ontario reported a lack of classroom resources as a barrier when integrating climate change education within the curriculum.
Evidence is building about the benefits of implementing and expanding climate education. A 2020 American study documented how students enrolled in a year-long university environmental education course reported proenvironmental behaviours after completing the course.
Extrapolating the impact on learners to a wider scale, the researchers argued scaling climate education had the potential to be as effective as other large-scale mitigation strategies for reducing carbon emission, like solar panels or electric vehicles.
More recently, research has demonstrated the value of how learning in climate education can lead youth to seek green choices, take green action and make green decisions. The United Nations has declared climate education “a critical agent in addressing the issue of climate change” as climate education increases across different settings and for various age groups.
Educators finding ways
More and more educators are taking steps to find ways to teach climate education in schools. Emily Olsen, an educator and now a doctoral candidate at Penn State University, began to explore climate education in greater depth after surviving the Almeda wildfire in Oregon that claimed her fiancé’s family home.
This wildfire’s severity can most likely be attributed to drier-than-normal conditions brought on by climate change in her then-town of residence.
Due to Olsen’s lived experience, developing community resilience to the effects of climate change influences her approach to studying climate education.
As an instructor for several undergraduate-level courses, Olsen focuses on equipping budding educators with the skills and knowledge to incorporate climate education in their classrooms.
All aspects of curricula
Embedding climate education into all aspects of curricula can take a variety of approaches in and outside of the classroom.
In mainstream public education, climate education is becoming more common in Canada, but there is variation across provinces and territories.
Environmental education has been packaged in different forms, including broadening school curricula with inclusion in science, but also subjects including English, math and art.
Teacher training as well as complementary programming is also being offered to meet demand.
Integrated education that taps into the “heart, head and hands” of young people can spread behaviour change at a broader level.
Educators might find other opportunities, such as with climate-related challenges, experiential learning and project-based learning, all of which can have lasting impacts and promote behaviour change.
Preety Sharma is a public health and development consultant and freelance journalist. Ayeshah Haque is a clinical content specialist at the Association for Ontario Midwives. They are both fellows of the Dalla Lana Fellowship in Journalism and Health Impact at the University of Toronto. The opinions expressed in this article are that of the authors and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
Celebrating sustainability in the bay
There is growing support across our schools and TAFEs to address the climate emergency and embed sustainable practices across all aspects of public education.
Your union is committed to progressing action on the climate emergency and its impact on individual members, their workplaces and public education more broadly.
While we fight for system-wide change, we also recognise the abundance of high-quality work already being undertaken by passionate public educators.
At Dunsborough Primary School, sustainability is an important part of every day. From Walking School Buses and waterwise gardening to solar panels obtained through the Solar Schools program and a school canteen stocked with produce from the school’s chickens and veggie gardens, environmentally friendly practices are central to school operations.
Teachers work tirelessly to ensure that student voice and action is embedded in this space, running a Green Ambassador program in which two students in each year group act as sustainability leaders, including speaking regularly at assemblies.
Once each year, the entire school stops, walks down the road and spends a day at Geographe Bay. Bay OK day is a highlight of the school year.
Organised by specialist teacher and sustainability leader Helena Nicholson for many years, and more recently led by senior teacher and SSTUWA member Jessy Rudland, Bay OK day is one of the biggest events in the Dunsborough Primary calendar and is a whole-school celebration of sustainability and Caring for Country.
“I am driven by creating an outdoor
classroom environment, authentic learning on Wadandi Boodja and modelling continued respect and appreciation for the bay and surrounding environment which we all utilise daily,” Jessy said.
Bay OK day was founded in 2012, in partnership with the Geographe Catchments Council, when Dunsborough Primary School was first audited to be a Bay Friendly School.
The event has grown to include almost 30 different environmental education providers, all of whom volunteer their time and expertise to engage students with caring for their natural surroundings.
These organisations range from Fishability to the South West Capes Wildflower Society to the City of Busselton’s Meelup environment officer. Over the course of their schooling, students will engage in all the different activities on offer.
Students can see Geographe Bay from their school and have embraced caring for their natural environment.
The event itself is sustainable and is
working towards adhering to the City of Busselton’s sustainable event guide.
As with any school event, safety is a priority in every aspect of the day. Jessy has spent considerable time understanding the Department of Education’s Recreation and Outdoor Education Activities for Public Schools Procedures, ensuring that all activities are compliant and safe.
While both Jessy and Helena acknowledge that this approach to sustainability takes a huge amount of commitment from the entire staff, they emphasise the positive impact on students and their attitudes towards the natural world.
“When we do what we do there’s no chance that students leave anything but footprints on the beach, but (they) take away with them skills and knowledge that prepare them to care for their local environment,” Helena said.
To learn more about the work the SSTUWA is undertaking to address the climate emergency, visit sstuwa.org.au/climate
Wear it Purple Day will be held on 30 August this year and unites LGBTQIA+ youth and allies to shine a light on the thousands of schools, community organisations, universities and workplaces that are coming together to create a more inclusive future.
By wearing purple, Australians demonstrate to rainbow young people that they are celebrated and respected, acknowledging all have the right to be proud of who they are and who they are becoming.
Originally founded by students in response to global stories of teenagers taking their own lives due to bullying and harassment, Wear it Purple Day has become an international movement of love and support.
This year’s theme is Your Passion, Your Pride, with artwork by Nicky Tsekouras, the winner of Wear it Purple’s Youth Action Council (YAC) design competition to create a campaign message and artwork in celebration of LGBTQIA+ people openly and visibly achieving their dreams in sport, art, science and more.
“At Wear it Purple we believe that providing space and visibility to spotlight the inspiring achievements of the LGBTQIA+
with passion and pride
community can change lives,” said Wear it Purple president Brenna Harding.
“Celebrating the impassioned and powerful accomplishments of LGBTQIA+ role models allows rainbow youth – and Australians at large – to dream of brighter and more inclusive futures.”
To play an active role in celebrating Wear it Purple Day in your school, community organisation, university, or workplace this year:
• Speak to your school: To see how they plan to celebrate Wear it Purple Day and the policies, practices they have in place to create supportive and safe spaces for students and teachers.
• Do your research: Jump onto great sites like wearitpurple.org or some of their community partners to learn more about topics like pronouns, coming out, supportive affirming conversation and gender identity to name just a few.
• Host or attend panels and keynote events: The power of storytelling and visibility enables rainbow youth to connect to community and empowers allies to be changemakers in their own environments.
• Prioritise key issues through established pride employee network groups: Champion topics like pronouns, gender affirmation and identity, inclusive language and active allyship.
• Continue courageous conversations: Go beyond Wear it Purple Day to create safety in classrooms and workplaces across the country.
Nicky Tsekouras is a celebrated multidisciplinary visual artist and workshop facilitator. They inspire creativity and bring community together, particularly through their work with young people.
Nicky’s college workshops and art initiatives focus on expression, identity and community to create safe spaces and open environments where young people can freely express themselves.
YAC executive Tor Adams said: “Not only is Nicky a talented visual artist, they embody Your Passion, Your Pride. Nicky has been awarded and celebrated for creating community in all they do, from high profile art initiatives to social impact events and volunteering, so they will no doubt inspire LGBTQIA+ youth and allies with the theme and their own personal accomplishments this Wear it Purple Day.”
Photo: Sophie Saville
Charting the course for elevating our profession
By Dianne Woloschuk
When I was studying to be a teacher several decades ago, there was excitement in the air in education. In my province in Canada, qualifications for a teacher’s certificate had been increased from three years of university to a fouryear Bachelor of Education.
My union had negotiated with the provincial government a new structure for collective bargaining that had already begun to bear fruit.
Elementary school teachers, who were mostly women, would no longer be paid less than secondary school teachers, who included more men.
All teachers would be paid according to their qualifications and years of experience – a huge win for women and for the profession. Issues and concerns were addressed through a solid working relationship between the union and the government.
Teaching was a sought-after profession and the common good was valued. Of course, union leaders invested the time, effort and determination needed to reach agreement on contentious issues.
My point is that it was exciting for me to live through changes that truly elevated the teaching profession.
One of the major themes of Education International’s 10th World Congress last month was Elevating our Professions
As a young education student, I might have wondered why we needed to address this topic, given the progress I was seeing.
Sadly, during the past 20 years, teachers and public education systems have
encountered “reforms” of a different kind. For example, with the advent of New Public Management, teachers were told that their students were now “clients”.
Teachers needed to be more efficient, more business-like in their classrooms, though hungry children, refugee children, new language learners, at-risk children –all the children needed more than simple efficiency. As governments allowed the privatisation of public services, funding for public education began to drop.
The accountability movement gave teachers and the public the message that large-scale standardised testing could do a better job of assessing students’ progress than the teachers who worked daily with them.
A raft of additional paperwork proved more than problematic for teachers. Ed tech companies proposed that
technology could teach children more effectively than teachers. While the pandemic exposed the limitations of entrusting education provision entirely to technology, it also resulted in vastly increased workloads for teachers.
Today, the privatisation juggernaut represents a concerted global effort by right-wing ideologues, corporate profitmongers and many governments, in concert with multinational education corporations and some global institutions, to exploit learners and educators for profit.
And it involves a deliberate strategy. Governments devalue teachers and de-professionalise teaching by hiring unqualified or under-qualified people, making teachers’ employment more precarious, abandoning social dialogue, subverting collective bargaining, attacking teacher unions, their leaders
and defunding publicly funded education systems, at times handing them directly to corporate providers.
The common good seems to have fallen off governments’ priority list, despite their signing on to the United Nations Sustainable Development Goals (SDG) in 2015, including SDG 4 on education. Corporations’ only concern is “return to shareholders”.
Clearly, as teachers and education unions, we must act. Because we work in local communities throughout the world, we have the necessary scope for action to bring about change.
We also have a powerful new tool for creating a new global narrative around public education. In February, the United Nations High Level Panel on the Teaching Profession released its report.
Its first recommendation focuses on the critical importance of governments ensuring that “the teaching profession enjoys high status and support”.
The report reminds the global community that education is a human endeavour and that relationships are the foundation of teaching and learning.
Taken together, the 59 recommendations
create a framework for action, a roadmap, as it were, for re-valuing and re-vitalising both the teaching profession and public education.
Education unions are potent agents of change for moving public education
forward. Coming together at the World Congress provided the opportunity for us to dig into those recommendations and chart our course toward solving the teacher shortage and elevating the teaching profession once more.
Children’s wellbeing and learning are the key to our society’s future. Elevating the teaching profession means elevating the quality of the public education children experience.
Governments, global institutions, corporations and society at large must pay attention to these truths so that new generations of teachers can experience the excitement of a teaching profession on the move, making a difference for children, their communities and our common home.
Dianne Woloschuk holds a regional seat for the North America/Caribbean region on the Education International Executive Board and has chaired the EI Status of Women Committee since 2015. She was president of the Canadian Teachers’ Federation from 2013 to 2015 and of the Saskatchewan Teachers’ Federation from 2007 to 2010. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of EI, the AEU or SSTUWA. This article was first published on the Education International website and has been reproduced here with permission.
Ways to include Aboriginal content in lessons
By Carly Steele and Graeme Gower
All Australian teachers need to be able to teach their students about Aboriginal and Torres Strait Islander histories and cultures.
It is part of their professional standards and the curriculum requires Aboriginal content to be taught across all areas of learning.
But non-Indigenous teachers are often hesitant to include Aboriginal content. Some say they do not have the required knowledge because they did not grow up learning about it. Others are worried about teaching it incorrectly or causing offense.
Our new research shows three ways nonIndigenous teachers can overcome these concerns.
Why is Aboriginal content so important?
Research shows learning about Aboriginal and Torres Strait Islander histories and cultures benefits both Aboriginal and non-Aboriginal students.
As the Australian Curriculum explains, it is important for Aboriginal and Torres Strait Islander students to “see themselves, their identities and cultures” reflected in what they learn. All students also need to “engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures”.
What are the requirements?
Responsibility for teaching Aboriginal and Torres Strait Islander curriculum content cannot rest solely with Aboriginal people. Reconciliation requires non-Indigenous teachers to walk alongside Aboriginal people in teaching this content.
The curriculum requires all teachers from the first year of schooling to Year 10 to teach Aboriginal and Torres Strait Islander histories and cultures.
It is labelled a “cross-curriculum priority” which means it needs to be included across different subjects, from English to maths, science, visual arts and history.
The professional standards for Australian teachers also require teachers to:
“Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.”
But there are no official consequences if this content isn’t included. It is up to individuals, schools and teachers to make sure they meet these requirements.
Our research
So far, research has tended to focus on the reasons why non-Indigenous teachers do not include Aboriginal
content in their teaching, such as fear of making a mistake or not feeling qualified.
In our study we took a different approach. We explored why some non-Indigenous teachers do include Aboriginal and Torres Strait Islander content and how they go about it.
Through our work as university educators, we identified four non-Indigenous education students who were including Aboriginal content in their lesson plans without being asked to do so.
We conducted in-depth interviews with these students to understand the factors that influenced their willingness to include Aboriginal content in their lesson plans and how they went about doing this.
Why did non-Indigenous teachers include Aboriginal content?
Interviewees said official requirements were not a major factor in their thinking.
Rather, they felt morally compelled to include this content.
This was driven by their own experiences with racism, sexism and understandings of power and privilege in society. Marissa* said she wanted to “make an impact” on society through education. Axxel wanted Australia to “be as fair as it can be” and for his students to “develop their critical thought process[es]”.
Tahnee spoke about the lack of diversity in her school, university and work experiences:
“I think all of those experiences […] even in slight little ways, one on top of another just made me want to, do something about this.”
Our interviewees used three main strategies to include Aboriginal content in their lessons.
1. Follow ethical protocols
Interviewees were highly concerned about the ethics of including Aboriginal and Torres Strait Islander content. This included cultural protocols “around inviting an Aboriginal representative into the school”, correct terminology and avoiding false information and anything which may be offensive.
They described “doing their research” as being a crucial component to enacting ethical practices. As Marissa told us: “Because there’s just so many ways you can make it go wrong. And that was a big challenge for me, and the only way I overcame it was through research, I was doing so much.”
2. Be learners (not just teachers)
Interviewees kept seeing themselves as learners. They clearly identified the limitations of their knowledge and their outsider status. This allowed them to make mistakes, forgive themselves and learn from them.
As Jenny explained, if you “are willing to learn then even when you get it wrong, you can learn from this and so can the class if the teacher is transparent.”
3. Put Aboriginal voices first
Our interviewees emphasised how they sought out and privileged Aboriginal voices in their research and preparation work. This included emailing local Aboriginal organisations and identifying resources that were created by Aboriginal people.
However, interviewees said they wanted more direct contact with Aboriginal people themselves in their formal studies. As Marissa explained: “it’s hard to see when you access resources on the internet and whether the stuff you’re reading about […] Does it actually reflect what [Indigenous peoples] think?”
Jenny added:
“I haven’t had any Aboriginal [person] teaching in the Master of Teaching […] not even a lecture […]. I’ve never actually had any direct information from an Aboriginal person.”
What next?
Our interviewees show how early career non-Indigenous teachers can approach and include Aboriginal and Torres Strait Islander content in their lessons.
It involves research, being aware of ethical considerations and continuing to learn from and engage with Aboriginal and Torres Strait Islander peoples and cultures.
But they also highlight how much more can be done. Universities can do more to role model learning from, and working in partnership with, Aboriginal people.
At the moment, it is rare for university teaching programs to have budgets to employ Aboriginal people and non-western knowledge systems and credentials are not often recognised.
So learning is mostly confined to classrooms. While there are ways to help this (through videos and other digital materials), more Aboriginal-led learning experiences should be included.
One example of this is the Nowanup “bush university”. This is an immersive cultural learning experience, where students engage in On Country learning with Noongar Elders who teach about listening to the land and Noongar ways of knowing, being and doing.
*names have been changed
Carly Steele is lecturer in education at Curtin University. Graeme Gower is associate professor in education at Curtin University. The opinions expressed in this article are that of the authors and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
Not too cool for school
By Louise Swinn
Cool.org founder Jason Kimberley is all too aware of the issues teachers face in the classroom. That’s why his organisation is focused on creating content based around current, realworld issues, while meeting curriculum requirements, he says: “We always keep the teacher at the heart of everything we do. I loved school, and I have always been very curious and passionate about education.”
Environmental issues, sustainability, social and economic responsibility are matters close to his heart. A man who also understands the importance of school librarians, Mr Kimberley sent copies of the books he has written – one about Australia and one about his Antarctic adventures – to every school librarian in Victoria. This heralded the birth of Cool.org
Since launching in 2008, some 175,000 educators have signed up for the Cool.org (formerly Cool Australia) resources. The organisation is committed to fostering the life skills of the next generation, with a focus on helping students understand the importance of developing resilience, building purpose and a sense of responsibility, and incorporating risktaking into their lives.
Its central aim is to ensure students “are well-informed about societal issues without instilling fear, but instead fostering a sense of empowerment and optimism,” Mr Kimberley explains.
“When we started, we were an environmental organisation, all about sustainability in the classroom when that first hit the curriculum. Moving on, after chats with AEU members, we set about expanding.”
For the past three years, Cool.org has been focused on resources for those in their early years of teaching – “all those things you didn’t know or weren’t taught at uni.”
This has resulted in the creation of a
“Teaching survival guide” for teachers in their first three years on the job, comprising 45-minute courses designed to build confidence in the classroom. Topics include: beginning to include First Nations perspectives in your classroom; building social and emotional skills in secondary students; understanding ADHD; and how to manage behaviour in the heat of the moment.
“We’ve done a lot of focus groups and asked: where are the gaps? We employ a team of in-house staff, and we also have a team of contractors: practising teachers who are experts in their field who do this in their – can you believe it? –spare time, with first-hand experience of what is required,” Mr Kimberley said.
Among its partners, Cool.org counts Planet Ark, the War on Waste, VISY, Earth Hour, AFLW and Reconciliation Australia. They have managed to maintain philanthropic funding, but Mr Kimberley – who grew up within the entrepreneurial Just Jeans family – is well aware of the need for reliable, ongoing sources of financial support to reach their goals.
Last year, Cool.org expanded beyond its main content. The new Cool+ service, which includes slideshow presentations, requires a subscription costing $11.99 per month. Cool+ slides include animal population evolution strategies;
persuasive language in advertisements; and using evidence to strengthen writing.
The site’s other content remains free and includes more than 2,000 lesson plans for kindergarten to Year 10, along with two-hour professional learning courses for teachers, including how to teach sustainability with hope, strategies for dealing with aggressive and violent behaviours, and teaching consent to children. Given the importance of these issues, Mr Kimberley would love to see governments mandate Cool.org curriculum, subsidised by state education departments. Now, that would be a cool move.
This article was first published in the AEUnews magazine by AEU Victoria and has been reproduced here with permission.
Thanks to a partnership between the AEU and Cool.org, first year teachers who are SSTUWA members can access a free one-year subscription to Cool+ resources, valued at $144. To claim the free subscription, visit cool.org/aeu-cool and follow the sign-up process. At the end of the 12-month mark, users will be reverted back to the free account level, at which point, when a member tries to access a Cool+ resource they will be prompted to pay. This benefit is available for first year teachers only.
Join up and join in
Call for nominations
Election of members to SSTUWA Dispute Resolution Committee and delegates to UnionsWA at November 2024 State Council
Nominations for delegates to UnionsWA and positions on the SSTUWA Dispute Resolution Committee are now open:
UnionsWA Council (one year term)
Fifteen delegates to be elected plus the president and general secretary who are automatic ex-officio members.
Dispute Resolution Committee (one year term)
Twelve committee members are required to form the basis of the Dispute Resolution Committee from which three members’ names will be drawn by lot to form the committee as and when required. No member of the Executive may nominate.
Nominations open: 9am, Friday 2 August 2024
Nominations close: Noon, Friday 27 September 2024
Nominations must be in the hands of the Returning Officer by noon Friday 27 September 2024.
Should more nominations than vacancies be received, a draw for ballot positions will occur after noon, 27 September 2024 at the office of the State School Teachers’ Union of WA, 1 West St. West Perth WA 6005. Nominees or scrutineers wishing to attend must give the Returning Officer 24 hours notice.
If a ballot is necessary, State Council members will vote on Saturday 16 November 2024 between 8am and 8.45am during the 2024 State Council meeting.
All nominees must be financial members of the union and must be proposed and seconded by financial members. Nominees must sign their acceptance of nomination and date their nomination form.
Nomination forms can be downloaded from: sstuwa.org.au/sstuwa-elections
All names must be supported by union identification numbers, written clearly, and show worksite. Gender and preferred name for ballot paper should be shown by nominee.
Ian Stringall, SSTUWA Returning Officer, 2 August 2024
About the committees
UnionsWA Council
UnionsWA Council is the supreme decision making body for the WA trade union movement. It meets monthly with delegates from all affiliated unions.
The forum for the meetings offers an opportunity to exchange information, debate and consider union and community issues and campaigns and to educate union delegates on current issues.
Dispute Resolution Committee
The SSTUWA Dispute Resolution Committee considers and makes recommendations to Executive in relation to any charges under SSTUWA rule 11 - Breach of Rules, or any dispute a member may have concerning the application or interpretation of an SSTUWA rule or the registration of a proposed rule.
Refer to SSTUWA rule 12 for full details.
Find the nomination form at sstuwa.org.au/sstuwa-elections
National education and union news
Real wages growing but there is still ground to be recovered
A new Organisation for Economic Cooperation and Development (OECD) report has confirmed that real wages are growing again in Australia for the first time in nearly three years.
The OECD’s Employment Outlook 2024 confirms that real minimum wages grew by 2.3 per cent between 2019-2024.
However, despite recovering some of that lost ground, the report found that in Australia real wages are still 4.8 per cent lower than they were pre-pandemic in the last quarter of 2019.
Wages have grown less than in most OECD countries and below the median OECD average of 8.3 per cent.
The report also debunks any claims that there is a wage price spiral in Australia, pointing out that excessive profits have
caused inflation and hurt workers real incomes.
“As real wages are recovering some of the lost ground, profits are beginning to buffer some of the increase in labour costs. In many countries, there is room for profits to absorb further wage increases, especially as there are no signs of a price-wage spiral,” the report states.
Australian Council of Trade Unions (ACTU) Secretary Sally McManus said: “The OECD report shows the damage done by 10 years of wages suppression under the last government. Fixing and closing all the wage cutting loopholes has been a big job and involved four pieces of legislation by the Albanese Government.”
“The new laws are slowly becoming operational, and this is now showing up
Election of ACTU officials
The leadership team of ACTU President Michele O’Neil, Secretary Sally McManus, Assistant Secretary Liam O’Brien and Assistant Secretary Joseph Mitchell were re-elected at the ACTU Congress in June.
Held every three years, the ACTU Congress is the supreme decisionmaking body of the Australian union movement, with over 1,000 delegates in attendance representing more than 38 affiliated unions and nearly 1.8 million workers.
Held on Kaurna Country at the Adelaide Convention Centre, the Congress marks
the first in-person gathering since 2018.
The ACTU leadership team were elected unopposed and issued the following statement: “We are honoured by the trust placed in us by the delegates at Congress 2024. Working people are facing cost-of-living pressures and unprecedented technological change – it’s important now more than ever to campaign for higher wages, better conditions and safer workplaces.
“Australian unions should be proud of the victories we’ve won for working families over the last couple of years. From
in the wage growth figures. This is the reason Australian workers are finally getting ahead again with real wages up by 0.5 per cent in the last year.
“Unfortunately, the Coalition in office had a track record of delivering low wages growth and they still believe that it is a good thing. Last month, Shadow Finance Minister, Jane Hume said that the prospect of real wage growth for workers on awards would be ‘the worst thing for Australians.’ The reality is the worst thing for Australians is wages going backwards and this shows how out of touch they are.
“Now we have the OECD saying that real wages have ground to recover here, saying there is room for company profits to absorb further wage rises. They also point to profits, not wages, as driving inflation.”
achieving historic increases in award and minimum wages, to closing loopholes that big businesses exploit to drive down wages and conditions, to banning engineered stone and saving thousands of lives. These wins demonstrate the power of collective action, and we will build on these victories to achieve even more in the coming years.
“We’re always on the side of workers and will continue to build a better future for all of us, with wages we can live on and a future we’re proud to pass on to the next generation.”
Call for universal access to free public preschool
Those working in public education know just how important early childhood education is for children’s development. When children attend preschool, they can expect greater academic success, have better career prospects, better health outcomes, and stronger family and personal relationships.
But despite this, Australia is one of the few developed countries around the world
not offering two years of preschool for all children.
The Australian Education Union (AEU) is calling on the federal government to prioritise high-quality and universal access to early childhood education and care with the campaign Preschool Funding Now!
Right now, access to two years of preschool is dependent on where families live – some states/territories are rolling
Workers seek 10 days paid reproductive leave
Australian unions are campaigning to win 10 days of paid leave so that workers can take time to deal with a range of reproductive health issues, such as IVF treatment and post-vasectomy recovery.
Unions are calling for the expansion of the National Employment Standards to provide access to 10 days paid reproductive leave to help workers manage fertility treatment, pregnancy, breastfeeding, menstruation, breast and prostate screening and issues related to perimenopause and menopause.
Unions are also looking to expand the rights to flexible work arrangements to include reproductive health issues.
The Queensland Government has already agreed to 10 days reproductive leave for all its public servants. Entitlements to reproductive leave have also been
won by workers through bargaining in industries such as healthcare, finance, education and the community sector.
Unions will pursue arrangements that are flexible enough to enable women in different life stages to access the leave in a way that works for them. This may include access to leave to address sexual and reproductive health issues, such as endometriosis and polycystic ovary syndrome. It could also be accessed to return to work post-childbirth.
Men will also be able to access reproductive leave for fertility treatment, prostate screening, as well as time to undertake and recover from a vasectomy.
Workers should have protections against being discriminated against due to reproductive health issues.
this out, while others are not.
Australia needs a national plan, so that all children around the country can access two years of high-quality public preschool, no matter their postcode.
A petition has been set up by the AEU where people can pledge their support for the call. Visit bit.ly/pfn-sign
No child should miss out on two years of preschool.
They should also be able to request flexible working arrangements to deal with their reproductive health because failure to do so can contribute to lower rates of workforce participation for women.
ACTU President Michele O’Neil said:
“Reproductive health can impact all workers and will affect most workers at some stage in their life.
“Too many workers have been penalised or forced to bow out of employment because of reproductive health issues.
“Unions will campaign for a universal paid 10 days leave to enable all workers access to this important category of leave.
“Working people have already campaigned, and won, this entitlement at some workplaces but we want to see this extended as a basic entitlement to all Australian workers.”
Education & Training Centre
Industrial training opportunities in Term 3
If you are an elected delegate, join us either online or face-to-face for some great learning opportunities. Industrial training
Schools 2023 New General Agreement Series via ZoomSession Four Thursday, 15 August 3.30-4.15pm
Schools Workload Series: Managing Oversized Class SizesMake it Work via Zoom Thursday, 29 August 3.30-4.15pm
Understanding Employment Law Frameworks for Schools (TUT) Thursday-Friday, 29-30 August 9am-3pm
Union Representative Training Level One: Schools (TUT) Monday-Tuesday, 2-3 September 9am-3pm
TAFE Agreement and Campaign Training for Union Representatives and Committee Members Thursday-Friday, 5-6 September 9am-5pm
Schools 2023 New General Agreement Series via ZoomSession Five Thursday, 12 September 3.30-4.15pm
SSTUWA Women’s Conference
Count Her In: Invest in Women, Accelerate Progress
Friday 27 October
Keynote speaker:
Natasha Short, Founder and Managing Director of Kimberley Jiyigas (Birds)
Natasha founded Kimberley Jiyigas (Birds) to be a collective of Indigenous women whose heritage links them personally to the Kimberley region. She works hard to join Indigenous talents, skills, passions, experience and networks to build a movement that champions Kimberley Indigenous women and facilitates cultural and social change not only across the Kimberley, but abroad, as well as right across this nation we call our home.
WHS learning opportunities for leaders and health and safety reps
Education Specific WHS Course for School Leaders (TUT)
Education Specific Five-Day WHS Introductory Course for Health and Safety Reps
Term 3, Week 7: Tuesday, 27 August
In response to a recommendation from the SSTUWA School Leader Reference Group, a learning opportunity has been created for school leaders to expand their knowledge around the new documents and legislation in the WHS space.
This one-day course has been specifically developed to support school leaders to become familiar with the key components of the new Work Health and Safety (WHS) Act 2020 to assist them in the successful management of WHS at the school level.
Education Specific WHS Refresher Course One for HSRs
Term 3, Week 6: Monday-Friday, 19-23 August
Term 4, Week 5: Monday-Friday, 4-8 November
This course has been created based on the new WHS Act 2020 and will provide updated information regarding new definitions related to the legislation and the expanded duties of parties including their functions and powers.
Education Specific WHS Refresher Course Two for HSRs
Term 3, Week 9: Monday, 9 September
Term 3, Week 9: Tuesday, 10 September
Term 4, Week 7: Wednesday, 20 November
This one-day course is designed to review key aspects of the five-day course and provide opportunities to apply specific aspects of the legislation to your personal educational setting. Delve more deeply into Department of Education policies, procedures and agreements when carrying out the role of the HSR.
Term 4, Week 8: Wednesday, 27 November
This final one-day refresher course is designed to review key aspects of the fiveday course and provide opportunities to apply specific aspects of the legislation to your personal educational setting.
Member benefits
Accountants and Financial Advisers
Aston Accountants
10% discount on personal income tax returns for members.
sstuwa.org.au/aston
Industry Fund Services
Specialist financial products for union members.
sstuwa.org.au/ifs
LIFE Financial Planners
$1,200 off your statement of advice fee plus a free financial health check for members.
sstuwa.org.au/lifefinancial
TIPS Financial Services
$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members. sstuwa.org.au/tipsfs
Banking
ME Bank
Special offers throughout the year for members. A bank built by, and for, union members.
sstuwa.org.au/mebank
Mortgages, Money and Me
Complimentary advice, property reports, finance tools and more for SSTUWA members.
sstuwa.org.au/mmme
OFX Money Transfers
When it matters, OFX it. Save with the experts in international money transfers.
sstuwa.org.au/ofx
Teachers Mutual Bank
Banking exclusively for the education community.
sstuwa.org.au/tmbank
Massive discounts on products and services for SSTUWA members
Cars
AutoBahn
Mechanical and electrical services.
Members receive 10% off any AutoBahn service or repair, capped at $100. sstuwa.org.au/autobahn
Bayswater Mazda
Exclusive offer including fuel card, servicing and more.
sstuwa.org.au/bayswatermazda
Bob Jane T-Marts
National fleet pricing on a range of products and services. sstuwa.org.au/bobjane
easifleet
$250 Magic Hand Carwash voucher with any easifleet procured novated lease. sstuwa.org.au/easifleet
Europcar
10% discount on vehicle hire in Australia. sstuwa.org.au/europcar
Fleet Network
Package your next car and save on tax. Bonus gift with vehicle delivery. sstuwa.org.au/fleetnetwork
Motor Market by Union Shopper
You choose the car, then we find you the lowest price. sstuwa.org.au/motormarket
Western Motor Vehicle
Consultants
We’ll find a car you’ll love. Save time and money when sourcing your next vehicle. sstuwa.org.au/westernmotors
Computers
Altronics
Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics
Apple on Campus
For details visit: sstuwa.org.au/apple
Dell
Save up to 5% off selected items. sstuwa.org.au/dell
HP Computers
Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp
PLE Computers
Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple
The Good Guys Commercial
Online access to live discounted pricing on The Good Guys’ range. sstuwa.org.au/thegoodguys
Educational Resources
Effective Group Work
Beyond Cooperative Learning. By Barrie Bennett. sstuwa.org.au/effectivegroupwork
Graphic Intelligence
Possibilities for Assessment and Instruction. By Barrie Bennett. sstuwa.org.au/graphicintelligence
Instructional Intelligence
Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
Entertainment
Movie tickets
Discounts on physical tickets (greater savings) and instant digital tickets. sstuwa.org.au/movietickets
Outback Splash
Featuring both water and year-round attractions. Discounted tickets for members.
sstuwa.org.au/outbacksplash
Rockface
Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire. sstuwa.org.au/rockface
For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App
Food and Wine
Campbells
Access wholesale prices with a complimentary day pass. sstuwa.org.au/campbells
Cellar d’Or
Best value winery tour in the Margaret River Region. 10% discount for members. sstuwa.org.au/cellardor
Taste Bud Tours
Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm). sstuwa.org.au/tastebudtours
Health and Wellbeing
St John
First aid saves lives. Discounted first aid courses and kits for members. sstuwa.org.au/stjohn
WA Opticians
20% discount on spectacle frames and lenses. Perth and East Perth. sstuwa.org.au/waopticians
Housing
Houspect
Buy, build and invest with confidence. $50 discount on prepurchase building inspections. sstuwa.org.au/houspect
Johns Building Supplies
Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines. sstuwa.org.au/jbs
SkylightsWA
Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products. sstuwa.org.au/skylightswa
Wattyl
15% off Wattyl paints, stains and accessories at Wattyl Paint Centres in WA.
sstuwa.org.au/wattyl
Insurance and Legal
Journey Cover insurance
For details visit: sstuwa.org.au/journeycover
SSTUWA Legal Services
Access to quality legal services for both work-related and personal matters. sstuwa.org.au/legal
Teachers Health Fund
Join the thousands of teachers who have already made the switch. sstuwa.org.au/teachershealth
Teachers Health – Travel
For details visit: sstuwa.org.au/travelinsurance
Wills for members
Members can access a complimentary simple will, where appropriate. For more information or details about a complex will, visit: sstuwa.org.au/wills
Shopping
Dot Mall
BBQs, heaters and backyard kitchens. 5% discount for members. sstuwa.org.au/dotmall
Electrical buying
Let Union Shopper find the best deal on your electrical purchases. sstuwa.org.au/electricalbuying
isubscribe
Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles. sstuwa.org.au/isubscribe
Jackson’s Drawing Supplies
10% discount in Jackson’s 12 shops and online.
sstuwa.org.au/jacksons
Petals Flowers & Gifts
20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
The Good Guys Commercial
Online access to live discounted pricing on The Good Guys’ full range. sstuwa.org.au/thegoodguys
Travel and Accommodation
Accor Hotels
Great savings for teachers at Accor Hotels in the Asia Pacific region. sstuwa.org.au/accorhotels
Choice Hotels
Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ. sstuwa.org.au/choicehotels
Experience Oz
Save 10% on over 3,000 experiences across Oz + NZ. sstuwa.org.au/experienceoz
Inn the Tuarts Guest Lodge
Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton. Studios and rooms. 22.5% off rack rate or best available rate. sstuwa.org.au/innthetuarts
Jarrah Grove Forest Retreat
Luxurious, self-contained accommodation in Margaret River. Discounted rates for members. sstuwa.org.au/jarrahgrove
Mandurah Houseboats
10% discount on houseboat holidays. sstuwa.org.au/houseboats
Metro Hotel Perth City
15% discount on the best available rate. Located in East Perth near the WACA and Gloucester Park. sstuwa.org.au/metroperth
Rottnest ferry tickets
Save up to $15 on Rottnest ferry tickets with WestClub. sstuwa.org.au/rottnest
Classifieds
Block for sale: Jurien Bay
700sqm fully serviced, ready to build on, one block back from beach. Close to schools, town centre, marina and recreational water activities. Perfect holiday, retiree or sea-change locale. $108,000 (negotiable).
Peter: 0437 377 361 | westside@tower.net.au
Augusta
3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au
Dunsborough (Quindalup)
Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reverse-cycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203 a_r_moore@bigpond.com
Dwellingup
Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au
Dwellingup
In need of a tree change? Time out to reconnect with nature? Time for a vacation in Dwellingup’s Jarrah forest, 90 minutes from Perth. Chuditch Holiday Home is perfect for couples, groups and families. It’s centrally located and sleeps up to eight people. Shani: 0402 615 235 shanivore@hotmail.com
Frankland River
Private secluded retreat. Choose from three different types of separate accommodation. Three bedroom homestead: two king beds, two single beds – sleeps six (no pets). Two adults $195/night, children under 13 $25/night, extra adult guests $50/night. One bedroom chalet: one queen bed – sleeps two. $139/night, adults only. One bedroom cabin: one queen bed – sleeps two. $169/night, adults only. franklandriver.com.au
Jade: 0430 450 093 | Sam: 0413 160 093
Fremantle
Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living. Townhouse has three queen-sized bedrooms plus provision for two singles.
Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates. 9430 4458 | 0407 083 174 info@westerley.com.au
Fremantle
Staycation? Attending a function? Cosmopolitan getaway? Fremantle is the place. Cafes, restaurants and breweries. Markets, beach, art galleries, museums, theatre, events, shopping, skate park, Ferris wheel, whale watching... What more could you want? Eco-Gallery Apartment is stylish, centrally located, sleeps three and has secure parking. (08) 6323 2339 admin@smartstaywa.com.au
Kallaroo
Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops. Toiletries, slippers and coffee machine provided. Min two nights. Sleeps four, or five with mattress. No pets. $125/night for 3 people; $10/night per extra person. Molly: 0428 166 559 mollysletters@gmail.com
Kalbarri
Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps eight: two x queen beds and two x bunk beds. Close to Blue Holes Beach, 15 min walk to town. kalbarriwa.net.au | 0435 845 504
Lancelin
Large 5x2 holiday home. Everything within walking distance, close to beaches and town centre. Sleeps 14. Large wrap around verandah with outdoor seating/eating and bbq. Heaps of parking for boats or quads. $45/night/person (min six). Min two nights. SMS: 0412 804 345
Margaret River
Two bedrooms, private, comfortable, fully equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night. Russell: 0418 933 270
Nannup
Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood heater. Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek. See website for details.
seraphimretreatnannup.com SMS 0420 832 510
Safety Bay
Very clean and tidy, traditional style 3x1 duplex in Safety Bay. Fully furnished and equipped. One street from beach. Presently a minimum stay requirement (this may change).
cnjn@aapt.net.au
Trigg
Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook.
Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.
Classifieds
Yallingup
Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151)
Kirsty: 0419 927 660
Tranquillity Counselling, Psychotherapy and Career Development
I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management, anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care. Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187
Retirement coach
Are you recently retired or retiring soon? You probably have a financial plan in place but developing a plan for the non-financial side of retirement can be as important as preparing financially. I offer support and guidance for the transition from work to retirement, helping you to find purpose and meaning in retirement. Contact me to arrange an obligation free chat. retirementcoaching01@gmail.com
Marriage celebrant
Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location. I’d love to help you plan your special day!
Meridith: 0400 312 535 meri.lake4@gmail.com
Marriage celebrant
Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to receive a discount.
Lee: 0404 655 567 leehalligancelebrant.com.au
Marriage celebrant
Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony.
Mary: 0418 906 391 maryburke40@hotmail.com
Funeral celebrant
I am an experienced funeral celebrant. It will be my honour to assist you in the cocreation and presentation of a ceremony that serves to honour your loved one, by revealing their essence through a uniquely constructed and presented combination of spoken word, rituals, symbols, audio and visual displays.
0449 075 001
Kc.fcelebrant@gmail.com
Learn to social dance
Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 4 starts Monday 14 October . Stan: 9330 6737 | stan@stansdancing.com
First aid training for students
St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for Kindergarten students to Road Trauma First Aid for secondary school students. Courses are curriculum mapped. (08) 9334 1259 youth@stjohnambulance.com.au
Free dairy excursions
Brownes Dairy invites your classroom to join a free curriculum-linked tour of the dairy in Balcatta. Students from Kindergarten to Year 6 get a unique hands-on experience and see how our dairy operates and produces award
winning dairy products enjoyed in WA for 130 years. school.tours@brownesdairy.com.au
Road safety education for schools
RAC offers free curriculum aligned road safety workshops and online resources for primary schools (pre-primary to Year 6) and secondary schools (Years 10 to 12), covering a range of road safety topics designed to keep young people safe on and around the roads. (08) 9436 4471 | rac.com.au/education communityeducation@rac.com.au
MAWA
The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au
Macramé is the new yoga
I'm a teacher running small group macramé classes in a cosy home studio. Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind.
marcia@knotinlove.com.au
Rainbow Reading
Are you running support groups for ESL, special needs or reading? Do you tutor adolescents or adult reading? Using proven techniques we enhance results. Our innovative reading pen assists with learning, while motivating the hard-toengage student. Available for all our books. rainbowreading.com.au Di: 0407 490 253
Retired teachers
The next meeting of the Retired Teachers’ Association is Wednesday 7 August at the SSTUWA premises from 10am. The following meeting is Wednesday 18 September. All retired members are welcome.
Video conferencing facilities are available for those who cannot attend in person. Email contact@sstuwa.org.au for the link.
Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.
Book Week: 17-23 August
During Book Week schools and public libraries celebrate books and Australian children’s authors and illustrators. Classroom teachers, teacher librarians and public librarians create colourful displays, develop activities, run competitions and tell stories relating to a theme to highlight the importance of reading. For more details visit cbca.org.au/cbca-book-week
SSTUWA members dressing up at your school? Tag us in your pics so we can share! @SSTUWA (No students in the photos, please.)
Life membership nomination
Executive has endorsed a proposal for life membership of the SSTUWA for:
Graeme Repper
Any member having an objection to this nomination for life membership should write to: The President, State School Teachers’ Union of W.A., PO Box 212, West Perth WA 6872, no later than 5pm Monday 2 September 2024. Please mark the envelope “Private and Confidential”.
State Council Conference
November 2024 State Council Conference will be held on 15-16 November.
Agenda items must be received by 20 September.
National TAFE Day 10 September
Celebrate the achievements of the public TAFE system, which has supported and provided opportunities for individuals, communities and employers for decades. More info: rebuildwithtafe.org.au and aeufederal.org.au/National-tafe-day
Venue: SSTUWA, 1 West St, West Perth and/or online via Zoom
More info: www.l3cta.org.au | contact@l3cta.org.au
EOIs: Para and Ability Dance School Program 2025
Telethon would like to fund Para and Ability Dance WA (PADWA) to run complimentary dancing classes in eight special education centres and schools in 2025. The program will run for five weeks, with a one-hour class offered each week. An accredited DanceSport coach and a dancer with a disability will present the program.
Submit an expression of interest for your school via a letter of support addressed to Telethon by Tuesday 20 August 2024, to Darryl Davenport: chairman@padwa.org.au
