Official publication of the Australian Education Union (SA Branch)
Vol 46 I No.1
February 2014
AEUJOURNAL SA Destination Canberra: Gonski Road Trip 2014
Inside: u State
Election: We survey the Parties
u Stop
TAFE Cuts: The Arts under attack
Features President’s View
AEU Union Journal Training
Destination Canberra: Gonski Road Trip 2014
State Election 2014 pages 8 – 11 We survey the major parties on education policy.
Inside: u State
Election: We survey the Parties
u Stop
TAFE Cuts: The Arts under attack
Gonski Road Trip 2014
Stop TAFE Cuts
pages 12 – 13 Find out where you can take part in Gonski activities as our campaign van hits the road.
page 16 The Arts is under attack.
Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Deadline Dates Publication Dates #2 March 14 April 2 #3 May 2 May 21 #4 June 6 June 25 #5 July 25 August 13 #6 August 29 September 17 #7 October 17 November 5 Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: istock Printing: Lane Print Advertise in the AEU Journal. Reach over 13,500 members across South Australia.
8272 1399 journal@aeusa.asn.au
All electoral comment published in this issue of the AEU Journal is authorised by Jack Major, Branch Secretary, Australian Education Union, 163 Greenhill Rd, Parkside, SA, 5063.
Letters to the Editor
*Winner of top letter! Dear Editor, I am extremely upset to hear of current cuts to TAFE courses, in particular the music course at Noarlunga where enrolment of new students has been barred by TAFE management as a result of imposed financial constraints. I first came to know of the TAFE music course 21 years ago when my daughter enrolled. From the expert training, guidance and encouragement she received she developed her potential, confidence and skills and has made a very satisfying living from her music both as a singing teacher and performer. As a performer she is highly sought after and has performed interstate and overseas. A course at university may have led to teaching but doubtful she would have had the performing successes she currently enjoys. TAFE courses unlike many university courses are aimed at maximizing work
skills and work opportunities. I observed my daughter’s course with such interest that I was motivated to enrol myself and studied music at Noarlunga TAFE in 1994 and 1995. Subsequently my husband and I now run a live music venue in Mclaren Vale, supporting local and interstate and sometimes overseas musicians. In 2012, I was motivated to once again enrol at TAFE to do courses in sound reinforcement directly related to what I do in our small business venue. My husband joined me in 2013 and we both studied studio sound in order to record 21 local songwriters at our venue in a successful project which is helping other local musicians to get their music into the public arena. I have to particularly commend the TAFE music course because studying there has given me the opportunity to not only increase my own skills and confidence but to observe the benefits to the other students. My husband and I are both overwhelmed by the support and dedication given to students by the staff who are so totally committed to their work and the wellbeing of their charges.
I particularly noted as a result of this nurturing, what an amazing group of people the music students are. The design of the courses brings them together in support and cooperation and their obvious successes enhance their skills and willingness to try harder. From my observation, having been a teacher myself for many years, the music course at Noarlunga TAFE is so valuable for what it gives back to society in selfesteem and motivation that it cannot be abandoned. Let’s hope these drastic cuts will be reversed. I am hearing from parents of students hoping to enrol that their dreams for the future are shattered. The abruptness of the decision is not leaving excited prospective students the opportunity to
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Best letter in each issue of the AEU Journal will receive two tickets to either Palace Nova Cinemas or the Adelaide Symphony Orchestra. Email to:
journal@aeusa.asn.au
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Letters to the editor cont. make alternative plans. And what else is there? I don’t know what my own daughter would have done without this course and the wonderful dedicated lecturers. My own life would lack richness and earning potential. TAFE and the music course in particular, must be recognized for what they have to offer that is so good for not only the students but for society. Proponents of the cost saving scheme may argue that there is still the opportunity to study music at Salisbury TAFE. The great advantages of keeping it at Noarlunga are the employment opportunities for musicians in the Fleurieu district – with its wineries and venues promoting live music and the rich concentration of songwriters and musicians. The decision to bar any new music student enrolments at Noarlunga must be reversed immediately. It obviously results in under enrolment of students and will result in breaking up a great lecto turing team and in eventually closing the . ses pas March o course entirely. e l b 1 u 1 o er t r n 10 d way fo t numb e v ea ha ac Kate Townsend We .. to giv d cont sn.au n . a h e a.a Singing Gallery Live Music Venue Josepour nam aeus draw. McLaren Vale il y al@ the Ema journ go into to YOUNG AUSTRALIAN BROADWAY CHORUS PRESENTS
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President’s View
A new year, a new team and new challenges The year has started at a cracking pace for the AEU, and things are going to get even more hectic in the next month. AEU SA President David Smith writes. Two such issues are the education funding reforms undertaken following the publication of the Gonski Report, and the Stop TAFE Cuts campaign.
Gonski campaign
A
fter six years of exemplary leadership by Correna Haythorpe we have a new South Australian Branch leadership group and several new members of Branch Executive. I am joined by Vice Presidents Jan Murphy and Howard Spreadbury, along with Jack Major, the re-elected Branch Secretary. Completing the Principal Officer group is Jennie-Marie Gorman, Branch Treasurer. I am very confident of the capacity and strengths of my colleagues in those roles. Members will become well aware of AEU activities over the next few weeks leading up to the State Election. We have given all Parties a list of pertinent questions about public education. Their responses are published later in this Journal for your perusal and judgement. To name just a few, of continuing importance to all our members are the matters of school ‘autonomy’, so-called Independent Public Schools and the growing excessive workload in preschools and schools. In addition, we are taking part in conversations with leaders of the major Parties, pressing those issues most important to the AEU membership, and requiring them to fill out the details of their policies.
We all acknowledge that the Gonski campaign is not over. As part of a nationwide push, South Australians will host a Gonski van in many country areas as well as in Adelaide city and suburban locations over three weeks beginning in Ceduna on February 18th. We take over the van after its trip through Western Australia, and finish with a handover to our Victorian colleagues in Mount Gambier on March 6. We anticipate that many of our members will turn out at the events along the route, and that several MPs will take the opportunity to commit, or re-commit, to the full six years of funding under the Gonski model. That, as we all know, is under great threat at present. We cannot allow ourselves to fall silent now. Full implementation of that funding allocation is the best opportunity ever for educationally disadvantaged students to get a fair go.
Stop TAFE Cuts Our members in TAFE are very concerned about the cut-backs they are seeing in staffing and courses. That has been the subject of recent media reports and represents a deeply worrying situation for the public provider of vocational education. The Skills For All scheme has seen a reduction in market share for TAFE and an enormous rise in the number of private RTOs running courses in competition with TAFE. Most Australians are concerned that the high quality and thoroughness of the work done by TAFE over the years has been undermined in this way. Further to that, the cost to students of some TAFE courses has become completely prohibitive.
Public Education Alongside those activities are two other important matters leading up to the election. One is the Charter for Public Education approved by Branch Council late in 2013. In it we state our strong commitment to a fair, fully resourced public education system and its importance to the whole community. It forms the basis of all the things we do as education unionists to make that possible. We are asking politicians of all flavours to commit to the Charter and sign it in support. Some have already done so. The other is the Public Education Forum held on February 24th co-sponsored by all SA principals’ associations, the parent group SAASPC and the AEU. The Forum was addressed by Premier Jay Weatherill, and Greens leader Mark Parnell. Liberal Party leader Steven Marshall was invited to take part but was unavailable. We saw it as an extremely important event in the build-up to the election because it provided members of all those organisations a great opportunity to hear and question our political leaders on this crucial issue. All this is against the backdrop of coming to terms with the DECD restructure formerly known as Brighter Futures and all it contains or conceals, and the continued implementation of the Australian Curriculum and the uncertainty about its future with the recently announced review by the Federal Government. Yes, it is a bustling start to 2014. We will draw on our well established collective strength to successfully see n us through. In solidarity, David Smith 5
Vice President’s Report
New Ancillary Recruitment & Selection Policy – the outcomes and the issues AEU Vice President Jan Murphy reports The AEU is receiving a large number of calls and emails, and feedback at area meetings, about the implementation of the new Ancillary Recruitment and Selection Policy. There have been some fantastic outcomes for members but also some critical issues raised.
How did we arrive at this point? After meetings with DECD, consultation with members and endorsement by AEU Branch Council, the AEU and DECD ran a series of information sessions on the new policy. These were run across the state in September last year and were attended by SSOs, ECWs, teachers and leaders. Most filled quickly prompting the organising of additional sessions including one at the AEU for members only. There has been a massive increase in the number of ongoing vacancies declared which is great news for members looking to gain permanency or for the opportunity to move to a different workplace. We await final data but we know that over 250 new ongoing positions had already been declared by October last year, and the positions kept coming after that. In a sector with low permanency rates, this is a fantastic outcome for members and the main reason the AEU agreed to look at changes to the policy. Many members are telling us that since implementation of the policy, processes in their workplaces have been fair and transparent. This is also a great outcome for members. Other members have raised issues that must be addressed.
Workload With such a large increase in the number of vacancies being declared, leaders have expressed their frustration at the increase in workload. Leaders need to submit the vacancies, manage the processes and run panels. While the expectation that workplaces declare all vacancies 6
and follow a process is not a change from the previous policy, there is now an expectation that the policy is adhered to. These processes, while obviously very time consuming, aim to ensure equity and a merit-based system.
Timeframes and funding security In weeks 1 & 2, schools submitted over 800 more vacancies, and in nearly every case, an SSO was already working in the position before it was submitted. We believe this is an indication of broader issues: confusion and frustration around the new policy, and the lack of certainty regarding funding. Leaders are telling us that schools and preschools must have funding certainty earlier to enable them to make decisions in partnership with their PACs and staff teams, and run processes as outlined in the policy. They are also expressing frustration with the process for short-term positions, those involving a small number of hours and where hours fluctuate often due to changes in funding.
What’s being done to address these issues? As always we are encouraging more members to become panel trained in order to share the load. Dates for Merit Selection training have been finalised and are up on the AEU website. The AEU has also negotiated for a specific SSO and ECW member training session to be run. Many SSOs and ECWs are applying for positions for the first time and are looking for support, so the AEU will continue to run application writing workshops. There will be two workshops run at the AEU this year for SSO and ECW members, and we are in the process of organising others in regional areas. The issue of workload in managing the increased number of vacancies will be referred to the Workload Management Group where we will be seeking additional
support for leaders. There will be a full review of the policy during terms 1 & 2, and we are keen to hear members’ views on how to improve the policy. We will be asking for feedback from members via area meetings, member surveys, and in consultation with the SSO, Early Childhood and Leaders Consultative Committees. Members are telling us what some of the problems are, now we need to find the solutions. It’s always about getting a balance – policies and processes must be fair, equitable and transparent and at the same time, be reasonable, manageable and supported with resources and clear information from the Department. Don’t forget, hundreds of members working in our most casualised sectors will finally have the opportunity to become permanent because of the implementation of the new policy. We look forward to your input to the review. n
SSOs hail new recruitment & selection policy While there have been a few teething problems with the release of the Ancillary Staff Recruitment and Selection Policy, it has lead to some great outcomes for members who have either won a position of have been recommended for conversion to permanency. Here are some of their stories…
Jo Hess | Le Fevre HS I’ve been a Lab Manager for 5 years and really wanted permanency. I called the union who advised me to raise the issue with my Sub-branch Secretary and PAC rep, who supported me in writing to the PAC about becoming permanent. The
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Class Size PAC discussed the issue and recommended myself and two other SSOs for permanency. Earlier this year I received a letter from DECD advising that I’d been made permanent. I felt very relieved. I now have a sense of stability at the school, which is great. It’s certainly one less thing to worry about.
Hemma Bhatt Fulham Gardens PS I’ve been a Finance Officer for six years but always on contract. As a new migrant to Australia I have no support outside my immediate family so needed the security of a permanent job. I felt very stressed at the end of each year waiting to see if I would get another contract. I’ve given everything to my job and to get permanency is a real validation that I’m part of the DECD team. It feels great to be acknowledged like this. If it weren’t for the support of the AEU this would never have happened, so I’m really grateful.
Julee Heale Seaview Downs PS
Dani Camillo The Heights School
T
he start of the school year has seen an influx of phone calls from members who have expressed concerns about the complexity and size of their classes, seeking advice on what their rights are in this situation. Teachers have an industrial right to fair and reasonable conditions that are also safe and without risks to health. This includes class size and the protections can be found at Enterprise Agreement clause 5.3. Additional information on early years class sizes can be found on page 27 of the PAC Handbook.
Did you know that? • Class sizes can only be greater than that prescribed in the Enterprise Agreement if the teacher, the Principal and PAC agree (Clause 5.3.8). And then only if they are consistent with the equitable distribution of duties between teachers in the school • Class sizes should provide a working environment that is safe and without risks to health (Clause 5.3.3) • Class sizes should be planned on the minimum number of students possible (Clause 5.3.4) • Where a teacher teaches a mainstream composite class the class size shall be the lower of the maximums prescribed (Clause 5.3.6) • Where a class has one or more students with an individual learning plan or students with other special needs the PAC should plan for the
minimum class size possible having regard to a range of factors that can be found in the EA (Clause 5.3.10) • Practical class sizes should be determined having regard to the nature of the activities, the nature of the equipment used, the maturity and competence of the students and the capabilities of the teacher to provide expert supervision (clause 5.3.9 c) • The purpose of the early years funding is to provide for additional teachers to reduce class size. The AEU is conducting a class size survey to gather more information on the extent of the problem. Please go to:
https://www.surveymonkey.com/s/ classsizes to complete the survey.
What can I do if my class size is too big? • Say no. You do not have to agree to teach a large class that exceeds the prescribed maximum or to teach overly complex cohorts of students without additional relief • Members should hold a sub-branch meeting to discuss class size and class complexity. Support those members who have large or difficult classes to resolve the issue • If your class size is too big or complex write to the school PAC and seek to have the class size reduced • If the PAC cannot or do not fix the problem contact the AEU Information n Unit for further assistance. 7
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I’ve been hiding my concerns from my children for a long time but my family knew the stress insecure work was causing me. I’m a sole parent and I needed financial security. I felt really frustrated, as I knew the school valued me but felt the Department didn’t. When my position was declared I applied for it, as I wasn’t eligible for recommendation by the school. When I won the position I felt relieved, excited and finally had a sense of security, I celebrated by telling my family and friends and went out to n dinner to celebrate.
Make sure you know your rights on class size
AEU Information Unit | Mon – Fri | 10:30am – 5pm |
I’ve worked for DECD for 12 years, seven of them at Seaview Downs. I’ve been worried about whether I would get a contract every time Term 4 came around. When I finally got the letter of permanency, I cried. It was such a huge sense of relief and I finally felt valued by DECD and was very thankful that my Principal supported me. I’m also grateful that the AEU fought hard to develop a policy that focused on permanency and job declarations.
Class size does matter
Running State Election Head
State Election: Is it worth the risk?
to take industrial action should the government seek to implement key parts of its plan relating to performance appraisals, bonuses and contracts. 90% of those voting expressed support for industrial action.
What might the election of a conservative state government mean for public education and for public education workers in SA?
Northern Territory
In the three Gonski stand-out states and territory, and in New South Wales, the election of conservative governments brought about previously unannounced cut-backs to funding and other measures including capping of wages to CPI levels and removal of the role of the independent industrial relations commissions, principals and deputies being converted to contract employment, and the introduction and expansion of Independent Public Schools. How you vote in March is for you to decide, but as your union, the AEU asks you to consider whether it is worth the risk of having to read some of what follows below in your AEU Journal later this year. As always, the AEU, which is not affiliated to any political party, will pursue the interests of public education independently of whichever party is elected after March 15.
Western Australia “…there will be real cuts ($ and staff) in WA public schools in 2014.” Anne Gisborne, President, SSTUW “...the Barnett Government has decided to cut the public sector by more than a thousand staff… public sector pay rises are to be capped at the rate of inflation… there will be cuts to Education Assistants…” Meredith Hammat, Secretary, UnionsWA “In WA the challenge is in the form of unprecedented cuts to the budgets of schools and TAFE colleges, the expansion of independent public schools supported by government propaganda and changes to industrial relations laws designed to reduce the power and influence of democratic unions.” Tony Mullen, General Secretary SSTUWA A series of work bans are in place affecting engagement with the development and implementation of phase 2 and phase 3 of the Australian curriculum, staff meetings and parent interviews, noninstruction time and early years on entry testing. 8
Queensland “…the state government intends to pass yet another round of industrial legislation attacking employment conditions and distorting enterprise bargaining processes.” Graham Moloney, General Secretary, Queensland Teachers Union “The latest amendments to industrial awards will ‘modernise’ awards by stripping out conditions, prohibit content in enterprise bargaining agreements including anything that restricts the efficient delivery of services, makes protected industrial action in EB campaigns practically impossible, allows government to declare employees above a set income to be award-free contract employees, and reduces the powers and independence of the Queensland Industrial relations Commission.” Graham Maloney A further 54 schools are to become Independent Public Schools (IPSs) in 2014. School leaders (principals and deputies) are to lose the protection of awards and agreements under the state government’s latest changes to IR legislation and will be forced to work under performance-based “high income senior employee contracts” instead… a way to remove employment security and conditions from a certain class of employee. In TAFE, employees earning more than a pay level 6 TAFE teacher will have overtime payments severely curtailed. Additional work undertaken is to be accumulated as time off in lieu instead. Unions in Queensland are now required to ballot all members before spending more than $10,000 on any political campaign (for example, radio or print media campaign advertising). Each ballot would cost between $70,000 and $90,000 and would take seven to ten weeks. At the end of 2013, 70% of school based members participated in a ballot
“We were promised plenty from this Government – no frontline job losses, more effective engagement with school communities in remote locations, greater certainty for teachers in their career path, and a commitment to improving educational outcomes for our students. Sadly, we have seen just the opposite.” Matthew Cranitch, Branch President, AEU NT “Sadly, this year has seen all of that change as the Giles Government has set about slashing $250 million from the Territory’s Education Budget over the forward estimates. $50 million worth of cuts will occur in 2014 alone, of which at least $10 million will come directly from known classroom teacher cuts.” Briseis More, Top End Organiser, AEU NT “2014 will see the abolition of numerous positions including much needed federally funded numeracy and literacy positions. Drastic cuts have already occurred in Student Services (School Counsellors, Special Education Assistants, Educational Advisors and School Psychologists are now under threat), ESL, Indigenous Intervention Programs, Middle and Secondary Schools. The official figure that we have been given to date is the removal of 171 positions, with 71 of these occurring in Student Services alone. We believe that the true number could be almost double what the public have been led to believe.” Briseis More
New South Wales “…award negotiations have been proceeding… in the context of the unfair NSW Public Sector Wages Policy which has capped all public sector increases at 2.5% per annum…There is currently no capacity for public sector employees to have arbitrated decisions above the wage cap or any scope for work-value arguments before the NSW Industrial relations Commission.” n Maurie Mulheron, President, NSW Teachers Federation Mike Williss, AEU Research Officer
State Election
State Election 2014 - how the pollies see public education The AEU sent the following questions to the four major parties and the Xenophon Group. The Xenophon Group and Family First did not provide written responses. Responses have been slightly edited for space reasons. ISSUE: Gonski funding Journal: Do you endorse and will you support Tony Abbott’s four year funding commitment? Greens: No. We condemn the (federal) government for abandoning its commitment to Gonski reform. Labor: No. The South Australia Government signed up to a six year agreement and we expect the Federal Liberal Government to honour that commitment. Liberal: Yes Journal: Do you endorse and will you support the six year funding agreement signed between the state and Federal Labor governments? Greens: Yes. The Greens welcomed the six year funding agreements and have repeatedly called for the Coalition to honour those agreements in the fifth and sixth years. Labor: Yes. A re-elected Weatherill Labor Government will continue to fight to stop that cut. Liberal: The Weatherill Labor Government signed the least advantageous of all the state agreements with the former Labor Government. When the opportunity arises to negotiate new funding arrangements with the Commonwealth, a Marshall Government will do so. Journal: Do you endorse and will you support the needs-based Gonski funding model or should other criteria be applied to distribution of the funds? If the latter, what additional conditions would you propose and support? Greens: Yes. The Greens welcomed the Gonski review and committed, unequivocally, to supporting it in parliament.
Labor: Yes. The previous Federal Labor Government recognised that South Australia’s student-based funding model was similar in intent and execution to the proposed needs-based Gonski funding model. We will continue to allocate funds according to our model and any changes to the distribution of funding, such as disability coordinators, will be made in consultation with the AEU.
foremost, not business managers. We acknowledge the administrative pressures governments place on principals can come at the expense of teaching and learning priorities. We understand the pressures that principals already face, and want to resource and support them better in their jobs. We do not believe this should take the form of the duties of a company CEO.
Liberal: The Liberal Party has a proud record of equitable distribution of education funding based on need and choice and will explore every avenue for continuing to do so in office.
Labor: The Gonski report recognised that South Australia has one of the most autonomous education jurisdictions in Australia and principals already have a high degree of authority and responsibility.
ISSUE: School autonomy Journal: WA-style Independent Public Schools have not led to improvements in student learning outcomes. Would you support or oppose their introduction to the already decentralised SA public school system? Greens: The Greens do not support the introduction of Independent Public Schools in South Australia. Labor: Labor believes that this is about the Liberal party outsourcing and thereby abdicating the responsibility for public education – something we do not support. Liberal: A Marshall Liberal Government would initiate a trial of 30 schools for greater levels of local school management under our Quality Teaching— Local School Management policy…
ISSUE: Increasing power of principals Journal: Are you satisfied with the current levels of principal authority and responsibility? Greens: The Greens believe principals should be educational leaders first and
Liberal: Wide consultation with principals has indicated they are in favour of enhanced authority to make decisions at a local school level… Journal: If you believe principals should be further empowered, what specific changes would you propose? Greens: N/A Labor: N/A Liberal: A Marshall Liberal Government would initiate a trial of 30 schools for greater levels of local school management under our Quality Teaching— Local School Management policy.
ISSUE: School choice Journal: Would you seek to provide greater choice to parents about where to enrol their children at school? Greens: The Greens are committed to protecting smaller schools from closure and to giving communities more say over the creation of new, large, amalgamated schools… However, OECD concerns that school choice may undermine equity by segregating students into schools based on socio-economic background must be addressed. continued over page 3 9
State Election Labor: Labor does not support the introduction of an unfair two-tiered public schooling system which could prevent parents from enrolling their children at their local school. Liberal: The Liberal Party is fully supportive of choice in education.
ISSUE: Curriculum Journal: Do you support the Abbott government’s proposed review of the Australian Curriculum? Greens: The Greens acknowledge the time and expertise it took to write the Australian Curriculum, and the lack of independence and rigour in the current review. The Greens want to ensure that arts, music, drama and physical activity have a strongly valued place in the primary and secondary curriculum alongside numeracy, literacy and science. We are also committed to modifying NAPLAN testing to prevent unfair comparison between schools and to shift focus to improving outcomes for students. Labor: No. This review is politically motivated and not based on sound education outcomes. Liberal: Yes Journal: What additional changes would you seek to make to the curriculum? Greens: N/A
the Teacher’s Registration Board should continue if returned to government. To be effective, it is vital this should include representation from teachers and members of the Australian Education Union. Liberal: Yes Journal: Do you support the requirement that all new teachers should hold a master’s qualification from 2020? Greens: The Greens believe the Government should provide better support for teachers by promoting and assisting with professional development. Labor: From 2020, we intend that all new South Australian teachers will have a master’s degree. If returned, we will work with universities Liberal: If elected a Marshall Liberal Government would look at this proposal in greater detail and take advice from appropriate education stakeholders before making a decision. Journal: Do you support the requirement for school principals to have advanced leadership qualifications? Greens: The Greens value principals as school leaders and would support programs to assist principals to gain leadership qualifications. Labor: Yes. We want our principals to be in the best position to support staff, students and their communities…
Labor: Changes to the curriculum are best left to the experts – organisations like ACARA, the SACE Board along with teachers and education professionals – not ex-Liberal party staffers.
Liberal: Principals should be chosen on the basis of merit, appropriate qualification and experience including advanced leadership qualifications.
Liberal: Any proposed changes to the National Curriculum would need to await the outcome and recommendations of the current review.
ISSUE: Industrial
ISSUE: Professional Journal: Do you believe that teaching must be carried out by qualified professionals who meet the current requirements for teacher registration in SA? Greens: Yes. The Greens believe that every child deserves the best quality education, and that for children to receive that quality of education we need qualified, professional teachers of the highest standard. Labor: Labor will also ensure that the role, composition and standards set by 10
Journal: Do you recognise the AEU as the legitimate industrial voice of education workers in South Australian public schools, early childhood centres, and in TAFE?
Liberal: We accept that the AEU is a legitimate industrial voice for education workers who chose to be members of the AEU. Journal: Do you support continued recognition of the AEU (including nominees and elected members) as the legitimate representative of the public education workforce on committees such as the SACE Board, Teachers Appeal Board and the Teachers Registration Board, and on appointment and promotion panels in the Education Department? Greens: The Greens support the continued recognition of the AEU as a legitimate representative of the public education workforce. Labor: Yes. Liberal: The Liberal Party’s position on this issue was clearly established over the last 12 months in parliamentary debates. We accept the fact that if education workers choose to elect the AEU to represent them on boards and committees they have every right to do so. Journal: Do you agree that the role of the school-based Personnel Advisory Committee, with AEU representation, should be protected as an important component of democratic decisionmaking in the workplace? Greens: Yes, we will oppose any attempt to remove or weaken PACs. Labor: Yes Liberal: The introduction of increased autonomy and authority at the local school level may well necessitate changes in the method of personnel decisions in schools. We would review this area in consultation with key stakeholders such as the AEU before making any final decision. Journal: If elected, will you rule out further cuts to staff providing front-line services to schools, pre-schools and TAFE?
Greens: The Greens recognise the AEU as the optimal industrial voice for education workers in South Australian public schools, preschools, and in TAFE. The Greens strongly opposed the removal of the AEU from the Teachers Appeal Board in State Parliament. We welcome opportunities to work with the AEU whenever they arise.
Greens: Yes. The Greens were the only party along with Dignity for Disability who stood in State Parliament to oppose privatisation of TAFE and have continued to campaign to protect TAFE from service cuts. The Greens believe we need to increase staff and not make cuts.
Labor: Labor recognises the AEU as a legitimate industrial voice in our educational institutions.
Labor: …A re-elected Labor Government has ruled out cutting frontline positions across the public sector.
The full text of each party’s response will remain on our website until March 15. Follow this link:
State Election Liberal: A Marshall Liberal Government has no plans for cuts in these areas…
ISSUE: Early childhood education Journal: How do you intend to address the issue of workload which has been identified by AEU members – particularly preschool directors – as unsustainable? Greens: The Greens will support ongoing funding to address workload issues and to increase opportunities for early childhood education, especially for students from lower socio-economic backgrounds. Labor: Labor acknowledged there may be additional work during the initial rollout of new initiatives in the preschool sector over a relatively short period. In response, Labor provided additional support including: (see AEU website for 6 dot points). Liberal: In office we would need to properly assess these impacts and possible solutions. Journal: How do you intend to support preschools and schools in the implementation of the Same First Day policy? Greens: The Greens understand that our Reception teachers are now faced with a broader range of age groups entering reception classes. The Greens believe reception teachers must be supported to offer appropriate pedagogy to the broader range of age groups now in their classes. Labor: …A new team has been formed to support preschool and school educators work through the pedagogy of aligning the Early Years Learning Framework and the national curriculum. Liberal: The Same First Day policy was introduced by the Weatherill Labor Government as a budget saving in the 2010 Budget… in office we would need to properly assess these impacts and possible solutions.
ISSUE: Students with disabilities Journal: Despite national data collection in 2013 that revealed there are 120,000 more students who qualify for extra funding due to disability, Federal
Education Minister Christopher Pyne recently announced that there would be no increase in the “funding envelope” for students with disabilities. This means thousands of South Australian students with disabilities are likely to receive no extra support in 2014 and beyond. How will you address this serious funding need?
schools. Category 6 and 7 primary schools with more than 71 students will automatically receive funding for a counsellor for one day a week. Primary schools with less than 71 students will receive about $6,000 in order for them to access private counselling services as needed.
Greens: The Greens want to ensure that children with specific educational needs, including Aboriginal students, students with culturally and linguistically diverse (CALD) backgrounds, those living in rural or remote areas, and those with special needs are provided with the resources they need. We believe the Gonski model, with specific loads for each student with a disability, is the most fair way of ensuring that all students with a disability, as well as these other attributes, get the resources they need to achieve.
ISSUE: TAFE
Labor: …Tony Abbott pillaged $18 million of funding for 12 Trade Training Centres and cut $400m from Gonski funding… We will continue to support a higher proportion of students with a disability and we will continue to highlight Mr Abbott’s shameful acts of injustice to the community. Liberal: The Liberal Party has a proud record of equitable distribution of education funding based on need and choice and will explore every avenue for continuing to do so in office.
ISSUE: Student counsellors Journal: Do you recognise the importance of having qualified school counsellors employed in public schools and will you commit to make ongoing funding available? Greens: The Greens support a broader range of support services being available within school communities, but not at the expense of qualified school counsellors. All primary schools should have a school counsellor. The Greens are opposed to the idea of having school chaplains in public schools. The Greens have campaigned to ensure that we have qualified school counsellors in public schools. Labor: …There are no boundaries when it comes to the need for counselling which is why Labor has announced a $3.8m plan to expand the current school counsellors program into all
Liberal: Yes
Journal: Should the viability of TAFE be protected from the effects of full contestability for VET funding? Greens: The Greens are proud supporters of TAFE. The Greens plan to restore TAFE as a public provider of affordable vocational education and training is to prioritise public funding for TAFE to keep vocational education and training strong… Labor: …While it is true that there has been an increase in the numbers of students attending training providers other than TAFE, the number of TAFE SA enrolments has also increased and more students from disadvantaged backgrounds are studying at TAFE SA. The Labor Government remains committed to providing higher-level subsidies to TAFE SA when compared to other providers in recognition of the important community service role that it fulfils… Liberal: …A Marshall Liberal Government will if elected review the many issues associated with Labor’s Skills for All funding model.
ISSUE: Public Education Charter Journal: Have you read and signed, or will you sign, the AEU Public Education Charter? Greens: Yes, we have signed the Charter. Labor: Minister Portolesi has signed the charter, cementing her support for South Australian public education. Minister Rankine has read and will sign the AEU Public Education Charter. Liberal: We have read the AEU’s Public Education Charter and there are many aspects of that Charter with which we strongly agree. However, there are some parts of the Charter e.g. the criticism of local school management that we do not agree with and therefore we are unable to sign the Charter. n
8: www.aeusa.asn.au>Issues>State Election
11
cover story
Gonski vans hit the road to Canberra From Ceduna to Mount Gambier, our Gonski van is coming to a town near you. AEU Lead Organiser Correna Haythorpe reports.
T
he Gonski Road Trip began on Monday 10 February in Darwin, Perth, Brisbane and Hobart. Four vans over five weeks travelling across Australia to Canberra to campaign for Gonski School Funding equity for our children and their families. The South Australian journey began in Ceduna with the Gonski van arriving from Perth after the first leg of the 23,000 km long national tour. Travelling across the state to Mt. Gambier, we will be connecting with communities to
build support for action on Gonski by the Abbott government, the state government, and Liberal opposition. The five week national tour will arrive in Canberra on March 18, ahead of the May budget where the future funding of all schools will be decided. The timetable on p13 (opposite) outlines where you can catch up with the Gonski Van. We will be encouraging parents, teachers, SSOs and principals throughout the state to sign up to the Gonski campaign and to make submis-
sions to the Senate Inquiry into School Funding. Schools will be encouraged to outline what the extra funding would mean for their school communities and why the Abbott Government must deliver it. South Australian schools have received the first instalment of Gonski funding but as AEU members are aware the vast majority of this funding (over $400 million) will be delivered in years five and six of the SA agreement. So if you are concerned about the need for additional resources to make sure that every child no matter what their background can get a high quality education, then we need your help to make sure our campaign succeeds. New research just released found that the Abbott Government’s current commitment to only four years of extra schools funding amounts to a fraction of the investment required to address disadvantage for our students. Unless funding is continued beyond the four years, public schools across the country will remain below the resource standard that the Gonski Review determined was required. In SA, the State Labor government has made a full commitment to the sixyear funding agreement, however, we are yet to see the Liberal Opposition make the same commitment. This will be a key issue for our members at the State Election on March 15. It is vitally important that both sides of politics ensure that our schools get the resources continued over page 3
12
Gonski Road Trip - Timetable WEEK 1
needed to provide the individual attention and support for our students. The AEU has written to all parties to seek their commitment to the six-year Gonski agreement via the signing of a formal pledge to SA school communities. The ALP and the Greens have said yes to that request and the Liberals have said they will not sign the Charter. n
Look out for the Gonski van in your community and follow the progress of the road trip via:
Facebook facebook.com/aeusa facebook.com/igiveagonski Twitter @igiveagonski @aeusa #gonski And wherever you are, sign up and help us spread the word at this critical time for the campaign at:
www.igiveagonski.com.au/ actnow Legend
B Breakfast 7:45 – 9:15am E Evening Event R Recess 10:30 – 11:30am L Lunch 12:00 – 1:30pm A After School and/or Community: 2:30 – 4:00pm V Visit
DATE
LOCATION
EVENTS
Tues 18 Feb
Ceduna
L Ceduna Area School A Ceduna Area School
Wed 19 Feb Whyalla
L Long Street Primary School A Nicolson Ave Primary School
Thur 20 Feb Pt Augusta
B Pt Augusta West Primary School L BBQ– Under the Sails (at Wharflands Plaza) A Augusta Park Primary School
Fri 21 Feb Pt Pirie
B Port Pirie West Primary School L John Pirie Secondary School A Risdon Park Primary School
Sat 22 Feb
Clare Valley
8am-12pm: Sevenhill Produce Market (Madonna Hall, Sevenhill)
Sun 23 Feb
Adelaide
7am-12pm: Gepps Cross Market (Main North Road, Gepps Cross)
LOCATION
EVENTS
WEEK 2 DATE
Mon 24 Feb Adelaide
B Elizabeth Grove PS R Elizabeth Special School A&E Public Education Forum – City West UniSA (Barbara Hanrahan Bld, Fern Place, Adel)
Tues 25 Feb Adelaide
L John Hartley B-7 School A Athelstone Primary School
Wed 26 Feb Adelaide
B Cowandilla Primary School L Warriappendi Primary School A Black Forest Primary School
Thurs 27 Feb Adelaide
B Fulham Gardens Primary School L Seaton High School A Grange Primary School E Henley Square – MP Paul Caica’s office (318 Seaview Rd, Henley Beach)
Fri 28 Feb Adelaide
B Northfield Primary School L Prospect – Town Hall vicinity (Vine Plaza)
Sun 2 March
Adelaide
6pm–8pm The Garden of Unearthly Delights
LOCATION
EVENTS
WEEK 3 DATE
Mon3 March Murray Bdge
B Murray Bridge South Primary School L Fraser Park Primary School A Main street event with Murray Bridge HS
Tues 4 March
B Mannum Community College A Loxton Primary School
Loxton
Wed 5 March Naracoorte
V Naracoorte Primary School L Naracoorte High School A Naracoorte South Primary School
Thurs 6 March Mt Gambier
B Reidy Park Primary School L Mount Gambier High School A Gonski BBQ and van hand-over (Cave Gardens Mount Gambier Town Hall)
13
Curriculum
Curriculum crusaders: putting politics before pedagogy Craig Greer discusses the Federal Government’s politically motivated review of the Australian Curriculum.
U
nlike medicine, law, engineering, biochemistry and other disciplines taught in universities, it appears you don’t need a degree or even classroom experience to be an expert in the field of education. At least that’s the sense one gets when observing what has become a controversial debate around the Federal Government’s upcoming review of the Australian Curriculum. Writing in The Australian on January 14, former tabloid journalist, Nick Cater, whose only educational qualifications are that like most of the population he once attended school, described the Australian Curriculum as “…written in the private language of educationalism, which like Latin in the hands of the medieval clergy, serves to keep the rest of us in our place.” He continues, “The implication is that parents, employers 14
and general citizens don’t know what they’re talking about. Curriculum development is a job for the experts.” As if that wasn’t contemptuous enough, Cater proceeds to decry the omission from the new curriculum of important educational topics like “free markets”, “business” and “prosperity”, and asks how a child with no understanding of “wealth creation” could possibly emerge from the “sheltered common rooms of public schools” equipped for the challenges of the 21st century. Christopher Pyne, who claims to have a mandate for the curriculum review, has handed the task to none other than Dr Kevin Donnelly, former Liberal Party staffer, pre-selection candidate, and fierce critic of public education. Assisting him with the task of cleansing the curriculum of what Pyne describes as “cultural left bias” is Professor Ken
Wiltshire, whose position as Professor of public administration at the University of Queensland Business School will no doubt please commentators like Nick Cater and possibly the state Liberal opposition, who have pledged to create four “entrepreneurial high schools” if elected at the upcoming state election. Prior to the September 2013 federal election, the Abbott Government promised a review of the Australian Curriculum if elected. It’s major gripe at the time was that the new curriculum made more mention of former Labor prime ministers than Liberal, and that the history of the trade union movement dominated above references to industry and economic prosperity. Their complaints were purely political, factually incorrect, and not based on any coherent critique of pedagogy. Despite enlisting the help of numerous conservative journalists and Catholic education lobbyists to persuade the public to the necessity of the review, no convincing argument has been made to justify such a shake up so early in the curriculum’s brief existence. As AEU SA President David Smith pointed out in a comment to the Advertiser recently, the review is “not at all necessary. It is too soon… because some of the subjects have not even been introduced yet.” South Australian Minister for Education Jennifer Rankine, told the Advertiser that the review would “throw our schools into chaos,” and that the Australian Curriculum had been worked on by “nationally recognised experts, accepted by the states.” Whether or not chaos ensues, there’s little doubt that most teachers won’t look forward to the prospect of further changes, having spent the best part of three years coming to grips with the content and methodology contained in the current documents. The appointment of conservatives Donnelly and Wiltshire as reviewers is as much ironic as it is opportunistic. The Coalition is trying to take the high moral ground while at the same time using their perceived mandate to meddle politically in an area that, god forbid, should be left completely to the experts. It’s time politicians gave educators the same respect afforded to doctors, lawyers, biochemists and the many other professionals whose expertise isn’t consistently called into question at the behest of Canberra’s ideologues. n
PAC
PAC responsibilities and resource allocation in a school AEU Industrial Coordinator Leah York says resource information must be made available for PACs to be effective
T
he November 2013 issue of the AEU Journal outlined the workload rights and entitlements, and consultation and decision-making processes that are clearly stipulated in the South Australian School and Preschool Education Staff Enterprise Agreement 2012 and the PAC Handbook 2013 Edition. This article looks at the resourcing and associated provision of relevant information to be used as part of that consultation and decision-making process. These provisions are approved by the Industrial Relations Commission of South Australia, and are legally enforceable under the Fair Work Act (SA) 1994.
Provision of information The PAC must be provided with information sufficient for genuine consultation including information about the funding provided to the school. The information is detailed at page 11 of the PAC Handbook.
Obtaining and using financial information Despite these requirements, in a number of matters and disputes that the AEU has raised with DECD since the implementation of the Student Centred Funding Model (SCFM), it is clear that ‘information sufficient for genuine consultation’ is difficult, if not impossible, to obtain and/or decipher. For example, in a dispute with regard to workload implications of the TfEL implementation, DECD provided the AEU with a response that states ‘schools had flexibility in how they used the resources for implementation’, then states the following: • “The Minister has approved the extension for a further four years of approximately $12.4M per annum for the Primary Maths and Science strategy. This comprises the primary implementation team, cash grants to schools. The Scientist and Mathematician in residence programs, program coordination, materials development and so forth.
• Teaching and Learning Services has reallocated significant internal resources to meet policy and implementation support priorities that include the TfEL portfolio. • An additional $2m per annum has been allocated for the secondary implementation team until December 2017. • There are an additional two pupil free days per year until the end of 2017.” [DECD letter dated 19.12.13 in response to TfEL clause 3.1 dispute notified by the AEU] The response is silent on how this information was, or will be, provided to individual sites so that the requirements of ‘sharing of information’ for genuine consultation can be met. Clearly, this type of response is unhelpful to effective PAC operation and detracts from efficient use of resourcing. Unfortunately, it may also lead to conflict in sites where concerns around workload are at issue. The AEU has requested the provision of clear and specific information to sites to ensure transparency and accountability in the use of allocated resourcing. Similarly, unless externally funded i.e. not as part of a ‘school’s fixed resources’, school leader positions that are advertised ‘across partnerships’ are funded by the schools within the partnership. Of course, the consequence of using a school’s resourcing to fund such positions is the ability to which the PAC can properly and transparently carry out its functions under the Enterprise Agreement. These responsibilities include: • Clause 3.5.9: Functions and role of the PAC, where the Principal will in all cases, except where it is not practicable because of the nature or urgency of the matter, work in partnership with the PAC at a school • Clause 5.2: Maximum face-to-face teaching for classifications of teachers and Band B leaders in schools and minimum NIT for teachers • Clause 5.2.13: Consultation with the PAC in relation to ‘other duties’ – equitable distribution, relative importance,
time taken, range and frequency, the classification, qualifications, training and experience of the teacher, and appropriate level of NIT • Clause 5.3: Class sizes, in particular, clause 5.3.3 which states, ‘In this context, and within the fixed resources provided to schools and the physical facilities, class size should be planned on the minimum number of students possible’ • Schedule 5 provisions which require a process in partnership with the PAC in relation to schools electing to advertise or negotiate Band B positions with specified face-to-face teaching time less than that specified in clauses 5.2.9 and 5.2.10 of the Enterprise Agreement. Furthermore, the Full Bench of the Industrial Relations Commission stated in the previously arbitrated decision that, “We envisage a clause that makes it entirely clear that the PAC is a partner in decisions concerning the allocation of resources where changes to the status quo are concerned.” This underlying principle makes it clear that the allocation of resources in a school is subject to the consultative, information sharing and decision-making processes required of the PAC pursuant to the Enterprise Agreement. In the above TfEL and ‘across partnership’ examples, and in a range of situations where ‘new initiatives’ may be introduced, it is crucial for the proper consultative processes and sharing of information to occur in order that the industrial requirements of the PAC are met. All PAC members must ensure they have all the necessary information available to them to facilitate genuine consultation. It would be prudent for schools to request from DECD the provision of clear and transparent financial information in order to ensure that the industrial entitlements of employees and the consultative and decision-making processes of the PAC, pursuant to the Enterprise Agreement and other n industrial instruments, are upheld. 15
TAFE
Singing to the corporate tune – TAFE cutting the Arts
1 Former Noarlunga
TAFE music student Abbey Howlett and The Golden Realm perform at the Adelaide Fringe
Private providers are laughing all the way to the bank while TAFE staff are laid off and courses close. It doesn’t matter that TAFE has lost in excess of 300 staff; it’s becoming more efficient. It’s not an issue that courses are shutting down; there will soon be “centres of excellence”. Don’t worry if fees are going up; university costs a lot too. Don’t fret about private providers getting more government funding; TAFE’s share is still bigger, for now. And please don’t campaign online; the election is soon, you know. Really, do the pollies that offloaded responsibility of running TAFE to a statutory board think we’re buying the spin? We’ve heard it all before, you see. “There are protections in place in South Australia.” “Skills for All will move our business model forward.” “Competition will be great for TAFE.” And the rhetoric goes on. Sadly, that’s all it is, rhetoric, spin and weasel words, indeed. The fact is that the share of government funding available to private providers through the State
Government’s Skills for All regime has increased markedly since its inception. According to the most recent Productivity Commission figures, 74 percent of SA government funding is now open to competition, the highest in the nation. While cuts are happening across TAFE, the Arts, as usual, are among the first casualties. Recently, the ABC were called by students from Noarlunga TAFE who told breakfast radio presenters Matt & Dave how their highly regarded course would be moving to a new “centre of excellence”, at Salisbury! TAFE presents… the Holden Workers’ Big Band. The students’ calls were in response to staff at the long-established Noarlunga campus being told they will be “teaching out” current students until the end of the year and taking no further enrolments. No consultation, just a short communiqué in late December containing little detail.
Students who had successfully enrolled for 2014 received similar correspondence. Emily Retsas is one of the students who called in to the ABC to protest the course’s closure. Having completed a Certificate 3 in Music (Contemporary) in 2013, she would have continued on if not for the closure at Noarlunga. “I organised a meeting of 30-40 students when we heard about the closure. Like me, most of them couldn’t even contemplate making the four hour return trip to Salisbury,” she says. “I originally enrolled in the course at Noarlunga TAFE because it came highly recommended by contacts in the music industry. I’m now gigging regularly playing bass guitar in five bands,” says Emily. “I don’t understand why, at a time when the State Government is actually trying to rejuvenate the live music industry, such a valuable course would be closed down. It doesn’t make sense,” she adds. McLaren Vale Singing Gallery owner Cathy Townsend says the closure of the course is devastating for the southern vales region. This part of South Australia is very arts focused. There are a lot of visual artists and musicians down here. “My own daughter studied the course at Noarlunga twenty years ago and has gone on to have a fabulous music career in both teaching and live music. My husband and I have both completed the studio recording unit and I can’t speak more highly of the way the whole course is run.” Wirreanda High School music teacher Kadri Auvaart facilitates Certificate 3 in music for students all over the Adelaide region and says the closure of the course is a massive loss for students in the south. “I’ve had phone calls from a number of students who had auditioned for the Noarlunga music course and will not be able to make the trip to Salisbury due to the distance, part-time work commitments and so on. The closure will also impact on the viability of my course; students rely on the TAFE pathway to further their study at Certificate 4 and Diploma level,” she says. The cuts at Noarlunga appear to be the thin end of a very big wedge in TAFE. It’s incumbent on the government to take swift action to reverse the decline of our public VET provider, or risk losing more local talent to other states where opportunities are vast. n
Go to the AEU website to find out how Mt Barker TAFE is losing a highly regarded visual arts course:
8: www.aeusa.asn.au/news.html 16
Indigenous Focus
Fire Sparks
your involvement to keep the fire burning and spark interest and provide information, direct from our mouths to yours.
The AEU Journal is proud to announce this new regular column written by and for Aboriginal and Torres Strait Islander members.
Get Involved
‘‘
Let’s use this page to spread the word. I urge you to contact us to become involved in any way, shape or form. I know we are all super busy with work and families, however, to make this page a success we need to hear from you all. Let’s openly and honestly discuss issues, table our concerns, spread the solutions and stand united for a better future for our children and future generations to come.
1 Kelli Owen (left) with daughter Takari
M
urray Bridge/Malleebased teacher Kelli Owen, one of the key AEU members to launch this idea, describes what it means to her. Connecting with others, yarning about our students, listening to their stories and fullas yanun1), dreaming and celebrating a brighter future for our next generation are all things that grab my attention. How about you? Being a Nunga2) teacher, linking with others to share information, successes, challenges and having a network of support as we share our unified journey is something I’d love to tap into. I’ve asked around and there are a few Aboriginal contacts at the union. I’ve also found some great resources and have been given links for specific programs targeting our mob here in SA. But I wonder if you find it difficult to link into these? Or maybe you have been flagged as the “guru” of all Aboriginal issues, and are feeling weighed down with that responsibility? Either way, wouldn’t you like to have a network where we can share, discuss these treasures and traps at your own leisure? I would, and that’s why I’m talking with you now.
‘‘
The spark Being an AEU member has given me access to great training and information that I can use in my workplace and community, and I’ve met some pretty awesome people along the way. During the 2013 AEU Women’s Conference in Melbourne, I was chatting with other AEU members who also thought that having a regular column in the AEU Journal would be a great start. I had ideas running round my mind, possible stories and people to connect with. I started writing notes and passing them back and forth between Wendy Baldwin (Aboriginal rep) and Elisa Resce (AEU Executive member). Talk about a fire in the belly! So many ideas, thoughts, questions; I think the real thought was, how can we spread the word and involve everyone in this journey? This is the beginning, an opportunity to work together to share anything we want that’s relevant to Indigenous Education in Australia, SA and locally. Do you think you’d like to be involved? Write in? Ask questions? Email us about what’s happening in your school, region or classroom? Perhaps you’d just like to yarn about it and share the word with others who may? We are looking for
Kelli Owen is a mother of four children aged 23, 18, 12 and 10. Her Aboriginal heritage comes from her grandfather Kaurna/Nurrunga/Buandig and her grandmother Ngarrindjeri/Ngadjuri. She works as an Aboriginal Education Teacher and Language Teacher in the Murray Mallee Cluster. She enjoys spending time with family, connecting with country and teaching her children how to have respectful fun on their journey in life. The Fire Sparks name has a combined meaning. Fire represents the message that fire brings at all different levels; environmental renewal, warmth, protection, light and cultural significance to our people. Sparks is the symbolic representation of fire sparks that shoot out of the fire and raises interest, conversations, freedom, celebration, enthusiasm, unity and mateship. The logo, designed by Takari Owen, signifies Australia being protected by the Creation Serpent and coming together as a nation. The sun represents how bright we are becoming as a nation, the earth tone colours have been used to represent Mother Earth and our connection to our country. The footprints symbolise all the people across Australia and how we travelled in the past and present. n 1)talking. 2)Or Nulla, Koorie, Murri, Noongar, Anangu…
To get involved email us at:
8: journal@aeusa.asn.au 17
International Women’s Day 2014
Upcoming Ev ents
Running Head Women’s Focus
UN WOMEN’s BREAKFAST
Crazy about WILD
Fri 7 March | 6.30am start
With nominations now open for the 2014 WILD course (see column right), two past participants share their experience of WILD – a program designed by women for women
Open to: All Women Members Adelaide Convention Centre North Terrace This breakfast is an annual event hosted by Senator Penny Wong. Sonia Feldhoff from ABC 891 radio will MC the breakfast. Guest Speaker: Dr Gill Hicks MBE FRSA. Members interested in attending this breakfast can contact Meredith Boyle at E: Meredith.Boyle@aph.gov.au
IWD March Fri 7 March | 5.30pm Open to: Everyone Gather at the library lawns on North Terrace. March along North Tce, along Pultney St. and then down Rundle St. ending in the space beside The Exeter Hotel.
See you there – in your green, purple and white t-shirts with signs, banners, pots, pans and whistles! Let’s make some noise!!!
Jean Pavy Awards
Thurs 13 March | 5.30pm Open to: Everyone AEU: First floor Conference Room 163 Greenhill Road, Parkside The Jean Pavy Award is presented annually by the AEU (SA Branch) in March since 1995, to acknowledge the achievements of South Australian public school students who receive a Merit in SACE Stage II Women’s Studies. Successful students are honored at this award ceremony as are the teachers to the success of these students. The work and life of Jean Pavy – an active campaigner for public education, equal pay and women’s rights – is also celebrated at the ceremony. If you are interested in attending contact Tish Champion (details below). For further info or to RSVP contact: Tish Champion | AEU Women’s Officer
T: 8272 1399 E: tchampion@aeusa.asn.au
Ann Clarke Teacher | Seaton HS I’ve never really been super comfortable about calling myself a feminist. Don’t get me wrong, I’m all for equality and really get quite mad if someone attributes any weakness I may have to my gender. But the word ‘feminist’ worried me. So when I was encouraged to do the WILD program, I was a little hesitant. I wasn’t sure whether or not I should take a spare bra in case there was some sort of burning ritual. Luckily, there wasn’t even a bra charring, let alone a burning.
Penny Karatzovalis Teacher | Brighton PS The AEU offers members fabulous training and development opportunities, so when WILD nominations were called for in 2013, I was really keen to put my name forward. WILD training allowed me to meet and work with female educators from preschool, schools, and TAFE in a really supportive environment. We were able to stay in touch throughout the course via an online forum. WILD participants could post questions, comments and so on through the WILD Moodle. As well as developing leadership skills, the WILD course allowed me to learn more about the function of the AEU and to learn about the active role I
Check out our Women’s Focus online 18
It was great to spend time with a like minded group of people who all shared their experiences openly and willingly. Sure, we talked about feminist issues, but there was no ‘rah rah rah’ – just good, thoughtful, moving, and, at times, funny discussions. The group who attended with me was a really diverse group – age, experience, position, ethnic background. All different, all unique – but we all managed to find things in common, and by the end of the course we were all friends. I always jump at the chance to attend anything that the AEU has to offer. The chance to understand the system that we work in and to be a part of making that system work better is incredible, and well worth anyone’s time. I still don’t call myself a feminist, but I don’t flinch at the word anymore. n can play as a union member. WILD has better prepared me for my role as a Sub-branch Secretary, as an advocate, and a mentor. It’s also helped me develop my personal interest in activism and campaigning for public education. Participating in the WILD course is a four-day commitment of training over the whole year, and the rewards are many. All the WILD women who graduated last year made personal gains through their participation in the course. For me the WILD course helped me to establish contacts with like-minded women, participate in assertiveness training and develop my public speaking skills. A highlight was joining in with other WILD women past and present to campaign for public education. Thanks to the WILD training I felt well supported and well prepared when taking on the challenge of speaking at a rally to show that I GIVE A GONSKI. The WILD n course was extremely worthwhile.
8: www.aeusa.asn.au/interest_women.html
WILD Nominations 2014
AEU Election Notice
WILD: Women in Leadership Development
Australian Education Union | SA Branch
Election Notice Nominations are called to fill the following positions on AEU Committees.
Are you interested in participating in a program that will build your leadership skills and knowledge? Do you see a future in union leadership? Nominate for WILD 2014. The Women in Leadership Development (WILD) course was initiated by AEUSA in 2011 and now also runs in Victoria, WA and Tasmania. The program is designed to support the development of women members as leaders within the union. It is a fantastic opportunity for women members to learn about the AEU, to network, and develop leadership skills. It targets AEU members in South Australia who hold a union position such as Workplace Representative, Sub-branch Secretary, Council delegate, Executive member, Women’s Contact Officer, School Services Contact officer, or an elected position on an AEU standing or consultative committee. Program participants undertake four days of training in Adelaide, with funding for back-fill, country travel, accommodation and course materials, online activities and access to an online support network. To complement the course there are mentoring and other leadership professional development opportunities. The learning will be fun and informative, and most importantly, relevant to personal union leadership development goals. The course focuses on: • Understanding self and leadership • Models of Leadership for Women Union Leaders • Collective Power and Influence • Union Leadership and Change • Strategic Planning Please note: It is an expectation that participants attend and actively participate in all program activities.
Legal Defence Appeals Committee The Legal Defence Appeals Committee determines appeals arising from the Union’s Legal Defence Rules. Four positions for a term of office ending March 2015. Nominees must be 2014 Branch Council Delegates who are not members of Branch Executive.
Administrative Officer Review Committees Administrative Officer Review Committees consider applications for Administrative Officer vacancies and recommend preferred candidates for appointment. Four female and four male positions for a term of office ending March 2015. Nominees must be 2014 Branch Council Delegates.
Curriculum and Professional Development Management Committee The Committee is responsible for policy development in relation to curriculum and professional issues and oversees the AEU professional development program. Three vacancies for a member from the General Division, one of whom must be an SSO, for a term of office ending March 2016.
Standing Committees: Finance: The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis. Two female positions for 2 years ending December 2015 One male position for 2 years ending December 2015
Consultative Committees: Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All positions are for a one year term of office ending December 2014.
Status of Women – 3 positions. Women members from all membership sectors and classifications.
Aboriginal Education Consultative Committee – 3 positions. Indigenous members from all membership sectors and classifications.
Contract and TRT – 7 positions. Unemployed, Contract and TRT members.
Early Childhood – 7 positions (a majority of whom shall be Children’s Services Act employees). Members working in Early Childhood Education.
Lesbian, Gay, Bisexual, Transgender & Intersex (LGBTI) – 9 positions.
Dates for face-to-face sessions
All membership sectors and classifications.
• Monday 5 & Tuesday 6 May • Friday 8 August • Thursday 30 October
Closing Date: Nominations for these Committee vacancies must reach the Returning Officer, 163 Greenhill Road, Parkside 5063, no later than 12.00 noon on Thursday, 20 March 2014. A nomination form is available at: www.aeusa.asn.au/nomination.pdf and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.
If you see yourself as a future leader and would like to nominate for this program, please email:
Election Procedure:
: training@aeusa.asn.au 8 or call Lynn Hall or Tish Champion on
Ballots for contested positions will be conducted at Branch Council on Saturday 22 March 2014.
8272 1399. Nominations close
Monday 24 March 2014.
n
Peter Norman Returning Officer
19
Running Vice President’s Head Report
sustainability
New role, similar challenges
Fighting for the photocopier
I am writing this column from the perspective of my recent election to the position of Vice President of the AEU SA Branch. After some 20 years as an Organiser with Early Childhood focus and Lead Organiser I am pleased to be continuing my work for members from a leadership position. Early Childhood continues to form a significant part of my responsibilities and while some wins were achieved for our preschool members in 2013 as a result of the workload campaign which engaged members in a range of activities, there is still more to be done as members continue to be challenged by immense change in the sector brought about by state and federal governments. Our new Early Childhood Consultative Committee will meet soon to identify ongoing issues and plan the next stages of the campaign for this year. Members in schools are also experiencing the effects of the implementation of the Same First Day policy for the first time this year. The AEU will be monitoring the impact of the enrolment of children as young as four years eight months in reception classes. In addition to Early Childhood, my areas of responsibility include Country Conditions, New Educators, Curriculum and Professional Development, Overseas Trained Teachers and Workplace Health and Safety. These areas will provide me with opportunities to work with members across a range of diverse and intersecting sectors through our Consultative and Standing Committee structures. The implementation of the Australian Curriculum continues to raise issues for members and now takes on a new dynamic since the announcement by federal Education Minister Pyne that the government plans to undertake a review of the content of some of the subject areas already in place in our schools (see article p.15). I look forward to the challenges that these and other areas will pose as we work together in the development of policy and the identification of those areas which will require consideration in the development of our claim for the next round of enterprise bargaining.
How “going green” can save your school money says Elisa Resce
Howard Spreadbury 20
T
he clock is ticking, and you curse your decision to drop by the staffroom to grab a final coffee before class. Three people are already ahead of you, photocopying as if their life depends on it; the machine has already run out of paper once, jammed twice, and beeped infuriatingly more times than you can count. Phew…the PE teacher’s done. It’s looking good; the Science teacher only has one copy to run off. You may make it after all! Just when you think you’re home free, you see her. The English teacher. And she has just inserted a 16-page booklet into the photocopier’s feeder. Double sided. Stapled. For a class of 24. If you have ever experienced this, I am eternally sorry. Because for many years, I was that English teacher. And I absolutely loved photocopying. Handouts of poems, song lyrics, short stories, and essays fly through my hands as I enthusiastically entrust them to my students, hoping that they too will be moved, as I have. But over the years I have sadly come to realise that those handouts weren’t cherished by my students forever, in fact more likely they had been unceremoniously thrown into the bin. And it feels like such a waste. I won’t say wasting my time; just because my handouts weren’t valued doesn’t mean that the information wasn’t. But it certainly was a waste of paper. For all my preaching about care for the environment and sustainability, my practice hasn’t been very good – especially when it comes to paper. The realisation has prompted me to change my habits and be more aware of the school’s practices. What is disappointing and disturbing though, is that policies to curb waste and use resources more wisely aren’t exactly on the political agenda. If the Liberal’s policies on environmental science are anything to go by, how we use the earth’s finite resources comes second (or third, or fourth) to the Australian economy; a short-sighted approach to a potentially long term problem. As educators, we understand the
importance of encouraging each generation to value the resources we have, and we have enormous power to teach children positive habits in these areas. But teaching without practicing has very limited effectiveness. If we change our practices and use our natural resources wisely, we will be doing more than just caring for our environment. In today’s money-focused culture, we may be surprised at how much money we can save; money that is much better spent on human resources. And this may just be the argument that convinces us to take action.
WE WANT YOU! This year, we will be looking for schools that are taking sustainability and saving (both the environment and money) into their own hands with innovative ideas and practices. So if you have brilliant ideas and practices to save natural resources, or if you know someone who does, or if you’d like to take up the challenge, we’d love to hear from you! Contact us per email at:
journal@aeusa.asn.au
BOTH GREENS MATTER 1 handout, double sided $0.20 for 24 students $4.80 twice a week $9.60 For 5 classes $48.00 Per a 10 week term $480.00 For one year $1,920.00 By 30 staff $57,600.00 or seven trees 5
1 The above mathematical/scientific
estimates were completed by an English teacher. How’d we do? Feel free to steal this exercise and have your classes check it for us! n
AEU Training and Development Program 2014
U ni o n E ducati o n C o urses 2 0 1 4 Day 1: Mon 3 Mar Day 2: Tues 4 Mar
9:15am – 3:30pm 9:15am – 3:30pm
New Country Workplace Reps This 2-day course is designed to build and strengthen the sub-branch and assist members to work together to resolve workplace issues effectively through various decision making structures and consultative processes. Open to: All AEU members working in country sites who have not attended AEU 2-day union education courses. Support: Relief, country travel and accommodation.
Day 1: Thurs 13 Mar 9:15am – 3.30pm Day 2: Fri 14 Mar 9:15am – 3.30pm Day 3: Thurs 29 May 9:15am – 3.30pm
New Workplace Reps Course 1 A 3-day split course designed to build and strengthen the sub-branch and assist members to work together to resolve workplace issues effectively through various decision making structures and consultative processes. Participants will also apply the new Agreement and the new PAC procedures to their work situations. The final day will focus on resolving issues through formal grievance procedures. Open to: AEU reps who have not attended AEU 2-day union education courses. Strongly recommended for newly elected workplace reps/SBS and WOC members. Support: Relief, country travel and accommodation.
Tues 18 Mar
9:15am – 3:30pm
New Workplace Reps Course [Marla] This 1-day course is designed to build and strengthen the sub-branch and assist members to work together to resolve workplace issues effectively through various decision making structures and consultative processes. Open to: All AEU members working in sites at/near Marla who have not attended any AEU 2-day union education courses. Support: Relief funding, accommodation & travel support.
19 Mar, 7 May, 21 May, 5 June, 17 June, 8 July, 13 Aug, 28 Aug, 12 Sep, 6 Nov
AEU/DECD Personnel Advisory Committee [PAC] Training The AEU strongly recommends that all members of the PAC, including principals, AEU representatives, equal opportunity and non-teaching staff representatives who did
not complete the update or full training in 2013, register for PAC training. In 2013 there were significant changes that will affect the PAC. Book Online: www.decd.sa.gov.au/hrstaff/
Day 1: Mon 24 Mar 9:15am – 3.30pm Day 2: Tues 25 Mar 9:15am – 3.30pm Day 3: Mon 2 June 9:15am – 3.30pm
New Workplace Reps Course 2 A 3-day split course designed to build and strengthen the sub-branch and assist members to work together to resolve workplace issues effectively through various decision making structures and consultative processes. Participants will also apply the new Agreement and the new PAC procedures to their work situations. The final day will focus on resolving issues through formal grievance procedures. Open to: AEU reps who have not attended AEU 2-day union education courses. Strongly recommended for newly elected workplace reps/SBS and WOC members. Support: Relief, country travel and accommodation.
Day 1: Tues 15 Apr 9:15am – 4:00pm Day 2: Wed 16 Apr 9:15am – 4:00pm Day 3: Thurs 17 Apr 9:15am – 4:00pm
Conflict Resolution through Mediation A high demand 3-day course facilitated by Professor Dale Bagshaw and practising mediators covering the theory and practice of mediation. It is essential that participants attend all three days. Open to: All educators, particularly those in leadership positions. Cost: AEU Members $110: Non-members $330 incl. GST
Day 1: Mon 5 May Day 2: Tues 6 May Day 3: Fri 8 Aug Day 4: Thurs 30 Oct
9:15am – 4:00pm 9:15am – 4:00pm 9:15am – 4:00pm 9:15am – 4:00pm
Fri 30 May
9:15am – 3:30pm
Formal Meetings and Public Speaking Workshop A 1-day course to develop members’ confidence in decision-making forums. Meeting procedures assertive communication and public speaking are covered in a practical workshop format. Open to: All AEU members Support: Relief, country travel and accommodation.
Mon 11 Aug
9:15am – 3:30pm
AEU Contact Officer Training Women and Non-teaching staff A 1-day course for members on the role of the AEU Women’s Contact Officer and the SSO/Non-teaching Staff Contact officer on how they can best support members in their workplace. Participants will also better understand their role and conditions of work. Open to: All AEU contact officers (Women and Non- teaching staff) who have not attended this course recently. Support: Relief, country travel and accommodation.
‘14
* Upcoming Event
New Educators’ State Conference Fri. 4 April
9.15am – 4.00pm
Women in Leadership Development [WILD]
9.15am – 2.00pm
Program participants undertake four days of training. It is an expectation that participants attend and actively participate in all program activities. The AEU Women in Leadership Development program has been running since 2011. Its focus is on AEU members who hold an elected position in their sub-branch or in the AEU’s decision-making structure. There is a selection process. If you are
A 2-day conference for new teachers featuring workshops on current issues and classroom management.
For further info on any of the above events and courses: email Saniya Sidhwani on
8: www.aeusa.asn.au>events & courses
To register go to
interested in participating in this program please contact Lynn Hall or Tish Champion on: E: training@aeusa.asn.au or P: 8272 1399 Open to: All women educators. Support: Relief, country travel and accommodation.
Sat. 5 April
Open to: Only financial AEU members in their first 3-years of teaching. To register or for further info follow the links (below) 5
8: training@aeusa.asn.au 21
Council Dates for 2013
NOTICE BOARD
Branch Council Meetings
Seeking promotion?
Upcoming dates for 2014 are:
Saturday, March 22 Saturday, May 31 Saturday, August 23 Saturday, November 22
TAFE Divisional Council Meetings Upcoming dates for 2014 are:
Friday, March 14 Friday, May 23 Friday, August 15 Friday, November 14
Rule change proposal
PROPOSALS TO AMEND AEU (SA BRANCH) RULES Branch Rule 42 grants Branch Council the power to amend the rules of the union. Proposed rule changes are required to be published in the AEU Journal two months prior to the Branch Council meeting at which they will be considered. Two proposals to amend the rules of the union will be considered by Branch Council on 31 May 2014. The Fair Work Commission has advised that AEU (SA Branch) Rules are deficient in not specifying a “strike date” to establish the Delegate and Alternate Delegate entitlement of an Area, and of the TAFE Division, to Branch Council. The union’s rules are similarly deficient in not specifying a “strike date” for the election of sub-branch Delegates to TAFE Divisional Council. The proposed rule changes will confirm current practice. PROPOSAL 1: Amend Branch Rule 4 – BRANCH COUNCIL – COMPOSITION by inserting new Rule 4(2)(c). “For the purposes of this rule, the number of members assigned to an Area or Division shall be the number of financial members of the Branch assigned to the Area or Division on 31 October in the previous year.” PROPOSAL 2: Amend Branch Rule 24 – COMPOSITION OF THE TAFE DIVISIONAL COUNCIL by inserting new Rule 24(1)(c) “For the purposes of this rule, the number of members assigned to a subbranch shall be the number of financial members of the Branch assigned to the sub-branch on 31 October in the previous year.” 22
Aspiring Principals, DPs, Senior Leaders, Coordinators
Announcing our new
follow the AEU at: http://twitter.com /aeusa
1800RESPECT National counselling helpline, information and support 24/7 • Are you experiencing sexual assault or domestic and family violence? • Seeking to support someone who is? • We can help. Call:
1800 737 732 or
go to: www.1800respect.org.au and connect to a councillor online
$135
ONLINE PACKAGE
FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools Full school site licence $399 Tailored to DECD’s NEW MERIT SELECTION processes, this detailed 65 page booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare for a powerful interview performance! Available for immediate download at:
www.teachers–resumes.com.au WE ALSO PROVIDE INDIVIDUAL ASSISTANCE
Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers since 1990. ABN: 40 833 718 673
SALARY INCREASE & SUBSCRIPTION ADJUSTMENT AEU subscription rates were adjusted to reflect the DECD and TAFE Enterprise Agreement salary increase from the first pay period on or after the 1 October 2013. Please advise AEU Membership staff of any change to your classification, fraction of time, workplace or home address by phone: 8272 1399, fax: 8373 1254 or email: updates@aeusa.asn.au
AEU Journal is carbon neutral If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing: journal@aeusa.asn.au
The AEU Journal is online at: www.aeusa.asn.au/journals.html
Are you up-to-date Online? We need your preferred
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Email to
or call Membership on: 8272
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NOTICE BOARD
Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal. Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession. Kensington Town House: Quiet, private, comfortable 2 BR with QB’s. 5-min stroll to historic Rising Sun, Robin Hood, short walk to Parade and great parks. BBQ, fully equipped, all linen supplied. From $130/night. T: 0407 744820 E: dover.farm@bigpond.com
SECOND VALLEY HOLIDAY HSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches. 5-min. walk to the jetty. Relax for wkend or longer. T: 0407654464 E: arthur1966.dellas@gmail.com
GOOLWA HOLIDAY HOUSE 15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night. T: 0403 841 031 E: leonday@adam.com.au
HOUSE FOR SALE:
3 BRs in Elliston, Eyre Peninsula. Walking distance to shops, school and beach $220,000 o.n.o. T: 8687 9178 or M: 0428 879178
STRESS, WEIGHT, HABITS?– RELAX! Hypnotherapy, Counsel-
ling, NLP, Relationships, Career, Smoking, Anxiety, Performance, etc. 15% Discount AEU Members. Reg Chapman: T: 0419 829 378 E: nlpchanges.com.au for sale: House on Esplanade at Elliston - great town on west coast. T: 0435 489 429
STREAKY BAY HOLIDAY HSE:
5-min walk to beach, in town, close to shops. Sleeps 13. Fish & boat facilities. New bath & kit; BBQ entertaining area and private spa suite avail. Starting rate $140 p/ night. T: (08) 8626 1539 E: ascaines@hotmail.com
SAIT Conveyancers
We offer AEU members: Free advice on real estate queries. Expert advice and professional experience with: • Mortgages, • Private Contract Transfers, • Strata Plan and Plan of Division Lodgments, • Caveats, Discharges of Mortgages, • All facets of conveyancing work. If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.
Contact us on:
Anne Walker
(: (08) 8410 6788
Simon Willcox
8410 6799 Email: anne@saitconveyancers.com.au SAIT Conveyancers
Fax: (08)
located at Credit Union SA
Level 3, 400 King William Street, Adelaide, SA 5000
The Mobile Muso Mechanic
Kingston Near Robe:
The long break is looming, I’ll come to you – and setup/repair, restring your guitar/bass and even tackle simple amp maintenance. This new service is also available for school music rooms. Frank Lang: T: 8248 0824
2-story on 22 kms of stunning beach stretching down to wineries. Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min. 4-nights. T: 0402 922 445 (Judy)
New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location. T: 0400 303 300 (Ian) E: ir211057@internode.on.net
with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge. T: David Connell – 02 8885 4620 or Lyn Rowe – 0403 594 406 www.brtoutback.com.au
OUTBACK TAGALONG TOURS Victor Harbor Holiday Hse: Guided tours in your 4 wheel drive,
Children’s Book Sale Hundreds of novels to suit 6-16 non-fiction books, picture books, a complete Wildlife Fact File set & more. Most titles are advertised on Gumtree, or will be soon (located at Marino). For more info call Chris on T: 0408 689 235 for sale: Ford Fiesta 2008, 58,000km, great condition, economical and sporty. – $9,200 o.n.o. T: 0435 489 429
for sale: Crows premiership captain Mark Bickley signed new sherrin football – $300. T: 0435 489 429
Giveaway: Classic children’s swing set with slide. Suit ages 3-7. Easy assembly. T: 0413 408 772
Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:
journal@aeusa.asn.au
AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)? Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with The Walking Federation of SA. We walk in conservation parks, national parks and forestry reserves within the Mount Lofty Ranges and Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within South Australia or Victoria.
If you are interested in finding out more about our walking group, you are invited to contact: our Secretary, Roger Tagg email: rogertag@internode.on.net or our Convener: Tony Nichol T: 8396 1682
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