May 2023 Western Teacher

Volume 52.4 May 2023

In this edition

Correspondence:

The Editor, PO Box 212, West Perth WA 6872

editor@sstuwa.org.au | Ph: 9210 6000

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Ph: 9210 6060

memberassist@sstuwa.org.au

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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 John Street, Northbridge WA. May 2023.

Cover: The SSTUWA joined other WA unions to celebrate May Day 2023 in Fremantle this month and affirm their support for a Yes vote in upcoming the Voice to Parliament referendum. Read more on page 13.

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

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.)

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

We wish to acknowledge the traditional custodians of the land on which we live and work. We wish to pay respect to their Elders – past, present and future – and acknowledge the important role all Aboriginal and Torres Strait Islander people continue to play This design was created for the SSTUWA by Tyrown Waigana, a Wandandi Noongar and Ait Koedal artist/designer and former WA public school student. Read more about the artist and the artwork at sstuwa.org.au/connections

Review of Public Education

The public consultation sessions and submissions process proved extremely successful We would like to thank all members, non-members and organisations who attended the consultation sessions or made the time to write a submission.

Photo credit: Sam Yates

Community role in school solutions

By Matt Jarman President

The latest area where teachers and school leaders should apparently take control over student behaviour is vaping.

Vaping is rivalling artificial intelligence as the social panic hot topic. Whenever there is a crisis, it must be teachers who take action, apparently.

Mobile phone use is making a comeback into discussion because of proposed legislation in New South Wales to ban not just the use of phones but their very presence on school grounds.

Now there is no doubt that action on vaping and phone use is supported by many, including educators, but as with so many elements of education it is vitally important to consult those expected to enforce any new rules. Read more about the vaping issue on page 20.

Hard on the heels of becoming de facto public health enforcers around Covid-19, and while underlining hugely important, but time-consuming, messages to students about online safety and consent, here comes another competitor for teachers’ time.

When educators are asked to address behaviours that may manifest in schools but are actually created in broader society, it is vital that there is actual community involvement in delivering solutions.

If teachers and school leaders had the support of all parents, schools would be far better places for all – educators, students and staff alike.

Schools are part of the broader community. The reality is that levels of behaviour once expected as sheer good manners are not only missing when it comes to some students – those behaviours are actually reinforced by some parents.

Verbal and physical aggression keeps on rising. We are seeing more teachers driven out of the profession by harassment and violence.

Most worryingly of all, it is becoming all too common for any effort to address violent behaviour by students to attract, not backing from parents, but additional aggression.

The SSTUWA, in cooperation with the state government, has worked hard to address violence; to urge proper sanctions of students who are aggressive verbally or physically.

The then-Education Minister’s 10-point plan was a solid start, so too was the state government’s election pledge, secured by the SSTUWA, to increase the number of Alternative Learning Settings.

Sadly, it is hard for any measures to keep pace with a growing tide of violent behaviour – a tide rising ever higher during and since the pandemic.

Social media outlets such as TikTok see no need to remove posts encouraging anti-social activities at school – and indeed actively promote some trends which pose a threat to teachers.

Teachers are also far too often subjected to individual and even coordinated campaigns of harassment and intimidation via channels such as Facebook, Instagram and WhatsApp.

Because of the care teachers have for their students they see it as important to play their role in instilling socially responsible behaviours as part of the educational process.

However, without a commitment from all school community stakeholders to support such efforts they will be

compromised, in some schools even doomed to fail.

The SSTUWA will continue to work cooperatively with the state government to try to ensure our members can be safe at work.

We believe it will need not only a strong enforcement of existing measures but a public campaign to restore respect for educators and remind parents that we cannot help their children if they do not help us.

We have heard of some excellent concepts suggested during consultation meetings from the independent and ongoing review process commissioned by the SSTUWA Executive.

Ideas such as school campuses being central community facilities embracing health care options as well as onsite support from agencies such as community services could offer a better way forward, especially in regional and remote areas where problems are multiplying fast.

Of course, full resourcing for WA schools would be needed to deliver such outcomes, but the benefits for communities would return massively on such investment.

There is also a need to remove some burdens as others are added onto the tasklist for educators.

The number of distractions from the core business of educators – actually being in a classroom and teaching or lecturing – keep on growing and it will take a coordinated community effort to reverse that trend.

state budget

Building investment but little else 2023-24

Through the release of the 2023-24 state budget earlier this month, the McGowan Government claims a total of $6.4 billion has been allocated to school education in 2023-24, an increase of $532 million.

In its media release the state government says public education funding will continue to increase over the forward estimates to accommodate growth in student enrolments. An extra 3,962 (1.2 per cent) students enrolled in public schools in Semester 1 2023 compared to Semester 1 2022. Additional funding has been allocated to ensure schools will have the necessary teaching staff and resources to accommodate enrolment growth and provide high-quality programs for all students.

The 2023-24 budget also continues to increase support for students with disabilities and additional learning needs, with an additional $137.6 million allocated over the forward estimates. On top of this, from 2023, an extra $8.5 million will be provided to public schools per annum to support more students with additional learning needs in developing their literacy and numeracy.

A total of $12.4 million has been allocated to provide additional regional incentives to teachers and school leaders to work in locations where demand for staff is the greatest.

From 2023, public school secondary students at more than 220 public schools will have access to free period products, with $6.4 million allocated over the forward estimates to improve students’ access to period products to support student engagement and outcomes.

A total of $24.3 million has been committed to support improvements to the WA Curriculum, including adopting and adapting version nine of the Australian Curriculum for WA schools and the development of resources to support teachers in the classroom.

In addition to these vital services, the state budget includes a total of $626.8 million for building and upgrading schools and school facilities.

An additional $12.4 million will be provided to establish a new inclusive education support program and facilities at Wanneroo Secondary College to accommodate 80 students.

A $100 million funding package will enable major upgrades for the ageing Rockingham Senior High School and Safety Bay Senior High School. This new multimillion-dollar commitment will deliver a wide range of significant improvements to both schools, which were constructed in the 1970s.

An additional investment of $11.6 million for an offsite early learning facility will benefit families of young children at the growing Brabham Primary School. The offsite facility will alleviate accommodation pressures at Brabham Primary School.

A total of $53 million will be spent on new and improved school infrastructure in regional WA.

An additional $20.4 million investment has been committed for the major redevelopment of Roebourne District High School, building on the $52 million already provided for the project.

As part of the state government’s continuing investment in new and improved public school infrastructure across WA, construction has started on two new schools, including the $27.2 million Wattleup East Primary School and the $27.1 million Henley Brook Primary School.

Additional funding of $27.2 million will deliver high-priority preventative maintenance programs to improve a number of public schools. This will include upgrades to improve fire safety and alarm systems, and roof replacement and remediation.

Another $41 million will be allocated to allow the purchase of additional transportable buildings, as part of the department’s ongoing transportable accommodation program.

Education not a priority in budget

By Matt Jarman President

The McGowan Government delivered its 2023-24 state budget on 11 May. This was not a budget where education was a priority.

There are some commitments to better support students with learning needs. There is at least some further investment in GROH and an extension of the rent freeze.

The increase in per student funding and in the overall budget, when measured against the actual spend last year rather than what was budgeted, is disappointing.

What we know from the review into public education being led by Dr Carmen Lawrence is that there needs to be a far bigger investment in public education.

There needs to be consultative change to reduce workload. Addressing red tape and unnecessary paperwork will give teachers the time and space to actually teach and to also reduce the burden on school leaders.

We need extensive support for pupils who struggle because of background and health issues so that we don’t leave kids behind.

As the SSTUWA and the federal minister have repeatedly said, public schools need 100 per cent of the Schooling Resource Standard. In WA, which needs it more than most states, we get around 91 per cent. This has to change.

Education can be the key to addressing a whole range of community issues – but only with full funding and consultative change with the real education experts – teachers. It is our role at the SSTUWA to initiate a broad community debate to convince the state government that investing in education absolutely supports the Premier’s desire to set WA up for the future.

Effecting change together

By Natalie Blewitt Senior Vice President

Women’s Conference

Each year, elected women delegates from around the country attend the AEU Federal Women’s Conference. This is a fantastic opportunity for women members to hear from a range of guest speakers, become more aware of professional and industrial matters and to build a network within the education community across Australia.

This year, the conference is being held in Canberra in early September. The SSTUWA will be sending a delegation of active women to participate in this event. Women from every sector of our membership are encouraged to apply.

Previous delegates have greatly valued the experience of attending. SSTUWA member Ashleigh Webb said: “I am incredibly grateful for the opportunity to attend this event as a representative of the SSTUWA. The two-day program was full of inspiring women speaking about social justice and power to a room packed with unionist women ready to tackle the change.”

Fellow union member and conference attendee Joey Stuart said: “Thank you to the SSTUWA for an amazing, eyeopening opportunity. What a place to be in, so many passionate strong women working together from unions across Australia for us!”

Expressions of interest on becoming a conference delegate are now open, and you can find additional information via future eNews updates or by visiting sstuwa.org.au/womens-focus

Education Support Initiative

Late last year the state government announced the Education Support Initiative, which was designed to attract and retain teachers and administrators at selected education support centres and schools.

Under the initiative, a once-off payment of $5,000 will be made to new and current staff teaching in those schools during 2023.

A quarter of the payment was to be made at the start of employment, with the other 75 per cent to come if staff remained at their education support centre or school until the end of the 2023 school year.

While this attraction and retention initiative was a welcome addition for those teaching in almost 60 education support centres or schools from regional and metropolitan areas, those working in endorsed program schools were not eligible to receive this incentive.

For our members who are working with eligible students in endorsed program schools, I completely understand your anger and disappointment about the apparent unfairness of the decision.

I want to assure those of you who are working in endorsed program schools that we have heard your concerns and have been advocating on your behalf to extend the $5,000 Attraction and Retention Incentive payment to teachers working with eligible students in endorsed program schools.

The SSTUWA has raised this issue with the Department of Education (DoE) throughout Term 1 in a range of formal and informal forums, including the joint Quarterly Education Support Working Group meeting and during Employee Relations Executive Committees.

There has been limited success to date as this initiative is over and above the conditions in the 2021 Schools General Agreement. But we want members to know that we will continue to advocate on their behalf.

Discussions with the DoE and other stakeholders are ongoing with this issue.

SSTUWA delegates at the 2022 AEU Federal Women’s Conference

Creating safe and supportive communities

By Sharmila Nagar Vice President

Recent anti-LGBTIQ+ propaganda at rallies across Australia has emphasised what still needs to be done to protect our LGBTIQ+ community.

You would have thought that this sort of behaviour was in the past and if news headlines from the USA was anything to go by, that it wouldn’t occur to that level in Australia. However, we cannot afford to be complacent.

Did you know that though there is antidiscrimination legislation based on sexuality and gender for schools and workplaces, there are no laws in Western Australia, South Australia and Victoria protecting LGBTIQ+ people from any hate speech or writing, whether online or in public?

This is leaving the LGBTIQ+ community feeling exposed and vulnerable. We know we need to do better.

Recent statistics show:

• 60 per cent of young LGBTIQ+ people aged between 14-21 years old had felt unsafe at secondary school.

• LGBTIQ+ employees are twice as likely to be victims of workplace discrimination compared to their non LGBTIQ+ colleagues.

• Compared to the general population, LGBTIQ+ people are two and a half times more likely to have been diagnosed or treated for a mental health condition in the past 12 months.

(Source: The Equality Project)

Like everything, it starts with education, conversations and unionising for better outcomes in our society.

SSTUWA LGBTIQ+ Committee member

Kai Griffiths (pictured below) and I were fortunate enough to attend the Australian Education Union (AEU) and New South Wales Teachers Federation’s Diversity in Education conference, held prior to the Sydney WorldPride 2023 festival earlier this year.

The conference was an international LGBTIQ+ forum for educators to create awareness and understanding of gains and challenges facing LGBTIQ+ workers within schools, and an opportunity to build community.

The conference aimed to increase awareness of social justice issues facing LGBTIQ+ communities within workplaces, as well as demonstrated pathways to achieve legal and policy reform.

Additionally, the conference had a global focus, which included capacity building, sharing stories and experiences as well as

information sharing to build solidarity and grow our education union movement.

We had the opportunity to meet other AEU leaders in this space, international guests and to workshop key questions pertaining to unionism and LGBTIQ+ educational communities. These questions included:

• What would an authentically inclusive union look like?

• What does an LGBTIQ+ inclusive school look/feel/sound like?

The conference provided many useful resources and workshops which will assist our LGBTIQ+ members and also with industrial action going forward.

The research-based short film What Parents Want: Talking about Gender and Sexuality Diversity in Schools and its associated package of resources were shared at the conference.

The film focuses on the real voices of parents of gender and sexuality diverse young people and their experiences of navigating the school system with, and for, their child.

The study was conducted in every state and territory. The film can be accessed by scanning the QR code at the end of this article.

As a union, we will continue to advocate for our LGBTIQ+ members.

November 2022 State Council Conference endorsed the following recommendations:

• A half-day LGBTIQ+ forum to be held in 2023.

• All agreements going forward to have input from the LGBTIQ+ Committee.

• Continue to increase our visibility to support our LGBTIQ+ members.

Planning and preparation are currently underway for our half-day forum in Term 3. Dates and information will be available soon.

Don’t forget to visit sstuwa.org.au/lgbtiq for LGBTIQ+ news and information.

A member’s perspective

By Kai Griffiths

I had the privilege of attending the Diversity in Education conference on behalf of the SSTUWA and the LGBTIQ+ Committee thereof.

It was a highly edifying experience, with many lessons taught directly and discernible through the opportunities available at the conference.

Particular highlights for myself were the keynote addresses from Hilario Benzon (National Education Association) speaking on strategy and messaging in the pro-diversity unionism arena in the United States; and Emerson Zerafa-Payne from the Queensland Teachers Union, who focused on the complexities that must be considered with the intersection

of trans and indigenous identities.

The eye-opening quality of the workshops will also be of use to the SSTUWA, in particular the work of French, German and Scottish teachers’ unions in forwarding the rights of queer members at work. Additionally, the University of Western Sydney’s research into what parents actually expect from relationships and sexual education in regard to queer experiences and health provided great direction in a time when worries about inclusion in curriculum are pressing.

It was truly a space and time with a great combination of affirmation, collegiality and dedication to making education an ever-better space.

Get involved with your union

By Chloe Hosking Growth Team officer

Union membership has a few things in common with gym membership – the more you use it, the more you get out of it and the stronger you become.

As a new teacher there is so much new information to absorb that it can be hard to find the time and headspace to learn more about your union.

We’ve put together some simple suggestions of ways you can get more involved – from the very easy, to a

request a new educator lanyard pin to be posted out to you. Bonus points if you request one for another new educator member at your workplace!

6. Attend a branch meeting. Your school may hold branch meetings on a regular basis, or when needed. Ask your union rep when your next meeting will be held and make time to attend.

Australian work fatalities not forgotten

By Gabrielle Clark

President Matt Jarman has led an SSTUWA delegation to honour people killed in workplace accidents.

The event was held at Solidarity Park near Parliament House on Friday 28 April, which was World Day for Safety and Health at Work and Workers’ Memorial Day.

The day raises awareness of occupational safety and health and of work-related injuries, diseases and fatalities.

This year’s theme for World Day for Safety and Health at Work was A safe and healthy working environment is a fundamental principle and a right at work

Accompanying World Day for Safety and Health at Work, the International Trades Union Congress set the theme for Workers’ Memorial Day 2023 as Remember the dead, fight for the living

According to the latest data from Safe Work Australia (SWA) 169 workers were fatally injured at work in Australia in 2021.

Of the 169 workers that were fatally injured at work in 2021, six were female while 163 were male.

Those between the ages 55 and 64 were at the highest risk of workplace fatalities, with 43 people in this age bracket being fatally injured in 2021.

In Western Australia alone there were 20 fatalities in 2021, or 1.4 per cent for each 100,000 workers.

Fatalities that occurred as a direct result of a vehicle crash were the most common cause of fatality in 2021, according to SWA.

Machinery operators and drivers were most at risk with 8.2 per cent fatality rate per 100,000 workers.

Industries most impacted, according to SWA, included agriculture, forestry and fishing, with 10.4 per cent fatalities per 100,000 workers; transport, postal and

warehousing with 7.9 fatalities per 100,000 workers and mining with 2.3 fatalities per 100,000 workers.

Representatives from WA unions spoke about the loss of loved ones at work and occupational health and safety issues.

A service of remembrance was conducted for those who have died or been injured at work.

The SSTUWA is committed to safety at work. You can find information on WHS issues here bit.ly/3LKhxec

Solidarity Park

Solidarity Park was founded in 1997 during the Third Wave Campaign, when the Court Liberal Government introduced legislation that would significantly restrict the ability of unions to protect members and the general community from unfair and exploitative employment practices. On 29 April 1997, over 25,000 unionists

and community supporters marched on Parliament House to demand the scrapping of these unjust laws. The government rejected this demand and on 1 May (May Day) the site was pegged and legally claimed by unionists under the provisions of the Mining Act.

Voice calls out for reconciliation

The theme for National Reconciliation Week 2023 is Be a Voice for Generations

The theme encourages all Australians to be a voice for reconciliation in tangible ways in our everyday lives – where we live, work and socialise.

For the work of generations past, and the benefit of generations future, let’s choose to create a more just, equitable and reconciled country for all.

National Reconciliation Week (NRW) is marked every year from 27 May – 3 June.

It is an opportunity for Australians to learn and reflect upon our shared histories, culture and achievements and our part to play in achieving reconciliation in Australia.

The dates for NRW also commemorate key milestones in reconciliation in Australia, the successful 1967 referendum (27 May) and the 1992 High Court Mabo decision (3 June).

NRW is preceded by National Sorry Day on 26 May, which remembers and acknowledges the mistreatment of Aboriginal and Torres Strait Islander people forcibly removed from their families and communities, who are now known as the “Stolen Generation.”

We cannot begin to fix the problems of the present without accepting the truth of our history. Sorry Day asks us to acknowledge the Stolen Generations, and in doing so, reminds us that historical injustice is still an ongoing source of intergenerational trauma for Aboriginal and Torres Strait Islander families, communities and peoples.

Reconciliation Australia’s research shows large community support for the next steps in Australia’s reconciliation journey, including the Voice to Parliament, treaty making and truth-telling.

The 2023 theme, Be a Voice for Generations, urges all Australians to use their power, their words and their vote to create a better, more just Australia for all of us.

Reconciliation Australia CEO Karen

Mundine said the theme called on Australians to honour the work of generations past who fought for justice in Australia and to work together today to tackle the unfinished business of reconciliation for the generations to come.

“There has long been a strong thread in Australian history of people striving to build a just society,” she said.

“Australian history has included many examples of non-First Nations Australians who stood with Aboriginal and Torres Strait Islander people during early strikes, protests and notably during the 1967 referendum.

“Australia has a long record of inspiring allyship and solidarity to address centuries of racism and injustice.

“This National Reconciliation Week we urge all Australians to follow in this tradition to ‘Be a voice for generations’, while also imagining a better country for future generations.”

Ms Mundine said her organisation’s research indicated a large reservoir of community support for the next steps in Australia’s reconciliation journey, including the Voice to Parliament, treaty making and truth-telling.

“The 2022 Australian Reconciliation Barometer shows 80 per cent of all Australians believe the creation of a national representative Indigenous body is important and 79 per cent believe such a body should be protected under the constitution,” she said.

“And there is growing support for a Treaty between First Nations and other Australians with a 19 per cent increase from 53 per cent in 2020 to 72 per cent today.

“Support for truth-telling also remains very high at 83 per cent for the general community and 87 per cent for Aboriginal and Torres Strait Islander respondents.”

Ms Mundine said reconciliation was about building a better nation; a more united Australia that respected and was proud of 65,000 years of Aboriginal and Torres Strait Islander cultures, histories, stories and achievements.

“An Australia that believes in the right of First Nations peoples to make decisions about our lives and our communities; and an Australia that stands opposed to racism, inequity and injustice,” she said.

“I urge all Australians to join me in participating in activities this National Reconciliation Week and to raise our voices for the future.”

May Day 2023: unionists committed to Yes campaign

By Gabrielle Clark

On Sunday 30 April at Fremantle Esplanade, UnionsWA held their annual May Day celebration, including a festival and march.

Many unionists showed their commitment to supporting the Yes campaign in the upcoming Voice to Parliament Referendum.

Our staff marched in solidarity with WA unions while holding an SSTUWA banner.

Owen Whittle, UnionsWA Secretary said the Voice to Parliament “is a natural continuation of trade union values, which aim to improve peoples’ lives.”

“Just as a collective voice in workplaces is necessary for fair pay and safety, a constitutional Voice will give First Nations Australians the ability to be heard by decision makers, which is necessary for solutions on jobs, health and education.”

May Day is celebrated annually and recognises the achievements of working people.

Highlighted and celebrated is the eighthour workday, something that some workers today may take for granted. This was achieved as early as 1856 when on 21 April stonemasons in Melbourne downed tools and walked off the job in protest over their employers’ refusal to accept their demands for reduced working hours.

As more and more workers won the reduction in hours by solidarity and industrial action, the day was proclaimed as a holiday in all the states, known as Labour Day.

Historically, the origins of May Day date back to the 1880s in America and earlier in many other nations. However, following a long and arduous struggle, Australia’s May Day activities officially began in 1890.

In 1948 the Labor Party moved the holiday to March, then abandoned the procession altogether. This is when Fremantle decided to step in, with the port’s unions moving to continue the traditional event in May, which is now joined by a number of WA unions.

Since 1952 it has been one of the city’s most vibrant demonstrations of solidarity.

For more information on 2023’s May Day celebration visit bit.ly/3no4NzW

Celebrating 125 years

The SSTUWA of 1915-30 operated during a tumultuous time in Australian and world history. War had broken out in Europe and soon Australia’s identity would be permanently shaped through the sacrifice of blood on the shores of Gallipoli. World War I would continue until 1918, and by war’s end communities around the nation and in WA would be devastated by loss.

The proliferation of war memorials and honour boards in towns and in schools would be a testament to that. Soon after came another great disaster – the Flu Epidemic of 1919, a forgotten cataclysm largely overshadowed by the years of conflict and destruction prior.

The twin calamities would soon give way to the roaring 20s, as rebuilding nations ushered in a decade of relative prosperity and excess – only for that to come crashing down by the collapse of financial markets and the world economy. The Great Depression would soon cast its shadow over the globe. On the horizon another great existential threat loomed – the rise of nationalism and fascism, manifesting itself through increased militarisation of the great powers.

Closer to home, in July 1920 public teachers in WA joined with other public servants on a 20-day strike over pay and conditions. The Great Strike of 1920 ended on 30 July and was the longest strike in

WA history at the time, almost bringing the country to a halt. The strike secured a pay raise for teachers, as well as raising the union to “a position of established recognition by the Government and Department (WA Teachers Journal, 10 August 1920).

The SSTUWA was housed at 13 Murray Street, near Royal Perth Hospital and St Mary’s Cathedral, close by to what is now the Westin Hotel. Previously the union was at Austral Chambers and then Mitchell Chambers, on the corner of William and Murray Streets (where Perth Underground train station now sits below ground). It moved to 13 Murray Street in 1923 and remained there until 1958.

SSTUWA 125: The union’s headquarters from 1923-58 at 13 Murray Street in the city.

most probably 1923.

SSTUWA 125: West Leederville State School (now Primary School),

SSTUWA 125: New technology.

SSTUWA 125: Girdlestone HS for Girls in James Street, 1929.

SSTUWA 125: Mass meeting during 1920 strike.

SSTUWA 125: Subicao general school, 1929.

SSTUWA 125: Meetings at Esplanade Gardens (opp. Elizabeth Quay).

SSTUWA 125: ATF annual conference (1928), Perth.

SSTUWA 125: Union presidents 1910-33.

The NSRA and school funding

By Associate Professor Glenn C. Savage

In March, Federal Education Minister Jason Clare announced an expert panel to advise on “key targets and specific reforms” that should be tied to funding in the next National School Reform Agreement (NSRA).

The panel, chaired by the Australian Education Research Organisation’s Lisa O’Brien, includes experts with diverse experience in school education and policy.

The panel is due to deliver a report to federal, state and territory education ministers in October.

This will include recommendations with the potential to shape the future of schooling in Australia.

What is the NSRA and why is it important?

The NSRA is a joint agreement between the Commonwealth, states and territories, designed to lift student outcomes in Australian schools. It sets out national policy initiatives and reform directions that all governments agree to implement over a five-year period.

The current agreement was due to end this year but has been extended by 12 months until December 2024.

This means the next NSRA will begin in 2025. [Minister] Clare says the expert panel is a “first step” towards shaping the new agreement.

While it is likely many teachers, parents and students will have never heard of the NSRA, it is a crucial policy.

It is a central pillar of the policy architecture shaping how schooling works in our nation. It has significant power in setting the agenda for what governments do and how they do it.

What is “in” or “out” of the agreement makes a powerful statement about what our governments value in education and deem necessary to pursue at the national level.

How does the NSRA impact school funding?

The NSRA is intimately related to school funding. However, it does not directly determine the model – known as the Schooling Resource Standard (SRS) –used by the federal government to decide how it funds schools.

The way it works currently is the NSRA sets out the initiatives and reforms that all governments agree on.

Each state and territory then signs a bilateral agreement with the federal

government. This sets out the specific actions they will adopt to improve student outcomes in line with the NSRA.

Each bilateral agreement also sets out the funding individual states and territories will contribute as a condition of receiving Commonwealth school funding.

The SRS (often referred to as “the Gonski model”) is used in the bilateral agreements to measure what federal, state and territory governments contribute.

Funding is not equal

Comparing the bilateral agreements is a fascinating exercise. It reveals deep funding inconsistencies and inequities across our nation. The agreements show most private schools are funded at 100 per cent of the recommended amount under the SRS, whereas government schools fall short in every state.

This is because the federal government contributes 20 per cent of the SRS for government schools, leaving the remaining 80 per cent up to the states and territories.

Most states and territories are on a “transition path” to contribute the minimum required (75 per cent) over the coming years, but due to a so-called “loophole” for capital depreciation, recent figures suggest government schools only end up with around 91 per cent of combined funding.

This has been the source of significant criticism from experts who argue government schools are being shortchanged. [Minister] Clare has said the Albanese Government is committed to fixing this situation and will: “work with state and territory governments to get every school on a path to 100 per cent of its fair funding level.”

Aside from funding, has the NSRA made a difference so far?

Progress towards targets in the current NRSA has been underwhelming. In January this year, the Productivity Commission released a review of the current agreement, finding its initiatives “have done little, so far, to improve student outcomes”.

The report provides a rich set of recommendations that are highly valuable for the new expert panel to consider.

In addition to developing better strategies for improving and measuring student outcomes, the report says we need to double-down on initiatives relating to areas such as equity, student well-being and teaching effectiveness.

[Minister] Clare has already flagged equity as a key part of the next agreement. When announcing the panel, he said the next NSRA will include: “A particular focus on students from low socio-economic backgrounds, regional and remote Australia, First Nations students, students with disability and

students from a language background other than English.”

This will be welcome news to many education experts and stakeholders, who have long lamented the deep inequities in Australian education.

The importance of states working together

Moving forward, the success or otherwise of the next NSRA will hinge on effective collaboration between governments across the federation, especially education ministers.

The past three decades of Australian schooling reform have seen unprecedented levels of intergovernmental collaboration. But there is widespread evidence the realpolitik of Australian federalism creates barriers to effective collaboration and governments can work together more productively to pursue shared goals.

The fact that nearly all governments are now Labor might provide a good opportunity to foster such collaboration. After all, the last time Labor governments dominated the nation we saw the dawn of Kevin Rudd’s so-called “education revolution”, which set in train a dizzying

array of national reform initiatives.

There is also a crucial need to include the diverse voices of different stakeholders when formulating the next agreement, including teachers and school leaders, as well as parents and young people.

For this reason, it’s a good sign [Minister] Clare has assembled a ministerial reference group that will include experts and representation from schools, unions and the non-government sector.

Ultimately, the future of Australian schooling depends not only on governments making good decisions but also on citizens with a vested interest in our education systems having the capacity to be heard and to shape the road map moving forward.

Glenn C. Savage is Associate Professor of Education Policy and the Future of Schooling at the University of Melbourne. The opinions expressed in this article are those of the author and do not necessarily reflect any official policies or positions of the AEU or the SSTUWA. This article was first published at theconversation.com and has been reproduced here with permission.

ACT TODAY FOR A RECONCILED

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Vaping and behaviour in schools

By Associate Professor Becky Freeman

In a major speech earlier this month, Federal Health Minister Mark Butler said vaping had become “the number one behavioural issue in high schools”.

The government has proposed a suite of reforms aimed at reducing vaping. But what does the evidence show about the prevalence of vaping in schools and the kind of behavioural issues associated with it?

My colleagues and I have been researching teen vape use through the Generation Vape study. We’ve been tracking teenagers’ knowledge, attitudes, beliefs and behaviours about using vapes (also known as e-cigarettes).

This has involved interviewing and surveying young people across Australia aged 13–17, their parents and carers and secondary school teachers, principals and administrators.

Here’s what we know so far.

How prevalent is vaping in high schools?

Of the 721 young people we have surveyed so far:

• Thirty-two per cent had ever vaped (we call these people “ever-vapers”).

• Fifty-four per cent of ever-vapers had never smoked cigarettes before starting vaping.

• Ever-smokers were seven times more likely to be ever-vapers than those who had never smoked (in other words, young people who have tried smoking are much more likely to have tried vaping).

• Ever-vapers were 18 times more likely to be ever-smokers than those who had never vaped (in other words, young people who had ever tried vaping were significantly more likely to have ever tried smoking).

Most of our respondents said the main factor driving their vaping was flavouring and taste.

In other words, about one in three teenagers have tried vaping. Only a few years ago it was really rare, but it’s exploded in use.

We also asked about frequency of vaping. We found 10 per cent typically used vapes on six or more days a month, but the fact that most are occasional users suggests we have a window of opportunity to act now before these people become addicted.

Occasional users told us they are trying vaping because they are curious, are interested in experiencing the hit from nicotine, and don’t imagine themselves getting addicted.

Unfortunately, they often do find soon themselves addicted, which is why a public health response is so urgently needed.

Our data also shows:

• More than half of those trying a vape for the first time are under age 16.

• More than half of ever-vapers reported using a vape they knew contained nicotine.

• Vaping is seen as a socially acceptable behaviour separate and unique from smoking.

One 17-year-old ever-vaper told us “no-one” buys the non-nicotine devices: “Because they don’t give you head spins, so they are pointless. It’s almost like wasting money.”

Another 17-year-old past vaper told us: “Oh, you can get ones without nicotine but I don’t think they’re very popular […] it tells you when you buy a vape how much nicotine’s in it. It’s usually five per cent.”

What are teachers, principals and school administrators saying?

In our surveys and interviews with teachers, principals and school administrators, we found:

• Fifty-eight per cent of teachers have confiscated vaping products from students two or more times a week.

• Eighty-six per cent of teachers are concerned or very concerned about students vaping in their school.

• Sixty-two per cent of teachers are aware of vaping products being sold on school grounds.

Teachers reported feeling they had to police students by searching bags and pencil cases, and that having to manage vaping as a disciplinary issue took time away from teaching.

Principals and school administrators talked about having to:

• Use school funds to install vape detectors in school toilets. (Editor’s note: The WA Department of Education is now planning a trial of vape detectors in public school toilets.)

• Liaise with parents of children caught vaping.

• Think about safety issues presented by people coming to the school gate to sell vapes to students.

If children are addicted, we don’t want to see them kicked out of school. It’s not their fault they have become addicted to these products. That’s why we need a public health response rather than a punitive response.

One principal told us: “It’s probably the single most disruptive thing in our school at the moment.”

A different teacher said: “Even when you catch them, they deny to your face and then you have argue […] it becomes a massive issue and 40 minutes of your life is taken away just with this one thing when you should be doing other things as a teacher.”

Another principal said: “We can bring it up with the kids as much as we want, but I think we need a little bit of traction there beyond school too.”

What kind of behaviour issues are linked to vaping in school?

Teens who vape regularly reported:

• Experiencing nicotine withdrawal while at school, which can feel like anxiety or stress (many told us they vape for their mental health, not understanding the stress is linked to the addiction).

• Sneaking out of class to vape.

• Feeling distracted and finding it difficult to focus in the classroom.

• Feeling stressed about needing to hide their device and their vaping while at school.

One 17-year-old told us: “I’d see people at school […] at nine o’clock in the morning going, ‘Oh do you have a vape? Do you have a vape? I need one. I haven’t had one all day’, and begging people for it […] so I think it’s mostly an addiction thing with people who are heavy users.”

What is the evidence telling us is needed?

The evidence tells us we really need to get these products out of the hands of young people. That’s why making them harder to buy is vital.

About 80 per cent of our respondents told us it was easy to get vapes; it was common knowledge who sold them at school or that certain people would sell them by the school gate.

That’s why the importation ban in the government reforms is so important, and why it’s crucial states and territories work with the federal government to get vapes out of corner shops and petrol stations. It’s about reducing access, so kids aren’t exposed to it as they are walking to school.

Is it really the number one behavioural issue in high school?

It’s impossible to say. But certainly, the data is telling us it is a very big issue. Of the teachers we surveyed, 86 per cent said they were “highly concerned” about vaping at school. In interviews, teachers often described vaping as the key issue they are dealing with outside the classroom.

Schools have to deal with so many issues, so if we can reduce this one or even take it off their plate altogether then we should.

Becky Freeman is an associate professor at the School of Public Health, University of Sydney. The opinions expressed in this article are those of the author and do not necessarily reflect any official policies or positions of the AEU or the SSTUWA. This article was first published at theconversation.com and has been reproduced here with permission.

Potential anti-bullying breakthrough studied

By Professors Herb Marsh and Johnmarshall Reeve

Your child comes home from school and tells you three classmates are teasing her constantly. One even put chewed gum in her hair as she was listening to the teacher. The other two smiled, laughed and whooped.

Hearing this, you understand your child is being bullied and their physical and mental well-being are under attack.

We know bullying is widespread: 30 per cent of adolescents experience bullying, and almost all see it happening. It can devastate victims and lead to depression, anxiety and self-harm.

We are educational psychologists researching how to prevent bullying. And how, in a different scenario, these children could even be friends.

Our new study, published in American Psychology, trialled a new way of tackling bullying among students in South Korea. Instead of trying to change individuals’ behaviour, it puts the focus on how teachers can create an “anti-bullying climate” in their classes.

We believe this could be applied more broadly and provides a potential breakthrough in approaches to this crisis.

Previous bullying research

For 50 years, educators have tried and failed to develop successful bullyingreduction programs.

In a recent journal article, we reviewed existing school anti-bullying research. The results were disappointing. In particular, we found a focus on changing individual students’ behaviour has been largely ineffective.

We know bystanders can play an

important role in standing up to bullies. But this is a risky thing to do. If you stand up to a bully, you put yourself at risk of retaliation and peer rejection. So bystanders are reluctant to support victims and discourage bullies. This is why individual approaches have not worked well.

This suggests we need to think more broadly about bullying and look at the social environment of the classroom to encourage more students to defend victims and defuse bullies.

Our research

To develop a new approach to tackle bullying, in a separate study we looked at 24 experienced, full-time physical education teachers in Seoul. The group included both male and female teachers, teaching adolescent students.

For each teacher, we looked at two different classes, so there were 48 classes in total and 1,178 students.

The teachers were randomly assigned into two groups over an 18-week semester. One group was given a new

approach to bullying to try, called “autonomy-supportive teaching”, while the other had no intervention.

What is autonomysupportive teaching?

The idea behind autonomy-supportive teaching is to prevent bullying by cultivating a caring, egalitarian classroom that minimises hierarchy, conflict and “me-vs-you” competition.

The teacher sets the tone in the classroom and they can foster an antibullying climate when they:

• Take the students’ perspective.

• Use an understanding tone when interacting with students.

• Provide an explanatory rationale for each request.

• Acknowledge and accept students’ negative feelings if they occur.

Research has shown when teachers do these things, students view teachers as “on their side”. This sense of being listened to and supported by the teacher then spills over to more supportive peerto-peer relationships. Students then tend to support each other, and interpersonal conflict is low.

What happened in our study?

The teachers in our first group were asked to participate in an eighthour autonomy-supportive teaching workshop at the start of semester. The teachers in the second group had no intervention from us, and approached their classes as they normally would.

Students in both groups were then surveyed at three points in the semester, asking them questions about the classroom climate.

Students were asked both how their teacher behaved and how they felt about their classmates. For example, they were asked to agree or disagree with statements including: “My teacher listens to how I would like to do things” and “My classmates try to understand how I see things”.

They were also asked about bystander behaviour and bullying, with questions such as: “I do something to help if I see a kid being called nasty names or threatened” and “In this class I was called names I didn’t like”.

Our findings

Using statistical analysis, we first tested whether teachers in group one followed the autonomy-supportive model as they were taught in the workshop. We found that they did.

We then tested whether students reported their classmates were supportive (as you would expect if the teacher was following the workshop’s advice), and also found they did.

We then tested whether students in this group were more likely to stand up for other students and less likely to experience bullying than those in group two (who did not follow the autonomysupportive model).

Again, we found they were more likely to stand up to bullying and less likely to experience it.

Next steps

Our study showed how programs that change classroom climates can minimise bullying.

We are now hoping to extend our research in Australian school settings. We plan to scale up our program through online delivery.

This way, we can reach a larger, more diverse sample of schools, including those in remote locations.

Herb Marsh is a distinguished professor of educational psychology at Australian Catholic University (ACU). Johnmarshall Reeve is a professor at ACU. The opinions expressed in this article are those of the author and do not necessarily reflect any official policies or positions of the AEU or the SSTUWA. This article was first published at theconversation.com and has been reproduced here with permission.

International unity on funding

Education International (EI) General Secretary David Edwards has raised the alarm on the growing global teacher shortage and called for increased public education funding in his speech at the launch event of a new global education campaign from EI’s new global campaign.

Go Public! Fund Education is an urgent call for governments to invest in public education, a fundamental human right and public good, and to invest more in teachers, the single most important factor in achieving quality education.

“The alarming and growing global teacher shortage is threatening the right to education everywhere,” Mr Edwards said.

“This shortage denies our students their right to learn, it denies them the bright futures they deserve.

“The causes are well known to us. The teacher shortage is a direct consequence of the imposition of failed neoliberal policies: austerity measures, a lack of investment in teachers, and the privatisation of education.”

The solution to the worldwide shortage of teachers is clear: increasing public education funding, investing in teachers, guaranteeing labour rights and ensuring good working conditions.

Go Public! Fund Education will support the efforts of education unions everywhere to improve pay, working conditions, and ensure the respect educators deserve.

Education unions around the world are joining forces to build inclusive quality public education for all. We are mobilising to fully fund public education systems and resist budget cuts, austerity and privatisation.

This means guaranteeing labour rights and ensuring good working conditions, as well as manageable workloads and competitive salaries for teachers and education workers.

It also means valuing teachers, respecting teachers, ensuring they are central to decision-making and trusting their pedagogical expertise.

“We need manageable workloads and competitive salaries,” Mr Edwards said.

“We need to value teachers, respect teachers, we need to ensure they are central to decision-making, and we need to trust their pedagogical expertise.

“We will stand united and mobilise to pressure governments to fully fund public education and invest in the teaching profession.”

The Global Commission on the Teaching Profession (GCTP), a high-level expert group to address the global teacher shortage, was formed at the United Nations Transforming Education Summit of 2022.

The GCTP represents a key opportunity to organise and mobilise as unions and

as a profession to advance our policy objectives and empower our profession.

“Education International will be the voice of the profession, your voice, to make sure teachers and education workers are at the table every step of the way,” Mr Edwards said.

Mr Edwards called on all EI’s member organisations to join the campaign as they mobilise in their local context.

“We need to mobilise at the local, national, regional and global level so that all governments commit to funding public education to make sure we have the working conditions we need to teach and our students have the environment they need to learn,” he said.

We are working together across borders to guarantee every student’s right to have a well-supported qualified teacher and a quality learning environment. Let’s act together in solidarity to “Go Public and Fund Education”.

National education and union news

Budget funding reveals what’s possible

One of the federal budget’s smallest commitments, $40 million to ensure every school in central Australia is fully funded, potentially represents one of the most important steps forward for the future of Australian public schools.

Australian Education Union (AEU) Federal President Correna Haythorpe has welcomed the commitment.

“While $40 million may not be much compared to other federal budget commitments, it’s important that we’re clear about what it represents,” she said.

“For public school students in central Australia, it represents full funding to 100 per cent of the Schooling Resource Standard (SRS) in the region. That funding will help deliver more teachers, more education support staff, and more one on one individual attention for students.

“For public schools across the country, it is the first, albeit small, step towards the delivery of Federal Labor’s 2022 election commitment - to get every public school on the pathway to 100 per cent of the SRS.

“But it cannot be the only step. The Northern Territory has the highest level of student need; 44 per cent of students are First Nations and 26 per cent of students have a disability and receive educational adjustments. However, right now the education of one in five public school students in the Northern Territory is effectively unfunded.

“It’s one in 10 public school students across the nation. That is a national shame.

“For Federal Labor to truly deliver Prime Minister Albanese’s vision for Australia, where no one is held back and no one is

left behind, this government must deliver 100 per cent of the SRS funding needed for every Australian public school. That is the minimum benchmark agreed to by all governments.

“AEU members will not accept anything less than full and fair funding for public schools.”

The AEU also welcomed the federal government’s commitments to TAFE.

“This budget represents a huge step forward for the nation’s TAFE institutions,” Ms Haythorpe said.

The government has made a $4.1 billion commitment, including $3.7 billion for the next national skills agreement, a lifechanging document for our members as it sets up the framework for a strong and vibrant TAFE system for the future.

“We welcome the spirit of collaboration between the Commonwealth and the states and territories that is evident in the negotiations for the next national skills agreement and the Albanese Government’s commitment to ensuring TAFE is at the heart of vocational education, and that it’s supported by long-term, sustainable and stable funding.

“We were disappointed that this federal budget does not include funding to extend universal access to preschool to three-year-olds. This flies in the face of all available evidence that shows two years of high quality, play-based early learning delivered by a qualified teacher helps set children up for a lifetime of benefits in education, health and well-being.

“This funding must be provided for the benefit of all Australian children and their families.”

The ACTU has welcomed the federal government’s announcement that superannuation is to be paid on the same day as wages.

When super is paid quarterly rather than on the same day as wages, it is harder to track when it is not being paid. Like wage theft, failure to pay superannuation is rife: millions of workers have up to $5 billion a year in superannuation unpaid by employers, and this has serious implications for their retirement.

Mandating for super to be paid with wages will not only make it easier to detect and recover unpaid super, it will also help prevent its non-payment –as quarterly payments will no longer

obscure what they are owed. This announcement comes as legislation is also before Federal Parliament to finally enshrine superannuation as a universal workplace right in the National Employment Standards. This will ensure every worker has the right to recover unpaid super.

ACTU Assistant Secretary Scott Connolly (pictured right) said: “Every worker should have the right to have 100 per cent of their super paid on time, all the time. The union movement welcomes the key steps the Albanese Government is taking to protect workers’ super.”

New payday rule welcomed Urgent action required on NSW teacher shortage

New figures showing 2,172 permanent teaching positions were vacant in NSW public schools in February reinforce the urgent need for action on the causes of teacher shortages – unsustainable workloads and uncompetitive salaries.

The Department of Education figures reveal how widespread the shortages are with every area of NSW affected. In country areas, as many as one in eight positions were vacant in February, with the biggest problems in the state’s west, southwest and the Northern Tablelands.

In Sydney, the highest number of

vacancies were in the Liverpool area. The figures also show 92 school counsellor positions were vacant in NSW, further exacerbating the chronic shortage of counsellors across the state.

NSWTF President Angelo Gavrielatos said NSW faced a classroom crisis.

“Thousands of teaching positions are vacant, the number of teachers resigning has doubled in two years and the number of people studying to become a teacher has dropped by 30 per cent. Teacher shortages mean kids miss out and teachers burn out,” he said.

“The Coalition created this crisis by allowing workloads to rise to the point where two thirds of teachers say they are burnt out. Thanks to their wage cap, teachers are earning the same salary as they did a decade ago after inflation is factored in.

“We can’t fix the shortages problem without fixing the wages and workload problem. We commend Labor for their commitment to lift wages and reduce the administration workloads of teachers and we want to sit down and begin intensive negotiations.”

Education & Training Centre

2023 Forums for K-TAFE (TUT)

The Education and Training Centre is delighted to provide members with opportunities to develop effective industrial and professional practice, understandings and knowledge through a range of half-day forums. All events are TUT approved and commence with a light lunch at noon, followed by an afternoon of powerful learning. Consider attending one of our planned forums throughout 2023 to support your own development and learn more about being active around a range of important topics.

Early Childhood Forum (TUT)

Supporting the Safety, Development, Well-being and Bright Future of Young Children

Thursday 25 May Noon - 3.30pm

Meet and interact with the Commissioner for Children and Young People, Jacqueline McGowanJones and Dr Kay Ayre from Edith Cowan University (ECU).

The Commissioner will provide an overview of her work over the next year and highlight any significant projects that may be of interest or may impact ECE teachers and classrooms. She will also provide information about her work with delivering critical supports and services to families after traumatic incidents.

Following Jacqueline McGowanJones we welcome Dr Kay Ayrelecturer in Early Childhood Studies at ECU. She has worked extensively with disengaged and disruptive children, their teachers and schools. Kay has a passion for helping build the capacity of teachers, to develop and maintain positive, inclusive classrooms with a focus on supporting children with trauma. Her research and her teaching focuses on challenging behaviour of children trauma-informed behaviour support, trauma-informed practice and childhood well-being.

Kay’s session, Trauma Informed Practice in Early Childhood, will briefly provide some research data and statistics, an understanding of how trauma can impact learning and behaviour, and importantly, some practical strategies to take back to your classroom. Take advantage of this forum as an opportunity to reflect and find better ways to support students who may be experiencing trauma.

Featured forums for K-TAFE

Climate Action Forum Schools and TAFE (TUT)

Supporting Climate Action and Sustainability in our Workplace

Thursday 27 June Noon - 3pm

The Australian Curriculum includes the following statement about the importance of teaching about sustainability:

“Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action.”

In this forum you will consider current practices of your school or college, discuss resources and teaching approaches that will support climate action and sustainability.

This forum is open to all educators K-TAFE.

LGBTIQ+ Forum Schools and

TAFE (TUT)

How to Create a Safe and Supportive Space for LGBTIQ+ Staff and Students

Tuesday 25 July Noon - 3.30pm

School staff play an important role in creating a space that allows acceptance of the diversity of students. It is a requirement to ensure that all students are protected whilst in our care. This forum will provide an opportunity to expand your understanding about sexual and gender diversity and strategies to ensure that all staff are equipped with the necessary knowledge to provide a safe and inclusive learning and working environment for both LGBTIQ+ staff and students.

There will be two breakout workshops that will focus on practical strategies school staff can use to support LGBTIQ+ students (Workshop A). Workshop B has a focus on LGBTIQ+ staff. This forum is open to all educators K-TAFE, including LGBTIQ+ staff and all allies. Come along and learn how school or college staff can promote a culture of acceptance.

Member Benefits

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Accountants and Financial Advisers

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Movie tickets

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Food and Wine

Campbells

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Health and Well-being

Goodlife Health Clubs

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St John

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WA Opticians

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Housing

Houspect

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Johns Building Supplies

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Insurance and Legal

Journey Cover insurance

For details visit: sstuwa.org.au/journeycover

SSTUWA Legal Services

Access to quality legal services for both work-related and personal matters. sstuwa.org.au/legal

Teachers Health Fund

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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. sstuwa.org.au/wills

Shopping

Dot Mall

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Electrical buying

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Petals Flowers & Gifts

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Teacher Superstore

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Accor Hotels

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Mandurah Houseboats

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Rottnest ferry tickets

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Classifieds

Block for sale: Jurien Bay

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Albany (Little Grove)

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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

Balingup surrounds

Farm accommodation surrounded by nature and wildlife. Located near Balingup, Nannup and Busselton. Pick your own avocados. Main house (three bedrooms, $300/night) or Quarters (one bedroom, $150/night). info@avodale.com

Dunsborough (Quindalup)

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

0419 943 203

a_r_moore@bigpond.com

Dwellingup

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

Robert: 0419 954 079 dwellcottage.com.au

Dwellingup

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

Shani: 0402 615 235 shanivore@hotmail.com

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

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

(08) 6323 2339 admin@smartstaywa.com.au

Kallaroo

Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops. Toiletries, slippers and coffee machine provided. Min 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

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

Classifieds

Nannup

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

SMS 0420 832 510

Safety Bay

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

Trigg

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

Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com

Yallingup

Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151)

Kirsty: 0419 927 660

Tranquillity Counselling, Psychotherapy and Career Development

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

Retirement coach

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

Marriage celebrant

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

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

Marriage celebrant

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

Lee: 0404 655 567 leehalligancelebrant.com.au

Marriage celebrant

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

Mary: 0418 906 391 maryburke40@hotmail.com

Funeral celebrant

I am an experienced funeral celebrant. It will be my honour to assist you in the cocreation and presentation of a ceremony that serves to honour your loved one, by revealing their essence through a uniquely constructed and presented combination of spoken word, rituals, symbols, audio and visual displays.

0449 075 001 Kc.fcelebrant@gmail.com

Learn to social dance

Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 3 2023 starts 24 July.

Stan: 9330 6737 | stan@stansdancing.com

First aid training for students

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

Free dairy excursions

Brownes Dairy invites your classroom to join a free curriculum-linked tour of the dairy in Balcatta. Students from Kindergarten to Year 6 get a unique hands-on experience and see how our dairy operates and produces award winning dairy products enjoyed in WA for 130 years.

school.tours@brownesdairy.com.au

MAWA

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

9345 0388 | eo@mawainc.org.au

Macramé is the new yoga

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

Noticeboard

Retired teachers

The next meeting of retired teacher members is Wednesday 21 June at 11am, at the SSTUWA premises. Zoom facilities are available.

All retired teacher members are invited. Look out for the upcoming newsletter for further details.

Public Education Day – 26 May

State Council Conference

June State Council will be held on 9-10 June.

Items for November 2023 State Council must be received by 5pm Friday 22 September. The event will be held on 10-11 November.

Public Education Review Submissions

Submissions have now closed for the SSTUWA Public Education Review. Thank you to all who contributed their viewpoints on the state of public education in Western Australia. For updates visit sstuwa.org.au/review

Refugee Week: 18-24 June

On this day we recognise and celebrate public education and acknowledge and thank principals, teachers and education support staff in our public schools, preschools and TAFEs. Governments have a central role in strengthening public education systems through long-term investment focused on overcoming inequality. Join the AEU on Twitter and Facebook and at aeufederal.org.au to celebrate this day.

World Day Against Child Labour

Held each year on 12 June, this day is a focal point of the International Labour Organisation’s push to end child labour worldwide. The day brings together governments, employers and workers organisations, civil society, as well as millions of people from around the world to highlight the plight of child labourers and what can be done to help them. For more information visit bit.ly/2ZUXDp1

Refugee Week is Australia’s peak annual activity to inform the public about refugees and celebrate positive contributions made by refugees to Australian society. World Refugee Day is celebrated during this period, on 20 June. The 2023 theme for Refugee Week is Finding Freedom. Australia and the rest of the world have a once-in-a-lifetime opportunity to hit the reset button on how we behave towards one another and emerge a more fulfilled and connected society. For more information visit refugeeweek.org.au

Level 3 Classroom Teachers’ Association:

2023 meeting dates Venue: SSTUWA, 1 West St, West Perth

Time: 4.30pm | Zoom option available

Term 2

Thurs 22 June

Week 9

Term 3

Thurs 31 Aug

Week 7

Term 4

Thurs 30 Nov (AGM)

Week 8

More info: www.l3cta.org.au | contact@l3cta.org.au

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

New Educator Committee

Time: 4.30pm

8 August

14 November

LGBTIQ+ Committee

Time: 3.30pm

8 August

17 October

Aboriginal and Torres Strait Islander Education Committee

Time: 4pm

3 August

26 October

Climate Action Working Group

Time: 4pm

1 June

As the health fund for the education community, we help over 370,000 members and their families navigate life’s ups and downs.

So why not see what we can do for you?

Nancy, Teachers Health member