Western Teacher - Volume 50.7 - September 2021 by SSTUWA

Volume 50.7 September 2021

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

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Volume 50.7 September 2021

In this edition Correspondence:

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

Celebrating 1971

2021

years

2021 Publishing Dates

Deadline Distributed 30 November 22 January 25 January

19 February

Ph: 9210 6060 memberassist@sstuwa.org.au

2 March

26 March

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

27 April

21 May

31 May

29 June

28 June

9 August

3 September

6 September

8 October

18 October

26 November

Member Assist:

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 James Street, Northbridge WA. September 2021. Cover: We are fighting to Give the Cap the Boot and we need your help. Read more on page 7. To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher

Connect with us: @sstuwa

Dates are subject to change

In this edition

Features

Log of Claims (Schools)..............................5 School leader exit fears due to workload pressure......................................8 Workload reduction, job security amongst claims: TAFE General Agreement 2021...10 TAFE hours of work...................................12 Pilbara school celebrates culturally responsive STEAM project........................14 Harnessing education’s power for positive climate action..............................16 Climate change widespread and intensifying: new report............................18 New educators at State Council...............20 10 reasons why educators should be SSTUWA members....................................21 Seen around the SSTUWA........................22

Regulars

From the President.....................................4 From the General Secretary.......................7 Education and Training.............................28 Member Benefits......................................30 Classifieds.................................................32 Noticeboard...............................................34

Advertisements in Western Teacher are the responsibility of advertisers. While Western Teacher makes reasonable efforts to ensure that no misleading claims are made by advertisers, responsibility is not accepted by The State School Teachers’ Union of W.A. (Inc.) for statements made or the failure of any product or service to give satisfaction. Inclusion of a product or service should not be construed as an endorsement or recommendation by The State School Teachers’ Union of W.A. (Inc.)

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

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An SSTUWA project in collaboration with Barrie Bennett © B. Bennett, The State School Teachers’ Union of W.A. (Inc.)

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Classroom Management

Graphic Intelligence

Dr Barrie Bennett is an internationally renowned educational expert and emeritus professor at the University of Toronto. His books cover a range of interrelated topics that support effective teaching and learning. Members can access special pricing on the series.

Place your order at sstuwa.org.au/shop Western Teacher September 2021

From the President

Getting public education the support it needs By Pat Byrne President

Over the past few weeks there has been extensive consultation around the 2021 Schools Log of Claims. The feedback has been extensive and much appreciated. We now move onto the negotiation phase. Every general agreement process is of course important. However, this one feels especially significant. The SSTUWA is obviously far more aware than the government and broader community that teachers have never been under so much stress, but it was still shocking to learn that 81 per cent of respondents to our State of our Schools survey had considered quitting the profession in the past four years. Member concerns had informed our Log of Claims ahead of the survey results, but those findings emphasised the absolute importance of addressing what is driving such a high level of dissatisfaction. It is important therefore over coming months to look carefully at what we as a union are seeking to achieve.

The SSTUWA estimates that we need at least 2,200 extra teachers to match the average class sizes in the other states.

Obviously, the issue of the salary cap will be crucial. This is addressed on page 7. Salary cap concerns apply to both school and TAFE members. We also have vital requirements to ensure TAFE can cope with the welcome focus it has been given as a core strategy in addressing skill shortages. Details about the TAFE Log of Claims can be found on page 10. Among school members the issue of workload is especially important. Our class sizes are growing all the time as enrolments go up with the arrival both of people returning to WA because of COVID-19 and the resources boom which will bring more and more workers to the state. The SSTUWA estimates that we need at least 2,200 extra teachers to match the average class sizes in the other states. Further, the range of issues facing teachers and the levels of bureaucracy required mean that our members are all too often taken away from their primary focus. For example, within schools we have an unprecedented crisis around mental health issues among students. There are schools which have over 100 pupils who need to be monitored at all times for their safety and well-being. Every teacher and school leader has their own experience of having to address extreme behaviours from students.

Western Teacher September 2021

There are schools which have over 100 pupils who need to be monitored at all times for their safety and well-being.

They not only have to address the initial issues but then to try desperately to get help for those students, a process which can take months – even years – due to the lack of available staff and suitable programs. Therefore, at the very heart of our Log of Claims lie a series of asks related to the work of teaching and leading. These are shown on the opposite page. They include a reduction in class sizes, proper support across a range of specialist areas including Level 3 principals being freed from classroom duties, specified admin time for leaders and HOLAs, compensatory leave for principals who deal with emergencies after hours and a genuine commitment to reduce red tape. In essence these core claims are about giving teachers the support they need to actually teach and leaders the back-up they need so they can focus on leading. We aim in this way to ensure we get the changes we need to get public education the support it needs.

Log of Claims (Schools)

Log of Claims (Schools) The work of teaching and leading The following forms part of the Schools General Agreement 2021 Log of Claims, particularly in relation to teaching and school leadership.

Class sizes • A reduction in pre-primary class size to 24 (currently 25-27). • A reduction in class sizes in years 4-10 to 28. • That Table A General Class Sizes be amended by the replacement of the current Mixed Years band with the following: Mixed Years: In any split class containing K students, there shall be no more than 14 K students. P/1 20 P-3 23 3/4 23 4-10 27 11-12 24

L3 DP administrative time A specified administrative time allocation of 0.3FTE for primary deputy principals.

HOLA administrative time An adjustment to the Student-Centred Funding Model to fund a specified administrative time of 0.4FTE for Heads of Learning Areas

Compliance reduction A demonstrable commitment to the reduction of administration and compliance requirements to enable greater focus upon curriculum and instructional leadership.

Instructional coaches Schools be resourced through the provision of a targeted initiative an Instructional Coach to support building the capacity of curriculum knowledge and instructional skill of teachers: i. 0 – 100 students: ii. 101 – 300 students: iii. 301 – 600 students: iv. 601 – 800 students:

0.2FTE 0.3FTE 0.4FTE 0.6FTE

v. 801 – 1000 students: 0.8 FTE vi. 1,000+ students: 1.0 FTE

L3 Classroom Teacher time All Level 3 Classroom Teachers be provided with 0.1FTE non-teaching time to assist with their primary role which is of a curriculum leadership nature.

School development days Of the two school development days at the commencement of each school year, a minimum of half a day is reserved for work-related matters at the professional discretion of the employee.

Performance management • All schools to adhere to the negotiated performance management template as agreed between the parties to the GA. • The Student-Centred Funding Model be adjusted to allow for the funding of two 40 minute performance management meetings annually per FTE. These meetings to occur during the school day.

Relief teacher preparation That relief teaching preparation for unforeseen absences by the class teacher for two days or less be limited to: i. A copy of a daily work pad/relief folder ii. Important only information for students at risk, (location of individual planning for example) iii. Information which could affect student safety or well-being.

Support for teachers of SWDs in mainstream classes Where a class has three or more students with an imputed or recognised disability an additional planning day per term will be provided to the class teacher and that this be provided for in the StudentCentred Funding Model.

Graduate teacher support Graduate teachers in their first two years should not be used for internal relief needs unless there are no other available options.

Facilities management Principals or delegated school leaders responsible for lease management of facilities to external bodies to receive an allowance agreed between the parties and Department of Education.

L3 principal admin time Level 3 schools will be staffed to ensure that principals are not required to undertake any face-to-face teaching responsibilities.

Compensatory leave – principals Principals are entitled to up to five days compensatory leave in recognition of the work required to be undertaken by principals when dealing with emergencies outside of normal working hours. The timing of such leave is to be negotiated with the employer.

Professional learning – principals Centrally funded professional learning programs for school leaders will include the cost of: i. Travel and accommodation, where attendees are regionally based; ii. Teacher relief where attendance is at aspirant principal preparation programs (APPPs).

Data analyst position Additional funding, equivalent to that of a level 3 school administrator, will be provided to all schools for the purpose of collecting, analysing and distributing school performance data, on the following basis: i. 0 – 100 students: 0.2FTE ii. 101 – 300 students: 0.3FTE iii. 301 – 600 students: 0.4FTE iv. 601 – 800 students: 0.6FTE v. 801 – 1000 students: 0.8 FTE vi. 1,000+ students: 1.0 FTE

For more details and the complete Log of Claims, visit sstuwa.org.au/GA21 Western Teacher September 2021

From the General Secretary

Time to boot the cap on salaries By Mary Franklyn General Secretary

The state government decided that public servants should bear the brunt of budget repair and put a cap on salaries. Initially this was for four years, then they extended it to six years. It was, to say the least, somewhat galling that the extension of the public sector pay cap came at the very time when public servants across the state were keeping Western Australia safe from COVID-19. TAFE staff are at the very heart of the crucial efforts to address a skills shortage in WA which we must overcome if our economy is to avoid stalling for the lack of qualified workers.

effects you see when the CPI average for WA is 3.8 per cent. The SSTUWA has made giving the salary cap the boot a priority. We have joined the Public Sector Alliance with eight fellow public service unions. The alliance unions are committed to breaking the patterned wage policy freezing being adopted by this government. We all know it is not about COVID-19 or any budget deficit. We all know we have to lead the struggle for fair wages and conditions – not a model that works on minimums and short-term political fixes.

The Education Minister herself declared teachers were essential to keeping the state’s economy going by keeping schools open.

The alliance will be working with our community and all political parties to establish the fair principles of the employees’ right to fair and just negotiations on wages and conditions.

Not essential enough though, it seems, to have the right to negotiate a fair salary increase rather than having it imposed on them.

We are fighting to Give the Cap the Boot and we need your help. All of you. Our schools and TAFE campaigns are off and running.

Now we have teachers, TAFE lecturers and other public servants falling further and further behind the cost of living, getting salary increases of between 1.39 per cent and 0.58 per cent while they watch the cost of housing, fuel and electricity spiral upwards.

If you are a member we need you to sign our petition either in hard copy or online by visiting bit.ly/3xXfpVO

We have teachers in regional and remote areas dumped into caravan parks or share houses because they cannot get GROH and cannot come close to paying for private rentals. In the metropolitan area a teacher or lecturer travelling by car has seen their fuel costs go through the roof and their rents soar – these are the real day-to-day

We need you to put up our posters (enclosed with this Western Teacher) and make sure everyone in your school knows what an impact the cap is having on you and your colleagues. You’ll soon be able to share the Give the Cap the Boot message with what you wear and what you put on your noticeboards, in your classrooms and staff rooms. What if you are not a member? Join now. Every voice matters, every member matters. Don’t be a bystander, be part of the change.

Happy 100th birthday, Molly! Molly Worsnop, long-standing member of the SSTUWA and Retired Teachers’ Association (RTA), marked her 100th birthday last month. She’s pictured here celebrating with RTA members at their August meeting, delivering a humorous speech about her life and teaching career. Molly epitomises the spirit of union membership, her actions directed to supporting her peers rather than her personal interests.

Western Teacher September 2021

State of our Schools 2021

School leader exit fears due to workload pressure By Minh Lam

The SSTUWA’s State of our Schools survey has revealed that two out of every three WA school leaders have considered leaving the profession due to high workload and fears for their well-being and safety. Ninety-two per cent of school leader respondents to the 2021 survey rated their workloads as high to very high, with 67 per cent stating they had considered leaving the profession in the past four years. Workload was the biggest reason cited by respondents as to why they would leave the profession, at 77 per cent, followed by concerns about their personal health and well-being. Safety concerns, around school violence and COVID-19, and salary issues were also listed as reasons for leaving. The school leader respondent results mirror those of the other roughly 1,700 public educators who responded to the survey. As reported in last month’s Western Teacher, four out of five public educators have considered leaving the profession in the past four years for exactly the same reasons as listed above. The departure of so many dedicated and experienced educators from the public school system would have catastrophic consequences for state schools and add education to the list of many industries facing a shortage of skilled workers. “I read new jobs daily, I know my health is suffering but so is that of the majority of my staff. Walking away doesn’t help bring about change,” one respondent said. The survey results add further weight to the SSTUWA’s campaign calling for an end to the state government’s cap of public school teacher and lecturer wages. 8

Western Teacher September 2021

“I haven’t considered leaving, but the lack of salary increases is a significant issue,” another survey respondent said. Exactly 80 per cent of school leader respondents said they worked more than 50 hours a week, with just over a quarter stating they worked 60 hours or more. This equates to a 10-12 hour working day for school leaders during the working week. About 81 per cent of school leaders surveyed felt somewhat to very pressured to schedule multiple after-school meetings. As a result, 84 per cent of respondents said their stress levels were high to very high – which can be attributed to having to keep up with the workload and work hours school leaders currently face. “I do not have enough hours in the days to complete my work effectively and no longer have the energy to work from home at night other than to answer a few emails,” one survey respondent said. Another respondent said: “The responsibility and accountability of the role is just getting too big. Schools can’t keep absorbing all community woes and being the expected fix.” The work items that contributed to workload included: •

Compliance requirements

•

Staff selection

•

Budget cuts

•

Lack of administration staff

•

Attendance and behavioural data collection

Working with external agencies, the Student-Centred Funding Model (SCFM), reporting and assessments, a lack of classroom support and one-line budgets were also cited as contributing to workload.

Just over 41 per cent felt schools were under-resourced to deliver programs that students at their school needed under the SCFM. Almost 39 per cent of respondents rated as important to very important the funding gained through voluntary contributions and school fundraising (to ensure the school could offer the educational programs students needed). “Projects completed around the school for the students could not happen without P&C funding,” one respondent said. Another respondent said: “Public schools should be free and universal and not rely on contributions as it further stratifies public education.” About 38.5 per cent of school leader survey respondents have considered engaging a collegiate principal, a new initiative won by the SSTUWA as part of the 2019 Schools General Agreement and run by the Department of Education. The SSTUWA has started the process of negotiating the next schools and TAFE General Agreements and these survey results will undoubtedly bolster the union’s claims. Member feedback on both Log of Claims were due back at time of publication, with school leadership-related claims, aimed at addressing teacher and school leader workload, forming a vital part of the Log of Claims goal of looking after the people we have and restoring the people we need. The SSTUWA thanks members for their participation and support in the efforts to improve work conditions and pay through the next General Agreements.

State of our Schools 2021

School leader focus State of our Schools 2021

Two out of three school leader respondents have considered leaving the profession in the past four years

Reasons cited

77%

54%

31%

Workload

Health & well-being

School violence

Workload

Stress

84%

srotubirtnoc daolkroW

92%

rated workload as high to very high

said work-related stress levels were high to very high

I read new jobs daily, I know my health is suffering but so is that of the majority of my staff. Walking away doesn’t help bring about change.

Hours worked per week

Compliance requirements Staff selection Budget cuts Lack of administration staff Attendance and behavioural data collection

60+

50-59

40-49

20%

40%

Western Teacher September 2021

60%

TAFE

Workload reduction, job security amongst claims TAFE General Agreement 2021 Following extensive consultation with TAFE members, the following Log of Claims has been developed and will be presented to the employer as TAFE General Agreement negotiations commence.

General • The union will not accept trade-offs or diminution of current conditions and entitlements.

Workload, hours of work and overtime • Reduction in weekly teaching loads (TH) from 21 hours to 19 hours to increase ARD time and all ARD may be completed off campus at the discretion of the lecturer. • Removal of Clause 36 – Averaging. • SMS class maximums to be shared with area staff and agreed to, and where necessary amended on SMS, prior to enrolments. College union/employer dispute committee to deal with any disagreements. • TH for alternative modes of delivery to be determined by dividing DTWD SCH allocated to the unit by TH/SCH ratios x number of students allocated to the lecturer and with a minimum TH for each unit. • TH for RPL to be determined by dividing DTWD SCH allocated to the unit by TH/SCH ratios x number of students allocated to the lecturer. • Student curriculum hours (SCH) allocated to units to be increased where they have been reduced below funded allocations. • Development work and scoping – where lecturers are required to contribute to development work or scoping of units or qualifications, that there be a reduction in teaching hours and lecturers to receive the project allowance.

Workload, hours of work and overtime (continued) • Reduced teaching hours for lecturers mentoring and/ or supervising lecturers (new and those completing a Certificate IV in Training and Assessment). • Explicit provision to exclude simultaneous dual/multi modes of delivery. • Lecturers allocated multi or mixed levels of students in the one class be allocated additional ARD via a reduction in weekly TH. • Restriction on number of block release weeks that can be undertaken in a row. • Provision to state that a teaching timetable constitutes a direction to teach and implies prior authorisation if overtime is worked. Timetables are to be agreed to prior to the commencement of each semester. • Travel undertaken on a Saturday afternoon or a Sunday will be paid in accordance with clause 40.2 and on a public holiday in accordance with clause 40.3. • College mandated PD to be automatically determined as recognised PD for the purposes of APDT.

Wages • Salary increases of 4 per cent per annum. • Formulae for casual rates of pay that clearly include ARD component, 30 per cent loading in lieu of leave and are calculated on the relevant hourly rates of pay for permanent or fixed term contract lecturers as per Schedule G – Salaries. • All academic leadership positions and classifications (those listed in the Agreement salary schedules beyond grade 9) to receive increments.

• Renegotiated JDF for HOPs and a review of current workload.

Progression and leadership

• Explicit provision that lecturers should not be contacted outside of scheduled on-campus/working hours, except in case of emergency.

• Quotas for Principal Lecturer positions increased.

• Lecturers required to attend meetings on a day when they are not ordinarily scheduled to be on campus will have their fraction increased or, if full time, be paid overtime.

Western Teacher September 2021

• The first grade of the salary scale to be removed.

• A new classification be created, in line with an ASL 1 salary, called Advanced Industry Lecturer (AIL) that would require a Diploma of TAE or equivalent and evidence of higher-level industry engagement and/or higher or additional industry qualifications.

TAFE Progression and leadership (continued)

Leave (continued)

• A job description be developed and included in the Agreement for current positions described by colleges as, for example, course coordinators/custodians/conduits with agreed time release and leadership level pay.

• Provision for four weeks paid partner leave.

Increasing job security • Any lecturer employed for two continuous semesters be defined as a permanent employee. • Part-time lecturers working a fraction higher than their permanent fraction, for a period of four consecutive semesters, to have their permanent fraction adjusted to the higher fraction, or an average of the fractions worked, automatically upon application. • Part-time lecturers be offered additional work prior to work being offered to new staff.

Professional development • A specific fund to be set up to support lecturers wishing to complete a teaching qualification and that this support be for funding university tuition fees and a partial release from teaching duties. The disbursement of funds to be managed by a committee with union representation. • That there be an explicit provision to support industry currency, including return to industry and the maintaining of industry tickets, certification or licenses, and time release to support such activities. The disbursement of such support/funding needs to be fair, equitable and transparent. • Provision for a paid three-day induction program for all lecturers, including casual lecturers, to cover and organise day-to-day practicalities and expectations related to their work role.

Leave • Annual leave travel concession provisions to be simplified to an entitlement paid when proceeding on annual or professional allowance leave and be increased to four entitlements per annum. “Place” to be determined as the final destination and lecturers be allowed stopovers during the journey, at any location for any period of time.

• Miscarriage leave – leave available for lecturers and partners for up to 10 working days with an option of another 10 days working from home. • Lecturers to be entitled to a paid break of up to one hour each day to breastfeed their babies or to express milk. • Provision for long service leave for casuals. • Extra public holiday (in lieu of Easter Sunday). • Remove minimum requirements for length of illness during LSL/annual leave for the purposes of changing LSL/annual leave to personal leave when confined to hospital/hotel or place of residence.

Other • Air-conditioning/heating subsidies be provided and/or increased and commence one month earlier and finish one month later for each category listed in the GROH Tenancy Framework. • Explicit requirement to appointment to a campus (headquarters), and that motor vehicle allowances apply if required to teach away from headquarters and college vehicles are not available. • Lecturers with compromised immune systems and/or medical conditions, and lecturers over the age of 65, be entitled to work from home, automatically, during any period of restrictions related to pandemics. • Lecturers to be entitled to district allowance at all times including all approved leave periods. • That union representative time be deducted off teaching hours at the beginning of each semester. • That OSH representative time be deducted off teaching hours at the beginning of each semester.

Plus: • List of other minor changes to ensure no misunderstandings about intent of Agreement.

• Leave without pay for lecturers appointed or elected to a position with the union. • Bereavement leave to include provision to access on notice of terminal illness, be extended to five days per incident, additional three days of leave for those organising a funeral, and allow additional time for travel from city to country and internationally. Remove management discretion in 44.7 (a) and tighten (b). • Provision of paid pandemic leave of 20 days per annum. Additional leave will be provided to lecturers with compromised immune systems and/or medical conditions. • Paid vaccination and testing leave, including time for side effects if required, be provided.

Western Teacher September 2021

TAFE

TAFE hours of work The Western Australian TAFE Lecturers’ General Agreement 2019 has several clauses around hours of work. To ensure members fully understand the application of the agreement, this month’s article will be explaining Part 5 - Hours of Work.

There are two main clauses that cover lecturers’ hours of work, Clause 35 Hours and Clause 36 - Averaging. The union has come across cases whereby these two clauses get confused. To assist members in understanding the two main clauses around hours of work we will explain them separately.

Clause 35 – Hours Clause 35 prescribes the usual or standard way of working hours and is the default arrangement for the agreement. So, unless you agree to work under another clause of the agreement, formally and in writing, your working hours will be formulated under Clause 35 which says: Clause 35.1: Subject to Clause 36 – Averaging of this Agreement, the full-time ordinary hours of duty will be 37.5 hours per week to be worked between 7.30 am 12

Western Teacher September 2021

and 8:00 pm Monday to Friday.

If you are not timetabled for your full

This means that the working hours are kept within the week and you do not carry hours over into another week or owe hours.

teaching hours (TH) for your fraction on any week, you are required to carry out additional professional activities (PA) up to

Weeks

ARD

11:26

11:26 12:00* 12:00* 11:26

11:26

6:04

4:30

6:04

Table 1: Hours of work example – Lecturer with 20 teaching hours timetabled, undertaking relief in Weeks 7 and 8. *Note that the hour of overtime may attract an additional 34 minutes of ARD time, all paid at overtime rates, if you are responsible for the ARD duties associated with that class.

TAFE week semester the hours of work would be as per table 2.

the total work hours for your fraction and your activities relating to delivery (ARD) will be reduced.

working many hours so the weeks where teaching is not scheduled, the lecturer is only on campus for a total of nine hours of on-site ARD and PA.

Note that the ARD and PA are consistent for every week of the averaging period.

However, you may be asked to provide relief to bring your teaching hours up to 21 TH. If you teach more than 21 hours in any week you are entitled to overtime (OT).

Averaging is a formal process and you must have a copy of the expected teaching timetable, covering the entire averaging period, before you agree to an averaging arrangement.

For example, if your timetable has you teaching 20 hours for the term, however in Weeks 7 and 8, a lecturer takes personal leave and you are asked to take their two-hour classes, table 1 shows the hours of work.

Some of our trades lecturers may have no teaching hours during the block release periods scheduled for apprentices. This means they are only on site for 4.5 hours PA and 4.5 hours of on-campus ARD. They are still entitled to do 7.5 hours of ARD off-campus.

Clause 36 - Averaging Many lecturers work under an averaging arrangement where teaching hours may vary from week to week, but ARD and PA do not, and remain consistent as prescribed in Schedule L – Hours Chart.

Work hours for the semester would be as seen in table 3. As you can see the weeks where the teaching is performed the lecturer is

For example, if a full-time lecturer averages their teaching hours over a 20-

As the lecturer is teaching 420 hours in the semester, they would not be eligible for overtime. Any additional teaching would be overtime.

TAFE rights and entitlements Your rights and entitlements as a TAFE member can be found in the TAFE red book at sstuwa.org.au/TAFEredbook For further queries, speak with your union rep or delegate. Member Assist is also available: memberassist@sstuwa.org.au (08) 9210 6060

Weeks

4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30

ARD on campus

4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30

ARD off campus

7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30

Total

39h 39h 39h 39h 39h 39h 35h 35h 35h 35h 35h 35h 37h 37h 37h 37h 37h 37h 37h 37h 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m

Table 2: Averaging example one – Full-time lecturer averaging teaching hours over a 20-week semester.

Weeks

4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30

ARD on campus

4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30 4:30

ARD off campus

7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30 7:30

Total

56h 56h 56h 16h 16h 16h 56h 56h 56h 16h 16h 56h 56h 56h 16h 56h 36h 16h 16h 16h 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m 30m

Table 3: Averaging example two – Trades lecturer with no teaching hours during block release periods for apprentices. Western Teacher September 2021

Reconciliation in action

Pilbara school celebrates culturally responsive STEAM project By Shane Wilson Principal, Marble Bar Primary School

This year’s national reconciliation theme is More than a Word. Reconciliation takes action. Western Teacher will be showcasing events and projects that are occurring at WA schools that demonstrate Reconciliation in Action. Students at Marble Bar Primary School are immersed in a reconciliation celebration of Indigenous culture through an exciting, cutting-edge Science, Technologies, Engineering, Art and Mathematics (STEAM) project. Marble Bar PS, a partner school in the Department of Education (DoE) STEM Enterprise Project, featured their Virtual Walkthrough Gallery of Australian Animals at this year’s WA Resources Technologies Showcase. The school embraces opportunities for Aboriginal elders, industry leaders and organisations to engage two-way as part of an integrated, culturally-responsive and enterprising school community. Cultural knowledge, skills and aspirations are imparted by Aboriginal elders and strategically aligned to STEAM capabilities including creativity, cultural intelligence, problem-solving and teamwork. The Department of Jobs, Tourism, Science and Innovation had this to say about the Marble Bar PS project: “MBPS has integrated CSIRO’s Two-Way Science Integrated Learning Program utilising virtual reality equipment to link Western concepts with Aboriginal ideologies in embracing more opportunities for the Aboriginal curriculum”. At the Perth Convention and Exhibition Centre in June, the Marble Bar PS innovation team, including Principal 14

Western Teacher September 2021

Shane Wilson, STEAM Coordinator George Pantazis and Marc French, operations manager from the school’s industry partner Airborne IT, welcomed over 663 participants including staff and students from over 50 Western Australian schools, DoE corporate executive and industry partners. In addition, 200 virtual international guests from Japan, UK, EU, New Zealand and the USA interacted with local Marble Bar students with a stunning and live 3D Marble Bar world gallery that has sparked significant local and global interest.

One collegiate principal stated: “Your culturally responsive approach to STEM is being shared across the state and world and will be a springboard for more projects in this area. Your school is paving the way for the future”. Students depicted their two-way STEAM concepts on paper and scaled up canvas, guided by community leaders from the local Indigenous community. Students then transformed their work into 3D images for a Virtual World Gallery using innovative techniques including Google’s Tilt Brush design program.

Reconciliation in action

Learning support and STEAM coordinator George Pantazis told Australian Teacher magazine that the project has been the highlight of his career so far. “It has been an amazing journey,” he said. Year 9 students from Bob Hawke College’s media unit were involved in the showcase, with outstanding quality seen in the students’ work. Julie Whalebone, Marble Bar resident and parent to some of the students involved in the VR World Gallery commented on the positive impact the project had for not only her children’s education but also for showcasing Aboriginal art and culture to the world. “It has been great to see my kids and their fellow students going through an engaging and hands-on educational journey to create these amazing pieces of work,” she said.

“This initiative has sparked curiosity and passion amongst our students while also encouraging learning about and deeper understanding of our rich Aboriginal culture and history. “I hope we can see more of these types of projects in the future”. Mr French originally introduced virtual reality to the school in 2020. The Marble Bar PS community has now taken this innovation to a new level by building a virtual reality art gallery on Altspace VR – a well-known, premier online place to view and attend events in 3D. This is being used to preserve and showcase the area’s critically endangered local Indigenous language, Nyamal. The school is building on the impact of its culturally responsive STEAM on students from around the globe by collaborating with school colleagues and virtual developers in Japan, UK and New York.

The school and Airborne IT are welcoming opportunities for embarking on future engagement with a growing number of schools from around Western Australia.

Western Teacher September 2021

Climate change

Harnessing education’s power for positive climate action Scientists are observing changes in the Earth’s climate in every region and across the whole climate system, according to the latest Intergovernmental Panel on Climate Change (IPCC) Report. The IPCC is the UN body for assessing the science related to climate change. Many of the changes observed in the climate are unprecedented in thousands, if not hundreds of thousands of years, and some of the changes already set in motion – such as continued sea level rise – are irreversible over hundreds to thousands of years. However, strong and sustained reductions in emissions of carbon dioxide (CO2) and other greenhouse gases would limit climate change. While benefits for air quality would come quickly, it could take 20-30 years to see global temperatures stabilise, according to the IPCC Working Group I report, Climate Change 2021: the Physical Science Basis. The Working Group I report is the first instalment of the IPCC’s Sixth Assessment Report (AR6), which will be completed in 2022. “This report reflects extraordinary efforts under exceptional circumstances,” said IPCC Chair Hoesung Lee. “The innovations in this report, and advances in climate science that it reflects, provide an invaluable input into climate negotiations and decisionmaking.”

Faster warming The report provides new estimates of the chances of crossing the global warming level of 1.5°C in the next decades, and finds that unless there are immediate, rapid and large-scale reductions in greenhouse gas emissions, limiting warming to close to 1.5°C or even 2°C will be beyond reach. 16

Western Teacher September 2021

The report shows that emissions of greenhouse gases from human activities are responsible for approximately 1.1°C of warming since 1850-1900, and finds that averaged over the next 20 years, global temperature is expected to reach or exceed 1.5°C of warming. This assessment is based on improved observational datasets to assess historical warming, as well as progress in scientific understanding of the response of the climate system to human-caused greenhouse gas emissions. “This report is a reality check,” said IPCC Working Group I Co-Chair Valérie MassonDelmotte. “We now have a much clearer picture of the past, present and future climate, which is essential for understanding where we are headed, what can be done and how we can prepare.”

Every region facing increasing changes Many characteristics of climate change directly depend on the level of global warming, but what people experience is often very different to the global average. For example, warming over land is larger than the global average, and it is more than twice as high in the Arctic. “Climate change is already affecting every region on Earth, in multiple ways. The changes we experience will increase with additional warming,” said IPCC Working Group I Co-Chair Panmao Zhai. The report projects that in the coming decades climate changes will increase in all regions. For 1.5°C of global warming, there will be increasing heat waves, longer warm seasons and shorter cold seasons. At 2°C of global warming, heat extremes would more often reach critical tolerance thresholds for agriculture and health, the report shows.

Climate change But it is not just about temperature. Climate change is bringing multiple different changes in different regions – which will all increase with further warming. These include changes to wetness and dryness, to winds, snow and ice, coastal areas and oceans. For example: • Climate change is intensifying the water cycle. This brings more intense rainfall and associated flooding, as well as more intense drought in many regions. • Climate change is affecting rainfall patterns. In high latitudes, precipitation is likely to increase, while it is projected to decrease over large parts of the subtropics. Changes to monsoon precipitation are expected, which will vary by region. • Coastal areas will see continued sea level rise throughout the 21st century, contributing to more frequent and severe coastal flooding in low-lying areas and coastal erosion. Extreme sea level events that previously occurred once in 100 years could happen every year by the end of this century. • Further warming will amplify permafrost thawing, and the loss of seasonal snow cover, melting of glaciers and ice sheets, and loss of summer Arctic sea ice. • Changes to the ocean, including warming, more frequent marine heatwaves, ocean acidification and reduced oxygen levels have been clearly linked to human influence. These changes affect both ocean ecosystems and the people that rely on them, and they will continue throughout at least the rest of this century. • For cities, some aspects of climate change may be amplified, including heat (since urban areas are usually warmer than their surroundings), flooding from heavy precipitation events and sea level rise in coastal cities. For the first time, the Sixth Assessment Report provides a more detailed regional assessment of climate change, including a focus on useful information that can inform risk assessment, adaptation and other decision-making, and a new framework that helps translate physical changes in the climate – heat, cold, rain, drought, snow, wind, coastal flooding and more – into what they mean for society and ecosystems.

This regional information can be explored in detail in the newly developed Interactive Atlas (interactive-atlas.ipcc.ch) as well as regional fact sheets, the technical summary, and underlying report.

Human influence on the past and future climate “It has been clear for decades that the Earth’s climate is changing, and the role of human influence on the climate system is undisputed,” said Dr Masson-Delmotte. Yet the new report also reflects major advances in the science of attribution – understanding the role of climate change in intensifying specific weather and climate events such as extreme heat waves and heavy rainfall events. The report also shows that human actions still have the potential to determine the future course of climate. The evidence is clear that carbon dioxide is the main driver of climate change, even as other greenhouse gases and air pollutants also affect the climate. “Stabilising the climate will require strong, rapid and sustained reductions in greenhouse gas emissions, and reaching net zero CO2 emissions. Limiting other greenhouse gases and air pollutants, especially methane, could have benefits both for health and the climate,” said Professor Zhai. Read more on page 18 about what you can do as an educator do to help tackle the climate change crisis.

About the IPCC The Intergovernmental Panel on Climate Change (IPCC) is the UN body for assessing the science related to climate change. It was established by the United Nations Environment Programme (UNEP) and the World Meteorological Organization (WMO) in 1988 to provide political leaders with periodic scientific assessments concerning climate change, its implications and risks, as well as to put forward adaptation and mitigation strategies. In the same year the UN General Assembly endorsed the action by the WMO and UNEP in jointly establishing the IPCC. It has 195 member states. Thousands of people from all over the world contribute to the work of the IPCC. For the assessment reports, IPCC scientists volunteer their time to assess the thousands of scientific papers published each year to provide a comprehensive summary of what is known about the drivers of climate change, its impacts and future risks, and how adaptation and mitigation can reduce those risks.

Western Teacher September 2021

International education

Climate change widespread and intensifying: new report By Rachel Bolstad Senior researcher, New Zealand Council for Educational Research

I want educators to get excited about climate change. Not because it is a good thing, but because there is so much that we can do to play a constructive, positive role in the solutions for a better future.

I want educators to get excited about climate change That may sound strange. Let me explain. I have been to education conferences and forums recently where climate change was barely mentioned. When it did come up, the tone felt heavy. People seemed eager to move on to other topics. Why is climate change a conversationstopper? Research suggests it is because we feel overwhelmed by the enormity of the problem and powerless to solve it. Teachers and parents also worry about creating anxiety and despair in young people. It is natural to want to protect ourselves from these feelings. However, Professor Michael Mann warns that these are the result of climate inactivist tactics – those who seek to stall climate action by making us feel hopeless. That is why I want educators to get excited, and energised, about climate change. Not because it’s a good thing – it’s clearly not. I want educators to be excited and energised because there is so much that we can do to play a constructive, positive role in the solutions.

Education has a key role to play in responding to the climate crisis Global climate action policies state very clearly that education has a key role to play in the climate crisis, by enabling society to be a part of the solution. However, national education policies are often not aligned to this call, and “the 18

Western Teacher September 2021

education sector remains under-exploited as a strategic resource to mitigate and adapt to climate change” (UNESCO, 2015, p. 66). Part of the problem is that national educational policy structures and systems have been slow to provide clear direction and supports for effective system-wide climate responses. Another problem is that we may not see where to start. We can teach about climate change in the curriculum, but what else can we do?

Models for climate-ready schooling identify the need to weave climate and sustainability thinking into all school practices and decision-making at every level. This includes engaging school leadership, staff, students, governance bodies and the wider school community. In terms of practical actions, it can be useful to consider two domains over which we have influence: Material things and immaterial ideas and ways.

Two domains over which we have influence Material things

Immaterial ideas and ways

Our built world. Energy. Transport. The objects, materials and products we use and consume. Waste materials we generate and how we manage them.

What we know. How we think. What we value. How we live in the world. Our visions and aspirations for how the world should be. Our expectations of what it possible.

International education In the material things domain, there are direct climate benefits to reducing the environmental footprint of our materials and infrastructure, and seeking more efficient, cleaner and longer-lasting alternatives. Schools can also have a direct influence on living systems within or near the school grounds. Planting trees, restoring wetlands, maintaining food gardens, composting, worm farming, avoiding food waste and building healthy soil all have climate impact benefits and present rich opportunities for student learning. Climate-ready schools can also plan for resilience and recovery when the impacts of climate change affect their communities. In the immaterial ideas domain, education can help to support people to develop knowledge, values, attitudes and capabilities needed to live sustainably on a planet with finite resources. Schools are places where we can normalise practices like using only what we need, minimising waste, creating circular systems and understanding the true environmental and climate costs of our day-to-day choices and decisions. Normalising these practices in schools and other learning settings can help these practices become normalised in communities and across society.

Education must focus on solutions, not just the problems Climate activists, including youth, have called on governments and other people in power to tell the truth about climate change and to base policy decisions on the science. They are right to demand this. It is important to learn the science behind the causes and impacts of climate change. It is important to understand how the climate crisis relates to economic, political and social systems, and how it is a social justice issue. However, understanding the problem is not enough. Education also has the power to shine the light on solutions and to activate people to play a part in these solutions. This requires a holistic education approach. The Bicycle Model (bit.ly/3yWF8za) for climate change education is a good way to think about how to design learning experiences that build knowledge, motivation and capabilities for action. The Bicycle Model highlights the importance of values, identities, world views and emotions – as well as

knowledge – in helping us light the path to socially just, culturally-sustaining climate solutions.

Education must support the transition to a low-carbon future Instead of talking about climate change education, let’s talk about education for a low-carbon future. Today’s global economies are mostly built on unsustainable, high-carbon, environmentally destructive practices. Most of us live in towns and cities built around high carbon ways of living. This needs to change. I am inspired by the work of the Transition Engineering community, who see it as their professional responsibility as engineers to transition our unsustainable built environments to sustainable and lowcarbon systems. We need to make it our professional responsibility as educators to support this transition, too. Through education, we can help learners to see pathways for further learning, community participation and work in a low-emissions future. We can also design curriculum and learning opportunities that support learners to actively create low-carbon living in our schools, homes, communities and cities, right now.

Educators must act collectively I have met climate-concerned educators who feel isolated in their schools or in

their profession. They are doing their best to support change but feel like everyone around them is still carrying on with business as usual. Michael Mann says that one of the tactics of the climate inactivists is to make us think that it is up to each of us to take personal responsibility to solve the problem. None of us can do this alone. Instead, we should be focusing on structural and system solutions, and how we can help to make these changes happen. We need to harness the deep strengths and collective capabilities of our sector on a global scale. Education unions can help by: •

Advocating for coherent policy and system changes.

•

Supporting their members to build their own climate change/climate solution knowledge.

•

Collaborating, sharing knowledge and working on projects for collective impact.

The Teach for the Planet manifesto (teach4theplanet.org/manifesto) is a powerful call to action. I am excited about the work that Education International is doing – I hope you are, too. Now, let’s get to work! This article was first published at the Education International website. It is reproduced here with permission. Western Teacher September 2021

New educators

New educators at State Council State Council Conference is the ultimate decision-making body of the SSTUWA, where nominated members from across WA represent their district and have input into the policies and direction of our union. Each year, early career teachers are invited to participate in our State Council guest program, which will be occurring in November. This is a wonderful opportunity for early career teachers to gain an understanding of how our union operates. The SSTUWA invites a few new educators to attend State Council Conference as guests and they are hosted by the Growth Team. Guests can observe proceedings and get involved in workshops aimed at increasing their knowledge. Attending State Council Conference is an awesome opportunity to experience how decisions are made and a great opportunity for networking. Previous guests to State Council Conference have heard from keynote speakers such as Department of Education Director General Lisa Rodgers, Professor Barrie Bennett and Education International General Secretary Emeritus Fred van Leeuwen to name a few. Guests to State Council Conference have found it to be very informative. They have gained a better understanding of how decisions are made, learnt about many issues affecting public education, the importance of union membership and have enjoyed meeting other teachers from their district.

Avoid simplistic conclusions from 2021 NAPLAN results: AEU Political leaders should avoid drawing simplistic conclusions from the 2021 NAPLAN results, according to the Australian Education Union (AEU). “NAPLAN is a deeply flawed test, and its deficiencies need to be considered in any reading of the 2021 results,” AEU Federal President Correna Haythorpe said.

Three quarters of teachers say NAPLAN is ineffective and increases pressure on teachers and students, according to data from the AEU’s 2020 State of our Schools survey.

“The test results must not be used by politicians to avoid their responsibility to ensure that public schools are funded properly, and that educational disadvantage is addressed with additional resources.

“The COVID-19 pandemic has exposed the existing disadvantages and inequities in education. The best way to address this is by investing in public schools,” Ms Haythorpe said.

Expressions of interest are now being called for new educators who are interested in attending November State Council Conference as a guest.

“NAPLAN does not effectively measure a student’s learning outcomes or give an accurate assessment of their educational achievements.

Nominees must be in their first five years of teaching and must commit to attending the conference on both days.

“The narrow focus of the test reduces students to a number on a spreadsheet and does not take into account teachers’ informed judgement, the daily learning that occurs in the classroom and issues relating to student health and well-being which are deeply important during this pandemic.”

Further information can be obtained from the Growth Team: neweducator@sstuwa.org.au

Recent work by the University of New South Wales’ Gonski Institute demonstrates that NAPLAN’s census20

Western Teacher September 2021

based approach is detrimental to students, teachers and parents and not fit-for-purpose.

“In considering the 2021 results, it’s important to remember that states like NSW and Victoria have provided additional funding to offer extra support to students. “This highlights the need for the federal government to address the shocking inequity in public school funding. “If any conclusion at all can be drawn from the 2021 NAPLAN results, it’s that the federal government must ensure public schools are funded to a minimum of 100 per cent of the Schooling Resource Standard so that every child, no matter their circumstances, can have access to a high-quality education.”

REASONS

10 1

Members’ matters

Why educators should be SSTUWA members

Support and protection

The SSTUWA looks after our members and their rights. If you run into problems at work, your union has got your back.

Education and Training Centre (ETC) The SSTUWA ETC provides a range of high quality industrial and professional education opportunities, including short courses, conferences and online events, offered during term time and school holidays.

School/workplace branch Union membership means you are never alone at your school. When a group of members act and speak together, their employer listens. This is how unions improve workplaces.

Enterprise bargaining agreement The SSTUWA collectively negotiates the pay and conditions of all educators in WA public schools and TAFEs. The larger the membership base, the more powerful we are at the bargaining table.

Discounted goods and services Members have access to a range of discounted products and services: educational resources, access to Teachers Health, travel bargains, movie tickets and more.

Quick access to assistance and information Union reps and Member Assist are on call to answer your industrial, legal and workers’ comp questions. Also access instant advice and information via the members-only section of the SSTUWA website and app.

Properly funded, accessible education Promoting the benefits of properly funded and accessible public education for all is a key area of our operations. Join us in the campaign for fair funding of public schools.

Important gains The SSTUWA has secured a number of achievements for members: class size limits, graduate entitlements, paid family and domestic violence leave, various allowances and much more.

Wills for members Members can access a complimentary simple will, or a $150 contribution towards a complex will or will for their partner/spouse, where appropriate. Ts&Cs apply

Tax deductible, pro-rata and casual/ relief rate Your union membership fees are tax deductible, and your fees are dependent on your salary scale and FTE. Casual/relief teachers access a reduced fixed rate.

Authorised by Mary Franklyn, General Secretary, The State SchoolTeacher Teachers’ Union of W.A. (Inc.) March 2021. Western September 2021 21

Seen around

Seen around the SSTUWA The SSTUWA recently welcomed back Cohort Four of the Instruction Intelligence Facilitator Course for the final section of their project.

Cohort Four began their training in September 2019 but the COVID-19 pandemic resulted in the delay of the project’s completion for this group.

The project sees participants trained as Instructional Intelligence practitioners, presenters and follow-up support providers for their own schools, under the supervision of Professor Barrie Bennett.

Professor Bennett spoke to participants using video conferencing and supplemented the training through the use of audio-visual recordings and multimedia presentations.

Barrie Bennett: Natasha Adams, Penny James and Rachel Doyle.

Barrie Bennett: Barrie Bennett addressing the group. 22

Western Teacher September 2021

Topics covered included: Four Complex Group Structures; Concept Attainment; Concept Formation; the Picture Word Inductive Model; Graphic Organisers and Socratic Dialogue. The final portion of training was split into two sessions and Cohort Four will return in November for the last two days of the project.

Barrie Bennett: Brooke McFarlane and Amanda Fleming.

Seen around

Barrie Bennett: South Metro TAFE Principal Lecturer Ferg Roper.

Barrie Bennett: Ellenbrook Secondary College Principal Heath Dullard.

Barrie Bennett: Jenna-Lee Fairclough.

Barrie Bennett: Participants are guided through a learning session.

Barrie Bennett: Cohort Four members listening intently.

Barrie Bennett: Joanne Gardiner. Western Teacher September 2021

Western Teacher at 50

Western Teacher September 2021

Western Teacher at 50

Western Teacher September 2021

National education and union news

National education and union news TAFE investment would fuel future workforces Critical industries like childcare, ICT, carpentry and plumbing are at risk of significant workforce shortages, which would undermine the strength of Australia’s COVID-19 economic recovery according to the Australian Education Union (AEU). Investment in TAFE would help ensure a sustainable supply of highly trained workers and support people to gain the skills they require to get good jobs, AEU Deputy Federal President Meredith Peace said. “TAFE has suffered over $3 billion in federal government funding cuts since 2013,” she said. “Instead of adequate TAFE investment, the Federal Coalition has used taxpayers’ funds for poor quality private training colleges and the failing job network.

“TAFE is the centre of our vocational education system. Public TAFE institutions are ideally placed to train the workforces our nation needs to recover from the COVID-19 pandemic.” The federal government’s Skills Priority List shows 153 professions with current workforce shortages and projects an additional 144 will experience moderate to strong levels of future demand by 2025. Analysis of the federal government’s Labour Market Information Portal shows a shortage of more than 207,600 workers in the next five years in critical industries including childcare, aged and disability care, hospitality, carpentry, plumbing and ICT. “In order to ensure these industries have the highly trained workforce they require to function effectively, Australia

requires a properly funded TAFE system,” Ms Peace said. “The AEU is inviting the community to support our Rebuild with TAFE campaign and sign an open letter to the Prime Minister calling for a guaranteed minimum of 70 per cent of total government funding for the public TAFE system. “Without proper investment in TAFE, the federal government will fail to provide the education and training workers need to get real jobs. They will also fail to ensure critical industries have the highly skilled workforces they need to deliver the services we all rely on.” To show your support for TAFE visit rebuildwithtafe.org.au

Morrison must act on climate change The Australian Council of Trade Unions (ACTU) has called on Prime Minister Scott Morrison to immediately increase Australia’s ambition on climate change and support a just transition for Australian workers following the UN International Panel on Climate Change (IPCC) science report, which has found that the last decade was hotter than any period in the past 125,000 years. As covered on page 16 of this Western Teacher, the IPCC report is the culmination of five years of assessment, writing, review and approval processes from 234 leading scientists from more than 60 countries. The report found that Australia has already experienced warming and faces 26

Western Teacher September 2021

a future of more extreme bushfire weather, flooding, marine heatwaves that will bleach coral reefs and lower winter rainfall in our major cities and agricultural regions.

“With the departure of Trump, Australia now stands alone and isolated in its climate inaction among OECD nations, with most of our trading partners aiming to halve emissions this decade,” she said.

Without ambitious global action to reduce emissions warming is projected to spiral out of control and make parts of Australia intolerable by people, agriculture and wildlife.

“The Prime Minister’s hollow rhetoric about technology, not taxes, does not disguise the Coalition’s failure to act on global warming and failure to plan for a low carbon economy. The Coalition’s emissions targets are unscientific and if replicated by others would doom us to runaway global warming.

ACTU President Michele O’Neil said workers were already on the frontline dealing with the impacts of climate change, be it through protecting and rebuilding communities affected by natural disasters, caring for those affected by heatwaves and bushfire smoke, or working in increasingly extreme weather.

“Australian workers know that it’s in our best interests to move quickly to net zero emissions and that we can develop renewable energy powered export industries to help the world limit global warming.

National education and union news “The argument that we must choose between jobs and climate action is another Coalition delay tactic. We can and must have good union jobs and a safe climate.

“We must heed the scientists’ warnings and act urgently to restore a safe climate. The human cost of inaction on climate change is growing daily – our food production, ability to live and work,

and personal safety will be completely disrupted if warming continues. The IPCC report shows us that we are running out of time.”

Investment call for two years of universal preschool The National Cabinet should prioritise investment for every child to attend two years of preschool, in the same way Australian governments provide universal primary and secondary education. The AEU has written to the Prime Minister and all Premiers and Chief Ministers to urge National Cabinet to support universal access to preschool for three and four-year-olds. AEU Federal President Correna Haythorpe said this would not only benefit children and their families but would ensure a prosperous and productive future for all Australia.

“The evidence is very clear. Children who have access to two years of high-quality preschool delivered by a qualified teacher start school ready to learn and have a stronger foundation for their future beyond school,” she said. “Children who attend pre-school can expect to achieve greater academic success, have better career prospects, better health outcomes and stronger family and personal relationships. “Access to two years of preschool should not depend on where a child lives, their family’s circumstances or their parent’s employment status. Every three and four-year-old child

deserves the opportunity to thrive. “This investment would be the natural extension of the federal government’s 2021 budget commitment for secure, long-term funding for preschool in the year before children start school. “It would also bring Australia in line with comparable nations and help address the decline in Australia’s performance in international benchmark tests like the Program for International Student Assessment. “We urge the National Cabinet to make investment in three and four-year-old preschool a national priority.”

Joint statement on mandatory COVID-19 vaccinations Unions and business are committed to working cooperatively with governments to keep workplaces safe and to achieve the highest possible rates of vaccination though building confidence in the vaccination program and supporting workers to get vaccinated. The ACTU and the Business Council of Australia (BCA) acknowledge that the federal government’s COVID-19 vaccination policy is that it should be free and voluntary.

We believe that for the overwhelming majority of Australians your work or workplace should not fundamentally alter the voluntary nature of vaccination. Employers and unions recognise that for a small number of high-risk workplaces there may be a need for all workers in a workplace to be vaccinated to protect community health and safety. These are serious decisions that should not

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Western Teacher September 2021

Education and Training Centre

Education & Training Centre The Education and Training Centre invites you to join us during the September/October holiday break for some powerful learning opportunities. Twelve essential topics are on offer. Why you should join us: 1. You will be welcomed to the SSTUWA and looked after by our amazing administration staff. 2. You will be re-charged and re-energised through engaging with our outstanding presenters. 3. You will be inspired by the new people you meet and the networking opportunities. Register at www.sstuwa.org.au/training

Tuesday 28 September 2021

7.30am-10.30am

Narrative Leadership: (K-TAFE) Online live (Three-hour event)

8am-11am

Leading for Wellbeing - Your Own and Your Team’s Online live (Three-hour event) (K-TAFE) To lead and understand others we must first understand and be able to lead ourselves. This session will focus on how your internal triggers, thinking habits, typical reactions and your brain help or hinder your daily experience. This session will equip you to be more mindful of your thinking habits and tendencies and how these impact your daily experience. If you are in a newly appointed leadership role, join us to build your skills, knowledge and confidence.

Wednesday 29 September 2021

9am-12.30pm

Writing Competitive Job Applications for Teaching Positions If you are considering applying for a teaching position in the near future, increase your competitiveness through attending this highly recommended half-day course. You will gain an understanding of the current requirements for demonstrating competitiveness when applying to specific schools via a covering letter and curriculum vitae (CV)/resume. This course will be conducted by PDT Consultants, who are the most experienced team in the field.

Western Teacher September 2021

9am-1pm

Getting Guided Reading Right for the Beginning Reader SharpReading Online Webinar (PP-Year 2)

In accepting the idea of leadership as narrative you are asked to think about how your own narrative connects with the narrative of others in your team. Leadership as a narrative assumes that we are dealing with the whole person who has their own story, with all of its detail and complexity. The people we seek to lead are not just teachers and not just employees; they are a whole person with a narrative and for whom work is only part of that narrative. In this session the presenter will offer participants a series of reflection and practical activities to use in their leadership role. If you are in a newly appointed leadership role, join us to build your skills, knowledge and confidence.

Tuesday 28 September 2021

Wednesday 29 September 2021

This four-hour Zoom webinar targets those precious 10-15 minutes a day you get to spend with your guided reading groups in their first few years of schooling. SharpReading has a unique routine that will ensure that your readers get the very best out of this important practice time. Sharp shifts the focus from teacher-led teachable moments to student-led reading practice that builds success, confidence and motivation on the way to decoding fluency.

Thursday 30 September 2021

9am-3pm

Understanding Behaviour through the Lens of Self-Regulation (K-6) Self-regulation provides us not just with the “why”, but also with the next steps on the “how”. How to distinguish between maladaptive and growth-promoting modes of managing stress; between misbehaviour and stress-behaviour; between laziness and processes deep inside the brain that impede learning or effort and most importantly, what to do about it. Find out about the science behind a self-regulation framework and spend time using it on your own student examples.

Friday 1 October 2021

9am-3pm

Behaviour Education (K-6): Play is the Way® Games help children to habituate patterns of behaviour that are socially effective and culturally appropriate. This one-day workshop gives you the opportunity to experience the program just as you would deliver it to your students – by doing it! You will participate in games that develop self-motivation and perseverance. Games that address the social and emotional capabilities of self-awareness, self-management, social awareness and social management. An outstanding, practical hands-on course.

Education and Training Centre

Holiday professional learning opportunities Starting 28 Sept Monday 4 October 2021

9am-1pm

A Systematic Approach to Comprehension Instruction. SharpReading Online Webinar (Years 2-6) This four-hour Zoom webinar targets readers who have developed fluency with decoding and now have the available head space to process text at a much deeper level as they construct meaning and think critically. SharpReading guided and shared reading routines are quite unique and shift the locus of control from the teacher to the students, providing them with the opportunity to truly habituate comprehension skills and transfer them into everyday reading. SharpReaders do not just talk about the metacognitive reading strategies that they should be using, they spend most of their time using them!

Tuesday 5 October 2021

9.30am-1pm

Wealth Management Partners Pre-Retirement Financial Seminar This free pre-retirement seminar will be hosted by the WMP Financial Planning team. It will cover a range of relevant topics such as: Super rules, Centrelink benefits, transition to retirement, portfolio construction and managing debts. The session will conclude with an open Q&A session. A light lunch will be provided after the event, along with the opportunity for one-on-one conversations with the financial planners.

Tuesday 5 October 2021

9am-1pm

Helping the Struggling Older Reader SharpReading Online Webinar (Years 3-8)

Wednesday 6 October 2021

9am-12.30pm

Interview Skills for Teaching Positions This half-day session will help you with key aspects of preparing for and performing effectively at interviews for teaching positions. If you have attended our Writing Job Applications course, this is the next essential piece. You will learn how to consider the needs of the school, as well as the specific role and interests of panel members. Understand how to make a favourable first impression and what to avoid during the interview process.

Thursday 7 October 2021

9am-4pm

Brain-Based Strategies for Effective Teaching, Learning and Well-Being (K-TAFE) When we as teachers use cutting-edge brain-science for teaching and learning, we not only improve staff and student well-being by reducing some of the leading causes of teacher and student stress, but we also dramatically improve our ability to teach effectively – and the ability of our students’ brains to learn successfully. This course is perfect for all teachers – it will help to turn confusion into clarity, take the stress out of teaching and turn worry into well-being. It will give you the confidence to easily plan and run enjoyable lessons that lead to less stressed and better-behaved students, who are more engaged and motivated to learn and remember more effectively.

Friday 8 October 2021

9am-3pm

Keeping Educators Skilled Up and Safe: One-day event (K-TAFE)

Almost every Year 3-8 classroom has them; those readers who still struggle with decoding fluency, whose reading age is one plus years behind their chronological age, for whom the gap is widening all the time and whose confidence levels about reading are in tatters.

This one-day, skills-based course is suitable for any person working in an education environment. You will learn valuable skills that will ensure you have the confidence to keep you and your students safe in the event of a verbal or physical encounter while at work.

This four-hour Zoom webinar will equip you to deliver a wellresearched and proven eight to 10-week intervention that will develop those missing decoding strategies and rebuild reader confidence. No prior knowledge of phonics instruction is required. Everything you need to teach is carefully scaffolded for your students (and you).

This course has been specifically designed to give you the tools needed to deal with a wide range of incidents that may occur in low-risk education settings. It is a practical, fast-paced course providing opportunity to build knowledge, but also develop and practice new skills in meaningful scenarios.

Western Teacher September 2021

Member benefits

Member benefits Accountants and Financial Advisers Aston Accountants

10% discount on personal income tax returns for members.

sstuwa.org.au/aston

Industry Fund Services

Specialist financial products for union members.

AutoBahn

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

sstuwa.org.au/autobahn

Bayswater Mazda

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

sstuwa.org.au/bayswatermazda

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

Bob Jane T-Marts

The Good Guys Commercial

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

sstuwa.org.au/bobjane

sstuwa.org.au/thegoodguys

Teacher Tax

sstuwa.org.au/easifleet

sstuwa.org.au/teachertax

Package your next car and save on tax. Bonus Apple Watch with vehicle delivery.

sstuwa.org.au/ifs

LIFE Financial Planners

sstuwa.org.au/lifefinancial

$99 tax returns for members.

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

Cars Allwest Fleet

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

sstuwa.org.au/allwestfleet

Massive discounts on products and services for SSTUWA members

Western Teacher September 2021

National fleet pricing on a range of products and services.

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

easifleet

Educational Resources

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

Fleet Network

sstuwa.org.au/fleetnetwork

Hertz

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

sstuwa.org.au/hertz

Classroom Management

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

sstuwa.org.au/classroommgmt

Effective Group Work

Beyond Cooperative Learning. By Barrie Bennett.

sstuwa.org.au/effectivegroupwork

Graphic Intelligence

Motor Market by Union Shopper

Possibilities for Assessment and Instruction. By Barrie Bennett.

sstuwa.org.au/motormarket

Instructional Intelligence

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

Thrifty Car and Truck Rental

10% discount on vehicle hire in Australia.

sstuwa.org.au/thrifty

tyresales.com.au

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

sstuwa.org.au/instructionalintelligence

10% discount on tyres.

Teacher Superstore

Western Motor Vehicle Consultants

sstuwa.org.au/teachersuperstore

sstuwa.org.au/tyresales

5-10% discount, in store and online.

We’ll find a car you’ll love. Save time and money when sourcing your next vehicle.

Entertainment

Computers

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

sstuwa.org.au/westernmotors

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

Adventure World

sstuwa.org.au/adventureworld

Movie tickets

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

sstuwa.org.au/movietickets

Rockface

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

sstuwa.org.au/rockface

Member benefits *Terms & conditions apply.

Please visit our website for full details.

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

Insurance and Legal

Campbells

ISinsured

Access wholesale prices with a complimentary day pass.

sstuwa.org.au/campbells

Cellar d’Or

advice from professionals.

sstuwa.org.au/isinsured

Travel and Accommodation

SSTUWA Legal Services

Cracka Wines

sstuwa.org.au/legal

7.5% off online wine orders.

sstuwa.org.au/cracka

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 Goodlife Health Clubs

20% discount on platinum 12 month memberships. Includes access to all Goodlife Health Clubs in WA.

sstuwa.org.au/goodlife

St John

First aid saves lives. Discounted first aid courses and kits for members.

sstuwa.org.au/stjohn

10% discount on pet products, plus

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

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

sstuwa.org.au/cellardor

Vet Products Direct

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

Teachers Health Fund Join the thousands of teachers who have already made the switch.

sstuwa.org.au/teachershealth

Teachers Health – Travel

sstuwa.org.au/vetpro

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.

For details visit:

sstuwa.org.au/choicehotels

sstuwa.org.au/travelinsurance

Comfort Hotel Perth City

Shopping

Rooms from $145 per night including

Dot Mall BBQs, heaters and backyard kitchens. 5% discount for members.

sstuwa.org.au/dotmall

Electrical buying

Light Start Breakfast for two. Located near the WACA in East Perth.

sstuwa.org.au/comfortperth

Experience Oz Save 10% on over 3,000 experiences

Let Union Shopper find the best deal on your electrical purchases.

across Oz + NZ.

sstuwa.org.au/electricalbuying

Inn the Tuarts Guest Lodge

sstuwa.org.au/waopticians

isubscribe

Forest retreat, 4-star, with indoor pool,

Housing

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

years+) only. Five minutes to Busselton.

WA Opticians

20% discount on spectacle frames and lenses. Perth and East Perth.

Houspect

Buy, build and invest with confidence. $50 discount on building inspections.

sstuwa.org.au/houspect

Johns Building Supplies

Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines.

sstuwa.org.au/jbs

Kleenheat

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

sstuwa.org.au/kleenheat

SkylightsWA

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

sstuwa.org.au/skylightswa

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/experienceoz

Jacuzzi, sauna and BBQ. Adults (12 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/teachersuperstore

sstuwa.org.au/houseboats

The Good Guys Commercial

Rottnest ferry tickets

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

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

sstuwa.org.au/thegoodguys

sstuwa.org.au/rottnest

Western Teacher September 2021

Classifieds

Classifieds For sale: York

Secluded lifestyle block, A-grade bush and semi-cleared 34 hectares, west of York. Straw-bale cottage with outdoor entertaining area and separate studio. Potential studio area/third bedroom. Battery ready PV solar panels and solar hot water system. Water tanks and sheds. Composting toilet. Established orchard and garden. $595,000 negotiable. 0408 101 571

Block for sale: Jurien Bay

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

Blocks for sale: Williams

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

Albany (Little Grove)

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

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

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

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 | 9448 5527 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

Floreat

Studio B&B. New, stylish single room. Fridge, kitchenette, TV, aircon in lovely peaceful Floreat house and garden. Linen, tea/coffee, continental/cooked breakfast ingredients supplied. Suit mature person wishing to enjoy quiet accommodation. Close to city, buses, shops, hospitals and beaches. $85 per night, min two nights. Weekly and monthly rates available. SMS: 0422 333 057

Frankland River

Escape to the country. Imagine waking up to uninterrupted views of paddocks and trees with peace, quiet and tranquility. Choose a 3 bedroom house or a cosy cabin set on picturesque 83 acres. A great place to relax and unwind. 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

Kallaroo

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

Kalbarri

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

Lancelin

Large 5x2 holiday home. Everything within walking distance, close to beaches and town centre. Sleeps 14. Large wrap around verandah with outdoor seating/ eating and bbq. Heaps of parking for boats or quads. $45/night/person (min 6). Min 2 nights. SMS: 0412 804 345

Margaret River

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

Mt Lawley/Dianella

Newly built 1x1 self-contained extension, furnished, with laundry, dining, lounge, kitchen and one undercover parking bay. Aircon, TV, fridge, washing machine and microwave included. Quiet residential area close to city, buses, Galleria Morley,

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

Western Teacher September 2021

Classifieds

Classifieds Mt Lawley cafe strip and Northbridge. 10 min walk to Terry Tyzack Aquatic Centre; golf course across the road. $80 per night, min two nights. $50 per night for weekly and monthly rentals. 0439 964 239 | cymbie.burgoyne@gmail.com

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

Northam

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

Prevelly

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

Tranquillity Counselling, Psychotherapy and Career Development

I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management, anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care. Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187

Retirement coach

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

Marriage celebrant

Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location. I’d love to help you plan your special day! Meridith: 0400 312 535 meri.lake4@gmail.com

Trigg

Marriage celebrant

Yallingup

Marriage celebrant

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

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 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

Learn to social dance

Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 4 starts 18 October. Stan: 9330 6737 | stan@stansdancing.com

First aid training for students

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

Belly Rubs Boarding Kennels

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

Macramé is the new yoga

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

Teaching resources: Italian & French Italian and French teaching resources, free to anyone who may be able to use them. Lots of unit curriculum and other themed topics with worksheets and activities. Melinda: 0435 579 206

Western Teacher September 2021

Noticeboard

Member Assist Q&A clarification

Retired Teachers’ Association We hope to commence singing with Geoff Carroll at the piano and conducting on 6 September at 10am. The quarterly meeting on Wednesday 22 September will have Steve Lofthouse at guest speaker from the Friends of Bold Park group. The literature group enjoyed Molly Worsnop’s 100th birthday celebration on 23 August. (See photo

on page 7.) The cake and the flowers were much appreciated. On the 6 September Josephine Wright will talk of the poetry of GK Chesterton. The speakers for 20 September and 4 October are expected to be members of the group talking about their favourite books when they were children and young adolescents. Ann Strauss: 0458 625 520

Public Education Foundation scholarships available The Public Education Foundation is a not-for-profit organisation dedicated to providing life changing scholarships to young people in public education and enhancing the value and reputation of public schools. The following scholarships may be of interest to students in your schools: Rural and Remote Indigenous Primary School Scholarship; Acacia

Email to editor@sstuwa.org.au

Program Scholarship – Western Australia; Friends of Zainab Secondary Scholarship; and the PEF National Secondary Scholarship. Scholarship applications close either 14 or 21 September, depending on the specific scholarship. To check deadlines and to apply for scholarships visit: publiceducationfoundation.org.au

Long Service Leave (August Western Teacher) Q: Can a contracted employee hold payout of accrued LSL when their contract ends in case they get another fixed term or permanent position in the following six months? A: If a contracted employee has an accrued entitlement of LSL they are paid out the entitlement, however if the employee has not fully accrued the entitlement of LSL the Award allows that portion of the accrual to remain for a period of up to six months.

Level 3 Classroom Teachers’ Association

2021 meeting dates: Saturdays, 10.30amnoon at the SSTUWA premises Term 4 27 Nov (AGM) Venue subject to change. Visit www.l3cta.org.au for venue information and to confirm attendance, or email contact@l3cta.org.au

Second-hand computers and monitors available The SSTUWA has 44 sets of PCs and monitors available for donation. Each set has a PC, monitor, keyboard, VGA cable to connect the PC to the monitor, and two power cords, one for the PC and one for the monitor. They do have quite a few years on the clock and would be best suited for a school or training facility that uses an IT lab, where students can learn about hardware, software installation, networking and troubleshooting. Even though they are in great working order and perform quite

SSTUWA committee meeting dates: Early Childhood Educators’ TAFE Committee Committee

They have Windows 7 pre-installed and can be upgraded to Windows 10. Hardware features: CD-ROM drive; Intel i3 CPU; 4GB RAM; 256GB HDD; 10 x USB 2.0; 1 x display port; 1 x VGA port; keyboard; mouse; monitor. If your school is interested in receiving any of these, please submit your request to contact@sstuwa.org.au

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

Time: 4.15pm

Time: 5pm

2021 dates TBC

16 September 18 November 21 October 16 December

New Educator Committee

well, given their age we would expect that some of the hardware will start to fail.

School Psychologists’ Committee Time: 4.45pm 16 November

Time: 4.15pm 7 September 23 November

Western Teacher September 2021

Teleconference facilities are available

State Council Conference Items for November State Council must be received by 5pm Friday 24 September. The event will be held on 12-13 November at the SSTUWA.

Know Your Rights, tax statement, membership card and more Introducing the SSTUWA super app

pp a w e N e releas Get the app

Western Teacher September 2021

Western Teacher - Volume 50.7 - September 2021

Articles inside

May 29 June

April 21 May

January 19 February

Classifieds

Seen around the SSTUWA

workload pressure

Harnessing education’s power for positive climate action

From the General Secretary

New educators at State Council

From the President

Log of Claims (Schools School leader exit fears due to

Pilbara school celebrates culturally responsive STEAM project

TAFE hours of work