Volume 49.8 October 2020
The State School Teachers’ Union of W.A. (Inc.)
Celebrating NAIDOCNAIDOC Week Week 2020 Artwork: Shape of Land by Tyrown Waigana
naidoc.org.au
8-15 nov 2020
#NAIDOC2020 sstuwa.org.au #AlwaysWasAlwaysWillBe
The Rainbow Serpent came out of the Dreamtime to create this land. It is represented by the snake and it forms the shape of Australia, which symbolises how it created our lands. The colour from the Rainbow Serpent is reflected on to the figure to display our connection to the Rainbow Serpent, thus our connection to country. The overlapping colours on the outside is the Dreamtime. The figure inside the shape of Australia is a representation of Indigenous Australians showing that this country - since the dawn of time - always was, and always will be Aboriginal land.
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Features
Volume 49.8 October 2020
In this edition Correspondence:
The Editor, PO Box 212 West Perth WA 6872 editor@sstuwa.org.au | Ph: 9210 6000 Ph: 9210 6060 memberassist@sstuwa.org.au Print post publication 100004470 | $4.95 ABN: 544 780 946 35 Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 James Street, Northbridge WA. October 2020. Cover: This special edition of Western Teacher focuses on the celebration of NAIDOC Week. The 2020 National NAIDOC poster (cover and pages 18-19) and the 2020 National NAIDOC logo (pages 4, 13 and 17) are used under Creative Commons licensing. To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher
Find us on Facebook facebook.com/sstuwa
2020 Publishing Dates Deadline Distributed 25 November 17 January
Member Assist:
In this edition
28 January
21 February
3 March
4 May
25 May
5 June
8 June
17 July
13 July
7 August
17 August
11 September
21 September
16 October
19 October
27 November
Dates are subject to change
Public schools short-changed by $19 billion...................................................7 Investing in our future................................9 Celebrating NAIDOC Week................ 10-23 Building cultural competency in our schools............................................10 A career in art no pipedream................12 Always Was, Always Will Be..................13 My public education: Sue Gordon, Narelda Jacobs, Geoff Regan................14 2020 National NAIDOC poster...............18 Signs point way to reconciliation action.....................................................21 Tips for teachers when talking about racism..........................................22
Regulars
From the President.....................................4 From the General Secretary.......................6 Education and Training.............................28 Member Benefits......................................30 Classifieds.................................................32 Noticeboard...............................................34
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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.
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October 2020
3
From the President
Embracing Indigenous heritage By Pat Byrne President
This is a special edition of Western Teacher, one inspired by NAIDOC Week. It contains a series of articles that we hope will inspire and encourage the celebration of the NAIDOC 2020 theme – Always Was, Always Will Be. It also contains a series of feature stories looking at the incredibly important role education has to play in addressing inequity and racism and in ensuring all Australians recognise the wrongs done in the past and set about making the future better and brighter. There should be a great sense of pride for all educators in that a young man inspired by his state school art teacher to follow his passion has created the most incredible work in the national NAIDOC Week poster (magazine cover and page 18-19 pull out). Tyrown Waigana’s story (on page 12) is just one of many in this magazine which demonstrate the transformative power of a high-quality, free, public education
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October 2020
in equipping people to break through barriers and reach their goals. Other articles show how teachers are changing minds at the school level, what is being done to develop educators more attuned to cultural needs and what we can all do to address issues like racism in a positive way. This can be a vital touchstone for teachers and lecturers when it sometimes seems that the ability to make a difference is being eroded. Such stories are also an affirmation of why the SSTUWA puts promoting highquality public education for all at the very forefront of our principles. It is also why the union will be seeking, as part of our 2021 state election campaign, an unequivocal commitment from any future WA government to provide at least 85 per cent of the Schooling Resource Standard (SRS) for state school funding.
Within the most recent Commonwealth/ state agreement, in which the federal government commits to supplying 20 per cent of state education funding, there lies hidden a clause allowing state governments to reduce their commitment from current minimum of 80 per cent of the SRS to 75 per cent between now and 2023. There is absolutely no reason for this to happen in WA – we have regularly funded our schools at above the SRS in the past and should continue to do so as is required by our huge size and tiny regional populations. Remember, the SRS is an average figure across Australia; some states have fewer average costs than others. In WA the figure needed is at least 105 per cent. So the potential is there for combined state and federal funding to fall 10 per cent short of what is required if the WA government contributes according to the terms of the latest state/federal agreement.
From the President This would see all our schools suffer but would also mean that remote and regional communities, often with high populations of Aboriginal and Torres Strait Islanders – would be hardest hit. This is why the SSTUWA will be seeking unequivocal declarations from all political parties in WA that they will not undermine public education in such a way; calling for a guarantee that the SRS funding in WA will always be at least 105 per cent (i.e. 85 per cent from the state and 20 per cent from the federal government). Of the 16 key socio-economic aims of the National Agreement on Closing the Gap, to which the WA government declares it is committed, five are specifically dependant on high quality education. Indeed, it can be argued that every one of the 16 aims will have a much greater chance of realisation if education outcomes improve. If it is serious about that Closing the Gap commitment, then in the interest of
remote and regional education alone an iron-clad guarantee of the 85 per cent figure is absolutely essential from the state government.
leaders, more suitable curriculum content
Those Close the Gap aims have been developed in cooperation with Aboriginal people.
technologically oriented is also crucial.
and flexibility are immediate challenges. Ensuring the progress of all students as education becomes more and more
Of critical importance is the engagement
The SSTUWA is calling for a clear and explicit commitment from all WA political parties to engage regional and remote communities and educators in full consultation processes about how to improve the delivery of education in their areas.
of, and respect for, local community
We need to end the era of imposing unsuitable solutions; or thinking that there is only one way to improve education in regional and remote communities. Not only do we need to do this to engage the issues of the present, but to anticipate and meet the challenges of the future.
for a reason.
Stronger local support networks for regional and remote educators and
I leave you with the 2020 NAIDOC Week
members and professional educators in the development of policy. Let’s see the same respect for professionals in the classroom as we have seen for medical experts in recent times. We listen to them
This edition of Western Teacher is part of the SSTUWA’s acknowledgement of NAIDOC Week and I hope you and your workplaces will acknowledge it too.
message and the story behind the theme.
Always Was, Always Will Be recognises that First Nations people have occupied and cared for this continent for over 65,000 years.
Through ingenious land management systems like fire stick farming we transformed the harshest habitable continent into a land of bounty.
We are spiritually and culturally connected to this country.
NAIDOC Week 2020 acknowledges and celebrates that our nation’s story didn’t begin with documented European contact whether in 1770 or 1606 – with the arrival of the Dutch on the western coast of the Cape York Peninsula.
This country was criss-crossed by generations of brilliant Nations. Aboriginal and Torres Strait Islander people were Australia’s first explorers, first navigators, first engineers, first farmers, first botanists, first scientists, first diplomats, first astronomers and first artists. Australia has the world’s oldest oral stories. The First Peoples engraved the world’s first maps, made the earliest paintings of ceremony and invented unique technologies. We built and engineered structures – structures on Earth – predating well-known sites such as the Egyptian Pyramids and Stonehenge. Our adaptation and intimate knowledge of Country enabled us to endure climate change, catastrophic droughts and rising sea levels. Always Was, Always Will Be acknowledges that hundreds of Nations and our cultures covered this continent. All were managing the land - the biggest estate on Earth - to sustainably provide for their future.
The very first footprints on this continent were those belonging to First Nations peoples. Our coastal Nations watched and interacted with at least 36 contacts made by Europeans prior to 1770. Many of them resulting in the charting of the northern, western and southern coastlines – of our lands and our waters. For us, this nation’s story began at the dawn of time. NAIDOC 2020 invites all Australians to embrace the true history of this country – a history which dates back thousands of generations. It’s about seeing, hearing and learning the First Nations’ 65,000+ year history of this country – which is Australian history. We want all Australians to celebrate that we have the oldest continuing cultures on the planet and to recognise that our sovereignty was never ceded.
Western Teacher
October 2020
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From the General Secretary
Great work in the Goldfields By Mary Franklyn General Secretary
Out and about: wide open spaces One of the most enjoyable aspects of my work is getting out and about for District Council meetings. It is something I missed enormously during the COVID-19 restrictions. Recent meetings have reminded of the vibrancy and dedication of our District Council delegates and the incredible work they do on behalf of members. I went on the road with Simona Zachariassen, our new Goldfields organiser, and it provided time to listen and chat with members. This trip took us to Merredin, Southern Cross, Kalgoorlie and Boulder. The commitment of educators is evident in the staff attitude, the quality teaching and classroom work being done, and the manner in which we were welcomed into the schools. We have such committed members out there in the Goldfields and it makes me very proud. These colleagues are doing an amazing job. The common matters for our members in the region are: •
Staff attraction and retention.
•
Workload.
•
The right of staff and students to be safe at school.
We can address these issues and make regional WA a better place to live and teach in; a better place for students’ lives. We will continue to use our General Agreement and union voice to call for sustainable policy and practice as opposed to the “fly in fly out” and “sheep dip” options. 6
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October 2020
In the case of attraction and retention, we need a transfer process that respects and recognises country teachers’ work, increased financial allowances and quality housing. In terms of workload we need a four/ five-year-plan for sustainable practices around staffing and school policies, more teachers, increased support for leaders and a settled curriculum that people actually have time to teach. The aim is to reduce the revolving door syndrome around staffing. When it comes to safety we need to apply behaviour management processes consistently at all levels, follow OSH processes and work with the Minister to secure full funding for the structure needed to make our schools safer. The work of our union reps and district delegates continues to increase. I was very proud of this team as we visited schools where members knew they had a rep to rely on – and so do I. Thank you for looking after the members and looking after us. Sports carnivals and open nights were full on and this above the line work and results that were all for the parents and students in Merredin, Southern Cross, Kalgoorlie and Boulder is a credit to you all.
Toast at the Tower We all enjoyed a super event at Kalgoorlie’s Tower Hotel – a time to have a tonic and a positive evening. Thanks to Heather Riseberry for leading and looking after us all. Simona and I headed home for the long drive (with Nana Mouskouri as accompaniment) feeling a strong sense of pride in the educators of the Goldfields.
PISA report hard to digest The Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) 2018 report makes grim reading for Australia. Fifteenth in OECD spending per student, rated five times worse than the OECD average in terms of inequitable allocation of resources to disadvantaged schools and ninth worst of 77 countries for the equitable allocation of resources. As AEU Federal President Correna Haythorpe puts it: “achieving greater equity in education in Australia was critically important to ensure that every student was equipped with the knowledge and skills needed for their future and for the future of the nation.” “Commonwealth and state/territory bilateral funding agreements will leave public schools under-resourced by tens of billions of dollars by 2023. “This report provides further evidence of the clear and urgent need for governments to address school funding inequality as an immediate priority for our students. “PISA 2018 shows that Australia does not rank well on the global stage when it comes to funding equity for disadvantaged schools, with overall investment significantly behind that of many comparable nations. “The report shows IT access for students from disadvantaged backgrounds going backwards since 2015, further evidence that digital exclusion is real and impacts deeply on student outcomes.” Tackling this critical lack of funding and the inequities it creates must be a priority for all in education.
November State Council From 13-14 November we will host the State Council Conference, having had to cancel the June event. The delegation remains that of only the first election round due to the AEC closure during COVID-19. We are looking forward to having delegates in the SSTUWA office to take the lead role in our decision making. Education Minister Sue Ellery has indicated she will attend and listen to our issues and concerns. Our program will consist of a Friday professional education agenda then move to the industrial agenda for schools and TAFE on Saturday.
Retired Teachers Association I am delighted to see the Retired Teachers Association (RTA) back in the SSTUWA building for their weekly meetings. Whether for choir practice, the literary group, the regular talks or just simple companionship the RTA is such an important part of our union. My thanks go to RTA President Brian Lindberg and his team for their work.
NAIDOC Week The SSTUWA is proud to be able to dedicate this issue of Western Teacher to NAIDOC Week and I hope members will be able to mark the occasion in their workplaces between 8-15 November. There are many aspects involved if we are serious about the Closing the Gap targets in the education sector. I would suggest that above all is the need to listen to First Nations peoples, about their needs, ambitions and desires, rather than imposing solutions that don’t suit particular communities. I’d like to take this opportunity to thank the members of our ATSI Committee, who help guide the union’s approach to relevant matters. Their time and commitment is much appreciated.
Public schools short-changed by $19 billion
Issues
A new independent report recently released reveals Australian public schools will miss out on $19 billion in funding over the next four years.
against public schools” that deprives them of close to a further $2 billion each year. In total this brings the combined funding shortfall to $27 billion.
The report by economist Adam Rorris (former advisor to the Australian government and the World Bank), uses the government’s own funding figures and enrolment projections to show the shortfall between funding that is available to public schools and the minimum funding that is required to meet a student’s educational needs, based on recommendations from the Gonski Review of Funding for Schooling.
AEU Federal President Correna Haythorpe said: “This report clearly sets out how the federal government is failing public schools. They must address this inequity in funding.
The same figures reveal that the federal government will overfund the wealthiest private schools by over $1 billion by 2023 and, while they have put a limit on funding for public schools, there is no maximum amount of funding set for private schools. On top of the massive recurrent funding shortfall of $19 billion, state or territory funding contributions can also include school transport costs, asset depreciation and the cost of running education standards authorities. These authorities provide service to both public and private schools, yet are charged entirely as expenses for public schools only. Rorris calls this a “segregated rort
“Teachers are working harder than ever to deliver a great public education to larger and more complex classes. “A shortfall of $19 billion means that public schools, which educate the vast majority of students, are missing out on the opportunity to benefit from extra literacy and numeracy help, or any specialist support they may need to help students reach their full potential. Above all, addressing funding shortfall would mean more teachers, for more one-onone attention for students.” “COVID-19 has already highlighted the deep divide between private and public schools, and shone a light on the level of unmet need caused by the Commonwealth’s funding failures in recent years.” The AEU calls on the Morrison Government to fix this inequity by addressing the funding shortfall for public schools.
One of the key people in supporting our efforts in addressing inequality has been SSTUWA women and equity officer, Colleen Mack. Her tireless work has assisted the union in developing stronger positions on equity and support across women, ATSI and LGBTIQ groups. Colleen has advised that she will be retiring at the end of this year. I thank her for her fantastic work for the SSTUWA. Western Teacher
October 2020
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Early childhood education
Investing in our future By Minh Lam
A recent report undertaken by the Bankwest Curtin Economics Centre has highlighted the importance of universal access to education in the early years. The report: The Early Years: Investing in Our Future, has revealed that almost 37 per cent of children living in the most disadvantaged areas of Australia do not access 15 hours of preschool a week in the year before school. According to the study, the most disadvantaged areas in the nation are the remote regions of the Northern Territory and Western Australia’s Kimberley region. Children who are living in disadvantaged areas are less likely to be attending preschool, more likely to be developmentally vulnerable and have less access to the internet at home. For Indigenous children the inequity is far worse, with only one in two Indigenous children in WA accessing 15 hours of preschool a week, compared to 70 per cent of non-Indigenous children. There are also a disproportionate number of Aboriginal and Torres Strait Islander children in child protection systems, with Indigenous children aged 0-4 years old in
WA 19.3 times more likely to be in out-ofhome care than a non-Indigenous child.
than the year-to-year announcements that have been occurring.
Report co-author and Bankwest Curtin Economics Centre Principal Fellow Associate Professor Rebecca Cassells said the report highlighted the staggering divide between the most advantaged and disadvantaged areas in Australia and the impact this had on early childhood years.
AEU Federal President Correna Haythorpe said that guaranteeing funding for early childhood education (ECE) was an essential step in ensuring children’s school readiness and in providing the foundational knowledge and skills that enable children to succeed.
Associate Professor Cassells said the inequity brought into question how widespread universal learning opportunities in Australia are.
“It is impossible for ECE providers to plan for the future when there is no guarantee of Commonwealth funding from one year to the next,” she said.
“Access to early learning opportunities are providing positive outcomes for thousands of young children in Australia. Yet children facing greater disadvantage are the very ones missing out on the support that was ostensibly meant for them,” she said.
“The Universal Access to Preschool program has directly benefited more than two million children and over a million families by providing equity of access and opportunity for all children.
The Bankwest report reveals that out of the children enrolled in preschool, 30 per cent are accessing less than the 15 hours in WA. The SSTUWA and AEU have been campaigning for a government commitment to guarantee funding to provide universal access to 15 hours of preschool for Australian children, rather
“A recent report by Price Waterhouse Coopers has shown that for every dollar invested in early childhood education, Australia could receive two dollars back through higher tax revenues, higher wages and productivity and lower spending on welfare and criminal justice. “It’s time for the Morrison Government to make this ongoing commitment for our children and families.”
Key findings from the Bankwest Curtin Economics Centre report • Almost 37 per cent of children living in the most disadvantaged areas do not access 15 hours of preschool each week in the year before school. • One in two children living in the most disadvantaged areas are developmentally vulnerable on two or more domains, compared to the national average of 11.4 per cent. • Two-thirds of children in the most disadvantaged areas in WA are attending preschool for more than 15 hours compared to 85 per cent nationally.
• Children who attend preschool in the year before schooling are less likely to be developmentally vulnerable in their first year of school. • More than one in five children under five in WA (20.7 per cent) are living in families in poverty.
• Nearly 30 per cent of children enrolled in preschool are accessing less than 15 hours of preschool each week in the year before commencing formal schooling in Western Australia.
• The rate of severe poverty among children under five in WA has risen to 11.4 per cent compared to a national rate of 6.7 per cent.
• Only one in two Indigenous children in WA are accessing more than 15 hours of preschool each week, compared to 70 per cent of nonIndigenous children.
• Almost 30 per cent of toddlers from households living in severe poverty in WA were estimated to have delays in language development.
• An Indigenous child aged between 0-4 years old in WA is 19.3 times more likely to be in out-of-home care than a non-Indigenous child.
Western Teacher
October 2020
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Celebrating NAIDOC Week
Building cultural competency in our schools By Paul Bridge Senior Vice President
A recent Australian Institute for Teaching and School Leadership (AITSL) discussion paper, Indigenous cultural competency in the Australian teaching workforce, centres on a robust discussion about the role of the teaching profession within Aboriginal and Torres Strait Islander education. The paper posed the question of what will strengthen the understanding of teachers and school leaders to create maximum student learning outcomes through a holistic approach to schooling. In its introduction, the AISTL paper acknowledges the challenges facing the teaching profession when it states that “Australian education systems were never designed for Aboriginal and Torres Strait Islander students”. “The legacy of colonisation has undermined Aboriginal and Torres Strait Islander students’ access to their cultures, identities, histories and languages,” it states. “As a result, they have largely not had access to a complete, relevant and responsive education. “Australia’s education system must respectfully embrace Aboriginal and Torres Strait Islander cultural identities and provide Aboriginal and Torres Strait Islander peoples with safe learning environments.” The AISTL paper reiterates what many educators who work with Indigenous students already know, which is that: “Aboriginal and Torres Strait Islander students are incredibly resilient, and much like their peers, come to school with a willingness and desire to learn.” 10
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October 2020
“Like all children and young people, Aboriginal and Torres Strait Islander students bring unique gifts and aptitudes to the classroom,” the paper states. “With a strong sense of identity, curiosity, and agency, Indigenous students are eager to be guided to success. “Throughout their learning journey, Aboriginal and Torres Strait Islander students yearn to explore the lives, stories and histories of other Indigenous people, which will enable Aboriginal and Torres Strait Islander students to see themselves in the ongoing story and identity of our nation’s fabric. “There is a real opportunity to ensure Australian classrooms are places where all students feel safe to develop their identities, interests and dreams. “For Aboriginal and Torres Strait Islander students, this means developing education programs with them and facilitating greater student agency. “Teachers, school leaders and Aboriginal and Torres Strait Islander communities recognise this and want to work together to ensure classrooms work for every learner. “Cultural competency is a lifelong journey of learning, unlearning and re-learning.” Schools, in their design, construct and deliver teaching and learning for mainstream Australia. Schools have over the years delivered a product that caters for the predominant culture and has not taken into account the diversity that exists in our nation, and the needs and aspirations of the students in which they serve.
For teachers and school leaders it also highlights that in teacher training institutions, teachers have been equipped to be proficient in teaching methodology that is suited to teaching in a Westernstyle of education. This, for all intents and purposes, may have worked for the largest cohort of students in Australian schools in the past. But this teaching approach has not catered for, and is not, reflective of the diversity that does exists in many school settings, nor does it reflect the capabilities of teachers and school leaders to be equipped with the skills to recognise and adapt their teaching approaches at classroom or whole school level. School leaders and teachers need to be given the skills to be proficient in being culturally skilled and competent to cater for Aboriginal and Torres Strait Islander students within a school setting. University of Melbourne education senior lecturer Melitta Hogarth wrote in a recent online essay that as an educationalist working in initial teacher education, she constantly reminded student teachers that the tuition they received in Indigenous training was a starting point. “They must make a concerted effort to continue their learning about Aboriginal and Torres Strait Islander peoples, languages, histories and cultures,” she wrote. “I share how the course in which I teach is just as much about them and reflective practice than it is about how to teach Aboriginal and Torres Strait Islander histories and cultures 101.
Celebrating NAIDOC Week “I share how the intention is to effect change within the system; to work towards shaping a world we can all live in.” Dr Hogarth, a Kamilaroi woman, wrote that change could not occur until people began acknowledging how racism is embedded within institutions and systems and took decisive action to call it out. “Schools and teachers, as well as education systems, need to begin reflecting on their actions and the baggage they carry,” she wrote. “They need to willingly partake in honest conversations about how they interact with Aboriginal and Torres Strait Islander students, languages, histories and cultures. “A culturally competent teaching workforce is possible in Australia, but it will require some intelligent selfreflection as individuals, schools, organisations and institutions address the systemic issues holding back true growth and development as a profession capable of cultural competence.”
Building a culturally competent workforce The AITSL paper highlights that cultural competency is not about adding to increasing demands being placed on teachers but more about increasing their knowledge and dillybag of skills to broaden their teaching practices when teaching Aboriginal students.
Fundamentally, AITSL, through the Indigenous cultural competency in the Australian teaching workforce paper, seeks feedback on the following: • What does a culturally competent work force look like? • What is needed to be culturally competent educators? • What are the barriers/challenges in making this happen? • What does a cultural safety look like in school? • How do we make our work as educators – as teachers in the classroom and school leaders leading schools – more reflective in our practices? Based on this consultation and discussion with all stakeholders, the information and research identified will assist in empowering schools to be more responsive to the diversity that exists. While it is a process that will not happen overnight, it is vital that we start taking the steps towards building culturally competent and sensitive schools in our community. Schools that understand and have embedded practices of staff being culturally responsive and competent in their professional practices can continue doing what they have always done.
The discussion paper also highlights that funding over many years has gone into other areas of Aboriginal and Torres Strait Islander education to improve the outcomes of Aboriginal students, through a range of student support programs that specifically target the students.
But for those schools that are grappling with what it is to be culturally responsive and competent, or imagining what it would look like, some of the key tasks to undertake include:
Within the WA school context this has included pastoral care and support programs for boys and girls.
• Whole school planning processes.
These are all, in their own way, important for students to support them individually on their learning pathway through K-12. The report states: “Over many decades, national and state policies have pursued different strategies in Aboriginal and Torres Strait Islander education predominantly aimed at students. Areas such as student attendance, literacy and numeracy, community engagement, critical transition points, student retention, and school readiness have been the primary focus. Proportionally, little resourcing has been devoted to teaching and school leadership for Indigenous engagement.”
• Vision setting of the school.
• Induction processes for staff. • Authentic community engagement in school practices. • Cultural protocols reflected in classroom and whole school practices. These, and other approaches that are working and shared as part of this consultation, are just some of the instruments, artefacts and resources that will assist teachers and school leaders within schools to improve their cultural competency. AISTL’s vision for the future of Aboriginal and Torres Strait Islander education is that Indigenous students:
• Will be excited and motivated to go to school because their teachers encourage them through the school gate and into the classroom, ready for a day of learning. This is demonstrating high expectations. • Feel safe and valued because their teacher acknowledges and centres what they bring to the classroom. This can only happen through applying a cultural competence lens. • Will fully participate and contribute in the classroom and be brave and bold; they will be first to put up their hands to respond to a question or seek clarification. They will not feel shame. • Will put their full faith and trust in their teachers, who understand and empathise about what is in their invisible backpack. Cultural competency is about teachers and school leaders knowing their students. • Receive a quality education and will not be left behind because of cultural differences. Teachers and school leaders will step out of their comfort zone and do life with different people; it will enrich their lives. Achieving this vision will ultimately impact on the engagement of Aboriginal families and students in school, supporting them to achieve their full potential within the education setting, which is there to serve them. We owe this to our Aboriginal and Torres Strait Islander students if we espouse to provide quality education for all.
Be part of the change AITSL is seeking the views of the teaching profession on how teachers and leaders across Australia can be supported to enhance their Indigenous and cultural competency. They are inviting educators to share their responses to a series of focus questions in the Indigenous cultural competency in the Australian teaching workforce paper via internet, email or post. Visit bit.ly/30w7zEU for all discussion materials and more information on how to participate. Submissions will be accepted until midnight AEDT, Monday 30 November 2020.
Western Teacher
October 2020
11
Celebrating NAIDOC Week
A career in art no pipedream By Minh Lam
The man behind this year’s stunning NAIDOC Week art work, Tyrown Waigana (pictured right), may have been headed for a career in plumbing if it wasn’t for the keen eye of his high school design and technology teacher. “My high school metalwork teacher, Mr Leach, saw some of my drawings and said: ‘You know you’re going to get bored with plumbing’,” the Perth Indigenous artist, who attended Coolbellup Primary School, Coolbellup Community School and the now-closed Hamilton Senior High School, said. “That was a turning point in high school because I was doing a traineeship in plumbing.” Mr Waigana, 23, chose to pursue his childhood passion for art and now is a professional multi-disciplinary artist and graphic designer who runs his own business. Having produced works for the Aboriginal Health Council of WA, Australian National University and First Nations Justice Campaign, Mr Waigana’s biggest accolade arrived several months ago when he was named the winner of the 2020 NAIDOC Week poster competition. His piece, named Shape of Land, depicts the story of the Rainbow Serpent and how it came out of the dreamtime to shape Australia, creating all the features on the landscape. “The figure in the middle is representative of Aboriginal and Torres Strait Islander people,” Mr Waigana said. “The brightly coloured lines on the outside is the dreamtime. The colours that reflect from the dreamtime on to the serpent and the person show connection between these elements.” Shape of Land was adjudged by the National NAIDOC Committee to have best illustrated the theme for 2020 NAIDOC Week: Always Was, Always Will Be. “This country – since the dawn of time – always was, and always will be Aboriginal land,” Mr Waigana said. 12
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Mr Waigana said he did the artwork in one sitting and it took about a day. The winner’s title comes with a $10,000 cash prize and the invaluable honour of having the artist’s work distributed and displayed in schools, universities, government departments, organisations and shopping centres across Australia. “It feels really good to win,” Mr Waigana said. “It’s given me so much exposure in a short space of time. “I became a nationally recognised artist overnight and opportunities seem to be getting bigger and bigger.” The success has been a reward for a lifetime of hard work for Mr Waigana, who was born in East Fremantle and grew up in the surrounding suburbs of Coolbellup, Willagee and White Gum Valley. “My parents instilled a lot of values in me that I carry to this day like (hard) work and resilience,” he said. “I grew up pretty broke in terms of money but I never felt poor because I grew up with plenty of love. “My parents tried their best to give me and my sister everything we needed – we were definitely their number one priority.” Art has been in the family’s blood and so it was natural for Mr Waigana to gravitate towards that. “I’ve always enjoyed drawing and tried other forms of art like painting and sculpting,” he said. “I think because a lot of my family members are creative people and I have been exposed to creativity being a necessity from an early age, it comes naturally to me. “A lot of my family members paint and do other craft for cultural reasons but also because it was relief from everyday life.” Along the way, that love and talent for art was identified and nurtured by state school teachers, with a primary school art teacher
encouraging Mr Waigana to pursue art scholarships at the secondary level. He was ultimately unsuccessful but says going through the public schooling system helped shaped his future attitudes and success. “During high school I learnt that you have to be an optimist and make the most of what you got,” he said. “Especially going to a school that was underfunded and on its last legs. You couldn’t look at the private school, newer public schools, or ones that had heaps of students with more funding than ours and think ‘We would be just as good if we had the same stuff’. “I just had to think I’m going to be the best I can be.” Mr Waigana regarded his overall school experience as pretty good. “As an Aboriginal and Torres Strait Islander person I felt very supported through my schooling and I think some of it was a privilege,” he said. “There were teachers and support workers that put extra effort into the Indigenous student learning.” Mr Waigana said he was looking forward to working on bigger and better projects as his art career progressed, including the publishing of his first comic book, a comedy loosely based upon his high school experience and life.
Always Was, Always Will Be
Celebrating NAIDOC Week
NAIDOC Week is a celebration of the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. It acknowledges the true history of Australia, one that dates back thousands of generations. NAIDOC Week celebrations are normally held across Australia each July, however this year a decision was made by the National NAIDOC Committee to postpone NAIDOC Week to 8-15 November due to the COVID-19 pandemic. The date change was made in an effort to protect community elders, especially those living with chronic health issues, from the impacts of COVID-19. In 2020, we celebrate and embrace the true history of Australia and our culture. This year’s theme, Always Was, Always Will Be, recognises that our Indigenous community have set many firsts for Australia. “The very first footprints on this continent were those belonging to First Nations peoples,” states the NAIDOC Week website. “Aboriginal and Torres Strait Islander people were Australia’s first explorers, first navigators, first engineers, first farmers, first botanists, first scientists, first diplomats, first astronomers and first artists.” Their unwavering spiritual and cultural connection with our country has allowed them to live in unison with our land for over 65,000 years. NAIDOC Week is a great opportunity to celebrate our nation’s story and to participate in a range of activities in schools to support your local Aboriginal and Torres Strait Islander community.
Ideas to celebrate NAIDOC Week Here are some suggestions from naidoc.org.au on how to celebrate NAIDOC Week in your school or workplace: • Display the national NAIDOC poster or other Indigenous posters around your classroom or workplace. • Start your own hall of fame featuring Indigenous role models. • Listen to Indigenous musicians or watch a movie about Aboriginal and Torres Strait Islander history. • Make your own Indigenous trivia quiz. • Study a famous Indigenous Australian. • Research the traditional Indigenous owners of your area. • Study Aboriginal and Torres Strait Islander arts and crafts. • Work with an Aboriginal or Torres Strait Islander artist to produce an artwork representing the theme. • Run an art competition for your school or community.
• Research Indigenous history online or visit your library to find books about Aboriginal and Torres Strait peoples. • Visit local Indigenous sites of significance or interest. • Learn the meanings of local or national Aboriginal and Torres Strait Islander place names and words. • Invite local Indigenous elders to speak or give a Welcome to Country at your school or workplace. • Invite an Indigenous sportsperson or artist to visit you. • Invite Aboriginal or Torres Strait Islander dancers to perform. • Host a community BBQ or luncheon. • Hold a flag raising ceremony. • Organise a smoking ceremony. For more information about NAIDOC Week, the annual National Awards Ceremony or for teaching guides and resources visit bit.ly/3iZvALw Western Teacher
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Celebrating NAIDOC Week
My public education: Sue Gordon Ahead of NAIDOC Week 2020, Western Teacher reached out to some prominent Western Australians of Aboriginal and Torres Strait Islander heritage who also attended public schools. We asked them about their experiences growing up and going through the state school system, their thoughts on Indigenous education and how successful outcomes for Indigenous students can be attained. Dr Sue Gordon, OAM, was born in 1943 and is part of the Yamatji Wadjari – Ngoonooru Wadjari people. She has had a varied and storied career in public service, from service in the Women’s Royal Australian Army Corps (WRAAC), to public administration roles in agencies such as the former Department for Community Services, Department of Employment and Industrial Relations, Aboriginal Development Commission, and National Indigenous Council. Dr Gordon (pictured right) became the first Aboriginal magistrate of a WA court in 1988 (the Children’s Court of WA) and sat on the bench for 20 years. She was the chair for the Inquiry into Response by Government Agencies to Complaints of Family Violence and Child Abuse in Aboriginal Communities in WA, known as the Gordon Inquiry. Dr Gordon currently sits on the board of the Graham (Polly) Farmer Foundation and continues to be involved in community work with other various charities and community groups. She was taken away from her mother at the age of four from Mt James station in Meekathara and placed in Sister Kate’s Children’s Cottage Home in Perth. Her family were able to find her over 30 years later.
WARNING: The following article contains words or terms that readers may find offensive. 14
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Western Teacher: Which public schools did you attend? Sue Gordon: I attended Queens Park Primary School from 1949 to 1955 with dozens of other Aboriginal children who were in the Children’s Cottage Home at that time (later known as Sister Kate’s Children’s Cottage Home). We lived across the road from the school and I recall commencing Grade One with about seven other Sister Kate’s children, so no first day blues! I attended Armadale High School from 1956 to 1958 achieving my high school certificate with eight subjects. The children from Sister Kate’s who went to Armadale High School in that period came from the home in Queens Park, and our farm where the bigger boys lived in Kenwick. We caught the train from Queens Park up to Armadale High School siding each day. WT: How was your public school experience? SG: The children from Sister Kate’s made up nearly the bulk of the students covering all grades. This was the time of the immigration influx into Western Australia when migrants from mostly European countries settled in each state after World War II. We had a lot of Italians, Greeks, Yugoslavs, Dutch, English and other nationalities at our school. This was the period when each child received a small bottle of milk at school for morning break. The children from Sister Kate’s all went home each day for lunch, so did not have the usual mixing at lunch time. There was no uniform for the school at that time, only the physical education uniform. Nearly every child had second-hand clothes and very few, if any, wore shoes to school. Those migrant children who did soon took them off at school to be like everyone else. I personally experienced no real issues at school in lower grades. WT: Did you encounter racial issues in your years of schooling? SG: When I was at primary school there were a lot of racial issues. The other
children who we called the “outside kids” called us nigger, boong, arkie arkie little darkies. We, the “home kids”, also called the other kids names, such as slope head, dings, dagos, wops, wooden shoes and other derogatory names. So both lots gave as good as they got. The Sister Kate’s kids had the numbers at school, so if any of us had an issue in the playground, we just called on one of our bigger kids to sort it out for us. WT: How did your public school education help to shape the person you are today and help you to achieve your goals or success? SG: Primary school, in about Grade Four, had an impact on me as I found that if I worked hard at school, then Sister Kate’s would look favourably on me to continue. The general policy at Sister Kate’s was that if you were not very good at school, you would be sent out to be a domestic or a farm hand. Sister Kate’s children had the reputation as being the best trained domestics and were much in demand with the wealthy people of Perth, as well as farm and station people. I played a lot of sport and
Celebrating NAIDOC Week
Primary days: Sue Gordon at Queens Park Primary School, pictured second row seated, second from the right. represented Queens Park Primary School in netball and athletics. I had a great love of reading and the wider community sent a lot of books, especially National Geographic, to Sister Kate’s, which I absolutely loved. WT: Did you have a teacher or staff member in your schooling that made an impact on you? SG: At Armadale High School my Home Room teacher was Mr Neecy, who gave me a lot of support, and a typing teacher, Mrs Scurry in Year 9 and 10. Mrs Scurry saw I was interested in typing, so she encouraged me. In Year 10 she got me to sit for a scholarship to business school, which I won. So, in 1959 I went to Business College, which gave me the start to where I am today. My only problem with winning a scholarship was that Sister Kate’s Home did not want me to go as it would cost money from a charitable institution for my train fares each week. They reluctantly agreed to pay and I graduated a year later. I have always been grateful for the teachers in Queens Park Primary School, and also at Armadale High School who saw something in me, and encouraged me to keep up with my studies.
WT: What advice would you have for teachers working with Indigenous students? SG: Back in my early primary school years, there was no real emphasis on Aboriginal children, they just knew we had been taken from our parents and put in Sister Kate’s Home. There were no real training programs for teachers, but I believe if they work more closely with the parents and grandparents to encourage attendance that is where we will make progress. I am concerned that in this day and age, when everyone receives benefits of one type or another, that there is no real emphasis on actually getting Aboriginal children to school. I know there are some breakfast programs etc, and we have a lot of Aboriginal people graduating from university, but parents must understand that it is their responsibility to get their children to school on a daily basis, not when they feel like it. There is so much help for Aboriginal people these days, that I am still amazed that children are still missing not just days, but weeks of school each year. WT: What would you like to see for Indigenous students and education?
SG: I would like to see more day care programs for Aboriginal children, then more emphasis on Kindergarten and Pre-primary school. Parents must be given assistance from when they leave hospital with their child, to understanding what an “invisible child” in the community looks like. Having worked in the Children’s Court for 20 years, I saw so many “invisible children” who did not go to day care, Kindergarten or Pre-primary school, so were very much at risk, and also very much behind every other child when they started primary school. WT: Is there a message you would like to give young Indigenous people today about their education? SG: What I would say to young Aboriginal people today is “Education is the key to the future”. We have literally thousands of Aboriginal people at TAFE and university. We have Aboriginal people who are the lecturers at TAFE and some of the universities. A lot of these people have come from very disadvantaged homes, but have pulled themselves up and got on with making a future life for themselves and their families. I would say personally to young Aboriginal people: “You can achieve anything you want to, just be prepared to work hard to achieve your goal”. Western Teacher
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Celebrating NAIDOC Week
My public education: Narelda Jacobs Narelda Jacobs (pictured right) has been a journalist at Network 10 since 2000, spending 19 years in the Perth newsroom before heading to Studio 10 in Sydney. Ms Jacobs began her career at as a reporter and became presenter of 10 News First Perth in 2008. In January 2020, Ms Jacobs joined the panel of Studio 10. Ms Jacobs has shared the stage with prime ministers, international leaders and humanitarian advocates. She’s passionate about promoting equality, diversity and inclusion and has supported charities and organisations like Motor Neurone Disease Association WA, WA Aboriginal Leadership Institute, Sydney Gay & Lesbian Mardi Gras, The Pinnacle Foundation, Reconciliation Australia, the Disability Services Commission and Breast Cancer Care WA. Ms Jacobs attended Weld Square Primary School and Hampton Senior High School in Perth’s eastern suburbs, before enrolling at the WA Academy of Performing Arts. She is part of the Whadjuk Noongar people. Ms Jacobs currently resides in Sydney.
WARNING: The following article contains words or terms that readers may find offensive. Western Teacher: How was your public school experience? Narelda Jacobs: It was great. Weld Square is just a small, suburban school. It was not the biggest school but it was a very closeknit community. I had four older sisters and they all went to Weld Square. They kind of paved the way. A lot of the teachers knew our family. That’s why it was such a pleasant experience because our family was an integral part of the school community. 16
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I just remember always telling the news. Telling the news was my most favourite thing to do and every year I would invite my dad to come in and he would play the didge and he would share some culture with the students in my class. As I look back it is really funny now because the students are the same. We did school with the same people every year. So they would have heard it every year. I guess I just wanted to really impress my teachers by bringing my dad in and sharing culture. That was a huge part of my primary school – to try to share culture wherever I could. WT: Did you encounter racial issues in your years of schooling? NJ: I was called boong by some classmates in the playground. I don’t think they knew what it meant though, and I was little and didn’t know what it meant.
I just remember being called that as we were playing cricket with the boys and kinda standing up and going “Did I just get called something racist?” But we just kept on playing. It was very rare. Our family was involved so heavily in the school community and we were a very sporting family, so we were always playing netball and all the school sports and interschool carnivals – our Aboriginality for the most part was celebrated during school. When you’re good at sport, everybody kind of wants you on their team. If I wasn’t good at sport, it might have been a very different experience. I was one of the few (Aboriginal students). I think you could count them all on just a few fingers, actually. You just played as a little kid and that is what childhood should be. In that respect, the school did a good job, just letting us be kids.
Celebrating NAIDOC Week WT: How did your public school education helped to shape the person you are today and help you to achieve your goals or success? NJ: They taught me to read – and that is the biggest part of my job, reading an autocue (laughs). I guess they gave me a really good foundation. When I look back now as an adult – we weren’t the richest family, but in those days, I thought we were rich. I would see what my relatives and the sort of disadvantage that other Aboriginal people were living with in Perth. I would go home to my house and would feel rich. Looking back at it now, we weren’t. I had a really good relationship with my teachers, so I tried hard. I wasn’t the smartest kid. I always was a participant. I only know through a child’s eyes. I don’t even know whether it was an inclusive environment or not. I just made it one. I’ve only got good memories of my school years. WT: Did you have a teacher or staff member in your schooling that impacted on you? NJ: In primary school there were some pretty good teachers. My Year 7 teacher, and lots of (other) school teachers. They were just kind of encouraging. They were all pretty good. Hampton was a great school as well and I think being a performing arts school and doing drama – that was my favourite
subject. Having that connection to the performing arts was fantastic. My drama teacher was just incredible and that is partly why I looked forward to drama so much, because of him.
We’re going through a big upheaval in
There was a teacher in economics – Ms Howlett, Julie Howlett. I remember in Year 11, sitting in economics and it was time to nominate for head girl and she comes to me and says “I think you should nominate” and I kind of looked around and said “What me?” I nominated. I didn’t get head girl, but it was really lovely to have that faith (in me), that belief.
knowledge and I think that is really
WT: What advice would you have for teachers working with Indigenous students?
every sector of our society, whether it is justice, health, education and in the corporate world, a different way of looking at culture and celebrating traditional important to recognise children who may not be very literate but their traditional knowledge is out of this world. Look at the skills that children do have and celebrate them and nurture them and come at learning in a different way. WT: What would you like to see for Indigenous students and education? NJ: Just achieving the same as everybody else, getting their literacy and numeracy
NJ: Be mindful of cultural differences but don’t treat anybody differently just because of their race. That’s just a fundamental in every sector. We all need to check ourselves sometime and say (to ourselves): “Am I treating them any differently based on their race?” and if the answer is yes, then you need to change the way you interact with them.
up. But also what I would love to see
There are also cultural differences when dealing with Aboriginal people. Their ways of learning might be different, what is good for one child might not be good for another. That is all part of the curriculum and that’s all a part of teaching, and the professionals in the industry would know much better than I.
to give young Indigenous people today
in more remote areas is testing on traditional knowledge; having them (Indigenous students) be leaders in their classrooms, and sharing their culture with others and that be something that goes towards their end of year results. WT: Is there a message you would like about their education? NJ: I have been hearing a lot lately of “you can’t be what you can’t see”. If you want to be something that you can’t see anybody else doing, then you be the person that other people see.
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naidoc.org.au
#NAIDOC2020 #AlwaysWasAlwaysWillBe
NAIDOC Week 8-15 nov 2020
Artwork: Shape of Land by Tyrown Waigana
@naidocweek
@naidocweek
The Rainbow Serpent came out of the Dreamtime to create this land. It is represented by the snake and it forms the shape of Australia, which symbolises how it created our lands. The colour from the Rainbow Serpent is reflected on to the figure to display our connection to the Rainbow Serpent, thus our connection to country. The overlapping colours on the outside is the Dreamtime. The figure inside the shape of Australia is a representation of Indigenous Australians showing that this country - since the dawn of time - always was, and always will be Aboriginal land.
facebook.com/NAIDOC
Celebrating NAIDOC Week
My public education: Geoff Regan Acting Superintendent of the Aboriginal Affairs Division of the Western Australian Police Force, Geoff Regan (pictured right), has been policing for 29 years.
WARNING: The following article contains words or terms that readers may find offensive. Western Teacher: Which public schools did you attend? Geoff Regan: My parents were involved in mining, so I attended a couple of public schools. I mainly remember attending Neerigen Brook Primary School in Armadale, enrolling in Year 5 after returning from travelling around Australia in 1980. I went to Cecil Andrews College in Seville Grove in 1983. In 1985, I attended Mount Magnet District High School, completing Year 10. The next year my family moved to Alice Springs where I finished Year 11 and 12 at Sadadeen High School, later known as Centralian Senior College. WT: How was your public school experience? GR: My general school experience was positive, although I did struggle with some academics, but still managed to scrape through. I was generally there to play footy and catch up with friends. WT: Did you encounter racial issues in your years of schooling? GR: I experienced racial issues in both my primary and secondary school experience. Being called a nigger and racial slurs, of that nature however, I did not handle those situations in the best way I could have and I did spend some time being suspended. WT: How did your public school education help to shape the person you are today and help you to achieve your goals or success? GR: I don’t believe it was the education alone that helped to shape the individual 20
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I am today, but more about the teachers who came across my path and their commitment to me and every student. Teachers, like police officers, are born to that profession – it is a true calling. I chose policing as I wanted to be a part of something where I could make a change and a difference in a positive way. My parents were reluctant in me choosing policing given the history between Aboriginal people and the Police, but they were still supportive of my choice. WT: Did you have a teacher or staff member in your schooling that made on impact on you? GR: There were two teachers who had a real impact on me as a young person and they were both at Neerigen Brook PS. Dawn Paxton, who was the deputy principal, got to know me very well as I tended to be sent to the deputy’s office more than one should. Dawn had a very caring nature. She took the time to understand you as an individual, what made you tick, and why you may have reacted in a certain way. There was never any judgement. The other was Geoff “Ted” Penny, I was in his Year 6 class. Ted was an Aboriginal man, so the issues I faced as a young fella, he was able to work through these with me. He did not tolerate the use of fighting back but instilled a sense of pride to be Aboriginal and to not let the words of others impact on you. I learnt not to expect anything to be given to you, but through hard work, commitment and ability, a person could achieve anything they wanted to. Ted’s outlook was very much in line with the value systems my parents had instilled in me. WT: What advice would you have for teachers working with Indigenous students? GR: I would say listen and be prepared to think outside the box to facilitate a
full learning experience for Aboriginal students. Be willing to compromise/adapt to cater for the students’ circumstances. And be patient. For some Aboriginal students, school is seen as the only safe place for them. WT: What would you like to see for Indigenous students and education? GR: I would like to see higher graduation rates for Aboriginal students and for them to be adequately equipped to deal with life. WT: Is there a message you would like to give young Indigenous people today about their education? GR: I wasted a lot of opportunity that today I wish I hadn’t. Your education is your investment in your future and when opportunities come, grab it with both hands and make the most of it. If you’re deadly at sport, remember a sporting career does not last forever, it is just a small window to be successful, so make your schooling count. Some will not always be supportive of your career/job choices but remain focused on your goals and stay true to your values.
Celebrating NAIDOC Week
Signs point way to reconciliation action A Perth southern suburbs primary school has shown its commitment to reconciliation by installing Noongar language signs around the school. Palmyra Primary School has installed the signs as part of its Reconciliation in Action Plan (RAP), with an additional Acknowledgement of Country sign greeting visitors as they enter the school. Palmyra PS teacher and SSTUWA member Jade Elvin said the school’s committee wanted to do something that was visible to show that the Noongar language was just as important as English and Indonesian, the school’s other chosen language. The signs were designed and made by a wholly-owned and operated Indigenous company, Melbourne-based Kinya Lerrk, which has designs to choose from their website. Jade explains how the project came along and the reception from the school community. Western Teacher: What were the reasons for this project? Jade Elvin: As a part of our Reconciliation Action Plan (RAP) our very small committee wanted to do something visible for the whole community. We wanted Noongar language to start being used as an everyday language. Firstly, we changed our sports factions to Noongar language for both the colour and the animal. For example, Mirda Yonga: Red Kangaroo. We then moved to the language signs. We plan to have a local elder, Marie Taylor, come in to record the pronunciation of the signs. This will then stay on the schools shared drive so that all teachers, every year, can help facilitate the learning of these Noongar signs/words.
WT: How did the project proceed? JE: The website gave us the designs, and our RAP committee decided on what we thought reflected our school the best. One of our Aboriginal parents helped us initially with some ideas and words, then I contacted the Department of Education (DoE) who advised me of the Noongar language consultant located at the North Metropolitan Education Regional office. This was interesting as I didn’t know that this department within the DoE existed. The longest part (a few weeks) was working out the interpretations for the signs. (I learnt it’s not a translation but an interpretation). We used Partnership Acceptance Learning Sharing (PALS) grants to help us pay for it, as well as some excellent budgeting. WT: What has the reception been like so far from staff, students and parents? JE: It has been received positively. They have been shown at both lower school and upper school assemblies, school council and at the staff meeting. Throughout the process there was a lot of communication with staff about what we were doing and there was the ability for feedback and questions. WT: How do you think a project like this can benefit a school community? JE: It shows respect for our local First Nations peoples. It shows the students and community that we value our local culture and that we think it’s important enough to be on the walls of our school and taught in our classrooms. This is such an easy way for schools to be able to show their respect and admiration for our First Nations peoples. The benefit is not just for students but for the whole community. It’s a great way for schools
to reach out to their communities and get these conversations happening, conversations around respect and language. Everyone benefits from this story and it creates a ripple effect, which is a positive one for reconciliation and our ongoing relationships with the First Nations peoples. WT: What has been your role in the reconciliation in action process at your school? JE: I am a Year 3 classroom (Senior) teacher. I volunteered to take on the role to coordinate and organise the RAP for our school because I thought it was important. I organise Reconciliation and NAIDOC Week celebrations every year for the whole school because I believe that these should occur and I am happy to make them happen. I believe each small step we all take, takes us towards a reconciled Australia. I would be very happy to liaise with staff or be contacted about schools starting their own RAP. I can be reached on jade.elvin@education.wa.edu.au Western Teacher
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Celebrating NAIDOC Week
Tips for teachers when talking about racism As Black Lives Matter protests rage across the world, many of us are motivated to learn more about racism and talk to our students and children in ways that can facilitate change. Education is a powerful tool for creating change. So, it’s important teachers don’t shy away from difficult conversations in the classroom, even if they may feel daunting. Here are some things teachers can consider to help them discuss racism with their students.
1. Provide accurate, historical context Understanding and coming to terms with past racist practices is essential to an anti-racist education. When historical oppression is denied, omitted or whitewashed – as when Prime Minister Scott Morrison incorrectly claimed Australia didn’t have a history of slavery – it is difficult to explain how racism still affects black, Indigenous and people of colour today. A teacher can take students to visit memorials and museums, or ask them to research place names. Do names in your local community, for example, hark back to racist practices? In some towns, the term Boundary Road recalls a line Indigenous Australians could not cross after curfew.
ideas, books, voices and expertise of one group are seen as the norm.
experiencing it. You can use metaphors to illustrate this.
Racial discrimination today is often referred to as “soft” or “new” racism, often expressed through covert microaggressions.
For example, if you accidentally pour hot coffee on someone, the natural response is not to say “why are you upset when it wasn’t my intention to pour a hot drink on you?”.
Categorising racism as something only “bad” people do means the “good” ones are denied the opportunity to examine how their everyday thoughts and actions may be sustaining society’s racial hierarchy structure.
Teachers can encourage students to critically reflect on whose stories are celebrated in public memory, and brainstorm what would better represent the contributions and experiences of all members of the community.
The video of the blue-eyed/brown-eyed experiment (in which kids are told browneyed people are superior to blue-eyed people and vice versa: bit.ly/3bF8RS3), is a good way to show students how unconscious behaviours emerge and how quickly prejudice can form.
2. Explain racism is not just done by bad people
3. Show the impacts of unintended harm
Racism should be taught as a system of racial hierarchy that is sustained consciously and unconsciously by the idea that one group of people is superior. Because of this presumed superiority the
People commonly assume their good intentions bear more weight than their unintended consequences. Just because someone did not intend to be racist, does not lessen the impact on the person
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The more appropriate response is to acknowledge your mistake, apologise to the other person and move more carefully in future. The insidiousness of “new” racism is that people who do not consider themselves racist might actually be perpetuating racism without being aware of it.
4. Encourage students to be brave in calling out racist behaviour Being silent after observing racist behaviour is being complicit in racism. Teachers need to practise giving constructive feedback on racist speech and behaviour, and support students in being resilient about taking on board antiracist feedback.
Celebrating NAIDOC Week
Actively anti-racist teachers are quicker to notice and respond to racial microaggressions when they occur in the classroom, such as teaching students not to use racial nicknames or stereotypes.
5. Explain there are hierarchies within racism Experiences of racism are magnified when different forms of discrimination combine to create a more intensified exclusionary experience for people, based on intersections between their multiple marginalised identities. Experiences of racism for young black men, for example, may vary a lot from the experiences for young black women. Explain to students it is possible to experience oppression in one identity category but be privileged in another. Privilege isn’t linear.
6. Be aware of students’ racial trauma Teachers sometimes strive to teach about racism, without considering that it is the lived experience of some of their students. Racialised trauma is passed across generations and can include indirect and direct experiences of interpersonal and systemic racism. We need to support people who have been traumatised by racism, not just challenge those who instigate it.
If you are going to discuss sensitive topics, you can provide trigger warnings in advance to the class. This way students can prepare or raise concerns in advance. Be aware of who is in your class and avoid using potentially re-traumatising images, examples or videos.
7. Model inclusive behaviour Teachers should model anti-racist behaviour in their classroom. For example, they should not mock or say inappropriate things about other people’s cultural and racial backgrounds. Teachers should encourage students to think of the various cultures as different and not superior to, or better than, others. You can also model an understanding of relevant cultural protocols, including through Acknowledgements of Country, or avoiding the use of names and images of Indigenous people who have passed away.
8. Ensure diversity in the curriculum A consequence of colonialism has been the centring of white experiences and knowledge, and erasure of other ways of knowing and being. We can challenge the historic and continued silencing of alternative voices by integrating diverse voices into our curriculum.
You can use a racial Bechdel test to check the diversity of resources.
9. Focus on change, not blame or shame Discomfort is often an essential part of any learning process, more so for sensitive topics. Anti-racist education should be compassionate and aim to move through discomfort to produce change, rather than instilling shame or blame. Anti-racist and decolonial education is often just as much about unlearning, as it is about learning. We may have to challenge ourselves to unlearn inaccurate history and stereotypes, question our own deeply ingrained thoughts and habits, and practise different ways of listening to, and working with, people from different backgrounds. This article was written by Southern Cross University lecturer in Humanities Leticia Anderson, senior lecturer Kathomi Gatwiri, lecturer Marcelle Townsend-Cross and University of Sydney senior lecturer Lynette Riley. It was first published at The Conversation website and is reproduced here with permission. For more information and hyperlinks read the article at bit.ly/3hfNUOO
Teachers should also be sensitive about the way anti-racist teaching is delivered. Western Teacher
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Occupational safety and health
Mesothelioma report sheds light on cases By Antony Pearson OSH organiser
The Australian government, through the Australian Institute of Health and Welfare (AIHW), along with Safe Work Australia, has released the Mesothelioma in Australia 2019 report. The report is based on the data from the Australian Mesothelioma Registry (AMR). Mesothelioma is a disease predominantly found in the lungs of patients diagnosed – which is in approximately 93 per cent of cases. It can also be found in the abdomen or heart. It is not a specific lung cancer but a cancer within the mesothelium – the protective lining on the inside of body cavities and the outside of internal organs. There is no known cure for the disease. The main cause of mesothelioma is exposure to asbestos. It is a very aggressive cancer and thus has a very low survival rate. It is hard to diagnose as it has symptoms very similar to other conditions and the mesothelioma cells can often look very similar to other forms of cancer. It takes considerable clinical investigation to establish a diagnosis. This effects
the data within the mentioned report as the cases cannot be included until it is deemed a recorded case. The SSTUWA has strongly advocated for the removal of asbestos containing material (ACM) from public schools for many decades with Joy Barrett, the previous OSH organiser, being very active in achieving positive outcomes for our members and the removal of ACM from schools. We continue to do so. DoE is committed to the ongoing removal program of ACM from Western Australian public schools and under the recent state government maintenance blitz many schools have had old demountable classrooms removed under the assumption they contain ACM. There is a specific asbestos removal program clause within the General Agreement – clause 56. This has led to the SSTUWA being consistently consulted on any ACM removal works that occur at DoE worksites and we are actively involved in the discussions around the program of removal through the ACM steering committee.
Other key findings in the AIHW report are as follows: •
659 cases of mesothelioma were diagnosed and reported to the AMR in 2019, up to 1 April 2020 – the median age of sufferers was 75.
•
724 deaths from mesothelioma were recorded with the AMR – this is a mortality rate of 2.9 deaths per 100,000 population.
•
Long term trends are that there is a steady increase in diagnosis of the disease based on the AMR data.
•
Males are more likely to develop the disease than females, with 4.7 cases per 100,000 population for males and 0.9 per 100,000 population for females when averaged, with adjustments for age structure factored into the figures.
This article was written with information from the report: Mesothelioma in Australia 2019, Australian Institute of Health and Welfare.
Know Your Rights: TAFE Organising relief and appointing staff
Branch action
• It is not part of a lecturer’s duty to appoint or manage other staff members.
1. Where lecturers are currently required to organise relief or appoint staff the branch should distribute this position statement to the relevant manager asking that the manager desist from the current practice.
• It is not part of a lecturer’s duty to organise relief for themselves or organise relief for other lecturers. • It is not part of a lecturer’s duty to organise their own relief when they are on sick leave. • Organising relief and the appointment of staff is the responsibility of college administration. • Lecturers may be involved in the selection and appointment of staff as members of a selection panel.
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October 2020
2. Where managers continue with the practice of requesting members organise their own relief, members should ask the worksite’s SSTUWA nominated representative on the Joint Consultative Committee to raise the issue with the college. The 2019 TAFE red book is now available. Find it at sstuwa.org.au/TAFEredbook
United Nations Educational, ScientiďŹ c and Cultural Organization
Sustainable Development Goals
World Teachers´ Day 2020 Teachers: Leading in crisis, reimagining the future 30 October 2020 #WorldTeachersDay
New educators
Being in a union a must for new educators Over the past few years the SSTUWA has negotiated a range of benefits for new educators. Your starting salary has increased, you receive a special allowance over your first two years of teaching and you get additional duties other than teaching (DOTT) time to help you get your career underway. There are other entitlements too. You can look at clause 13 of the General Agreement to find out more. The union also provides valuable courses, training and opportunities for new teachers to become great teachers. With experienced classroom teachers working as organisers and trainers, you will continue to be supported by your union through your entire career. New educator members of the SSTUWA are automatically part of the New Educator Network (NEN) and are encouraged to be active participants. The network provides the advice, support, professional development and networking opportunities new educators need to help them through the early stages of their career. It’s facilitated by SSTUWA staff members called the Growth Team. It often takes several positive conversations before a teacher makes the decision to become a union member. Don’t leave these conversations to visiting union organisers, the SSTUWA Growth Team or the school’s union rep. Speak to your colleagues, whether it is the teacher in the classroom next door, or another new educator who has just started teaching at the school. The stronger the membership, the greater capacity the union has to represent its
members and public education, which ultimately, benefits the students we teach.
4. Assisting with graduate teacher entitlements and support.
Look out for the Growth Team (such as team officer Sarah Murray, pictured first left in the top photo, with new educators), who are always out and about.
5. Providing opportunities to network and interact.
You will find them: 1. Supporting you industrially and professionally.
For more information on the NEN or the Growth Team you can join the NEN Facebook group or email us on neweducator@sstuwa.org.au
2. Visiting schools/colleges. 3. Attending graduate modules, teacher inductions, in-services and visiting universities. 26
Western Teacher
October 2020
New Educator Network – WA
Growth Team
Keeping current with the union By Natalie Blewitt Growth Team coordinator
There are a number of reasons why people join and remain a member of the SSTUWA. Throughout this year, we have been highlighting some of the reasons why union membership is so important. In this edition, we will be taking a look at how members can gain access to information.
SSTUWA website You will find sstuwa.org.au loaded with information. Here, you can find the Enterprise Bargaining Agreement (EBA), the full Education and Training Centre calendar, a members-only section which is chock full of Know Your Rights information. There is a listing of member benefits, as well as our shop, just to name a few of the goodies worth exploring. You can also access sections dedicated to members’ interest groups including Aboriginal and Torres Strait Islanders, new educators, LGBTIQ, school leaders, women’s focus, early childhood and much more.
Get the app!
If you are not regularly receiving the eNews via email, contact the union. Want more information? Head to sstuwa.org.au and start exploring. You’ll be amazed at what you will find.
Hold your phone camera over this QR code
SSTUWA app If you are searching for information on the go, we’ve got you covered with our SSTUWA app. Here, you will have all the information you will need in the palm of your hand. You will find your membership card, under the my details section. You will need to show your membership card when taking advantage of your benefits. Your tax statement can also be found on the app. Don’t forget to include this information when completing your tax returns as membership fees are tax deductible. Training and member benefits can also be found on the app along with the complete suite of Know Your Rights information sheets and eNews bulletins.
On the website under the news tab, you will also find the latest editions of the Western Teacher magazine and eNews bulletins.
If you are a union rep, you will also have access to your membership list and be able to contact your members via the messages section.
Make sure you check these key publications to ensure you are keeping yourself up-to-date with the latest communication.
If you haven’t downloaded the app yet, simply scan the QR code on this page to get started. You can also download the app from the App Store or Google Play.
COMPLIMENTARY INITIAL CONSULTATION
Social media You can also gain access to information through our various social media platforms. Connect with us on Facebook, via the main SSTUWA Facebook page, as well as the New Educator Network Facebook group. Search for either the SSTUWA or New Educator Network WA on Facebook to connect. The union is also on Instagram (@sstuwa). Stay connected with us, because at the SSTUWA, we really do have you covered.
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Western Teacher
October 2020
27
Education and Training Centre
Education & Training Centre Early Childhood Forum
The Road to Regulation and Resilience Friday 20 November
Noon-3.30pm
We invite early childhood educators to come together to explore how, with considered planning, our early learners can engage in challenging, developmentally appropriate learning experiences while fostering resilience. This forum will address the importance of an intentional play-based approach to help develop regulation and build resilience in young learners. An afternoon with Claire Orange will allow participants to explore the circuitry of regulation and resilience; what gets in the way and what’s needed to build a firm foundation for every child. Claire will encourage participants to overlay “the anxiety lens” to understand how anxiety interrupts the development of necessary pathways, and to reflect and discover ways to support a child not only to cope, but to thrive.
Meet Claire Orange Author, mum, parent, educator, speaker and trainer – she knows well-being matters. The SSTUWA welcomes Claire Orange to this event. Claire is the mum of four boys, a therapist, author, media spokesperson, speaker and passionate advocate for better outcomes for children everywhere. As the co-director of BEST Programs 4 Kids, Claire is dedicated to pursuing and providing better preventative childhood mental health and well-being practices.
Spaces will be limited for this event. Register early.
Visit sstuwa.org.au/training to register for events 28
Western Teacher
October 2020
Education and Training Centre
SSTUWA Term 4 Registrations now open Term 4 Learning Opportunities Industrial Training Events (TUT) Title
Date
Assertiveness for Women: TAFE and Schools
Wednesday 21 October
Know Your Rights: New General Agreement 2019: Schools
Wednesday 28 October
Keeping Educators Skilled Up and Safe
Tuesday & Wednesday 3–4 November
Union Representative Training Level One: Schools
Monday & Tuesday 9–10 November
Union Representative Training Level Three: Schools
Thursday 12 November
Know Your Rights: New General Agreement 2019: TAFE Part A
Friday 20 November
Online Event – The New 2019 Agreement: Schools
Thursday 3 December
Know Your Rights: New General Agreement 2019: TAFE Part B
Friday 4 December
Professional Learning Courses Title
Date
Writing Competitive Job Applications for Teaching Positions – Port Hedland
Saturday 31 October
Writing Competitive Job Applications for Teaching Positions – Perth
Saturday 7 November
OSH Education Specific Training Title
Date
Education Specific Five-Day Introductory Course for OSH Reps
Monday–Friday 26–30 October
Education Specific Two-Day Refresher Course for OSH Reps
Thursday & Friday 5–6 November
Conferences and Forums Title
Date
State Council Conference
Friday 13 November
Early Childhood Forum
Friday 20 November
Online Learning Events Title
Date
Ten Top Tips for Job Interviews
Tuesday 20 October
Utilising Differentiation in the Classroom
Tuesday 20 October
Managing Critical Incidents in the Classroom
Tuesday 20 October Western Teacher
October 2020
29
Member benefits
Member benefits Accountants and Financial Advisers Aston Accountants
10% discount on personal income tax returns for members.
sstuwa.org.au/aston
Industry Fund Services
Specialist financial products for union members.
sstuwa.org.au/ifs
LIFE Financial Planners
$1,200 off your statement of advice fee plus a free financial health check for members.
sstuwa.org.au/lifefinancial
Teacher Tax
$99 tax returns for members.
sstuwa.org.au/teachertax
TIPS Financial Services
$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members.
sstuwa.org.au/tipsfs
Banking
AutoBahn
Mechanical and electrical services. Members receive $20 off any service or 5% off any repair.
Special offers throughout the year for members. A bank built by, and for, union members.
sstuwa.org.au/mebank
Mortgages, Money and Me
Complimentary advice, property reports, finance tools and more for SSTUWA members.
sstuwa.org.au/mmme
OFX Money Transfers
When it matters, OFX it. Save with the experts in international money transfers.
sstuwa.org.au/ofx
Teachers Mutual Bank
Banking exclusively for the education community.
PLE Computers Save on your IT with access to the PLE Computers academic portal.
sstuwa.org.au/autobahn
sstuwa.org.au/ple
Bayswater Mazda
The Good Guys Commercial
Exclusive offer including $500 fuel card, 4 years free service and more.
sstuwa.org.au/bayswatermazda
Bob Jane T-Marts
Online access to live discounted pricing on The Good Guys’ full range.
sstuwa.org.au/thegoodguys
National fleet pricing on a range of products and services.
Educational Resources
easifleet
A Thinking and Caring Approach. By Barrie Bennett and Peter Smilanich.
sstuwa.org.au/bobjane
Bose headphones or Bluetooth speaker, or a year’s worth of Magic Hand car washes with any easifleet procured novated lease.
sstuwa.org.au/easifleet
Fleet Network
Package your next car and save on tax. Bonus Samsung 8” tablet or Dash Cam with vehicle delivery.
Classroom Management
sstuwa.org.au/classroommgmt
Effective Group Work Beyond Cooperative Learning. By Barrie Bennett.
sstuwa.org.au/effectivegroupwork
sstuwa.org.au/fleetnetwork
Graphic Intelligence
Hertz
Possibilities for Assessment and Instruction. By Barrie Bennett.
5-10% discount on vehicle hire in Australia, NZ, USA and Canada.
sstuwa.org.au/hertz
ME Bank
Motor Market by Union Shopper
You choose the car, then we find you the lowest price.
sstuwa.org.au/motormarket
Thrifty Car and Truck Rental
10% discount on vehicle hire in Australia.
sstuwa.org.au/thrifty
tyresales.com.au
sstuwa.org.au/graphicintelligence
Instructional Intelligence Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett.
sstuwa.org.au/instructionalintelligence
Teacher Superstore 5-10% discount, in store and online.
10% discount on tyres.
sstuwa.org.au/teachersuperstore
Western Motor Vehicle Consultants
Entertainment
sstuwa.org.au/tyresales We’ll find a car you’ll love. Save time and money when sourcing your next vehicle.
sstuwa.org.au/westernmotors
Computers Altronics
Adventure World Save up to $14.50 on Adventure World tickets with Westclub.
sstuwa.org.au/adventureworld
Movie tickets
sstuwa.org.au/tmbank
Build it yourself electronics centre. VIP trade discount in store and online.
Cars
sstuwa.org.au/altronics
Discounts on physical tickets (greater savings) and instant digital tickets.
Apple on Campus
sstuwa.org.au/movietickets
sstuwa.org.au/apple
Rockface
For details visit:
Allwest Fleet
Vehicle salary packaging – save time, money and tax. Receive a $300 gift card with your new car.
sstuwa.org.au/allwestfleet
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Massive discounts on products and services for SSTUWA members
Western Teacher
October 2020
Dell
Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire.
sstuwa.org.au/dell
sstuwa.org.au/rockface
Save up to 5% off selected items.
Member benefits *Terms & conditions apply.
Please visit our website for full details.
For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App Food and Wine Campbells
Access wholesale prices with a complimentary day pass.
sstuwa.org.au/campbells
Cellar d’Or
Best value winery tour in the Margaret River Region. 10% discount for members.
sstuwa.org.au/cellardor
Cracka Wines
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 St John
SSTUWA Legal Services
Access to quality legal services for both work-related and personal matters.
sstuwa.org.au/legal
Teachers Health Fund
Join the thousands of teachers who have already made the switch.
sstuwa.org.au/teachershealth
Teachers Health – Travel For details visit:
sstuwa.org.au/travelinsurance
STA Travel Insurance
$20 discount for members.
sstuwa.org.au/statravelinsurance
Shopping Abacus Educational Supplies
10% discount, in store and online.
sstuwa.org.au/abacus
First aid saves lives. Discounted first aid courses and kits for members.
Dot Mall
WA Opticians
sstuwa.org.au/dotmall
sstuwa.org.au/stjohn
20% discount on spectacle frames and lenses. Perth and East Perth.
sstuwa.org.au/waopticians
Housing
BBQs, heaters and backyard kitchens. 5% discount for members.
Electrical buying
Let Union Shopper find the best deal on your electrical purchases.
sstuwa.org.au/electricalbuying
Houspect
isubscribe
sstuwa.org.au/houspect
sstuwa.org.au/isubscribe
Buy, build and invest with confidence. $50 discount on building inspections.
Johns Building Supplies
Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines.
sstuwa.org.au/jbs
Kleenheat
In appreciation of teachers’ support of the community, Kleenheat is offering SSTUWA members bigger savings on natural gas.
sstuwa.org.au/kleenheat
SkylightsWA
Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products.
sstuwa.org.au/skylightswa
Insurance and Legal ISinsured
Insurance for union members. Home, contents, car, landlords.
sstuwa.org.au/isinsured
Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles.
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
Retravision
Cost plus 5% on all products. Osborne Park location only; in store or via phone. Nation-wide delivery available.
sstuwa.org.au/retravision
Teacher Superstore
5-10% discount, in store and online.
sstuwa.org.au/teachersuperstore
The Good Guys Commercial
Online access to live discounted pricing on The Good Guys’ full range.
sstuwa.org.au/thegoodguys
Vet Products Direct
10% discount on pet products, plus advice from professionals.
sstuwa.org.au/vetpro
Travel and Accommodation Accor Hotels
Great savings for teachers at Accor Hotels in the Asia Pacific region.
sstuwa.org.au/accorhotels
Choice Hotels
Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ.
sstuwa.org.au/choicehotels
Comfort Hotel Perth City
Rooms from $145 per night including Light Start Breakfast for two. Located near the WACA in East Perth.
sstuwa.org.au/comfortperth
Experience Oz
Save 10% on over 3,000 experiences across Oz + NZ.
sstuwa.org.au/experienceoz
Inn the Tuarts Guest Lodge
Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton. Studios and rooms. 22.5% off rack rate or best available rate.
sstuwa.org.au/innthetuarts
Jarrah Grove Forest Retreat
Luxurious, self-contained accommodation in Margaret River. Discounted rates for members.
sstuwa.org.au/jarrahgrove
Mandurah Houseboats
10% discount on houseboat holidays.
sstuwa.org.au/houseboats
Rottnest ferry tickets
Save up to $18 on Rottnest ferry tickets with WestClub.
sstuwa.org.au/rottnest
STA Travel
Exclusive discounts for members.
sstuwa.org.au/statravel
Western Teacher
October 2020
31
Classifieds
Classifieds For sale: Cooloongup
3x2 plus large utility room, fully powered workshop set amongst a quiet street and bushland. Large patio area and backyard for entertaining and family time. Offers from $350,000. EOI: 0401 847 317
For sale: Mandurah (Soldiers Cove)
$339,000. Sought after area, short walk to Mandurah Foreshore. A touch of art deco in this 1950s era 3x1 home on 809m2 block. Featuring high ceilings, decorative cornice and jarrah floor boards. Private street frontage with bus stop to Mandurah station out front. 6x4m workshop, 30 fruit trees, PV solar panels and solar hot water. buymyplace.com.au (property 5181804) 0449 183 499
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)
Dunsborough (Quindalup)
Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reversecycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203 | 9448 5527 a_r_moore@bigpond.com
Silent Grove Cottage. Self-contained two bedroom (queen/two singles) on two hectares of bushland. Undercover parking. Close to yacht club, walking/ bike trails, national park and beaches. Teachers’ rate: $150 per night. Stay seven, get one free. www.silentgrove.iinet.net.au 9844 4950 | merron@iinet.net
Dwellingup
Augusta
Floreat
3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au
Cowaramup (Margaret River Region) Private B&B within newly built home. Parkland setting. Private queen bedroom, bathroom and breakfast room. Private entry and dedicated parking. 10 mins to Margaret River, Gracetown, central to wineries/breweries and beaches. $120 per night per couple including breakfast. Lee: 0412 902 932
Denmark
The Rise is a modern, comfortable, 3x2 fully equipped house close to town with elevated views. Located close to Scotsdale and Mt Shadforth drives and their many tourist attractions. Stay for 7 nights and pay for 6 nights. Bookings.denmark.com.au (property The Rise) (08) 9848 2055, 9am to 5pm
Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au Studio B&B. New, stylish single room. Fridge, kitchenette, TV, aircon in lovely peaceful Floreat house and garden. Linen, tea/coffee, continental/cooked breakfast ingredients supplied. Suit mature person wishing to enjoy quiet accommodation. Close to city, buses, shops, hospitals and beaches. $85 per night, min two nights. Weekly and monthly rates available. SMS: 0422 333 057
France (South)
3x2 house located in quaint village adjacent to Canal du Midi - noted for having 300 days of sunshine per year and hence lots of vineyards. Spain is 1hr drive; Barcelona is 2hr drive. $700 per week. 0407 368 511 | craigrebecca@bigpond.com
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
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, Mt Lawley cafe strip and Northbridge. 10 min walk to Terry Tyzack Aquatic Centre; golf course across the road. $80 per night, min two nights. $50 per night for weekly and monthly rentals. 0439 964 239 | cymbie.burgoyne@gmail.com
Northam
Renovated, self-contained 30s-style three bedroom house with beautiful river views. Short walk across the bridges to town. Sleeps six-eight. Kevin: 0414 446 431
Email 50 words or fewer to editor@sstuwa.org.au with your phone and union membership numbers. Free for members. 32
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October 2020
Classifieds
Classifieds 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
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
Victoria (Jan Juc Beach)
Planning a holiday to Victoria? Stay on the beautiful Surf Coast, in between Torquay and the famous Bells Beach. Sleeps eight comfortably. Walking distance to the beach, golf club, shops and river mouth. Everything you need is already there. Large entertaining areas. Discount for Western Teacher readers. 0403 803 064
Discover the best of India
Bespoke guided tours. Choose: your itinerary; your dates; your inclusions; your ayurvedic/yoga retreat; your festivals; your budget. Your holiday, your way! Personalised information sessions – we come to you. H&M Luxury Tours ...creating memories! 0409 554 702 | support@luxetoursindia.com luxetoursindia.com
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
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 19 October. Term 1 2021 starts 8 February. Stan: 9330 6737 | stan@stansdancing.com
First aid training for students
St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for kindergarten students to Road Trauma First Aid for secondary school students. Courses are curriculum mapped. 9334 1259 | youth@stjohnambulance.com.au
MAWA
The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au
Calling all retired teachers!
Are you a retired teacher with a spirit of adventure and time to spare? Would you like to assist families in remote areas of WA? You may like to join REVISE WA as a tutor. For more info, visit www.revisewa.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
Western Teacher
October 2020
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Noticeboard
Noticeboard
Email to editor@sstuwa.org.au
State Council Conference
Retired Teachers’ Association We had some different choir sessions this year and recently enjoyed Terry McLaughlin leading us in community singing. The literature session on 2 November will be Burt Berry to talk on Thomas Hardy on both poetry and novels. The RTA annual luncheon is due to take place at the Commonwealth League headquarters in Shenton Park on Monday 9 November at the cost
of $25 for members and $35 for non-members. The speaker is expected to be Roy Browning on Other Verses From Youth and Childhood. Please indicate your wish to be present with the SSTUWA between 2-4 November. The speaker at the 25 November quarterly meeting will discuss the Stay on your Feet program.
For further information and materials, visit sstuwa.org.au/NovSC
Ann Strauss: 9387 2906
Extraordinary vacancies
Claremont Teachers’ College 1963 graduates
Are you interested in becoming a UnionsWA Council delegate or Disputes Resolution Committee member?
COVID-19 has caused a rethink of our annual luncheon get-together at The Herdy. To allow social distancing this year’s gathering will be a BYO everything picnic lunch including chair/table.
Annual reunion
SSTUWA committee elections
Noon on Tuesday 27 October, near the Vietnam Memorial Pavilion, May Drive, Kings Park. BBQs and toilets available nearby.
Nominations are open until 5pm Wednesday 11 November.
Indication of numbers please/or enquires to: Clive: 9451 2950 | diplodocus46@bigpond.com, or Jardine: 9446 7375 | jardanne@bigpond.com
More info: sstuwa.org.au/elections
Level 3 Classroom Teachers’ Association
International Day for the Elimination of Violence Against Women
2020 meeting dates: Saturdays, 10.30am-12.30pm at the SSTUWA premises
This day falls on 25 November and is preceded by White Ribbon Day in Australia on 20 November. Violence against women and girls is one of the most pervasive and widespread human rights violations globally and the fight against it must remain steadfast. For more information on what you can do visit un.org/en/events/endviolenceday and whiteribbon.org.au
SSTUWA committee meeting dates:
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November State Council Conference will be held on Friday and Saturday, 13-14 November.
Early Childhood Educators’ Committee
TAFE Committee
Time: 4.15pm 21 October
Term 4 28 November Venue subject to change. Visit www.l3cta.org.au for venue information and to confirm attendance, or email contact@l3cta.org.au
Venue: SSTUWA office | Contact: (08) 9210 6000 or contact@sstuwa.org.au Teleconference facilities are available
International Committee
LGBTIQ Committee
Time: 5pm
Time: 4.30pm
Time: 4pm
Dates to be confirmed
Dates to be confirmed
Dates to be confirmed
New Educator Committee
Women’s Committee
Psych Services Committee
ATSIE Committee
Time: 4.30pm
Time: 3.45pm
Time: 4.45pm
Time: 4pm
17 November
26 October
Dates to be confirmed
5 November
Western Teacher
October 2020
We’ve made a promise. To be a champion for our teachers - the way they’re champions for our kids. So that even on days that feel a little tougher than usual, you can be sure someone’s there to care for your health and wellbeing. Allana, Guy and Parker - THF members
We’re for teachers – that’s our promise. To find out more about what we can do for you, head to teachershealth.com.au/promise
Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health. A Registered Private Health Insurer. THF-SSTUWA-09/20
Transition to Retirement Specialists
Financial solutions and advice to help you transition
TTR and tax benefits will continue into 2021 & beyond! Please see tipsfs.com.au
Do You Feel Covid has Interrupted Your Plans to Retire or Reduce Hours in 2021? What you will need to consider … • • • •
Can I afford to drop a day? How much will be enough to retire on? How can I maximize my income & reduce tax? When is it best to pay off my mortgage?
