Western Teacher - Volume 50.2 - February 2021 by SSTUWA

Volume 50.2 February 2021

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

Public education

State Election 13 March 2021

Party platforms Our reaction

pg 9

pg 5

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Volume 50.2 February 2021

In this edition Correspondence:

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

Celebrating 1971

2021

years

2021 Publishing Dates

Deadline Distributed 30 November 22 January 25 January

19 February

Ph: 9210 6060 memberassist@sstuwa.org.au

2 March

26 March

Print post publication 100004470 | $4.95 ABN: 544 780 946 35

27 April

21 May

31 May

25 June

28 June

30 July

9 August

3 September

6 September

8 October

18 October

26 November

Member Assist:

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 James Street, Northbridge WA. February 2021. Cover: Find out how to lock in the best outcomes for public education through your vote at the 13 March state election. Coverage begins on page 5. To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher

Connect with us: @sstuwa

Dates are subject to change

In this edition

Features

State Election asks.....................................8 State Election education platforms............9 Rebuilding with TAFE for a positive future...........................................13 We’ve got new educators covered............14 Get ready to go in 2021.............................15 Teachers still spending own money on resources..................................................16 Keeping edutech in check.........................18 Q&A with Member Assist..........................20 Choose to Challenge in 2021....................21 Union commitment to a sustainable future.....................................22 Alternative learning help for students.....25 A global reckoning with history................26

Regulars

From the President.....................................5 From the General Secretary.......................7 Education and Training.............................28 Member Benefits......................................30 Classifieds.................................................32 Noticeboard...............................................34

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Western Teacher is the official publication of The State School Teachers’ Union of W.A. (Inc.)

Barrie Bennett reference books Effective Group Work BEYOND COOPERATIVE LEARNING n

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Campaign won’t end when the votes are cast

From the President

By Pat Byrne, President

COVID-19 has changed everything. It has changed the way we live, it has altered the way we teach and it has had impacts on everyone across all age groups We are facing an extraordinary election in these changing times. What would normally be key election issues – such as education – are getting less attention than usual. The polls suggest a fait accompli and COVID dominates the election debate – not so much about how to deal with outbreaks, but around what needs to be done to assist the community and the economy recover.

In total they offer a coherent and detailed map to address current issues facing principals and teachers, prepare for any future lockdowns and assist students and staff to better deal with the stresses of our new reality. On pages 9 to 12 you can read the statements sent to the SSTUWA by the Labor, Liberal, Nationals and Greens parties in response to our detailed plan for education. These statements include some significant wins for the SSTUWA in the areas of mental health, safety in schools and the importance of TAFE.

When formulating our approach to this election campaign the SSTUWA was conscious that this would be the case. Most of the problems thrown into the spotlight by COVID actually existed well before we had even heard of the virus.

It is encouraging that both major parties have already responded to our campaign by committing to funding the 100 additional school psychologist positions the SSTUWA has asked for.

To ensure these issues were not completely lost in a pandemic dominated environment, the union has developed a detailed claim for the resources necessary to ensure that those ongoing issues are dealt with.

There are also commitments from the Labor Party to deliver more Alternative Learning Settings across WA – enough for at least one in every region. The Liberals have come forward with a package around early childhood education.

We presented these plans in our State Election 2021 document, released at November State Council and distributed to all members with January’s Western Teacher. For the purposes of the election, the plan has been refined to some key asks.

Labor has made significant pledges around TAFE fees. These answer some of our asks for TAFE, which are covered in more detail on page 7.

All of these asks address issues that were highlighted, though not caused, by COVID-19.

There is a crucial debate to be had around recurrent school funding. It is untenable that private schools will soon be getting

However, the SSTUWA’s campaign will not end with the state election on 13 March.

more combined government funding than state schools. It is absolutely vital that we, as teachers and community members, educate the public to see beyond claims of record funding in dollar terms. Instead we need parents and the wider community to understand that our state system is set to be subjected to real world funding cuts that will have a massive impact on the education of every child in WA public schools. (See graphic on page 6.) Ninety-five per cent of the SRS is NOT good enough! Our children and members deserve better! Equally crucial is getting the community and politicians to understand that no matter how welcome and significant pledges are around entire new schools and refurbishment or additional STEM facilities in existing workplaces, they are of little use unless we have people – classroom and specialist teachers – to provide the programs needed by various cohorts of students. That means at least 500 more teachers, proper IT support and equipment in workplaces and, to ensure that outstanding graduates are attracted to enter into and remain in the profession, a removal of the current salary caps. Underpinning all of these aims is the simple need to fund schools at 100 per cent of the resourcing standard needed – a minimum figure that was set independently and agreed to by all governments. (continued on page 6)

Western Teacher February 2021

From the President

The reversing of the damage done to TAFE by previous governments – state and federal – is of crucial importance not only for COVID recovery, but also beyond.

A $1,000 annual increase under current salary caps will leave those educators earning over $60,000 worse off in real terms. On $60,000 the yearly increase would be 1.6 per cent. On $110,000 it is 0.91 per cent.

Promised infrastructure spending is welcome, as are the fee cuts. However, fee cuts alone will not address the shortage of lecturers, teaching spaces, IT infrastructure and support, libraries and the professional development needed to teach in the new era we all face.

In even these most simple terms, salary caps are demonstrably unfair. It defies logic to cite education at all levels as being crucial to recovery plans and then at the same time make the position of a teacher or lecturer unviable in terms of salary versus living costs.

Across both the TAFE and school sectors the issue of public service pay caps is absolutely crucial. The maintenance of government wages policy at $1,000 per annum is an insult to those public sector workers who keep the state running year after year.

All school leaders are even worse off!

Labor’s own figures (as projected in the state budget forward estimates*) set the expected CPI as 1.75 per cent in 2021/22 and 2022/23 and 2 per cent in 2023/24.

This is not a short-term process. It will not end when you cast your vote on 13 March (or as many will do, in the weeks before that day). That is why the SSTUWA’s

(continued from page 5)

The union’s plans for both schools and TAFE can be found at puttingourkidsfirst.com.au and we need your backing to see those plans enacted with proper resourcing to the minimum standard required by each school.

asks are specific and detailed. They will need to be tackled again during general agreement negotiations. To get these asks met, we need your support more than ever. Please, get organised in your workplace. If you don’t have a formed branch, get to it. If you have colleagues wavering about joining the union, ask them for their support. You can find out more about getting organised at sstuwa.org.au/GO21 Strong voices, united in their desire to support each other and public education, have never been more important. Whether your work in schools or TAFEs, your commitment is crucial to our success. When you cast your vote, weigh the parties’ commitments; put public education first. *Source: Government of Western Australia. 2020. “Western Australia State Budget 2020-21: Budget Paper No. 3 Economic And Fiscal Outlook”. Perth.

Schooling Resource Standard

in WA public schools: 2017 formula v 2021 formula

2017 formula

2021 formula

89.63% state gov contribution +15.37% federal gov contribution

of SRS

additional items (paid by state gov)

105% +4%

109% of SRS

75% +20%

state gov contribution federal gov contribution

95% of SRS +0%

(additional items are now included in the 75% state gov contribution)

95% of SRS

This 14 per cent difference in SRS equates to a cumulative funding gap of $2,091,829,518 from 2020-2023 (Rorris 2020). 6

Western Teacher February 2021

Fully resourcing TAFE is a must

From the General Secretary

By Mary Franklyn General Secretary

TAFE and the State Election

employers and the government.

On 13 March Western Australians will go to the polls for a state election. This will be a crucial election for public education.

To understand the need to adequately fund delivery and learning it is critical to have an awareness of what it takes to create and maintain quality learning experiences; cater for students with special needs; ensure appropriate and safe class sizes; develop and implement blended modes of delivery where appropriate based on course content and student cohort; support delivery and assessment in face-to-face classes for positive outcomes for all.

The SSTUWA has a comprehensive plan to help WA’s public schools, and their students, recover from COVID-19 and prepare them for the challenges of the future by Putting Our Kids First. One of the key areas the union is campaigning for is the TAFE sector. TAFE has been a well-established and trusted symbol for technical and further education in WA for many decades. It has a long history of positive outcomes and is a vital institution within our society. We all know someone who has benefited from receiving an education through TAFE or is in the process of receiving one. It makes economic and fiscal sense to fund a system that continues to punch above its weight in terms of outcomes versus funding. We congratulate the state government for the recent $57 million recovery package for the WA TAFE and training sector through the reduction in fees and short courses, which will enable many in the community to access TAFE. The investment of $167.4 million in TAFE infrastructure is also welcomed. However, this also brings new challenges of meeting the subsequent increase in activity. We have four key areas that will enable TAFE to meet these challenges and continue to play its special role in supporting the WA economy. Quality teaching, training and learning If the Western Australian government wants to support quality delivery and learning experiences, funding must be provided to ensure that learning and skills development is to the depth and breadth required by the key stakeholders: students, communities, industries,

Professional development and training Professional development for lecturers is not adequately funded under the current resource allocation model despite growing needs and compliance requirements. Funding needs to be allocated to support lecturers developing innovative delivery and learning initiatives. These funds need to be sufficient to provide lecturers with time, resources and other relevant assistance. This includes funding to properly support TAFE lecturers in gaining teacher qualifications. In addition, there is an enormous need for resourcing the necessary professional development in specialist industry areas as well as facilitating return-to-industry programs. Information technology Substantial additional funding is required for systemic ICT infrastructure (hardware and software), support (immediate on-campus support availability), maintenance, connectivity and training. This is vital to the provision of highquality education, especially with new and emerging industries requiring a highly skilled workforce. Counselling services Adequate and guaranteed funding needs to be provided for professional psychological, counselling, social welfare and career support services for students. TAFE organisations are now of a

size to accommodate a small team of professionals, led by a qualified psychologist, to undertake a range of counselling and support functions such as career counselling and transition support; psychological counselling; personal counselling and social welfare support. You can go to puttingourkidsfirst.com.au for more detail on our key campaign asks, the background to what we are asking for and why, and to sign up to assist in helping our message be heard.

Bushfire response We know many of our members have been directly impacted by the recent bushfires. The Lord Mayor’s Appeal has been activated and you can visit appealswa.org.au to donate.

Getting Organised 2021 It has never been more important to get organised, with the upcoming state election, a new general agreement negotiation process starting late in the year and plenty of work still to be done around protecting our members’ interests. If you have an existing branch or want to form one at your workplace all the necessary materials have been posted to your workplace union rep. Where there is no rep the materials have been sent to the campus. You can also find every form and guidance note at sstuwa.org.au/GO21

State Council elections The SSTUWA has received verbal advice that this year’s State Council elections will not be conducted by the Australian Electoral Commission (AEC). Instead all current delegates will retain their positions as State Council delegates. The SSTUWA is awaiting formal written confirmation from the AEC and will update all delegates by email and all members via eNews as soon as possible. Western Teacher February 2021

State Election

We’re asking parties to Put Our Kids First in the 2021 state election by:

% Employing 500 additional teachers over four years, so our children get the individual attention they need and schools have the resources they need to support both at-home and at-school learning, should future lockdowns be required.

Ending salary caps and returning to negotiated percentage-based salary increases, so that we can attract and retain the best teachers at WA public schools.

Providing additional mental health services and counsellors in our public schools, including 100 FTE school psychologists, so that every child who needs support receives it.

Ensuring every school has fast broadband, modern IT and devices necessary to facilitate face-to-face and at-home learning, and dedicated IT staff for technical support.

You can help:

TAFE

Providing additional resources, including professional learning, to help teachers deal with extreme student behavioural problems, violence and mental health issues that have been exacerbated by the pressures of COVID-19.

Show your support at puttingourkidsfirst.com.au

Follow @puttingourkidsfirst, @tafeworks and @sstuwa on Facebook

Read the education positions of the major political parties on the following pages

Through a range of asks, we’re seeking party commitments to ensure: • Quality teaching, training and learning • Professional development and training • Information technology • Counselling services Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA 6005.

State Election These statements have been provided by the mainstream WA political parties at the invitation of the SSTUWA to inform members about each party’s position towards public education or their party’s education policy platform ahead of the 2021 WA state election. The content has not been altered in any form from the original text sent to the SSTUWA. The platforms are listed in alphabetical order.

State Election education platform: The Greens The Greens recognise that education is a public good that empowers people to live purposeful, satisfying lives. Universal access to a high standard of education is fundamental to Australia’s economic prosperity, social wellbeing and individual fulfilment. Schools, TAFEs and universities should be fully funded so that all Western Australians have access to a world class education, regardless of where they live and their financial or other circumstances. We will continue to advocate for WA’s education system to be funded properly so that our schools and TAFEs have quality infrastructure and are able to attract and retain outstanding teaching staff, particularly where they service disadvantaged populations. The COVID-19 pandemic presented, and continues to present, significant challenges. WA teachers are to be commended on their work which ensured students continued to have access to education and support during this difficult time. The COVID-19 experience exposed gaps and highlighted serious inequities. The Greens believe it is unacceptable that student access to education varied so wildly during the pandemic. It is essential that the WA Government invests in building the capacity of the public education system for remote learning. This will require a significant funding boost for improved ICT

infrastructure and equipment across public schools and TAFEs. The Greens believe salaries and conditions of teachers, early childhood and other educators should reflect their professionalism, training and the importance of their work. Income levels and conditions should provide secure career structures, and encourage committed and capable people to enter and remain in the teaching profession. Insecure work should be minimised at all levels of the education system. Self-determination is vital to addressing the gap between Aboriginal students and their peers. We must work towards ensuring First Nations people have a central role in education including as teachers and leaders, and in curriculum development. The Greens believe the Government should have overall responsibility for school finances and staffing in order to: maximise accountability; support a transfer system that rewards teachers in more challenging environments; and eliminate harmful competition between schools. Teachers and students have a right to a safe working and learning environment. There must be greater investment in specialised support for students at educational risk, including those with challenging behaviours. Hon Alison Xamon Greens spokesperson for education has been a long-term advocate for greater investment in mental health services for children and

Hon Alison Xamon MLC, Member for North Metropolitan and Greens (WA) Spokesperson for Education young people, and continues to urge the Government to fix gaps between the mental health and education systems so that students receive seamless support. This must also extend to TAFE students. Chronic underfunding for disability support in schools impacts on individual students, their peers and teaching staff. The State and Federal Governments both have a responsibility to address this gap. WA requires a training system that meets students’ needs and employer demand, and is accessible to everyone. The Greens support measures that provide fee-free TAFE courses and revitalise the public TAFE system. For further information on the Greens’ approach to education I encourage SSTUWA members to view our education policy at bit.ly/3jxt3cB and election initiative at bit.ly/2OkCu3H Western Teacher February 2021

State Election education platform: Labor Party My WA Labor Government truly understands the importance of education and I’d thank all teachers, TAFE lecturers and principals for the essential role they play in educating West Australians. Education will remain a key priority if we are re-elected. Student Support The number of school psychologists in WA public schools is currently the highest it has ever been. A re-elected McGowan Government will commit $42.2 million to provide an increase in school psychologists, commencing with an additional 40 FTE in 2022 and rising to 100 FTE by 2025, with an associated increase in support positions. This is a 39% boost to the current level of school psychologists available to government schools. School Infrastructure and STEM We want our students and teachers to have the best learning and teaching environment. As part of the WA Recovery Plan our Government invested $492 million in the School Infrastructure Package. This built on our $200 million in the High Priority Maintenance program in 2019, and together they are delivering essential upgrades and refurbishments across the State. A re-elected McGowan Labor Government will invest a further $355 million to upgrade schools across the State and deliver quality Science, Technology, Engineering, and Mathematics education in all schools. 10

Western Teacher February 2021

Affordable TAFE Fees The McGowan Government has invested heavily in making training more affordable for Western Australians so they can get the skills they need. This includes freezing TAFE fees and reducing fees for 180 high priority courses by up to 72% through the Lower fees, local skills initiative. A re-elected McGowan Labor Government will freeze TAFE fees and fee reduced courses through to 2025. Since slashing course fees, enrolments in fee reduced courses have increased by 43% and are assisting key groups like youth and regional students to get the skills they need to get a job. This is complemented by our record $167.4 million investment in capital works projects across the five WA TAFE colleges to upgrade essential infrastructure and create world-class learning facilities. Alternative Learning Settings The McGowan Government’s Let’s Take a Stand Together - 10 Point Plan gave school staff the confidence that they would be supported in reporting violent and threatening behaviour from students. As part of our violence in schools action plan, four pilot Alternative Learning Settings (ALS) were established for students who have been excluded or are at high risk of exclusion from public schools due to violent behaviour. A re-elected McGowan Government will provide additional investment to expand the ALS program into every education

Hon Mark McGowan MLA, Premier and WA Labor Leader region in the State – providing separate learning environments for students who have committed violent acts and teaching self-regulation skills to cease these behaviours. My Government continues to provide the highest share of total government public schools funding in Australia of all the states. The McGowan Government is strongly committed to supporting public schools in their provision of high-quality education to all Western Australian public school students. The McGowan Government will continue to serve the best interests of students, teachers and school leaders in this State.

Visit the election updates tab at puttingourkidsfirst.com.au for more.

State Election education platform: Liberal Party The Liberal Party values the incredibly important role principals, teachers, lecturers and all staff play in supporting the learning and wellbeing of students across Western Australian government schools and TAFE Colleges. We understand the COVID-19 pandemic has presented significant challenges and we thank you for continuing to provide first-class education and support during this difficult time. A consistent message from school communities is the need for increased mental health and wellbeing services. In recognition of this, a future Liberal Government will deliver initiatives to provide greater access to professional support and pastoral care through an expansion of the Department’s School Psychology Service and the School Chaplaincy Service. This commitment would provide an extra 100 FTE school psychologists and expanded chaplaincy support to every government school. This means that for every school that wishes to have a chaplain they will be able to do so. A review will also be undertaken into existing student mental health and wellbeing services to identify opportunities for further improvement. The Liberal Party recognises school leaders have increasingly demanding roles and we know annual surveys consistently identify significant concerns surrounding mental health and wellbeing. We have therefore committed to developing a Principal Health and Wellbeing Strategy and expanding YouthCARE’s successful Principal School Chaplaincy Service to all

government school principals and staff in metropolitan, regional and remote areas. We also want to trial a Principal Mentoring Program utilising recently retired, highly skilled principals as mentors for existing school leaders seeking additional guidance and support. Early childhood education is an integral part of a child’s social, physical and cognitive development. Our commitment to this learning area includes the introduction of face-to-face speech pathology services directly into government schools for the first time. The two-year trial will allow speech pathologists to provide specialist knowledge and support directly to students and teachers in the classroom. We will also deliver an additional 10 Child and Parent Centres enabling more families to access integrated early childhood programmes and services. We acknowledge the advocacy of the SSTUWA and others who have called for the establishment of a strategy recognising the importance of play-based learning alongside other evidence-based learning practices. A future Liberal Government will therefore develop a WA Play Based Learning Strategy and will increase funding to the Playground Equipment and Shade Structures Program. A 10-year Music Education Strategy will also be prepared in recognition of the importance music education plays in activating positive social, behavioural and academic outcomes for students, particularly in the early years.

Hon Donna Faragher MLC, Shadow Minister for Education and Training To complement this, primary and district high schools will be able to access a new Music Equipment Grants Program. With funding set aside for a number of school improvements, the Liberal Party understands the value school leaders can provide in the planning stages to ensure new schools and facility upgrades are constructed fit for purpose. We believe the existing guidelines should be amended to allow school leaders to have greater input in the early design stages. We will also support Western Australians looking to undertake further education and skills training through training initiatives which include a commitment to not increase TAFE course fees during the next term of government and the establishment of a new Apprentice Tool Bonus Scheme. The Liberal Party again sincerely thanks all staff for their commitment and dedication to students across our State. Western Teacher February 2021

Professional These statements have been provided by the mainstream WA political parties at the invitation of the SSTUWA to inform members about each party’s position towards public education or their party’s education policy platform ahead of the 2021 WA state election. The content has not been altered in any form from the original text sent to the SSTUWA. The platforms are listed in alphabetical order.

State Election education platform: The Nationals The Nationals WA believe access to quality education – regardless of postcode - is a cornerstone for thriving regional communities and are committed to developing policies that help regional students, families, educators and schools have the best education experience possible. Students and teachers in regional areas face unique challenges related to resourcing, access to support services, ageing facilities, limited and irregular connectivity as well as attraction and retention of staff. The Nationals WA have and always will make it a priority to address these challenges in regional areas. The number of recommendations outlined by SSTUWA demonstrates the current Government’s failure to adequately resource the education sector. Unfortunately, these resourcing constraints and the ongoing funding inequity between regional and metropolitan schools is felt most by students, teachers, principals and families living in regional communities.

equipment, infrastructure, events and programs. • Mental Health Plan – A $140 million commitment to strengthen regional mental health community support and prevention, including $5 million for building resilience and emotional wellbeing in school-aged children. • Agricultural education – Strengthen agricultural education in schools, including reinstating the Agricultural Education Farm Provisions Trust and expanding capacity in WA Colleges of Agriculture to address the needs of students, teachers and principals in the College network. • Rebuild Hedland Senior High School – Committed to a complete rebuild of the school, estimated to cost $60 million, to ensure students and teachers have a safe and modern learning environment.

Our team has made a series of election commitments which may be of interest to SSTUWA and its members, including:

• Moora education precinct – Develop a fully integrated education precinct in Moora bringing together Moora Residential College, Moora Central Regional TAFE and a K-12 community college.

• Regional Parent Association Grants – $10 million towards almost 400 regional P&Cs and P&Fs to provide matching dollar-for-dollar grants up to $5000 to invest in school

• Restoring BAHA - $16.8 million of Royalties for Regions to boost Boarding Away from Home Allowance payments so regional families who qualify for the full suite of Federal

Western Teacher February 2021

Mr Peter Rundle MLA, Member for Roe and The Nationals WA Spokesperson for Education and Training

and State allowances have no more boarding fees to pay. • Free VacSwim – a $5 million commitment to make VacSwim free for regional families, expand locations it is offered and double participation rates to 34,000 annually. • Waggrakine Primary School – $2.5 million for a new classroom block at Geraldton’s biggest primary school. • Denmark Senior High School – Investing $5 million towards expanding this growing school with additional classrooms and a new performing arts centre. Our policies and election commitments can be found online at www.nationalswa.com as they are announced.

Rebuilding with TAFE for a positive future The Australian Education Union (AEU) is calling on governments across the country to make TAFE their first priority as Australia looks to rebuild from the COVID-19 pandemic and tackle the country’s skills crisis.

struggling with the impact of these funding cuts and poor policy decisions resulting in the loss of jobs and the cutting of courses. This is disastrous for the communities they support and must be addressed urgently,” Ms Haythorpe said.

The AEU launched the Rebuild with TAFE campaign in Canberra this month and used the launch to call on governments to properly fund TAFE and maximise the system’s potential to assist with the economic re-build; re-skill and upskill workers; address the apprentice shortage; reduce youth unemployment and provide career pathways for all Australians.

Australia is facing many challenges due to the COVID-19 pandemic and as the public provider of vocational education TAFE is best placed to address those challenges if it is properly funded and supported.

AEU Federal President Correna Haythorpe said the TAFE system is a hugely valuable asset that is being neglected by the Federal Government and many state governments. “We’re launching the Rebuild with TAFE campaign because we’re sick of governments and politicians putting TAFE last and letting a critical part of Australia’s economy and education sector waste away,” she said. The Federal Government has cut $3 billion in funding from vocational education since 2013 and pursued a relentless privatisation agenda, increasing the amount of low-quality private training providers at great cost to TAFE. “All over Australia TAFE institutes are

“Australia currently has a shortage of 200,000 apprentices while at the same time we also have plenty of Australians who are out of work,” Ms Haythorpe said. “Rebuilding with TAFE will help our unemployed to re-train, upskill or get an apprenticeship and gain meaningful employment. “The National Cabinet itself has determined that skills is one of the six key priorities for the government, yet the federal government won’t properly fund the public provider of vocational education. That doesn’t make any sense.” TAFE is responsible for $92.5 billion per year in annual economic benefit to Australia, 16 times more than the annual cost to maintain the provider, but these long-standing and ongoing benefits would be permanently lost if governments fail to rebuild with TAFE.

TAFE

A 2020 national survey found that 94 per cent of Australians want to see more federal funding for TAFE and research has consistently found that Australians see TAFE as a vital part of Australia’s education sector that can provide career, social and economic opportunities for people from a wide range of backgrounds. Proper funding for TAFE will increase available courses, increase the number of campuses, and ensure high quality vocational education that will improve the lives of millions of Australians. “Australians trust and support TAFE and know the system can help re-build our economy, but we need our governments and politicians to show that same support by investing in TAFE to rebuild Australia socially and economically,” Ms Haythorpe said. “TAFE touches so many aspects of our society and economy from the arts and fashion, to construction, health and early childhood education, to opportunities for young people in rural and regional areas, and we cannot afford to lose it. “As we head to the next federal election, all political parties must commit to rebuilding with TAFE and we’ll be campaigning to make sure they understand how important this issue is to our communities.”

Western Teacher February 2021

New educators

We’ve got new educators covered By Natalie Blewitt Growth Team coordinator

Welcome to the 2021 school year! For some of you, this will be your very first classroom and while this can be a daunting experience, there is support available. While the Department of Education (DoE) provides support to early career teachers, including access to the Graduate Teacher Induction Program, the In-Class Coaching Program and school-based mentors, the State School Teachers’ Union of W.A. supports early career teachers through: • The New Educator Network (NEN). • Professional development with our Education and Training Centre. • Advice when you need it through our Member Assist Team, as well as industrial organisers and the Growth Team. Don’t be afraid to ask questions if you are unsure or are seeking clarity.

Graduate Teacher Induction Program All graduate teachers need to complete the four graduate teacher modules in their first 30 months of teaching. These structured professional learning modules are designed to build skills, effectiveness, and confidence. Seize these opportunities to sharpen and refine skills, network, and advance in your career. These modules comprise of four two-day professional learning sessions. Modules one, two and three are completed sequentially while the fourth module may be accessed at any time within the first 30 months of teaching.

In-Class Coaching Program Graduate teachers are encouraged to request a teaching and learning coach

through the In-Class Coaching Program. This program is a confidential, nonjudgemental professional learning experience that supports graduate teachers to: • Develop and refine classroom practice. • Participate in lesson observations and reflection. • Implement learning from the graduate teacher modules in practice. • Work towards the proficient career stage. To request a teaching and learning coach, you must: • Have a contract with the department for the duration of the program. • Be in your first 30 months of teaching. • Have completed graduate module one. You can submit a request form online through DoE’s IKON portal. Don’t forget to discuss your intention to request a teaching and learning coach with your principal.

Education and Training Centre The SSTUWA’s Education and Training Centre can provide high quality industrial, professional, career development, financial and occupational health and safety courses to support your needs. All our courses are conducted by skilled, experienced and passionate educators who provide outstanding learning opportunities around a wide range of topics and industrial matters. To see what is on, view the full training calendar at sstuwa.org.au/training

Member Assist Our Member Assist staff are supported by a team of organisers and legal advocates offering advice to members. No question is too small, so if you need information or

Western Teacher February 2021

want to clarify what you have been told, give them a call on 9210 6060 or reach them via email: memberassist@sstuwa.org.au

Growth Team Our Growth Team has all the information and support you need to make it through those difficult early years of your career. Our New Educator Network offers an environment where you can talk to people who have been through, or are having, the same experiences as you. You may wish to connect with other early career teachers through the NEN. This group provides the advice, support and networking opportunities new educators need at the early stages of their careers. To find our more, contact the team at neweducator@sstuwa.org.au or find us on Facebook: New Educator Network – WA. The SSTUWA really does have early career teachers covered. In the next edition of Western Teacher, we will be looking in depth at graduate teacher entitlements. Remember, your rights, entitlements and responsibilities as a public school teacher in Western Australia are laid out in the School Education Act Employees’ (Teachers and Administrators) General Agreement 2019 and the Teachers (Public Sector Primary and Secondary) Award 1993.

Members’ matters

Get ready to go in 2021 By Natalie Blewitt Growth Team coordinator

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

It is recommended that completed branch paperwork be returned by Friday 5 March.

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

Members from all sectors are also invited to nominate to join an SSTUWA committee. There are nine committees in total so why not get involved and have your say. You can do so via the GO21 webpage listed above. Nominations close on Thursday 25 February.

With members’ participation, the union negotiates your salaries, entitlements and conditions and is a strong voice in the workplace and the community. Membership with the SSTUWA is certainly an investment in your career and there are a range of ways that we have our members covered. Whether you need to ask a question or seek advice from our Member Assist Team, need one-to-one support from a case manager, or assistance from our legal advocates, members know they are supported and protected when they need us the most. But to ensure you are adequately covered and to stay connected with us, now is the perfect time to update your details.

Getting Organis ed 2021

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Please ret ain this do position s, nomina cument. It conta ins impo tions for rtant inf State Co ormatio uncil, oc n relating Authorised cupationa by Mary to: estab l safety Franklyn, lishing br and healt General Secreta anches, h and oth ry, The Stat nominatio e School er signif Teachers’ icant un ns for br Union of ion infor anch W.A. (Inc .) Januar mation. y 2021.

Don’t forget, members also have access to a range of discounted products and services. There really is something for everyone so check out our list on page 30 of this Western Teacher, online at sstuwa.org.au/benefits or via the app.

This year make sure you are keeping up to date with the latest information. There will be a lot happening so if you are not receiving our eNews, please let us know.

Getting Org

anised

January

2021

Connect with us on social media via Facebook or Instagram so you don’t miss a thing. Make the most of your membership and get involved during 2021. We’d love to hear from you.

Many of our members change schools, move to a new house, adjust their work fraction, take leave, or even retire at the commencement of a new school year. Take a moment to check your details via the SSTUWA app or log onto the website – sstuwa.org.au – and look for the “update my details” tab. By updating your details, we can ensure that we continue to have you covered. Make sure your voice is heard by getting organised. At the start of each year, union members at your worksite should meet to organise your branch of the SSTUWA. All the necessary materials have been posted to your workplace union rep. Where there is no rep, the materials have been sent to the campus. If you haven’t received your copy, not to worry, you can access all the necessary information and paperwork online at sstuwa.org.au/GO21 Western Teacher February 2021

Issues

Teachers still spending own money on resources Teachers continued to spend an average of up to $900 of their own money on essential school resources in 2020, according to the most recent AEU State of our Schools survey. The 2020 State of our Schools survey, with more than 12,000 responses from public school principals and teachers, has confirmed that many public school teachers and principals increasingly have to rely on fundraising and spending their own money to meet the shortfall in government funding for public schools.

•

83 per cent of teachers in public schools spent their own money on essential school supplies for their students.

This means that extrapolated across the system, public school teachers collectively spend up to $150 million of their own money each year on classroom resources for their students.

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74 per cent of public schools engaged in fundraising, with more than 86 per cent of these saying it was important to their school budget.

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While 91 per cent of high-socioeconomic status (SES) schools engage in fundraising, only eight per cent of low-SES schools do so due to

According to the survey results: •

On average, public school teachers each spent $874 of their own money on essential school supplies for students during the year.

limited opportunities to raise funds in a lower socio-economic environment. •

Funds raised are most frequently used to pay for classroom equipment, sporting and play equipment and library resources and textbooks.

AEU Federal President Correna Haythorpe said that the data provided further evidence that current government policy settings had left many public school teachers and principals without the resources they need to do their job. “Public school teachers have told us that they are personally spending many hundreds of dollars each year to purchase basic school supplies for their students. That is indicative of the resource

Important survey findings The AEU 2020 State of our Schools survey was conducted in May 2020, with 12,307 respondents from public schools including: •

9,733 teachers

•

1,787 support staff

•

787 principals

Public school teachers having to pay for classroom resources for their students: •

83 per cent of teachers spend their own money on supplies at an average of $874 per year.

•

Across the system, public school teachers collectively spend up to $150 million of their own money each year on classroom resources for their students.

•

This money is spent mainly on resources such as stationery, classroom equipment, books and support for individual students.

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Public primary school teachers spend an average of $1,067 of their own money each year.

Western Teacher February 2021

•

Public school teachers in special school settings spend an average of $1,004 of their own money each year.

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Teachers at very remote public schools spend an average of $1,160 of their own money on classroom supplies each year.

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26 per cent of public school teachers spend over $1,000 of their own money on basic classroom supplies each year, and 12 per cent spend more than $2,000 of their own money on basic classroom supplies each year.

Public schools engaged in fundraising: •

74 per cent of public school principals say their schools engage in fundraising, including 84 per cent of primary schools.

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86 per cent of public school principals say fundraising is important or very important to their school budget.

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55 per cent of public schools fundraise for basic classroom equipment and for play and sports equipment (50 per cent).

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43 per cent of public schools fundraise for basic library resources and textbooks.

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27 per cent of schools use fundraising to pay for basic maintenance of school infrastructure, and another 21 per cent use it for new buildings and facilities.

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The Federal Coalition has not provided any federal funding for public school capital works since 2017.

According to the Australian Bureau of Statistics there were 206,784 teachers working in public schools in 2019. Multiply this figure by 0.833 (the percentage of teachers who told us they spend their own money), multiplied by $874.10 (the average annual spend) = $150,564,662.

Issues

shortages within public schools under current government policy settings,” she said. “In addition, 86 per cent of school principals tell us fundraising is vitally important to their school budgets and is used for library resources and textbooks, to pay for school maintenance and for buildings and facilities.” Ms Haythorpe said funding agreements between the Commonwealth and the states and territories meant that 99 per cent of public schools will fall under the Schooling Resource Standard (SRS) by 2023. “This means that public schools will be underfunded by 10s of billions of dollars relative to the SRS through to 2027,” she said.

“This data is indicative of the deep inequality evident in school funding policy in Australia. Schools should not have to raise funds to provide basic resources. This must be funded by governments.” Ms Haythorpe said that the State of our Schools 2020 survey had reinforced the need for public schools and public school teachers to be given the resources and the funding they need to do their job, and for students to have the resources they need to achieve their potential. “Teachers in primary schools, those working with students who have a disability or in more settings, have said they spend over a thousand dollars each year to provide resources for their students,” she said. “Teachers should not have to spend thousands of dollars of their own money,

COMPLIMENTARY INITIAL CONSULTATION

nor should they have to run fundraising barbeques and events to make up resource shortages. “The federal government must ensure that all public schools reach the minimum benchmark of 100 per cent of the SRS so that teachers and principals have the resources necessary to provide a highquality education to their students. “It is vital that the Commonwealth invest in capital works funding for public schools, to ensure that all schools have the infrastructure needed to cater for student enrolment growth and to provide high quality learning facilities. “It is a joint responsibility between the Commonwealth and state and territory governments to ensure that public schools have the resources needed to cater for the educational needs of every child.”

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Western Teacher February 2021

Issues

Keeping edutech in check By Samantha Schofield Vice President

No doubt many conversations held during 2020 and into 2021 about providing educational activities and connections during this pandemic have been around how to connect with students, parents and teachers, particularly in a digital space. Given the speed and ferocity of this pandemic, it is not surprising that thorough and scrupulous assessment of digital platforms, content or providers has been unable to be undertaken. How many of us have done a quick check and tick on the terms and conditions due to the extensive and often convoluting text? How many of our parents and students fully comprehend the terms and conditions of digital platforms or how, where and why their data will be stored and used now and into the future? Most terms and conditions agreements require acceptance to access the product or service and drawing on the fear of missing out culture, lure and lock us into the product or service. While digital products and platforms existed prior to the pandemic, the rise of these during the pandemic is exponential. The speed at which teachers, school leaders and TAFE lecturers globally have been required to provide blended, and in some instances entirely digital, models of teaching is unprecedented. Without pausing now to consider why, what and how we use digital technology to support our teaching and learning, we run the risk of having the technology become the centrepiece, rather than using technology as another tool in our repertoire. “Technology has always been a part of a teachers’ work; a chalkboard is also technology. But whether technology is a chalkboard, an over-head projector, a computer, a robot or artificial intelligence, it is a means, not an end. It is part of the pedagogical repertoire” (On Education and Democracy, page 92, bit.ly/2w4kNvW). 18

Western Teacher February 2021

“Technology has always been a part of a teachers’ work; a chalkboard is also technology. But whether technology is a chalkboard, an over-head projector, a computer, a robot or artificial intelligence, it is a means, not an end. It is part of the pedagogical repertoire” (On Education and Democracy, page 92, bit.ly/2w4kNvW).

It’s also time to question the motivation of digital providers. With an unregulated technology and digital industry, where many companies and organisations are for profit and publicly listed, it’s hard to believe that they can be entirely philanthropic in their provision of services or products in education. A brief look at the data that is collected through a digital platform or service and you have to wonder why they need to store or keep this information and where and who is this information going to? What’s really in it for the technology organisation/company/provider/vendor? Reflect for a moment of what products, apps, digital devices your school/ worksite uses. How many of these are promoted through official school/TAFE communications to your communities? Without active consideration, we risk becoming brand ambassadors for products, companies, to our school communities and beyond.

While many of us do this unwittingly or without mal-intent, it’s worth considering how easily good intention and the desire to provide the best educational opportunities for students can be manipulated and turned into marketing opportunities for tech companies. A 2017 New York Times article profiled American teacher Kayla Delzer, who incorporates technology into her classroom so innately that tech companies have started to partner with her to use their products in her class, which she in turns promotes online via social media. “Ms Delzer is a member of a growing tribe of teacher influencers, many of whom promote classroom technology. They attract notice through their blogs, social media accounts and conference talks. And they are cultivated not only by start-ups like Seesaw, but by giants like Amazon, Apple, Google and Microsoft, to influence which tools are used to teach American schoolchildren,” the article read. “Their ranks are growing as public schools increasingly adopt all manner of laptops, tablets, math teaching sites, quiz apps and parent-teacher messaging apps. The corporate courtship of these teachers brings with it profound new conflict-ofinterest issues for the nation’s public schools. “Moreover, there is little rigorous research showing whether or not the new technologies significantly improve student outcomes. “More than two dozen education startups have enlisted teachers as brand ambassadors. Some give the teachers inexpensive gifts like free classroom technology or T-shirts. Last year, TenMarks, a math-teaching site owned by Amazon, offered Amazon gift cards to teachers who acted as company advisers, and an additional $80 gift card for writing a post on its blog, according to a TenMarks online forum.

Issues

“Ms Delzer is a member of a growing tribe of teacher influencers, many of whom promote classroom technology. They attract notice through their blogs, social media accounts and conference talks. And they are cultivated not only by startups like Seesaw, but by giants like Amazon, Apple, Google and Microsoft, to influence which tools are used to teach American schoolchildren,” the article read.

“Teachers said that more established start-ups gave them pricier perks like travel expenses to industry-sponsored conferences attended by thousands of teachers. In exchange, teacher ambassadors often promote company products on social media or in their conference talks — sometimes without explicitly disclosing their relationships with their sponsors.

“Many public schools are facing tight budgets, and administrators, including the principal at Ms Delzer’s school, said they welcomed potentially valuable free technology and product training. Even so, some education experts warned that company incentives might influence teachers to adopt promoted digital tools over rival products or even traditional approaches, like textbooks.

It is also equally important that there are industrial parameters in place for working conditions in digital environments.

“‘Teachers can’t help but be seduced to make greater use of the technology, given these efforts by tech companies,’ said Samuel E. Abrams, director of the National Center for the Study of Privatization in Education at Teachers College, Columbia University.”

In 2017, the SSTUWA won an Exchange of Letters which outlined parameters for electronic communications. This was then included in the 2019 General Agreement – clause 30.

While this example may be international, the sheer fact is that the reach of digital platforms is global, and with an unregulated digital industry, there is potential for education systems, teachers, school leaders, TAFE lecturers and students to be used as marketing tools by tech companies. While teachers and school leaders have good intention to find tools to support their teaching and learning, it cannot be the sole responsibility of teachers, school leaders and TAFE lecturers in understanding all the potential risks and legalities in this digital space, particularly with the speed and evolution of technology and digital technology. It is important that we have an education system that has central oversight, risk management and dedicated IT personnel who understand the potential risks to our students, staff and educational content and outcomes.

The SSTUWA has been, and will continue to, work with the Departments of Education and Training and the state government to raise our concerns around the professional and industrial implications for teaching in and learning in digital environments.

In the 2019 General Agreement, the SSTUWA has won the inclusion of clause 54 – Information and Communication Technology – which acknowledges the importance of digital technologies in education and the need for technological infrastructure. While the provision of extra bandwidth allocation for public schools announced by the state government at the end of 2020 is a welcome addition and recognition of the lengthy conversations by the SSTUWA with DoE and the state government, it is but a small element of the provision of resources in public education that needs addressing. In 2020, the SSTUWA made a submission to the state government’s Digital Inclusion in Western Australia blueprint highlighting the need for a systemic approach to the funding, provision, maintenance, repair and staffing of IT infrastructure and its associated utilities and resources across both our public schools and TAFEs.

Embrace new technologies with prudence The below is an excerpt from On Education and Democracy – 25 Lessons from the Teaching Profession by Susan Hopgood and Frank van Leeuwen. It can be accessed at: bit.ly/2w4kNvW Unlike other forms of communication such as mail, electronic media and the telephone, the internet did not begin as either a public service or a regulated monopoly. Commercial internet service providers (ISPS) began to emerge in the very late 1980s. Today, control of the internet is concentrated in only a handful of private corporations and is designed around earnings from the sale of advertising. A related “product” is the valuable, saleable data that they collect.

One of the consequences of the widespread use of the internet and the growth of social networking has been the invasions of the privacy rights of students and teachers. Issues include commercial exploitation and deception, tracing of student views or interests for commercial purposes or for other ends, exposure to pornography or hate speech, and use of big data gathered from students including personal information.

While people and political leaders are becoming more aware of privacy risks, the handful of companies that play a leading role in the collection and control of data are becoming powerful lobbyists to protect their interests, “their data” and their professional secrets. Their business model depends on fees for the use of services, but is “free”, meaning that they make their money from data.

From a very young age, very direct and targeted appeals are made to [children] to shape their consumer habits and attitudes. Their personal data is being “mined” and provided to commercial interests, often without student knowledge or approval, just as is happening with adults.

Internet operations are dominated by a few giant corporations and there is little or no democratic control on the collection and use of data, which in some places, public authorities are eagerly collecting and storing personal data without much regard for privacy.

Western Teacher February 2021

QA Members’ matters

and

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

with Member Assist

I teach in a Year 1 class and my student numbers are 26. Is this correct?

You are in fact two students over the maximum size for a Year 1 class. You should have a maximum of 24 students. Clause 12 of the General Agreement gives the maximum class sizes for all classes.

Q A

Is there a dress standard for teachers?

The current Department of Education (DoE) Code of Conduct does not make reference to dress standards but does require employees to undertake and “encourage positive work habits, behaviour and personal and professional workplace relationships and boundaries.” What constitutes appropriate attire should have regard to the specific circumstances at hand.

Know Your Rights

KYR

So, for example, a design and technology (D&T) teacher could argue that jeans are appropriate dress in the D&T workshop, as they are hard-wearing and protective. A dance specialist teacher can wear

dance attire when demonstrating dance routines/manoeuvres to students. Obviously, this attire would not necessarily be worn at other times and definitely not at formal occasions such as graduation ceremonies. Teachers’ professional judgement needs to be based on common sense and take into account the various circumstances pertaining to a specific situation. It would be inappropriate for a teacher to wear an item of clothing that is of an offensive nature, is too revealing, or which advertises products or companies through images or slogans that are unsuitable for a school environment.

I don’t work on a Wednesday; do I still have to attend staff meetings that fall on this day?

No. Teachers who work part-time are not required to attend staff meetings that fall on a day that they do not work. However, if a part-time teacher works on the day the meetings are scheduled, then they are required

to attend. This is also the case where professional development days fall on a day a teacher would not ordinarily work. If the teacher is asked to attend on a day they would not ordinarily work and agrees to do so, they must be paid for the time they are required to attend.

Have a question? A full compilation of Know Your Rights information sheets are available on the SSTUWA website and app. Schools: sstuwa.org.au/schoolsKYR | TAFE: visit sstuwa.org.au/TAFEkyr You can also speak with your union rep and contact Member Assist: (08) 9210 6060 | 1800 106 683 | memberassist@sstuwa.org.au

Western Teacher February 2021

International Women’s Day

Choose to Challenge in 2021 International Women’s Day (IWD) this year falls on Monday 8 March. It is a global day that celebrates the social, economic, cultural and political achievements of women. IWD also marks a call to action for accelerating gender parity. Significant activity is witnessed worldwide as groups come together to celebrate women’s achievements or rally for women’s equality. The theme for IWD 2021 is Choose to Challenge. A challenged world is an alert world. Individually, we’re all responsible for our own thoughts and actions – all day, every day.

We can choose to challenge and call out gender bias, discrimination and stereotypes. We can choose to seek out and celebrate women’s achievements. Collectively, we can create an inclusive and more gender-equal world. From challenge comes change, so let’s all choose to challenge. In Australia, IWD events will also focus on the theme of Women in Leadership: Achieving an equal future in a COVID-19 world. This theme celebrates the tremendous efforts by women and girls around the world in shaping a more equal future.

Women bear the brunt of problems ranging from poverty to climate change, but they also possess assets and talents to solve them. For more information and resources visit bit.ly/3aPatbR and bit.ly/2YVgPkJ

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Western Teacher February 2021

Issues

Union commitment to a sustainable future By Kirsty Henderson

The gap between our developed and developing nations is widening. Millions of people are facing extreme poverty. And slum dwellers, women and children are bearing the brunt of the effects of the COVID-19 pandemic, a recent report by the United Nations (UN) has found. According to The Sustainable Development Goals Report 2020, released by the UN Department of Economic and Social Affairs, worldwide, school closures have kept 1.57 billion kids out of school with over 370 million children missing out on the meals they rely upon daily. Remote learning was out of reach for many students due to a lack of IT access, along with major disruptions to childhood vaccination services during the height of the crisis. Children from disadvantaged communities are now at greater risk of child labour, marriage and trafficking. “In fact, the global gains made in reducing child labour are likely to be reversed for the first time in 20 years,” the report found. But just as our humanity is suffering, so is our planet. According to the report, climate change is accelerating at a much faster rate than anticipated. Warmer weather, ocean acidification, land degradation, animal extinction and unsustainable consumption and production are pervasive. The report provides essential data which can be used by governments to guide efforts towards a sustainable recovery along with the 2030 Agenda for Sustainable Development. 22

Western Teacher February 2021

The Agenda, adopted by all UN member states in 2015, provides a blueprint for peace and prosperity for people and the planet, now and into the future. “At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. “They recognise that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests,” states the UN Department of Economic and Socials Affairs. See the SDGs on page 24. The United Nations Association of Australia (UNAA) is the peak body for promoting the United Nations in Australia. Outgoing UNAA WA School Programs Director Rees Barrett said: “The 17 UN 2030 Sustainable Development Goals (commonly termed Global Goals) describe what we mean by thinking globally – balancing the needs of the planet, people and prosperity.” “In 2015, all 193 UN members signed up to the Goals – a commonly accepted ‘road map’ for the first time in human history and particularly relevant in 2020, as we build back better in response to the COVID-19 pandemic,” he continued. It’s now more important than ever that we look to focus education on supporting our common goals in working towards the preservation of humanity and our planet. Each year teachers and schools from around WA are recognised for their commitment to global citizenship through the UNAA World Teachers’ Day Awards.

“The awards promote school global citizenship education programs – thinking globally and acting locally,” Mr Barrett said. The SSTUWA is proud to promote these awards and the work of our public school teachers and school leaders in educating our students and the community on the benefits and necessity of reaching the Global Development Goals. SSTUWA Vice President Samantha Schofield said: “Awareness of the Global Development Goals is even more relevant as people around the globe experience the pandemic.” “Inequities that were present prior to the pandemic have been exacerbated during this crisis – and it’s not over yet,” she said. “Access to high quality, free public education is the key to changing the world for individuals, communities and the globe.” The 2020 recipients of the UNAA World Teachers’ Day Awards were Rachael Roberts (pictured above) from Hillcrest

Issues Through efficiency, grants and in-kind support, Hillcrest’s sustainability project continues to realise significant savings for the school and is now self-funded. “In the future, I am interested in whether student engagement in a variety of ongoing on-site school experiences translates into improved educational outcomes; or inspires students to further study or vocational pathways; or benefits mental health and well-being; or is just a reason to come to school,” Rachael said. Rachael has now set her sights on a bigger and brighter project. Along with her team at Environment House, a one stop sustainability centre in Perth, discussions between the Department of Education (DoE) and Department of Finance are taking place about the roll out of an LED transition program for schools in 2021. “The arguments for this simple energy efficient technology change are very compelling…my initial best guess calculation to the DoE were that it could [provide savings of]… Primary School and Geoff Holt (pictured below right) from Busselton Senior High School.

teacher time to get the projects off the ground, growing and to continue to apply for grants.

Sustainability teacher Rachael has worked in delivering adult sustainability education for the past 20 years – both in a voluntary capacity and by means of running her own business.

Rachael added there were endless opportunities for using school grounds to offer a wide range of fun, meaningful, engaging and long-term educational projects.

Through volunteering as chair of the sustainability committee in her children’s primary school, Rachael became interested in the mechanisms for incorporating sustainability education into the curriculum and the best projects to set up in school grounds.

“Our school enrolment figures have provided evidence that sustainability education is valued in our community,” she said.

“In 2012 we conducted an energy and water audit and saved the school over $10,000 a year. That is money to benefit student education year after year,” she said. It was with this incentive and drive that led her to pursue a career in teaching. Rachael graduated in 2016 and began trialling her ideas at Hillcrest PS. She said sustainability education was long term and it was important to invest in paid

(continued on page 24)

Rachael believes school grounds are often underutilised as a free resource for both formal and informal learning experiences – from aerating compost, collecting eggs, making native beehives to biomimetics, following Noongar seasons and farming micro-organisms. “Our Earth is the ultimate science teacher, but you can only value that complexity if you take the time to understand it and care about it,” she said. “The opportunities in this area of education are only limited by your imagination.” Western Teacher February 2021

Issues of gender equality and educational opportunity, which are among the UNAA’s sustainable development goals. Mr Barrett said Geoff’s program was an outstanding example of thinking globally and acting locally. “Also impressive is the way students have been empowered to develop leadership skills, a sense of community solidarity and interact with their peers in Kenya,” he said. Geoff was driven to educate his students about the disparity and to dispel many of the negative, stereotypical myths about Africa.

(continued from page 23) up to $5 million a year, but we don’t know how many LED lights are in schools already,” Rachael said. “The older schools that have not had upgrades or renovations stand to save the most on their electricity bills. A school of 400 students could save around $5,000 – $6,000 a year by a simple change from fluoro to LED tubes.” Although making an exact calculation is difficult due to schools having different electricity providers with different tariffs, the savings could be significant, she said. Like Rachael, Geoff Holt from Busselton Senior High School was also recognised for his excellence in global education. Geoff has worked in public education all his life; he’s been a union rep for the entirety of his career and he’s a passionate advocate for quality public education and fair needs-based funding. He’s worked with minority communities from inner city Manchester in the UK to Aboriginal students and families in Swan View, in Perth’s eastern suburbs. Geoff is committed to educating students about global citizenship and internationalism at Busselton SHS. In September this year, he led over 150 students from his school on their sixth annual Walk for Tenderfeet, from Cape Naturaliste Lighthouse to Sugarloaf Rock, in the South West. The Tenderfeet school in the Kibera slum was once a corrugated tin shack, taking 24

Western Teacher February 2021

in orphaned and vulnerable children from the area. “Life expectancy in Kibera is as low as 39 years old with among the highest infant mortality rates in the world,” Geoff said. Over the years a host of local businesses and community groups rallied to support the cause and the student council has raised in excess of $26,000. The funds helped see a small block of land purchased just outside of the slum, and classrooms and toilets have been built together with a hydroponic vegetable garden. Busselton SHS students have exchanged letters and short videos with their fellow students in Africa. Geoff has integrated global citizenship lessons about economic inequality, measures of human well-being, health, hygiene and nutrition, and the importance

“From my own experience in Tanzania, no matter how poor a person I met may have been, they were always willing to share their last meal and make visitors feel very welcome,” he said. “It’s a sad reality that refugees and migrants are not afforded such a welcome in so many places around the world, instead being demonised, detained in centres and denied basic human rights and dignity. “By striving for quality public education and teaching so many inspiring young people who want to see a more just and caring world, we can only hope that the leaders of tomorrow will lead us down a more sustainable path.” Primary and secondary school communities are invited to nominate teachers making outstanding contributions to global citizenship education for the 2021 World Teacher’s Day Awards. Visit bit.ly/2Gww5yU for more information.

Occupational safety and health

Alternative learning help for students By Antony Pearson OSH organiser

Alternative Learning Settings (ALS) form part of the state government’s 10-point plan to tackle violence in schools, Let’s Take a Stand Together, unveiled in 2018. The fundamental aim of the 10-point plan was to clarify and strengthen the messaging from the employer about the need to tackle violence in schools with a properly resourced plan which established quite clearly the right for every staff member to be safe at work. The plan stipulated exclusion processes which were to occur in the event of students intentionally assaulting staff. One of the strategies implemented was the establishment of Alternative Learning Settings. The aim of ALS is to assist students who exhibit violence in mainstream schools. For those students who are excluded, appropriate pathways and supports are needed to ensure that they can change their behaviour and engage in society going forward.

ALS were established as a trial for 2019 with a review to occur. The initial ALS were located in the North Metropolitan, South Metropolitan and South West districts. The review was completed by KPMG and its findings presented in late 2019 with a report provided to the Department of Education (DoE). The KPMG report main findings are as follows:

Positive findings: • The framework for the ALS Pilot is grounded in evidence-informed approaches to youth violence in schools. • Specific challenges due to the short time frame between late 2018 and the start of 2019 are being overcome. • Evolution and refinement of the selection criteria is progressing to ensure students selected will have a greater chance of successful transition.

They provide effective support programs to assist students to change their behaviour and potentially reintegrate into mainstream schooling, or seek another educational setting going forward.

• There are early indicators of positive behaviour change as students appreciated the environment and students developed self-regulation skills.

The matter is an issue of resourcing within schools and externally with programs such as the ALS.

• Active engagement from caregivers and families is assisting positive student progress in the program.

• Active engagement with external providers to support students and their families is proving fruitful.

Areas for consideration: • Tight development time frames impacted the start-up of the pilot. • Geographic distance and transport barriers make it challenging for some students to attend ALS. • The physical environments of some sites may not be suitable. In Term 4, 2020 a fourth ALS was established in the Kimberley. The SSTUWA strongly supports the ALS pilot program and believes an expansion into more regional areas is required, with an ALS ideally for each education region and additional ALS centres in the metropolitan area in the future. The SSTUWA has approached all four major parties for a commitment to this in the lead up to the March state election.

Stop press In its election asks the SSTUWA called for an expansion of ALS, including at least one ALS in each education region. In response the Labor Party has pledged $38.5 million to expand the ALS pilot program across WA. This pledge is part of a $104 million promise to boost student support and well-being.

Western Teacher February 2021

Issues

A global reckoning with history By Alison Holland Associate Professor, Macquarie University

History was brought to the forefront in 2020. We witnessed not only a once-ina-century pandemic, but also a global protest movement for racial justice following the death of a Black man, George Floyd. Such protests have happened before, but not with this immediacy or level of intensity. The Black Lives Matter movement garnered support in at least 60 countries across all continents bar Antarctica. Floyd’s death epitomised the power and violence of colonialism and slavery, reminding us their legacies are all too real. And the Black Lives Matter movement has catalysed a reckoning with history. Activists have toppled celebratory statues of white slave owners and exploiters and forced a global discussion of how we remember — and repair — histories of racial prejudice and colonialism. For the Black poet Benjamin Zephaniah, this is not just about tearing down statues. It is about being honest: The uprisings we see […] are happening because history is being ignored — and ultimately, it’s all about history. His view is that Black people will not be respected until their history is.

A history of slavery and oppression This reckoning with history has been palpable in Australia, too. The pandemic scuttled the costly re-enactment of Captain James Cook’s voyage to the Pacific in 1770 to mark the 250th anniversary. And as Black Lives Matter protests erupted in Australian cities, Prime Minister Scott Morrison said Australia should not import them, that there was no equivalence here. He declared Australian history slavery-free. 26

Western Teacher February 2021

Historians and commentators were quick to correct him. Not only had there been slavery in Australia, but Australia has a long history of police violence toward Indigenous people. We share a history of Black resistance to white oppression, too. A century ago, Indigenous activists joined a Black nationalist movement around the globe fighting for racial equality and selfdetermination in the context of police brutality, powerlessness and racism. That protest never ended. Floyd’s well-publicised death amplified the systemic racism Indigenous people face every day, particularly in the justice system. The family of David Dungay Jr, a Dunghutti man who died in jail in 2015, have been fighting over years for justice. The Black Lives Matter movement shone a light on his death, as well as the more than 430 other Indigenous deaths in custody since a royal commission on the issue delivered its report in 1991.

Why Indigenous storytelling matters It is little wonder that Indigenous leaders speak of changing the narrative of the nation and remind us of the gift of the Uluru Statement from the Heart, now over three years old. The statement made First Nations sovereignty the foundation for a fuller understanding and expression of Australian nationhood. And history was critical to its formulation. Truth-telling preceded the call for reform at the First Nations National Constitutional Convention in 2017 and was placed on the agenda by the participants themselves.

This should not be surprising. Stories have always shaped relationships in Aboriginal and Torres Strait Islander culture. They speak to connections between language, culture and land, influence behaviour and serve as a roadmap for living. This is why story is at the centre of the Uluru Statement. As Galarrwuy Yunupingu argues in his essay Rom Watangu, which was submitted with the Referendum Council’s final report on the deliberations at Uluru, storytelling and songlines are the bedrock of Aboriginal law, sovereignty and identity: It is through the song cycles that we acknowledge our allegiance to the land, to our laws, to our life, to our ancestors and to each other. The Uluru Statement is meaningless outside this context.

The history embedded in the Uluru Statement The Uluru Statement consists of three parts: the central frame of the statement, the history it contains, and the surrounding artwork. Created by a senior Anangu representative, Rene Kulitja, the artwork depicts two creation stories of the Anangu, traditional custodians of Uluru. The first is of two snakes, Kuniya, a female python, and Liru, a poisonous snake, who create the landscape of Uluru in the context of a fight at Mutijula spring. The second is of the Mala people, represented by the prints of the rufoushare wallabies. They were holding a ceremony on top of Uluru and became involved in an altercation with men from the west. Those men created Kurpany, the Devil Dingo, whose prints are also on the canvas.

Issues

The Referendum Council’s final report synthesised the Australian nationhood story in three parts, all characterised by ancestral journeys: •

The discovery of the continent by ancient tribes who established one of the world’s oldest and most enduring civilisations.

•

The establishment of the colony of New South Wales by the British in 1788.

•

The migrants who have journeyed across the seas since then to make the continent home.

The task for us is to understand and weave all sides of the story together, including the spectacular achievements of Indigenous peoples and, as the report describes it, the post-colonial years “replete with triumph and failure, pride and regret, celebration and sorrow, greatness and shame.”

Not replacing, but reimagining the old

The Indigenous participants at Uluru understood what the British historian, E.H. Carr, did. History, he said, is not about facts alone: “The facts […] are like fish on the fishmonger’s slab. The historian collects them, takes them home and cooks and serves them.” Rather, history is about interpretation, negotiation, subjectivity and complexity. It is a dialogue between past, present and future, acknowledging contested versions of the past which are ongoing, stories that are told and retold. It is impossible to imagine the Uluru Statement without the artwork — the story — that frames it. Its composition suggests that Kuniya and Liru bring the statement into being, as a new truth — not replacing, but reimagining the old. But truth-telling is not just about recounting history alone. It is about acknowledging The Law that was violated by dispossession but endured. Yunipingu reminds us that history and law are the foundation for social and cultural

responsibility and governance. The generosity of First Nations people is their willingness to share their stories. Those of Kuniya and Liru are powerful reminders that in writing our history, we create the landscapes we share and leave inscriptions of the past for the future. The Uluru Statement provides an opportunity to bind law, history and politics anew. Situating Indigenous sovereignty as the basis of a fuller expression of nationhood is about recognising the myriad songlines of Australian history. Acknowledging this truth enables others. Indigenous people have been gifting nonIndigenous society for a very long time. There is a political vision in such acts of rapproachment: a new relationship that recognises Indigenous sovereignty as the basis of redefining — and retelling the stories of — the nation. This article was first published at The Conversation website and is reproduced here with permission.

At a time when history is so contested, part of the gift of the statement is that it allows us to rethink history’s purpose. Western Teacher February 2021

Education and Training Centre

Education & Training Centre SSTUWA Early Childhood Education Forums and Conferences for 2021 The SSTUWA invites early childhood education (ECE) teachers to join us throughout 2021 for a range of outstanding learning opportunities. Save the dates and join one of the afternoon forums on offer or schedule yourself to attend the annual ECE conference. Each event will support your professional practice, build knowledge and understandings related to working with young learners.

Afternoon Forum One:

Monday 29 March, Noon – 3.30pm

Location: SSTUWA Education and Training Centre, West Perth Beginning Your Inquiry: How to Get Started

Rebecca Duncan, ECE Consultant

The SSTUWA looks forward to welcoming Rebecca as guest presenter at the first ECE Afternoon Forum for 2021. Rebecca will introduce ECE participants to the essential elements that have been found to underpin quality inquiry pedagogies, making connections between these and the principles of the educational project of Reggio Emilia. Rebecca’s presentation will feature stories of practice captured in diverse Western Australian settings, providing illustrations of powerful cultures of inquiry that harness children’s innate attitudes of curiosity and research. Insights will also be shared into the genesis of various inquiry-based projects, offering possibilities for embarking on your own journeys of inquiry alongside children.

About Rebecca Duncan Rebecca has been working in education since 1998. Inquiry pedagogies, early literacy and numeracy, learning through play, integrative approaches, responsiveness to children, learning technologies, and the Early Years Learning Framework represent a few of Rebecca’s areas of specialty. Rebecca is currently a consultant with the Association of Independent Schools of Western Australia’s (AISWA) early childhood team. She began as a writer for AISWA in 2010. This culminated in the publication of the acclaimed book, Early Years Learning Framework: In Action. 28

Western Teacher February 2021

Education and Training Centre

Afternoon Forum Two:

Friday 30 April, Noon – 3.30pm

Location: Sanctuary Golf Resort, Bunbury The Road to Regulation and Resilience

Claire Orange

Due to the outstanding success of Claire’s metro presentation in 2020, we are pleased to offer ECE members in the South West region an opportunity to join us in Bunbury for The Road to Regulation and Resilience: An Afternoon with Claire Orange. Join Claire to explore the circuitry of regulation and resilience; what gets in the way and what’s needed to build a firm foundation for every child. Claire will encourage participants to overlay ‘the anxiety lens’ to understand how anxiety interrupts the development of necessary pathways, and to reflect and discover ways to support a child not only to cope, but to thrive.

About Claire Orange Claire is the mum of four boys, a therapist, author, media spokesperson, speaker and passionate advocate for better outcomes for children everywhere. As the co-director of BEST Programs 4 Kids, Claire is dedicated to pursuing and providing better preventative childhood mental health and well-being practices.

Afternoon Forum Three:

Friday 4 June, Noon – 3.30pm

Location: SSTUWA Education and Training Centre, West Perth A Paradigm in Schools Where Play Becomes Real

Donna Berry

“Play is a child’s language and toys are their words.” - Gary Landreth During this unique presentation Donna will share principles underpinning Play Therapy and encourage participants to reflect, as they are guided to explore, how Play Therapy can be incorporated into the curriculum. Participants will leave with a specific skill set to use during play which will assist the child with learning about themselves, others and their world. Donna will support participants to make a paradigm shift as they continue to develop their understandings of neuroscience and learning; the gateway to the child’s brain. Join Donna to explore the importance of play and what children are communicating and how to create a classroom environment that is in terms of neuroception: Safe. We are confident that the expertise and advice with regards to working with children affected socially and emotionally by the stresses that come with change, a regime of testing, the effects of a push down curriculum, COVID-19 and life trauma will prove invaluable for our ECE educators. Donna’s presentation will be where play becomes real!

About Donna Berry Donna Berry is a qualified social worker, play therapist and play therapy clinical supervisor. She is a clinical member of the Psychotherapists and Counsellors Association of Western Australia. She is currently the President of the Australian Play Therapists Association. With more than 17 years of experience working with children and families, Donna has recently established The Institute of Play Therapy, which is based in South Fremantle.

Annual ECE Conference

Friday 10 September, 9am – 3pm Western Teacher February 2021

Member benefits

Member benefits Accountants and Financial Advisers Aston Accountants

10% discount on personal income tax returns for members.

sstuwa.org.au/aston

Industry Fund Services

Specialist financial products for union members.

sstuwa.org.au/ifs

LIFE Financial Planners

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

sstuwa.org.au/lifefinancial

Teacher Tax

$99 tax returns for members.

sstuwa.org.au/teachertax

TIPS Financial Services

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

sstuwa.org.au/tipsfs

Banking

AutoBahn

Mechanical and electrical services. Members receive $20 off any service or 5% off any repair.

Special offers throughout the year for members. A bank built by, and for, union members.

sstuwa.org.au/mebank

Mortgages, Money and Me

Complimentary advice, property reports, finance tools and more for SSTUWA members.

sstuwa.org.au/mmme

OFX Money Transfers

When it matters, OFX it. Save with the experts in international money transfers.

sstuwa.org.au/ofx

Teachers Mutual Bank

Banking exclusively for the education community.

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

sstuwa.org.au/autobahn

sstuwa.org.au/ple

Bayswater Mazda

The Good Guys Commercial

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

sstuwa.org.au/bayswatermazda

Bob Jane T-Marts

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

sstuwa.org.au/thegoodguys

National fleet pricing on a range of products and services.

Educational Resources

easifleet

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

sstuwa.org.au/bobjane

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

sstuwa.org.au/easifleet

Fleet Network

Package your next car and save on tax. Bonus Samsung 8” tablet or Dash Cam with vehicle delivery.

Classroom Management

sstuwa.org.au/classroommgmt

Effective Group Work Beyond Cooperative Learning. By Barrie Bennett.

sstuwa.org.au/effectivegroupwork

sstuwa.org.au/fleetnetwork

Graphic Intelligence

Hertz

Possibilities for Assessment and Instruction. By Barrie Bennett.

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

sstuwa.org.au/hertz

ME Bank

Motor Market by Union Shopper

You choose the car, then we find you the lowest price.

sstuwa.org.au/motormarket

Thrifty Car and Truck Rental

10% discount on vehicle hire in Australia.

sstuwa.org.au/thrifty

tyresales.com.au

sstuwa.org.au/graphicintelligence

Instructional Intelligence Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett.

sstuwa.org.au/instructionalintelligence

Teacher Superstore 5-10% discount, in store and online.

10% discount on tyres.

sstuwa.org.au/teachersuperstore

Western Motor Vehicle Consultants

Entertainment

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

sstuwa.org.au/westernmotors

Computers Altronics

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

sstuwa.org.au/adventureworld

Movie tickets

sstuwa.org.au/tmbank

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

Cars

sstuwa.org.au/altronics

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

Apple on Campus

sstuwa.org.au/movietickets

sstuwa.org.au/apple

Rockface

For details visit:

Allwest Fleet

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

sstuwa.org.au/allwestfleet

Massive discounts on products and services for SSTUWA members

Western Teacher

February 2021

Dell

Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire.

sstuwa.org.au/dell

sstuwa.org.au/rockface

Save up to 5% off selected items.

Member benefits *Terms & conditions apply.

Please visit our website for full details.

For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App Food and Wine Campbells

Access wholesale prices with a complimentary day pass.

sstuwa.org.au/campbells

Cellar d’Or

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

sstuwa.org.au/cellardor

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

Cracka Wines

Teachers Health – Travel

7.5% off online wine orders.

For details visit:

sstuwa.org.au/cracka

sstuwa.org.au/travelinsurance

Taste Bud Tours

STA Travel Insurance

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 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

Kleenheat

In appreciation of teachers’ support of the community, Kleenheat is offering SSTUWA members bigger savings on natural gas.

sstuwa.org.au/kleenheat

SkylightsWA

Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products.

sstuwa.org.au/skylightswa

Insurance and Legal ISinsured

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

sstuwa.org.au/isinsured

$20 discount for members.

sstuwa.org.au/statravelinsurance

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.

Vet Products Direct

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

sstuwa.org.au/vetpro

Travel and Accommodation Accor Hotels

Great savings for teachers at Accor Hotels in the Asia Pacific region.

sstuwa.org.au/accorhotels

Choice Hotels

Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ.

sstuwa.org.au/choicehotels

Comfort Hotel Perth City

Rooms from $145 per night including Light Start Breakfast for two. Located near the WACA in East Perth.

sstuwa.org.au/comfortperth

Experience Oz

Save 10% on over 3,000 experiences across Oz + NZ.

sstuwa.org.au/experienceoz

Inn the Tuarts Guest Lodge

Jackson’s Drawing Supplies

10% discount in Jackson’s 12 shops and online.

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/jacksons

sstuwa.org.au/innthetuarts

Petals Flowers & Gifts

Jarrah Grove Forest Retreat

sstuwa.org.au/isubscribe

20% off flowers and gifts. World-wide delivery available.

sstuwa.org.au/petals

Luxurious, self-contained accommodation in Margaret River. Discounted rates for members.

Retravision

sstuwa.org.au/jarrahgrove

Cost plus 5% on all products. Osborne Park location only; in store or via phone. Nation-wide delivery available.

sstuwa.org.au/retravision

Teacher Superstore

5-10% discount, in store and online.

sstuwa.org.au/teachersuperstore

The Good Guys Commercial

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

sstuwa.org.au/thegoodguys

Mandurah Houseboats

10% discount on houseboat holidays.

sstuwa.org.au/houseboats

Rottnest ferry tickets

Save up to $15 on Rottnest ferry tickets with WestClub.

sstuwa.org.au/rottnest

STA Travel

Exclusive discounts for members.

sstuwa.org.au/statravel

Western Teacher

February 2021

Classifieds

Classifieds For sale: Cooloongup

3x2 plus large utility room, fully powered workshop set amongst a quiet street and bushland. Large patio area and backyard for entertaining and family time. Offers from $350,000. EOI: 0401 847 317

For sale: Dunsborough caravan

Spend holidays at Dunsborough Lakes Caravan Park in your new onsite van! Freedom caravan with 9m hard annexe, sleeps 8. Fully refurbished inside and out - new painting, windows/security grill, concrete driveway pad with improved drainage. 16m frontage, great for boat/ jetski. WIWO. $36,000 ono. Sharyn: 0419 908 002

For sale: Mandurah (Soldiers Cove)

$339,000. Sought after area, short walk to Mandurah Foreshore. A touch of art deco in this 1950s era 3x1 home on 809m2 block. Featuring high ceilings, decorative cornice and jarrah floor boards. Private street frontage with bus stop to Mandurah station out front. 6x4m workshop, 30 fruit trees, PV solar panels and solar hot water. buymyplace.com.au (property 5181804) 0449 183 499

Block for sale: Jurien Bay

700sqm fully serviced, ready to build on, one block back from beach. Close to schools, town centre, marina and recreational water activities. Perfect holiday, retiree or sea-change locale. $94,500 ono. Peter: 0437 377 361 | westside@tower.net.au

Blocks for sale: Williams

Two blocks of land, side-by-side, 1,000sqm each. Walking distance to shops, school and all amenities. Buy both or just one – your choice. Easy getaway, close to Perth and Boddington. $27,500 each or better deal if you snap up both. 0402 349 203

Albany (Little Grove)

Cowaramup (Margaret River Region) Private B&B within newly built home. Parkland setting. Private queen bedroom, bathroom and breakfast room. Private entry and dedicated parking. 10 mins to Margaret River, Gracetown, central to wineries/breweries and beaches. $120 per night per couple including breakfast. Lee: 0412 902 932

Denmark

The Rise is a modern, comfortable, 3x2 fully equipped house close to town with elevated views. Located close to Scotsdale and Mt Shadforth drives and their many tourist attractions. Stay for 7 nights and pay for 6 nights. Bookings.denmark.com.au (property The Rise) (08) 9848 2055, 9am to 5pm

Dunsborough (Quindalup)

Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reversecycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203 | 9448 5527 a_r_moore@bigpond.com

Silent Grove Cottage. Self-contained two bedroom (queen/two singles) on two hectares of bushland. Undercover parking. Close to yacht club, walking/ bike trails, national park and beaches. Teachers’ rate: $150 per night. Stay seven, get one free. www.silentgrove.iinet.net.au 9844 4950 | merron@iinet.net

Dwellingup

Augusta

Floreat

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

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 Studio B&B. New, stylish single room. Fridge, kitchenette, TV, aircon in lovely peaceful Floreat house and garden. Linen, tea/coffee, continental/cooked breakfast ingredients supplied. Suit mature person wishing to enjoy quiet accommodation. Close to city, buses, shops, hospitals and

beaches. $85 per night, min two nights. Weekly and monthly rates available. SMS: 0422 333 057

Fremantle

Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living. Townhouse has three queen-sized bedrooms plus provision for two singles. Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates. 9430 4458 | 0407 083 174 info@westerley.com.au

Kallaroo

Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops. Toiletries, slippers and coffee machine provided. Min 2 nights. Sleeps 4, or 5 with mattress. No pets. $125/night for 3 people; $10/night per extra person. Molly: 0428 166 559 mollysletters@gmail.com

Kalbarri

Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps 8: 2 x queen beds and 2 x bunk beds. Close to Blue Holes Beach, 15 min walk to town. kalbarriwa.net.au | 0435 845 504

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 6). Min 2 nights. SMS: 0412 804 345

Margaret River

Two bedrooms, private, comfortable, fully

Email 50 words or fewer to editor@sstuwa.org.au with your phone and union membership numbers. Free for members. 32

Western Teacher February 2021

Classifieds

Classifieds equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night. Russell: 0418 933 270

Mt Lawley/Dianella

Newly built 1x1 self-contained extension, furnished, with laundry, dining, lounge, kitchen and one undercover parking bay. Aircon, TV, fridge, washing machine and microwave included. Quiet residential area close to city, buses, Galleria Morley, Mt Lawley cafe strip and Northbridge. 10 min walk to Terry Tyzack Aquatic Centre; golf course across the road. $80 per night, min two nights. $50 per night for weekly and monthly rentals. 0439 964 239 | cymbie.burgoyne@gmail.com

Northam

Renovated, self-contained 30s-style three bedroom house with beautiful river views. Short walk across the bridges to town. Sleeps six-eight. Kevin: 0414 446 431

restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151) Kirsty: 0419 927 660

Tranquillity Counselling, Psychotherapy and Career Development

Learn to social dance

Retirement coach

First aid training for students

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 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

One bedroom private spa apartment in quiet Prevelly cul-de-sac. Two minute walk from beach. Suits couples. $165 per night for Western Teacher readers. Lucy: lcartell@iinet.net.au

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

Trigg

Marriage celebrant

Prevelly

Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook. Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com

Yallingup

Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and

will help you design an unforgettable and uniquely personal ceremony. Mary: 0418 906 391 maryburke40@hotmail.com

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

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 2 starts 3 May. Stan: 9330 6737 | stan@stansdancing.com St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for kindergarten students to Road Trauma First Aid for secondary school students. Courses are curriculum mapped. 9334 1259 | youth@stjohnambulance.com.au

MAWA

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

Belly Rubs Boarding Kennels

Personalised approach to boarding your canine companion. $25 per dog – mention you’re a teacher to receive a 10 per cent discount. Located in Southern River. Elisa: 0417 620 766 | FB: @bellyrubsboarding

Macramé is the new yoga

I'm a teacher running small group macramé classes in a cosy home studio. Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind. marcia@knotinlove.com.au

Western Teacher February 2021

Noticeboard

Noticeboard Retired Teachers’ Association As you may have heard, singing is considered to be beneficial to health and choral singing more so. We are continuing to attempt to find a conductor. The AGM is to be held in the SSTUWA building on 24 March at 10am. The guest speaker is to be a representative of the Smith Family. Lunch will be provided. Ann Strauss: 0458 625 520

State Council Conference

Rosemary Richards Scholarship 2021

Members/branches wishing to submit motions for June State Council must do so by 5pm Thursday 1 April.

Applications are now open and are due by 4pm Friday 7 May.

Items for November State Council must be received by 5pm Friday 24 September.

For criteria and more info, visit sstuwa.org.au/scholarships

Harmony Week 2021

Harmony Week runs 15-21 March 2021 and is the State’s weeklong celebration and recognition of our cultural, religious, linguistic and ethnic diversity. A Harmony Week kit is available to give ideas on celebrations for communities, businesses, government organisations, schools and individuals. Web-based educational resources are also available to enable school students and their teachers to do practical classroom activities that explore and raise awareness of issues related to multiculturalism, human rights, racism and discrimination. To access visit harmony.gov.au and bit.ly/2ObzYwq

Held biennially, the Narragunnawali Awards is the first national awards program that recognises and celebrates Australian schools and early learning services that are implementing outstanding reconciliation initiatives. Finalists are acknowledged for the ways in which they strengthen relationships, build respect and provide meaningful opportunities in the classroom, around the school or service, and with the community. Nominations are now open for the 2021 awards and close on Friday 30 April. For more information visit narragunnawali.org.au/awards

SSTUWA committee meeting dates:

Early Childhood Educators’ TAFE Committee Committee Time: 4.15pm

Time: 5pm

2021 dates TBC

25 February 18 March 22 April 20 May 17 June 22 July

New Educator Committee Time: 4.15pm 23 March 15 June

7 September 23 November

Western Teacher February 2021

Open to AEU women members. Valued at $10,000.

Join the RTA choir as our conductor The Retired Teachers’ Association choir is in search of a conductor. If you’re interested, or for more information, contact SSTUWA reception: (08) 9210 6000 contact@sstuwa.org.au

Level 3 Classroom Teachers’ Association

Narragunnawali Awards 2021

Email to editor@sstuwa.org.au

2021 meeting dates: Saturdays, 10.30am-noon at the SSTUWA premises Term 1

Term 2

Term 3

Term 4

13 March

22 May

21 August

27 Nov (AGM)

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

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

19 August 16 September 21 October 18 November 16 December

International Committee

LGBTIQ Committee

Time: 4.30pm

Time: 4pm

2021 dates TBC

Women’s Committee

ATSIE Committee

Time: 3.45pm

Time: 4pm

2021 dates TBC

We’ve got you covered

It’s 2021 and we’ve got you covered Expert advice at your fingertips | Access to Teachers Health Fund Support when you need it | Journey Accident Cover insurance Huge savings on professional development | Member benefit discounts

Tell a friend and win!

Encourage a colleague to join the SSTUWA during Term 1 and you’ll both go into the prize draw when they sign up. Join at sstuwa.org.au/join Second prize

First prize

$500

$300

each

Third prize

$200 each

Fourth prize

Choice of Barrie

Bennett book

Ts & Cs apply. Visit sstuwa.org.au/joincomp for full details.

We’ve made a promise.

To be there for the educators, the inspirers and the nurturers. 2

Western Teacher

December 2020

To find out more about what we can do for you, head to teachershealth.com.au/promise

Western Teacher February 2021

Western Teacher - Volume 50.2 - February 2021

Articles inside

Classifieds

Noticeboard

Member Benefits

Education and Training

Alternative learning help for students

A global reckoning with history

Union commitment to a sustainable future

Choose to Challenge in 2021

Teachers still spending own money on resources

State Election education platforms

Get ready to go in 2021

State Election asks

Keeping edutech in check

From the General Secretary

Rebuilding with TAFE for a positive future

We’ve got new educators covered