AEU Journal Vol 42. No. 6

Vol 42 I No.6 September 2010

AEUJOURNAL SAOfficial publication of the Australian Education Union (SA Branch)

INSIDE� Arbitration:

The latest wins explained

TAFE:the driving force in VET

� Renmark HS: One of the best

schools?

At the time of writing this letter, Iunderstand that schools had not beeninformed of the funding arrangementsfor next year! This is untenable forprincipals and PAC members who inpartnership are trying to finalisestaffing arrangements.

If DECS is to make a major changelike a new funding model, one wouldthink they they should consult withemployees and their unions. Thisconsultation process should include theexchange of information and genuineopportunity for employees to contributeeffectively to the decision-making and areal opportunity to influence thedecision-making.

Does DECS not understand thatconsultation takes time? Changes may,and probably will, need to be made totheir model. And school planning needsto start. No matter how long they delay,the industrial entitlements won in arbi-tration will surely have to be granted? �

Matthew Walker, Clare High School

3

PRESIDENT’S V IEWFEATURES AEU JOURNAL

*Winner of TOP LETTER!

Dear Editor

DECS has led us all to believe that anew funding model will be introducedfor the start of the 2011 school year. InDECS’ original application to theIndustrial Relations Commission, theywere seeking its introduction in 2010.Followers of the enterprise bargainingdispute and the arbitration case couldwere led to believe that the employerhad a fully developed funding model upits sleeve ready to go.

Clearly, they didn’t have a workablemodel and the union must have beenright in its concerns. And if they did,then why the delay in consulting withthose of us in the field? Why havepeople not seen it?

Couldn’t a workable and sustainablemodel have been modified to reflect theCommission’s decision?

What are they hiding? Why are theynot organised? Do they understand

LETTERS TO THE EDITOR

Cover Story: TAFE – the driving force in VETpages 10 – 11

Isobel Carter from Croydon TAFE is showing the waywith high quality VET delivery.

Renmark Highpages 12 – 14

AEU Journal visits a topRiverland school.

Arbitration is overpage 6 – 9

Gains for leaders, PACand country explained.

Editorial clarificationIn the June edition of the AEU Journalwe ran an article on Thorndon ParkPrimary School SSO Taimi Saxon, whohad recently gained permanency. Thearticle may have implied that she wasinitially refused permanency by hercurrent principal, which is not the case.We apologise for any misconceptionsthis may have created and thankThorndon Park PS Principal, GinaPerrotta, for her strong support forSSO permanency conversions.

Got something to share with AEUmembers? Write a letter to the editorAND WIN !!Best letter in each AEUJournal will receive twotickets to an AdelaideSymphony Orchestraconcert.Email to:

[email protected]

Advertise in the AEU Journal. Reach over13,500 members across South Australia.

8272 [email protected]

Australian Education Union | SA Branch163 Greenhill Road, Parkside SA 5063

Telephone: 8272 1399

Facsimile: 8373 1254

Email: [email protected]

Editor: Craig Greer

AEU Journal is published seven timesannually by the South Australian Branch of the Australian Education Union.

AEU Journal 2010 Dates

Deadline Publication date

#7 October 15 November 3

Subscriptions: Free for AEU members. Non-members may subscribe for $33 per year.

Print Post approved PP 531629/0025ISSN 1440-2971

Cover: Avante Media

Printing: Finsbury Green Printing

TOPLETTER

INSIDE

� Arbitration:The latest wins explained

TAFE:the driving force in VET

� Renmark HS: One of the best

4

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Awards.

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5

In the middle of the drought and waterrestrictions last year, I was driving alongGreenhill Road listening to the conversationbetween my daughters Anna and Kate. Aswe drove past a private girls school, fromthe back seat of the car came a questionfrom Kate: “Mum, what is the differencebetween a private school and a publicschool?” As I was pondering how best toexplain this to a seven-year-old, Anna chim-ed in, “Well Kate, that’s easy! The grass ismuch greener at a private school than apublic school.” In the middle of summerdriving past lush green lawns while herschool lawn consisted of brown tufts ofgrass, Anna meant this quite literally.

However, I was astounded at how closeto the truth her figure of speech really was.Her comment had been based on herperceptions of the facilities available ather local school and those that she hadseen at private schools around the city. Ifchildren can work out that there are seriousinequities in terms of facilities and fund-ing between private and public schools,then I wonder why it is such a difficultconcept for federal governments? Thereare two funding issues that are critical tothe long-term viability of public education.

Firstly, as a result of the joint workingparty established after the NAPLAN dispute,any changes to the MySchool websitemust include the details of all sources ofincome for schools, regardless of whetherit comes from state and federal funding orfrom private investments. This is important;parents and users of this website need toknow that they are not comparing appleswith apples when it comes to the resourcesschools have at their disposal.

Secondly, the Federal Government haspromised to begin the long-awaited reviewof schools funding early next term. This isan ideal organising opportunity for the AEU.

We will be in contact with all sites verysoon as it is critically important that thisreview receives a submission from everypublic school across the nation. Pleaseensure that your school takes part in thisprocess. We know from bitter experiencethat if Public Education is to have “thegreen grass” then it will be up to us tostand up and fight for the education system,students and their families.

AEU Branch Council delegates inAugust had a surprise visit from Ministerfor Education and Children’s Services, theHon. Jay Weatherill. While the Minister waskeen to talk about his vision for PublicEducation and developing a more positiveworking relationship with employees andtheir union, he was also happy to answerquestions from delegates on a number ofissues. It’s been a long time since we hada minister who is keen to consult with theprofession by visiting our preschools andschools and this presents a great oppor-tunity for AEU members.

If you find Minister Weatherill in yourworksite, go up to him and start a conver-sation about his discussion paper, A newrelationship with schools and preschools(you can find this in the news section ofour website). We think that MinisterWeatherill needs to hear your views, par-ticularly about recruitment and selectionand issues such as the ten year tenure.

In the spirit of new relationships, theAEU will put an offer out to Minister forEmployment, Training & Further Education,Hon. Jack Snelling, to see if he is interest-ed in attending a TAFE Divisional Council. I know that our TAFE delegates have anumber of questions they would like toask their Minister. Watch this space for anupdate!

Finally, the new arbitrated awards forDECS and DFEEST have now been ratifiedby the Industrial Relations Commission.

Please take the time to read the awardsas they contain your new entitlements. Ithink we can all feel very proud of the out-standing action taken by AEU members overthe last two years, which has deliveredthese hard won gains for preschools,schools and TAFE. There are a number ofmatters that still need to be implementedand the AEU has begun negotiations withthe employer to ensure that your entitle-ments are delivered. �

In solidarity, Correna Haythorpe, AEU President

AEU PRESIDENT’S VIEW

We must make the most of future opportunities

RETIREMENT

AEU stalwartKen Druryheads East

After a long career in schools as educa-tor, leader, activist and most recently, AEUOrganiser with school leaders focus, KenDrury has decided to call it a day. Ken,originally from NSW, is moving to Sydneynext month as a first stop en route toByron Bay.

Ken started his career teaching on thelower north coast of NSW and was an activemember of the NSW Teachers Federation.Gaining a Masters in Education he lectur-ed part-time in geography curriculum atUniversity of Newcastle and social sciencesat Salisbury College. After a stint at SydneyUni lecturing in education, Ken moved toAdelaide for what he thought would be afew months. He stayed 35 years.

Upon arriving, Ken joined the SouthAustralian Institute of Teachers (SAIT) andtaught at a number of metropolitan highschools, including Para Hills, The Heights,Morphett Vale, Aberfoyle Park and HallettCove R-12.

Active in union politics throughout theeighties, Ken took part in our union’s firstever strike in 1981, in support of SSOs.During this period he was elected as aDelegate to State Council and then toBranch Executive in 1991. Throughout thenineties Ken held various positions in thebranch, including Treasurer and VicePresident. During this time he played animportant part in DECS personnel andhuman resource management reforms.

Ken spent five more years back inschools, firstly as Principal at Daws RoadHigh School and then Willunga High, wherehe became the only principal in SA tosuffer the indignity of a decontaminationshower after a staff member discoveredsome unidentified white powder at thesite during the Anthrax scare of 2001.There’s no doubt, this guy has seen, doneand revealed all!

Since retiring from DECS in 2002 Kenhas worked as a part-time organiser withschool leaders focus. Ken has been awonderful asset to the organising teamand the members he has supported.

The AEU wishes Ken and Wendy all thebest for the future. �

6

ARBITRATION

Arbitration Outcomes

An extensive arbitration in theIndustrial Relations Commission ofSouth Australia (IRCSA), following theState Government’s intransigence inenterprise bargaining negotiations todeliver a fair and reasonable outcomefor South Australian education workers,has resulted in many gains for membersacross all sectors of public education.

The AEU sent out fact sheets in theTerm 3 mailout which detailed the winsin each sector. These are also publishedon the AEU website:

www.aeusa.asn.au>ISSUES>ARBITRATION

Step 9 for Teachers inPreschools and Schools

Operative from the first pay periodon or after 1 October 2010, the newStep 9 teacher classification will be paidto eligible teachers whose PDP has beenagreed with their Principal, PreschoolDirector or Delegate and approved byDECS. Many teachers and leaders haveattended Step 9 Information Sessions,

which should facilitate a smooth processof implementation.

Step 9 Salary Rates

From 1st pay period on or after 1 October 2010 $79,816

From 1st pay period on or after 1 October 2011 $83,009

Recruitment and Selectionin Schools

The DECS Arbitrated Award providesthat ANY change to the Recruitmentand Selection of Teaching Staff policymust be agreed by the AEU. This meansthat the Minister’s proposed changes tothe recruitment and selection of teach-ers in schools cannot go ahead withoutthe agreement of the AEU.

Principals [TABLE 1]Operative from the commencement

of the 2011 school year, a new Principalclassification system to be called the‘School Size and Complexity Rating’

(SSACR) will be introduced. The SSACRis based on a weighted RES in relationto disadvantage and school isolation,and an enrolment overlay. The imple-mentation of the SSACR will result in ahigher Principal classification for approx-imately 160 schools.

Deputy Principal PC05The Deputy Principal in each PC09

school will translate to the PC05 levelfrom the first pay period on or after 10 August 2010.

Assistant Principalconversion to Senior Leader [TABLE 2](equivalent to PC01 to PC04classifications)

Operative from the commencementof the 2011 school year, AssistantPrincipal 1 and Assistant Principal 2classifications will translate to SeniorLeader 1 and Senior Leader 2 (classi-fied at PC01 and PC02 respectively).Vacancies will continue to be described asAssistant Principal for the 2010 schoolyear but will be converted from the com-mencement of the 2011 school year.

New Senior Leader 3 and 4 (classifiedat PC03 and PC04 respectively) will alsobe available for schools when determin-ing leadership positions from the com-mencement of the 2011 school year.

Coordinator [TABLE 3]Coordinator roles have also been

reviewed by the AEU and DECS. Newbroad definitions are included in theDECS Arbitrated Award 2010, and theAEU and DECS will jointly developPosition Information Documents tomore accurately reflect work value foreach classification.

The new South Australian Education Staff(Government Preschools and Schools) Arbitrated Enterprise Bargaining Award 2010(the DECS Arbitrated Award 2010) and the TAFE SA Educations Staff ArbitratedEnterprise Bargaining Award 2010 (the TAFE Arbitrated Award 2010) becameoperative on Friday 3 September 2010

Classification Step Interim Increase 1st pp on or after 1st pp on or after 1st pp on or after 1st pp on or after 1st pp on or after1st pp on or after 1.10.2009 date of decision 1.10.2010 commencement 1.10.2011

28.1.2009 2011 school year

Band 3 Principals/ Deputy Principals

PCO 1 81,523 84,784 88,175 91,702

PCO 2 86,881 90,356 93,970 97,729

PCO 3 92,242 95,932 99,769 103,760

PCO 4 97,601 101,505 105,565 109,788

PCO 5 102,964 107,083 111,366 115,821

PCO 6 108,323 112,656 117,162 121,848

PCO 7 113,684 118,231 122,960 127,878

PCO 8 119,043 123,805 128,757 133,907

PCO 9 – – – – – – 128,794 133,946 139,304

TABLE 1

7

Leaders’ workloadFor Coordinators, Senior Leadersand Deputy Principals [TABLE 4]

The DECS Arbitrated Award 2010provides the following face-to-faceteaching limits for leaders.

For deputy principals, senior leadersand coordinators in area schools: Theface-to-face teaching hours will bethose corresponding to the same leader-ship level and level of schooling (i.e.primary or secondary) in which theteacher spends the majority of theirface to face teaching time.

Workload Review forLeaders and Teachers

On the basis of AEU submissionsand AEU witness statements regardingleaders’ and teachers’ workloads, theCommission determined that a reviewof both leaders’ and teachers’ work willbe undertaken.

The Commission concluded:“...that the practice of working

additional hours is widespread, that the evidence of the AEU witnesses isindicative of the hours of work involved...”

“...We find that the hours of workdescribed by the AEU’s witnesses areunreasonable, excessive and unsustain-able. ...The fact that teachers and lead-ers have long periods of non-attendancebetween terms and school years cannotcompensate for unreasonable workinghours during the school week and on

weekends and in any event the evidenceof the AEU’s witnesses indicates thatthe long breaks are also being erodedby work.

We cannot say that this is the unani-mous experience of all teachers andleaders. As indicated earlier the amountof out of hours work will vary accordingto individual circumstances but we aresatisfied that a significant range ofteachers and leaders are working longhours. This constitutes an unacceptableencroachment of work into private timeand family life, causes loss of control ofworking hours and conflicts with familyresponsibilities.”

This review will be conducted on thebasis that teachers should be teaching

and leaders should be providing educa-tional leadership. This exercise has thecapacity to reduce unreasonable workinghours by removing non-core teachingand leadership tasks and to providebetter utilisation of public resources byensuring teachers and leaders under-take functions associated with theireducational role and not the ancillaryfunctions which can be undertaken byother staff.

This review will provide an excellentopportunity for members to participatein a real review of their workload whichwill inform future claims in relation toproperly resourcing public education.

TAFEThe review of temporary employees

(contract lecturers) for conversion topermanency will be completed by 15November 2010. This will ensure alllecturers on contract for 2010 will beincluded in the review. Further details onthe review will be emailed to membersthroughout the review process. �

For details or more information go to:


Classification 1st pp on or after 1st pp on or after 1st pp on or after1.10.2010 commencement 1.10.2011

2011 school year

Assistant Principal 1 87,196

Senior Leader 1 88,175 91,702

Assistant Principal 2 92,344



Senior Leader 4 105,565 109,788

Classification Step Interim Increase 1st pp on or after 1st pp on or after 1st pp on or after 1st pp on or after 1st pp on or after1st pp on or after 1.10.2009 date of decision 1.10.2010 commencement 1.10.2011

28.1.2009 2011 school year

Band 2 PromotionalClassifications

Coordinator 1 73,135 76,060 79,102

Coordinator 2 76,264 79,315 82,488 82488 85,788

Coordinator 3 79,710 82,898 86,214 86214 89,663

TABLE 3

TABLE 2

TABLE 4

Classification Face-to-face teaching

Primary school Coordinators 18h and 30m per week

Secondary school Coordinators 17h and 15m per week

Primary school Senior Leaders 14h per week

Secondary school Senior Leaders 13h per week

Primary school Deputy Principals 20h and 15m per week (where the October enrolment estimate is 190 to 204 students)

Primary school Deputy Principals 18h per week (where the October enrolment estimate is 205 to 219 students)



Primary school Deputy Principals 11h and 15m per week (where the October enrolment estimate is 250 students or more)

Secondary school Deputy Principals 10h and 30m per week

ARBITRATION

8

One of the reasons an agreementcould not be reached in bargaining ormediation was the employer’s refusalto discuss a funding commitment andtheir requirement that the fundingcommitment contained in our currententerprise agreement would beremoved from any future agreement.

Toward the end of arbitration, theemployer informed the Commission theywould provide a funding commitment.In recent weeks we have presented sub-missions to the Commission on the suit-ability of the employer’s commitmentand proposed changes. We raised con-cerns about the wording of the commit-ment as it was silent on a number ofmatters, such as additional leadershiptime, and did not go far enough in others.A number of points also needed to beclarified as to their meaning and theemployer’s intention.

In response to the AEU submissions,the employer provided a revised commit-ment to the commission. A copy of thecommitment can be found at:


The Commission reviewed the ChiefExecutive’s commitment and has deter-mined it meets their requirements; it isnow part of the new Award. The AEU isvery pleased we were able to secureadditional funds for schools andpreschools through this commitment.This amounts to several million dollarsthat was not previously available.

In summary, the commit-ment provides that for 2011 to 2012:• Flexible Initiatives Resourcing (FIR)

will continue.

• Student Centred Funding Model(SCFM) schools will receive the sameor better funding than they wouldhave received under the StaffingAllocation Document (SAD), FIR, andadditional leadership administrationtime.

• Special schools will continue to beresourced in line with the SAD, andwill receive FIR and additionalleadership time.

• There will be an additional $12m in2011 for ICT support, which will beincreased to $12.48m in 2011.

• Tier 2 funding for students withspecial needs will continue.

• Preschools will continue to beresourced in accordance withformulas contained in the preschoolstaffing formula. Contact time willbe maintained at current levels, aswill group sizes, staff ratios andadministration time.

• Child parent centres will continue tohave the same staff child ratios, withFIR and admin time provided.

• New Arrivals Program (NAP) unitsand learning centres will have theirexisting student to teacher ratiosmaintained.It is important to note the AEU is

taking a cautious approach in ourassessment of the effectiveness of thecommitment as our members havebeen burned on such matters before.With the State Treasurer, Kevin Foley,publicly promoting a horror budget, wewill need to be vigilant in order toensure school and preschool funding isnot decreased and important frontlineeducation services cut.

The AEU remains concerned thatitems such as the J.P 160, Early Yearsand Year 3 Funding are not included inthe Chief Executive’s commitment,despite the fact Minister Weatherill haspublicly stated they will continue. Weare also unclear as to how school bud-gets will be indexed to enable them tomeet the new provisions in the Award.For example, one secondary school hasstated it will need an extra six teachersif it is to comply with the new face-to-face teaching provisions. They are keento know whether their new school bud-get will be at a level enabling them toemploy extra staff and they will not berobbing Peter to pay Paul.

Of course, all of these discussionsare being held in the vacuum createdby the lack of detail on the fundingprovisions for next year. Concerns wehave today may be resolved with theannouncement of the new funding modelor could be replaced by others once theState Budget is handed down. Our com-mitment to AEU members (particularlyleaders and PAC reps) is that we willwork with you to assist in the imple-mentation of the new funding model.Look out for details of training sessionsin the Term 4 holiday mailout. �

ARBITRATION: FUNDING ARBITRATION: COUNTRY

The transfer rights of country teachershave been disputed politically and indus-trially for decades. A 1980 Journalpicture showing Port Augusta teacherscarrying a coffin into a packed TAFEtheatre highlights the ongoing battle forcountry teachers to have their concernsrecognised. The coffin symbolised theview country teachers could only getback to the city after a lengthy periodof time, if at all. These arguments nearlysplit the union and still frame the policydecisions of the AEU.

One of my first experiences of indus-trial action was as a teacher in Whyallawhen the employer removed the 4YG inthe late 1990s. Resentment still existsamong many country teachers over thisdecision and the imposed outcome. Theresult was those appointed post 1996didn’t have transfer rights to the cityuntil a priority transfer was introducedin 2002. This only came about afterthe election of a new government. The2002 changes were not just granted bythe new ALP government, they cameoff the back of strong AEU memberaction. For example, the sub-branch atCoober Pedy was incensed no teacherhad been able to transfer out for sevenyears and was very effective at lobby-ing their local member and the Laboropposition.

The 2002 win was eroded in 2006with the priority transfer being watereddown considerably as again the pendu-lum swung due to the demands of theemployer.

DECISION 2: What did theCommission find on countryplacement?

The Industrial Relations Commissionfound most country teachers comingfrom the city want to return as quicklyas possible. DECS witness statementsstate the time a country teacher spendsin the country is determined by thetime it takes to obtain a metropolitantransfer. Statistics before the Commis-sion showed of 3600 country teachers,668 (18.5%) remained in the samerural or remote school for ten years ormore, 454 (12.6%) remained for five to

A Funding CommitmentAEU members need to stay vigilant around recentfunding commitments.

The ongoing struggle fortransfer rights

CountryPlacement

9

ARBITRATION: PAC

What can you do?You and your country colleagues

must engage in the fight for transferprocess improvements. The only timeimprovements have occurred forcountry members have been whenthere was organisation en masse. �

The SA Education Staff (GovernmentPreschools and Schools) ArbitratedEnterprise Bargaining Award 2010contains a new clause that describesthe operation of the PAC.

Composition The composition of the PAC will not

change under the new award and willinclude the Principal (or nominee), anAEU representative, an EO representa-tive and, when matters are being dealtwith that pertain to non-teaching staff,a non-teaching staff representative.

Members of the PAC are required toconsult and represent staff in relationto human resource matters.

It is a PartnershipThe Commission determined that

the Principal must work in partnershipwith the PAC on human resourcematters. This includes the developmentof the school’s Human Resource Profileand a long list of HR functions.

Consensus Decision Makingis Expected

The PAC clause states that it isexpected that human resourcemanagement decisions will be made byconsensus. This continues the currentpractice of consensus decision-makingby the PAC. If a majority or two ormore members are dissatisfied with theway in which a school-based decisionhas been made or the outcome of thedecision then the matter may beresolved through a grievance process,which could end up in the Commission.While a grievance is being addressedthe status quo will remain in place.

For example in the very raresituation where a principal does notconsult with the PAC or ignores amajority decision of the PAC then adispute could be lodged using theprocess set out in clause 3.1 of theAward.

Improved ConsultationThe new clause defines consultation.

This involves:

• the sharing of information and theexchange of views between DECSand the employee

• genuine opportunity for employees tocontribute to the decision-makingprocess

• a bona fide opportunity to influencedecision-making.

Consultative arrangements that havebeen ratified will ensure that the staffand union will have the choice andopportunity to be involved in theconsultation process in the school.

Information Must BeProvided

The PAC will be provided with suffi-cient information to enable genuineconsultation. This includes informationon the funding provided to a school andon composition of staff and class sizes.

The AEU Term 4 holiday mail out willprovide information about dates, timesand registration for PAC training. �

ten years and 2478 (68.83%) stayedless than five years.

The Commission also found a keyincentive was permanency for graduateteachers upon taking a country place-ment and the ability to apply for a prior-ity metropolitan placement after a periodof country service.

Evidence was also presented to theCommission showing vacancies werewithheld at the local level and ongoingpositions were described as temporarypositions, in breach of placement rules.This practice has been felt most bycountry teachers and limited their abilityto transfer into metropolitan positionsthrough priority transfer.

The Education Minister has releaseda discussion paper proposing changes tothe transfer process. There are severalmatters the Minister will need to beaware of.

The current country incentives schemeis based on the assumption teacherswould, at the end of five years, have thechoice to stay in the country locationor invoke a transfer. This is supportedby the statistics. In 2006, country-to-country transfers were removed andmost teachers see their main option asa move to the city. After giving exten-sive evidence to the Commission on theimportance of the country priority trans-fer system and how it attracts teachersto the country, the Department arguedthere was no need to increase the mone-tary incentive. For the employer to limitthe transfer entitlements of countryteachers within the life of the Award andto also argue against increases to thecountry allowances is grossly improper.

• A priority transfer is only an incen-tive for country teachers if it allowsteachers to transfer after four or fiveyears. If the system limits priorityplacement vacancies, country teacherscannot transfer to the metropolitanarea for an extended period of time.

• If current definitions of temporaryand ongoing positions were appliedthere would be more ongoing positionsin the system that PATs, countryteachers and recruits could take up.The employer needs to enforce this.

• Many vacancies are withheld becauseof funding uncertainty and lack ofclarity from central office.

• When the 4YG was removed, it wasbased on the promise of increasedpermanent employment. The trans-fer rights were eroded but the highlevel of casualisation remained.Every change to the transfer systemsince promised increased permanentemployment yet each one has seencontract employment rise. �

Arbitration decisionretains decision-makingpartnership

PersonnelAdvisoryCommittee

For all the latest information on Arbitration as it relatesto all membership sectors, go to the AEU website:


AEU Branch Executive would like to sincerely thank and congratulate allmembers for their hard work and determination in fighting for a betteroutcome for Public Education.

A special thanks to members who gave up extra time to provide witnessstatements for our case in the Commission. The evidence you provided wenta long way toward helping us achieve a fantastic result. Well done to all!

1 0

was very frustrating. A friend of minewho was an electrician seemed to beenjoying what she was doing and hadstarted up her own business. If you geta trade you can always provide yourselfwith a job and you’re not relying onothers. I haven’t been out of work formore than a couple of weeks, so I’venever looked back.”

Life as a diesel mechanic meansworking on large, heavy vehicles andthe physical nature of this work beganto take its toll. Always up for a newchallenge, Isobel decided it was timefor a change and found herself at TAFE,this time as a teacher.

“I started in light vehicle, I taught theapprentices for a few years, specialisingin auto transmission and manual trans-missions. But with my background, itwas a natural progression to move intothe spare parts area and try to developthat. So for the last six years I’ve beendeveloping, marketing, coordinating anddelivering the Certificate 3 in Spare PartsInterpretation.”

Now one might be forgiven for think-ing that spare parts control and order-ing could be done by anyone with a little

TAFE MEMBER PROFILE

and this kick started my interest in thearea of mechanics.”

Frustrated with having to call some-one in to repair every tractor, car, truck orappliance that ran into trouble, Isobelset about learning how to do it herself.

It didn’t take Isobel long to take upand complete her apprenticeship as adiesel mechanic, working for Rocca Brosin the spare parts division along theway. And while she misses working inagriculture, she has no regrets.

“When I got back to Australia I triedto get work in agriculture: the CSIRO,Urrbrae, places like that, but only end-ed up with short term contracts, which

ith an AssociateDiploma in

Agriculture andsix months expe-

rience managing abeef farm in the

United States, onemight wonder how on earth IsobelCarter ended up teaching automotivespare parts interpretation at TAFE SA’sCroydon campus. There is, of course, anobvious link says Isobel.

“I loved working on the farm and that’swhat I wanted to do. But along the waystuff would break down, a tractor wouldbreak down or you would get a flat tyre,

Isobel drives herstudents spareTAFE lecturer and AEU rep Isobel Carter isproviding students with a quality education.

W

PHOTO: AVANTE MEDIA

1 1

But while the ratio of female to malestudents might be on the up, Isobel saysthat resources to run the course aren’t.

“The course here used to be a lotbigger but for reasons unknown to methe enrolments dropped off, along withthe funding. When I took over, the coursewas only running one week of the year,the rest was done on the job. I realisedthat the students weren’t getting enoughtime on the job to do the work so I’veextended the course significantly.”

With VET funding thrown wide openacross the nation, TAFE now finds itselfcompeting with private RTOs for a shareof government funds. And if courses likespare parts interpretation aren’t ade-quately funded, there’s no doubt it willbe quality that suffers.

“I hear things from time to time aboutother providers and while I can’t say forcertain, I get the impression that thequality isn’t the same. From what I hearmost of the work is happening on thejob where there is pressure to ‘tick andflick’ on assessments. While the on-the-job component is a big part of the coursehere at TAFE, the students are payingfees to learn and it’s up to us to ensurethey are getting their money’s worth,says Isobel.” �

bit of nous and an interest in cars. Butthere is more to the job than meets theeye says Isobel.

“The more you can know about differ-ent parts, the more of an asset you areto an employer and the more confidentyou are with the customers. My coursegives students the building blocks. Theyare apprentices and come from auto-electrical, motorcycle, light vehicle,construction and so on. We start themoff with stock control, then sales andcustomer service and then they go on to parts interpretation,” she adds.

This year’s student intake has thrownup another positive, which, as a womanin a traditionally male field, adds anoth-er layer of satisfaction for Isobel.

“I have fifteen students enrolled thisyear, and four are female. Normally Imight get one or two women in the courseand in the mechanical area it might becloser to one in a hundred. So the genderratio is improving all the time.”

“I hear things from time totime about other providersand while I can’t say forcertain, I get the impres-sion that the quality isn’tthe same.”

Isobel with members of her sub-branch at theCroydon TAFE campus5

TAFE MATTERS

TAFE Conferencein OctoberWhat’s happened to TAFE and VETteachers? Putting vocational teachingback on the agenda in the emergingtertiary education environment.

Friday 22 October 2010William Angliss InstituteMelbourneFor info or to register:

www.aeusa.asn.auYour AEU>Sectors>TAFE

A glimpse intothe future?

How will Skills for All, the latest StateGovernment strategy for meeting theskills needs of South Australia, impacton courses like the one Isobel has builtup at Croydon TAFE?

For a start, this strategy proposes a“training entitlement” particularlytargeted at courses up to and includingCertificate 3 level. In effect, this is avoucher system that entitles the studentto shop around and decide where theywill do their training. In a fully contest-able market, school leavers may well betempted to enrol with a less reputableprivate RTO so they can attain theirqualification cheaply and quickly.

This demand driven approach willlead to less students entering courseslike Isobel’s at TAFE when faced with apotential smorgasbord of alternativecourses and providers where, up untilnow, the monitoring of quality provisionhas been sadly wanting.

With a further proposal for a sharedinvestment in training, how will the intro-duction of a HECS-style income contin-gent loan arrangement impact on studentswanting to enrol in such courses? Allthe evidence points toward a gradualshift in the cost of training from govern-ment to the individual.

The Skills for All discussion papermakes a number of assertions andproposals that will undoubtedly have amajor impact on TAFE. The challenge forTAFE is to maintain the high standardtraining that TAFE is renowned for in amarket that appears to compromise onquality. �

AEU Journal EditorCraig Greer pays avisit to a Riverlandschool in the news

e’ve all read articlesin the paper that

for a minute or twoseem shocking or

strange until logickicks in and tells us

there’s definitely some-thing we’re not being told. I got thatfeeling when I read a recent Advertiserpiece on Renmark High School. Thearticle left one thinking that perhapsthe school had made an error of judg-ment when they recently terminated theenrolments of a number of senior stu-dents. But missing from the article wasany mention of the fact that the schoolhad ongoing contact with these studentsand their families, encouraging them toengage with the school to discuss issuesrelated to attendance, effort and theirongoing enrolment.

Soon after the article hit the press,Riverland based AEU organiser MargBastian was on the phone to theRenmark High sub-branch and, as aresult, suggested I travel up to see first- hand what the school is doing toengage students in its rich and diverseprogram. So, keen to see for myself, I hit the road.

I pull into the Renmark High car parkjust after 11am, it’s been a long drive upfrom Adelaide but I soon forget that I’mweary. As I walk into the school, alongwith the fresh country air, there’s awelcoming vibe that one often associ-ates with country schools.

Kate Buhlman, greets me at theoffice. She is the Sub-branch Secretaryand also the home economics teacher –but nothing like the strict, woodenspoon-wielding tyrant I remember frommy own high school days; she’s friendly,

seemingly happy enough to be myguide and, as far as I can tell, notpreparing to beat me into submissionwith kitchen utensils.

Kate gets her students on track withsome theory work and within minutesI’m off to the Technology building whereshe leaves me in the hands of techie andwell-travelled AEU member Jeff Halls. Jeffhas been at Renmark High School forfive years having come from NuriootpaHigh. He says he really enjoys the multi-cultural nature of the school.

“We’ve got the new arrivals programand there’s a big Asian and Aboriginalcommunity. There are a lot of differentcultural aspects in Renmark and thecommunity celebrates the diversity. Asyou can see just looking at these kids,they’re a fantastic group. You’ve got agroup on the lathe, a group doing weld-ing, a group working on metal boxes…the cooperation is great. It’s wonderfulto see them really getting into it andworking so well together.”

There’s certainly a positive feeling inthe room and the students are happy

SCHOOL PROFILE

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Renmark High School –one of the best

to chat to me about the work they’vebeen doing in Jeff’s class. One studentmentions that the class has beeninvolved in painting the bikes for thePedal Prix and directs me to the backcorner of the room. I’m tempted to takeone for a spin but remember I’m on atight schedule so I rein in myenthusiasm.

I say goodbye and thanks to Jeff whoasks a student, Jordy, to take me acrossto the agricultural area where a Year 10class, under the supervision of teacherIan Howard, are weighing sheep. Atypical city slicker, I successfully hopover a small fence only to drop my footstraight into a sticky green substance.

“There are a lot ofdifferent culturalaspects in Renmarkand the communitycelebrates thediversity.”

W1 French teacher Jasmine Tassios with RHS and French exchange students.

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who have been at the school since thebeginning of the year. There is a lot ofemotion in the group; the students havemade strong connections with theFrench boys. The school has a strongexchange program and two Year 12students recently returned from Francesay the experience was fantastic.

“It was one of the best experiencesever. School over there is very strict butit was great fun. We learned a lot aboutthe language, the culture and the day-to-day lives of the French,” says ConGlykos.

Diane Dinh also went to France and,along with Con, is going back towardthe end of the year. “I‘m looking forwardto going back, it was great to be able toextend on what we have learned here atRenmark,” she says.

While clearly excited about returningto France, Con and Diane tell me howthey enjoy being at Renmark High.

“I’ve just loved the last five yearshere,” says Con. “We have really good

kids are happy to be handling – they’requite adorable and I’m filled with guilthaving just bought a roast from Colesthe night before.

Ian says the career paths for studentsare many in an area like Renmark wherehorticulture and agriculture drive theeconomy. “In this area irrigated horti-culture dominates but close by there isbroad acre sheep and cereal production.But a lot of the skills are similar, forinstance occupational health and safety,management of the weather, and so on.To have sheep you have to grow pastureand to grow pasture you have to knowhow to manage soil, so it’s all transfer-able across into the horticulture indus-try,” says Ian.

I left Ian and the students to finishweighing in the ewes, impressed withthe depth of the program and some-what more informed about raising sheep.Next stop, France.

AEU member Jasmine Tassios is theFrench teacher at Renmark. Her Year 8sand 9s are saying goodbye to twoexchange students, Mark and Yiannis,

Unperturbed I chat with Ian about theprogram.

“In 2007 we started a junior member-ship White Suffolk sheep stud with tenewes. We make twenty ewes each year,”he says. “This year it’s pretty specialbecause we have some semen donatedfrom a school in Tamworth. The ram thatit came from is genetically very superior.Under lamb plan data, which the WhiteSuffolk breeders use, he’s rated aboutfourth in Australia.”

While I’m wondering if “lamb plan” isequivalent to “NAPLAN” for sheep, Iantells me that in first semester the stu-dents get to watch the sheep beingprepared for artificial insemination andcan then choose how to approach thesubject for the rest of the year.

“They can go to the level of sciencethey wish to. The students can chooseto learn all the underpinning science orthey can do it as a hands-on activity –learning how to handle animals and howto treat animals in the field,” says Ian.

Among the ewes are a number two-week old lambs which you can tell the

1 Technical studies teacher Jeff Halls gives advice to some Year 9 students. 1 Agriculture program students weigh one of the ewes.

continued over page 3

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CONTINUED. . .

teachers and we learn a lot,” he adds.

Interestingly, Renmark High is theonly school outside of metropolitanAdelaide that offers Year 12 French andthere’s no doubt that the students aregetting top notch instruction – even theFrench boys say they have learned fromJasmine!

My tour doesn’t end in the Frenchclass. Throughout the day I’m taken tothe library to check out the schoolnewspaper which students have beenwriting, designing and editing for thelast couple of years. I sit down with agroup of new arrivals from Afghanistanand Pakistan who tell me how happythey are to be at the school. Onestudent even offered me a fifty percentdiscount at McDonalds, where he’s juststarted his first job. You’ve gotta lovethe initiative! The school has an excel-lent music program taught by neweducator Narelle Schulz.

Back from Scotland for six years aftermoving there as a youth, Lauren Kirk isa science, maths and “ag” teacher andone of nine AST1s at the school, threecompleting the process this term. Form-erly at Step 3, Lauren completed her AST1recently and is running a program called“Learning in the Landscape” for years 8,9 and 10. Lauren says it gives students achance to learn about the environment,sustainability and the challenges theworld is facing at the moment.

Michael Young coordinates the ABW(Australian Business Week) competition,which is also considered a SACE unit. Hesays students are learning to preparethemselves for the possibility of self-employment, a very worthwhile pursuitin a region where employment outsideof horticulture and agriculture isn’talways easy to find. The program issupported by business and staff mentorsand involves setting up a company fromscratch and running all aspects of it fora week.

Leadership and staff at Renmark Highare working hard to give students moreopportunities. This is evidenced by theschool’s successful VET program – RHSwon the award for best VET provider inthe region in 2008. There are so manypositive aspects to this school and notall can be mentioned. If only TheAdvertiser or the local paper had spenthalf a day getting to know the staff andstudents; surely they would havethought twice about naming and sham-ing a school that is, in my opinion, oneof the best in the State. �

Year 3-6 teacher Jane Mitchell hasfive of her class asking for homeworkseveral days a week, which she preparesto suit the current lessons being donein class.

“I tell them how responsible they are,how their hard work will help them, howit will help them if they go to Wiltja.”

“But I’ve told them, if it’s somethingyou really want to do, come back laterand see me. If they don’t work hard inclass, they’re not getting any!”

“When this started, I had one boy,Kingsley, who wanted to do some home-

work, and a pen ‘like that one’ clippedon my shirt. So I put a worksheet thatneeded examples of who, what, why,when questions, all in a plastic enve-lope, prepared not to see it again.”

The next day it came back and waspresented quietly prior to class. “I wasjust thrilled to bits. You don’t get thesegold moments every day,” Jane beamed.

It wasn’t long before others wantedhomework. The same conditions weregiven. There has only been one thathasn’t come back.

Acting Principal, Karli Jozeps, saidthis was a first that she could remember.“Jane has stepped out of the zone onthis one. We too easily put our kids in abox where we assume they can’t lookafter things, that they are not interestedin their own education.” she said.

“She has started in a small way andused their modelling to enthuse the restof the class. It’s just great teachingmethodology.”

Jane started at Pipalyatjara five yearsago as a mature-age graduate. Her stu-dents face arguably the biggest chal-lenges of any students in the state –extremes in isolation, exposure toEnglish language, socio-economic andhealth conditions, and job prospects.

“With teachers like Jane, the future of our students just has to be better,” Karli said. �

Staff at PipalyatjaraAnangu School can’trecall there everbeing a group ofstudents who notonly do homework,but do it gladly as areward.

by Terry WilsonPipalyatjara Anangu School

ABORIGINAL EDUCATION

Homework? On The Lands?A reward? Yeah, right!

1 Jane Mitchell with studentsat Pipalyatjara Anangu School

Regardless of which major party formsminority government in Canberra, thereview of the federal funding scheme forAustralian schools, initiated by formerEducation Minister Gillard earlier thisyear, is set to continue. The expert reviewpanel conducted initial stakeholderconsultations during July and Augustwith input from the AEU at both federal,state and territory levels.

The overall direction and time-frameof any possible changes to legislationwill be very much dependent on the nextparliament, with Coalition Educationspokesman Christopher Pyne statinghis party’s commitment to the flawedand skewed Howard administration SESfunding model until the end of 2016.

Julia Gillard’s announcement duringthe election campaign that the currentmodel would be extended by a further

year until the end of 2013 providedadvocates of public education with littleoptimism for any changes to legislationin the near future.

The timetable for the submissionsstage of the review, while not yet formal-ly released, is scheduled to commencewithin weeks, with an estimated closingtime of mid to late November. The Reviewpanel will finalise their report by mid 2011during which time we expect furtherstakeholder consultation.

The AEU is developing a national cam-paign that will focus on providing submis-sions to the review panel from everyschool in the country. The objective ofeach submission is to identify the effectthat additional funding would have onenhancing programs offered to studentsin the public system. It is anticipatedthat submissions would be completed

by school communities with membersworking in partnership with GoverningCouncils to provide brief but powerfulstatements about the importance ofappropriate funding and its impact oncurriculum and support for students.

The AEU is developing a frameworkto assist schools in writing and lodgingsubmissions during Term 4. Given theshort time-line, it is expected that theframework will be succinct in nature inorder to maximise schools’ capacity toparticipate in the review process.

Information will be available toschools as soon as the submissionphase is formally announced.

In the meantime, sub-branch secre-taries are asked to speak with principals,governing council chairpersons and staffrepresentatives on councils to requestthis item be placed on the agenda ofthe first Governing Council meeting ofTerm 4. Schools need to commit tomaking a submission in order for thecampaign to be successful. �

Howard SpreadburyAEU Lead Organiser

SCHOOLS FUNDING REVIEW

Review of schools funding goes ahead

WellbeingWednesday 29 September 2010

10.00am – 2.00pm

Free healthy food tastings

Free massages

Free advice and info sessions

Free relaxation sessions

Free superannuation sessions

Free health and wellbeingsessions

@ the AEU: 163 Greenhill Road, Parkside, SA 5063

info: E: [email protected] W:

Drop-in day for

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fficially an icon of theState, the PrimarySchools Music Festivalhas been runningsince 1891 and has

touched the lives ofgenerations of South

Australians. Parents and grandparentsturn up in their thousands to watch andlisten to new generations take part,bringing back a flood of memories fromtheir own involvement in the festival.

Around 11,000 students take part infestivals, in Adelaide and ten regionalcentres. Students attending publicprimary schools around the State areinvolved in choirs, orchestras and dancetroupes, making the festival a wonder-ful showcase of the performing arts.

Practice begins early in the year afterclassroom, specialist music teachersand HPIs have attended a conference tolearn the festival songs. They then teachthe repertoire to their students in thelead up to the festival.

AEU member Suzanne Rogers ismanager of the Primary Schools MusicFestival and says classroom music teach-ers put a lot of time and effort into thestudent learning and the creation of whatis a wonderful occasion. “The choir train-ers are the driving force behind the festi-val at the school level. They put in a lotof hard work and are incredibly passion-ate about making sure the kids get themost out of not only the festival but thewhole experience of preparing for amajor performance, which is the culmi-nation of a program with a number ofimportant aspects.

“While the festival is of course theperformance highlight, it isn’t the mainfocus of the program. It’s more about

for students. “We try hard to demon-strate pathways for students throughthe orchestra program, dance troupe,compering, vocal solos and AssistingArtists. This year we worked with theDECS Learning Technologies Team todesign a video that was played on thebig screen with one of the songs. Sothere are a range of things the studentscan get involved with depending on theirinterests and skills,” says Suzanne.

The program also creates practicalopportunities for student music teachers.“We’ve got a relationship with theUniversity of Adelaide and the Bachelorof Music Education course. The studentscome and observe and join in with thechoirs so they get a feel for what it’slike to teach in that environment andincrease their skill level,” she says.

The theme this year was basedaround ‘heroes’, which as Suzanneexplains, had a strong social message.“While there are those ‘super heroes’like Steve Irwin or people like LowitjaO’Donohue or Aung San Suu Kyi whoinspire us, there are other heroes likethe child who stops someone frombullying another student. The messagewe’re trying to get across is that youcan be a hero just by taking a small step

the musical learning and the accompa-nying life skills such as resilience, per-sistence and teamwork. And it’s some-thing the students will remember forthe rest of their lives,” she says. “It’salso a place where some students canbe successful when other things in theirlife, or perhaps their education, mightnot be going so well.”

Another important goal of the programis to open up future music opportunities

PRIMARY SCHOOLS MUSIC FESTIVALCOMMUNICATIONS

AEU e-news getsthe message out fast!

Last year the AEU conducted a surveyof members on the topic of communica-tions. Analysis of results showed thatwhile most members read some or all ofthe AEU Journal, they prefer to get therest of their information electronically,that is, via the website or email.

With this data in hand the AEUcommunications team responded byinitiating an e-News system linked to anew and improved AEU website. So far,the results have been positive. Duringthe year we have sent out just over 60e-newsletters, some going to all mem-bers and others to specific membershipsectors. We have also increased ouremail subscriber base from around10,000 to over 11,500 addresses, mean-ing we are able to get the latest newsand information to the bulk of AEUmembers in a format that readers say istimely and user-friendly.

However, with 11,500 addresses onour database, we are still short of ourgoal – we would like to have an emailaddress for every AEU member. Whilewe understand some people don’t seeemail as their preferred method ofcommunication, the AEU communicationsteam encourages members to provide acurrent address so that we can provideeveryone with the latest information asquickly as possible. �

If you haven’t provided us with youremail address and would like to do so,please email your details to:

[email protected]

If you would like to provide feedback orsuggestions on how the AEU cancontinue to improve member communi-cations, please send an email to:

[email protected]

AEU Journal finds out what makes the Primary SchoolsMusic Festival special

There’s a message in the music

“The choir trainers are the driving force behindthe festival...They areincredibly passionateabout making sure the kids get the most out of the whole experience...”

O

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– ‘ordinary people can do extraordinarythings’ is a line in one of the songs.”

AEU SA Branch President CorrenaHaythorpe says this year’s festival themehit the right note. “The ‘heroes’ themewas very fitting. The schools, teachers,students and families who participate inthis sensational event are heroes ofPublic Education. I had the pleasure ofattending this year’s performances onbehalf of the AEU and I wish to extendour sincere congratulations and thanksto the fabulous team across the Statewho work so hard to ensure that theFestival is a success. Well done!

Suzanne Rogers says she hopesexposure to the festival will inspire generalist classroom teachers to inte-grate music into the daily lives ofstudents. “We need to make sure thecurriculum is not narrowed. We wantthe opposite – we’d love to see moreteachers engaging students in musicand related arts through integrationand creativity,” she says. �

For more information on the PrimarySchools Festival of Music and profes-sional development for teachers, go to:

www.musicfest.sa.edu.au

PHOTO: KEVIN WILLIAMS

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WOMEN’S FOCUSWOMEN’S FOCUS

Department. Even though I love beingan AECO, I had been thinking aboutmoving beyond the school environmentand into a broader position. The exper-iences I have had with the AEU in thepast 18 months gave me the confidenceto follow my dreams. And now after 14years as an AECO at Northfield PrimarySchool, I am leaving to take up a posi-tion I have won as the Inclusion Officerat the Eastern Adelaide Regional Office.Thanks to the opportunities I have hadat the AEU I am on my way to fulfillingmy dreams. �

Sisterly loveOn Thursday 2 September, the AEU

hosted a free public presentation bySuraya Pakzad (pictured above), founderof the Voice of Women Organisation inTaliban-controlled Afghanistan. In 2009,Time Magazine named Suraya as one ofthe 100 most influential people in theworld. She is currently touring Australiasharing her story, activism and aspira-tions for the future. He speech was veryheartfelt and emotional, bringing manyin the audience to tears.

Suraya is a brave woman who resiststhe daily threats and harassment in hercountry to continue to provide safehavens and support to women escapingdomestic violence and turmoil. Shespoke of her constant fear for her own

More than justa union

My name isWendy Baldwinand I joined theAEU in 1996 when Ibegan working asan ACEO atNorthfield PrimarySchool. I alwayssaw my AEU

membership as a form of insurance andprotection against unforeseeableproblems or issues arising in theworkplace. Thankfully I never had touse the union for this reason.

In recent years, however, I began toget more involved in my union – attend-ing rallies, conferences, and trainingsessions held at the AEU. These confer-ences and training sessions are free tomembers and provide an excellentopportunity for women to network anddevelop their skills.

In October 2009, I successfully appliedto attend the Federal Women’s Conferencein Melbourne. I was also given the oppor-tunity to attend the ATSI Caucus on theFriday before the conference. I enjoyedthis experience so much that I am parti-cipating in the ATSI Caucus and confer-ence in Melbourne again this year.

In 2010 I became a member of theAEU Aboriginal Consultative Committeeand participated in the two-week crossunion Anna Stewart Memorial Project. I thoroughly enjoyed the Anna Stewartexperience, which involved one week ofjoint union training and developmentand a 1-week placement at the AEUoffice. It was amazing to see our officersat the AEU in action and to get a first-hand look at what they do each andevery day for the members.

As a result of these wonderful expe-riences and opportunities, my confidenceincreased tremendously and I realisedwhere I wanted to head in the Education

children and the need for someone tostand up for change. She reminded usthat the freedoms and privileges weexperience every day were hard won by strong brave women who camebefore us and she feels that she needsto be one of those women for her sistersin Afghanistan.

While Suraya had many amazing andshocking stories of both suffering andvictory, the thing that resonated mostwas her explanation of the decline ofwomen’s rights in Afghanistan. She saidthat her mother remembers a timebefore the seventies when she was freeto walk alone, to work, to shop and todress in any clothes she wanted. It is onlyin the past four decades that womenhave become so oppressed in Afghanistan.It is a wake up call to us in Australia tonever take for granted the rights andfreedoms that we enjoy today and thesacrifices our sisters made so that wemight have a better life. That which wetake for granted can easily be lost!

Suraya has a vision to create a globalnetwork of Voice of Women Organisationsand through the assistance of AmnestyInternational Australia, this began withthe opening of a VWO office at: 80 South Terrace, Adelaide. �

Email the VWO office on: E: [email protected] E: www.voiceofwomen.org.au

Three womenactivists from diversebackgrounds areplaying their part for women’s rights.

PHO

TO: JO

FROST

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BOOK REVIEWS

One for the girlsThe 2010 reci-

pient of the annualRosemary RichardsAward is SouthAustralian teacherHelen Hewitt whois currently basedat Brighton Secon-dary School. Helen

will use the $10,000 federal scholarshipto develop and implement a politicalliteracy forum and follow up presenta-tion evening for secondary girls acrossSouth Australia. The students participa-ting will have the opportunity to networkwith other schools, hear guest speakersexplaining what it is like to be a womanin leadership and work with their peersto promote and increase political liter-acy and awareness back in their indivi-dual schools.

Helen has selected a cross-sectionof secondary schools and has approach-ed teachers and leadership about eachschool taking part in this exciting project.The program will begin on October 14with a half-day forum and panel at theAEU. Students taking part will thenreturn to the AEU on the November 11for their individual presentations and toreceive a certificate of participation. �

Economic, social and technologicalchanges are redefining what is required tolive in the 21st Century. Increasingly, today’slearner needs to think creatively, flexiblyand critically to engage with these changes,and so do educators need to possess andmodel these capabilities. Reflection andinquiry are not optional extras; they lie atthe heart of the work of the contemporaryeducator.

The case studies in this book documenta series of attempts by educators to re-engage adolescent learners, and to conductsystematic inquiry into these attempts. Byexploring connections between students’learning and their lives, the contributorsto this book seek to research and renewtheir pedagogy, without compromising theacademic rigour needed for success inschooling.

This book, tells the stories of realteachers, in real classrooms, making realattempts for change, and not alwayssucceeding. It is a book about teachersmaking a difference in difficult times andtough places. But most importantly, thisbook reaffirms that being an educator isinherently about adopting socially justpractices, building community capacityand contributing to a more sociallysustainable world.

Connecting lives and learning was aproject dedicated to connecting learningto students lives, connecting teacherswith the latest middle years research andbetter connecting primary and secondaryschool to keep students at school longer.Based in Adelaide’s lower socio-economicurban fringe, the project helped teachersuse students’ everyday experience andexpertise to develop new ways of teach-ing and learning that involve students inintellectually challenging tasks. Thirtyteachers and approximately 1000 studentsin ten SA State secondary schools wereinvolved in this AEU backed project whichran from 2005 to 2007. �

This book investigates the meaning ofhope and the future to young people onthe margins of society. Confronting butauthentic, it presents a rare opportunityfor teachers to get inside the minds ofmarginalised young people, who expressfrankly and honestly their hopes and fearsabout the future. ‘Hope’ features expres-sive photography and illustrations to com-plement a descriptive background on thesocietal issues of marginalised youngpeople today.

“When I think about being hopeful, Ithink about being with my girlfriend andmy Mum. They bring tranquility and calm-ness,” writes one young person. The bookexplains that although behaviours andpathways young people take toward theirdreams might be varied and complex,ultimately every young person desires thesame things: love, family andopportunities for work.

The book includes commentary on theunique relationship between a teacherand student, and describes how openness,friendship and care universally leads to astrong sense of hopefulness in the class-room. In addition, the second half of thebook provides written reflections byteachers. Hope is an interesting read.Although it might not offer teacherspractical application for the classroom, thepersonal reflections by both young peopleand teachers will certainly encourageteachers to reflect on their own teachingexperiences and consider their approachto educating and supporting marginalisedyoung people. �

Wakefield Press, RRP $24.95www.wakefieldpress.com.au

Wakefield Press, RRP $29.95www.wakefieldpress.com.au

Hope: the everyday and imaginary life ofyoung people on the marginsBy Simon Robb, Patrick O’Leary, Alison Mackinnon and Peter Bishop

Connecting lives and learning:renewing pedagogy in the middle yearsEdited by Brenton Prosser, Bill Lucas & Alan Reid

http://twitter.com/aeusa

Follow us on Twitter @aeusaFor the latest AEU news updatesand links to interesting educationmedia, follow our tweets today.

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NOTICE BOARD

WOODVILLE GARDENS PRE-SCHOOL18 – 58 Ridley Grove, Woodville GardensWe are combining with: • Ridley Grove Primary • Ferryden Park• Mansfield Park ...to become a Birth to Year 7 Primary School. Currentlyknown as “The Inner West Birth – 7 School” – official name yet to be decided.

Are you a past staff member, student, parent or carer?As part of Woodville Gardens Pre-school closing celebrations, we cordiallyinvite past staff, students, parents and carers to come and join in ouractivities on:

Saturday 23 October | 10am – 12noon Morning tea provided

Enquiries: [email protected] RSVP by: 13 October 2010ARE YOU ABLE TO CONTRIBUTE TO OUR DISPLAY BOARD?We ask for any old photos (copies only to postal address) to besubmitted by 27 September, 2010

We hope to hear from you soon!

SALARY INCREASE AND SUBSCRIPTIONADJUSTMENT

The next pay increase for AEUmembers employed under the draftSouth Australian Education Staff(Government Preschools & Schools)Arbitrated Enterprise Bargaining Award2010 and draft TAFESA Education StaffArbitrated Enterprise Bargaining Award2010 will commence the first pay periodon or after the 1 October 2010.

Subscription rates will rise formembers classified as permanent or on a contract of over 12 months.

Please advise AEU Membership staffof any change to your classification,fraction of time, workplace or homeaddress - contact details below.

P: 8272 1399 F: 8373 1254E: [email protected]

UPCOMING EVENT

The conference will provide members with an opportunity to access currentresearch on NAPLAN and the use of NAPLAN data so they are able toclearly articulate and substantiate their professional views.

Focus group workshops on the Australian Curriculum will be included inthe program to explore members views and concerns.

A selection of practical workshops will be run by teachers to showcase thework they are engaged in with their students.

Open to: MEMBERS ONLY working with studentsin years 3, 4 and 5.

Our profession in achanging educationenvironment

AEU Primary Years Conference

Thursday 30 September 9.15am – 3.00pm

ATTENTION TEACHERS!Renewal of Teacher Registration31 December 2010If your registration expires inJanuary 2011 you must renew yourregistration by 31 December 2010.An application to renew your registrationwill be sent by post in mid October 2010.The onus is on you to renew yourregistration by the due date. Please contactthe Teachers Registration Board if you havenot received your application to renewyour registration by early November 2010.Non receipt of an application to renewregistration is not an excuse for allowingyour registration to expire.

Change of Name and/or AddressRemember to notify the Board in writing of any change of address and providecertified documentation if you havechanged your name.

PO Box 3649 Rundle Mall, SA 5000Tel: (08) 8226 8811 Fax: (08) 8226 2667Email: [email protected] Website: www.trb.sa.edu.au

Australian Education Union | SA BranchRegistration/Info: www.aeusa.asn.au/events

Communications CoordinatorThe Officer will coordinate production of print and online

materials, and be responsible for developing effective strategiesfor communication with members and the wider community.

Industrial OfficerThe Officer will plan and implement industrial strategies and

advocate AEU claims in appropriate tribunals.

Organiser (Three positions; two positions with a regional focus) The Officers will be responsible for developing member activism and

providing advice and assistance to members on work-related matters.

Organiser (Early Childhood Focus)

The Officer will be responsible for developing member activism andproviding advice and assistance to members on work-related matters.

Women’s OfficerThe Officer will encourage women union members’ activism,

and advise the union on equity issues.

Union Training and ProfessionalDevelopment Coordinator

The Officer will identify and implement union training andprofessional development activities for members.

AEU 2010 TRAINING AND DEVELOPMENT PROGRAM COUNCIL DATES FOR 2010

2010 UNION MEMBER DEVELOPMENT PROGRAMFri 19 November 9.15am – 15.00pmPotential Delegates Course1-day course introducing members to AEU

decision making processes.Who can attend: AEU members.

All courses are held at the AEU unlessotherwise specified.

For more info or to register go to:

www.aeusa.asn.au

Branch Council MeetingsUpcoming dates for 2010 are:Saturday, 20 November

TAFE Divisional Council MeetingsUpcoming dates for 2010 are:Friday, 19 November

NOTICE BOARD

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ADMINISTRATIVE OFF ICER VACANCIES

AUSTRALIAN EDUCATION UNION | SA BranchThe term of office for the following positions is from

1 February, 2011 to 31 January, 2014.

Job and person specifications and details of the selection process for these positions are available from:

Irene Tam: phone: 8272 1399 or email: [email protected] must address the requirements of the job and person

specification in their application.

Applications must reach the BRANCH SECRETARY, AEU (SA BRANCH),

163 GREENHILL ROAD, PARKSIDE, SA 5063 by Friday 8 October 2010

Teachers Golf DayChampionship RoundWillunga Golf Course Monday 27 Sept 2010Registration: 8:00amShotgun Start: 8:30amCost: $35.00 (lunch & green fee incl.)

Bookings: www.sateachersgolf.comKym Briggs: Sheidow Park SchoolPhone: (08) 8381 8911Email: [email protected]• Open to all PAST-PRESENT-FUTURE

education workers and friends• Please return all perpetual trophies

Mid-North Teachers Golf DayKapunda Golf ClubFriday 8 October 20104 Person Ambrose Cost: $25.00 per personTeams assemble: 9:30amTee-off: 10:00amBookings: Brett Cummins, Kapunda PSEmail: [email protected]• Lunch & afternoon tea provided

To all past students, staff andparents of Linden Park Schools

CELEBRATING 60 YEARS of Learning and the Opening of the Redeveloped Schools

Friday 12 November 5 – 9pmFor info & to register interest:

email: [email protected]: 8379 2171

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Australian Education Union | SA BranchRegistration/Info: www.aeusa.asn.au/events

Badging ourProfession inthe New World

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NOTICE BOARD

Members’ Market dunes at Normanville. Golf, horseriding, pools, beach, lawns, cafes. T: 0413 155 460www.stayz.com.au/23983

PORT ELLIOT HOLIDAY ESCAPEStunning new, a/c, 4BR, s/cont.Close to Main St. cafes, shops,restaurants, galleries. HorseshoeBay, swim, surf and fish. Walk/biketrails, markets, wineries, SteamRanger Cockle train. Special rates.E: [email protected] HOLIDAY HOUSE:Yorke Peninsula “OceanfrontEscape” 2-storey hse w. pergolato beach & farmland views, secl,4 BRMs, full kitchen, BBQ, DVD/VCR/TV, billiards, fishing. Peaceful& relaxing, great for kids. ContactBrenton on: T: 0409 864 682E: [email protected] CEDUNA BEACH HOUSE:S/cont, beachfront, BBQ/DVD/LCD/ TV, r/c air. Sleeps 6. Corp.rates AEU members. Main st andjetty 5 min walk. T: (08) 86253343 HOUSEBOAT: (near Mannum)AEU members are offered a 10%disc. during shoulder/off pk.Sleeps 10. T: (08) 8277 8751E: [email protected] www.bundara2.net/

VICTOR HARBOR Holiday Hse:Renovated 3BR hse walk to beach,skate park, shops, restaurants andtown. All facilities, lge yard, BBQ.T: 0413 920 554E: [email protected]

HOLIDAY HOUSE, 'NORTH BAY',CARRICKALINGA: Arch. designednew 2- storey beach hse. 4BR, 3bath, 2 living areas, Europeankitchen, decking & views. Suits 2families. Sleeps 10. Play equip. forkids. T: 0403 015 964www.stayz.com.au>North Bay,Carrickalinga

ABSOLUTE SEAFRONT HOUSEStunning beach, dolphins - wine -seafood. House (neg), beach orbalcony suites. Min 4 nights. fm$45/dble, mid-wk off-peak.Kingston. T: 0402 922 445

HOLIDAY RENTAL:Yorke Peninsula: New up-marketesplanade beach hse ‘Manyana’at Wool Bay (near Edithburgh).Spa, plasma TV, DVD, stereo, dish-washer. Tastefully ff & equiped,3BR, sleeps 7. Panoramic views,walks, fishing. T:(08) 8832 2623www.countrygetaways.info

MARION BAY: ff, near new hse.Gateway to Innes National Park.3BRs, lge living, TV /DVD, Sleeps 8.Spacious balcony w. outdoor furn.& BBQ. 5 mins to Willyama Beach,5km to Park. E: [email protected] GETAWAYSVICTOR HARBOR:All Seasons Lakefront Getaway:Stunning s/cont. lux. colonialhme. Priv. secl. beach & lake! 4BRs,2 living areas, 2nd bath, 3 toilets& laundry, lge backyd. Sleeps 8. Lakeside Getaway: EncounterLakes Villa, 100m to beach &reserve. 5-min. to Esplanade,walk/bike trail, cafes, restaurants,store. 3BRs. Sleeps 6. Spaciousliving/fam/dine, 2-way bath, sep.toilet, laundry. M: 0419 868 143E: [email protected] www.victorharborholidayhomes.spaces.live.comKangaroo Island GetawayKI RURAL RETREAT: Attractives/cont. lge country hme, gdn,native bush, 260 acres. 2 bath, 2qn beds, 2 living areas, laundry,patio. Sleeps 12. From $120/night.T: 0407 790754 a/hE: [email protected]

KI HOLIDAY HSE, KANGASTAYHarriet River, Vivonne Bay, 3BRfully equipped. Close to Seal Bay,Remarkables, Admiral Arch andmore) relax, swim, fish. Linen prov.winter discounts, sleeps 6. From$100/night. T: 0407 215 [email protected]

KI HOLIDAY COTTAGE: VivonneBay, close to beach & HarrietRiver, wildlife, exc. location for KIattractions. 2BR. s/cont, air, BBQ.Sleep 4, $95. T: (08) 8341 9185E: [email protected] QUEENSCLIFFE COTTAGEKingscote, recently restored 2BRM,period decor, gdn. Walk to beach,cafes, jetty, pubs. Sleeps 6. Exc.location to explore island. T: 08 8553 9007www.kangarooislandholidayaccomodation.com.au/property.php?p_id=232

HOLIDAY RENTAL WALLAROO:Arch. designed new 2-storey beachhse, bay views. 3BR, 3 bath, openplan living, modern kitchen, sleeps7. DVD, CD, dishw. Safe beach forkids, great walks, fishing.www.stayz.com.au>Bayview,North BeachHOL. RENTAL NORMANVILLE:South Shores Holiday Villa #25.3BR (sleeps 8). Secure behind

AEU Early Childhood Conference

Friday 8 October | 9.15am– 3.00pm

Conference dinner: Thursday 7 October | 6.00pmThe Seven Stars Hotel, Angas Street (subsidised cost $11)

2010

By the end of 2010 the Early Years Learning Frameworkwill be introduced at the same time as a raft of significantnational changes. Early childhood educators will be expect-ed to understand the changes and be involved in imple-mentation while delivering high quality early childhoodlearning programmes.

This conference will create a space for AEU members toFocus on understanding the upcoming changes and tothink about what the changes will mean for their work inearly childhood settings.

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NOTICE BOARD

FOR RENT – MITCHAM HILLS3BR hme, 2 bath, living, balcony,hills views, r/c air, gas space heat,2nd living area, 2 car accom. T: 0417 823 912HOUSE FOR RENT: Modern 5brmin Hillbank, quiet culdasac, closeto public trans, alarm, ducted a/c,solar, shed, gas, dbl carport.$350/wk. T: 0416 113 386 E: [email protected] FOR RENT: Share 3BR hsewith 2 others in Gawler. $70/wkplus exp. T: 0409 486 088FOR RENT: f.f. private apartmentin Glenelg for hol or wkd rental.Heated pool, spa, steam-room,sauna, gym etc. Plasma TV, 100mto beach. T: 0403 606 052GLENELG NTH T/HSE RETREATHol accom, quiet, mins from JettyRd, close to tram/bus stops. Secl.unit feat. 3BRM, 2 toilets, ldry,bath, new kitchen, sep dining,lounge w. patio area, carport.W: www.stayz.com.au/35993T: 043784703435mm SLIDE SCANNINGAdelaide & Hills: Do you haveold slides gathering dust and dete-riorating? Have them profession-ally scanned at high resolution andtransferred onto CD. 17 yrs exp.,reasonable rates. T: 0401 590 875

WORKSHOP: Stress manage-ment, personal dev. and learningdifficulties: Brain Gym-an introwkshop. Movements to ‘switch on’the brain. T/fax: (08) 8768 2537 E: [email protected]

GO SCUBA DIVING WITH ELITE DIVE ACADEMY:Are you a diver, but haven’t beenin the water for a while?! Get $50off a PADI Tune-Up program torefresh your skills. Contact:T: (Steve) 0413 134 827 E: [email protected]

FOR SALE: Certified organiccosmetics & personal products.www.bodytune.mionegroup.com

CAMERON CAMPER TRAILERFOR SALE: Sits on 6’ by 4’ trailerwith electric brakes and watertank. Opens out to create a 17’by 7’ space. A full annexe is alsoincluded. Good cond. $3,200T: 0407 324 559

HOUSE SITTING: Mature couple,teachers, non-smokers, exp. petowners, gardeners seek hse sitwhile new home is built. AdelaideNth pref. Avail. Dec 2010, late Jan– April 2011. E: [email protected]: 0409 608 518 or 0409 280 019

HOUSE SITTING: Prof. coupleseek hse sit, Adelaide & environs,late July – Oct. 2010. Non-smokers,hse proud, exp. renovators, repairs,gardening, animal caring. Contact Chris & Eleanor OystonT: 02 6236 3008 E: [email protected]

FRANCE – SOUTH:Lovely Village House. Languedocregion. T: 0403 314 928 (Julie)www.myfrenchhome.com.au

CIVIL CELEBRANT: Dr Tom Haig:weddings, renewal of vows, com-mitment ceremonies, funeralsand baby namings. First classpersonalised services with AEUmembers receiving a 10% dis-count on services upon request.T: 85311726 or 0439 687 529E: [email protected] www.tomhaig.com.au

2011 DOUBLE TEACHINGEXCHANGE OPPORTUNITY TOONTARIO, CANADAThe opportunity of a lifetime existsto teach in Penetanguishene,Ontario, Canada, living in a 2-storey hse, 4 brm, 3 bath and only5 kms from the school. With apopulation of 5000, and locatedonly 2 hrs drive from Toronto,

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

[email protected]

Penetanguishene is a close knitcommunity with all the perks of alarge city, including hockey arena,skateboard park, soccer oval,swimming pool and lots of familyfriendly parks. The town and near-by communities offer beaches,boating facilities and water sports.The teaching positions are inmiddle and upper primary. Contact Darryl Carter, Manager, International ProgramsT: 8226 1150 or 0402 250 929 E: [email protected]

AEU Journal Vol 42. No. 6

Documents

Transcript of AEU Journal Vol 42. No. 6