November 2024 Western Teacher by SSTUWA

In this edition

Correspondence:

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

Member Assist: Ph: 9210 6060 memberassist@sstuwa.org.au

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

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A., 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. November 2024.

Cover: It was hats off time for attendees at the SSTUWA’s Women’s Conference on World Teachers’ Day. Read more on pages 21-23.

To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher

Acknowledgement of Country: We wish to acknowledge the traditional custodians of the land on which we live and work. We wish to pay respect to their Elders – past, present and future – and acknowledge the important role all Aboriginal and Torres Strait Islander people continue to play within Australia. We stand in solidarity.

Artwork: This design was created for the SSTUWA by Tyrown Waigana, a Wandandi Noongar and Ait Koedal artist/designer and former WA public school student. Read more about the artist and the artwork at sstuwa.org.au/connections

Collaborative action our biggest strength

By Matt Jarman President

Around 150 members, staff and speakers will gather for the second SSTUWA State Council Conference of 2024 on Friday and Saturday, 15-16 November.

This biannual event brings together the union’s supreme decision-making body – and it is a key reason that for over 125 years the SSTUWA has been the only voice for educators in Western Australia’s public education system both in schools and in TAFE.

This is because State Council sits at the top of a collaborative, democratic union that is directed by its members.

Yes, we have senior officers in day-today roles. Yes, we have an Executive Committee that meets regularly to review the work of the union and to ensure the agreed strategies of the SSTUWA are being carried out diligently.

Far more importantly though, we have a structure that gives our members a voice. This voice comes from union reps, deputy reps, women’s contact officers and health and safety reps. It comes through workplace branches, it comes through District Councils and State Council Conference delegates, who then direct your Executive and senior officers.

This is crucially important because your voice is crucially important. Members will not always agree with every collective decision or action, that is inevitable. But they know how those positions have been reached – not dictated from above, but instead delivered by collaborative decision-making.

Such a process is absolutely fundamental to the successful advocacy on behalf of educators by the SSTUWA.

Collaborative action is also the absolute bedrock of fixing the issues that confront public education. This is the core, nonnegotiable, belief of your union.

The only way to fix the broken parts of our system is by working together – at every level. From the teacher walking, perhaps nervously, into a classroom for the first time, to the principal who has decades of experience in the role, to the Statewide Services members doing their best day to day, school to school.

The Facing the Facts report identified a system imposed on public schools in 2010 as generating increased isolation of schools and said this system, along with other policy changes “has steadily increased both the intensity and complexity of workloads, lowered morale, increased burnout and created an environment in which teachers feel undervalued and disrespected”.

In its inimitable style Facing the Facts did not stop at identifying the problems; it suggested solutions. What was required, it said, was identifying the key structural changes needed to improve the functioning of the school system in WA to achieve:

• Improved educational outcomes.

• Greater educational quality.

• Equity and probity in teacher and school leader selection and promotion.

• Accountability, including the use of funds for designated purposes.

• Better access to support services and curriculum resources.

That is a handy list of targets for everyone involved in public education. It is one to which the SSTUWA is absolutely committed.

Our road to achieving those goals is one in which collaboration across all levels is key. That is why the SSTUWA is offering targeted professional development opportunities to every member.

From first-year classroom teachers to

the most experienced school leaders, the SSTUWA knows that an approach which encourages respect for colleagues and empathy with the challenges faced by different levels is the way forward to a better system in public education. We need to ignore those who would divide the teaching profession into managers and workers. We are all educators. We all believe in the power of public education; it is our greatest strength and we have a responsibility to fight for it.

Target 27

I thank every member who has taken part so far in our campaign on class sizes –Target 27. At the core to this campaign is the undisputed fact WA has the largest classes sizes in the country and continues to record consecutive budget surpluses. Every member who has come out to greet our mobile billboard, who has put up a poster, who has spread the word or who has completed our online form outlining the issues they are facing with oversized classes is ensuring that the debate on class sizes becomes too big for the politicians to ignore.

Federal funding

Nationally, federal funding negotiations are still very active. Whilst the ACT, WA and Tasmanian governments have signed deals taking them to 96 per cent of the Student Resource Standard (SRS) under the title of Better Fairer Schools Agreement, Victoria, NSW, South Australia and Queensland at this stage have not. (The NT has an agreement supported by the AEU). Members of the SSTUWA, and across the country as members of the AEU, should anticipate more in this space prior to the start of the new school year as these negotiations continue to escalate.

Full funding needed not just platitudes

As public educators marked World Teachers’ Day last month, it was reminded that once again, teachers in Western Australia need more than thanks, they need full funding.

Despite a bilateral funding commitment between the Albanese and Cook governments, WA public schools have been denied a full 100 per cent of the Schooling Resource Standard (SRS)the minimum funding per student required so that schools can have at least 80 per cent of their students achieving learning outcomes above the national minimum standard in NAPLAN for reading and numeracy.

AEU Federal President Correna Haythorpe said the reality for teachers in schools right now is unsustainable workloads, large class sizes and a lack of resources to cater for the needs of all students.

“[In September], a bilateral arrangement was signed between the WA and federal governments that does not deliver full funding – instead it is on track to reach 96 per cent of the SRS at most by 2027, with a sneaky clause that allows the state

In 2029, on average, students in WA will be underfunded by $976 each.

“On World Teachers’ Day, governments and politicians are happy to deliver platitudes but the reality on the ground is that public schools have been denied the resources that they need to deliver high quality teaching and learning, for more than a decade now,” Ms Haythorpe said.

SSTUWA President Matthew Jarman said: “Instead of giving WA’s teachers thanks, let’s fully fund public schools this World Teachers’ Day.”

Collective Impact

WACSSO is proud to be the peak advisory body for Parents and Citizens (P&C) Associations across Western Australian public schools Established in 1921, WACSSO’s history is an important part of the story of public education in WA

Our vision is for WA schools to provide world-leading education to every student The purpose that drives P&Cs includes generating cooperation assisting with resources and facilities and fostering community interest in educational matters

Each year, we collate information from our member P&Cs to determine our collective impact At last count, P&Cs donated an estimated total of nearly $12 million each year to school communities, and 500,000 volunteer hours These figures are truly incredible, and we acknowledge the hard, dedicated work done by countless volunteers across WA to achieve the goals of their P&C

To find out more about WA’s incredible network of P&Cs and how WACSSO supports them, visit www wacsso wa edu au

Taking the step to be a union rep

By Natalie Blewitt Senior Vice President

There are many aspects of the role of senior vice president for the SSTUWA – but one of those I find the most rewarding and interesting is working with our new union reps.

I am fortunate enough to deliver training to union reps and deputy reps, as well as women’s contact officers, as part of the suite of industrial training delivered by our excellent Education and Training Centre (ETC) team.

Without our elected school branch reps, the SSTUWA could not thrive as it has been doing in recent years.

Not every workplace has a rep of course. We call workplaces with no reps unformed branches. I would urge any of you who are at an unformed branch to seriously consider becoming a rep in 2025.

It can sometimes be intimidating to think of taking on such a responsibility, especially when you are already under the pump with a heavy workload – but the rewards of making a real difference in your school, college or other workplace are well worth it.

You will get the support you need. Your district organiser will be your first port of call and attending industrial training provides you with valuable skills, knowledge and resources to undertake your elected role with confidence.

Under coordinator Kevlynn Annandale, the team, including ETC training officer Cherry Bogunovich, coordinator of the school organising team, Natalie Swinbourn, legal services case manager, Mario Schmidt and I deliver level one and level two training for branch officials which teaches skills that will aid you across your careers both as a rep and an educator.

Alongside specialised courses for TAFE reps and school leaders, this training ensures you know all about the resources available to you to make sure the hard-earned improvements in working conditions that we achieve through bargaining get delivered to members in their workplaces.

The strength of the SSTUWA is in its branches – and reps are the people who in turn make sure the branches are active and strong.

In all, almost 300 reps and deputy reps took part in face-to-face training with the SSTUWA in 2024, with 158 attending union rep level one training – up from 94 in 2023.

That is a great sign that our network of reps is expanding across more workplaces every year.

I am lucky enough to talk with these new reps on how they can go about recruiting in the workplace – building their branch in terms of both numbers and influence.

We talk about the advantages of growing branch membership, the benefits of being in the SSTUWA and unpacking things like the school resource pack and the LEAP (Listen Explore Acknowledge Propose) framework.

Because the SSTUWA is committed to collaboration we have reps at all levels of the workforce – and we teach the skills needed to ensure everyone from first year teachers to experienced leaders can work cooperatively to address issues and concerns.

If you are pondering becoming a rep my message is simple – do it. It will be extremely rewarding and you will be helping your colleagues.

Early next year, keep an eye on your eNews, Western Teacher and the SSTUWA website for the 2025 version of Getting Organised. That has all the information you need to take the first step to becoming a rep. Who knows where that first step might lead.

Eliminating the gendered violence scourge

By Sharmila Nagar Vice President

Disclaimer: This article contains information that may be triggering for some members.

The Cook Government’s new education campaign about the dangers of coercive control aims to emphasise that family and domestic violence (FDV) is not only about physical violence.

The campaign’s slogan states this clearly: “It doesn’t have to be physical. Coercive control is family and domestic violence.”

Part of this campaign will focus on the state government’s legislation for those experiencing coercive control to gain a restraining order.

The government is spending $5 million on a two-year awareness campaign to build on the work being done to end FDV.

What is coercive control?

According to the Australian Institute of Health and Welfare, “coercive control is often defined as a pattern of controlling behaviour, used by a perpetrator to establish and maintain control over another person. Coercive control is almost always an underlying dynamic of family and domestic violence and intimate partner violence. Perpetrators use coercive control to deprive another person of liberty, autonomy and agency” (Cortis and Bullen 2015; ANROWS 2021).

“While some of the behaviours that contribute to coercive control can be considered acts of violence themselves – and may be recognisable as emotional abuse, harassment, financial abuse, stalking or technology-facilitated abuse – it is important to see coercive control as the overall pattern within a relationship that is ongoing, repetitive and cumulative in nature” (ANROWS 2021).

Data on those impacted by coercive control is limited due to the lack of awareness and the complex nature of the subtleties that this behaviour often presents.

However, the Australian Bureau of Statistics Personal Safety Survey 20212022 found:

Women are more likely than men to have experienced economic abuse and emotional abuse.

• Twenty-three per cent (2.3 million) of women and 14 per cent (1.3 million) of men have experienced emotional abuse by a current or previous partner.

• Sixteen per cent (1.6 million) of women and 7.8 per cent (745,000) of men have experienced economic abuse from a current or previous partner.

Coercive control also forms part of the broader definition for gender-based violence (GBV).

GBV refers to harmful acts directed at an individual or a group of individuals based on their gender. It is rooted in gender inequality, the abuse of power and harmful norms.

The term is primarily used to underscore the fact that structural, gender-based power differentials place women and girls at risk for multiple forms of violence. While we know that GBV occurs to all genders, we know that it is predominantly women and girls who are most impacted.

The term is also sometimes used to describe targeted violence against LGBTIQ+ populations, when referencing violence related to norms of masculinity/ femininity and/or gender norms (United Nations Women Australia).

GBV can include, but is not limited to:

a. Physical harm.

b. Psychological harm.

c. Threats of sexual harm.

d. Any sexual acts performed on an individual without their consent.

e. Sexual harassment:

• Unwelcome touching, hugging, cornering or kissing.

• Staring or leering at someone or at parts of their body.

• Unnecessary familiarity, such

Facing the Facts about safety in schools

By Lindsay Hale School leader consultant

Improving behaviour and reducing violence and aggression

Every member of every school community should feel safe, confident and able to engage in their learning or work. To achieve this a comprehensive and strategically coordinated approach must be implemented urgently. The causes of inappropriate behaviour, violence and aggression are manifold, requiring a commensurate response. Familiar responses such as teacher training, professional learning and effective policies and procedures are necessary, but not sufficient.

Reviewing and aligning strategies

There is an urgent need to review the Quality Teaching Strategy, Behaviour Management Strategy and Mental Health and Wellbeing Strategy to ensure they are complementary and effectively implemented. By aligning these strategies, the system can support schools to each create a cohesive framework that supports both students and staff, fostering a safer and more productive learning environment. The effectiveness and alignment of Let’s Take A Stand Together should also be reviewed and the approach updated.

Minimising disruptions

Implementing common, fit-for-purpose routines is crucial to minimise low-level disruptions in classrooms, walkways and school grounds. These routines protect the rights of all students to a safe and learning-focused environment. Consistent and clear expectations help reduce distractions and maintain order, allowing students to focus on their education. The system needs to provide guidance and support for evidence-based approaches

fit for adaptation to particular contexts. Reducing low-level disruption improves classroom and school climate, reducing aggression that can escalate from minor incidents.

Enhancing support services

Strengthening the capability and capacity of school psychologists and other specialists is essential for supporting school leaders in managing student behaviour effectively. We need an increase in both the number and capability of school psychologists and behaviour consultants. These professionals provide professional learning to build positive school environments and deliver preventative, restorative and responsive teacher training. This training would equip teachers to handle extreme student behaviour issues, such as violence, refusals, defiance and responses to complex needs and developmental trauma.

Appointing health and wellbeing coordinators

Reducing class sizes

The appointment of student health and wellbeing coordinators in all schools is another critical step. These coordinators should focus on the overall health and wellbeing of students, addressing physical, mental, social and emotional needs. By providing targeted support, they will help create a more supportive and nurturing school environment, reducing potential drivers of poor behaviour. Hurt people hurt people. It’s not an excuse; it’s a reality to be dealt with.

A targeted reduction in class sizes is needed to improve the climate and culture in classrooms and schools. Smaller class sizes mean less disruption, more order, increased safety, higher engagement, greater satisfaction and reduced conflict. This change would also free up more time for teachers, school leaders and other staff to focus on educational outcomes and student support.

Reforming support services

Reforming the provision of support services to make them more accessible, responsive to local needs and better resourced is vital. These services should support schools’ administrative and

educational needs, and they should be joined up with community services to support child and adolescent mental health, wellbeing and special needs. Thus, Department of Education support services need to be strengthened in each education region.

Interagency collaboration

Interagency provision for the placement and treatment of students whose

behaviour and mental health issues cannot be safely managed within a school must be addressed. In addition, expanding Alternative Learning Settings to a minimum of two per region would provide these students with the necessary support and resources.

Comprehensive strategy for students with disability

Students with disability need particular

care and support – but disability is not an absolute defence for acts of aggression and violence. A comprehensive strategy for students with disability is essential. This strategy should clarify the principles of inclusion, deliver funding for students with special needs tied to functional behavioural assessments rather than medical diagnoses and provide guidelines for effective case management. It should respect the rights of both the included student and their classmates, offering access to professional learning and specialist staff with expertise in educating students with disabilities. Clear system-wide guidelines and processes for making decisions on the optimum placement of students with special needs are also necessary.

We need change

Keeping our schools safe demands targeted programs in concert with broader reforms. It is time to face the fact that we can’t delay safer, more inclusive and more effective learning environments for all students and staff. Just responding to ever-increasing poor behaviour, aggression and violence is not cutting it – together, we need to change environments, behaviours and attitudes.

Applying for jobs as a new educator

By Chloe Hosking Growth Team coordinator

As the 2024 school year comes to a close, you may already have a job lined up for next year, or be continuing on in your current position. However, if you are still looking for a position, it’s important to make sure you have a competitive application.

Any application for an advertised teaching position should be tailored to meet the needs of the school and its context, so avoid generic applications. You can find information about the school’s priorities from its job advertisement, website and from Schools Online. This does not mean that you need to re-write your entire application for each new position advertised; you should be able to adjust key sections to reflect the school’s priorities.

It can also be beneficial to contact the school directly if you have questions about the priorities outlined in the advertisement and website. If this is the case, contact the person listed on the advertisement by phone or email.

The Australian Institute for Teaching and School Leadership (AITSL) outlines Australian Professional Standards for Teachers. These standards are organised into three domains: professional knowledge, professional practice and professional engagement. In your application for a teaching position, you’ll need to demonstrate your competency against these domains.

Detail your skills and experience that are

most relevant to the context for which you are applying. Use the SAO (situation, action, outcome) format to describe how you have applied your skills in particular circumstances. It is essential that you include how your actions influenced a positive outcome – leaving out this key point is the most common mistake that graduates make when writing applications. Be sure to ask a critical friend to read your application.

You are required to provide the details of two referees. Ask your referees if they would consider providing a strong reference for you and supply your referees with the details of the vacancy.

Schools will have different stipulations for how long your curriculum vitae should be. Make sure you follow the guidelines listed in the job ad. And don’t just shrink your font! As a guide, font size should be minimum of 11 point and you should include a margin of at least one centimetre on each side.

Lastly, consider applying for a recruitment pool. The graduate teacher, fixed-term, remote teaching service and flying squad pools are all good options for new educators looking for a new position. If you are permanent and looking for a transfer, consider the transfer pool. And if you are seeking casual teaching opportunities, apply for the casual teaching pool.

But, for many year groups in West Australian public schools, class sizes are the highest in the nation. Some politicians argue that class sizes don’t matter. But this doesn’t pass the pub test. Would it matter if there were 50 children in a class? Or 100?

Of course class sizes matter.

Smaller classes mean more individual attention for our children. They mean fewer distractions while they learn. And they would make it less likely for conﬂicts to arise in our classrooms.

Plus, smaller class sizes mean a more manageable workload for our teachers, less burnout, and fewer people leaving the profession.

There are more than 10,000 registered teachers in Western Australia who are not currently teaching in our schools.

Why do you think this is?

We’re calling on the WA Government to implement a long-term plan to reduce the maximum class size for years four to ten, from 32 to 27.

This will mean building new classrooms and recruiting new teachers. But, with more and more children having complex needs, this is an investment we need to make as a community.

And, in a wealthy state like WA, this is also an investment we can afford to make.

Trauma-sensitive climate change education can build hope

By Nathalie Reid, Audrey Aamodt and Jennifer MacDonald

Summer is a time for educators and students to recharge. For educators, this opportunity to reflect and regroup often includes planning for how to support students in the next school year. It is becoming increasingly important that this support involves helping students navigate the impacts of the climate crisis.

Doom and gloom discourses encountered at school and through multimedia exposure risk evoking worry, fear, anxiety and hopelessness.

To enhance a growing understanding of complex climate emotions, we think it’s important to notice feelings like climate anxiety and climate trauma, among others.

We, a group of teacher-educators, are concerned about how teachers address students’ experiences of climate change, and the supports needed to do so well.

Encountering climate trauma

The Substance Abuse and Mental Health Services Administration, an agency within the U.S. Department of Health and Human Services, describes trauma as “an event or circumstance resulting in physical harm, emotional harm, and/or life-threatening harm [and] … has lasting adverse effects on the individual’s mental, physical, emotional health, social and/or spiritual wellbeing.”

Extending from this definition, we highlight that climate trauma has long-lasting adverse effects which persistently impact people’s overall wellbeing. Climate trauma can result from knowing about or experiencing climate change crises.

Canadian youth experience climate emotions like fear, sadness, anxiety and helplessness. In a recent survey by

Lakehead University researchers of 1,000 youth between the ages of 16 to 25 across Canada, almost 80 per cent of youth reported climate change affects their mental health.

We think it’s critical for educators to consider how young people are susceptible to symptoms of climate trauma, including anxiety, depression, post-traumatic stress disorder and substance use disorders.

For Nathalie, one of the authors of this story, concern about symptoms of climate trauma hit home when her 10-year-old came home from school with a declaration: “I am not going to have kids. I am not bringing kids into a world that is going to blow up,” referring to what he was learning about the climate crisis.

Pessimism about having children due to the bleakness of the future is a sentiment that’s becoming more common among youth. According to research from the United States, so is it among women of colour.

Forward-looking stories

How teachers encounter and address narratives of trauma and associated complex feelings influences how students think about their lives and futures. Being able to shape forward-looking stories amid potentially traumatic experiences is paramount.

When that ability is interrupted, individuals, and/or communities are negatively affected. Lacking forwardlooking stories (that is, amplifying narratives that the world is going to end) causes an understandable sense of alarm.

Preliminary research insights

We are researchers in a preliminary qualitative study. We inquired with five Saskatchewan teachers, who have varying years of experience and school settings, to explore how some of their teaching approaches aim to hold space for complex climate emotions.

We met with each participant and talked about their practices teaching climate change education, how they approach associated climate emotions and how they shape possibilities for nurturing hope. We were particularly curious about how teachers and students foster hope collectively to envision possible futures and better worlds together.

Our initial analysis of this data points to pressing directions for teachers and school system leaders as they contemplate plans for the upcoming school year.

Heavy weight on students

Teachers we spoke with acknowledged students are being asked to cope with, and solve, a global crisis they did not create. The effects of possible annihilation weigh heavily on young people and can affect students’ capacities to learn.

Teachers implemented personal reflection and emotional regulation strategies as part of their trauma-sensitive climate change education practices.

Engaging in climate change education in ways that carefully respond to their own and students’ complex climate emotions is fundamental.

Recommended professional development

Providing professional development about trauma-sensitive climate change education would benefit current teachers and people studying to become teachers. Possibilities for professional development include:

1. The importance of learning outside: Teachers said moving away from the structures and competition of indoor classroom settings was important. Being outside decreases student anxiety and increases students’ sense of community and belonging. This also invites students to enact good relationships with the land and each other and presents opportunities for educators to ethically embed Indigenous and place-based perspectives in teaching and learning.

2. Interdisciplinary inquiry: Teachers commented on how climate change education is often relegated to science curriculum and instead is best done experientially across all subject areas. Interdisciplinary inquiry learning requires a rethinking of how to design

student learning experiences, activities and assessments.

3. Questioning climate action: Field trips and encouraging individual actions at home (like asking students or families to reduce their carbon footprints) can be useful for inspiring hope, but these do not always address climate change itself. Professional development opportunities need to encourage teachers to engage students with the societal systems and structures that are causing the climate crisis. Strategically choosing climate actions for social and ecological justice is crucial. While students’ action projects can generally make them more hopeful, this comes with a reminder: inadvertently tasking kids to “save the planet” can have harmful mental-health effects. Balancing truth telling with trauma sensitivity is necessary.

4. Sharing hopeful stories: Rather than teaching doomsday clock narratives, it is more helpful to share concrete examples of community-led climate mitigation, adaptation and financing initiatives. Sharing stories of hope and climate action can guide students to imagine better futures while knowing the truth about climate change and its widespread ecological, community and personal impacts.

Future thinking

We call for more complex understandings of the social, emotional, psychological and spiritual impacts of climate change education, which we have come to understand as truthful hope. Truthful hope attends to both forward-looking stories and complex climate emotions in the practice of trauma-sensitive climate change education.

The participants in this study showed us, repeatedly, how hope is individual and collective, but also complicated. Since young people are living with ongoing climate change experiences and exposures to fear-based apocalyptic narratives, how climate change education happens is central to this endeavour.

Our research findings to date will shape grant applications and direction for follow-up studies.

How climate change education happens

As we continue to analyse the qualitative data from teachers, we wonder: How might trauma-sensitive climate change education affirm the rights of nature and invite students to act in solidarity with, and express gratitude for, the Earth and all inhabitants?

We all need to do this ongoing traumasensitive climate change education, together.

Nathalie Reid is director at the Child Trauma Research Centre in Regina, Canada and a sessional lecturer in the faculty of education at the University of Regina. Audrey Aamodt is a lecturer in the faculty of education at the University of Regina. Jennifer MacDonald is a professor in the department of education at the University of Regina. The opinions expressed in this article are that of the authors and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.

A long journey to Cham education and democracy

By Hyunsu Hwang

“A teacher who does not accept a bribe from parents, a teacher who publishes a class yearbook or a class newspaper with students, a teacher who works hard to teach, a teacher who promotes students’ autonomy and creativity, a teacher who speaks up for other teachers, and a teacher who is popular with students.”

Do you know who this kind of teacher is? In 1989, the [South] Korean Ministry of Education sent an official letter titled “how to identify unionised teachers in your school” to every principal. The intention of this letter was to encourage principals to find and report this kind of teacher to education authorities or the police. But, ironically, contrary to its intention, the letter demonstrated well who the KTU teachers were: dedicated professionals committed to providing quality education.

After the foundation of the Korean Teachers and Education Workers Union (KTU, or Jeongyojo in Korean) in 1989, the government immediately made the KTU illegal and fired 1,527 teachers who did not withdraw their KTU membership and did not submit an apology letter to the education authorities. It was very simple. If a union teacher withdrew their union membership and sent in an apology for participating in the union to the education authorities, they could keep their teaching position. Otherwise, they would be fired immediately. Many teachers who tried to avoid the mass firings were silenced in schools. One thousand, five hundred and twenty-seven KTU teachers were fired. The government stigmatised the unionised KTU teachers as teachers who tried to infuse their students with the wrong kind of thoughts. A long journey to “Cham” education1 and democracy began.

Why did teachers form the union?

What do you think Korean education and schools looked like in the 1980s? Teachers did not have any autonomy in their teaching. They had to follow, as their principal and the government gave them orders. Everything in school was controlled by the authorities. Schools in South Korea in the 80s were as follows. There was:

• Heavy corporal punishment of students.

• Authoritarian military-style culture like students having short haircuts.

• Taking money (Chonji) from parents as a common practice.

• No freedom of speech and no concept of teachers’ rights nor students’ rights.

• The practice of publicly making a chart of how many students paid tuition in each class to urge them to pay.

• Competition-oriented education, as students competed to get into a top university.

Some brave teachers tried to refuse the role of government puppet and rejected the government’s dictates. These teachers formed a union to let the voices of teachers be heard because they wanted to educate students according to their conscience. On 28 May 1989, the founding president of the KTU, the late Young-gyu Yoon, declared the historic establishment of the KTU and read the founding manifesto at Yon-sei University.

(Photo: KTU/Facebook)

Later, hundreds of union members were arrested and imprisoned by the military dictatorial regime, and more than 1,500 were dismissed.

The legalisation of the KTU

In 1999, after 10 years of hard struggles and fights, the KTU was legalised. This victory was the result of the collaborative work of KTU grassroots members, students, parents and civic organisations supporting democracy in Korean society. The KTU contributed greatly to raising the level and quality of Korean education. For more than 10 years, the Cham education movement of KTU members had led to innovation in subject teaching, the creation of new educational values such as “Korean reunification education” and environmental education, pedagogical advances towards student-centred class management, and the revitalisation of student and teacher autonomy.

After the KTU was launched, the oppressive and one-sided military style school culture changed a lot. The KTU [influenced classroom] was the best classroom, wherein teachers themselves could be living examples of democracy for students. After legalisation, the KTU also fought against education agendas based on neoliberal ideologies such as school accountability, teacher’s meritbased pay and teacher evaluation systems.

The KTU had grown to 17 provincial chapters, 12 standing committees and six special committees, and reached up to around 100,000 members.

Harmful insects and de-legalisation

In October 2013, the KTU received a sheet of paper by fax, saying that the KTU was “not regarded as a legitimate labour union.” The Park Geun-hye administration deprived the KTU of its legal status on the grounds that there were nine dismissed teachers among its 60,000 union members. It was a superficial reason, but in truth there was a hostile attitude towards the KTU from [South Korean] President Park Geun-hye.

When she was a lawmaker in 2005, she compared unionised teachers to “harmful insects” making their nation red in a public rally, which was organised against the revision of the private school law.

Before the final notice, the Park administration said that “if the KTU kicks out the nine dismissed teachers who are

working in the KTU head office, the KTU can keep its legal status, but if it does not follow the government’s order, it will lose its legal status.”

Through the general vote of the KTU members, the KTU decided to stand with the nine teachers even if it became illegal. So, the KTU lost its legal status in 2013. After that, there was a long struggle of seven years until its legal status was restored in 2020.

The legalisation of the KTU returned with democracy in 2020 when President Park Geun-hye stepped down after massive candlelit vigils of citizens.

The KTU was created out of the conscience of teachers who could no longer watch ... students who shouted: “Happiness is not in proportion to school test scores.”

Despite the military governments’ harsh repression of the KTU, what the KTU dreamed of and worked hard for slowly became realised in the education field one by one. The teachers did not worry about the threats from the government. They overcame the oppressive working conditions by thinking of their students’ smiling faces, shining eyes, and the future democratic society the students would live in.

Korean democracy is still not stable. However, the fact that we were able to

achieve democracy to this degree was thanks to the bloody and tearful efforts of senior union members who overcame long oppression and exploitation.

The KTU became a member of Education International in 1993 and it continues to work with education and labour organisations throughout the world for a better future.

1. The KTU is committed to Chamgyoyuk. Cham means true or real. Gyoyuk means education. In Korea, public education was so distorted by military regimes that schools were slightly more than propaganda centres. Cham education means quality and undistorted education.

Hyunsu Hwang teaches tenth graders as a high school English teacher in South Korea. He is the international director of the Korean Teachers and Education Workers Union (KTU, or Jeongyojo), and a member of Education International’s Asia-Pacific Regional Committee. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of EI, the AEU or SSTUWA. This article was first published on the Education International website and has been reproduced here with permission.

(Photo: KTU/Facebook)

National education and union news

New report recommends modernising schools, backed by full funding and resources

A new research paper from Monash University is recommending Victoria explore options to modernise school provision, supported with full funding for public schools and bold measures to address the public education workforce shortage.

Monash University’s Education Workforce for the Future Research Lab, part of the Faculty of Education, suggests investigating a range of modernisation proposals including a four-day work week for school staff, new curriculum provision and assessment practices and updates to senior secondary certifications.

“Victoria’s public schools are at a key juncture,” said AEU Victoria branch president Meredith Peace.

“There has been significant change in Victoria over the past 30 years. As a community, we have a far greater understanding of the diverse needs of young people, including a much more nuanced understanding of neurodiversity and disability.

“Family structures and parent working patterns have changed, with most families needing two full time or close to full time incomes to make ends meet.

“Teachers, principals and education support staff in our public schools are impacted by new trends in digital technologies, social and political transformations, the commodification of education and more.

“But we have not changed the structure of our school system, making the job of providing quality public education more challenging than ever before, while underfunding and staff shortages are pushing the limits of the system.”

The research, based on a review of national and international research and a survey of more than 8,000 Victorian AEU members, finds that:

• Fifty-five per cent of participants felt their education programs were under-resourced and 56 per cent felt their wellbeing programs were underresourced.

• Over 75 per cent of primary and secondary teachers say unequal funding and workloads prevent teachers from providing reasonable adjustments to support students with diverse needs.

• Seventy-nine per cent of teachers felt that there was not enough support for teaching students with additional needs, and 71 per cent felt that there was a shortage of education support staff working in classrooms.

• Uneven resourcing and the lack of qualified teachers has undermined curriculum provision, particularly in rural and regional areas.

• Three-quarters of those who work in secondary schools believe that reform to senior secondary curriculum and assessment is needed.

• Over 75 per cent of staff do not have enough time to respond to the learning needs of all students, and over 80 per cent feel that their workloads are increased as a result of inadequate support available.

Lead researcher, Dr Fiona Longmuir, said the paper outlined some of what was needed to be considered to modernise provision of school education in Victoria to better support school staff to respond to current and emerging issues.

To read more visit bit.ly/3YwtfyQ

IR bill lifts low paid casuals out of dark ages

UnionsWA has welcomed the introduction of the Industrial Relations Legislation Amendment Bill 2024 into parliament.

“These are common sense amendments that expand protections for workers and in some instances bring state legislation in line with the federal Fair Work Act,” said then UnionsWA secretary Owen Whittle.

“The changes will enable stronger action to address sexual harassment

in the workplace, improve certain basic conditions and increase casual loading for state minimum wage workers to the same percentage it is nationally.”

As a result of the reforms, no casual worker in the state industrial relations system will be able to be paid lower than the state minimum wage plus a 25 per cent loading. For a casual minimum wage worker that equates to an extra $1.21 an hour.

“Cost-of-living pressures mean workers are having to stretch every dollar as far as they can. It is unacceptable for casual workers on the minimum wage in the WA system to be paid less than their national counterparts,” Mr Whittle said.

“A decade after casual loading was set at 25 per cent in the Fair Work system, this will finally take us out of the dark ages and address this inequity.

“Expanding access to the WA Industrial Relations Commission for public sector workers for certain claims is a significant step forward for their rights.

“We are pleased to see penalties for breaking state industrial laws have also been increased in line with the federal amounts, ensuring worker exploitation is more adequately penalised.

“UnionsWA will continue to push for further reform to the Act to ensure that the rights and conditions for all workers in WA keep up with those won nationally.”

Sexual harassment victim-survivors granted fairer access to justice

The union movement has welcomed the Senate’s passage of the Albanese Government’s Costs Protection Bill, which will make it easier for victim-survivors of workplace sexual harassment to pursue legal action against perpetrators.

The Bill removes one of the main deterrents that victim-survivors face when considering court action – the risk of being burdened with the other side’s legal costs, which can result in significant debt or bankruptcy.

Under the Bill’s new “equal access” costs model, workers can assert their rights in federal courts, without fearing hefty costs. The new model applies to all Commonwealth sexual harassment and anti-discrimination laws, restricting courts from ordering applicants to pay respondents’ costs except in limited cases.

The ACTU is part of a broad coalition of over 85 organisations, the Power to Prevent coalition, including National Legal Aid and the Kingsford Legal Centre, which have been advocating for the new costs model.

According to ACTU research, only one in 230,000 victim-survivors of workplace sexual harassment bring proceedings to an Australian court.

The Australian Human Rights Commission estimates that nearly one in five workers are sexually harassed at work each year, yet only 444 cases have ever been brought to court since 1984, according to

the ANU, allowing many perpetrators to evade accountability.

The model already exists in international jurisdictions, including federal civil rights and anti-discrimination laws in the United States.

ACTU President Michele O’Neil said this was a significant strengthening of rights for people who had been harassed and discriminated against at work.

“Victim-survivors of workplace sexual harassment now have a fair chance to seek justice without the fear of financial ruin holding them back,” she said.

“No worker should be priced out of justice when they have experienced sexual harassment and discrimination. Every day, in every sector, in every part of the country, unions represent workers experiencing harassment and discrimination at work.

“This Bill sends a clear message: workplace harassment is unacceptable in our workplaces. This is a massive step forward in holding perpetrators accountable and making workplaces safer for everyone.”

National Legal Aid executive director Katherine McKernan said Australia still had unacceptably high rates of sexual harassment and it was important that people who are disadvantaged could access justice if they experience discrimination.

“It is heartening to see the government listening to both victim-survivors and those organisations that work with the most disadvantaged to design a system that removes barriers to seeking redress from workplace discrimination and sexual harassment,” she said.

“This change is especially important for individuals in low-paid and precarious employment, which often translates to lower awards of compensation that are quickly eroded by legal costs in litigation.”

Victoria Legal Aid special advisor

Melanie Schleiger said: “Over the past 10 years, Victoria Legal Aid’s specialist discrimination law service, the Equality Law Program, has provided over 12,500 legal advice sessions on discrimination matters and run over 1,000 case files, but during that time, only four of our clients proceeded to hearing and final judgment.”

“Many of our clients choose not to proceed with seeking legal justice because of their legitimate worries about financial risk to their future wellbeing and that of their families.

“[The] change removes a significant barrier and addresses the power imbalance between victim-survivors and their employers – who often have legal teams and large budgets to defend claims.”

Financial literacy workshops for schools

Founded in 2019, YOLA (Young Once Learning Always) is a series of financial literacy workshops targeted at high school students, primarily in Year 10.

Created by Perth certified financial planner Jenny Rachmat, the free workshops are designed to have conversations and equip students with fundamentals of money as they prepare themselves to embark on the earning phase of their lives.

The workshops cover understanding a budget, the importance of obtaining a tax file number, why we pay tax and avoiding buy now, pay later (YOLA calls them “pain later”) schemes.

It also examines why superannuation matters are foreign concepts to students immersed in a cashless society, filled with social media influence, temptation, instant gratification and convenience.

The workshops are conducted over three classes and designed to engage students in conversations on topics that are not typically found on the school curriculum and unspoken at the family dinner table.

Workshops are complimentary and require a commitment of three visits of 50 to 60 minute duration, generally structured as one classroom session per week.

Since 2019, YOLA has done workshops at schools such as Girrawheen Senior High School, Dianella College, Warwick Senior High School, Butler College and Governor Stirling Senior High School.

“YOLA is a wonderful and powerful addition to the curriculum, that builds on students’ understanding of budgeting, taxes, debt, credit and discusses how to

make impactful and positive decisions in relation to their hard-earned money,” Governor Stirling SHS mathematics specialist Gemma Barrow said.

“We are always so grateful to have Jenny take the time to come and help engage the students in the YOLA program, firsthand from someone who knows exactly what is needed to succeed in the world of finance.”

For further details or to arrange workshops at your school, email: jenny.rachmat@shawandpartners.com.au

Seen around the SSTUWA

World Teachers’ Day with its Hats Off to Teachers message was a perfect day for the SSTUWA to host its 2024 Women’s Conference.

The event theme for this year was Count Her In – Invest in Women, Accelerate Progress, which built on the UN theme for International Women’s Day this year.

One of the keynote speakers was Natasha Short, founder and managing director of Kimberley Jiyigas (Birds), a collective of Indigenous women whose heritage links them personally to the Kimberley region. Natasha works to join Indigenous talents, skills, passions, experience and networks to build a movement that champions Kimberley Indigenous women and facilitates cultural and social change not

only across the Kimberley, but abroad and across the nation.

Secondary head of departments (HOD), head of learning areas and program coordinators gathered at the SSTUWA for an afternoon of networking and discussion about current issues they faced in their schools.

SSTUWA Senior Vice President Natalie Blewitt, school leader consultant Lindsay Hale and former HOD and current union Growth Team officer Nicola Sorrell guided conversations at the event.

SSTUWA members who have held union membership for 40 years were recognised during a ceremony held at the SSTUWA building.

The most recent group of 40-year members were presented with a certificate in recognition of their commitment and contribution to the union movement and public education over four decades.

The union launched its Target 27 campaign, which calls on the state government to reduce the maximum class size for Years 4-10 from 32 to 27.

A mobile billboard for the campaign made its way around Perth, stopping at various public schools, where it was met enthusiastically by union members. To view more Target 27 school photos visit sstuwa.org.au/target27

(Continued on pages 22-23)

Meat in the Sandwich: SSTUWA SVP Natalie Blewitt speaks to attendees.

Meat in the Sandwich: SSTUWA Growth Team officer Nicola Sorrell.

40-year members: Latest group of 40-year members, with SSTUWA President Matt Jarman (end left), SVP Natalie Blewitt (fourth from left), VP Sharmila Nagar (fourth from right) and General Secretary Mary Franklyn (second from right).

40-year members: Catherine de Thierry.

40-year members: Bob O’Neill.

40-year members: Susan Lee.

40-year members: Hilary Saunders.

Women’s Conference: Christine Pereira, Felicity Lane and Catherine Rawle.

Women’s Conference: Hannah Moran, Kate Morrison and Sarah Coney.

Women’s Conference: Tiani Sousa-Santos and Kimberley Shaw.

Women’s Conference: Ellie Aldred and Stephanie Conduit

Women’s Conference: Laura Carman

Women’s Conference: Keynote speaker Natasha Short.

Education & Training Centre

Education-specific work health and safety training for health and safety reps

2025 schedule of events

Ensure that your school’s elected health and safety reps (HSRs) are up to date with their training requirements.

The SSTUWA is proud to partner with Unity Training to provide the only education-specific work health and safety (WHS) training available in WA. These high-quality training events provide HSRs within the Education Department with the skills and knowledge necessary to effectively perform their functions in protecting and promoting the WHS of those they represent. All courses are accredited by WorkSafe WA.

The courses are open to both SSTUWA members and non-members and to all Department of Education (DoE) staff. All information regarding HSR elections, training and expenses is available on IKON.

To register for a course the person must meet the following criteria:

• They are the officially elected HSR at the school (elected after March 2022).

• They are registered with the DoE WHS Team as the elected HSR for the school.

• They have written permission from DoE Central WHS Team to attend the course in Perth, if they are from a regional area.

Education-Specific Five-Day Introductory Course for Health and Safety Reps

This new course has been created based on the WHS Act, 2020 and will provide updated information regarding new definitions related to the legislation and the expanded duties of parties including their functions and powers. The DoE is willing to support any person now elected as an HSR to attend this new course - even if they have previously attended an old occupational safety and health training course in the past. Choose from the following dates in 2025 and register today:

• Monday-Friday 10-14 March

• Monday-Friday 7-11 April

• Monday-Friday 19-23 May

• Monday-Friday 11-15 August

• Monday-Friday 3-7 November

2025 refresher courses for health and safety reps

If HSRs have completed the Five-Day WHS Introductory Course, they are then required to attend a oneday refresher course in both their second and third year of their elected term.

According to section 72 (1) of the Act and 2.1.1 of the 2022 WHS Regulations, they should attend a Refresher Course Level One 12 months after their introductory course.

Refresher Course Level Two is then completed in the following year.

Visit the SSTUWA website to register for your Refresher Course Level One training. Choose one date from the following options. Remember to register for the course 12 months after your introductory course.

• Wednesday 26 March

• Wednesday 2 April

• Monday 30 June

• Wednesday 17 September

• Tuesday 23 September

• Monday 24 November

If HSRs have completed the Five-Day WHS Introductory Course and then also completed Refresher Course Level One, they are now eligible to attend a WHS Refresher Course Level Two.

Visit the SSTUWA website to register for Refresher Course Level Two training. Choose one date from the following options allowing 12 months since your last refresher course.

• Wednesday 30 July

• Wednesday 24 September

• Friday 17 October

• Wednesday 3 December

Member benefits

Accountants and Financial Advisers

Aston Accountants

10% discount on personal income tax returns for members.

sstuwa.org.au/aston

Industry Fund Services

Specialist financial products for union members.

sstuwa.org.au/ifs

LIFE Financial Planners

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

sstuwa.org.au/lifefinancial

TIPS Financial Services

$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members. sstuwa.org.au/tipsfs

Banking

ME Bank

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

sstuwa.org.au/mebank

Mortgages, Money and Me

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

sstuwa.org.au/mmme

OFX Money Transfers

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

sstuwa.org.au/ofx

Teachers Mutual Bank

Banking exclusively for the education community.

sstuwa.org.au/tmbank

Massive discounts on products and services for SSTUWA members

Cars

AutoBahn

Mechanical and electrical services. Members receive 10% off any AutoBahn service or repair, capped at $100. sstuwa.org.au/autobahn

Bayswater Mazda

Exclusive offer including fuel card, servicing and more. sstuwa.org.au/bayswatermazda

Bob Jane T-Marts

National fleet pricing on a range of products and services. sstuwa.org.au/bobjane

easifleet

$250 Magic Hand Carwash voucher with any easifleet procured novated lease.

sstuwa.org.au/easifleet

Europcar

10% discount on vehicle hire in Australia. sstuwa.org.au/europcar

Paywise

Fleet Network is now Paywise. Package your next car and save on tax. Bonus gift with vehicle delivery. sstuwa.org.au/paywise

Western Motor Vehicle Consultants

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

Computers

Altronics

Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics

Apple on Campus

For details visit: sstuwa.org.au/apple

Dell

Save up to 5% off selected items. sstuwa.org.au/dell

HP Computers

Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp

PLE Computers

Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple

Educational Resources

Effective Group Work

Beyond Cooperative Learning. By Barrie Bennett. sstuwa.org.au/effectivegroupwork

Graphic Intelligence

Possibilities for Assessment and Instruction. By Barrie Bennett. sstuwa.org.au/graphicintelligence

Instructional Intelligence

Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence

Teacher Superstore

5-10% discount, in store and online. sstuwa.org.au/teachersuperstore

Entertainment

Movie tickets

Pre-order your movie tickets and save. sstuwa.org.au/movietickets

Outback Splash

Featuring both water and year-round attractions. Discounted tickets for members. sstuwa.org.au/outbacksplash

Rockface

Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire. sstuwa.org.au/rockface

Food and Wine

Campbells

Access wholesale prices with a complimentary day pass. sstuwa.org.au/campbells

Cellar d’Or

Best value winery tour in the Margaret River Region. 10% discount for members. sstuwa.org.au/cellardor

Taste Bud Tours

Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm). sstuwa.org.au/tastebudtours

Health and Wellbeing

St John

First aid saves lives. Discounted first aid courses and kits for members. sstuwa.org.au/stjohn

WA Opticians

20% discount on spectacle frames and lenses. Perth and East Perth. sstuwa.org.au/waopticians

Housing

Houspect

Buy, build and invest with confidence. $50 discount on prepurchase building inspections. sstuwa.org.au/houspect

Johns Building Supplies

Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines. sstuwa.org.au/jbs

SkylightsWA

Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products. sstuwa.org.au/skylightswa

Wattyl

15% off Wattyl paints, stains and accessories at Wattyl Paint Centres in WA. sstuwa.org.au/wattyl

Insurance and Legal

Journey Cover insurance

For details visit: sstuwa.org.au/journeycover

SSTUWA Legal Services

Access to quality legal services for both work-related and personal matters.

sstuwa.org.au/legal

Teachers Health Fund

Join the thousands of teachers who have already made the switch. sstuwa.org.au/teachershealth

Teachers Health – Travel

For Teachers Health members who are planning a trip away, Teachers Health travel insurance offers comprehensive cover at competitive rates. sstuwa.org.au/travelinsurance

Wills for members

Members can access a complimentary simple will, where appropriate. For more information or details about a complex will, visit: sstuwa.org.au/wills

Shopping

isubscribe

Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles. sstuwa.org.au/isubscribe

Jackson’s Drawing Supplies

10% discount in Jackson’s 12 shops and online. sstuwa.org.au/jacksons

Petals Flowers & Gifts

20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals

Teacher Superstore

5-10% discount, in store and online. sstuwa.org.au/teachersuperstore

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

Duxton Hotel Perth

15% off the best available rate for members. Five star accommodation in the Perth CBD. sstuwa.org.au/duxton

Experience Oz

Save 10% on over 3,000 experiences across Oz + NZ. sstuwa.org.au/experienceoz

Inn the Tuarts Guest Lodge

Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton. Studios and rooms. 22.5% off rack rate or best available rate. sstuwa.org.au/innthetuarts

Jarrah Grove Forest Retreat

Luxurious, self-contained accommodation in Margaret River. Discounted rates for members. sstuwa.org.au/jarrahgrove

Mandurah Houseboats

10% discount on houseboat holidays. sstuwa.org.au/houseboats

Metro Hotel Perth City

15% discount on the best available rate. Located in East Perth near the WACA and Gloucester Park. sstuwa.org.au/metroperth

Rottnest ferry tickets

Save up to $15 on Rottnest ferry tickets with WestClub. sstuwa.org.au/rottnest

Classifieds

Augusta

3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au

Dunsborough (Quindalup)

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

a_r_moore@bigpond.com

Dwellingup

Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au

Dwellingup

In need of a tree change? Time out to reconnect with nature? Time for a vacation in Dwellingup’s Jarrah forest, 90 minutes from Perth. Chuditch Holiday Home is perfect for couples, groups and families. It’s centrally located and sleeps up to eight people.

Shani: 0402 615 235 shanivore@hotmail.com

Frankland River

Private secluded retreat. Choose from three different types of separate accommodation. Three bedroom homestead: two king beds, two single beds – sleeps six (no pets). Two adults $195/night, children under 13 $25/night, extra adult guests $50/night. One bedroom chalet: one queen bed – sleeps two. $139/night, adults only. One bedroom cabin: one queen bed – sleeps two. $169/night, adults only. franklandriver.com.au

Jade: 0430 450 093 | Sam: 0413 160 093

Fremantle

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

Fremantle

Staycation? Attending a function? Cosmopolitan getaway? Fremantle is the place. Cafes, restaurants and breweries. Markets, beach, art galleries, museums, theatre, events, shopping, skate park, Ferris wheel, whale watching... What more could you want? Eco-Gallery Apartment is stylish, centrally located, sleeps three and has secure parking. (08) 6323 2339 admin@smartstaywa.com.au

Kallaroo

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

Kalbarri

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

Lancelin

Large 5x2 holiday home. Everything within walking distance, close to beaches and town centre. Sleeps 14. Large wrap around verandah with outdoor seating/eating and bbq. Heaps of parking for boats or quads. $45/night/person (min six). Min two nights.

SMS: 0412 804 345

Margaret River

Two bedrooms, private, comfortable, fully equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to

beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night.

Russell: 0418 933 270

Nannup

Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood heater. Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek. See website for details. seraphimretreatnannup.com

SMS 0420 832 510

Safety Bay

Very clean and tidy, traditional style 3x1 duplex in Safety Bay. Fully furnished and equipped. One street from beach. Presently a minimum stay requirement (this may change).

cnjn@aapt.net.au

Trigg

Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook.

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 restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151)

Kirsty: 0419 927 660

Tranquillity Counselling, Psychotherapy and Career Development

I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management,

Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.

Classifieds

anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care. Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187

Retirement coach

Are you recently retired or retiring soon? You probably have a financial plan in place but developing a plan for the non-financial side of retirement can be as important as preparing financially. I offer support and guidance for the transition from work to retirement, helping you to find purpose and meaning in retirement. Contact me to arrange an obligation free chat. retirementcoaching01@gmail.com

Marriage celebrant

Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location. I’d love to help you plan your special day!

Meridith: 0400 312 535 meri.lake4@gmail.com

Marriage celebrant

Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to receive a discount.

Lee: 0404 655 567 leehalligancelebrant.com.au

Marriage celebrant

Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony.

Mary: 0418 906 391 maryburke40@hotmail.com

Funeral celebrant

I am an experienced funeral celebrant. It will be my honour to assist you in the cocreation and presentation of a ceremony that serves to honour your loved one, by

revealing their essence through a uniquely constructed and presented combination of spoken word, rituals, symbols, audio and visual displays. 0449 075 001

Kc.fcelebrant@gmail.com

Learn to social dance

Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 1 2025 starts Monday 10 February. Stan: 9330 6737 | stan@stansdancing.com

First aid training for students

St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for Kindergarten students to Road Trauma First Aid for secondary school students. Courses are curriculum mapped. (08) 9334 1259 youth@stjohnambulance.com.au

Messines Bee Farm Incursions

Book for 2025 before 15 December and receive 2024 prices! No payment needed until day of incursion. Four bee/ sustainability themed incursions for primary, K - 6. Play based, engaging, hands on, live bees, honey tasting. messines.com.au workshops@messines.com.au

Road safety education for schools

RAC offers free curriculum aligned road safety workshops and online resources for primary schools (pre-primary to Year 6) and secondary schools (Years 10 to 12), covering a range of road safety topics designed to keep young people safe on and around the roads. (08) 9436 4471 | rac.com.au/education communityeducation@rac.com.au

Jump Rope for Heart

Looking for a ready-to-use program for your health and physical education plan? The Heart Foundation’s five-week Jump Rope for Heart program is just what you need! This easy-to-run primary school program, supported by an online teacher portal full of helpful resources, makes incorporating skipping into your school’s activities a breeze. It inspires kids to move more, have fun and develop heart-healthy habits, all while raising funds to save Aussie hearts. Discover how you can support your students in becoming Heart Heroes at jumprope.org.au

MAWA

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

Macramé is the new yoga

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

marcia@knotinlove.com.au

Rainbow Reading

Are you running support groups for ESL, special needs or reading? Do you tutor adolescents or adult reading? Using proven techniques we enhance results. Our innovative reading pen assists with learning, while motivating the hard-toengage student. Available for all our books. rainbowreading.com.au Di: 0407 490 253

Noticeboard

Retired teachers Christmas luncheon

RTA members are invited to join us at the SSTUWA on Monday 2 December from 11am-1pm.

Join SSTUWA President Matt Jarman to hear an overview of the year, as well as attending our annual RTA Christmas luncheon. You will have time to relax and mingle with your colleagues. Enjoy some refreshments and a delicious boxed lunch. All followed by some Christmas delights. RSVPs essential: training@sstuwa.org.au or (08) 9210 6035

Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.

International Volunteer Day

International Volunteer Day (IVD) is held each year on 5 December. It is viewed as a unique chance for volunteers and organisations to celebrate their efforts, to share their values and to promote their work among their communities, nongovernmental organisations (NGOs), United Nations agencies, government authorities and the private sector. Visit: un.org/en/ observances/volunteer-day

16 Days in WA campaign

State Council Conference

November 2024 State Council Conference will be held on 15-16 November.

More info: sstuwa.org.au/statecouncil

Arthur Hamilton Award

Presented annually to an educator/group of educators who demonstrate a commitment to the provision of high-quality education to Aboriginal and Torres Strait Islander students.

Deadline: 13 November 2024

More info: bit.ly/45dvY0N

The 16 Days in WA campaign runs from 25 November (International Day for the Elimination of Violence Against Women) through to 10 December (Human Rights Day) each year. Violence against women and girls is one of the most pervasive and widespread human rights violations globally and the fight against it must remain steadfast.

For more information visit bit.ly/3BKxkXq

2025 wall planner

The 2025 wall planner was distributed with the print version of this edition of Western Teacher

Digital edition subscribers can order a planner at sstuwa.org.au/wall-planner

International Day of People with a Disability

Held annually on 3 December, this day aims to increase public awareness, understanding and acceptance of people with disability, all the while celebrating their achievements and contributions. For more information visit: idpwd.com.au and idpwd.org

Level 3 Classroom Teachers’ Association: 2024 meeting dates

Term 4

AGM: Sat 30 Nov

Online, 10.30am

Venue: SSTUWA, 1 West St, West Perth and/ or online via Zoom. More info: www.l3cta. org.au or contact@l3cta.org.au

SSTUWA committee meeting dates: Venue: SSTUWA office | Contact: (08) 9210 6000 or contact@sstuwa.org.au

New Educators Committee

Time: 4pm

3 December

Women’s Committee

Time: 4pm

Dates TBC