Volume 46. No. 7 by Australian Education Union (SA Branch)

Official publication of the Australian Education Union (SA Branch)

Vol 46 I No.7

November 2014

AEUJOURNAL SA

Celebrating our success!

R UN N IN G H E AD

Professional Pathways

Hosted by the AEU Status of Women Consultative Committee

All proceeds will be donated to the Cancer Council to help fight women’s cancers.

Adelaide Symphony Orchestra The ASO’s Professional Pathways Program offers young emerging artists a platform from which to explore and realise their own pathway into a career in music. The program encompasses Orchestral Traineeships (orchestra/performance), the Little and Big Rehearsals, as well as the highly-acclaimed Artist Insight Series presented by our world class artists.

Teachers, let students know that 2015 applications close on Friday 7 Nov 2014. Visit aso.com.au/learning for more information and application form.

Where: AEU Main Hall, 163 Greenhill Rd, Parkside When: Friday 28 November from 5.30pm Cost: $10 per person Includes: 2 drink vouchers (drinks will then be charged at a very reasonable rate and contributed to the fund), food, silent auction items, a raffle and a movie screening of East Timor’s first feature film called:

“A Guerra da Beatriz” or “Beatrice’s War” A love story spanning the Indonesian occupation, from 1975 to 1999

Bring along: bean bags and money For further information or to RSVP contact: Tish Champion at the AEU phone: 8272 1399 email: tchampion@aeusa.asn.au

Teachers Health Fund now offers Travel Insurance for all teachers. Choose the cover that suits you: Comprehensive Domestic Essentials Multi-trip Cancellation and luggage

For more information call 1300 728 188 or visit teachershealth.com.au Terms, conditions and exclusions apply.

Any advice provided is general advice only and has not taken into consideration your individual objectives, financial situation or needs. Before making a decision in relation to these products, please consider the Teachers Health Fund Travel Insurance Product Disclosure Statement – available at teachershealth.com.au or by calling 1300 728 188. Teachers Federation Health Ltd ABN 86 097 030 414 AR 270 604 is an authorised representative of AGA Assistance Australian Pty Limited ABN 52 097 227 177 trading as Allianz Global Assistance (AFS Licence No. 245631). Teachers Health Fund Travel Insurance is underwritten by Allianz Australia Insurance Limited ABN 15 000 122 850 (AFS Licence No. 234708) and issued and managed by Allianz Global Assistance.

THF-TI-10/14

FPEAT R ESURES ID EN T ’ S V IE W

A UNI EUON J OURN T RA INI A L NG

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399

Curriculum Review

Celebrating our success!

pages 16 – 18 We explore the Australian Curriculum Review and the surrounding controversy.

Facsimile:

8373 1254

Email:

journal@aeusa.asn.au

Editor:

Craig Greer

AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Cover photo: Craig Greer Printing: Lane Print Illustrations: Simon Kneebone

Celebrating our success

New Educators

pages 12 – 13 With members celebrating the latest AEU-won pay rise, we take a look at preparations for the EB in 2015.

page 15 National Conference report.

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

8272 1399 journal@aeusa.asn.au

CE LE BRAT I O NS !

1 Members from Northfield PS wore red to celebrate the pay rise.

1 Members from Yorketown Area School celebrate the October pay rise.

5 Members from Playford PS celebrated the pay rise with a morning tea.

5 Members from Littlehampton Preschool and PS celebrate the pay rise.

E N V IROWE EK CONTI NUE D

Study Tours to Asia

LEE GRAFTON | Consultant, Arts of Asia

Zen Oriental Study Tours provide ‘authentic’

experiences of Asia that create an opportunity to acquire teaching resources and develop lesson plans for a welcome infusion of interesting and rich content for your curriculum. Each tour is informed by The Australian Curriculum priority, Asia and Australia’s Engagement with Asia. In 2015, we explore The Faces of Nepal; From the Mountains to the Seas, Indonesia’s Outer Islands; and Another Asia, Silk Roads to Samarkand. The tours are potentially tax deductible. For full details: E: lee.grafton@bigpond.com T: 0401 123 347

2014

One STAFF, One UNION!

5 1 0 future What is the 2 of Aboriginal B 5 E Education? 1 0 2 EB

AEU ABORIGINAL MEMBERS’ CONFERENCE

When: Friday 21 November

Are you a member of the union that fights for your wages, conditions and a strong public education?

9.15am – 3.30pm

Where:

JOIN THE AEU AND HAVE A SAY IN THE FUTURE OF YOUR PROFESSION!

@ the AEU: 163 Greenhill Road, Parkside

Conference dinner:

Thursday 20 November | 6.00pm Pagoda Restaurant: 189 Glen Osmond Road, Frewville

Call our membership section on 8272 1399 or join online: : www.aeusa.asn.au/join.html

Australian Education Union | SA Branch To register go to: www.aeusa.asn.au>events & courses or for further information email Danny Ellis: dellis@aeusa.asn.au

RETIRING IN JANUARY 2015? As a retired Principal, current TRT teacher and AEU member, I want to tell you about Palladium Wealth Partners who helped secure my retirement.

Colin Davidson

They specialise in pre and post retirement planning advice for teachers and SuperSA members and will be running worksite visits in Term 4.

To arrange a worksite visit to hear my story and speak to a Palladium adviser, please email dino@palladiumwealth.com.au or call us on 8272 2298 to make a no cost no obligation appointment.

www.palladiumwealth.com.au

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P RE S I D EN T ’S V I E W

Grass roots action is the foundation of success AEU President David Smith says subbranches must be initiators of action Let’s get back to basics, or as the inspirational Australian educator Garth Boomer used to say, ‘forward to fundamentals’. As a union, we constantly need to re-assert the purpose of standing together for the good of the whole. The reasons why people join unions are many, and yet fundamentally we belong to something bigger than ourselves so we can defend our rights and strive for improvements in our working conditions. Thereby, we trust, we will improve the standing and success of every child and adult engaged in public education. Together we serve the common good. Beyond that, we stand for enlightenment – that’s not overstating it – in a place which is desperately in need of it. We represent progressive ideas in the broader world. That’s why we stand by those who protect the rights of asylum seekers. That’s why we look beyond our proscribed world and take a stance on the environment – which is demonstrably in such great need of protecting and treating well. Such principles go hand-in-glove with the way we robustly defend our own members’ industrial rights in public preschools and schools, along with that direly besieged public provider, TAFE. These strands are perfectly compatible and are a legitimate part of our work and actions as an education union. And we do it together in a spirit of collegiality. How best to get the great ideas from our diverse membership? The basic unit of our union in this state is the subbranch. Our sub-branches need to be healthy, vibrant and active so we can all benefit from the collected wisdom of the broader membership. And many are. They are places for active discus-

“As a union, we constantly need to re-assert the purpose of standing together for the good of the whole” sion and debate about the educational, industrial and political matters affecting us all. Some years ago, we made the transition from being the South Australian Institute of Teachers and became the AEU. The multi-tiered structure of subbranches, area councils, Branch Executive and Branch Council made way for an organisation of fewer tiers. We retained all but the area councils which had performed the formal function of debating the issues of the forthcoming Branch Council meeting and directing delegates to vote in keeping with the Area Council’s wishes. Without that layer in the process, it was the intention that sub-branches assume the responsibility of dealing directly with Branch Executive and Branch Council on matters they felt were important. They could, and sometimes did, initiate matters and pass a resolution or generate a letter that they would send to Branch Executive. That has lapsed and sub-branches are often in the position of receiving rather than creating ideas for action. Sub-branches are usually called to react to union requests. That’s fine, and is as it should be, but it is really only part of the picture. It would reflect healthier interaction if sub-branches raised matters of general importance to the whole union, and sent them on to the Executive for action. As the core grassroots organisational unit in the union’s structure, subbranches should be taking that action more and more. It’s a critical part of the democratic decision-making process that our pre-

decessors fought so very hard to establish. Currently we all, as members of the AEU, are planning for the next Enterprise Agreement. It’s the ideal time to take sub-branch action to help determine the industrial face of public education in the State, and to materially affect the working conditions for all of our members. Many members and subbranches have done that already, either in last term’s area meetings or at specially convened EB meetings in September. That work continues. If you have an issue of significance to the broader membership, whether to do with the EB or not, it’s entirely appropriate to hold a sub-branch meeting and set the action in motion. It’s so important. n In solidarity, David Smith

SU RVE Y RE SULT S

Class sizes, workload too high High class sizes and teacher workloads are the two main concerns revealed by the most recent Staff in Australia’s Schools (SiAS) Report, the AEU said today. The report also found young teachers were concerned that their training is not fully preparing them to deal with the diversity of Australian schools. AEU Federal President, Angelo Gavrielatos, said the figures showed that class sizes in Australia were too big and that would affect the quality of education students received. “This is the first time the SIAS survey has asked about class sizes, and we have discovered that class sizes in Australian primary schools are at an average of 24.5 students.” “But what is more concerning is that we have a situation where 40% of Primary School classes have 26 or more students – this is far too high and makes it hard to provide students with the individual attention that they need and parents expect.” Read the full article on the AEU website.

8: www.aeusa.asn.au

W OR K PL A CE PROF I LE

“...the overarching philosophy is that education is the key to improving students’ life chances.” violent crimes. Matthew says this isn’t lost on his colleagues but the overarching philosophy is that education is the key to improving students’ life chances.

1 AEU members at the Youth Education Centre in Cavan

Troubled kids are getting back on track A visit to the Youth Education Centre reveals a highly dedicated team of educators doing great things for kids in need.

s workplace visits go, the AEU Journal’s trip to the Youth Education Centre (YEC) at Cavan’s Adelaide Youth Training Centre wasn’t your typical day out of the office. Arriving at reception at the YEC Goldsborough Road campus, we were met by AEU Sub-branch Secretary and Coordinator Student Services and Pathways, Matthew McCurry, who made sure we went through the relevant security procedures, which included a full body scan before entering the centre grounds – you can’t take anything inside the facility that could compromise your safety or the safety of residents. So it was out with the iPhone voice recorder and back to pen and paper as we talked to staff about life in a different kind of school. While in many respects the YEC is an atypical education setting, the teaching staff, who work very closely with DCSI (Department of Communities and Social Inclusion) security personnel, are among the most dedicated public education workers in the system. And they have to 6

be; they work daily with some of South Australia’s most challenging kids, some of whom have committed serious and

“We are here to give these kids an opportunity to receive the education that they probably won’t get if they continue on their current path,” he said. “We’re part of the wider system and it’s important that teachers and leaders, in schools where the students we receive are usually enrolled, know that they can work with us to provide continuity – they can send in work and collaborate with us so that the students can work toward a positive outcome, such as completing their SACE,” he says. While the YEC hasn’t historically had a SACE focus, they aim to increase SACE completions. There are currently a group of Stage 1 SACE students working towards completion, which is indicative of the great work being done at the centre. Principal and AEU member Andrew Bowering attributes much of the growth in student achievement to the dedication of the whole staff. continued over page 3

Characteristics of the YEC student population include: • Active involvement in the Youth Justice system. • Young people are on detention, remand or police custody orders. • Under the guardianship of the minister. • Ages 10–18 years old (some students may be older than 18 years if they are completing a detention order committed as a Youth). • 10–15% female (at Goldsborough Road only). • A diverse mix of cultural backgrounds including an over representation of Aboriginal young people as compared to the community. • A considerable number of young people with drug dependency prob-

• •

•

lems and/or high level of substance abuse. Disconnection from mainstream education or chronic non attendance. A high proportion of young people from dysfunctional family backgrounds which manifest abuse, poverty, neglect, abandonment and incarceration. High rates of recidivism. Residents are under the care of Communities and Social Inclusion and are supervised by Youth Workers at all times, including whilst attending school. The students reside on site in units from where they are escorted to school for programmed lesson times. n

V ICE PRESIDENT’S RE PO RT “The staff are very passionate … people are here because they want to be. It’s a great facility with a very positive culture. The kids here are challenging, they often mask lack of ability with poor behavior, which provides its challenges,” he says. Matthew McCurry says in regards to behavior management. “Teachers are supported by DCSI Behaviour Support Officers to jointly address any behaviour issues. Teaching staff are continuing to develop skills in this area to meet the needs of the dynamic student population,” he says.

“The staff are very passionate… people are here because they want to be.”

AEU Vice President Jan Murphy suggests EB is a good time to remind your colleagues about joining the union. It can be very frustrating when non-members ask why they should bother joining the AEU when they get the pay rises and improved conditions anyway. They often say they get all the benefits with no cost and zero effort. I wonder if these colleagues would be so keen to share the rewards of their labour and sacrifice with others who had not contributed? Maybe we should ask how they’d feel if someone drove off in their car, moved into their home or helped themselves to their credit card. Would they consider it fair that others could come along and enjoy these benefits, without making any contribution? I think not. Would they condone or respect that same attitude from the students they work with? How would they respond to a student who thought it was okay to copy an assignment, plagiarise a text or when working in a group, leave all the work to their classmates – that is, to gain the end result and benefit without doing the work or contributing to the outcome? I think Mexican-American farm worker and trade unionist Cesar Chavez hit the nail on the head when he said:

This quote used to be in the front of AEU information packs and I used to place copies in non-members’ pigeon holes at key times, such as around EB,

The contribution for many active members is more than just financial, although that’s part of it. It’s attending meetings and rallies, being a rep on committees and other AEU groups, taking part in industrial action and standing up and speaking out in your workplace and your community. If your non-member colleagues are comfortable accepting what you have worked for and they just don’t understand the arguments around the power of the collective and being a part of the struggle, maybe they are more interested in what’s in it for them on a more individual level. If that’s the case, don’t despair, you can always remind them that there are many other benefits of belonging to the AEU – there’s access to legal support, confidential advice and support through the Information Unit, professional development, conferences, resources, workshops, networking, Teachers Health and so on. People join for many different reasons and you never know, once they join, maybe they’ll get the bigger picture and become more than just a paying member; they might even become a unionist! Ask your colleagues to join

the union that fights for their wages and conditions. n 7

% 8272 1399

“For a worker to refuse to belong to a union is not to exercise a democratic freedom. It is to accept benefits that others have worked for with out contributing to the costs.”

1 Cesar Chavez pay rises, and when taking industrial action. It’s like asking a colleague to check-in with their conscience.

AEU Information Unit | Mon – Fri | 10:30am – 5pm |

The YEC also provides a range of Cert I and II VET pathways, accessible to the approximately 110 students enrolled each year, including home economics and hospitality. Hair and Beauty for girls is another course soon to be rolled out. Hospitality teacher and WHS Officer Brad Hanney explains that the students lack some of the most basic life skills and experiences. “Most of these kids have never seen inside a kitchen,” he says. “Some of them are parents and need to develop basic life skills like cooking for themselves. The confidence you see growing in the students, especially in boys, is great. The students have catered for events like Harmony Week and Reconciliation Week, which gave them great confidence. It’s fantastic to see their growth,” he says. In spite of their limited success in life and education, the students have proven that opportunity and support from dedicated educators makes all the difference. Last year, students from YEC won the Dorothea McKellar National Secondary Schools Prize for Poetry after submitting what Matthew describes as “very raw, honest and gut-wrenching” prose to the iconic competition. Upon visiting YEC the feeling one gets is of hope. It’s comforting to know that dedicated educators are giving their all to provide opportunities to kids whose lives, due to a range of circumstances, have taken the wrong path. The AEU commends the staff for their dedication and encourages staff in mainstream schools to work closely with the YEC to support their efforts. n

AEU Membership – it’s about the collective

COMMENT

The Forrest Report: implications for schools and TAFE It means more work for principals and teachers, and vouchers, not funding for TAFE writes AEU Research Officer Mike Williss

illionaire miner Twiggy Forrest was commissioned by the Abbott government in 2013 to deliver a report on improving outcomes for Indigenous Australians. The report, Creating Parity, was delivered on 1 August 2014. A six-week consultation period followed. Education is a major focus of the 245-page report. The first chapter deals with prenatal, early childhood and education (including training). It refers to the application of these measures to schools in the 200 communities that have the highest level of vulnerability and need, with “further rollouts” later if the measures are seen to be implemented effectively.

Pedagogy Some of the recommendations refer to contested areas of pedagogy. For example, 1.5 refers to “compulsory structured explicit instruction programmes for three-year-olds led by an early child8

“It is regrettable that Minister Rankine appears not to have been alert to those proposals that are controversial within her portfolio.” hood professional”. What these programmes might be or what might be their purpose is never explained anywhere in pages 63-96 that deal with prenatal and early childhood education. There are several references to “explicit instruction” and “Direct Instruction” in the text. The two should not be conflated. The former can be useful as part of a general repertoire of teaching approaches. The best that can be said about DI is that it is controversial. It has its supporters and its detractors. Educational researcher Professor Alan Luke says it is not a solution for Australian schools .

Attendance Under recommendation 2 is a requirement that attendance targets of 80 percent initially, with a later target of 90 percent, be set and enforced. The enforcement mechanisms include reports by schools to the Commonwealth at the end of each term on each student’s attendance, to be published on the My School website and a new “CreatingParity” website. It will link payment of the Family Tax Benefit to attendance with the application of “financial penalties to those parents whose children fall below the benchmark of 90% attendance”, and “paying schools funding to state and territory governments based on actual attendance rates measured at the end of each term”. Leaving aside the obvious workload implications for schools and school principals, Dr Chris Sarra said in 2012 of a trial of just such a “welfare penalty” approach to attendance in Queensland that “notions of cutting welfare payments to make kids go to school” was “an expensive program that delivers very little return”. He repeated that view on ABC Radio’s AM program on September 2, 2014, adding that “When continued over page 3

MEMBER PROF ILE you turn people in schools into the watchdog, if you like, who have to report parents for their kids not turning up to school, that can contaminate the relationship, and it’s the relationship between the school and parents and community that is the very thing that’s going to help us get on top of this issue of truancy.” The third recommendation also calls for the appointment of “independently assessed” high quality teachers who would be paid by results measured in terms of attendance rates.

Teach for Australia Recommendation 3 proposes “an enforceable plan to require these schools to reach parity in educational outcomes including … enabling other resources such as the Teach for Australia programme”. Teach for Australia is an expensive and failed system that places unqualified “high achievers” in schools. Prior to the Weatherill Cabinet’s endorsement of the Forrest Report, it had not been supported by SA Labor and has not been introduced in SA schools.

Principal’s workload The Report places further workload requirements on “top-performing” principals to “mentor principals and teachers”. In addition, and as part of the extending of its original mandate, it states: “Young people identified at risk of leaving school are to be provided with additional support to continue to study or connect to work. As principals have a key pastoral care role, they should coordinate the support to ensure the young person has the best chance of completing their education,” and continues with a requirement that “access to the Youth Allowance to be on the endorsement of the school principal,” and that the Commonwealth work “with state and territory governments so that principals and teachers identify ‘at risk’ young people early in their school careers”. AEU member and Valley View Secondary School principal Nigel Howard believes that putting the Principal in the position of having to endorse access to Youth Allowance through the Healthy Welfare card would be unworkable. “The role of the Principal is to develop and maintain a meaningful educational program that will retain students at school. The schools need funding to

ensure that students who are identified as at risk of leaving school early are able to access the provision of an education that will meet their needs. There needs to be effective coordination at the transition point to ensure that disenfranchised young people are able to navigate the transition. There needs to be funding to support this. No Principal would expect that a student would stay engaged in a program that is not meeting their needs, or that they should have to remain because they cannot access Youth Allowance without their Principal’s endorsement. This pits a punitive approach to income support against the supportive nature of the school working with other agencies.”

VET and TAFE VET is the subject of recommendation 14: “That, in order to create jobspecific employer-directed training, the Commonwealth, state and territory governments, as joint regulators and funders, introduce vouchers for employers redeemable at education providers to replace all funding for the vocational education and training system, particularly the TAFE system”. Replace all TAFE funding with vouchers … perhaps it is no surprise after the track record of SA Labor in dismantling SA’s TAFE sector that this can be embraced by Jay Weatherill. And “particularly” after the leaking of the Gago parliamentary briefing note on September 3 that showed Labor plans to cut one-third of FTE positions in TAFE by 2017-18. To make sure that employers completely control the training sector, “These vouchers would only fund training that is designed by, and meets the needs of, employers”.

Will Forrest’s plan be implemented? The Weatherill Cabinet has rushed to embrace a controversial set of proposals without prior consultation with those likely to be affected. It is regrettable that Minister Rankine appears not to have been alert to those proposals that are controversial within her portfolio. It remains to be seen how far the Abbott government will go in their support of the Report. It also remains to be seen whether at this stage the SA government will listen to opponents of various recommendations and modify their own approach. n

Carissa’s finding her leadership feet Lameroo Community School Deputy Principal Carissa Coleman talks to the AEU about her journey into leadership. JOURNAL: How long have you been teaching? CARISSA: I finished my degree in 2006 and my first year teaching was in 2007, I’d had a permanent job in a child care centre whilst at uni and once I finished my degree I really wanted to start teaching, so I made the move to Lameroo. JOURNAL: What attracted you to the teaching profession? CARISSA: My schooling. I loved school as a kid. I had some really inspiring teachers. It’s the same story a lot of teachers have I think. For as long as I can remember I’ve always wanted to be involved in working with young people. JOURNAL: And Lameroo is your first official posting? CARISSA: Yes. I came to Lameroo for 10 weeks at the start of 2007. I had done a little bit of TRT and was still working predominantly in the child care sector and thought well I’m just going to jump in. The teacher I was replacing was going travelling around Australia and I had her house, her class and I was just going to kind of step in to her life. It was challenging leaving home and the 6/7s I had seemed more mature than those I’d taught on pracs in some of the city schools. Soon after, though, I was offered a key teacher position focusing on literacy and numeracy R – 9 … I just loved that. JOURNAL: What did you love about it? CARISSA: Working with all the classes, working with all the teachers facilitating the discussions and looking at the data and how we target our resources to help the kids. It was good to map that out and to see the outcomes. JOURNAL: As a relatively new teacher at the school did you feel supported by your colleagues?

continued over page 3 9

M EM B ER PRO FI LE CO N T.

E N VIR ONME NT

CARISSA: Absolutely. The group of teachers we have here have been incredibly supportive. Sometimes it has been challenging being a younger and newer teacher in those roles. You need to show respect, and they were very involved the whole way through. It was very collaborative and there was a lot of ownership. JOURNAL: Do you think that’s the essence of good leadership? CARISSA: Yes. I think that’s the key, to work collaboratively. And I think as a result my colleagues have been really supportive. I also got to know the kids and the families outside of the school by getting involved in the community. JOURNAL: Do you think that’s important? CARISSA: Absolutely! As a young leader you should try to be part of the community. The community embrace you more and plus are more forgiving when you make a mistake. And we all make mistakes. JOURNAL: And then you took on a DP role; how do you know how to be a DP? Do you get mentored? CARISSA: Definitely. You go on your past experiences but it’s also ok to say you don’t know something. As a young leader sometimes you feel like you have to do it all on your own, but you don’t – you have to use your support networks. I catch up with other leaders from other sites on a regular basis and I’ll ring them for advice. You also learn a lot from the other staff you have on site – the teachers and SSOs all have lots of experience. JOURNAL: You’ve also taken on Acting Principal responsibilities? CARISSA: Yes, I did a couple of stints as Acting Principal. In 2013 I was encouraged to take on the position for three terms. Eventually, I applied for the Principal position and won it for the five year tenure but decided not to take it. JOURNAL: What was behind that decision? CARISSA: I made it because I’m 29 and in a position where I feel I still need more growth and development. JOURNAL: Was that a hard decision to make? CARISSA: It was hard to do and I shared with the staff the reasons why I didn’t take it. Next year my tenure finishes here and it’s important for my career and development to experience different sites. I’m happy with the decision but it’s quite emotional, the thought of moving on, but it gives someone else the opportunity. I say to other young people who want to pursue their career in leadership to come to the country; it’s a really good way to develop essential skills for leadership and I’ve loved my time here. n 10

1 AEU members march at the Global Day of Action in September.

Care about our planet? Join the AEU Environment Action Group! The AEU’s newest activist group is up and running, taking part in the recent Global Day of Action in Adelaide. Terry Grealy reports.

t August Branch Council delegates supported the formation of an AEU Environment Action Group. The purpose of the Environment Action Group is to support action to reduce climate change and to secure an environmentally sustainable future. Many members are concerned about climate change and other environmental issues. As AEU members, we can take action and add our voices to the global movement that is trying to avert the crisis, calling on governments and corporations to protect and preserve our climate and our future. As Bernie Fraser, Chairman of the Climate Change Authority, commented regarding Australia’s climate change debate: “The ‘good guys’ have lost the argument because they failed to contest untruths peddled by ‘bad guys’, including the Federal Government.”

The AEU Environment Policy The AEU Environment Policy recognises the dangers posed by climate change and the importance of creating an environmentally sustainable future. It calls for “the union movement to be involved in solutions for the future” and

“encourages collective and individual action by AEU members.” The AEU strongly supports action to reduce climate change and to secure an environmentally sustainable future. As educators AEU members have shown our commitment to teaching about environmental concerns and involving students in action for change. Individual union members should be encouraged to take action to live sustainably and to take action professionally and politically to secure environmentally sustainable workplaces/education institutions, community education and engagement, and Government action.

AEU SA Environment Action Group PLANNED ACTIVITIES: • Having an AEU presence at proenvironment activities • Promoting sustainable practices within schools, particularly reducing the use of non-renewable resources, and linking these initiatives to action against climate change • Raising our voices in the climate change debate • Encouraging members of school continued over page 3

V ICE PRESIDENT’S RE PO RT communities to participate in activities and to contribute to the debate on the environment • Establishing links with other proenvironment groups • Calling on our elected members to take action to protect the environment. In their first activity, the Environment Action Group participated in the Adelaide climate rally and march, part of the Global Day of Action, on Saturday 20 September. At August Branch Council the Environment Action Group Committee was established: DASH TAYLOR JOHNSON (Le Fevre HS & AEU Branch Executive), GENNARO MARINO (Glenunga International HS), ZANEE CUSHWAY (Kenmore Pk Anangu School), VANESSA BROOKSBY (Freeling PS), LOU ROBERTS (AEU staff), DAVID SMITH (AEU SA Branch President) and TERRY GREALY (Thebarton Senior College and Chairperson). At their second committee meeting on Thursday 6, the committee began mapping its activities for 2015. See Ad below on how to get involved.5 n

Join the AEU Environment Action Group and help campaign for a clean, green planet Our planet faces an imminent threat from climate change and other potential environmental catastrophes. You can be part of the solution by joining the AEU Environment Action Group.

There’s no time to waste. Get involved today! To find out how you can get involved, contact Lou Roberts:

E: lroberts@aeusa.asn.au P: 8272 1399

Politics motivates Curriculum Review AEU Vice President Howard Spreadbury writes Since its release just over three weeks ago, the review of the Austalian Curriculum has received a degree of media attention, some of it for the wrong reasons, as reported in this Journal. Federal Education Minister Christopher Pyne continues to adhere to the philosophy underlying aspects of recommended content change while attempting to deflect adverse criticism of reviewer Dr Kevin Donnelly and more recently Professor Barry Spurr, one of the academic consultants reviewing the English curriculum. The real issue is the review itself and the motivation of key interests in the federal government in relation to subject content. AEU members have raised the obvious question as to a review of a new national curriculum when it is still in the implementation phase. The answer is equally obvious when an incoming conservative government identifies with our apparent JudeoChristian roots and the historical connection of our system of government with that of Westminster. We didn’t need a costly review to tell us that the curriculum is overcrowded – members have stated this fact consistently. Then there is the attempted deflection of public attention from the main

game which is schools funding reform as recommended by the Gonski panel. Again the federal government is determined to reverse funding reform through its non-commitment to the full six years of funding, despite pre-election commitments, and attempts to amend the Australian Education Act which underpins funding reform. Further, the report offers what can only be described as extraordinary recommendations to redefine and reconstitute the role of the Australian Curriculum and Reporting Authority (ACARA) with the intent to take the authority for curriculum implementation out of the hands of those who claim ownership and who ultimately make it work – state and territory ministers and the teaching profession. There must be capacity within curriculum reform for schools to adapt subject content to meet the needs of their students and for teachers to exercise professional judgement in ensuring that a national curriculum is also reflective of the local context. In South Australia, the AEU will engage in discussion with the state government and DECD to determine its position in relation to the report’s recommendations and how it intends to support the profession through the period of ongoing implementation in 2015 and any proposed re-defining of the curriculum in 2016. n

The AEU Executive & Staff of the SA Branch wish all members

Merry Christmas and a Happy NewYear!

Have a peaceful, relaxing and safe holiday. The AEU Office will close at 12 noon Wednesday 24 December 2014 and will reopen on Monday 5 January 2015. 11

RN E UN TENRP INRIS G HEE AD BAR GA I NI NG

EB 2015 Enterprise bargaining consultation continues Workload, class sizes and hours of work are among the many issues members are feeding in to our Log of Claims consultation.

he AEU continues to consult and receive input from members to develop our next Log of Claims. Area meetings will take place early in Term 4 giving members another opportunity to get together to discuss solutions to issues that need addressing in order to lay the foundation for a new and improved enterprise bargaining agreement. A further opportunity will take place at AEU Branch Council on November 22. It is this solidarity and strength as one union that will enable us to achieve our goals. Consultative Committees continue to meet to examine matters that are of importance to them. A number of working parties will be established to address specific areas of concern. If your sub-branch has not discussed the Log of Claims, it is not too late. You are encouraged to hold a sub-branch meeting to discuss the issues raised in the AEU Discussion Papers which can be found on the AEU website (see link in ad – right). Feedback on the discussion papers or any other EB related issues not identified in the papers should be sent to aeusa@aeusa.asn.au Some of the key themes and feedback presented to AEU Branch Executive include: • Salaries. We will be pursuing salary increases that reflect the work and value of the teaching profession. • Teacher and leader workload. The workload of teachers and leaders continues to be excessive. The hours of work need to be addressed. 12

There are many elements that have been identified that are impacting on teachers’ and leaders’ work. In short people are being asked to do too much in the time that this provided. Face-to-Face Teaching, NIT and Other Duties need to be examined. • Role statements that clearly define duties of teachers and leaders need to be developed. • Current job design means that the work and duties required have no boundaries and are undefined. This is impacting on work/life balance. • Clear statements of expectations for teacher and leader jobs are needed. Work expectations continue to grow at a faster rate than education resources. • Clearer industrial provisions and definitions are needed in the enterprise agreement so there is no ambiguity and so language is clearly understood by those working in schools. If clauses have been included to provide workload protections then they must be effective. Changes need to be made to provisions like the banking of NIT. • There are many issues that relate to special needs students and increased complexity of students in mainstream classrooms. This is impacting on member workload and OHSW of teachers and leaders. One solution presented was that special needs funding must be provided on referral.

• Curriculum support for schools needs to be improved so that teachers can use their expertise to support their colleagues. This would address workload and improve education outcomes. • Class sizes are seen to be too big, adding to teacher workload. Clear, enforceable and unambiguous maximums need to be included in the enterprise agreement. Particular attention needs to be given to early years class sizes when four-year-old children are enrolled. Weightings are needed to ensure that class sizes are reduced when more complex students are in the class. Many mainstream classes have a number of students with disability who would qualify for special options, but class sizes have not been reduced and SSO support not provided. Practical classes are of concern and maximum class size prescriptions should be included in the Log of Claims. Recently released results from the Staff in Australian Schools (SIAS) survey shows that class sizes and workload are educators’ two main concerns. • To support the PAC, release time for PAC reps must be provided, along with increased resourcing for improved training. • Changes to teacher registration requirements have increased the importance of Teacher Professional Development. The AEU Journal interviewed a number of teachers and leaders to get their views on matters that need to be addressed through enterprise bargaining.

STEPHEN MEASDAY Principal, Stirling East PS Chair, AEU Leaders Consultative Committee With increasing workloads, compliance issues and a smaller Flinders Street, we need to increase our SSO allocation to provide an office manager or leader’s PA position. We is taking from classroom support to cope with management responsibilities. We also need to look at fallback positions for principals who have not won positions. There are clear issues for the individuals involved but also for continued over page 3

any schools where they may be placed as teachers. This is particularly an issue for principals who have not had a teaching load.

STUART KITTO Principal, Tintinara AS I’d like to see a focus on ways to address workload, attraction and retention issues, particularly in rural and remote areas. Teaching and leading in the country is different to teaching and leading in the city and this needs to be recognised and addressed or rural kids will forever remain the poor cousins.

CHRISTINE NIKOLIC Teacher, Playford PS There are a lot of things in our EB that are very ambiguous and many teachers are saying they’re being expected to ignore the Agreement, which has been ratified by the Industrial Relations Commission. This is a real issue. The Agreement itself is too open for interpretation and needs to be tightened up so that clauses can’t be construed in any way other than they were intended.

SONJA SLATER

high. There are lots of admin duties that we are required to complete and the time that we’re able to spend on developing dynamic learning activities is minimised because of this. It’s really hard to see the correlation between the admin we are doing and learning outcomes in schools. The Work Health and Safety discussion paper has been discussed in our site in relation to the stress of workload and the toll it takes on teachers’ health. Our leadership here is very supportive but I do think that across the system WHS is an issue we need to be tuned in to.”

GRAHAM ALDER Principal, Murray Bridge Sth PS Along with workload issues around continuous compliance requests from DECD, we need a review of Partnerships in 2016 to ensure that it is meeting our needs. Simplification of processes around management of clearances, certificates and Step 9 would also be good. An allowance in the RES for training and development of staff that includes TRT cover and registration costs is also needed. Recognition is needed that a growing number of students with disabilities in mainstream schools need additional support, as do

students who do not qualify but who are still a long way behind. In addition, we should have a counsellor in every school. With respect to salaries, pay increases that recognise the increased complexity of both teaching & leadership roles is essential.

TRISH PHILLIPS Teacher, Northfield PS AEU Branch Executive I think workload is a massive priority. We need to refine and define the role descriptions and we need a stronger definition of Other Duties. At the moment there’s no limit on what can be included under the term ‘Other Duties’ and the workload just keeps getting bigger and bigger. If we can get some of those things nailed down I think it will help control workload, but at the moment it’s quite out of control. n The AEU will be holding ongoing enterprise bargaining consultation meetings as the process continues. Keep an eye on the AEU website and e-News for details and do your best to attend and provide input. You can also provide EB feedback via email to:

aeusa@aeusa.asn.au

Teacher, Playford PS Our hours of work aren’t reasonable; we don’t even get enough time to eat our food. We get 20 minutes usually at recess and 15 minutes at lunch, so we have 35 minutes in an 8 hour day where we actually get a break, and that’s not healthy, especially as a lot of us are getting older. It’s really effecting our wellbeing. We do 8 hours work at school and most of us would do another two hours at night at home; we’re working ten hours every day and we just don’t get the downtime.

LALLANAH JOOMJROEN Teacher, Northfield PS As an early career teacher, knowing that the AEU is consulting really gives me confidence that things like class sizes are going to be addressed. It’s important that everyone gets the same opportunities to learn, and to teach. I think workload can be really affected if class sizes are too

EB 2015 Discussion Papers

Have your say on our claim for a new agreement.

We have published a range of EB discussion papers and we encourage members to access them on the AEU website:

8: www.aeusa.asn.au>issues>EB2015 The AEU encourages members to attend area and any member meetings that arise during the development of our new claim and through the course of negotiations. We want to hear your views on what should be included in our claim. It’s your chance to have a say about your wages and conditions. The AEU will provide regular updates throughout the EB process, so please make sure your email and mobile phone details are up-to-date.

8: updates@aeusa.asn.au

Email any changes to

TA F E FOCUS

More jobs to go in TAFE? AEU TAFE Organiser Tony Sutherland reports… 7 ACTU union educators supporting the Stop TAFE Cuts campaign at the AEU in 2013.

Picture here

TAFE

n September 3, The Advertiser reported the equivalent of 800 jobs are to go from TAFE SA over the next three years. This equates to approximately one-third of the TAFE staff. This massive cut to the TAFE workforce would be in addition to the 400 staff who have been given separation packages in the last two to three years. The report, though yet to be confirmed as accurate by TAFE management, does nothing to alleviate AEU members’ concerns about the devastating impact of the State Government’s market-based Skills for All funding regime and reinforces suspicions that a full privatisation of VET is on the cards in South Australia. The AEU immediately wrote to TAFE SA and the Minister regarding the potential job losses and received the following response from TAFE SA: “Staffing across TAFE SA is dependent on revenues we earn from fee-for-service and international students, as well as State Government subsidies. We engage staff to support our business activity, making regular assessments about our yearly training needs and re-allocating our budget for FTEs or other areas as necessary. Therefore, final FTE figures will most likely be different to those quoted in ‘The Advertiser’ on 3 September 2014. TAFE SA’s teaching model continues

to evolve in order to provide more flexible delivery options for students, taking advantage of the latest technology and relying less on the traditional face-toface teaching methods.” This statement clearly indicates a move to reduce further the number of TAFE Act staff and increase casualisation off its already declining workforce. AEU President, David Smith, in response to The Advertiser article stated: “The government either needs to come clean and admit it’s moving to kill off TAFE and fully privatise VET, or shelve its plans to cut more jobs and start putting taxpayer dollars back into TAFE where quality takes priority over profit.” TAFE management has agreed to meet with the AEU to discuss the job cuts foreshadowed by The Advertiser’s report on the leaked ministerial briefing paper.

Skills for ALL Version 9 of the Skills for All funded courses list is about to be released as

Qualification

an increasing number of qualifications are removed and being offered instead on a “Fee for Service” basis. Using TAFE’s Schedule of Fees we can compare 2011 and 2014 fees for a range of qualifications now no longer funded by Skills for All. See table below for examples. Latest data from NCVER shows that the competitive market policy of the South Australian State Government has been detrimental to TAFE SA’s viability; its market share dropping from 64.4% in 2010 to 52.3% in 2013. The private provider share of the SA VET market has grown from 29.2% to 44%.

Enterprise Bargaining The current TAFE SA Enterprise Agreement has a notional expiry date of 31 January 2015. The Union has begun consultation with members on the claim for a new agreement through a number of recent workshops held at major campuses. Members have identified workload as a key issue. Large numbers of staff have recently left TAFE via redundancy packages but much of their work has remained, leaving their former colleagues with increased workloads in order to ensure students are not affected. Many work groups, including those working in degree courses with links to higher education, are delivering above the maximum face-to-face teaching load and many are doing this with increased class sizes. This has also resulted in many members working longer hours to meet administrative demands. n

2011 Fee (S4A) Max Max

2014 Fee (FFS) Min Max

% inc Max

Certificate 3 in Children’s Services $1,123

$1,514

$8,732

$11,777

778%

Certificate 3 in Aged Care

$1,064

$1,222

$8,277

$9,502

778%

Certificate 3 in Business

$1,087

$2,105

$5,512

$10,675

507%

N E W E DU CATO RS FO CUS

National new educators conference inspires What do you get when you bring together 80 teachers from public schools across the country? You get red-hot debate, amazing learning and a room full of commitment and action. 7 From left: Vijaya Sarunga, Trudie Zadow, Sam Lisle-Menzel, Richanda Tiley, Alyssa Moore, Stephen Paulovich and Nicol Bliss

NICOL BLISS

New Eds

the issues facing public education and the rights that all teachers need to demand they have. These issues include sustainable workloads, financial entitlements, safer working conditions and equality for teachers. I believe if I can spread information on issues facing all educators, other AEU members will continue to spread the message and it will contribute towards achieving change.

Mount Torrens PS

rom AEU Federal President Angelo Gavrielatos’ inspirational speech condemning the racist, sexist and plainly offensive emails sent by Australian Curriculum reviewer Barry Spurr, to a condensed history of the G.E.R.M (Global Education Reform Movement) and why we must continue to fight against a movement that prioritises profit over student learning and teachers’ rights, this year’s conference sparked plenty of conversation and engagement from delegates. The six South Australian new educators who applied and won a position at the conference held in Brisbane at the Queensland Teachers Union, committed to action as a result of the informative and action-based sessions run by passionate educators in the union movement. Here is what they have committed to:

ALYSSA MOORE Nicolson Avenue PS Recruitment to the AEU! I want to ask people if they are involved in and signed up to the AEU. I want to make my conversation personal to them. I want them to know that the union has our back. I want teachers, and all members, to become more involved in AEU issues, including professional development and campaigning.

TRUDIE ZADOW

Nicolson Avenue PS

I want to educate others and discuss global issues – like the G.E.R.M. and the political tidal waves that sweep over us, along with international issues like those of our Pacific neighbours (including classes of 40+ students) and the ‘human right’ of education. I want to have 1:1 conversations with AEU members and AEU leader members about these issues and the importance of strength through supporting one another.

RICHANDA TILEY Salisbury Downs PS Back home I am going to do further research about International Education and the fight for education as a basic right. I want to watch the videos at www. unite4education.org and inform my colleagues of the issues. I will campaign, and assist in campaigns when I can. I suggest a stream of the next AEU State New Educators conference relate to global education issues.

STEPHEN PAULOVICH KI Community Education My goal is to educate and empower future and existing AEU members about

Beware of the G.E.R.M. Seek to understand Christopher Pyne’s attack on curriculum and what it means for the future. Seek out a local sub-branch secretary for development of AEU matters. Attend AEU meetings. Look to further reading, including work by NSW Teachers Federation President Maurie Mulheron.

VIJAYA SARUNGA TRT

I want to be part of the AEU SA State New Educators Conference in 2015. I want to plan and run workshops for TRTs on awareness of entitlements, and classroom management. And through this I want to encourage more TRTs to join the AEU.

As you can see from their commitments, the conference delegates are a fantastic bunch of committed new educators, who are all working as contract teachers. I wish them the best of luck with their commitments and their employment in 2015. For further information on the G.E.R.M, check out Finnish Educator Pasi Sahlberg’s blog at: www.pasisahlberg.com/

global-educational-reform-movementis-here

For information on the AEU’s program for new educators please give the AEU Information Unit a call on 8272 1399. A big thanks to Teachers Health for their sponsorship of the National New Educators Conference. See Ad on pg 2. n

Sam Lisle-Menzel AEU New Educators Focus

F EAT U R E

The Australian Curriculum Review – what does it say? Against a backdrop of debate around the need for yet another curriculum review, Valley View Secondary School Principal Nigel Howard says the profession can benefit from its findings.

he Australian Government established a Review of the Australian Curriculum in January 2014, led by conservatives Dr Kevin Donnelly and Professor Ken Wiltshire AO. The Review has been criticised far and wide as being politically motivated, too soon within the implementation of the curriculum to warrant review, and a continuation of the culture wars that hark back to the Howard era. The release of the report has been criticised as being a distraction from the government’s lack of commitment to the Gonski funding model.

Is there an Australian Curriculum? The Review questions whether there is an Australian Curriculum, given the diverse way that states and territories have interpreted and implemented the curriculum and given that there is no overall way of establishing how the curriculum is being implemented other than a report back to the Commonwealth.

The Context The review attracted around 1600 submissions from individuals and groups as well as reviewing research and commissioning reports from subject matter specialists. The initial chapters of the review set the context nationally, internationally and with a historical perspective going back to Gramsci and the Democratic Curriculum movement of the 1980s ranging through to Alan Reid. Finland, England and the high performing Asian countries are brought in to provide international context. The preferred Curriculum that emerges from this is one where “the focus is on students, underpinned by values and principles where knowledge is the educational foundation and the (traditional) disciplines are the pillars of learning.” 16

Review Findings 1. The development was rushed, top down and did not take into account the lived realities of teaching: “Even supporters of the development process agreed it was too rushed and relied too much on compromise, which was not always based on educational grounds. Most agree that this led to overcrowding of the curriculum, which was exacerbated by the fact that the curriculum was designed in a top down approach rather than starting from the place and challenge of the teacher in the typical school day or week. This also meant a lack of consideration of the way primary teachers actually teach, the inappropriateness of lockstep design, complexity of multi-level classes, student diversity, and regional and remote locations with difficulties of attracting and retaining teachers.” 2. Need for more teacher professional development in curriculum development skills and disciplinary content: “…and there would seem to be a strong case for jurisdictions to address these matters, especially through more comprehensive preservice education and in-service professional development.” 3. The lock step nature of the Australian Curriculum is not inclusive of students with disabilities or other disadvantaged students: “The design is too monolithic, too template driven, homogenous and too focused on rigid content descriptors and lockstep sequencing and so it is unsuitable for many school settings and students with special needs. Student diversity is being seriously neglected especially as regards students with disabilities.”

4. The Australian Curriculum does not have a clear statement of purpose or vision to inform development: “ACARA should have paused to consider the purpose of education and the underlying aims, values and principles for a national curriculum.” 5. The cross-curriculum perspectives do not fit easily within the curriculum: “The process of developing the crosscurriculum priorities has been singled out for significant criticism. While most are happy with the three topics, there is concern among educators that they have been designed as “add ons” rather than being integrated into disciplinary learning areas.”

Initial Responses The initial government response to the Review is tepid and includes generic statements of support; in the press Christopher Pyne has said it is unlikely there will be any changes to the Australian Curriculum until at least 2016. The initial response in the press has been predictable, picking up on Tony Abbott’s back-to-basics approach and the need for core phonics teaching, the need to include a more Judeo-Christian balance to the curriculum, and the opposite reaction to all of these.

AEU members have signalled their response The Review findings echo the issues that members have raised throughout the implementation phase of the Australian Curriculum in a range of forums as well as a recent AEU online survey. The lock step nature of the curriculum, the overcrowding and unnecessary complication have all been raised as issues and added considerably to teachers’ workloads. continued over page 3

The need for an AEU response Now the work of the review has been done, it is important that the voice of the teachers, parents and students is put into the public arena to influence the future direction of the debate. It is very important that the overcrowded curriculum and the inflexible nature of the curriculum form a large part of the response to influence not only the national agenda but importantly the South Australian context. One possible response could pick up on the “unfairness” of the monolithic curriculum and link that to the unfairness of the government’s funding model.

“The lock step nature of the sequencing within the learning areas was considered inappropriate for many regions and groups including regions with small schools characterised by multi-level classes, classes with children with special needs, Indigenous communities and other socio-economically disadvantaged groups.” Establishing that increasing the ability of teachers to make the curriculum more inclusive will require proper funding and professional development and “that any changes not be rushed but be properly supported by adequate time and resources.” n

If that is the case, then the 15 subject specialists who provided expert commentary on the Australian Curriculum and made recommendations for changes to it cannot be aggrieved if their values are examined to see what underlays this “privileging”. Of those 15, nine represent tertiary academia, one is a Catholic Education Office maths advisory team, three are principals at elite private schools, and two are teachers. Of the latter, one is in a private school, one is in a public school. Three of the 15 are associated with right-wing, conservative think tanks or publications such as the Institute of Public Affairs, the Centre for Independent Studies and Quadrant. They are Spurr (English), Prof Greg Melleuish (History) and Prof Anne Twomey (Civics and Citizenship). Melleuish and Spurr were among the authors of the IPA’s The National Curriculum – A Critique launched at the IPA in January 2011 by then Shadow Minister for Education Christopher Pyne. According to the IPA, the monograph “explains how the federal government’s proposed national curriculum ignores Australia’s history and its Western Civilisation heritage.”

Spurred on, by ideology Pyne’s review is a tainted document says AEU Research Officer Mike Williss

he revelations surrounding the racism espoused by Sydney University Professor Barry Spurr have damaged the credibility of the Review of the Australian Curriculum. Pyne initially claimed that the Review had been ‘broadly accepted’, at least in part because it had been delivered in a ‘very balanced and non-ideological way’. However, the credibility of the Review was undermined before it even began.

The impeccable right-wing credentials of reviewers Dr Kevin Donnelly and Prof Kenneth Wiltshire had been widely discussed. As if to confirm their agenda, the reviewers state at the outset that “No curriculum is ever value free and curriculum designers, whether they are aware of it or not, are building on or privileging a particular belief or philosophy about the nature and purpose of education.”

In April 2012, Melleuish polished his credentials with a piece that asked “Who wants to sit in a class and hear their country being constantly rubbished and denigrated? Who wants to hear stories about how evil their ancestors were and what terrible crimes they committed?” He concluded the “Black-armband history leads only to ruin.” Sydney Grammar School’s Dr John Vallance reinforces hostility to the inclusion of the Indigenous cross-curriculum perspective, describing the integration of Indigenous art in the visual arts curriculum as “disturbing”. Spurr aggressively attacks the same perspective in his material on the English curriculum. Spurr and Vallance also agree that student creativity should be minimised to allow for the absorption of the great works of the West. Spurr writes: “…an emphasis on pupils as ‘creators’ of texts and a concentration on the development of their creative writing, while (arguably) having a place in the curriculum for English literature, can be so continued over page 3 17

T W IT T E RSPH E RE

FE ATUR E CO NT.

A selection of tweets on the Review

emphasised as to appear to take a position of equal or even greater importance to the study of other writers’ works. Creativity in any of the arts is best nurtured, especially in the pre-adult years, by a thorough grounding in what others have achieved.” Vallance argues that in the Arts, balance has swung too far away from ‘responding’ to art to ‘making’ it.

Wendy Bacon (@Wendy_Bacon)

“A read over of curriculum by out of touch racist is not a ‘robust’ review. Time to ditch it says Sen Wright”

Maralyn Parker (@MaralynParker)

“‘Experts’ appointed by Pyne’s nat curriculum review included several chosen without any scrutiny from ed officials.” n Senator Penny Wright

While their more considered presentations as subject specialists to the Review do not have the same inflammatory tone as the Spurr emails, the privi-

leging of conservative curriculum content and pedagogies is a constant theme throughout the subject specialist papers. Only one – Prof Chris Hickey – gives “resounding support towards implementation” of, in his case, the Health and Physical Education curriculum. Chris Graham, editor of the New Matilda website which published the Spurr emails is right. The Australian Curriculum now has a toxicity associated with it and our “most urgent public attention” must be devoted to its cleansing. n

Review a distraction from the real issue of schools funding

(@PennyWrites)

“Prof Spurr was paid $8250 for #curriculum review and department did not check qualifications.”

The Conversation (@ConversationEDU)

“Christopher Pyne’s curriculum review has dropped history (and evidence) in favour of an analysis-free myth.” n Jane Caro (@JaneCaro)

“Trouble was the review was behind closed doors, the curriculum development itself made all submissions public.” n Deborah O’Neill (@Deborah_ONeill)

“It’s now cyrstal clear that the curriculum review was initiated for ideological reasons and that the process was flawed” n Greg Thompson (@effectsofNAPLAN)

“Most curriculum change requires ‘buy-in’ from the profession to be effective. I think Qs about legitimacy have scuppered the current review.” n 18

The AEU responded to the release of the Australian Curriculum Review by arguing the focus must be on needs-based funding.

he release of the Abbott Government’s response to the review of the national curriculum has confirmed that it was simply a distraction which will do nothing to close the achievement gaps and lift overall student performance. “Nothing in the Government’s response justifies the time and expense taken to review a national curriculum which is not yet fully implemented,” AEU Federal President Angelo Gavrielatos said. “This entire exercise has been a distraction from the Abbott Government’s abandoning of needs-based Gonski funding agreements and its refusal to properly fund schools.” “No change to the curriculum will address the gaps in funding and achievement between advantaged and disadvantaged schools.” Mr Gavrielatos said the overcrowding of the curriculum, especially in primary schools, is a long-standing issue which needs to be addressed, but that we did not need a review to tell us that. “Teachers are already using their professional judgment to integrate the general capabilities and cross-curricu-

lum priorities in the national curriculum, and this review will not change that.” “Schools don’t need curriculum reviews, they need to be properly funded to meet minimum resource standards, and be able to provide the support that students need to reach their full potential.” Education Minister Christopher Pyne has praised the curriculum review for recognising the needs of students with disability, but at the same time he is cutting $100 million from disability programs from next year, and has broken a promise to increase the “disability loading” given to schools to recognise the costs of properly educating students with disability. “This is typical of an attitude that tries to pretend funding of schools doesn’t matter,” said the AEU President. “The suggestion that the Australian Curriculum Assessment and Reporting Authority be changed by removing State and Territory representatives is extraordinary. The only reason we have a national curriculum is because of direct engagement of all State and Territory ministers,” he said. n

WO M EN ’S FOCU S

Photos: BLVD Photography

Gender matters for AEU women

During the October holidays, 13 women represented the SA Branch at the 2-day annual AEU Federal Women’s Conference in Melbourne. AEU Women’s Officer Tish Champion reports. 1 Women members in fine form at the recent AEU Federal Women’s Conference. 7 AEU Federal Women’s Officer Catherine Davis. There will always be those that believe there is no difference in the treatment of women and men in sport, work, society, the media or home.

ith a theme of Gender Matters, this year’s conference provided a fantastic opportunity for those delegates to hear about, think about and talk about current gender issues in Australia and around the world. Themes covered at the conference this year included the gender pay gap, women’s health, women in sport, gender discrimination, domestic violence, women in leadership, “feminist” curriculum perspectives and the role social media can play in equity issues.

There will always be those who believe all is well in the world and that gender is of no consequence to life chances or opportunities. There will always be those who believe that discrimination and disadvantage impacts on men as much, if not more than women. I would be interested to know what those people would say to a woman working full-time in Australia who is earning approximately 17% less than her male colleagues and retiring with a much smaller superannuation fund, or a woman in Australia who loses her job and her home as a result of domestic violence, or a woman living in Afghanistan who is denied education, or the women around the world who make up 75% of the world’s illiterate adults, or a woman in Chile who has no legal right to own land, or a young girl in Yemen who was forced to marry a 25-year-old

man when she was only six years old.

Fact: Gender equality is still an issue in the world and still matters.

Fact: No matter how you look at it, women the world over – including Australia – are still paid less than men. Fact: Women are viewed, portrayed and treated differently in life, work, sport and the media. Fact: Until everyone accepts that gender has an impact, things will never truly be “equal”. Fact: Women (mostly) don’t have babies on their own, but are usually the ones expected to endure periods of part-time work or absence from work altogether. As a result, they usually have lower superannuation funds than their male partners. n

Merry Christmas

The Status of Women Consultative Committee extend very warm wishes for the upcoming holiday period to all members. Looking forward in 2015 to your involvement in our next enterprise bargaining. n

SSO : DI D YOU KNOW?

SSOs, ECWs and AEWs and the shorter school year Eligible permanent and temporary SSO, ECWs and AEWs are able to offset professional learning and development undertaken outside of normal hours against attendance on site during the final week of the school year. Casual SSOs, AEWs and ECWs and those working under PSM Act conditions are not eligible. Participation in the Training and Professional Support Strategy is voluntary. Eligible SSOs, ECWs and AEWs who provide a Training and Professional Development – Employee Declaration form to their site leader by the end of Week 9, Term 4 each year, stating they have undertaken the equivalent of 37.5 hours of training and professional development (pro rata for part-time employees), will not be required to attend the worksite in Week 10 of Term 4 and will be provided with time off in lieu. The Employee Declaration form and the Claim for Payment of Training and Professional Development Activities form are attached to the Training and Professional Support Strategy Guidelines HRG01 which can be found on the DECD website. n

Apply now for payment over 52 weeks SSOs who receive a 16% loading and are either permanent SSOs who do not receive recreation leave entitlements or temporary SSOs where the tenure is for a complete school year, are eligible to opt into the scheme of spreading their pay over the year. Existing eligible permanent/ongoing SSOs wishing to change the way they receive salary payments will be required to opt into or opt out of the scheme for the following year, by completing the DECD VL515 form. This must be received by Shared Services SA no later that Week 8 of Term 4 of the previous year. Requests received after this time will not be able to be actioned. Eligible temporary SSOs can opt into the scheme by completing a VL515 form upon acceptance of a full year position which commences in Week 0 or Week 1 of Term 1. Should you require more information the DECD Human Resources Series – HR34 SSO Salary Payments Over 52 Weeks can be accessed on the DECD website. n 20

NO M I NA T IO NS FO R AEU CO M MI T T EE S

Australian Education Union | SA Branch Nominations are called to fill vacancies on the following AEU Committees: STANDING COMMITTEES COUNTRY CONDITIONS The Committee monitors country working conditions and makes recommendations to Branch Executive on appropriate policy and action.

Two female positions for 2 years ending December 2016 One male position for 2 years ending December 2016

FINANCE The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis.

Two female positions for 1 year ending December 2015 One male position for 1 year ending December 2015 One female position for 2 years ending December 2016 Two male positions for 2 years ending December 2016

OCCUPATIONAL HEALTH, SAFETY & WELFARE The Committee monitors OHS&W issues and advises on matters relating to the working environment and health of members and students.

Two female positions for 2 years ending December 2016 One male position for 2 years ending December 2016

CONSULTATIVE COMMITTEES Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All positions are for a one-year term of office ending

December 2015.

Contract and TRT – 9 positions. Unemployed, Contract and TRT members. Special Education – 9 positions. Teachers and School Services Officers involved in Special Education.

Status of Women – 9 positions. Women members from all membership sectors and classifications.

Leaders Consultative Committee – 9 positions. School leader members in all sectors of schooling.

Aboriginal Education – 9 positions. Indigenous members from all membership sectors and classifications.

School Services Officers – 9 positions. School Services Officers in DECS. Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) – 9 positions. All membership sectors and classifications.

Early Childhood – up to 15 positions, a majority of whom shall be Children’s Services Act employees. Members working in Early Childhood Education.

CLOSING DATE: Nominations for these Committee vacancies must reach the: Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than 12.00 noon on Thursday, 20 November 2014. A nomination form is available at: http://www.aeusa.asn.au/nomination.pdf?lid=68 and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

ELECTION PROCEDURE: Ballots for contested positions will be conducted at Branch Council on Saturday, 22 November 2014. Peter Norman Returning Officer

A E U T RA IN IN G AND D E VE LOPME N T PRO GRAM 2 014

COUN C I L DATES FO R 201 4

EVENTS & COURSES 2014 Term 4 + Holidays

Branch Council Meetings Upcoming dates for 2014 are:

Saturday, November 22

TAFE Divisional Council Meetings Upcoming dates for 2014 are:

Friday, November 14 14 Nov 2014, 20 Jan 2015

community members.

Joint AEU/DECD Merit Selection Training and Re-training Sessions

Venue: UniSA lecture theatre BH216, Barbara Hanrahan Building

Registrations for AEU Retraining sessions via email to: lmangan@aeusa.asn.au Registrations for Full Day Training sessions via the ECU website only:

www.decd.sa.gov.au/hrstaff/

Sun 16 Nov 4:00pm for 4:30pm viewing

IWD Committee SA Fundraising Film ‘Frolic’ Take Pride in SA women and the 120th anniversary of Women’s Suffrage by attending our Fundraising Film ‘Frolic’. Proceeds towards cost of seats at IWD Luncheon on 5 March 2015 at Adelaide Convention Centre.

Level 1, City West Campus, North Terrace, Adelaide

Fri 28 Nov

5:00pm – 7:00pm

AEUSA LGBTI Network Function At The Astor Hotel, 437 Pulteney Street (southern end), Adelaide in the Pulteney Function Room. Our LGBTI members are invited to join our LGBTI Consultative Committee and staff. Drinks at happy hour prices. Complimentary platters of food. Please email us (see link below) if you wish to attend.

Sat 29 Nov

2:00pm – 4:00pm

Venue: Trak Cinema. 375 Greenhill Road Toorak Gardens

LGBTI Workshop: Education through Film

Fri 21 Nov

A workshop for educators on the use of film and visual texts to support awareness of LGBTI issues. This workshop will be held at the AEU during the FEAST Festival activities. Members are welcome to bring a colleague. Further info or to register (see link below).

9:15am – 3:30pm

AEU Aboriginal Members’ Conference A one-day conference for AEU SA Branch Aboriginal and Torres Strait Islander members on current educational issues of concern. There will be a conference dinner on Thursday 20 November. See Ad on Page 4. Open to: AEU SA Branch Aboriginal and Torres Strait Islander members.

Sat 22 Nov

2:00pm – 3:00pm

Creating Safe and Inclusive Schools: FEAST Cultural Festival Community Forum Presented by Shine SA and the Feast Youth Committee, proudly supported by the Australian Education Union SA Branch. Come and find out about the new Safe Schools Coalition South Australia program, and hear from a panel of passionate individuals supporting gender and sexual diversity in schools. Join the conversation and walk away with new resources and ideas. To register go to: www.feast.org.au Open to: Students, parents, school staff and

Sun 30 Nov

11:00am – 6:00pm

AEUSA and Teachers Health stalls at FEAST Festival Picnic At Pinky Flat Park (by the River Torrens opposite the Adelaide Convention Centre). Come and talk to us about your input into clauses covering workplace conditions for our next Enterprise Bargaining claim. See FEAST Ad on Page 22.

Mon 15 Dec

9:30am – 12:00pm

Curriculum Organiser Online (COO) Intro Workshops A short introduction to the AEU’s Curriculum Organiser Online and how it can help members’ teaching Foundation – Year 10 to plan and program based on the Australian Curriculum. Open to: Everyone interested in finding out how COO can help them in planning using the Australian Curriculum.

For further info on any of the above events and courses, email Saniya Sidhwani on : training@aeusa.asn.au To register go to : www.aeusa.asn.au>events &

Use your QR app to “like us” on facebook.

courses

ATTENTION TEACHERS! Renewal of Teacher Registration Does your teacher registration expire in January 2015? If so you will need to lodge an application to renew your registration by 31 December 2014. An application to renew your registration will be sent by post in late October 2014. To be registered as a teacher in South Australia you must apply to renew your registration by the due date. If you have not received an application to renew your registration by 30 November 2014, please contact the Teachers Registration Board on 8226 8811 as non-receipt of an application to renew is not an acceptable reason for allowing your registration to expire.

CHANGE OF ADDRESS: details must be provided in writing via: Email: renewal@trb.sa.edu.au Post: PO Box 3649, Rundle Mall, SA 5000

CHANGE OF NAME: details must be provided in writing with a certified copy of a marriage certificate, decree nisi, or deed poll via: Post: PO Box 3649, Rundle Mall, SA 5000 In Person: Level 6, 70 Pirie Street, Adelaide SA 5000 FAXED COPIES WILL NOT BE ACCEPTED. 21

N OTI CE B OA R D

Seeking promotion? Aspiring Principals, DPs, Senior Leaders, Coordinators

Announcing our new

$135

ONLINE PACKAGE Foster Carers can be from all kinds of family types: singles, couples, people at home, working full-time, part-time or studying.

FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools FULL SCHOOL SITE LICENCE $399

Free training and ongoing professional support (inc 24hr assistance) is provided.

You are invited to attend one of our information sessions:

Tailored to DECD’s NEW MERIT SELECTION processes, this detailed 65 page booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare for a powerful interview performance! Available for immediate download at:

> Tuesday 11 November Woodcroft - Morphett Vale Neighbourhood Centre 175 Baines Road, Morphett Vale SA 6:30–8:30pm > Tuesday 9 December, AnglicareSA 4-8 Angas Street, Kent Town SA (Stairs access only) 6:30–8:30pm

www.teachers–resumes.com.au WE ALSO PROVIDE INDIVIDUAL ASSISTANCE

Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers since 1990. ABN: 40 833 718 673

* U PCOM I N G

EV EN TS

Saturday 29 November 2.00pm-4.00pm LGBTI Workshop: Education through Film

The AEU is holding a workshop for educators on the use of film and visual texts to support awareness raising of LGBTI issues. This workshop will be held at the AEUSA during the FEAST Festival. Members are welcome to bring a colleague. To register go to : www.

aeusa.asn.au>events & courses

Sunday 30 November 11.00am – 6.00pm

FEAST Picnic in the Park

Located at Pinky Flat Park opposite the Adelaide Convention Centre. Come to the AEU stall at the FEAST Festival Picnic. We encourage members and supporters to say hello to AEUSA staff and our LGBTI Committee.

For further info go to:

8:www.feast.org.au 22

To register, or for more information, call Linda on 8131 3456 www.anglicaresa.com.au/fostercare

SALARY INCREASE & SUBSCRIPTION ADJUSTMENT AEU subscription rates will be adjusted to reflect the DECD and TAFE Enterprise Agreement salary increase from the first pay period on or after the 1 October 2014. Please advise AEU Membership staff of any change to your classification, fraction of time, workplace or home address by phone: 8272

1399, fax: 8373 1254 or

email: updates@aeusa.asn.au

AEU JOURNAL IS CARBON NEUTRAL If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing: journal@aeusa.asn.au

The AEU Journal is online at: www.aeusa.asn.au/journals.html

Are you up-to-date ONLINE? We need your preferred

email address

8: membership@aeusa.asn.au

Email to

or call Membership on: 8272

1399

NOTI CE B OA RD

Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal. Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession. KENSINGTON TOWN HOUSE: Quiet, private, comfortable 2 BR with QB’s. 5-min stroll to historic Rising Sun, Robin Hood, short walk to Parade and great parks. BBQ, fully equipped, all linen supplied. From $130/night. T: 0407 744820 E: dover.farm@bigpond.com

SECOND VALLEY HOLIDAY HSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches. 5-min. walk to the jetty. Relax for wkend or longer. T: 0407654464 E: arthur1966.dellas@gmail.com

GOOLWA HOLIDAY HOUSE 15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night. T: 0403 841 031 E: leonday@adam.com.au

HOUSE FOR SALE:

3 BRs in Elliston, Eyre Peninsula. Walking distance to shops, school and beach $220,000 o.n.o. T: 8687 9178 or M: 0428 879178

STRESS, WEIGHT, HABITS?– RELAX! Hypnotherapy, Counsel-

ling, NLP, Relationships, Career, Smoking, Anxiety, Performance, etc. 15% Discount AEU Members. Reg Chapman: T: 0419 829 378 E: nlpchanges.com.au FOR SALE: House on Esplanade at Elliston - great town on west coast. T: 0435 489 429

STREAKY BAY HOLIDAY HSE:

5-min walk to beach, in town, close to shops. Sleeps 13. Fish & boat facilities. New bath & kit; BBQ entertaining area and private spa suite avail. Starting rate $140 p/ night. T: (08) 8626 1539 E: ascaines@hotmail.com

SAIT Conveyancers

We offer AEU members: Free advice on real estate queries. Expert advice and professional experience with: • Mortgages, • Private Contract Transfers, • Strata Plan and Plan of Division Lodgments, • Caveats, Discharges of Mortgages, • All facets of conveyancing work. If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.

Anne Walker

KINGSTON NEAR ROBE:

The long break is looming, I’ll come to you – and setup/repair, restring your guitar/bass and even tackle simple amp maintenance. This new service is also available for school music rooms. Frank Lang: T: 8248 0824

OUTBACK TAGALONG TOURS

VICTOR HARBOR GETAWAYS: 2 fully self-contained homes. Sleeps up to 8. One with private beach/lake! 10% discount to AEU members. T: 0419 868 143 E: foumakis@hotmail.com W: www.victorharborgetaways. com.au

VICTOR HARBOR HOLIDAY HSE: New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location. T: 0400 303 300 (Ian) E: ir211057@internode.on.net

2-story on 22 kms of stunning beach stretching down to wineries. Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min. 4-nights. T: 0402 922 445 (Judy) Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge. T: David Connell – 02 8885 4620 or Lyn Rowe – 0403 594 406 W: www.brtoutback.com.au

TEACHING RESOURCES:

To give away: Folders hard/soft covered...upper to middle primary ...many topics covered...from retired teacher. Donation to the Smith Family. Interested? T: 0418 834 174 (Jane)

CHILDREN’S BOOK SALE Hundreds of novels to suit 6-16 non-fiction books, picture books, a complete Wildlife Fact File set & more. Most titles are advertised on Gumtree, or will be soon (located at Marino). For more info call Chris on T: 0408 689 235

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

journal@aeusa.asn.au

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)? Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with The Walking Federation of SA. We walk in conservation parks, national parks and forestry reserves within the Mount Lofty Ranges and Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within South Australia or Victoria.

Simon Willcox

: (08)

8410 6788 Fax: (08) 8410 6799 Email: anne@saitconveyancers.com.au SAIT Conveyancers

THE MOBILE MUSO MECHANIC

located at Credit Union SA

Level 3, 400 King William Street, Adelaide, SA 5000

If you are interested in finding out more about our walking group, you are invited to contact: our Secretary, Roger Tagg email: rogertag@tpg.com.au 23

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