AEU Journal Vol. 41 No. 4 | June 2009 by Australian Education Union (SA Branch)

Official publication of the Australian Education Union (SA Branch)

Vol 41 I No.4

June 2009

AEUJOURNAL SA Public Education Day 2009: Celebrating our Success!

INSIDE THIS ISSUE N

Fair Work Act

Education Works

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FPERAT E SUI D RE N ST’S VIEW

AEU JOURNAL

Public Education Day 2009: Celebrating our Success!

Space Odyssey page 13 Birdwood High student Olias Bartel heads to the United States.

Australian Education Union | SA Branch Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer Graphic Designer: Jo Frost AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. AEU Journal 2009 Dates Deadline Publication date #5 July 24 August 12 #6 August 28 September 16 #7

October 16

November 4

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Printing: Finsbury Green Printing Illustrations: Simon Kneebone

Public Education Day 2009

Fair Work Act

page 12 Schools around South Australia celebrate the day with an apple for the teacher.

page 14 Does Labor’s new IR policy live up to its name?

Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

L E T T E R S TO T H E E D I TO R

TOP LETTER

*Winner of TOP LETTER!

Dear Editor, I was surprised to see the crowd of AEU activists in the news footage on Channel Seven news recently. For a minute I thought the orders on industrial action might have been lifted. Alas, I was mistaken. Nonetheless, the site of AEU flags waving on the streets had grabbed my attention. As the newsreader report continued, I was shocked to hear that Adelaide construction worker, Ark Tribe, might be sentenced to six months imprisonment for simply refusing to attend an interview with the Australian Building and Construction Commission (ABCC).

become applicable to unions across the board. Julia Gillard, a one-time trade union supporter, made it quite clear at the recent ACTU Congress that “the unions”, like a small irritating child, are to be seen and not heard. She almost ordered trade unionists to stop wasting time lobbying politicians in parliament and to promote the Federal Government’s new Fair Work Act to workers on the job. These aren’t the actions of worker friendly government. On the contrary, the Rudd/Gillard leadership is doing it’s

utmost to distance themselves from the trade union movement – and stick the boot in while they’re at it. As an active union member and supporter of the rights of all working people, I commend the AEU for backing the campaign to free Ark Tribe. His fight is our fight. It’s time for one law for all. Well done Ark Tribe, you represent us all when you fight for your rights at work. I

Derek Burke Wynn Vale PS

I had heard something about this so-called government “watchdog” before but was unaware that the penalties for carrying out what most trade unionists would consider everyday union activity, were so extreme. Six months in prison for not wanting to reveal what was said in a union meeting – this is the outrageous punishment staring Ark Tribe in the face. So much for the right to silence! While these undemocratic and repressive laws are directed, at this point in time, at building industry workers, we must not be fooled into thinking a similar raft of laws to those prosecuted by the ABCC could not

1 The Eureka Flag was signed by those present at Ark Tribe’s recent court hearing

The AEU Journal welcomes all letters. Top letter each issue WINS two bottles of wine.

journal@aeusa.asn.au 3

WORKERS’ RIGHTS

Adelaide building worker faces jail The Federal Government’s industrial watchdog is attacking workers’ rights

Ark Tribe is a construction worker from South Australia and is facing six months in jail. He has been charged with not attending an interview with the Australian Building and Construction Commission (ABCC). Ark was working on the Flinders University site in Adelaide. Conditions were so bad that workers drew up a petition calling for safety improvements, on a hand-towel. It took an intervention by the union and the state

government safety regulator to get the most pressing problems fixed and finally, after several days, things began to get back on track. One by one, workers from the site were called before the ABCC. The penalties for those who don’t cooperate with ABCC investigations are frightening - fines of up to $22,000 for things like stopping work to make sure workers are safe and jail for up to six months if you don’t answer their questions. Even the police don’t have the powers the ABCC have. In Ark’s words, “If I’ve done something wrong, I’m prepared to cop it, but I won’t be treated unfairly.” We need to get the Rudd Labor Government to get rid of these laws, before another construction worker faces jail. On Tuesday 9 June, Ark Tribe fronted up to the Elizabeth Magistrates Court to face the charges against him. Outside the court , construction workers taking their RDOs were joined by members of the Transport Workers

Union, the LHMU, both education unions – the AEU and IEU – the Nurses’ Federation, and the Australian Manufactuing Workers Union. Construction union (CFMEU) State Secretary Martin O’Malley addressed the gathering, warning that the powers of the ABCC were a danger to all working people. “There’s one set of laws for workers in the construction industry, and one set for everyone else,” observed O’Malley. “They say they’ve drawn a circle around our industry, but the circle can be widened at any time to include other groups of workers. This is how things started in Nazi Germany,” he added. He then introduced Tribe, describing him as “just a construction worker who wants to go to work each day and do his job.” AEU President Correna Haythorpe was at the rally and said that the AEU is supporting Ark Tribe and the broader movement to abolish the ABCC and its powers. “These laws are very unjust, they are an attack on the rights of all workers and we stand by Ark in his fight to seek justice and in terms of the removal of these laws.” The case against Ark Tribe has been adjourned until August 11. I You can keep up-to-date on the case and support the campaign to abolish the ABCC by subscribing to email updates at:

www.arkstribe.org.au

AEU PRESIDENT’S VIEW

SS O W E E K 2 0 0 9

Arbitration Update

SSO Week ‘09 20 – 24 July

Arbitration is set to begin on July 14.

We need all SSO members to commit to the campaign efforts if we are to effect positive change. We urge SSO members to take part in this activity and to promote in their workplaces.

ARE YOU ONE OF THE 3,336 SSOs WAITING FOR A PERMANENT JOB? Join the AEU and help us fight for your right to permanency

20–24 July

SSO WEEK 2009 For more info contact Irene Tam on T: 8272

1399 or E: itam@aeusa.asn.au

We have created a poster (above) based around SSO recruitment that can be downloaded from the SSO section on the AEU website. Please print off multiple copies of the poster and put them up around your worksite. Recruiting more members to the cause will help us strengthen our ability to lobby the government for improved outcomes on the many issues facing our I hard-working SSOs.

appleforteacher.com.au

AEU members are sick and tired of the ongoing EB dispute with the State Government. They have had enough of being devalued and not respected by their employer. They are fed up with ever-increasing workloads and expectations. It can be hard to stay positive while in arbitration, especially

The AEU has drafted a pro forma letter that will be sent out to all SSO members in readiness for SSO Week. We ask that SSOs fill in the letter and customise it to reflect their employment situation and send it to DECS Chief Executive Chris Robinson along with a copy to the AEU. Address details will be provided with the letter.

To sign the online petition go to:

Strengthening our union

with media headlines about the Global Financial Crisis (GFC) and questions about what that may mean for salary outcomes. However, it’s in tough times that our union comes to the fore. Our members have demonstrated that they will stand strong to hold this State Government accountable. This fight has strengthened our union. It has increased membership and inspired high levels of activism on behalf of Public Education. AEU members have made the commitment to fight for a better future for ourselves and our students. For our campaign to be successful, we must spread the message and build on the community and political connections that we’ve made thus far. Remember the successes of the Your Rights at Work campaign or the more recent campaign to get Barack Obama elected in the US. Those campaigns were successful because they enlisted people power. Every conversation you have will make an impact. Every letter or email that you write, every phone call that you make can be used to raise awareness of our fight for Public Education and the inadequacy of the State Government’s response thus far. We need every AEU member to sign the petition at appleforteacher.com.au and we need to keep the pressure on local politicians. Over the past few weeks, local campaign networks have been established and are working together to organise action on issues such as the EB and Education Works. To get involved in a network in your area, please contact the AEU Information Unit on T: 8272 1399. We have endured a rotten 18 months, but with arbitration looming, the end to this EB dispute is in site. However, our work in protecting Public Education will not be finished; there will be new challenges ahead both at a federal and state level. I have no doubt that our union will meet those challenges head on. I In solidarity, Correna Haythorpe AEU President

The AEU has been consistently fighting for better conditions for its SSO members during the EB campaign and will continue to do so throughout the arbitration process. The most pressing issue for SSOs is the lack of permanent positions and it is around this that we are organising an activity for SSO Week 2009. SSO week falls in Week 1 of Term 3 and provides another opportunity to highlight issues affecting SSOs and ECWs.

After many months of legal preparation, the arbitration between the State Government and the AEU is scheduled to begin on July 14. The arbitration process will see the AEU presenting its case to the Commission through submissions and evidence of witnesses. If you would like to attend the arbitration hearings to support your colleagues, come along to the IRC, it is located in the Riverside building on North Terrace (next to the Hyatt Hotel). The AEU has also put a proposal to the Commission that we undertake site inspections. This would involve the Commission visiting sites to get a first hand understanding of how they operate. If your site is identified for a site inspection, the AEU will contact you to make arrangements. I am often asked what the outcome of arbitration will be. It is a question that just cannot be answered; the outcome will be determined by the “independent umpire”. What I do know is that the final offers from the State Government were incredibly inadequate and included insidious clauses such as: the removal of the staffing allocation document and associated workload protections – including FIR, the separation of TAFE, and differential salary increases for principals and non-teaching staff. The AEU draft award seeks to provide nationally competitive salaries for all members, strong workload protections, enhanced overtime provisions, improved country incentives, conversions to permanency, and allowances for complex schools. When the final decision is handed down, we will have a new award document. Workload protections won in the Commission are industrially protected whereas the Government’s proposals would have removed industrial protections from our enterprise agreement.

“it’s in tough times that our union comes to the fore. Our members have demonstrated that they will stand strong to hold this State Government accountable.”

SACE & M E R I T S E L E C T I O N

VICE PRESIDENT’S REPORT

SACE Update

Education Works farce

Throughout 2009, members working in senior secondary have raised a host of concerns regarding the implementation of the new SACE. Currently, definite and unambiguous information is required as a matter of urgency, given that schools are in the process of finalising Curriculum Handbooks for course counselling which will take place early in Term 3. Representatives of the AEU Future SACE Reference Group met with the Minister for Education on 28 May and the Chief Executive, SACE Board, on 29 May, to convey member concerns regarding the consistency of information provided, the need for adequate professional development, appropriate support for beginning and country teachers, timetabling issues and the desirability of university requirements being known as soon as possible. These issues had been brought to the Minister’s attention at previous meetings throughout 2009. As a result of the most recent meetings, a formal consultative arrangement has been established between the AEU and the SACE Board to raise issues of concern and to explore solutions that will support teachers and school communities in the transition to the new SACE. The AEU welcomes this development and is hopeful that it will assist in resolving a range of concerns that have been identified on a regular basis over the past year. Members are encouraged to continue to forward issues that require discussion and resolution at the systemic level to Anne Crawford for the attention of the AEU Reference Group, who will in turn refer them to the AEU/SACE Board Working Group. I

DECS Merit Selection Policy review As members would be aware, DECS is currently reviewing its Merit Selection Policy and Procedures. Given that this policy impacts very significantly on applicants for promotion positions, as well as those who participate in selection processes, the AEU Merit Selection Review Group is using a range of methods to consult with members prior to providing a comprehensive response to DECS. As this Journal goes to publication, all members with e-mail addresses registered with the AEU will receive an electronic survey focussing on key proposals that form the basis of DECS’ review. The survey will only take a short time to complete, and members are encouraged to respond. Input can also

be forwarded to the AEU via facsimile on:

F: 8373 1254 6

Anne Crawford says communities, staff and parents are being ignored

The last AEU Journal outlined how the State Government and DECS have used the Building the Education Revolution (BER) funding to pressure school and preschool communities to make hasty decisions to amalgamate or close within the framework of Education Works Stage II. In essence, DECS gave many sites a deadline of 30 June to make drastic decisions about their futures with very little warning and a dearth of information. Staff members were not consulted and, in some instances, were actively discouraged from discussing any aspect of the DECS proposals or concepts with parents. In the past month, the AEU has conducted a range of forums for sub-branches, regions and community. Many have been held in the Spencer Gulf Region, where the ‘concepts’ promoted by DECS meant a reduction from 44 schools and preschools to just nine large sites. The AEU also lodged a Clause 13 Grievance with DECS on the basis of failure to consult. At the forums, members and parents have raised a host of questions relating to access, transport, leadership provision, teaching space, playing space, student safety, behaviour management and staffing levels. For the most part, DECS officers have been unable to provide any satisfactory response, and assiduously avoided mentioning that SSO and leadership allocation is always diminished when sites amalgamate. Just a few days ago, Gawler High members met to discuss the fall out from the decision to amalgamate their school with Evanston Primary and Evanston Preschool. Thirty SSO

hours will be lost and there is complete uncertainty about leadership provision. Staff at the Preschool have no idea where they will be located and the situation is similar with regard to Evanston Primary. Members have no knowledge of how many parents voted for the closures. One thing is certain though – parents voted on a wing and a prayer, because there are no answers as yet to infrastructure, shared facilities, staffing levels or leadership arrangements! This situation would be farcical if there wasn’t so much at stake. The decisions being made now will determine educational provision and outcomes for decades. All AEU members are encouraged to participate actively and without fear of victimisation in discussions and debates that are not only paramount to educational opportunities for students, but also crucial to the daily working conditions of staff. This State Government has allowed many schools to become so run down and poorly maintained that parents will be tempted to vote for models of educational delivery that are unacceptable simply to obtain newer buildings and heating and cooling, all of which should be provided by a Government that came into power on the promise that education would be a key priority. The AEU is not against change for the better and is committed to supporting sites to secure the best facilities possible. However, any significant restructure of schools and preschools should be conducted in a manner that is transparent, honest and truly consultative. We will continue to work with members, parents and community to achieve this goal. The AEU urges Sub-branches to become actively involved in Education Works discussions in all instances where restructures, amalgamations or closures are being proposed. For support or further detail,

please contact the AEU Information Unit.

T: 8272 1399 Anne Crawford, AEU Vice President

RECRUITMENT

I T ’ S A FAC T

1 AEU organiser Nola Foster (right) recruiting

1 AEU organiser Anne Beinke (left) recruiting

1 AEU Organiser Daniel Pereira signs up New

Ramco Primary School SSO Marilyn Dutschke on a recent recruitment drive in the Riverland.

Krystle Gertig of Augusta Park PS at the annual AEU New Educators Conference.

Educator Raman Bhangu from Augusta Park Primary.

RECRUITMENT: it’s everyone’s business! AEU Organiser Daniel Pereira explains... they joined their union, why they joined and who recruited them.

Our objectives for successful recruiting should include: • learning more about the potential member • knowing their opinion on particular issues Did you know that union membership across Australia over the past decade has dropped? In the teaching profession we will also see a significant number of teachers retiring in the next five to ten years and it is vitally important we turn this trend around. Despite this, AEU membership around the nation has increased by almost 10,000 during recent EB negotiations We all want a strong union. We all want every worker to contribute. We all know there are potential members who have yet to join. Since our targeted recruitment blitzes in 2008 across both country and metropolitan areas, we have seen over 1,300 new members come on board.

Here are three key points: • recruiting makes a difference • recruiting is a vital part of everyone’s business • the personal approach works best Members are in a unique position to make a real difference. The more members we recruit, the stronger our union is and the more we can offer to members. The more colleagues in your workplace who are members, the more influence you can have on the decision-making process within your work site. Most individuals remember when

• identifying issues and concerns • building a relationship • asking them to be involved in some union activity e.g. sign a petition, attend a meeting, and talk to other workers • asking them to join It can be easy to overlook colleagues who have been in your workplace for some time but have joined. Find out which of your existing colleagues are AEU members and make time to talk to those who aren’t. Don’t forget staff who work part-time and those on contracts, TRTs, SSOs, ACEOs, ECWs and TAFE employees. Your best tool in recruitment is information. Try to find out what are the most important issues to your colleagues so you can address them when talking about the AEU. Asking questions and listening is key. Try to avoid closed questions that only require a yes or no answer. It is better to ask “What do you like/dislike about your job?” rather than “Do you like your job?”. When we hear the reasons why potential members might not have joined you might get a variety of responses such as: I can’t afford it, unions go on strike all the time, I can look after myself, I’m too busy, I don’t like unions etc. Don’t let this put you off! Remain polite

and don’t get into an argument. Take time to explore the issue and acknowledge their concerns. Try to move them on to why it is important for them to join – looking at the future and not the past. Even if you get turned down initially, remain approachable. Remember - people change their minds. Here are a few suggestions on how to get a commitment from colleagues to join:

“We have talked about the importance of this issue and of people working together. So all that’s left is for you to join.” “Would you prefer to pay up front or fortnightly, by direct debit?” “I would suggest you join and then you are protected from now on and we can start working together to resolve these issues.” “So join now. Here’s the form – let’s fill it out.” Make sure you read the information in the AEU membership packs as this will help you to explain all of the benefits which will greatly influence the potential members you talk to! For example, Teachers Health has been a huge incentive for people to join. On our website under Membership Section is a list of everything you should know including fees and payment options. If you would like an organiser to come out and assist don’t hesitate to contact us. I

Join the AEU

NOW! We are fighting to protect your rights and conditions at work

SS O P R O F I L E

2 0 0 9 A E U SS O CO N F E R E N CE

Anne in a ‘nut’ shell

SSO conference gets better each year AEU Executive Member and Consultative Committee Chair Katrina Hanlin reports SSOs working at schools throughout the state came together with their metropolitan counterparts recently to share a vast array of experiences and have a good time.

Anne Nutt explains her life as an SSO and AEU member Tell us about yourself

I love the challenge of working with computers in a school environment and am currently the Computer Systems Manager at Booleroo District School. I enjoy reading and listening to audiobooks and most of my friends will also tell you I am a very dedicated op shopper!

What does AEU membership mean to you? The AEU has always been very supportive to me personally and I believe to all SSO AEU members. I believe our present and future conditions rely heavily upon the dedicated people at the AEU. I enjoy meeting and getting to know other members who share very similar attitudes and work experiences. I have always tried to give back what I have been given and, as a member of the the SSO Consultative Committee (SSOCC), in a small way gives me this opportunity.

Tell us about your activities in the union? I have been a branch delegate for the MidNorth region for three years and share the role of Sub-branch Secretary at my school. I am an AEU representative on the SSO Reclassification Review Panel and share our region’s AEU District PAC Representative role with Judy van Galen from Moonta Area School. I Anne Nutt Booleroo District School

The highlight of the evening was undoubtedly the quiz! Anne Beinke and Anne Walker proved to be fine quizmasters as the tables put their collective thinking caps on. I must say a special thank you to Elly Liffner for her fine research efforts in coming up with such an interesting array of questions. The Spicks and Specks musical quiz certainly got the noise level up, not to mention the contestants’ bravado. The following day’s conference opened with AEU SA President, Correna Haythorpe, providing an arbitration update. Correna spoke of the long drawn out process the AEU is engaged in, and of the excellent number of witnesses the AEU team has assembled to present our case. She then talked about the progress of the Apple for Teacher campaign, which has been drawing the community’s attention to all the effort that our school staff bring to education in this state. Unfortunately, Professor Barb Pocock who was to give the Key Note Address was unable to attend our conference due to urgent personal business. However, out of this crisis emerged the wonderful, multi-talented Jan Webber – who stepped in at a moment’s notice and presented the assembly with an amusing session on personality types.

Members then spread themselves among six excellent workshops offered in the morning session. Following a tasty lunch, where conference attendees were also able to enjoy a relaxing massage, a further six workshops were on offer. These workshops had been specifically arranged to cater for issues and interests of SSOs in the workplace. The day’s sessions included: Healthy Communication, Communication Styles for Students with Disabilities, Student Behaviour Management Strategies, Working with Children with Health Care Needs, PAC, Complaint Resolution, Consultation, Line Management, Positive Thinking and even one on Good Posture! Irene, Lynn and helpers had assembled an excellent cast of presenters who were all key figures in their respective fields. The most repeated comments at the end of the day were “I wish that I could have attended more sessions” and “If only we could have another day!”.

SSOs

I have been married to a farmer for 30 years and we live on a farm near Pekina. I have one 22-year-old daughter who is in her first year of teaching in Adelaide. I always tend to have a passion for something in my life and at the moment its travel; the cheap airfares at the present are very tempting. I also enjoy reading and listening to audiobooks and most of my friends will also tell you I am a very dedicated op shopper!

A dinner held at Café Mondiali on Unley Road, preceded a day of intense workshops and was a wonderful introduction to the conference. It provided the opportunity to meet with other SSOs in a relaxing social atmosphere and enjoy a good feed.

Before the morning tea break, the sponsors of our conference, Teachers Federation Health, spoke about their award-winning products. Judging by the numbers of questions asked, many SSOs are not aware that Teachers Health can also provide coverage for SSOs and their families.

The networking opportunity was certainly one of the highlights, as the chance to meet and talk with other SSOs from around the state is rare. Our roles and schools are so diverse and yet our problems, needs and concerns are so similar.

Congratulations to all the AEU staff who along with the SSO Consultative Committee members made this conference possible. Thank you to the AEU Executive, Members Equity and Teachers Health for providing funding for the Conference. I for one can’t wait for the next one! I

2 0 0 9 A B O R I G I N A L M E M B E R S ’ CO N F E R E N CE Panelists at the Conference

Keynote Speaker Dr Karen Martin (right) 3

Our Success, Our Future is at the CORE! AEU Aboriginal Organiser Nola Foster recounts the recent Aboriginal Members’ Conference The Aboriginal Members’ Conference was exhilarating. The day was filled with thoughtfulness, professionalism, direction, cultural perspective, action, discussion, laughter, aspiration and hope. First, Aboriginal Elder, Auntie Josie Agius, who has supported the AEU for a number of years, gave a warm welcome to country. Auntie Josie’s wise words provided the perfect start to the day’s events. “It’s important to keep our children at school. Education is very important for our children’s learning and their future. All educators have got to work together to support our kids. Success comes in different ways and in different forms.” After the welcome, nine little courageous children from Christies Downs Kindergarten came on to the conference room floor and sang three songs with their little hearts content and proud. Nervous smiles soon turned into large grins as they left the room to great applause. Other Elders of the community including Aunties Janice, Lorna and Joyce from the Southern Elders Weaving Group followed the children. Aunty Janice spoke of her interest in cultural studies and how it is increasingly important that cultural traditions of all types are passed on to young Aboriginal and Torres Strait Islander children. The workshop Key Successes and Future Prospects was very insightful and encouraging. Some key successes from members were: • Persistence with the regional officers and site staff that Aboriginal Education is EVERYONE’S business

• Learning to talk in front of a big room of people and make sense • An increased number of Aboriginal secondary and student teachers • Increased parent attendance • Behaviour management • Participation and engagement • The establishment of a national Aboriginal principal’s association.

Some stated future prospects were: • • • • • •

Improvements in attendance Mentoring programs ILPs on secondary sites Improving engagement and results Continuing to increase employment Opportunity for Aboriginal people to obtain leadership positions. These thoughtful understandings gave a real perspective on where we as individuals are placed in our journey of learning, our professionalism, our personal perspectives and increasing awareness on where to next as Aboriginal educators. After the workshops, AEU Vice President Anne Crawford provided important information to members regarding the detail of our claim, which is due to arbitrated in the coming weeks. The claim includes: • Workload protections for beginning Aboriginal teachers in the first two years of teaching where those persons will be provided with an average maximum number of hours of face to face teaching in any one week and a minimum amount of Non-Instruction Time

• Workload protections for Aboriginal Community Education Officers through improved ratios of ACEO:Aboriginal students or children of 1:30 • Workload protections whereby ACEOs will be given a reasonable amount of time without student contact to facilitate planning and preparation • Workload protections through improved overtime provisions for ACEOs, SSOs and ECWs • Career enhancement for Aboriginal Educators through additional paid study leave for ACEOs, Aboriginal SSOs and ECWs to study to become a teacher • Re-establishment of the DECS Aboriginal and Torres Strait Islander Teacher Network • Establishment of a DECS mentoring program for Aboriginal teachers aspiring to take on leadership positions • Provision of a formal induction program for Aboriginal teachers in schools and preschools A highlight of the day was the keynote speech delivered by Dr Karen Martin. Karen is a Noonuccal woman from North Stradbroke Island and has Bidjara ancestry from central Queensland. She has maintained a very strong sense of identity with her family communities. Karen integrated into her keynote cultural perspectives, Aboriginal worldviews, knowledge, beliefs and her viewpoint on the federal and state perspectives on Aboriginal issues. Karen has used this framework to show that detailed and useful research can be produced without diminishing Aboriginal voices, and that researchers can be most effective when they respect Aboriginal perspectives and traditions. While it was a thoughtful and insightful day, it was also a day to refresh us. I believe the day, gave us water, hope, food for thought on yesterday, today and tomorrow. It was a day of giving which gave many the opportunity to network with people in different areas of employment. Thanks to all who participated and shared their knowledge and feelings. I

BOOK REVIEW

Scaffolding Literacy: An integrated and sequential approach to teaching reading, spelling and writing. Dr Beverley Axford, Pam Harders and Faye Wise, ACER Press, 2009. Dr Beverley Axford is a Research Fellow and Director at the University of Canberra Pam Harders and Fay Wise are literacy teachers in the ACT and both have taught in the Parents as Tutors Program and at the University of Canberra. I had previously heard the term accelerated literacy but I was unfamiliar with how the program was implemented or what was involved. Scaffolding literacy is also known as accelerated literacy. However, after reading this book I have a much better understanding of what strategies are implemented to increase studentsâ&#x20AC;&#x2122; success in literacy. The text is based on the scaffolding literacy teaching strategies that were used by the Parents as Tutors Programme used during 2005 and 2006 in the ACT. The book begins with an introduction outlining the reasons for using scaffolding as a teaching approach. The authors state that support alone is not enough and creates dependency. They argue some other teaching methods that have been or are still being used to increase studentsâ&#x20AC;&#x2122; literacy skills are not working effectively. Axford et al believe students who are not achieving at age-appropriate standards are sometimes given work that is remedial or low level, therefore not giving these students the opportunity to progress as well as they might. Roy Martin (2007) is quoted as having found that the percentage of students not meeting the benchmarks increases in higher year levels. Also, recent results from the national testing programs have shown that the gap between students who are successful and those who are not will continue to increase. Quoting Hammond and Gibbons (2001) the authors have come to the conclusion that students who are having difficulties need a highly supportive but challenging curriculum. These students need teachers to provide literacy learning in a way that teaches literacy practices, and an understanding of how language works. The authors also make reference to Vygotskyâ&#x20AC;&#x2122;s research, which has found learning is socially and culturally based. Learners need to be working and interacting with more competent others and working in the zone just above what they are capable of as independent learners. The main part of the book covers all the

methodology that is to be implemented with the same text. Scaffolded Reading: Modelling meaningmaking. This section covers preparing for reading, fluent reading and deconstruction of the text. The Joint Analysis of Sentence and Word Constructions: This section focuses on sentence construction and individual words. Scaffolded Writing: Thinking (and acting) Like Writers: This is about building greater comprehension through the reconstruction of the text, and using this text to model the construction of a new text by the learner. The explanations in the book are very explicit and easy to understand. Photographs and examples are included to demonstrate the pedagogy. The authors recommend using all the strategies a sequential order as outlined in the book. However, some of the learning could be incorporated into an existing literacy program, and could be beneficial for students other than those who are having difficulties. A whole school approach, or at least support from the school, would probably be necessary to implement literacy scaffolding, as a lot of time would be needed to analyse proposed texts. For those wishing to pursue implementing Scaffolding Literacy, I would recommend reading this book as it provides enough information to gain an understanding of what it is, what strategies are used and how I to go about applying them. Ruth Trimboli Ridley Grove PS

FEDERAL FUNDING

Building the Education Revolution (BER) The AEU is meeting regularly with DECS regarding Building the Education Revolution (BER) matters. Matters of particular ongoing concern include: • Workload on principals and school leaders • OHSW concerns for all AEU members on school sites with significant projects • Inhibitions placed on country schools • Use of BER to expedite community decisions around Education Works • Inflated costs of projects • The competitive nature of the secondary science and language centres facilities.

local school communities to deliver largescale infrastructure programs within limited timeframes.

The AEU has determined the following position in relation to the Federal Government’s BER.

2. Calls upon the Federal and State Governments to substantiate that 4% of all BER project costs be used for salary project management. The DECS Executive Director indicated in a meeting with the AEU that 4% of the National School Pride Program could be used for project costs which included a contribution to the additional salary associated with managing the project. This is currently being clarified by DECS. The AEU believes that if it is good enough to include 4% for the National School Pride Program, then it ought to be appropriate to allocate a percentage with the other two elements as well.

1. Commends the Federal Government for the BER initiative. However, it is a concern that the purpose of the BER, firstly and foremost, is to stimulate the economy which has placed substantial pressure on

3. Demands that DECS include the psychological health risks in the centralised OHSW risk assessment of the BER and promulgates this document to all schools without further delay. DECS have confirmed that a

corporate, centralised risk assessment has been conducted and is seeking advice as to whether the AEU can receive a copy. The AEU contends that since it represents the industrial interests of 14,000 education workers across the state, it should be provided as a matter of course and distributed to every school site. DECS have conceded the hidden risk assessment does not contain any elements around potential risks to psychological health. In response to a letter from the AEU, DECS stated that principals are to raise these issues with their Regional Director as a priority. 4. Calls upon the Federal and State Governments to recognise equity of funding to country schools in all aspects of BER funding. Many country schools have reported to the AEU that DECS have required a loading to be factored in within the indicative funding for the Primary Schools for the 21st Century Program. This has been anywhere from 10% to 50%. There is equality of funding but not equity of funding. Country kids should not get less, but the reality is many country school communities have been instructed to scale down their pricontinued on page 20 3

P U B L I C E D U C AT I O N DAY 2 0 0 9 (right) Gloria Gale, Julia Gale and Principal Julie Hopkinson cutting the cake at Blair Athol PS 3

1 (Inset): Apple message from a Salisbury Heights parent

Blair Athol students playing on the newly laid sports ground

Public Education Day 2009: a time to celebrate Craig Greer reports... To sign the online petition go to:

housands of education workers, students, parents and members of the broader community took part in activities and celebrations all around the country in recognition of National Public Education Day.

In South Australia, students at public preschools and schools wrote messages of support for their teachers and their schools on symbolic apples, adding them to apple trees they had made in readiness for the big day.

appleforteacher.com.au

For one school in Adelaide’s Northern Suburbs, Public Education Day took on extra significance. Blair Athol Primary School (BAPS) is celebrating its 75th year and to mark the occasion the school held a special assembly in one of their recently completed facilities. With two large symbolic apple trees as the backdrop, school Principal Julie Hopkinson opened the assembly by paying tribute to current and former staff, students and supporters of the school. She told the AEU Journal that Blair Athol PS has come a long way. “Our school is 75 years old this year so it’s a very interesting place to be after 75 years and all the redevelopment we’ve had in the school… we’re in great shape,” she says. In recent years, the school has benefited from an injection funds for new developments but Julie Hopkinson says they must be filled with fantastic people. “People’s hearts have to be in teaching.

I’m not sure you would take up teaching if you didn’t love kids. The teachers here want to make a difference and they do. The students get a lot of support from the staff who are very dedicated to providing a nurturing environment and the best educational experience possible,” says Julie. Gloria, Ray and Julia Gale represent three generations of the one family who have all attended Blair Athol Primary School. Gloria started at BAPS in 1940 and finished in 1947. Her son Ray Gale attended the school in the 1960s and is a current member of the school’s governing council. Ray, whose daughter Julia is in her early years at BAPS, says that the school played a significant role in preparing him for later life. “I enjoyed it here. I think, most importantly, I was taught to think with an open mind and to form my own opinions; I never felt restricted in any way.” Ray says. “I prefer Public Education because it’s open to all comers”. With the students playing on the newly laid sports ground, staff not on yard duty moved back inside for the cutting of the birthday cake and light refreshments. Gloria Gale and granddaughter Julia shared the cake-cutting honours with BAPS Principal Julie Hopkinson to bring a close to terrific Public Education Day event. Long-time AEU member Jenny Smith only took a few words to articulate what it is that makes Public Education great.

“I believe the staff in our system have a huge amount of passion for educating and because of that we do our kids proud,” she says. Apple messages students and parents wrote formed the basis of a fantastic display of Salisbury Heights Primary for Public Education Week (pictured). The AEU Journal was in attendance at the annual sports day and asked some of the Year 4 students what they like about the school. “You get to meet new friends, which is great. I really like maths, our teacher gives us lot’s of help when we need it.” Dylan “I love doing PE and music and I have lot’s of friends, everyone is very friendly. The teachers help a lot and they are really friendly.” Benjamin “My teacher Ms Nicholson is a really good English teacher. Whenever we put our hand up she’s right next to us to support us. She’s really great!” Shoneya “I like going to Kids Club. We do lot’s of activities that are really fun. The teachers here are really nice and everyone is friendly. I love doing science, at the moment we’re growing green-haired people using a stocking, soil and seeds. It’s really fun. I also like maths.” Georgia I

T R AV E L

SA student set for space odyssey Renata Provenzano reports on a trip of a lifetime

taring off into space might get some students detention, but for Year 12 Birdwood High School student Olias Bartel it has earned him a ticket to explore the universe.

One of only two Australian students to win a spot at the 2009 International Space Camp in Huntsville, Alabama USA, Olias will join Sydney Year 11 Castle Hill High School (in NSW) student Sabine Bellstedt and 80 student delegates from around the world in July for real-life astronaut training. Olias says while he’s already participated in two space camps in South Australia he’s excited to head off to the United States Space and Rocket Center in Alabama where they will participate in a simulated space course. “We’ll be doing astronaut training such as scuba diving into a big tank and a pretend repair mission,” says Olias. The Advanced Space Academy program for 15-18 year olds will teach participants about the mental, emotional and physical demands astronauts must face. Fields of study include engineering, space technology and aerospace science and students choose from the pilot track, pilot scuba track or mission specialist track. Whether Olias decides to take command of an orbiter while following a check list procedure into space; train in the UAT SCUBA tank or be instructed in the engineering and design of the shuttle and space station it will undoubtedly be a week of lessons he will never forget. Hardly a novice, Olias has already attended two other space camps: the SA Space School in 2007 and the Australian International Space School last year where he attended lectures, got involved in activities and was invited to hear Andy Thomas speak at an Adelaide conference. To apply for the Huntsville spot Olias demonstrated not only a high capacity of achievement in a subject-load heavily concentrated on the sciences – such as maths, physics and chemistry – but also ideas for an opening ceremony that could be typically Australian where he consulted his creative side coming up with an Australianthemed uniform of Drizabone and Akubra! “I don’t exactly find the sciences easy but seem to study it less than other students. I also enter a few science and maths competitions every year,” says Olias. “Space is fascinating and still a big unknown. It’s the next place to explore for us. In the long run I plan to study maths and

physics at university and hope to become involved in space-related work and perhaps even become an astronaut and work for NASA.” Birdwood High School principal Ian Tooley says Olias has come through the general sciences classes and every opportunity the school has offered in his areas of interest he gives it a go. “Olias is very comfortable in the sciences and he’s discovered a talent in that area,” says Ian. “Everybody’s thrilled for Olias and think it’s great a student from a public school has excelled to that degree, given that the competition was Australia-wide and open to all schools. “It reinforces the view that public schools provide really good quality education and the opportunities are there as they are in the private sector schools. “We’ve always believed out school provides as good an education as anywhere else. We’re proud of all of our students’ achievements and our opportunity to should out

1 Olias Bartel will visit the United States Space and Rocket Centre in Alabama

loud about them!” Sponsored by the Australian Scholarships Group, Northern Territory Bakewell Primary School librarian Helen Armstrong is the only Australian teacher selected to accompany the two students to space camp. Helen won her spot for her outstanding commitment to encouraging a passion for science among her students – culminating in establishing the Northern Territory Space School and arranging visits by NASA astronaut Dr James Reilly. I

Inspirational Teaching Awards The 2009 ASG Inspirational Teaching Awards are now open for nominations for all teachers.

www.neita.com.au or call: 1800 624 487 Go to:

I N D U ST R I A L R E L AT I O N S The FWA also limits pattern bargaining – the capacity of unions to campaign for similar outcomes across an industry which characterised the major gains made in industries like manufacturing and mining in the past. A safety net of legislated National Employment Standards (NES) and Ministerial Requests in Modern Awards (MA) underpin the system. But how safe is the net? The NES require agreement by Federal Parliament to change minimum standards. In the US the requirement for legislative approval has led to the growth of the working poor as politicians fail to put fairness above the power of corporations.

The New Union Agenda

1 AEU officers and members supporting Adelaide building worker Ark Tribe at his recent court hearing at Elizabeth

Labor’s Fair Work Act and the new union agenda

Rob Durbridge, Federal Industrial Officer

ACTU policies can be found at:

Minister Julia Gillard’s challenging address to the ACTU Congress signals a new phase in the Federal ALP’s relations with unions. Unions made rights at work the pivotal issue at the last Federal election. In place of WorkChoices’ individual employment contracts (AWAs) the new Fair Work Act (FWA) puts enterprise bargaining at the centre and softens anti-union provisions. Bargaining is underpinned by a set of minimum legislated National Employment Standards and Modern Awards. However, this has not yet created a fair or enduring set of IR laws with further change needed. The Minister has ruled out any further changes prior to the next election.

www.actu.org.au

FWA effectively brings to an end the Australian system of conciliation and arbitration. Instead of the Labour Power, the new Act is based (as was WorkChoices) on the Corporations Power (S.51 (xx)). Justice Michael Kirby warned in his dissenting judgement on the Howard laws that this risked increased unfairness at work because the basis of the system was not to balance the powers of the employer and employees. ACTU Congress called for reform to use conciliation and arbitration as one of the means to achieve rights at work. The FWA centres on the rights and responsibilities of the corporation, the dominant

“The right to strike, internationally the hallmark of a free society, is still circumscribed by restrictive rules and processes...” institution at the core of capitalism, rather than the settlement of disputes between unions and employers. State public servants will not be a part of the system unless State Governments decide to refer their powers. The FWA is the most profound industrial relations policy shift by the Federal ALP since unions created the party to legislate an alternative to industrial action and lockouts in industry. The Federal Government argues this is unions’ fault, i.e. that private sector unionisation density has fallen so non-union processes are necessary.

Strong Cop on the Beat The right to strike, internationally the hallmark of a free society, is still circumscribed by restrictive rules and processes to gain protected action free from penalties and civil damages. In the case of the building and construction industry, restrictions on union freedoms are draconian and discriminatory, and for the whole workforce they breach ILO (International Labour Organisation) provisions. This was the cause of the heat at the recent ACTU Congress.

Unions are demanding stronger action to defend job security and policies for employment creation. This involves measures to stop employers’ easy access to casual and contract forms of employment, to improve information and consultation standards around redundancy, training rights prior to redundancy and alternatives to redundancy where work is genuinely short. As the crisis unfolds and more jobs are lost it is imperative that the union movement and unemployed workers are united. A campaign for job security insurance to retain workers involvement in an industry and to link with industry superannuation has become a priority issue. The new demands arising in the workplace will create new campaigns and job action. The crisis is highlighting what have been called democratisation of capital issues like control of executive pay, workers’ rights to participate in major corporate restructuring decisions and workforce input into decisions on technological change or takeovers involving job losses or health and safety questions. These have come forward from unions to be part of ACTU policy. The environmental crisis links with this agenda: investment in sustainable industries and renewable energy sources as well as the building of public infrastructure to reduce carbon production. The intersection of the need for large-scale investment and the need for secure areas for investment by superannuation funds give the government and industry funds an opportunity for mutual and social benefit. Economic crisis in the era of globalisation means labour and social movements are tackling the same issues at the same time in many countries, and the fortunes of each will be influenced by those of others. Further reform of the Fair Work Act is an important part of that agenda because strong and aware unions are critical to an effective alliance for change. I This is an abridged version of a longer article which will appear in the Winter edition of Australian Options.

A SS E SS M E N T

As Britain questions league tables, NAPLaN brings them to Australia AEU Research Officer Mike Williss reports.

s the AEU has consistently warned, the media have accessed NAPLaN test results to publish league tables of school achievement. This occurred in Tasmania in May, and later the same month, in Queensland. These retrograde steps have taken place because of Minister Gillard’s insistence on accountability and so-called transparency of schools data. Although she has stated her opposition to crude league tables, the ability of journalists to access NAPLaN results and attendance data has bypassed Ministerial scruple. Ironically, the emergence of league tables in Australia corresponds with growing calls for their abolition in Britain. Both the National Association of Head Teachers (NAHT) and the largest classroom teacher union, the National Union of Teachers (NUT), are supporting calls for a boycott of the country’s Standard Assessment Tests (SATs). This follows what The Times Educational Supplement described as “a cause for almost universal celebration: the abolition of those same tests for 14-year-olds” following last year’s marking and late return debacle that cost Dr Ken Boston his job as head of the UK Qualifications and Curriculum Authority. In the same week that The Mercury pioneered league tables in Australia, a British Government experts group on assessment recommended replacing league tables with school report cards as soon as is practically possible. However, the group still favoured national tests, leading the national secretary of the NUT to question how the media could be prevented from creating league tables if “we are still going to test every single child at the end of key stage 2”, that is, at age 11. Adding weight to the two unions’ call for boycott has been strong criticism of league tables by two of the three main examination boards, Cambridge Assessment and Edexcel. The Cambridge board claimed that league tables exert a strong downwards pull on exam standards with schools switching to subjects with lesser educational merit where it is easier to achieve high grades and boost schools’ league table positions. It added that there is evidence that because of league tables, “more superficial learning approaches have been adopted in a

misguided attempt to maximise examination performance”. Edexcel’s managing director stated that league tables distorted demand for places in particular schools, with “damaging consequences for learners, communities and social cohesion”. Other critics point to the debilitating effect of teaching for improvements to the level of the so-called “bubble kids” – students just below critical achievement cut-off points, meaning that both high and low-achieving students are missing out.

“Gillard has emerged as a politician very intent on pulling the strings over schools... those strings are policy attachments to the conservative agenda of the Howard Government.” Parents are also calling for an end to the national tests and league tables. An NAHT poll of 10,465 parents found that 71 percent wanted to see the end of league tables, while 85 percent thought the current system of testing should be abolished. The call to action by the head teachers’ association has infuriated conservatives, with the National Governors’ Association warning that principals had a statutory duty to administer the tests, and threatening disciplinary action against any who put pressure on teachers to boycott the primary SATs test. However, conservative ranks are no longer a monolithic bloc. Former chief inspector of schools, Chris Woodhead, has repudiated much of his past association with the conservative agenda, lamenting that teaching is “no longer a profession”. “By definition, professionals determine their own beliefs and practices,” he wrote recently. “They don’t twitch mindlessly as politicians pull the strings. But this is exactly what teachers in state schools are expected to do.” Gillard has emerged as a politician very intent on pulling the strings over schools.

Quite shamelessly, the bulk of those strings are policy attachments to the conservative agenda of the Howard Government. On 19 March, 15 peak Australian professional associations wrote to all education ministers urging them to take legislative action prohibiting the creation and publication of league tables flowing from the collection and release of student and school performance data. A copy of the letter can be found at:

www.aeufederal.org.au/Debates/ Ltablesletter.pdf The ministers, including Gillard, have failed to listen to the profession. Perhaps it’s time for our own boycott. I

2W0O0M 9 EANN’ N S AF O ST C EUWA S RT M E M O R I A L P R O J E C T

Two weeks in the unions, through the eyes of two teachers AEU recipients of the 2009 Anna Stewart Memorial Project, Lee Duhring and Meredith Farmer report. 7 At the recent Parliament House visit with AEU recipients Lee Duhring and Meredith Farmer were women from CPSU, PASA, PSA, ASU, LHMU, ANF, AMWU and AEA

about OHS (from a past participant of the program) and improved our communication skills associated with organising. Then to ArtLab to view the Autonomies exhibition and learn more about the Northern Territory intervention.

Tuesday 2 June: A tour of the building to find out what everyone does when they’re not doing yard duty: organisation for the AEU Women’s Conference!

Lee Duhring

Meredith Farmer

The Anna Stewart Memorial Project was instituted in 1986. Each year since, two women from SAIT/AEU have been selected from those that apply. This year the theme was work-life-union balance and it was our turn to experience life in the unions!

Monday 25 May: 13 participants from various unions including nurses, police, corrections, cleaners, a scientist, and local government met at the Australian Services Union (ASU). The day began with a welcome to country by Auntie Josie Agius. We got to know other people in the group and discussed the principles behind the union movement: equality/social justice, democracy, respect and dignity. It was interesting to hear how other unions operate and their issues around women and work-life balance. Later in the day, Stephanie Key MP spoke to us about Anna Stewart and also about her involvement over many years in the union movement. She spoke about how people really behave in parliament and the fact that the women support each other despite opposing views on some issues.

Tuesday 26 May: It was back to the ASU to learn from Bridget Partridge, Industrial Officer from the Working Women’s Centre. Bridget gave us perspectives from a legal point of view. Ros Gumbys from SA Unions spoke on the organisation of campaigns. Michelle Hogan

from Safework SA presented information on work-life balance/collision. A representative from Members Equity spoke of her beginnings in the bank when women were kept in the back room and not allowed to be tellers. She is now a state manager. We interviewed past participants of the Anna Stewart program to find that many now worked in their unions.

Wed 27 & Thurs 28 May: We’re off to the Iron Triangle to attend community forums on Education Works, area meetings and worksite visits.

Friday 29 May: First day at the office! Well, almost. First it was straight to the Industrial Relations Commission to hear a decision being handed down – we experienced social exclusion first hand via legalese! We eagerly awaited the lawyer’s plain language explanation of what had transpired. We also spent time at the Equal Opportunity Commission observing an interview regarding a member’s grievance. As part of Reconciliation Week we attended a service at the War Memorial in honour of Aboriginal war veterans. Saturday 30 May: Women’s breakfast before Branch Council. In the evening, the APHEDA-Union Aid Abroad dinner. Nice! Monday 1 June: Back together at the ASU. We reconnected, shared information on our movements with our unions, learned

Wednesday 3 June: Cross-union excursions. Meredith ventured to the Maritime Union (MUA) in Port Adelaide and donned her hardhat, fluoro safety vest and closed shoes. She went on a tugboat job with members of the MUA and two other unions – marine engineers and officers. The guys pointed out a ship that was manned by workers from overseas. Part of their role is to monitor working conditions on these vessels. Lee visited the LHMU, the ‘Missos’, phoning cleaners to invite them to celebrate their new collective agreement at the International Cleaner’s Day Rally (June 15th). She got a run down on how the Workers Rights Centre works and visited an aged care facility to speak to members and recruit a delegate.

Thursday 4 June: Unions do have staff meetings too and these are mandatory! We worked with an organiser on Education Works. In the afternoon it was all aboard the Apple Central Campaign Bus to West Beach Primary to collect signatures and support in exchange for stickers and apples.

Friday 5 June: Back to ASU again. Tour of Parliament House (pictured), address by Gail Gago (a past participant) and lunch. Then networking with union women, secretaries and mentors, then happy hour. Phew! We observed that: • Work-life balance is an issue even inside unions • Women’s issues are still an issue, in all our unions • Informing members, organising and campaigning are vital all the time. I

WOMEN’S FOCUS

I N T E R N AT I O N A L

A U ST R A L I A ’ S PA I D PA R E N TA L SC H E M E ( P P L )

Public Private Partnerships

Can Australia catch up? AEU Women’s Officer Tish Champion explains 7 Tish Champion signing the T-shirt at the recent SA Unions Paid Maternity Leave campaign celebrations In January of 2011, Australia will finally catch up with the rest of the world by introducing a national Paid Parental Leave scheme. Until now, Australia and the US were the only two OECD countries that had not legislated a comprehensive Paid Parental Leave scheme. Embarrassingly for Australia, there are a number of poor countries outside of the OECD that are already providing a national Paid Parental Leave scheme. Countries like the Congo, Chile, Afghanistan, Bangladesh and Mongolia provide comprehensive Paid Parental Leave schemes. Australia, a much wealthier western nation, has a Paid Paternity Leave scheme that is comparable to that of Swaziland, Papua-New Guinea and Liberia. It is estimated that more than 50% of women in Australia are being denied access to any form of paid maternity leave and, other than the government baby bonus, receive no financial support after having a child. The Productivity Commission undertook a long public inquiry into support for parents of newborn children up to the age of two. The AEU Federal Office put in a submission to the Productivity Commission during the first round of consultations and the South Australian branch submitted a response during the second round of consultations. The AEU submission was prepared by Catherine Davis the Federal Women’s Officer, and can be found on the AEU Federal website. To be eligible for the PPL a person must: • Be the primary caregiver of a child born or adopted on or after the 1 Jan 2001 • Be in paid work and have: - been in paid work continuously for at least 10 out of the 13 months prior to the birth or adoption - worked at least 330 hours in the 10 month period (an average of around one day of paid work per week) • Not have worked between the date of birth or adoption and the nominated start date of Paid Parental Leave • Have an adjusted taxable income of $150,000 or less in the financial year prior to the date of birth or adoption of a child or the date of the claim, whichever came first.

What will you get? A parent eligible for PPL will receive continuous weekly payments at the Federal minimum wage, which is currently $543.78. This payment is taxable and will therefore effect entitlements to family assistance payments. The PPL will total approximately $9788. If you are eligible for the PPL you will not receive the baby bonus unless you have twins, in which case the baby bonus is paid for one child and the PPL is paid for the other. While receiving the PPL, families will not receive the Family Tax Benefit Part B. Superannuation payments will not be made while on the government PPL, however this decision will be reviewed within two years of the scheme starting in 2011.

How does it affect my current entitlements to paid maternity leave with DECS? The government PPL can be taken in conjunction with, or in addition, to employerprovided paid leave. The main stipulation of the government PPL is that it must be taken after the child is born/adopted and must be completed within 12 months of the date of the birth/adoption. Once a parent returns to work the PPL will no longer be paid. However, the parent receiving the PPL may be able to transfer their remaining PPL entitlement to another eligible primary carer or go to work under ‘keeping in touch’ provisions. In the case of employers like DECS who already provide an entitlement to PPL through an industrial agreement, they cannot withdraw that entitlement for the life of that agreement but can, during future bargaining for a new agreement; negotiate to modify existing PPL provisions. Remember the introduction of a government-funded PPL is the result of many years of campaigning and hard work on the part of unions and the public. While it is wonderful to finally achieve a commitment from the government which will particularly benefit those women and families who currently receive no form of PPL at all, the fight is not over. With another budget and an election to get through before this scheme is introduced, unions and the public are going to have to remain focused and diligent. The AEU and our members must also remain strong and united to ensure the PPL entitlements we have fought long and hard for in our own agreement are not weakened or threatened during future EB negotiations as a result of the new government PPL scheme. I

Educational International (EI) has completed a new study into the increasing role and impact of Public-Private Partnerships (PPPs) in education systems across all continents. With input from a task force comprising 20 leading scholars and activists in 15 countries, the study offers a comprehensive look at the costs and benefits of PPPs in education, the experience of teacher unions in confronting them, and strategic analysis of options for the future. Although the private sector has always participated to some extent in public education, the concept of PPPs today is more related to the ideological wave of the last three decades which has given increasing space to the private sector in delivering public services, and in using public funds. The reasons for this move may differ depending on the economic and political environment of each country, but generally result in an increasing role of the private sector in public education. Are PPPs an opportunity or a threat to the future of our educational systems?

Read the full report on Public-Private Partnerships in Education at:

http://is.gd/Yurb and decide for yourself.

End child labour Around the world more than 200 million children – half of them girls – are forced to labour in fields and factories, in households and on the streets. Because of gender discrimination in the family, the community and all levels of society, girls are more likely to be deprived of education than are boys. Girls endure additional hardships and face extra risks, often hidden from the public eye in situations of domestic servitude. Girls are also more likely to be victims of trafficking and extreme exploitation through prostitution, pornography, bonded labour and slavery. EI and the ILO have collaborated to produce lesson aids for classroom use and a new publication entitled Give girls a chance: End child labour. It aims to educate teacher trade unionists, civil society and governments about the urgent need to take action against child labour, in particular the multiple disadvantages faced by girls. EI has also produced other materials for teachers, including posters and pencils for use in its awareness-raising campaign with governments and the public.

All materials may be downloaded from:

www.ei-ie.org 17

V I CE P R E S I D E N T ’ S R E PO RT

Leaders neglected by State Government A State Labor Government which totally neglects to recognise the necessity of improvements to the working conditions of its school leaders.

We are in the midst of one of the most protracted industrial disputes with the employer, the State Government of South Australia, in the history of this State. We are now set for Arbitration. It is unfortunate that the AEU has been unable to reach a fair and reasonable enterprise agreement with a State Labor Government. A State Labor Government that supposedly holds education as a key priority area. A State Labor Government who wants to strip away hard fought guarantees around staffing and curriculum.

It is unfortunate that the State Government and DECS view school leaders with total disregard. This could never be more evident than when the employer offered a 13.6% salary increase to the highest paid teachers over three years, and 11% to principals, deputy principals and assistant principals. The government has continued with this position all the way to Arbitration. The AEU has already had a win, with the government dropping its Associate Principal proposal which proposed to have Deputy Principals and Assistant Principals as Associate Principals, whereby the Principal could ascertain their salary classification anywhere from PC01 to PC05. After conceding that disparity exists in the work of Deputy and Assistant Principals, DECS has now

reverted to status quo with classification. To alleviate the ever expanding workloads of school leaders, the AEU continues to fight for every school to be allocated more leadership administration time. The State Government wants the same or less, delivered somewhere within a per capita mode of funding. DECS are attempting to diminish the minimum of leadership administration time for Deputy Principals to be in line with Assistant Principals. The AEU is fighting for all Assistant Principals to merge with the Deputy Principal classification, within the PC01 to PC05 range. The AEU is fighting for a Deputy Principal to be increased to 0.7 leadership administration time (except in primary schools of an enrolment between 160-204 which would have a minimum of 0.38). Further, the AEU is fighting for the PC01 classification to be abolished for Principals and the creation of PC09, with all schools moving up a classification level accordingly. DECS want the principal classification to remain the same. AEU members can rest assured there is one industrial party serious about improving the salary and working conditions of school leaders and it is not the employer. I Marcus Knill, AEU Vice President

ISSUE

WHAT THE AEU IS FIGHTING FOR…

Principal Classification

• Create a new PC09 classification. • Status quo, except the titles, ‘Principals’ and ‘Preschool Directors’ collectively replaced with “Site Leaders”. • Abolish PC01 as a classification for principals. • All current school classifications increase by one level in translation. • PC01 Deputy Principals to be based on the current • Status quo with Deputy Principal classification. (The Assistant Principal 2 salary. Government has dropped its industrially unsound “Associate Principal” concept which would have • Creation of a PC05 classification. required PACs to guess classification) • A new nexus arrangement with principals: PC09, PC08 Principal = PC05 Deputy Principal PC07 Principal = PC04 Deputy Principal PC06 Principal = PC03 Deputy Principal PC05 Principal = PC02 Deputy Principal PC04, PC03, PC02 Principal = PC01 Deputy Principal • Abolish this classification and replace with Deputy • Status quo with Assistant Principal classification. Principals. (The Government has dropped its industrially unsound “Associate Principal” concept which would have required PACs to guess classification. This is despite conceding in negotiations that many assistant principals in the field now are doing the work of Deputy Principals.) • Secondary Deputy Principals decrease to 0.38 LAT • Secondary Deputy Principals have 0.7 LAT. • Status quo for primary principals in the enrolment • Primary deputy principals of peak enrolment range of 1-189 between 160-204 attract 0.38 LAT. • Primary deputy principals of peak enrolment of 220 • For primary in the enrolment range of: 190-204, principals decrease from 1.0 to 0.72 LAT or over attract 0.7 LAT. and deputy principals increase from 0.1 to 0.38; • Increased LAT for Primary Principals with an 205-219, principals decrease from 1.0 to 0.82 LAT enrolment under 175 and deputy principals increase from 0.2 to 0.38; 220-234, principals decrease from 1.0 to 0.92 LAT and deputy principals increase from 0.3 to 0.38; 235-249, principals remain at 1.0 LAT and deputy principals decrease from 0.4 to 0.38.

Deputy Principal Classification

Assistant Principal Classification

Leadership Administration Time (LAT)

WHAT DECS IS FIGHTING FOR…

TA F E M AT T E R S

R E CO N C I L I AT I O N

What is the Government’s agenda?

1 Buck McKenzie & Trefor Barnes

1 Bona Simeki & Doris de la Cruz

Reconciliation 2009 Reconciliation Week this year ran from Tuesday 26 May to Wednesday 3 June. The AEU always runs a professional development activity for Reconciliation Week, alternating a biennial conference with an after work seminar. This year we held a seminar from 4.30 – 6.30pm. The seminar opened with a Welcome to Country and musicians playing and talking about their song writing and music. The second half of the seminar featured a workshop facilitated by Michele Abel and Christine King on developing a Reconciliation Action Plan (RAP). Michele and Christine used Reconciliation Australia’s RAP tool as a guide. The RAP tool aims to help schools and organisations build positive relationships between Aboriginal and Torres Strait Islander and nonIndigenous people. Participants considered four areas –A Vision for reconciliation; Relationships; Respect; and Opportunities. They were asked to describe why the areas were important for the sites vision. Some of these are captured below.

A Vision for Reconciliation • Respect • Understanding • Working together • Knowledge of other cultures and language and sharing this • Challenge previous learnings • Develop others/teaching new ways of understanding • Shared stories, understandings and cultural values • Acknowledging the past • Challenging media stereotypes

Relationships • Create common experiences • Have Aboriginal people on decision making groups/ committees educate, building positive identities • Be sensitive to language and culture • Get out into the community, connect with Aboriginal people • Listen to learn – relationships promote understanding • Be clear, communicate, demystify • Look for what we have in common • Relationships are the base for everything

Respect • Teachers/schools/regions need support so they can support and educate their students • Raise awareness of successful Aboriginal people in all professions • Having inclusive structures and processes so that schools are safe when dealing with conflict • Empathy • Include positive interactions with Aboriginal Community members in the school • Respect/value different ways of having and showing knowledge (not just from an educational institution)

Opportunities • Take advantage of the cultures in the school-let the students become the teachers • If teachers are supportive then opportunities increase as students strengths are recognised • Follow-up and learn from the follow-up to engage students in relevant curriculum and encourage attendance • Opportunities for basic needs, literacy and numeracy, success at SACE, pathways to tertiary study are important because for too long Aboriginal people and students have been disenfranchised Christine and Michele recounted that it was the journey that schools went on in developing their RAP that was so important rather than the finished product. Members are encouraged to contact Reconciliation Australia if they wish to join the many schools Australia-wide who have developed a Reconciliation Action Plan (RAP) and need support to developing their own. I

This is an often asked question wherever you go in TAFE these days and with good reason. Certainly the State Government’s blatant attempt via the unsuccessful TAFE ballot earlier in the year, to entice employees into a separate TAFE Agreement was an indication that they had plans for TAFE. However, there are a number of other things happening which will have significant impact on TAFE and it’s continued existence. For some time now, TAFE members have been reporting significant increases in the numbers of students with disabilities, mental disorders and other learning difficulties. These students often turn up in classes with limited, if any additional support. Now, as a consequence of the Federal Government’s initiatives around the youth allowance and the State Government raising the school leaving age, increasing numbers of students are enrolling in courses not because they have any particular interest in learning the trade or picking up some qualifications, but because they need to be enrolled in some course of education or training in order to qualify for the youth allowance. Lecturers describe the all too regular occurrence of students absenting themselves from classes because they supposedly have an appointment at Centrelink. This just adds to the workload of lecturers. They are trying to teach a group of students, a proportion of whom come and go as they please, not to mention the frustration and disruption this causes. This is just one example of a government decision that is having detrimental consequences for TAFE. Another issue is the combination of the BER funding to schools and the State and Federal Government’s focus on funding VET in schools. At a recent TAFE council meeting, we heard of the ridiculous situation in one location where the State Government high schools had pooled funding to build new workshops to offer Cert 1 & 2 courses in metal trades – all currently run by the local TAFE. The local private secondary school was using new funding to build facilities for hospitality training, again all offered by the local TAFE. As if the establishment of Australian Technical Colleges and the wasteful duplication of funding wasn’t enough, now TAFE is competing with local secondary schools rather than working cooperatively with them. And then to top it all off, TAFE is having to grapple with the Federal Government’s agenda of contestable funding, which pits TAFE against other TAFE campuses and private RTOs. It has resulted in a bidding war to secure the training dollar in a market where cheaper services I don’t correlate with quality tuition. Alan Wilson, AEU Organiser

Contact Reconciliation Australia on:

T: (02) 6273 9200 W: www.reconciliation.org.au

J E A N S F O R G E N E S DAY

CO N T I N U E D. . . continued from page 11 3 mary projects to accommodate the additional costs associated with building in regional areas.

Become a gene-ius at school... Pencil-in some fun to this year’s school calendar by organising a Jeans for Genes activity to raise money for the Children’s Medical Research Institute (CMRI). This year Jeans for Genes Day is on Friday 7 August. For the past 15 years schools have been an invaluable part of the day’s successful fundraising. The CMRI

investigates the development of the human cell to discover how things can go wrong. It is complex and costly work. But the CMRI’s discoveries will pave the way for treatments, preventions and perhaps even cures to relieve suffering and give all children a healthier life. There are so many things schools can do to ensure their wonderful work continues. In 2008, schools across Australia raised approximately $600,000. This money goes into important research programs. This year, we hope schools can continue to support Jeans for Genes and maybe even build on previous results. Why not hold a jeans day where gold coin donations are collected or sell funky Jeans for Genes merchandise? You could also get the school band and other wannabe musicians /dancers together for a Jamm for Genes event. For the fashionistas among you - ‘Do it with denim’ is a creative denim design competition. The possibilities are endless but one thing is certain - all activities are guaranteed to bring everybody together for a great cause. To find out how your school can get involved go to www.jeansforgenes.org.au or if you wish to sell merchandise in your community contact volunteer co-ordinator, Lynda Dave, at ldave@jeansforgenes.org.au. The Children’s Medical Research Institute studies the importance of genes for healthy development and genetic disorders which affect 1 in 20 children. Genetic childhood diseases include epilepsy and cancers. CMRI’s leading science helps the world develop better treatments, cures and perhaps even preventions. Find out about CMRI at www.cmri.org.au. This not-for-profit institute is funded by competitive grants and Jeans for Genes Day (August) – for which you I can volunteer.

Visit: www.jeansforgenes.org.au

5. Condemns and deplores any opportunistic moves by DECS to expedite community consultations around Education Works to meet tight BER deadlines. It is evident that, in some cases, the State Government initiative, Education Works, has been used by DECS to expedite community consultations around school and preschool amalgamations. 6. Calls upon the State Government to release the primary and secondary based BER projects for South Australia, school by school, including the anticipated costs for construction. Minister Gillard likes to talk about the necessity of transparency in education. The AEU supports full transparency of all funding aspects of the BER. For example, under the Primary Schools for the 21st Century Program, one school began consultations around a standardised building being an eightroom Hewitt Model for $2m. DECS advised that this would cost substantially more than the $2m, so were advised to go for a six or seven-room Woodside Model. This was refined yet again to a four classroom building on decking. The school’s council investigated that, for $2m, they would be able to build 12 complete Rivergum homes on their site, yet the State Government could only deliver four classrooms equating to half a million dollars each! For further information contact: Marcus Knill | AEU Vice President T: 8272 1399 E: mknill@aeusa.asn.au

Teachers Golf Day Murray Bridge Golf Club:

Monday 6 July 2009 Registration: 8:30am Shotgun Start: 9:00am Cost: $20.00 Dress: No jeans please!

Bookings: www.sateachersgolf.com Kym Briggs: Sheidow Park School Phone: (08) 8381 8911 Email: ksbriggs@tpg.com.au • Open to all PAST-PRESENT-FUTURE education workers and friends • Lunch available after the game

A E U 2 0 0 9 T R A I N I N G A N D D E V E LO P M E N T P R O G R A M

MEMBER INFO

TERM 2 | 2009 AEU/DECS MERIT & PAC TRAINING

AEU Membership Subscriptions – a tax deduction

Merit Selection Training DATE

VENUE

TIME

Tuesday, 7 July

AEU Parkside

9.30am – 4.00pm

Thusday 16 July

AEU Parkside

9.30am – 4.00pm

PAC Training DATE

VENUE

TIME

Wednesday, 8 July

AEU Parkside

9.30am – 12.30pm

Merit Selection Pannellist Retraining DATE

VENUE

TIME

Wednesday, 8 July

AEU Parkside

2.00am – 4.00pm

Book online at: www.decs.sa.gov.au/HR1/pages/default/training_dates/

Branch Council Meetings

TAFE Divisional Council Meetings

Upcoming dates for 2009 are: August 15 November 21

Upcoming dates for 2009 are: August 14 November 20

Union membership subscriptions are tax deductible. A tax statement confirming membership subscriptions received by the Union from the first working day in July 2008 to the close of business on the last working day in June 2009 will be forwarded to all members after 30 June. Members who have advised their email address will have the statement emailed to them. Please note that the statement is a summary of the amounts received by the Union for the financial year and is not a request for payment. The statement includes personal and employment details. Please check these details and advise us of any changes or additional information. All members are reminded to contact the Membership section by email membership@aeusa.asn.au or telephone 8272 1399 if their postal address or email address has changed.

2009 UNION MEMBER DEVELOPMENT PROGRAM Conflict Resolution through Mediation

AEU New Activists’ Conference

Wednesday 15 to Friday 17 July 9.15am-4.00pm

A 1-day conference for new teachers and young activist members. The conference features workshops on current and difficult issues in education and democratic educational practices. Participants will find out how to energise the teaching profession and engage the next generation of AEU members.

A high-demand 3-day course facilitated by Professor Dale Bagshaw and practising mediators, covering the theory and practice of mediation as a proactive strategy in maintaining healthy workplaces. Participants must commit for all three days.

Monday 23 November | 9:15am-4:00pm

Potential Branch Council Delegates Course Friday 20 November | 9:15am-4:00pm A 1-day course on decision making in the union and the role of council delegates for those who may be interested in becoming a delegate in the future.

NAIDOC 2009 5–12 July

International Education Services Ground Floor West, 31 Flinders Street Adelaide SA 5000

Family Fun Day | 12noon – 3pm

This event includes: flag raising ceremony, presentation of the 2009 SA NAIDOC awards, Aboriginal Art Exhibition. For more information please contact: Warren Guppy – T: (08) 8203 7526 E: w.guppy@adelaidecitycouncil.com

Elder Park

Friday 10 July Closing Ceremony | 10.00am Tarndanyangga (Victoria Square)

An information session will be held by International Education Services together with the South Australian Exchange Teachers’ League on:

www.aeusa.asn.au/events

Adelaide Town Hall Auditorium

For more information please contact: Project Officer, Tanya | T: (08) 8384 0758 E: info@ssrg.org.au

Travel, refresh, and renew your commitment, passion & dedication to education

Sunday 9 August, 2009 11.30am – 1.00pm

NAIDOC March | 11.00am

Tandanya Education Room

Professional Development Opportunities Unlimited!

All courses are held at the AEU unless otherwise specified. For more info on courses, relief funding or to register go to:

Monday 6 July | 10am – 12 noon Aboriginal Flag Raising Ceremony & Lord Mayor’s Morning Tea

Monday 6 July | 9am – 3.30pm Reconciliation in Action Forum

DECS INTERSTATE/INTERNATIONAL EXCHANGE PROGRAMS 2011

March from Tarndanyangga (Victoria Square) to Elder Park

Proudly supported by Australian Executor Trustees. Free BBQ, food, fun, stalls and entertainment provided. For more information contact NAIDOC: E: najjar.laura@saugov.sa.gov.au T: (08) 8226 8913 W: www.naidocsa.com

Sat. 11 July | 7.30pm – Midnight SA NAIDOC Ball Adelaide Festival Centre – Banquet Room Tickets $55 (includes a 2 course meal with tea/coffee and entertainment from talented Aboriginal artists. Tickets available from: Tandanya: 253 Grenfell St, or call T: (08) 8224 3222 (10am – 5pm daily)

Honouring our Elders, Nurturing our Youth further information: www.naidocsa.com

Darryl Carter, International Programs Manager

Carter.Darryl@saugov.sa.gov.au OVERSEAS HOLIDAY STUDY TOURS

PNT Global Tours

Great savings on professional tour packages to China, Vietnam, Cambodia, India, Laos & more.

Vietnam 11-days from $2,288 China 7-days from $1,395 India 7-days from $1,599 (fully inclusive with airfare) + tax

Specialised in school excursions to Asia.

tel: 1300 739 776 or (02) 8065 1455

www.pntglobaltours.com.au

Lic 2TA6016

N OT I CE B OA R D

Members’ Market VICTOR HARBOR Holiday Hse: Enjoy a Break at ‘Southern Escape’! A beautifully renovated 3BR house within walking distance of the beach, skate park, shops, restaurants and the city centre. A ‘Home away from Home’ with all facilities. Large yard, great for relaxing and enjoying a BBQ and wine under the Pergola. T: 0413 920 554

FRANCE – SOUTH: Lovely Village House. $700 pw. www.hermes.net.au/villeneuve Contact Julie on: 0403 314 928

HOLIDAY RENTAL: Yorke Peninsula: Brand new up-market esplanade beach house ‘Manyana’ at Wool Bay (near Edithburgh). Features inc. spa bath, plasma TV, DVD, stereo, dishwasher. Tastefully furnished & quality equipment, 3BR, sleeps up to 7. Enjoy panoramic sea views, beach walks, walk to jetty, good fishing etc. Available school holidays, long weekends, weekends etc.Info & bookings: www.countrygetaways.info T: (08) 8832 2623

HOLIDAY GETAWAYS VICTOR HARBOR: All Seasons Lakefront Getaway: Stunning self-contained luxury colonial home in the picturesque surrounds of Encounter Lakes, Victor Harbor. Private secluded sandy beach and lake at your back door! 4BRs. Sleeps 8. 2 spacious living areas. 2nd bathroom, 3 toilets & laundry. Huge lawned backyard which leads to secluded sandy beach and lake.

Lakeside Getaway: Stunning modern villa at Encounter Lakes, Victor Harbor. Only 100m to clean, sandy beach and lovely reserve. 5-min. walk to scenic Esplanade, walking and bike trail, cafes, restaurants and general store. 3BRs. Sleeps 6. Spacious Lounge/ Family/Dining room. 2 way bathroom, separate toilet & laundry. Enquiries and bookings: www.victorharborholidayhomes. spaces.live.com T: 8344 7921 M: 0419 868 143 E: foumakis@hotmail.com

SAIT Conveyancers We offer AEU members: • Free advice on real estate queries. • 25% off the Statutory or Land Brokers Society recommended fee structure.

• Expert and experienced professional work with Mortgages, Transfers, Strata Plan and Plan of Division Lodgments, Caveats, Discharges of Mortgages – indeed, 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 Anne Walker or Simon Willcox Phone: (08) 8410 6788 Fax: (08) 8410 6799 Located at SATISFAC •151 South Terrace • Adelaide SA 5000

MARION BAY: Well furnished, near new house. Gateway to Innes National Park. Sleeps 8, 3BRs, large living area, TV and DVD. Spacious balcony with outdoor setting and BBQ. Only 5 mins to Willyama Beach and 5km to Innes National Park. Further info & bookings: E: kireland15@gmail.com

HOLIDAY HOUSE CARRICKALINGA: A stunning architecturally designed beach house at North Bay. 1 hour from the city. 2 mins to beach. ‘Crow's nest’ views to sea, beach and hills. Extensive decking, 4BRs, 3 brand new bathrms and brand new quality kitchen. 2 living areas. Fully landscaped grounds with play areas/equipment for kids. Sleeps up to 10. Winter rate $500 weekend including cleaning. Available school hols. T: 0403 015 964

KOH SAMUI ISLAND GULF OF THAILAND Fully self contained 3BR, 2 bathrm spacious new family home with lge private pool & spa in quiet street of friendly mixed nationalities 300m from sunset beach. Enjoy the best of old world &

new with shops, stalls, restaurants & cafes nearby + many attractions. Avail. for short – long term rental. Starts @ $50 per night 1–2 people. T: (08) 8955 8114 Hm: (08) 8956 2990 M: 0413 581 730

HOLIDAY RENTAL: NORMANVILLE South Shores Holiday Villa #25 3BR (sleeps 8). Secure gated community behind the dunes at Normanville. Golf, horse riding, pools, beach, lawns, cafes. Available all year including school holidays. www.stayz.com.au/23983 T: 0413 155 460

ABSOLUTE SEAFRONT HOUSE Lacepede House on Sea STUNNING SUMMER BEACH Seafood - Wine - Dolphins House 4th night free Or Balcony Suite. $80 plus, dble 6th & 7th night free. Discount meals. Conds off-peak. Kingston near Robe. T: 8338 2316 Messages: 0402 922 445 a/h

FOR RENT: Yorke Peninsula – right on the beach – hard to beat! Sleeps up to 8, all mod. cons. including R/C heating & cooling. Available also for school holidays & L/weekends. Reasonable rates.

NATA Young Scientists Award Science teachers looking for an engaging project for their students might want to consider the 2009 NATA Young Scientists Award. The competition, which is now in its third year, is open to individuals and classes in Years 5, 6 and 7 throughout Australia. Students can win up to $5,000 in science equipment for their schools. Mallala Primary School, just north of Adelaide, received a Finalist Award for their entry in the 2008 Award. The aim of the award is to foster an interest in science and science careers among young people. This is especially important given how Australia's technical and scientific expertise is shrinking at an alarming rate. The National Association of Testing Authorities (NATA) is a government-endorsed, not-for-profit organisation that conducts technical audits of Australia's laboratories and other testing and inspection facilities. The competition encourages students to look at how science impacts on people’s lives. Entrants are invited to conduct a practical scientific experiment and in the first instance write a 300-word summary online. Finalists are then asked to prepare a poster illustrating in more detail how they conducted their investigation. The 2008 competition attracted a strong field of entrants. “I was impressed by the range of complex issues that the students addressed,” said NATA Chair, Dr Barry Inglis. “Clearly school students are concerned about the environmental issues affecting Australia and the world.”

The submission deadline for the 300-word summaries is Friday, 7 August 2009. More information is available on NATA’s website:

www.nata.com.au/go/nysa

N OT I CE B OA R D Min. rental 3 nights. M: 0428 780684 or T: (o8) 8449 8626

Kangaroo Island Getaway KI RURAL RETREAT Attractive self contained large rendered country home surrounded by garden and native bushland on 260 acres. Great for families or couples escape. Comfortably sleeps from 2 to 12; 2 bathrms, 2 queen beds, 2 spacious living areas, laundry, large patio area. From $180/night. E: semurphy@optusnet.com.au T: 0407 790754 a.h.

Kangaroo Island HOLIDAY HSE Set in bushland beside Harriet River and on Vivonne Bay, (Aust’s best beach), is Kangastay a 3BR fully equipped and comfortable holiday house. Close to all major attractions (Seal Bay, Remarkables, Admiral Arch and more) and great to relax, swim, and fish. Sleeps 6, linen provided, winter special discounts. Available for rent all year. Prices start at $100/night. Book through the owner at kangastay@gmail.com or T/text Ros on: 0407 215 345.

HOUSEBOAT (near Mannum) There is still plenty of water for recreational boating and the shoulder and off peak seasons

are the best ones to relax and enjoy the river. AEU members are offered a 10% discount during these times. Bundara accommodates up to ten people. Visit us at www.bundara2.net. E tandu.prucha@bigpond.com T (08) 82778751

ROOM FOR RENT: Share 3BR house with 2 others in Gawler. $70 per week plus expenses. T: 0409 679 902

FOR RENT: f.f. private apartment in Glenelg for Xmas holiday or weekend rental. Heated pool, spa, steam-room, sauna, gym etc. Plasma TV, 100m to beach. T: 8376 3747 or 0403 606 052 WANTED TO BUY: Wood oven for cooking and heating suitable for indoor use. E: pobradovic@optusnet.com.au

35mm SLIDE SCANNING: Adelaide and Hills: Do you have old 35mm slides gathering dust and deteriorating? Have them professionally scanned at high resolution and transferred onto CD. 17 years exp., reasonable rates. T: 0401 590 875 WORKSHOP: Stress management, personal development and learning difficulties: Brain Gyman introductory workshop. Movements to ‘switch on’ the brain.

T/fax: 08 8768 2537 E: gibbons@seol.net.au

RESOURCES NEEDED: Unwanted literacy and numeracy resources for use in small village R- 9 schools in Bougainville. E: ir211057@bigpond.net.au FOR SALE: Certified organic cosmetics & personal products. www.bodytune.mionegroup.com FOR SALE: Retirees/Semi Retirees. Modern beachside home – South Arm (0pposite Bruny Island) Tasmania. 3 – 4BR, easy care landscaped garden with glass enclosed SPA. $400,000. T: 8177 0040

WILLIAMSTOWN 5 ACRE TRANQUIL PROPERTY Are you looking for a magnificent country property near Gawler with beautiful surrounds? Solid brick 4BR home, 2 with BIR’s, 1 with full wall bookcase, rooms are spacious, all in top condition. Garden shed, Security system, low maintenance garden recently relaid solid drive, dog yard, mains water. Reduced to sell at: $469,950. Inspect by appointment. T: 8524 6043

SEAFRONT HOLIDAY HOUSE Yorke Peninsula – “Oceanfront Escape” 2-storey holiday house

with pergola overlooking beach and farmland on other side. V. secluded, sleeps 9, 4 BRMs, full kitchen, barbecue, DVD, VCR, TV, Billiard table, fish cleaning room (great fishing). Peaceful and relaxing, great beach for kids to swim and explore. Contact – Brenton bjejstevens@bigpond.com T: 0409 864 682/(08) 8387 1659

CEDUNA BEACH HOUSE Self-contained, fronting a secluded swimming and fishing beach. Stunning sunsets and bay views all year round. Features: BBQ, DVD, widescreen LCD TV, reverse cycle aircon, large bath, fully equipped kitchen, large yard. Walking distance to main street and jetty. Sleeps 6. Available all year round for short or long term stays. Corporate rates for AEU members. BOOKINGS AND ENQUIRIES: Ceduna TravelWorld, 86252780 and 86253294

Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

Vol 41 I No.4

Official publication of the Australian Education Union (SA Branch)

June 2009

AEUJOURNAL SA INSIDE THIS ISSUE

EDUCATION WORKS: communities want a say!

Fair Work Act

SACE survey results