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. October 2024.
Cover: The SSTUWA has launched a new campaign targeting lower class sizes. Read more on page 5.
Photo credit: Marie-Louise Earle-Sadler
Class sizes reduction too vital to ignore
By Matt Jarman President
Class sizes in Western Australian public schools are among some of the highest in the country.
What bigger classes mean for students is that they get less individual attention, which can significantly affect their learning.
What it means for teachers is a higher workload, less time for teaching and a considerable impact on their ability to safely manage their classrooms.
These factors are pushing people out of the teaching profession in droves. It’s led to a teacher shortage the government is struggling to address.
The Facing the Facts report led by Dr Carmen Lawrence found that maximum class sizes are higher in WA than in other states, and had not changed in 40 years, despite the increasing complexity of student needs.
We know that there are more than 10,000 teachers who are currently registered to teach in WA, but aren’t. We need to be asking what we can do to get those people, many of them very experienced, highly capable teachers, back into our public education system.
While the workload concessions and increase in pay recently secured in EBA negotiations will help attract and retain teachers, the State School Teachers’ Union of WA believes the next step is to develop a long-term plan to reduce class sizes in this state.
That’s why we’ve launched a new campaign, Target 27, which calls for a reduction in the maximum class size for Years 4-10, from 32 to 27.
An analysis of research by the Facing the Facts report authors concluded
that “smaller class sizes result in better educational outcomes, particularly for disadvantaged groups”.
For a start, fewer students would mean more individual, one-on-one attention for students and the ability to provide targeted feedback to each child. Teachers would get to know their students better, understand how they learn, what motivates them and how to support them to reach their full potential.
The reduction in teacher workload as a result of less marking and fewer administrative tasks would allow teachers to focus on actual teaching, increasing the quality of teaching and allowing more time for taking questions and interacting with students.
Fewer students would improve teachers’ ability to manage their classrooms, particularly in classes with students who have complex needs and behaviours which affect classroom dynamics. There
would be more opportunities for teachers to be able to differentiate their instruction.
All of these things would lead to happier, safer classrooms, better educational outcomes for students, and less burnout and more job satisfaction for teachers.
And that satisfaction would lead to more teachers staying in their jobs, more registered teachers agreeing to return to classrooms and more graduates seeing teaching as a viable career. Smaller class sizes are part of the solution to teacher shortages.
Not every class is overcrowded. This is about addressing the ones that are –which we estimate to be about a fifth of all classes, with the issue being especially relevant in regional, rural and poorer metropolitan suburbs.
In a wealthy state like Western Australia, this is something we cannot afford to ignore.
Taryn, Teachers Health and union member
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Early years focus a boost for students
By Natalie Blewitt Senior Vice President
The National Quality Standard (NQS) is a framework in Australia that sets a high benchmark for the quality of education and care services for children. It was established under the National Quality Framework to promote continuous improvement and ensure that children receive high-quality education and care.
The National Quality Standard in Action: Western Australian Schools (the Resource) was launched on 10 September 2024. This resource is a collaboration between the Department of Education (DoE), the Association of Independent Schools of Western Australia and Catholic Education Western Australia and has been developed to support schools in implementing the NQS.
Within the pages of this wonderful resource, elements of the NQS in action from over 100 schools across the state can be found. Each chapter shares stories about a quality area in different settings, starting with an introduction that encourages both individual and team reflection for ongoing improvement.
It promotes and showcases what quality practice looks like to optimise the learning and development of children in the early learning years.
The resource states: “The stories are a celebration of early childhood and the commitment of Western Australian schools to continually uphold quality practices that enable every child to flourish and succeed.”
Public schools across the state will be provided with a copy of the resource but it can also be downloaded from the DoE at: myresources.education.wa.edu.au
The SSTUWA’s own Facing facts: It’s time to fix education in Western Australia
position paper outlines the importance of early childhood education (ECE) and the need to fully resource ECE to support those who work in the early years of learning.
Section 9 of the document states: “To meet the needs of children, a whole-ofsystem program must be implemented to improve school readiness and deliver effective early intervention where it is required, especially among children from disadvantaged backgrounds.”
The paper goes on to state that the SSTUWA seeks:
• Pre-primary classes resized to 24.
• Delivery of universal access to affordable, quality early learning opportunities by the WA government in concert with the Commonwealth.
• The importance and value to a child’s early development of play-based instruction is strategically recognised by DoE and funded through high quality teacher professional learning opportunities.
• Implementation of support for the successful learning of children from disadvantaged backgrounds through play-based education in small groups conducted by qualified educators.
• Implementation of coherent human services policies to reduce family and child poverty and reduce educational disadvantage, especially in the early years.
• Improved child development services, including the provision of more child and parent centres (and hubs), the inclusion in centres of services to support mental health and wellbeing,
as well as collaborative support for transitions.
• Kindergarten students to be counted as one whole in the annual census count.
• Expansion of parenting programs, with funding for each school as a targeted initiative based upon the number of pre-primary families, to deliver contextually appropriate programs.
• Doubling of school-based health service, nurses and a broadening of their community liaison and interaction responsibilities.
• Provision of imputed diagnosis funding made available immediately upon enrolment or principal identification until formal diagnosis processes are complete.
• Community library enrolment provided as part of school enrolment procedures.
• Targeted initiative funding for students identified through Year 1 phonics assessment.
The section concludes: “Addressing children’s needs, especially in the earliest years, has implications for and beyond education. It goes to the growing complexity of needs as well as the impact of growing disadvantage and challenges in communities.”
“The SSTUWA calls for a joined-up response across government. Better school engagement and educational achievement will ultimately assist in reducing harms and improving the prospects of children to thrive, as well as decreasing costs across all human services.”
Moving forward in truth and hope
By Sharmila Nagar Vice President
* Disclaimer: In this report, Aboriginal refers to Aboriginal and Torres Strait Islander.
One year on…
A line of people meanders towards the makeshift stage at a local Perth bookshop. It’s a cool September evening, perfect for this intimate setting.
With copies of Always Was, Always Will Be in hand, t-shirts of solidarity worn; the line makes its way towards the author at the front.
The author is Thomas Mayo. Mayo is a Kaurareg Aboriginal and Kalkalgal, Erubamle Torres Strait Islander man who lives on Larrakia land in Darwin.
He is also the elected assistant national secretary of the mighty Maritime Union of Australia. Most important of all, Mayo was a signatory to the Uluru Statement from the Heart and since 2017, has campaigned continuously as the leading spokesperson for the Voice to Parliament referendum.
Always Was, Always Will Be follows on from The Voice to Parliament Handbook, co-authored by Thomas Mayo and Kerry O’Brien and winner of many awards, including the Social Impact Book of the Year at the 2024 Australian Book Industry Awards.
Those lucky to attend this recent book event lean forward as Mayo describes in his usual calm, quiet, yet firm voice what the last 12 months have been for him, post-referendum and during which many Australians have been asking; “What’s next?”
As we approach the one-year mark where, as a nation the vote was no for a Voice to Parliament; it is important to
remember, as Mayo outlined, that there were almost six million yes votes. And out of the six million yes voters, there were approximately 70,000 yes campaign volunteers.
Mayo’s new book outlines the hope and support that many people have been asking for. Regardless of how an individual voted, he asks people to read this book with an open mind.
There are many practical steps to move forward, while also examining “the long Aboriginal and Torres Strait Islander culture and history of the continent and political struggles across the last century”.
Chapter one is about hope. He sees hope as the “necessary ingredient for change” but also the need to support hope with motivation as an additional key ingredient.
Without motivation to “do good for others, because we feel solidarity, empathy or love … and a desire for fairness”, the “world would spiral into a scary place”.
This is the mantra of the union movement, that unionism stands for a fair and just society and nobody is left behind.
Mayo outlines the importance of tackling the lies and “deeply entrenched” beliefs about Aboriginal people.
In chapter eight, he says: “It’s amazing how vulnerable people can be to a well-crafted and well-disseminated disinformation campaign, yet there are a few legal repercussions for dishonesty in politics”.
Like his previous book, he responds to statements of misinformation that have been circling in mainstream media about Aboriginal people.
He also encourages the reader to “counteract these tactics” by “flooding the zone with truth and hope”.
The book includes a list of resources for a number of genres that can be used as a great teaching tool, community resource and personal use.
The SSTUWA continues to also advocate for the much-needed support for schools to implement the Aboriginal Cultural Standards Framework in its entirety.
Our Aboriginal and Torres Strait Islander Committee members have been leading the conversation with the union on the ongoing need to improve cultural responsiveness in all educational settings and the need to bring back dedicated Aboriginal units in every region to proactively support teaching and learning of Aboriginal students, support Aboriginal educators and help recruit and retain Aboriginal teachers in our system in schools and TAFE colleges.
Furthermore, the SSTUWA is a member of the Reconciliation in Education Leadership Network group. The purpose of the group is to network and provide system change for reconciliation in education, by supporting truth-telling and knowledge around cultural responsiveness through key and shared strategic priorities. The first post-referendum meeting highlighted the importance of defending and upholding the rights of First Nations people.
At the June State Council Conference, delegates were very fortunate to hear from two members of the Reconciliation in Education Network.
The first speaker was Dr Libby Jackson Barrett, a senior lecturer with the School of Education and dean at Kurongkurl Katijin at Edith Cowan University.
The second speaker was Lynda Roberts Hall, acting director of people, culture and safety at North Metropolitan TAFE.
Both speakers shared with State Council delegates their strategic priorities to foster cultural understanding in their workplaces and how this is delivered to students.
Delegates were very interested in how they can prioritise cultural responsiveness
at a local level. It is evident that we need the state government to prioritise cultural responsiveness and truth-telling in all educational settings.
Aboriginal histories and cultures is a Western Australian cross-curricula priority, but the lack of ongoing funding to build resources from a central point is detrimental to its delivery, and thus impacts how schools can fully
implement the Aboriginal Cultural Standards Framework.
Returning to Mayo’s book, his formula for justice and recognition includes “people power”. And comrades, people power is what the union movement is built on.
We can harness both to ensure that justice, recognition and truth stay at the forefront of the journey towards true reconciliation.
Reconciliation and education
A new report provides a comprehensive blueprint for advancing reconciliation in education.
The Reconciliation and Education: Past-Present-Future Forum Summary Report, highlights the key challenges, opportunities and recommendations for embedding reconciliation in the education sector.
The forum, held in November 2023, brought together key education leaders and stakeholders from every state and territory in the teaching of First Nations histories and cultures.
Co-hosted by Reconciliation Australia’s Narragunnawali: Reconciliation in Education program and the University of Melbourne’s Ngarrngga program, the forum explored the past, present and futures of education, and considered the challenges and successes that demand attention as the sector collaborates to drive a stronger future of reconciliation both in and through education.
Forum facilitator and inaugural chief executive officer of the National Aboriginal and Torres Strait Islander Education Corporation, Sharon Davis, said the forum showed the vital role of education in supporting reconciliation in schools after the Voice referendum.
“Coming so soon after the referendum, there was a strong sense of determination and purpose among participants that reconciliation in
education is as important as ever,” they said.
The report highlights four recommendations:
1. Build on past work: to understand deeply and critically – and to actively acknowledge – the history of Aboriginal and Torres Strait Islander education and the people and organisations who have contributed to this history-making.
2. Strengthen education policy and implementation: actively focus on the importance of revisiting, strengthening and re-committing to education policy that can further reconciliation, with First Nations voices and perspectives at the core of policy and decision-making processes.
3. Coordinate the sector: work to develop a coordinated and collaborative sector approach toward shaping and actively committing to shared goals, including mapping and modelling how the system can advocate for positive change in Indigenous education and towards reconciliation.
4. Resource reconciliation: ensure additional targeted financial and non-financial resources –and corresponding policies and commitments of governments – are
provided to support teachers and school communities to implement the aspirations of Aboriginal and Torres Strait Islander peoples in their work and practice.
Mx Davis said the forum showed the vital role of education in supporting reconciliation in schools and pointed to the popularity of Reconciliation Australia’s Narragunnawali program and the University of Melbourne’s Ngarrngga program as proof of the education sector’s overwhelming support for the report’s conclusions and recommendations.
Ngarrngga director Professor Melitta Hogarth said: “Education plays a key role in shaping future Australian citizens. It is essential that we act on the recommendations of this report, including ensuring appropriate resources and training for educators via programs such as Ngarrngga and Narragunnawali.”
“This activity will promote reconciliation and improve relationships between the diverse cultural groups within Australian society.”
Both Narragunnawali and Ngarrngga stress the need for the entire education sector to take a collaborative, relational and coordinated approach to addressing these recommendations to enhance a stronger future for reconciliation and truth-telling both in and through education.
Member benefits you should know about
By Chloe Hosking Growth Team coordinator
As an SSTUWA member, you have access to a wide range of discounted products and services. From educational resources to discounted insurances, travel bargains to movie tickets, there’s something for everyone.
If you are new to teaching and the union, you might not be aware of all the different benefits SSTUWA membership entails, so we’ve picked out three you really should know about. For the full list, head to page 30 of Western Teacher and sstuwa.org.au/benefits
Journey Accident Cover
The SSTUWA Journey Cover insurance policy has been designed to provide cover for members during their commute between work and home. Workers’ Compensation does not cover accidents going to and from work. This covers the gap in Workers’ Compensation cover, giving peace of mind that in the event of an injury resulting in an inability to work, members can expect income protection.
Cover can apply to a variety of commuting methods, including but not limited to the use of motor vehicles, bicycles, motorcycles, trains and walking.
Visit sstuwa.org.au/journeycover for more details.
Teachers Health Fund
Teachers Health was established in 1954 to provide cost-effective private health insurance for union members and their families. Teachers Health is a not-for-profit fund, meaning the priority is providing quality cover and
value to members (not payouts for shareholders).
As a member of the SSTUWA, you’re invited to join! Join before 31 October with six weeks free, plus skip the two and six-month waits on extras when you join with hospital and extras.
Head to teachershealth.com.au/offer for more info.
Eligibility criteria and conditions apply.
Mortgage broker
Mortgages, Money and Me (MMM) is a Perth-based finance brokerage providing specialist credit advice to teachers and related industries. In most cases services are free for SSTUWA members. MMM negotiates directly with lenders for discounts on your behalf and makes sure your loan is correctly structured to suit your ongoing needs.
MMM can access loans up to 98 per cent of your purchase price under various government and lender offers, including loans under the First Home Owners Grant, the First Home Guarantee and also mortgage insurance waivers for teaching professionals.
Other free services for SSTUWA members include complimentary advice on home loan reviews, property reports, online finance calculators and a monthly newsletter with updates on rates and the WA property market.
Find more info at sstuwa.org.au/mmme
Facing the Facts about the early years
By Lindsay Hale School leader consultant
The best start possible for every child
We all know that early childhood is a critical time that lays the foundation for a child’s future development, wellbeing and learning.
Recognising this, the SSTUWA advocates for a comprehensive, whole-of-system approach to early childhood education and care.
This approach aims to improve school readiness, provide effective early intervention – particularly for children from disadvantaged backgrounds – and provide smooth transitions into (and success during) the early years of school education.
Universal access to quality early learning
Universal access to affordable, highquality early learning opportunities is essential. Too many kids are missing out. We need collaboration between the WA government and the Commonwealth to ensure that every child, regardless of their socio-economic background, has access to early education. Quality early learning experiences are crucial for cognitive, social and emotional development, setting the stage for lifelong learning and success.
Support for disadvantaged children
Children from disadvantaged backgrounds often face significant barriers to learning. The SSTUWA calls for targeted support through playbased education in small groups, led by qualified educators. Play-based learning is particularly effective in fostering creativity, problem-solving skills and social interactions. By focusing on small group settings, educators can provide personalised attention and support, helping each child to thrive. For Aboriginal children – and their families – these
settings must be culturally safe and responsive.
Coherent human services policies
Addressing educational disadvantage requires more than just changes within the education system. The SSTUWA advocates for coherent human services policies aimed at reducing family and child poverty. These policies should address the root causes of disadvantage, providing families with the resources and support they need to create stable, nurturing environments for their children. Reducing poverty and its associated stresses can significantly improve children’s readiness for school and their overall wellbeing.
Enhanced child development services
Improving child development services is another key priority. The SSTUWA calls for the establishment of more child and parent centres, which offer a range of services to support physical and mental health, wellbeing, parent support and engagement and learning. Centres can provide crucial early intervention services, helping to identify and address developmental delays or other issues before they become more significant problems. By supporting both children and their parents, centres play a vital role in fostering healthy development and strong family bonds. By working closely with schools they foster strong transition, trusting relationships and early achievement.
Expansion of parenting programs
Parenting programs are essential for equipping parents with the skills and knowledge they need to support their children’s development. The SSTUWA
is calling for the expansion of these programs, ensuring that all parents have access to the resources they need. Effective parenting programs can help parents to understand child development, manage behaviour and create positive learning environments at home.
A joined-up response across government
The complexity of children’s needs, particularly in the early years, requires a coordinated response across various sectors of government. The SSTUWA calls for a joined-up approach that brings together education, health, social services and other relevant sectors. By working together, these sectors can provide comprehensive support to children and families, addressing the multiple factors that influence school readiness and educational outcomes.
Long-term benefits
Investing in early childhood education and support services has far-reaching implications. Better support for infants and young children can lead to improved school engagement and educational achievement, reducing the likelihood of future social and economic disadvantage. This, in turn, can decrease costs across all human services, as fewer resources are needed to address issues that could have been prevented through early intervention.
Providing the best start possible for every child requires a holistic, integrated approach that addresses the diverse needs of children and families. It’s time to face the fact that the measures advocated by the SSTUWA are essential to ensure that all children have the opportunity to thrive, laying the foundation for a brighter future for individuals and communities alike.
Rebuilding TAFE for Australia’s future
Earlier this year, the Australian Education Union (AEU) welcomed the announcements that the Commonwealth and state and territory governments would be making historic investments in TAFE under the National Skills Agreement. The AEU also acknowledged the progress in national policy including the VET Workforce Blueprint and Fee-Free TAFE.
The change in direction has been lifechanging for the TAFE teaching profession and the many thousands of TAFE students.
However, for a sector that has endured more than a decade of funding cuts under the previous coalition government, there are many issues in relation to the workforce, capital infrastructure and student learning needs which remain outstanding.
It is time for a national policy reset and all governments to commit to rebuilding TAFE as Australia’s premier, trusted and public vocational education provider.
The AEU’s 2024 State of Our TAFE survey found that:
• Two thirds of TAFE teachers are considering leaving the profession.
• Fifty-five per cent of those surveyed said that their TAFE institute had not allocated additional services to support students enrolling in FeeFree TAFE.
• Seventy-seven per cent of those surveyed said that workload has had a major impact on the recruitment and retention of TAFE teachers from industry, followed by pay (67 per cent) and employment conditions (59 per cent).
• The top three supports that would encourage TAFE teachers to remain in the sector were a reduced admin burden (67 per cent), improved pay (60 per cent) and better treatment from their employer (57 per cent).
The Albanese Government has prioritised A Future Made in Australia as a key policy initiative. This initiative must be delivered via a strong skills and vocational education system, that has TAFE at its centre.
That requires further investment in the TAFE teaching workforce, to attract and retain high quality teachers with the skills and knowledge needed for the future.
Additionally, these teachers must be supported with state-of-the-art teaching and learning facilities and their students supported with additional funding to aid student retention, engagement and achievement.
In marking National TAFE Day last month, the AEU called on all governments to commit to the full funding of TAFE, including:
1. A TAFE teaching workforce attraction and retention strategy, including investing in building the skills and knowledge of teachers with fully funded professional development.
2. Ongoing funded support for students with additional needs enrolling in Fee-Free TAFE, to improve student engagement, retention and achievement. This funding should focus on support such as foundation skills, mental health and digital literacy for students with complex needs.
3. Investment in capital works and equipment, including information technology, to match the significant funding commitment that the Commonwealth has made to FeeFree TAFE courses so that TAFE can provide high quality vocational education in state-of-the-art teaching and learning facilities.
AEU Federal President Correna Haythorpe said: “TAFE continues to provide high
quality public vocational education in Australia, but it must be backed by governments to do so.”
It is paramount that in the lead up to the next federal election, the Albanese Government commits to additional investment in the TAFE workforce, infrastructure and teaching programs.
“We recognise the extraordinary dedication and skills of TAFE teachers across the nation who are carrying the responsibility for delivering high-quality vocational education for their students including those from diverse backgrounds and many who have complex needs,” Ms Haythorpe said.
“However, there are still significant concerns amongst TAFE teachers about workload, job security and the level of support required by students on the FeeFree TAFE program.
“Governments need to support TAFE teachers with urgent investment to rebuild the TAFE teaching workforce and to provide high quality and state-ofthe-art teaching and learning spaces for students.
“Additional resources are needed to ensure student outcomes are improved and the complex needs of an increasingly diverse student cohort can be met.
“We are calling on all governments to back Australia’s TAFE teachers and students by investing in rebuilding with TAFE, only then will a future made in Australia be realised.”
New OECD report highlights public education inequity
The latest Organisation for Economic Cooperation and Development’s (OECD) Education at a Glance report shows that Australia significantly underperforms against most OECD countries when it comes to investing in public schools.
The report found that Australia has the highest level of expenditure on private educational institutions in the OECD, at 0.7 per cent of Gross Domestic Product (GDP). This is more than double the OECD-wide average of 0.3 per cent of GDP spent on private schools.
The report also found that Australia spends 3.3 per cent of GDP on public schools, just scraping above the OECD average of 3.2 per cent of GDP. Twelve countries invest more in public education than Australia does (Belgium, Costa Rica, Finland, France, Iceland, Israel, Korea, New Zealand, Norway, Portugal, Sweden and the UK).
AEU Federal President Correna Haythorpe said that the OECD’s report was yet another indicator pointing to the urgent need for full and fair funding of public schools across Australia.
“The fact that Australia has the highest level of expenditure on private education which is more than double the OECDwide average needs to be urgently addressed,” she said.
“Funding inequity for Australia’s public schools is a direct result of a deliberate undermining of the Gonski review’s school funding reforms by the Abbott, Turnbull and Morrison Governments.”
The report also found that Australia has the worst record on First Nations attainment when compared to Canada, Mexico, New Zealand and the United States, with a 31 per cent point gap between First Nations and nonIndigenous students. The gap is almost double the next largest in Mexico.
According to the report:
• Australia barely scrapes over the OECD average for this indicator with
57 per cent of SES (Socio-Economic Status) disadvantaged students reaching proficient level in maths by the end of school – floundering in the middle of the pack of OECD nations.
• Eighty-eight per cent of advantaged students are above proficiency level in maths – a 31 per cent point gap between the top and bottom quartiles of advantage/ disadvantage.
• Across the OECD: “Since 2016, the share of 18–24-year-olds not in employment, education or training has fallen from 16 per cent to 14 per cent on average across the OECD. At the same time, the share of 25–34-year-olds without an upper secondary qualification has decreased from 17 per cent to 14 per cent.” Meanwhile completion rates in Australia are going backwards, down to 76 per cent last year.
“This report makes it clear that Australia is a global outlier in its failure to fully fund public education – it’s a shocking position for our country to be in,” said Ms Haythorpe.
“Currently only 1.3 per cent of Australian public schools are funded to meet their Schooling Resource Standard (SRS) entitlements. That means over 98 per cent of our public schools are not funded to meet the most basic student requirements.
“Years of inaction and underfunding of Australia’s public education system has resulted in a situation where our students risk falling behind compared to their peers globally.
“At the same time, private schools continue to benefit from ever-increasing governmental support.
“We have a responsibility to ensure every Australian child has the opportunity to thrive and achieve their full potential. This data shows we are lagging on fulfilling that responsibility in comparison with other OECD nations.
“These findings have renewed our call for the Albanese Government to right these wrongs and deliver on full funding for all students in Australia. Anything less will fail students and their teachers in public schools.”
Does it matter if students do tests on computers or on paper?
By James Pengelley, Anabela Malpique and Nina Rovis-Hermann
Australian students are increasingly taking tests on computers. This includes major tests used to check national progress on literacy and numeracy.
The idea is this prepares students “for the future” because “technology is everywhere”.
But as our two recent studies suggest, the way students respond to test questions on computers may not be the same as on paper.
This is a particular issue amid concern over the latest round of NAPLAN results, which appear to show too many Australian students are not learning basic skills in English and maths. NAPLAN (for Years 3, 5, 7 and 9) has been fully online for two years.
In our recent study, we reviewed 43 studies comparing tests on computer and paper. This included research from 18 different countries (including Australia, the United States, Germany and the United Kingdom). Fourteen of these studies focused on school-aged children.
In general, the studies showed for younger school students (who had less computer skills), test scores tended to be higher when done on paper. This effect dropped off as students got older.
We also found when it came to computer testing, scores were worst when students needed to answer complex questions involving multiple steps.
This is due to the demands placed on working memory (the part of your thinking that allows you to hold onto multiple pieces of information at one time – for example, a list of names and coffee orders). When working memory has too many pieces of
information at once, we experience “high cognitive load”.
Students may experience this if they are unfamiliar with using a particular computer or particular program, testing platform or browser.
Students may also experience high cognitive load when the questions they answer become more complex. Not only are they working out the answer, but they are working out how to use the computer (or reminding themselves how to use it) at the same time.
Comparing students on paper and on a computer
We also saw this phenomenon at work in our own 2023 study, even when students were well into high school and familiar with the computers used in a science test.
We compared the differences in test scores for computer and paper-based tests with Year 9 students. This study involved 263 science students from two schools in Perth, where students learn using their own devices. Within this sample, there were 14 individual classes taught by seven different teachers.
Students completed one test on their own computer and another (featuring very similar questions) on paper. We categorised the questions in each test as “easy” or “hard”.
When students answered easy questions, they achieved higher scores (by about seven per cent) on the computer-based assessment. When students completed hard questions, they performed better (by about 12 per cent) on paper-based assessment.
This suggests the computer mode adds to the cognitive load students experience when answering questions. This is a bit like the way a computer’s memory might become overloaded if you run too many programs at the same time, and it slows down and doesn’t perform as well.
This finding is similar to that of a 2018 study that looked at the verbal skills of a group of children aged between four and 11.
What about working memory capacity?
In our study on Year 9 students, we also tested students’ working memory capacity, by giving them increasingly long lists of numbers to remember.
We then controlled for this using statistics. This allowed us to compare the computer and paper test scores while assuming all students had the same working memory capacity. Under these conditions, we found there was no difference in test scores between paper and computer.
This suggests students with lower working memory capacities are most disadvantaged by computer-based tests. People with attention-deficit hyperactivity disorder (ADHD) are one group that particularly struggle with working memory. We know there will typically be one or two students per classroom who have ADHD.
What can we do differently?
Computers, of course, have an important role to play in education and are powerful learning tools. But our research shows taking a test on a computer is not the same as taking the same test on paper. Schools should consider:
• Giving students extra working time when completing complex tasks or tests on a computer.
• Teaching students word processing skills from an early age to increase their ability to type and navigate computer programs.
• Minimising any digital distractions, either during tests or during class work. This includes pop-ups, multiple tabs and online games.
Additionally, families should think about providing everyday opportunities at home for younger children to learn to type (such as emails, messages and shopping lists). This will help to build their skills and confidence with keyboards and computers.
James Pengelley is adjunct lecturer in the School of Education at Murdoch University. Anabela Malpique is a senior lecturer in Literacy at Edith Cowan University. Nina Rovis-Hermann is a lecturer in Education Psychology at Murdoch University. Peter Whipp also contributed to the research on which this article is based. 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.
NAPLAN results possibly impacted by withdrawals
By Trevor Cobbold Convenor, Save our Schools Australia
Recently published research has found that some schools have manipulated their NAPLAN results by withdrawing low-performing students from the tests. The tactic is designed to make a school’s results look better than it would otherwise. The study found that independent private schools were twice as likely as public schools to withdraw low-performing students from the tests.
The study, Unintended consequences of school accountability reforms: Public versus private schools, found that poorly performing schools are more likely to encourage parents of low-performing students to withdraw their children from NAPLAN tests as a way to boost their school results reported on the My School website.
“We find that schools in both the public and private sectors appear to respond strategically to the increase in accountability. The worse a school’s initial measured performance as advertised on My School, the more likely that a lower proportion of students from that school participated in subsequent testing years,” the report states.
A co-author of the study, Professor Michael Coelli from the faculty of Business and Economics at the University of Melbourne said: “Our evidence is consistent with the idea a number of relatively poorly-performing public and independent private schools are gaming the system, to strategically adjust their NAPLAN testing pool. Manipulating the system like this artificially boosts their average scores, arguably to protect their academic reputation.”
The withdrawal rate in independent private schools was over twice that in public schools and the difference increased over the period to 2015. The study observed that independent schools have “potentially the most to lose from public accountability” and therefore respond more strongly by adjusting their testing pool. Gaming the system by Catholic schools was less prevalent than in independent and public schools.
The research is published in Economics of Education Review. It analysed NAPLAN non-participation rates of 6,981 Australian schools between 2008 and 2015. It found that the overall rate of student withdrawal due to a formal parental request rose from just 0.33 percent in 2008 (before My School was introduced) to 2.29 percent in 2015. By contrast, overall nonparticipation rates due to absence or exemption barely changed over the same period.
The authors said that the manipulation of schools’ results by the withdrawing of low-performing students threatens the integrity of the public accountability mechanism and undermines the information provided to parents making enrolment decisions.
The authors suggested that one policy response to prevent schools from manipulating the system is to require a minimum percentage of students in each school participating in testing each year.
Other recommendations include making it mandatory for schools to explain any significant year-on-year changes in nonparticipation rates and automatically
auditing schools which report large drops in test participation.
As a co-author of the study, Professor Gigi Foster, noted independent schools have a lot to lose if they don’t deliver the results that their parents expect because independent schools are “famous for charging parents a pretty penny for the privilege of enrolling their kids”. The withdrawal rate in independent schools increased sevenfold from 2008 to 2015, albeit from a small base, and has probably continued to increase.
Independent private schools are notorious for taking advantage of special provisions to boost their student results. For example, schools in NSW can apply for special disability provisions that provide practical assistance to students who may otherwise be disadvantaged when sitting their HSC exam.
The highest fee independent schools regularly claim and gain the most approvals. In 2023, 49 per cent of students at SCEGGS Redlands, 40 per cent at The Emmanuel School, 32 per cent at Moriah College and St Andrew’s Cathedral School, 30 per cent at Ascham and Wenona School, 29 per cent at Loreto Kirribilli and MLC School, 28 per cent at SCEGGS Darlinghurst and 25 per cent at Barker College were granted approval.
The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on the Save our Schools website and has been reproduced here with permission.
Investing in quality education and teachers in Africa
The teaching profession is traditionally known to be a noble profession and a driver for all sectors and industries we have in the world of work.
The profession is highly valued but greatly ignored by many African governments: they want quality teaching but take a short-sighted approach and are unwilling to make the necessary investments in the profession.
But Education International Africa, the regional structure of Education International (EI), will not stop banging the drums for teachers’ rights. Unions across Africa demand that the tide is turned and call for governments to invest in education and elevate the teaching profession.
The teaching profession is under pressure due to fast-evolving technology and culture and increasing student diversity.
To be relevant, a teacher is required to embrace these emerging challenges and integrate new pedagogical methods in their teaching practice. Great teachers are open to learning every time they face their students; they need to be innovative and dynamic.
However, it is important to note that, once a teacher graduates and is licensed to teach, little attention is given to supporting them to do their job effectively. In most cases, the assessment of teachers is based on how many of their students pass examinations alone.
Teachers are not provided with mentoring, formative assessment or the opportunity to collaborate with colleagues to improve their practice.
The majority of teachers in Africa are motivated to provide quality teaching but their job is not rewarded accordingly.
Instead, despite working under challenging conditions in schools with inadequate facilities, they are judged if their students fail to pass their examinations.
Most governments in Africa do not prioritise the education sector in the nation’s budget and many stakeholders are not very motivated to push and advocate for an increase in public funding for education.
It is sad to note that some teachers work without pay and their basic needs are not met.
Most teachers in Africa have little say in developing education policies and guidelines, and they are never involved in the review of such vital tools for driving the education agenda.
It should be noted that the physical presence of teachers cannot be replaced by technology. To improve the quality of teaching and learning, governments must invest in and improve teacher training.
2024 is an important year for education in Africa, as it has been declared the year of education by the African Union.
By Joan Aja
The commitment of our movement at the regional level has been shown through the following activities: we have seen new leadership elected, the African Youth Education Network (AYEN) launched, we celebrated the fifth anniversary of International Labour Organization Convention 190 as a tool that empowers workers to combat gender based violence and harassment in the world of work and we relaunched the campaign to end school related gender based violence (SRGBV).
This initiative provided great insights into unions’ commitment to end SRGBV with a lot of activity planning and the implementation of education networks. We had a great opportunity for ensuring the African education sector was on the agenda at the recent EI World Congress where our region was represented by many EI member organisations who added their strong voice to the global call for funding public education: Go Public! Fund Education.
Joan Aja is a teacher by profession and currently serves as the gender officer at Uganda National Teachers’ Union (UNATU). She is the chairperson of the Women Network in East Africa (WNEA) and the vice president of the African Women in Education Network (AWEN). 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.
Alternatives to banning kids from online spaces
Banning children under 16 from social media sounds like a seductive idea. For overwhelmed parents navigating their kids’ lives in a digital age, this move from the Australian government may seem like welcome relief.
But evidence shows it’s highly unlikely bans will positively impact the youth mental health crisis in this country. Indeed, bans may make our children even more vulnerable online.
Children and young people go online primarily to socialise with their peers. Online spaces are one of the few avenues our overscheduled children have to interact freely with each other, which is crucial for their wellbeing.
A social media ban will close down this
By Amanda Third
avenue and force children into lowerquality online environments. Children already say adults don’t understand what they do online and are underequipped to support them.
A blanket ban affirms parents “don’t get it”. Kids will find ways to get around the ban. And if their interactions turn sour on social media, the fact they were not supposed to be there will make it more difficult to reach out to adults for help.
Crucially, demands for blanket bans – challenging to implement – also force tech platforms into “compliance mode”. They divert company resources away from designing better online environments for children and into litigation.
What should we do instead of a ban?
Our children’s online safety is a collective responsibility. There are constructive steps we can take, but they need more cooperation between governments, industry, the community sector, parents, caregivers, educators, researchers, children and young people themselves.
All children learn by taking risks and making mistakes. The focus needs to be on eliminating online harms and equipping children and their caregivers to deal confidently with the digital world.
Tighter regulation is part of the solution. But making the internet a better place for children – not just banning them – is the very best protection we can provide.
So, what would that look like?
One way is to implement safetyby-design principles. Popularised internationally by the Australian eSafety Commissioner, safety by design is what it sounds like – baking safety features into the DNA of technological products and platforms.
Here, we should take the lead from children themselves. They are urging platforms and governments to do several things:
• Give minors privacy by default.
• Provide standardised, easily accessible and well-explained reporting processes across diverse platforms.
• Use artificial intelligence to detect bad actors attempting to interact with children.
Children also want to know what data is collected from them, how it is used, by whom and for what purposes.
They’re also calling for safety-by-design features that eliminate sexual, violent and other age-inappropriate content from their feeds.
All of these steps would help to strengthen the things they already do to take care of themselves and others online – like being cautious when interacting with people they don’t know and not sharing personal information or images online.
Not just safe, but optimal
Safety-by-design is not the whole solution. Building on the efforts to develop industry codes, industry and government should come together to develop a wider range of standards that deliver not just
safe, but optimal digital environments for children.
How? High-quality, child-centred evidence can help major platforms develop industry-wide standards that define what kinds of content are appropriate for children of different ages.
We also need targeted education for children that builds their digital capabilities and prepares them to deal with and grow through their engagement online.
For example, rather than education that focuses on extreme harms, children are calling for online safety education in schools and elsewhere that supports them to manage the low-level, everyday risks of harm they encounter online: disagreements with friends, inappropriate content or feeling excluded.
Heed the evidence
Some authoritative, evidence-based guidance already exists. It tells us how to ensure children can mitigate potential
harms and maximise the benefits of the digital environment.
Where the evidence doesn’t yet exist, we need to invest in child-centred research. It’s the best method for gaining nuanced accounts of children’s digital practices and can guide a coherent and strategic long-term approach to policy and practice.
Drawing on lessons from the Covid pandemic, we also need to better align evidence with decision-making processes. This means speeding up high-quality, robust research processes or finding ways for research to better anticipate and generate evidence around emerging challenges. This way, governments can weigh up the benefits and drawbacks of particular policy actions.
Technology is not beyond our control. Rather, we need to decide, together, what role we want technology to play in childhood.
We need to move beyond a protectionist focus and work with children themselves to build the very best digital environments we can imagine. Nothing short of the future is at stake in doing so.
Amanda Third is co-director at the Young and Resilient Research Centre and professorial research fellow at the Institute for Culture and Society at Western Sydney University. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
Aboriginal picture books for Australian students
By Emerson Zerafa-Payne
Books are powerful tools for educating and empowering children about the histories, achievements and ongoing contributions of Aboriginal peoples to Australian society.
The best books are those written by Aboriginal authors that authentically recognise and celebrate culture. Often, they are produced by First Nations publishers, such as Broomebased Magabala books or in one case, the Indigenous Literacy Foundation.
Here, then, are five such picture books to read during NAIDOC Week – or indeed, any time.
Mrs White and the Red Desert by Josie Boyle, illustrated by Maggie Prewett
This story, written by Josie Boyle (Wongutha), focuses on three Aboriginal students, aged around five to eight years old, who live in a corrugated iron house in the Western Australian desert. The house is exposed to the winds and the gritty red sand.
One night, the children invite their teacher, Mrs White, (a white lady dressed head to toe in white clothes) to dinner, to show her why their homework is always so grubby. They clean the house very carefully before her arrival.
The vibrant earthy tones from illustrator Maggie Prewett (Ngarluma) transport readers to the outback. Deep browns, reds and purples combine with rich golds and emeralds to give a sense of the environment. Brushstrokes mimic the descriptions in the book, curling and swirling when words like “wavy” and “higgledy-piggledy” are used.
This book is a demonstration of cross-cultural connections, with the developing relationship and understanding between Mrs White and her students. It also shows the challenges some students face.
When they are all hit with a sandstorm, whipping them with sand and spinifex, the house, the homework, and Mrs White, turn red with dust!
I Saw We Saw by Yolngu students at Nhulunbuy Primary School with Ann James and Ann Haddon
I Saw We Saw is a depiction of life for Yolngu students who live near or around Nhulunbuy, a small town in Arnhem Land. Life revolves around the sea and there’s always something to see and do.
The book was written by Yolngu students aged from nine to 12, during a series of workshops sponsored by the Indigenous
Literacy Foundation. Each student also had artwork included in the book. The students also worked with Elders in their community to write their story in Dhangu, a Yolngu Matha language.
In the book, they describe different things they can see and do on Yolngu Country, such as playing on the sand, swimming, collecting shells, seeing birds flying and watching fish swimming and leaping.
By immersing readers in their community, this book captures the students’ lives. Readers can learn about and appreciate the culture and daily experiences of the Yolngu peoples.
Respect by Aunty Fay Muir and Sue Lawson, illustrated by Lisa Kennedy
Respect, written by Aunty Fay Muir (Boonwurrung) and Sue Lawson, celebrates Aboriginal ways of life, introducing them to young readers with the very first cultural principle informing all Aboriginal and Torres Strait Islander nations – respect.
The book was illustrated by Lisa Kennedy (Pairebeenne/ Trawlwoolway) and is full of rich colour and powerful images of both people and landscapes: an Elder and a young person sitting together, a twinkling night sky, Elders gathered around a fire, coastlines and gum-leaves. The colours are deep reds, browns and blues, connecting us to the natural Earth and to Country.
The beautiful descriptions in this book share Aboriginal ways of knowing, being and doing and teach children the importance of family and how we all need to listen, learn and share.
Welcome to Country by Aunty Joy Murphy, illustrated by Lisa Kennedy
Welcome to Country explains the process of a Welcome to Country, describing how this would occur on Wurundjeri lands.
Elder Aunty Joy Murphy (Wurundjeri) introduces and gives meaning and explanation to the custom of a Welcome, accompanied by captivating artwork of Country also by Lisa Kennedy. The illustrations are a mix of bright, vibrant blocks of colour and Aboriginal artworks.
This book is a reminder to non-Indigenous peoples that each community has its own language, belief systems and protocols. It explains how Aboriginal communities across Australia have boundaries defined by mountains and waterways. Traditionally, permission was needed to cross these boundaries from a neighbouring community: this is when a Welcome to Country took place.
Each community has its own way of welcoming to Country. The book then takes the reader through a Wurundjeri welcome, introducing the creator spirit and inviting the reader to take a leaf from the branches of the white river gum as part of it.
“We are part of the land and the land is part of us,” writes Aunty Joy. “We feel the roots of the land through the soles of our bare feet.”
Finding our Heart by Thomas Mayo, illustrated by Blak Douglas
This children’s picture book based on the Uluru Statement from the Heart, written by Thomas Mayo (Kaurareg, Kalkalgal, Erubamle), contains information about the history of Australia from an Aboriginal perspective.
The book includes life prior to colonisation and some of the practices such as caring for Country, singing, dancing, working, learning and sharing. It discusses in a child-appropriate manner, colonisation and ways to move forward together as Aboriginal and non-Indigenous peoples. How, asks Mayo, “can we find the heart of the nation?”
The book was illustrated by Blak Douglas (Dhungatti) and contains lots of bold, bright colours depicting different scenes, along with the AIATSIS Map of Indigenous Australia and the Uluru Statement from the Heart
There is further information at the back for slightly older children, catering for five to 10-year-olds. This book will spark conversations, as the author places his trust in the children to find Australia’s heart.
Emerson Zerafa-Payne is a lecturer (First Nations Studies) at the University of Southern Queensland. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
Real equity in math education
By Megan Staples
Note: This article discusses the American education system and as such uses terms and references, such as math, that are unique to teaching and learning in the US.
Math education outcomes in the United States have been unequal for decades. Learners in the top 10 per cent socioeconomically tend to be about four grade levels ahead of learners in the bottom 10 per cent – a statistic that has remained stubbornly persistent for 50 years.
To advance equity, policymakers and educators often focus on boosting test scores and grades and making advanced courses more widely available. Through this lens, equity means all students earn similar grades and progress to similar levels of math.
With more than three decades of experience as a researcher, math teacher and teacher educator, I advocate for expanding what equity means in mathematics education. I believe policymakers and educators should focus less on test scores and grades and more on developing students’ confidence and ability to use math to make smart personal and professional decisions. This is mathematical power – and true equity.
What is equity in math?
To understand the limitations of thinking about equity solely in terms of academic achievements, consider a student whom I interviewed during her freshman year of college.
Jasmine took Algebra 1 in ninth grade, followed by a summer online geometry course. This put her on a pathway to study calculus during her senior year in an AP (advanced placement) class in which she earned an A. She graduated high school in the top 20 per cent of her class and went to a highly selective liberal
arts college. Now in her first year, she plans to study psychology.
Did Jasmine receive an equitable mathematics education? From an equityas-achievement perspective, yes. But let’s take a closer look.
Jasmine experienced anxiety in her math classes during her junior and senior years in high school. Despite strong grades, she found herself “in a little bit of a panic” when faced with situations that require mathematical analysis. This included deciding the best loan options.
In college, Jasmine’s major required statistics. Her counsellor and family encouraged her to take calculus over statistics in high school because calculus “looked better” for college applications. She wishes now she had studied statistics
as a foundation for her major and for its usefulness outside of school. In her psychology classes, knowledge of statistics helps her better understand the landscape of disorders and to ask questions like, “How does gender impact this disorder?”.
These outcomes suggest Jasmine did not receive an equitable mathematics education, because she did not develop mathematical power. Mathematical power is the know-how and confidence to use math to inform decisions and navigate the demands of daily life –whether personal, professional or civic. An equitable education would help her develop the confidence to use mathematics to make decisions in her personal life and realise her professional goals. Jasmine deserved more from her mathematics education.
The prevalence of inequitable math education
Experiences like Jasmine’s are unfortunately common. According to one large-scale study, only 37 per cent of US adults have mathematical skills that are useful for making routine financial and medical decisions.
A National Council on Education and the Economy report found that coursework for nine common majors, including nursing, required relatively few of the mainstream math topics taught in most high schools. A recent study found that teachers and parents perceive math education as “unengaging, outdated and disconnected from the real world”.
Looking at student experiences, national survey results show that large proportions of students experience anxiety about math class, low levels of confidence in math, or both. Students from historically marginalised groups experience this anxiety at higher rates than their peers. This can frustrate their postsecondary pursuits and negatively affect their lives.
How to make math education more equitable
In 2023, I collaborated with other educators from Connecticut’s professional math education associations to author an equity position statement. The position statement, which was endorsed by the Connecticut State Board of Education, outlines three commitments to transform mathematics education.
1. Foster positive math identities:
The first commitment is to foster positive math identities, which includes students’ confidence levels and their beliefs about math and their ability to learn it. Many students have a very negative relationship with mathematics. This commitment is particularly important for students of colour and language learners to counteract the impact of stereotypes about who can be successful in mathematics.
A growing body of material exists to help teachers and schools promote positive math identities. For example, writing a math autobiography can help students see the role of math in their lives. They can also reflect on their identity as a “math person”. Teachers should also acknowledge students’ strengths and encourage them to share their own ideas as a way to empower them.
2. Modernise math content:
The second commitment is to modernise the mathematical content that school districts offer to students. For example, a high school mathematics pathway for students interested in health care professions might include algebra, math for medical professionals and advanced statistics. With these skills, students will be better prepared to calculate drug dosages, communicate results and risk factors to patients, interpret reports and research and catch potentially lifethreatening errors.
3. Align state policies and requirements: The third commitment is to align state policies and school districts in their definition of mathematical proficiency and the requirements for achieving it. In 2018, for instance, eight US states had a high school math graduation requirement insufficient for admission to the public universities in the same state.
Other states’ requirements exceed the admission requirements. Aligning state and district definitions of math proficiency clears up confusion for students and eliminates unnecessary barriers.
What’s next?
As long as educators and policymakers focus solely on equalising test scores and enrolment in advanced courses, I believe true equity will remain elusive. Mathematical power – the ability and confidence to use math to make smart personal and professional decisions –needs to be the goal.
No one adjustment to the US math education system will immediately result in students gaining mathematical power. But by focusing on students’ identities and designing math courses that align with their career and life goals, I believe schools, universities and state leaders can create a more expansive and equitable math education system.
Megan Staples is associate professor of Mathematics Education at the University of Connecticut. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
The embodiment of union tradition
By Sarah Murray
School recruitment and retention project officer
The late Melanie Clark (pictured above right) was a teacher at Eneabba Primary School and proud SSTUWA member for 45 years.
Her membership and that of thousands like her is the vital embodiment of our union.
She always upheld the importance of ensuring that teachers were highly valued, as well as students.
Melanie passed away last year and in recognition of her impact and influence on the lives of many students, Eneabba PS organised a memorial arts day on 13 August at the school.
The event, sponsored by the SSTUWA, was organised by members of the school’s union branch, its principal and backed by Eneabba community members.
The day was a way of celebrating the arts (Melanie’s specialisation was music); a way of ensuring students at Eneabba PS could have wider exposure in this field and moreover, teachers would also benefit from having a day off planning and active teaching.
Melanie attended Mount Lawley Teachers’ College between 1972 and 1974. On qualifying she was offered a job in Newman, but was unable to take up this position initially, as she suffered a serious car accident where she broke her back.
Her recovery took time and so in the interim she began teaching at Hilton PS. In 1976 she was able to make it to Newman and taught there for a little over a year. Strong friendships were forged during this time and she remained in touch with colleagues from Newman PS for her entire life.
The list of teaching positions that followed included stints at North Fremantle PS and a music advisory post in East Kimberley, where she would visit regional schools supporting students and teachers.
She also took a similar role as a literacy specialist in the Pilbara, which she loved and would often talk about.
Melanie married in 1990 and moved to Kojonup, before moving to Eneabba in 1993 where she began teaching at Eneabba Primary School. Melanie and her husband Stuart had three children who attended the school.
As the music specialist there for many years, Melanie was responsible for some spectacular and memorable end of year productions, including an ENE ABBA musical, something staff had wanted to do for years.
Melanie brought to Eneabba a wealth of knowledge and experience, not only from
her teaching roles but from experiences gained travelling widely.
On a personal note, her friendship was paramount to me. I arrived in Western Australia from Britain in January 2010.
Mel showed up at my GROH house on the Sunday before my first day of school bringing eggs and sausages, “like a proper farmer’s wife”, to talk me through my class list, which included her daughter.
Even years after I left the school to hit the bright lights of the city, I sought her opinion and advice religiously.
Mel was well travelled, political, a unionist and very, very funny, as well as being completely loved by everyone who knew her, for among other things, her empathy, generosity, support and wisdom.
I was so fortunate that we became firm friends. Vale Melanie Clark (1954–2023).
From left to right: Robyn Patmore, Stuart Clark, Barb Hayes, Pat Plozza, Jess Clark (no relation), Chloe Scott, Sarah Murray, Emma Cooper and Jess Elliot.
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.
AEU bans implementation of the national reform agreement
The Australian Education Union (AEU) has placed an immediate ban on the implementation of the Better and Fairer Schools Agreement.
Federal President Correna Haythorpe said:
“The AEU Federal Executive has placed an immediate nation-wide ban on the implementation of the Better and Fairer Schools Agreement, particularly initiatives which are unfunded and that will increase the workload of the overstretched and under-resourced teaching profession.
“This ban will remain in place until such time as the AEU Federal Executive determines that there is a genuine pathway for all public schools across the nation to achieve the minimum 100 per cent of the Schooling Resource Standard (SRS).
“We have made our position very clear. After more than a decade of inequality and endless promises by governments, we cannot stand by while another generation of students miss out on the resources that they need for their education. And we cannot accept a reform agenda that will be rolled out from next year while the status of funding for NSW, VIC, QLD, SA and the ACT remains unclear and increasingly looks as if it will be status quo.
“This is a national issue. While claims of ‘full and fair funding’ have been made by the Albanese Government, our members in WA, NT and TAS know that a deal which falls four per cent short of 100 per cent is not full and fair funding. Further, the shift to a 10-year timeframe, means that public schools are now facing a prolonged pathway to 100 per cent.
“The situation is untenable. In public schools today, we have chronic funding shortfalls, workforce shortages, increased workloads and students who need extra learning support. The failure to fund our schools properly impacts deeply on the teaching and learning conditions for teachers, education support staff and for students.”
The AEU Executive has resolved that:
1. The Better and Fairer Schools Agreement has as a core purpose, a commitment from the parties to “commit to actions that will support full and fair funding for schools, build a world class education system for all students, and encourage and support every student to be the very best they can be, no matter where they live or what kind of learning challenges they face.
2. Such actions as outlined under the three pillars of A) Equity and Excellence B) Wellbeing for Learning and Engagement and C) A Strong and Sustainable Workforce are embedded in a national reform agreement which is the vehicle for the Commonwealth government to deliver funding to jurisdictions based on the SRS and associated loadings.
3. The ongoing negotiations between the Commonwealth and State and Territory governments have failed to deliver a full and genuine pathway to 100 per cent of the SRS due to the Albanese Government’s offer failing to provide a full 25 per cent Commonwealth share of the SRS and failing to deliver on the removal of the four per cent depreciation tax from the state and territory SRS share.
4. The implementation of any government reform agenda without the essential funding that is required to meet the needs of the public school system, places an increased workload burden on the teaching profession, while at the same time denying schools the resources needed to achieve high quality teaching and learning outcomes for their students.
5. The AEU Federal Executive determines to place an immediate nation-wide ban on the implementation of the Better and Fairer Schools Agreement,
particularly initiatives which are unfunded and that will increase the workload of the overstretched and under-resourced teaching profession.
6. This ban will remain in place until such time as the AEU Federal Executive determines that there is a genuine pathway for all public schools across the nation to achieve the minimum 100 per cent of the SRS.
“As we issue this nationwide ban, we are once again renewing calls on the Albanese Government to urgently resume school funding negotiations with the state and territory governments to achieve five-year bilateral agreements which deliver the minimum 100 per cent SRS for all public schools,” Ms Haythorpe said.
“The Albanese Government cannot implement reforms without providing proper funding to pay for them. Under the current circumstances the Better and Fairer Schools Agreement is not better and it is not fairer for teachers and students. If it is implemented without the full resources needed for public schools, it will increase the workload of the already stretched teaching profession.
“In the lead up to the last federal election Prime Minister Albanese promised to ensure that every public school was on the pathway to 100 per cent full funding. As we rapidly head towards another federal election it is critical that the Albanese Government makes good on that promise for the future of our children and the future prosperity of our nation.
“The Albanese government has the power to resolve this by increasing their share to 25 per cent and ensuring that state and territory governments commit to 75 per cent. Make no mistake, we will commit the full resources of our union to achieving full funding for all public schools and their students.”
Economic benefits of investing in public schools
New analysis from Jim Stanford, Economist and Director at the Centre for Future Work at the Australia Institute, has highlighted the large economic, social, and fiscal benefits from funding public schools to 100 per cent of the Schooling Resource Standard (SRS).
The analysis, Leaving Money on the Table: Foregone Economic Gains from Continued SRS Underfunding, reveals the economic costs of the Albanese Government’s current offer to states and territories of a 2.5 per cent increase in its SRS contribution, to 22.5 per cent, instead of a full 25 per cent.
AEU Federal President Correna Haythorpe said: “While we know that increasing investment in public schools is critically important for teachers, students and families, this analysis highlights the economic benefits to the Albanese Government and the nation, and it profiles the real costs of a failure to provide a full 25 per cent.”
Jim Stanford finds that by increasing its SRS contribution from 20 per cent to 25 per cent, the Commonwealth would offset about half of the current funding gap for public schools (with the rest resulting from state funding shortfalls). Increasing Commonwealth support to 25 per cent of the SRS would generate significant benefits, including:
• Total Gross Domestic Product (GDP) gains of $7.1 to $9.9 billion annually after 20 years.
• Over 17,000 new jobs.
• A total $2.7 billion in GDP gains from expanded public school activity.
• Improvements in school completion rates of between 1.5 and 2.5 percentage points.
• Cumulating improvements in wage income of $1.0 to $1.7 billion annually after 20 years, and cumulating improvements in GDP from higher labour productivity of $2.3 to $3.7 billion over the same time.
• Ultimate social and fiscal savings of $2.0 to $3.5 billion annually.
• A net fiscal gain for the overall government revenue of $1.2 to $3.0 billion.
However, the Albanese Government has currently offered only to fund 22.5 per cent of the SRS. Should the government continue to refuse to increase its share to a full 25 per cent, the costs will not only be borne by public schools, teachers and students, but by the nation, which would be deprived of many of the significant economic benefits outlined above.
A continuing 2.5 per cent gap in the SRS share would squander:
• Total GDP gains of $3.5 to $4.9 billion annually, a long-term economic payoff 2.7 to 4 times bigger than the annual investment.
• Approximately 8,400 new jobs.
• A total $1.3 billion in lost annual GDP gains from expanded public school activity.
• Improvements in school completion rates of 0.8-1.2 percentage points.
• Foregone improvements to wage
income of $500 to $800 million after annually 20 years, and foregone GDP improvements from higher labour productivity worth $1.1 to $1.8 billion.
• Foregone annual social savings of $1.0 to $1.7 billion through lower welfare and health costs.
• Lost net fiscal benefits for the overall government sector of $0.6 to $1.5 billion.
The paper concludes: “In short, government effectively ‘profits’ from fully funding public schools” and that: “The failure to fully fund public schools is clearly a case of false economy. The relatively small amounts of money ‘saved’ in the near term, are more than offset by long-run underperformance according to numerous indicators: school attainment and completion, productivity, GDP and fiscal balances. The Commonwealth government is leaving money on the table, with its failure to fully meet SRS funding requirements.”
“This is money the federal government is quite literally leaving on the table, through its continued underfunding: governments’ own revenue position will ultimately be weakened, not strengthened, by refusal to fully fund public schools.”
This is a wake up call to the Albanese Government. Investing in public schools not only delivers high quality teaching and learning experiences for students and staff but it is good for the nation. There is much to be lost if governments fail in these negotiations. The cost for Australia’s students and for the economy are untenable.
Education & Training Centre
Elected delegate events
Last chance training opportunities for elected delegates. Don’t miss out on joining the team here at the SSTUWA for some outstanding training – get yourself ready to continue to succeed in your important role in 2025.
Union Representative Training Level One: Schools (TUT)
Monday-Tuesday 21-22 October
This training provides essential knowledge and skills to support reps and deputy reps in their important role. Learn the roles and responsibilities and build confidence to succeed in your union leadership role.
Union Representative Training Level Two: Schools (TUT)
Thursday-Friday 31 October-1 November
If you have completed Level One Rep training in 2023, then join us for this course in 2024. You will explore effective leadership with a focus on consultation and applying negotiation skills.
Aspiring Union Delegate Training Schools and TAFE (TUT)
Friday 22 November
This new one-day discovery experience is designed to support union members who are planning to nominate for a union delegate position in 2025. Participants of this event will leave the training with more confidence to step into the new year with a deeper understanding of what the role can look like either in a TAFE college or a school.
Term 4 events
Elected delegates • School leaders
Education-Specific Five-Day Introductory Course for HSRs
Monday-Friday 4-8 November
This newly-developed course has been created based on the new WHS Act 2020 and will provide updated information regarding new definitions related to the legislation and the expanded duties of parties including their functions and powers.
Education-Specific Refresher Courses for HSRs
Wednesday 20 November (Level One), Wednesday 27 November (Level Two)
If you did your five-day course in 2023, join us for a Level One Refresher. If you did your five-day course in 2022 and have completed the Level One Refresher, join us for your Level Two Refresher.
School leader event
Education Specific WHS Course for School Leaders (TUT)
Wednesday 30 October 2024 9am-3.15pm
In response to a recommendation from the SSTUWA School Leader Reference Group, a learning opportunity has been created for school leaders to expand their knowledge around the new documents and legislation in the WHS space.
This one-day course has been specifically developed to support school leaders to become familiar with the key components of the new Act to assist them in the successful management of WHS at the school level.
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.
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.
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
Free dairy excursions
Brownes Dairy invites your classroom to join a free curriculum-linked tour of the dairy in Balcatta. Students from Kindergarten to Year 6 get a unique hands-on experience and see how our dairy operates and produces award winning dairy products enjoyed in WA for 130 years. school.tours@brownesdairy.com.au
Road safety education for schools
RAC offers free curriculum aligned road safety workshops and online resources for primary schools (pre-primary to Year 6) and secondary schools (Years 10 to 12), covering a range of road safety topics designed to keep young people safe on and around the roads. (08) 9436 4471 | rac.com.au/education communityeducation@rac.com.au
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
The next meeting of the Retired Teachers’ Association is Wednesday 30 October at the SSTUWA premises from 10am. The following meeting will be the Christmas party on Monday 2 December. All retired members are welcome.
Video conferencing facilities are available for those who cannot attend in person. Email contact@sstuwa.org.au for the link.
Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.
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
State Council Conference
November 2024 State Council Conference will be held on 15-16 November.
More info: sstuwa.org.au/statecouncil
Rosemary Richards Scholarship
Applications are now open and are due by 4pm Monday 4 November.
Open to AEU women members. Valued at $10,000.
For criteria and more info, visit sstuwa.org.au/scholarships
World Teachers’ Day 2024
World Teachers’ Day was celebrated globally on 5 October. In Australia it will be marked on 25 October. The day is an opportunity to celebrate and thank teachers for their important role in our communities and for the positive impact they have on the lives of students. For more information visit: unesco.org/en/days/teachers-day and worldteachersday.edu.au
2025 wall planner
The 2025 wall planner will be distributed with the print version of the November Western Teacher
Digital edition subscribers can order a planner at sstuwa.org.au/wall-planner
Venue: SSTUWA, 1 West St, West Perth and/or online via Zoom. More info: www.l3cta.org.au or contact@l3cta.org.au
Anti-Poverty Week: 13-19 Oct
Anti-Poverty Week supports the Australian community to have an increased understanding of poverty and to take action collectively to end it. Poverty exists. Poverty hurts us all. We can all do something about it. In 2024, Anti-Poverty Week will be held from 13-19 October. It runs to coincide with the United Nations Day for the Eradication of Poverty on 17 October. For more information visit: antipovertyweek.org.au
SSTUWA committee meeting dates: Venue: SSTUWA office | Contact: (08) 9210 6000 or contact@sstuwa.org.au Videoconference facilities are available
New Educators Committee
Time: 4pm
3 December
Women’s Committee
Time: 4pm
29 October
Early Childhood Educators Committee
Time: 4pm 7 November
LGBTIQ+ Committee
Time: 3.45pm
Dates TBC
Aboriginal and Torres Strait Islander Committee Time: 4pm
