Vol 44 | No. 2 March 2012

AEUJOURNAL SA

Legislate

Gonski NOW!

going beyond the call of duty. The last movie, ‘Falling for Sahara’, sensitively portrayed a snapshot of four African-Australian teenage students in Mel-bourne’s inner-west.

The effect was one of broadening the outlook for South Australian teachers, observing what other teachers do and identifying many of the issues faced by the teaching profession worldwide. The fiction and non-fiction content present-ed was entertaining and inspiring. I look forward to the next Education Film Fes-tival! n

M. Edwards, Teacher

Dear Editor,There’s no doubt that the long cam-

paign for improved federal public school funding has been a great success and our union can take much credit for that. We all wait with bated breath to see if the Federal Government has the cour-age to legislate in the lead up to what is likely to be a very tight next Federal Election.

While a new funding model is badly needed, the AEU will need to be on guard to ensure Julia Gillard’s danger-

PResideNt’s View UNiON tRAiNiNg

Australian Education Union | SA Branch163 Greenhill Road, Parkside SA 5063Telephone: 8272 1399Facsimile: 8373 1254Email: journal@aeusa.asn.auEditor: Craig GreerAEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union.

Deadline Dates Publication Dates#3 April 27 May 16#4 June 1 June 20#5 July 20 August 8#6 August 31 September 19#7 October 19 November 7

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

Print Post approved PP 531629/0025

ISSN 1440-2971

Cover Photo: Craig Greer

Printing: Finsbury Green Printing

3

Features

Letters to the editor

AeU JOURNAL

*Winner of TOP LETTEr!

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

8272 1399journal@aeusa.asn.au

Classroom Management page 16

Seaton HS is running some fantastic PD.

Focus of Finlandpages 14 – 16

A great public education system.

AEU JoUrnAl iS CArBON NEUTrALIf 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.auThe AEU Journal is online at: www.aeusa.asn.au/journals.html

Dear Editor,I would like to thank the AEU for

organising the Festival of Education Films entitled ‘Schooled’, held at the Mercury Cinema on February 11 and 18.

As an early career teacher, I was interested to see the international per-spectives presented in ‘The Hobart Shakespeareans’ and ‘The Finland Phe-nomenon’. The two French films, ‘It All Starts Today’ and ‘The Class’, showed that the issues faced by underprivileged students and their caregivers are uni-versal and how teachers inspire, often

Legislate Gonski NOW!pages 12 – 13

On 6 March AEU members and supporters took action for improved public schools funding.

ous interest in various regressive reforms don’t creep into the mix. Char-ter schools, independent public schools, school vouchers, performance pay, and local school management (already being rolled out in NSW) are all still part of the Gillard education reform agenda and must be stopped at all costs.

It would be a shame if the Gillard government used the Gonski report as a means to introduce policy that ulti-mately contradicts its main goal – to deliver equity in education for all stu-dents, regardless of their socio-eco-nomic background. n

Matthew Walker, Clare HS

Legislate

Gonski NOW!

Best letter in each issue of the AEU Journal will receive two tickets to either Palace Nova Cinemas or the Adelaide Symphony Orchestra. Email to:

journal@aeusa.asn.au

4

running head2011 AeU MediA COMPetitiON

Monday 4 June 8.30am – 3.30pm

To register or further info go to:

8: www.aeusa.asn.au/events.html or email Virgina Gill8: vgill@aeusa.asn.au

20122012AEU LEAdErs’ ConfErEnCE

Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support, Community, Collective decision making, Trust, Sharing, Strength, Unity, Respect, Confidence, Recognition, Communication, Appreciation, Self Awareness, Dignity, Support,

Thursday 19 April Time & Venue TBC

friday 20 April 9.15am – 3.00pm

AEU sso ConfErEnCEConference: Conference:

Dinner: Dinner:

SSO’s G

uide to E

mpowerment

To register or further info go to:

8: www.aeusa.asn.au/events.html or email Lisa Sigalla8: lsigalla@aeusa.asn.au

Leading Public Education:

Worth Fighting For

sunday 3 June 6.00pm Adelaide Pavilion on the Park,

Veale Gardens

The 2011 AEU Media Competition received some fantastic entries and we thank all members who submitted an item to be considered for publication. After careful consideration the judges’ votes are in. Congratulations to the fol-lowing people who will take home a great prize courtesy of Next Byte.

MAC MiNi Matt rotolo, Teacher Cambrai Area School

Matt (pictured above) submitted a great article on the opening of “Meldan-da”, Cambrai Area School’s environ-

mental education property. Matt’s arti-cle provided an excellent overview of how the property is being used to enhance students’ education, particu-larly in the area of Science. Matt also provided some good photos of local community members, AEU and DECD representatives, and Greens Senator Sarah Hanson-Young, attending the opening. Well done Matt!

iPAD 2 Jessica Bean, Teacher Port Augusta Secondary School

At the time of writing her piece for the AEU Journal Jessica was teach-ing at Port Augusta Secondary School. Hers was the first competition entry received. Jessica’s

article tackled the issue of employment

opportunities for early career teachers. Jessica’s piece was nicely written and provided an interesting personal account of the challenges she faced in obtaining work post-graduation. Congratulations Jessica!

iPOD SHUFFLE Hannah Forrest, Student Cleve Area School

With the assis-tance of her teacher Jocelyn Wickstein, Hannah submitted a fantastic piece about the innova-tive agricultural program at Cleve Area School. Han-

nah’s report was informative and well written. The AEU Journal is grateful to receive material that promotes the great things happening in public educa-tion and Hanna’s piece was a perfect example. Thanks Hannah! n

AEU Media Competition winners announced

5

attraction/retention incentives for all employees.

The AEU’s aim in enterprise bargaining is to ensure that all members receive the best possible wages and conditions. Of course, at times we may have to pay attention to certain matters that crop up for particular sectors.

For example, there is a significant body of evidence with respect to the increasing-ly unattractive nature of leadership jobs in preschools and schools; many current and potential leaders are simply not applying for these positions. Devolution, local auto- nomy and changes to funding arrange-ments have added to the increased admin-istrative burden of leaders and it is quite simply unsustainable for DECD to contin-ue to expect leaders to do more with less.

It all comes back to the question about what price the government is prepared to pay for high quality education in SA? High quality, effective leadership that supports collaborative practice can be the crucial difference between success and failure. Increased investment in leadership must occur so that the flow-on benefits can be felt by staff, students and parents.

To achieve this we must utilise the col-lective strength of our membership in support of best practice leadership in SA.

Our leaders in preschools and schools must stand with the AEU and not be dis-tracted by the South Australian State School Leaders Association which is actively try-ing to recruit members around EB and yet cannot be a party to the enterprise agree-ment. Remember colleagues – one union, stronger together. If you allow yourself to be divided off from the collective you also undermine our collective power and capacity to fight for all members.

The last thing we need in a bargaining process is for sectors to be competing with each other for improved conditions. We work very hard to ensure that every-one achieves improved salaries and condi-tions and we do that with our members’ support and united commitment. So, what price? Whatever it takes! One union, stronger together. n

in solidarity,Correna Haythorpe, AEU President

What price is the State Government prepared to pay for a high quality education system in South Australia? That

will be the critical question as we begin enterprise bargaining negotiations for preschools, schools and TAFE employees.

With ever-present media coverage of a possible phase 2 global financial crisis, a 2.5% public sector wage increase cap and other state treasury problems, I suspect the State Government will find it difficult to answer this question, despite the fact that SA is on the cusp of a mining boom.

However, the answer should be simple: whatever it takes!

The AEU contends that for South Aus-tralia to ensure attraction and retention of the best education professionals, we must achieve salaries and conditions that place us in the top third of the national scale.

By the time you read this Journal, the AEU framework for EB2012 will have been debated at Branch Council, ready for negotiations with the State Government. This framework has been put together after several months of extensive consul-tation with AEU members and we believe its open nature will enable us to pursue just outcomes for all sectors.

So what does this mean for each sec-tor? For TAFE it is particularly important that we reinstate the long standing salary nexus between TAFE lecturers and school/preschool teachers. Members in schools and preschools must stand collectively with our TAFE colleagues throughout this EB to ensure the nexus is reinstated.

For schools and preschools, the critical issues will be, but are not limited to: per-manency, workload protections, return of Long Service Leave accrual rights, incen-tives for hard-to-staff sites, professional development opportunities, student com-plexity and behaviour management, and

What price? Whatever it takes!

PResideNt’s View sUPeRANNUAtiON

Leave Without Pay impacts Super

Being able to take Leave Without Pay (LWOP) is a great option for SA public sector employees’ work-life balance. However it’s important for Super SA members to understand that this type of leave can have an impact on their super.

Staff, especially women, need to be aware that taking Leave Without Pay can significantly influence their super contributions and insurance.

Contributions: For Triple S mem-bers, once their income stops, so do their employer contributions. For wom-en, the long-term effect can be signifi-cant. They’re more likely to take longer periods of LWOP to care for children and elderly parents and as a result retire with less super than men.

insurance: Most Triple S members are covered with Income Protection Insurance, which provides cover if they are temporarily unable to work due to illness or injury. However, while a mem-ber is on LWOP they won’t be able to make a claim, even if they continue to make contributions.

Triple S members with Death and Total and Permanent Disablement (TPD) Insurance will continue to be covered while they’re on LWOP, unless they choose to suspend their cover. If there’s not enough money in their employer account to cover the premi-ums while they’re on LWOP, their cover will be cancelled.

It’s also worth noting that if a mem-ber suspends their Death and TPD cover during this time, no insurance will be paid within the first year that they return from LWOP, unless their death or disablement is caused by an accident.

Lump Sum Scheme and Pension Scheme members can continue to make member contributions for up to 12 months while on LWOP. If they do this, their employer component continues to accrue and Death and TPD cover will continue. n

Before taking LWOP to find out how you may be affected and to discuss your options, contact Super SA on

) 1300 369 315

6

As you will no doubt be aware, the AEU is about to enter into anoth-er round of enterprise bargaining

and swimming and aquatics instructors will be seeking improvements to the current award. The key aspects of the AEU’s claim for swimming and aquatics Instructors include:• Salary increases in line with

teachers• Security of employment including

ongoing employment, guarantee of a minimum number of hours per year and entitlements such as sick leave

• Pack up and set up time for swim-ming centres.

Secure Work An AEU delegation recently met with

the Minister for Industrial Relations, Hon Russel Wortley, to discuss the importance of job security for swimming and aquat-ics instructors. The Minister was inter-ested in our concerns and gave a com-mitment to investigate the matter. He requested that the AEU provide to him a written submission, which we have done. We now await the Minister’s response.

ACTU inquiry into Secure Work

As this Journal goes to print the ACTU-initiated Inquiry into Secure Work is holding a hearing in Adelaide. The AEU has made a submission to the inquiry, which outlines the impact of insecure work on our members, includ-ing swimming and aquatics instructors. Matt Stringer from West Lakes Aquatic Centre is giving evidence to the inquiry on behalf the AEU.

Casual Loading CaseSA Unions and the AEU were recently

successful in running a case to increase the loadings for casual employees from 20% to 25%. Negotiations are occurring with DECD as to how this decision should be implemented for swimming and aquatics instructors. DECD has stat-ed that it does not believe swimming and aquatics instructors are casual employees and that they are not in receipt of any casual loading.

Stronger TogetherThe AEU continues to pursue improve-

ments in the wages and conditions of swimming and aquatics instructors. For us to be successful we must all work together to achieve our aims. We encourage all swimming and aquatics instructors to join the AEU and ask that they let others know of the benefits of being an AEU member. n

AeU swimming and Aquatics members look for equal pay and job security

eB2012 sNAPshOt

Swimming and Aquatics

For online info go to8: www.aeusa.asn.au>Your AEU>Sectors

JOUrNAL: How long have you been teaching?

ED: I started teaching in 1985 at Kadina Memorial High and have been a mem-ber of the AEU ever since.

JOUrNAL: Why did you join?

ED: I have always had a general sense of unions being of value to workers as well as promoting social justice and equity, which are values I also hold.

What does your role as Sub-branch Secretary at Warooka Primary School involve?

ED: I encourage young educators to join the union, am actively involved in area meetings, distribute and openly discuss information provided by the AEU with all staff members on industrial matters and AEU campaigns.

JOUrNAL: Tell us about your communi-ty involvement on the Southern Yorke Peninsula?

ED: I am actively involved in coast care groups. I feel it’s important to preserve our coastal environment so everyone can enjoy it in the future. I’ve also coached numerous SAPSASA football, cricket and athletics teams.

JOUrNAL: What do you see as some of the most important issues for country teachers at the moment?

ED: There is a considerable shortage of suitable housing in country areas. Many young contract teachers spend the holi-days relocating from one country location to the next after their contract finishes.

Access to training and development and other crucial resources is limited; we are travelling over an hour and a quar-ter to attend training at Wallaroo on our next student free day, for example. n

in ProFiLe

AEU Journal speaks with Ed Satanek

7

UPdAte: eNteRPRise BARgAiNiNg 2008

MiCHAEL WASHiNGTONPrincipal, Para Hills Junior Primary

Parents are telling me that bigger schools aren’t better. They want smaller schools, more personalised services, more one-to-one attention, and they want me to know their kids’ names and their names. I’m not saying R–7 Prin-cipals can’t do that but I can do it a lot easier with only 150 kids. There’s something special about the unique and completely dedicated focus of a birth to eight or in my case a four to eight site that will be lost many times over if the amalgamations go ahead. If there are concerns about equity in funding then don’t reduce funding to co-located schools, increase it for the rest.

VirGiNiA SAUL Teacher, Belair Schools

We are concerned about losing the junior primary focus and special inter-vention programs which are supported by extra SSO time. Restructuring will mean a whole new leadership team; this will be very disruptive. SSOs in casual and/or temporary positions will have to go. The community does not want this.

HELEN VOSVOTEkASTeacher, Para Hills Junior Primary

The Para Hills community is dis-mayed that the government is not lis-tening to them. The community does not want an amalgamation. This has been made crystal clear. Why isn’t the government listening?

ANTHEA SWEENEYTeacher, Mitcham Schools

Having been a teacher and leader in preschools, R–2 schools and R–7 schools I fully understand how impor-tant the early years are. Apart form the loss of funding and reduction in SSO hours to support students, the loss of early childhood leadership means a loss of early childhood pedagogy.

AEU SupportThe AEU will continue its strong sup-

port for communities opposing school amalgamations and calls on the State Government to reverse the 2010 Foley budget decision. n

Members from a range of sub-branches at sites targeted for amalgama-tion by the State Gov-ernment attended a

meeting at the AEU on March 15. Their message to Education Minister Grace Portolesi and Premier Jay Weatherill was loud and clear: don’t amalgamate our schools!

It’s been a few months now since review panels completed community consultation and subsequent delibera-tions and the mood has turned from anger to bewilderment. All bar two of 21 review panels voted against the amal-gamations yet there is no indication that the government will overturn Kevin Foley’s 2010 State Budget decision.

Here’s what AEU members attending the meeting had to say about the State Government’s proposed amalgamations:

DEB rOWE Teacher, Braeview Schools

The Department says that children are at the centre of everything they do. Well, if that’s the case then all schools should be funded to be centres of excel-lence. Our junior primary school is con-sidered a centre of excellence and is recognised nationally. Premier Weather-ill is the Ambassador for the Stephanie Alexander Kitchen Garden program, yet he is prepared to execute a budget cut that will ultimately lead to the demise of that innovative program at Braeview. Please explain!

Communities still saying No! to amalgamationsthe potential loss of early years expertise, specialist staff and programs has AeU members up in arms.

AMALgAMAtiNg sChOOLs CAMPAigN

Don’t amalgamate our schools!

PUBLiC edUCAtiON week UPdAte: eNteRPRise BARgAiNiNg 2008

As AEU leader members will have seen in the last Journal and on the Leaders email list, it is ‘all go’

in our work for the new enterprise bar-gaining round. We now have a wealth of information on key issues provided to us by individuals and groups, including the Principals Consultative Committee EB Focus Group, Leaders Forums, and of course through the Workload Review that was conducted in 2011.

Our Industrial team is in the process of putting all the data together to pre-sent Branch Council with a proposed Log of Claims for endorsement later this month. There is still plenty of time for you to have input. Just pick up the phone or email me with any issues you want tabled for consideration.

Meeting LeadersAEU Branch President, Correna Hay-

thorpe and I met with several leaders groups last year, and are continuing to do so this year in both country and met-ropolitan locations. These meetings provide us with a great opportunity to hear from leaders first hand. We really appreciated the candid and comprehen-sive feedback received from leaders last year about their site and locale-specific issues as well as wider issues impact-ing on leaders across the State. Please keep an eye out for details of upcoming EB consultations for leaders in pre-schools and schools.

Meet the Leaders ForumsEach year we hold a ‘Meet the Lead-

ers’ Forum for graduate teachers. This

taFe Focus

while campaigning against the state gov-ernment’s tAFe reforms, AeU members took their message to the nation’s capital.

More than 50 MPs and staffers attended an AEU-initiated skills reception at Parliament

House in Canberra in early March. Fed-eral Skills Minister Chris Evans spoke about his Government’s support for the TAFE system and clearly stated that in the next funding agreement, the Feder-al Government was not going to insist that the states continue to implement contestable funding reforms. It seems, at least, the Federal Government has been taking notice of the disastrous results in Victoria.

The day after the reception SA Branch representatives Alan Wilson, Helaine Costello and Tony Sutherland met with SA MPs Steve Georganas and Nick Champion. It was clear from those meetings that politicians have only a basic understanding of the issues in the VET sector, which highlights the importance of delegations like this one. We will need to continue lobbying fed-eral Labor members and urge them to push for guaranteed funding for TAFE in the next Federal/State agreement.

AEU TAFE Divisional Council mem-bers Tony Sutherland and Helaine Costello share their thoughts on the response of the MPs visited.

TONY SUTHErLAND Lecturer | Mt Barker TAFE

“Having met with MPs Steve Georga-nas and Nick

Champion in Canberra, the lack of knowledge and understanding about

the plight of TAFE and potential conse-quences to skilling the future workforce was obvious. We told them that unless quality is monitored and investment is made in the public provider the work-force for the future won’t acquire the skills society requires.

It’s important that as a union we ensure all state and federal members are aware of the consequences of inad-equate quality control and lack of funding.”

HELAiNE COSTELLO Coordinator | Women’s Education

“It becomes really obvious when visit-ing politicians on a

lobbying exercise that unless they have a specific interest in the issue you want to discuss, they generally know very lit-tle about it. That’s why lobbying is so useful and important. We were very well armed and prepared for our meetings. The preparation the day before helped me feel much more confident about raising our concerns. Working in a team and having written material to leave behind was also very useful.”

With the TAFE SA Bill about to go before parliament, AEU SA Branch mem-bers can expect to be contacted in the coming weeks to arrange meetings with their local MPs. This is our last chance to ensure that TAFE in South Australia remains as the principal provider of high quality training and education for those who undertake a VET qualification. n

Leadership issues a priority for the AEU in EB 2012

TAFE members lobby Federal MPs in Canberra

AeU Leaders Focus Organiser Virginia Gill reports

8

Leaders Focus

is a twilight session attended by a group of leaders spanning preschool to secondary who meet with graduates in a ‘speed-dating’ model to share encour-agement and words of wisdom. Leaders are based at tables and groups of grad-uates move from table to table after ten minutes or so, thereby hearing from a range of leaders across sectors.

These events provide graduates with an opportunity to talk with leaders in a ‘safe’ and supportive setting, where there are no such things as dumb ques-tions. As you know, it is critical that we invest in our young teachers, after all, they are tomorrow’s leaders. The forums have been very well received by both leaders and graduates.

If you are interested in being a lead-er mentor at one of these events, please email me, Virginia Gill:

8: vgill@aeusa.asn.au or Daniel Pereira, the AEU organiser responsible for graduate teachers:

8: dpereira@aeusa.asn.au 2012 AEU Leaders Conference

Please put June 3 and 4 in your dia-ries for the 2012 AEU Leaders Confer-ence, it promises to be a great event. It kicks off with a dinner on Sunday June 3 at the Adelaide Pavilion on the Park, with the DECD CE Keith Bartley as the dinner speaker. On Monday the confer-ence will be held at the AEU and speak-ers include Trevor Cobbold, Convenor of the national Save Our Schools group, and Angelo Gavrielatos, Federal AEU President.

For further information or to register for the conference go to the Ad on PAGE 4 and follow the links.

Virginia Gill is the Leaders Organiser at the AEU. She has been a principal of four schools,

including country and metro, R-12 and secondary. She has worked as a leader-ship consultant in DECD, and as an edu-cation advisor in the Office of Premier and Cabinet, DECD Chief Executive and Minister for Education and Children’s Services. n

ViCe PResideNt’s RePORt

Last year, while a member of the Teachers & Leaders Workload Review project team, I was very fortunate to work with Ken Fran-cou. One of the

many things I learned from working with Ken was the saying “The pig’s not going to get fatter by weighing it, it needs to be fed.”

Over 2000 education workers helped us “weigh the pig” again last year. We have hundreds of pages of information from surveys, workplace diaries, meet-ings and submissions, participation in which added to the very workload we were investigating. The report has been completed and we are still “in negotia-tions” with DECD as to how the issues raised will be addressed.

More weighing, not a skerrick of food in the trough!

It is extremely frustrating for the AEU that our members are being denied a just outcome from this review. The time for negotiations is over!

DECD are aware there are many new “initiatives” knocking on school doors, such as Empowering Local Schools. While some schools may be keen to engage with these initiatives, there was a call from many school leaders who participated in the review for the Department to take back some of the responsibilities now falling to sites that contribute to their workload burden, not to add to it through so-called “empow-erment”. The message from many lead-ers is one of utter frustration as they strive to find time for educational lead-ership in their sites while drowning in the bureaucracy of management.

There are growing concerns over the possible impact of the review on the workload of SSOs. Throughout the pro-cess, the vital roles undertaken by SSOs were continually raised, along with the calls for more SSO time, training and an expansion of their roles in schools. SSO

workload is already an issue, with many working hours over and above what they are paid for. Some teachers and leaders have suggested that handing over some of the tasks they are current-ly responsible for to SSOs and increas-ing SSO hours are possible solutions to some of their workload issues. The AEU maintains that an increase in SSO responsibilities cannot happen without additional resourcing and that we will not support any move that adds to SSO workload.

When the Teachers and Leaders Workload Review was expanded to include preschools, survey responses were overwhelmingly centred on the massive changes occurring in this sec-tor. Sites are dealing with the introduc-tion and implications of the National Quality Framework, Single Intake and Universal Access, to name a few.

A member I spoke with recently was very happy with her decision not to apply for another Preschool Director position at the end of her tenure and has returned to teaching. It concerns me that this may be a growing trend if workload issues are not addressed.

For many teachers and leaders, to do all that is needed to maintain their pro-fessionalism and meet the high expec-tations of the Department, school, com-munity and of course themselves, often means to do so at the expense of per-sonal and family time.

The AEU has taken this matter back to the Industrial Relations Commission (IRC) and is urgently seeking the devel-opment of agreed action plans and the Department’s commitment to timelines for the implementation of changes needed to address member workload, described by the IRC as “unreasonable, excessive and unsustainable”. To achieve anything less would be an insult to AEU members who participated in the review. Failure to deliver improvements to workload would mean the review not only failed to deliver change, it added to the prob-lem. It’s time to ‘feed the pig.’ n

It’s time to feed the pigAeU Vice President Jan Murphy says it’s time for action on workload

9

Leaders Focus

running headVice President’s View

recent farewell captured exactly what a high quality education should mean.

No-one mentioned NAPLAN or SACE results, although they could have because the retiree’s record in those areas is impeccable. No, what the stream of cur-rent and former colleagues, students and students’ parents stressed were things of a different order. Our friend was a secondary school English teacher whose influence went well beyond that potentially closed definition.

What those people valued most can be best summed up in the following examples:

“What I have learned from him is an appreciation of the wonder and possi-bilities of language.”

“What I have carried through life after being in his classes is a love of literature.”

“The wonder of language”? “A love

What follows contains no little personal bias, most likely derived from the perspective of one of a certain age and

experience.

Recently I attended the retirement function of a good friend and long time teacher and AEU member. Indeed, his career spanned over 40 productive years. It was a delightful, well-attended event and many people made warm testimoni-al speeches in his honour. He has had a wide and deep educational influence, as have many others over the years.

There’s nothing unusual in any of that. However, it was the quality and nature of that influence that struck many of us there that night. Quality is a word much used in this data-driven era, and it clearly means different things to different people. What was said at the

AeU Vice President David Smith laments the absence of recognition for those who have dedicated their careers to educate others.

of literature”? When did we last read that in a curriculum document? In those two phrases lies a great deal. With the love and appreciation of language and literature comes the valid assumption that all the other more easily measured functions of language will follow. They go together, but it seems that we are now well into a time when the strictly measurable is totally dominant.

That’s a shame for the creative life and indeed the future of our society. I lament that, as indeed should we all.

Yet there is another cause for regret about the loss of our very talented and experienced teachers. How does DECD, as the employer, mark their retirement? It’s very sad to note that unless the retiree or a colleague applies for it on the correct form, he or she doesn’t even get a certificate of appreciation. Apply for appreciation? What kind of world are we in? Someone has to fix that, and soon. How much effort would it take to ensure that every long serving employ-ee received a letter of appreciation?

By great contrast the AEU makes a point of doing just that, as do employ-ers in other industries. Some give hand-some gifts every few years – at 15, 20, 25 years of service and so on. What price appreciation? The matter goes fur-ther. Long-serving employees of the AEU often find themselves attending funerals of retired educators, who may or may not have been members of the union. They are sad to note that at some recent funerals there have been few if any current senior DECD officers. That kind of corporate memory is very important in many ways, and when it’s manifested it is ever appreciated.

The statistics of the aging education-al workforce in this State are known to all. With that in mind, it’s critical that someone in DECD takes the matter in hand and honours the longest serving employees. That may include letters or gifts but could equally involve the development of an Emeritus system where the inspiration and wisdom of those wonderful educators could be acknowledged and appreciated. n

Out with the old

“What i have learned from him is an appreciation of the wonder and possibilities of language.”

10

running head

1 1

running headsChOOLs FUNdiNg AeU iNFORMAtiON UNit

QWhat are the rules regarding pro-bation for teachers?

A Section 15(2) of the Education Act, 1972 states: “An officer may be so

appointed on a permanent or temporary basis”.

Section 15(3) of the Act states: “the first appointment of an officer to the teaching service may be made upon probation”.

If a teacher’s first appointment is to a one-year temporary position, this appoint-ment will be subject to a period of pro-bation of 6 months effective service.

If a teacher’s first appointment is to a permanent position, this appointment will be subject to a period of probation of 12 months effective service.

Probation will not apply if a teacher is appointed to a series of contracts during their first year of teaching. Nor-mal performance management process-es would be appropriate.

QThe Spent Convictions Act was passed on 13 February 2011. This

legislation allows for any minor convic-tions to be erased from a person’s crimi-nal record after a certain period of time. The qualification period for an adult offence is ten consecutive years. Will this affect the criminal history check that is undertaken by either my employ-er or the Teachers registration Board?

A The legislation is subject to a num-ber of exclusions. Spent convic-

tions do not apply, at present, to per-sons involved with the care of children. You will therefore still have to tick the box on any form from either DECS or the TRB which indicates you have a criminal conviction.

QWhat is the process to be eligible for TrT work after i either retire or

resign my permanent teaching position?

A If you resign (under 55 years of age) you can apply virtually the

next day for TRT status.If you retire/resign (55 years or over)

you must wait for one calendar month plus one day. This is a superannuation requirement. You can apply through the DECD on-line system at:

8: www.teachinginsa.sa. edu.au/jobsearch/

Questions from the Workplace

AEU

information U

nit | Mon – Fri | 10:30am

– 5pm | %

8272 1399

AeU Research Officer Mike Willis reports

The seven categories of the Index of Economic Disadvantage (IoED) were once treated like a state

secret. Each school knew its own IoED category, but the full list was never published.

DECD is now a little more transpar-ent and the current list is available on its website (see link below).

How long it will remain in its current form is a matter being discussed by a DECD committee with representation from the AEU and principal associations.

There was a minor shakeup last year when the committee decided to revise the 2011 categories (effectively based on Census data that was a decade out of date) for 2012.

That resulted in 98 schools going up one or more categories because they were “more advantaged” than previ-ously, and 117 schools going down one or more category because they were “more disadvantaged” than previously. In its own way this can be taken as a sign of the greater residualisation of public education.

There were 41 appeals against the new listing. Eleven of these were successful.

However all schools, including the 345 that were not affected by the revi-sion, need to know that more changes are in the offing.

The 2012 categories should be regarded as an interim measure.

It is unlikely that the data sets used to calculate the IoED will remain. Two use

the Census Collection District (CCD) data sets that average data across approxi-mately 220 households, and are not necessarily representative of actual stu-dent enrolments. School data sets for Aboriginality and mobility are also used.

Consideration was given to simply adopting ICSEA. ICSEA uses a greater range of data, is updated annually, and, following the earlier criticism of its use of CCD data, now uses direct school data where possible. However, it was designed as a predictor of NAPLAN results and some of its components and their weightings may not suit the pur-poses of an index that concentrates on socio-economic disadvantage.

Whether the IoED remains or is replaced, another proposal being dis-cussed is the use of a sliding scale on which to base funding. The advantage of such a scale is that it would more evenly distribute funding intended to address disadvantage, avoiding the big funding discrepancies between schools just either side of a current IoED category. Such a change to the funding system would probably see some schools win and some lose during the transition.

Any changes to the current IoED would probably necessitate a “dual sys-tem” for as long as certain staffing and transfer rights are tied to particular IoED categories.

It is envisaged that a recommendation for further changes will go to the Chief Executive and the Minister by mid-year to take effect in 2013 and beyond. n

DECD website8: www.decd.sa.gov.au/

Index of Economic Disadvantage change

Are you up-to-date ONLiNE?We need your preferred email address Email to8: membership@aeusa.asn.au or call Membership on: 8272 1399

12

coVer story

Gonski gives government a mandate for changethe schools Funding Review panel report calls for change to the current inequitable federal funding model.

most recent years of NAPLAN results.

5. The schooling resource standard should include loadings for:

• School size and location

• The proportion of students in a school who are Indigenous or from low socio-economic backgrounds, with loadings to increase for schools where the concentration of such students is higher

• The proportion of students in a school with limited English lan-guage proficiency.

Of the points listed above, the most palpable is Gonski’s finding that a new funding model should ensure that dif-ferences in educational outcomes are not the result of differences in wealth, income, power or possessions and that all students should have access to a high standard of education regardless of their background or circumstances.

Despite Australia having by far the largest proliferation of private schools in the OECD, a fact many people don’t realise, there are few who wouldn’t agree with this core value. And it’s this fact that should give the Gillard Govern-ment the impetus and courage to legis-late a new funding model that ensures every child can access a properly fund-ed, high quality public education in their local community. n

their background or circumstances.

4. Increased concentrations of disad-vantaged students in certain schools is having a significant impact on edu-cation outcomes, particularly, but not only, in the government sector.

5. The most efficient way to meet the Australian Government’s announce-ment that no school will lose a dollar per student as a result of this review is through a minimum public contri-bution towards the cost of schooling in non-government schools.

Five key recommendations1. The Australian Government…should

implement and develop a schooling resource standard as the basis for general recurrent funding of govern-ment and non-government schools.

2. The Australian Government…should make reducing educational disadvan-tage a high priority.

3. The Australian Government…should develop and implement a new fund-ing model.

4. The Australian Government should initially base the per student compo-nent of the resource standard on an outcomes benchmark that at least 80 percent of students in reference schools are achieving above the national minimum standard, for their year level, in both reading and numeracy, across each of the three

The Gonski report into schools funding should be a water-shed moment in public edu-cation. If it’s recommenda-tions are implemented and

not left gathering dust in Parliament House Archives, it will go down as one of the biggest and boldest policy reforms this country has seen in decades, albeit long overdue.

While the findings and recommenda-tions in Gonski’s report don’t all corre-late with the AEU’s vision for schools funding, the bulk of them would deliver a vastly improved funding model for Australian schools – one that would move away from the inequitable SES system that has entrenched disadvan-tage in our schools for too long.

The Five key Findings1. Australia lacks a logical, consistent

and publicly transparent approach to funding schooling.

2. The Average Government School Recurrent Cost measure lacks a con-vincing educational rationale.

3. New funding arrangements for schooling should aim to ensure that:

• Differences in educational out-comes are not the result of differ-ences in wealth, income, power or possessions

• All students have access to a high standard of education regardless of

The Gonski report and further commentary from the AEU is available on our website: 8: www.aeusa.asn.au>issues>Federal Funding review

1 from left: SSO and parent Karen Tierney with Steve Georganas MP, the AEU delegation with Mr Georganas, teachers and students protest at the Electoral Office of Christopher Pyne MP

13

coVer story

she told Georganas.

AEU Federal President Angelo Gavrie-latos led the delegation and strongly urged Mr Georganas to support the rec-ommendations in the review.

“There’s no doubt that the Gonksi report presents the Federal Government with a major opportunity to implement a once in a generation change to the way we fund our schools,” he told Mr Georganas. “Gonski said in his report that as a nation we must act and act now. We’ve got to get cracking, we need legislation introduced and passed this year,” he said.

Mr Georganas agreed that action needed to be taken and told the delega-tion that he would relay their concerns in a letter to the Prime Minister. The AEU has asked for a copy of the letter and will continue to lobby Mr Georganas and his Federal counterparts for the implementation of legislation this year.

With a Federal Election looming it is vital that the government doesn’t sit on the report and do nothing. As the dele-gation made clear – our kids can’t wait.

“It will be cold comfort to the kids who need it now if they don’t see improved funding for public schools,” said Mr Gavrielatos.

Next stop, Christopher Pyne MPWhile the ALP has taken the step of

commissioning the Gonski Review, a

good start that needs carrying through, Opposition Education spokesperson Christopher Pyne has remained stead-fastly opposed to changing the current SES funding model, arguing for the maintenance of a system that entrench-es disadvantage by handing over mil-lions to elite private schools – the likes of which Pyne himself attended.

Mr Pyne, who told the AEU he wouldn’t be attending his office on the day of action, told Sabra Lane of ABC’s AM program recently that the real problem was teachers, not the current funding mechanism.

“The fundamental problem with Aus-tralia’s education system is that we don’t have the quality teaching that we need in Australia, which starts at the very earliest time that a person decides to be a teacher. We don’t have the cor-rect training,” said Pyne.

Addressing the rally at Christoper Pyne’s office, AEU President Correna Haythorpe told members that Mr Pyne’s response to the Gonski recommenda-tions is particularly disturbing.

“Christopher Pyne has said that the Coalition supports the current funding regime, a regime that will ensure the most disadvantaged students continue to miss out on billions of dollars in nec-essary funding,” she told the crowd.

Joining AEU members at the rally to support the call for new legislation was Joelle Casse, Governing Council Chair at the Kensington Centre, which sits in the heart of Mr Pyne’s electorate of Sturt. She said she is disappointed when she sees the inequities in government fund-ing for schools.

“There was a time in Australia when we had an egalitarian society, one in which you didn’t have to be middle class and white to get into university. We need to give every Australian child a chance to achieve their potential,” she said. n

After 7000 submissions, 20,000 emails, an intense media campaign and a bus trip from Brisbane to Mel-bourne, the AEU’s For Our

Future campaign came to the streets of Adelaide on March 6. With the Gonksi report into federal schools funding released a fortnight before, it was an opportunity for South Australian public education supporters to encourage local federal politicians to act on its recommendations.

The first activity for the day saw AEU members and parents join AEU Federal President Angelo Gavrielatos and SA Branch President Correna Haythorpe in a delegation to the office of Steve Geor-ganas MP, Member for Hindmarsh.

Having represented parents as part of a mid-campaign delegation to Parlia-ment House last year, Glenelg PS SSO Karen Tierney took part in the delega-tion, along with Henley High School teacher Susan Langmead and parent Jo Paterson. Karen, who’s son experiences dyslexia, told Mr Georganas that public schools educate the large majority of children with special needs and that increased funding is crucial in improv-ing outcomes for these students.

“There are kids out there who have huge potential but may never achieve it because the funding isn’t available to ensure early intervention takes place,”

Local federal pollies lobbied on March 6the AeU and public education supporters continue to campaign for improved schools funding writes Craig Greer

The Gonski report and further commentary from the AEU is available on our website: 8: www.aeusa.asn.au>issues>Federal Funding review

Focus on FinLand

This film, directed by Robert Compton and shown by the AEU at the Mercury Cinema on February 11, was certainly timely. What a stark contrast

it presented to current Australian edu-cational discussion. There had just been the previous week’s Four Corners private school cringe where collegiate coopera-tion was shelved for managerial autoc-racy. The OECD recommendation of “incentives to make disadvantaged stu-dents attractive to high quality schools” had been reported in the Advertiser on the morning the film was shown, and, of course, the Gonski review of school funding loomed.

The Finland Phenomenon: Inside the World’s Most Surprising School System Clare McCarty discusses the documentary featured at Schooled, the AeU’s recent festival of education films.

14

between the pupils. It provides all the resources and materials for learning without fees. I believe the education from birth to year seven is also free and very significant but it was not a part of the film. The equity of access to quality education is stunningly different from where our so-called ‘fair go’ country has ended up.

Small schools and small classesSmall schools of, say, 300 can be a

community. It is possible to know all your teachers and many students across year levels. A small school may not be able to offer a smorgasbord of separate subjects, however, a smaller number of subjects allow time for their investigation in greater depth and authentic, mean-ingful connections can be made across knowledge boundaries, which, as seen in the film, is cognitively preferable.

We know small classes of 20 do make a difference according to much research and teacher experience not just because of the teacher to pupil time but because learning can more easily be social, group oriented and creative.

Educating future teachersEducating future teachers appeared a

far cry from university lectures, tutorials and relatively brief, individual school placements. The process interwove the-ory and practice with groups of student teachers observing lessons and after-wards analysing them with the teacher and their tutors in relation to what they had seen, what they thought and what they would do differently. It is deceptive-ly simple; it enables student teachers, classroom teachers and university tutors to learn, reflect and practise together.

Finnish teachers require an initial degree and then a Master’s degree to teach. A very small number of the many applying are chosen. The pedagogy they learn is above all enquiry based, inno-vative and practical. The film features students making things work, and making things. It shows engagement through

In the film, Finland’s education system and its schools shone. They recalled ‘public good’ principles from the past but demonstrated their efficacy now and for the future. The central enormous irony of course is that despite no test-ing in their schools they do better at international tests (PISA) than do the education regimes across the world where testing is paramount.

Similarly ironic was that having not modeled its education system on the market economy’s practices of competi-tion, selection and individual success, its economic prowess, in terms of knowledge, information, entrepreneur-ship and research, was superior.

The film sought, through the obser-vations of Dr Tony Wagner researcher from Harvard, to determine what princi-ples underlie this success in order to emulate it in the USA. What emerged as most importantly different are the three premises upon which Finland’s educa-tion system is based: excellence through equity, equitable funding and teacher professionalism. These are revealed in the film as free public education for all, small schools and small classes and rig-orous teacher ‘training’, recruitment and retention. They were politically determined and institutionally organ-ised and funded.

Free public educationThis free public education is both

inclusive and high quality. It provides good, free food eaten in café-like sur-roundings where conversation occurs

“...excellence through equity, equitable funding and teacher professionalism.”

if you were reading the AEU Journal back in 2008 you may remember an article by former Editor Dan Murphy,

who, at the time of writing, was living and studying in the northern Finnish city of Oulu. In his piece Murphy described an education system with a needs-based model for resourcing schools, a strong emphasis on equity of access and deliv-ery, high teacher quality and autonomy, and a focus on cooperation rather than competition. These are just some of the characteristics of a system that has con-sistently outperformed the majority of OECD countries in PISA’s (Programme for International Student Assessment) annual rankings.

One of Murphy’s interview subjects for that piece, and also quoted in Clare McCarty’s film review (left), was Dr Pasi Sahlberg, current Director-general of the Centre for International Mobility and Co-operation in the Ministry of Educa-tion and Culture. Sahlberg travelled to Australia for the first time last month to address AEU Federal Conference.

Whether Dr Sahlberg’s visit and the message he brought was overshadowed by the release of the Gonski report into schools funding a few days earlier and

the nearly simultaneous ALP leadership shemozzle, is hard to know. However, Sahlberg’s presentation at Conference certainly left delegates with a sense of what is possible if governments enact progressive policy. But first of all they need to eradicate what the former teacher and advisor to the Finnish Edu-cation Minister aptly refers to as the GERM – the Global Education Reform Movement.

Avoiding the GErMTo fully appreciate the enviable posi-

tion Finland finds itself in with regards to education outcomes one must first

Phenomenon or just plain common sense? Finland is an education success story.

Focus on FinLand

15

shared purpose and product. Vocational and academic streams exist in the later years but they are not mutually exclu-sive. There is no testing until matricula-tion and very little homework, although the school day does go from 8am to 4pm.

A Finnish teacher’s salary is a com-fortable one; little weight is given to affluence. But they do have high status in the community. They stay as teachers. Above all, perhaps, they trust each other and work, based on that trust, as pro-fessionals. As such they have no further external assessment after graduation. As Pasi Sahlberg, author of Finnish Lessons: What Can the World Learn from Educational Change in Finland? observed, “Accountability is something that is left when responsibility has been subtracted.”

replicable?Detractors dismiss Finland as a small

country (5.4 million about the same as Victoria) with a largely homogeneous population, but my view is that with these principles, with this financial resource commitment by government and this teacher preparation and ongo-ing professional development, it could work even better in a heterogeneous population.

It is an education process we urgent-ly need, across the world, in times as environmentally, culturally and economi-cally fragile as these. n

Clare McCarty is an Adjunct Lecturer at Flinders University and a former president of the AEU SA Branch.

FiNLAND FACTS• There are no standardised tests in Finland

• Students in Finland study less yet perform better than most OECD counties

• Face-to-face teaching time in Finland is considerably less than most OECD countries at all levels of schooling (200 hours less per year than in Australia)

• Finnish teachers are fully unionised

• Schools in Finland differ less than in other countries – there was only a 7.7% performance variance in reading between Finnish schools in 2009 (the OECD average was 42%)

• Finnish education is non competitive – schools aren’t compared and league tables are non-existent

• There are no private schools in Finland

• Teaching in Finland is a desired way of life

• Finland has consistently outperformed most OECD countries in PiSA’s annual rankings.

“Most people in Finland think that education is a basic human right and should be provided free for everybody.”

Continued over page 3

A group of dedicated AEU teacher members at Seaton High School have been run-ning a cutting edge class-room management course

for colleagues and members attending AEU conferences for just over three years. Known as CMIS (Classroom Man-agement and Instructional Strategies), the course has been a big hit with teachers.

The CMIS course at Seaton came about after AEU Training and Develop-ment Coordinator Lynn Hall approached the school looking for volunteers to pilot a program aimed at providing teachers with practical classroom management and instruction skills, and it’s gone from strength to strength.

Experienced teacher Barb Rye has tak-en the lead in running the PD and says along with CMIS-trained colleagues Lara Golding and Sam Cutri, she was enthu-siastic as soon as she heard about it.

“This is about our craft, it’s about teaching, that’s what excited me about

it,” she says.

“The classroom is a very personal space for teachers, they spend a lot of time there. The practical focus on what teachers do in the classroom has made this course very popular.”

Teachers involved in the 30-hour CMIS course, one of four major professional development streams available to teach-ers each year at Seaton High, say they have gained tremendously from what they have learned about managing the classroom and instructional strategies.

“I found the CMIS very practical, particularly the techniques for getting students into groups fairly and making sure that students were all involved,”

PROFessiONAL deVeLOPMeNtFiNLANd CONt.

recognise its rejection of what has become the accepted global orthodoxy in educa-tion during the last two or three decades.

In a 2010 critique of the GERM, Sahl-berg identifies five key policy reforms that, against the better judgement of teachers and their unions, have been adopted almost en masse by education bureaucracies. Some of these may sound familiar:

• Standardisation leading to high stakes testing and the homogenization of education

• Increased focus on ‘core’ subjects – literacy and numeracy, as key deter-minants to success or failure

• Narrowing of teaching and learning and less risk-taking as a result of teaching for pre-determined results

• The transfer of educational innova-tion from the business world as a main source of change. Sahlberg says this is where “educational poli-cies and ideas are lent and rented … often facilitated by international development organisations … moti-vated by national hegemony and economic profit, rather than goals of human development.”

• The fifth policy is that of high stakes accountability policies for schools. Sahlberg believes school performance is “closely tied to the process of accrediting, promoting, inspecting and ultimately rewarding or punish-ing schools and teachers.”

“Is it that Finland has these same policies as other countries but has implemented them better?” Sahlberg asked delegates rhetorically. “No, we have, very often, opposing policies.”

One might wonder if all those healthy, free, cooked lunches served in Finland’s schools have helped to inoculate the population against the GERM. The truth is, their rejection of market-driven edu-cation policy is the result of a very simple principle: “Most people in Finland think that education is a basic human right and should be provided free for every-body,” Sahlberg said.

It’s this focus on equity and the right to a high quality public education for all from which Australia, and its politicians, can learn most. Julia Gillard’s mantra of “demography isn’t destiny” might be true of Finland but there’s a long way to go before the same can be said of Australia. n

Classroom management course a hit with teachers

A practical professional development stream is making its mark at seaton high school writes Craig Greer

16

“This is about our craft, it’s about teaching, that’s what excited me about it.”

5 Lara Golding and Barb Rye presenting CMIS at the 2012 AEU New Educators State Conference

says Dance teacher Louise Basher. “Some students are leaders, some are more passive, and if you organise things the right way you can ensure everyone is contributing and staying on task,” she said.

SACE Coordinator Michelle Evans agrees. “I think my students have become a lot more engaged in my classes – the techniques for organising group work have been particularly ben-eficial,” she says.

One strategy teachers have learned is using what’s called the “placemat”. This is where students each write down their responses or points on a topic of work in their own section of a shared piece of paper. They then discuss which are the important ones and which need to be transferred into the shared space in the centre. They then report back in various different ways.

“This is one activity that enables accountability and really engages all the students in the work you are doing,” says Michelle, who uses variations of the “placemat” technique in her lessons.

A key practical aspect of the training is the use of “conferencing”. This is where staff are observed by colleagues trained in CMIS. Everything the teacher does and says is notated and a quick meeting is held immediately after to discuss the strategies the teacher used with the students.

“I found the conferencing really ben-eficial,” says experienced teacher Lou Ward. “It’s really worthwhile having someone observe you and point out the things you are doing. It helps you to reflect on your teaching. I also found that I was doing a lot of things but didn’t really have a name for them – it’s extremely valuable to be able to identi-fy what you are doing in the class-room,” she says.

It’s this type of observation and self-analysis of professional practice that is used so successfully in the Finnish edu-cation system (see pages 14 & 15).

Barb says that the CMIS has proven valuable for teachers at all levels and thinks it should be introduced by DECD in all schools.

“It’s a fantastic program that has been supported by site leadership and should be introduced in as many schools as possible. If done properly it will pro-duce great outcomes.” n

17

sso Focus

ticularly over the Christmas/New Year period,” she adds.

Trying not to let the situation get her down Sue jokes that at least she lost some weight during the holidays.

“We only eat chicken, pork and salads as I can’t afford red meat or other expensive treats. Once the bills are paid I don’t have much to live on but at least I’m not over-eating!”

While she understands that being paid over 52 weeks would reduce her fortnightly wage slightly, Sue says knowing that there will be money com-ing in during the holidays would make life much easier.

“I‘ve done the maths and although I won’t necessarily be able to drop the second job I wouldn’t be stressing out about finding extra work each term. It would make a huge difference to have a guaranteed wage for at least some of the holidays; that’s why I suggested being paid over 52 weeks. I’ve heard of other staff in DECD being paid this way and I would at least like the option,” says Sue.

The AEU has written to the Chief Executive of DECD requesting action on this matter. “We can see no practical reasons as to why members shouldn’t be able to choose to have their wages paid over 52 weeks,” says AEU SA Branch President Correna Haythorpe. n

SSO Sue Gaskin turns 50 this year and says she’s definitely feeling it. Working two jobs just to make ends meet Sue had no more than a week’s leave last year, and most of that was spent on the phone trying to sort out payment plans with the likes of ETSA and the Housing Trust. Like many SSOs, Sue doesn’t get paid during the school holidays, which means for three months of the year she has no income.

“Since the kids’ father passed away the bills have been much harder to pay. I’m a single mum, living in a Housing Trust property and struggling to get by. At the beginning of the year I called Shared Services to ask if I could be paid over 52 weeks instead of 40, this would make management of regular bills like rent, power and car rego easier to pay – I received a blunt rejection,”she says.

The pressure of mounting bills and no money to pay them pushed Sue to breaking point during the summer school holidays.

“I was on the phone to my sister and I just lost it, it all came out. I’m a capa-ble person and usually find a way to work things out but it just got too much,” she says.

“I just don’t understand why, given I’m permanent, the Department can’t be flexible about the way I and other SSOs in the same situation are paid – it’s not easy to go six weeks without pay, par-

Money’s too tight to mention employees not paid during holidays are struggling to keep on top of their bills.

women’s Focus

AEU takes part in IWD celebrations

Jean Pavy Awards 2012

Celebrated on 8 March each year International Women’s Day (IWD) is an important event on the

annual calendar. The 2012 theme was Women’s Economic Empowerment.

IWD is an opportunity for women the world over to celebrate gender equality successes and advancements but also to take stock of how far we still have to go before we can say that we are truly equal. The AEU fully supported IWD activities including attending the IWD march and the UNWomen IWD breakfast which raises money for various interna-tional activities across the globe. This year, the AEU also hosted the second IWD members’ happy hour at the AEU.

The AEU supports UNWomen (for-merly Unifem) by hosting a table at the annual breakfast because we respect

the aims of the organisation to:• Engage the support of government in

achieving gender equality in partner-ship with UNWomen

• Raise funds to support programs which achieve gender equality and empower women around the world

• Challenge attitudes which perpetu-ate gender inequality in Australia and globally

• Ensure that UNWomen Australia is a sustainable, national non-govern-ment organisation.

Equality? The international statistics on women are a constant reminder that women are yet to achieve true equality around the world.

Approximately 70% of the world’s poor are women and while women may

18

UPCOMiNg wOMeN’s eVeNts

For the past 16 years, the AEU has honoured those public school stu-

dents that receive a merit in Women’s Studies II in year 12 with the Jean Pavy Award. This is a wonderful opportunity

Monday 21 May to Friday 1 June

Anna Stewart Memorial ProjectOpen to: All WomEn mEmBErS

Conducted by SA Unions, the Anna Stewart Memorial Proj-ect is a 2-week training pro-gram from 21 May to 1 June. It is designed to give women an insight into how unions operate and how to be more active within their own union.The program is an ‘off the job’ training course on industrial

and women’s issues combined with the opportunity to spend time within your own union and other participating unions.The AEU encourages women members (in particular Aboriginal women) to apply for the opportunity to take part in this project. The AEU will fully fund two successful par-ticipants. Those interested are invited to submit via email, a one page expression of interest to Tish Champion at: E: tchampion@aeusa.asn.au by the 13 April 2012.

Monday 7 May 9.15am – 3.30pm

Women’s Contact Officers Course Open to: All AEU WomEn’S ContACt offiCErS Who hAvE not AttEnDED thiS CoUrSEA 1-day course for women members on the role of the AEU Women’s Contact Officer and how to support women in their workplace. To register go to:

8: www.aeusa.asn.au>events & courses

Empower Women, Empower a Nation

to celebrate the success of public school students and also the teachers that support them.

This year there were three winners – from Open Access College (Chloe

1 from left: Principal Rob Shepherd and Teacher Anne Bourke (Le Fevre HS), Zoe Kounadis, AEU Women’s Officer Tish Champion, Chloe Waterhouse, Teacher Sharon Morrison (Open Access), AEU Branch Secretary Jack Major and Teacher Cheryl Uren (Open Access)

while you were working the AeU was dealing with a number of issues behind the scenes.

action on issues

One Union, Stronger Together

Want to get involved in a fabulous union radio show?

19

Waterhouse) and Le Fevre High School (Zoe Kounadis and Emma Lawton). The students were honoured at an award ceremony held at the AEU on 1 March. With teachers, parents, family and friends, these students were rewarded for their hard work and dedication.

This year the guest speaker was Katrine Hildyard from the ASU who spoke to the students about women’s struggles, battles and victories through-out time, including the recent equal pay win by workers in the Social and Com-munity Services sector. She praised the students for their efforts and encour-aged them to continue to fight for equality for all women world wide.

Anne Bourke from Le Fevre HS who taught two of the students being hon-oured at the Jean Pavy ceremony remind-ed those present that a merit in Women’s Studies II is not easy to achieve and that the students being honoured deserved to be commended for their hard work and commitment. n

do more than two thirds of the world’s work, when you take into account domestic labour, they earn less than 10 per cent of the world’s wages. Of that they invest 90% into their families while men only invest between 30-40%. It is a sorry fact that even in Australia women continue to shoulder the majority of domestic chores regardless of their hours of paid employment.

In 2012, International Women’s Day celebrated the vital role women play in enhancing economic prosperity for their families, their communities and their countries while recognising that there are still significant barriers to women achieving true economic security and equality. It does not take a genius to understand and appreciate that if we increase access to quality education and therefore meaningful employment for girls and women, the world will ben-efit through sustainable development and prosperity. Women will always be strong, resourceful and valuable but if they are also well educated and well resourced they will be unstoppable. n

iSSUE: AST2 reassessment

ACTiON: The AEU met with DECD rep-resentatives to formally reject DECD’s proposed AST2 reassessment process due to consideration of workload and to discuss an agreed process for the reas-sessment of AST2 members.

Recommendations passed at Branch Executive have determined that any agreed process must follow that of the previous AST1 reassessment.

iSSUE: Same First Day (Single intake)

ACTiON: AEU representatives are meet-ing with DECD to pursue recommenda-tions passed by Branch Executive that seek assurances on maintaining staffing and funding levels during implementa-tion of the policy, and to maximise the opportunity for professional develop-ment for staff during 2013. Attendances will drop as children transition to school and there are no preschool intakes dur-ing the year. However the AEU asserts that this should not result in loss of staff and funding.

Interested in radio? Love your union? Your Rights at Night is SA Unions week-ly radio show which goes to air every Thursday night at 6.00pm on Radio Adelaide 101.5 FM. Your Rights at Night is an alternative ‘voice’ that keeps you informed about important issues facing workers across the country and around the world. Smart and sassy, it’s activist media at its best!

We are looking for volunteers to join our team – and there are all sorts of ways you could contribute!

iSSUE: SSO payment of annual salaries

ACTiON: A survey has been sent to all sites to gauge member opinion about being paid across 52 weeks. Once this is collated, the AEU will seek discus-sions with DECD on this matter.

iSSUE: Australian Curriculum implementation

ACTiON: Consistent and determined representations by the AEU to DECD and the government to seek commit-ment that the Australian Curriculum implementation is fully resourced.

rESULT: Two extra pupil free days and $10 million of funding have been pro-vided for schools.

iSSUE: SACE First Year – independent review

ACTiON: Following AEU pressure on DECD and the Minister, there will be an independent evaluation on the SACE first year of operation. The AEU is a member of the evaluation reference committee and will be represented by Vice President David Smith. n

Want to find out more? Come to a 30 minute information session with Pro-gram Co-ordinator Catherine Zengerer – for more info Tel: 0400 302 062Thursday 22 March | 5.15pm – 5.45pm or Thursday 29 March | 5.15pm – 5.45pmAt rADiO ADELAiDE, 228 North Tce (opposite Adelaide University) n

rSVP to8: yourrightsatnight@hotmail.com

A 3D Bug’s Life: Why Micro Matters So Much To All Of Us kerry Swansoon | CSirO Publishing | $89.95 rrP

20

For all that we know, and after 200 years of work, the majority of the world’s insects remain ‘unde-

scribed’ by scientists. But with tropical forest being stripped from the planet at an astounding rate, it’s believed that one-million species may have disap-peared in just the past two decades (some possibly wiped out before even being ‘discovered’).

What we are increasingly learning, however, is the vital role that micro-scopic and small animals play in the ecosystems we need, as humans, for our very survival on land and in our oceans.

A ground-breaking series of books from CSIRO Publishing – complete with 3D microsopic images of these crucial creatures – delivers a new understand-ing of the biology on our home planet, and why micro matters so much.

The series is called Microscopic Worlds and includes three separate books - all with 3D images (and view-ing glasses) - and 20 years worth of research surrounding them:

Book 1 – Microscopic Worlds: Bugs Of The OceanBook 2 – Microscopic Worlds: Bugs Of The LandBook 3 – Microscopic Worlds: Bacteria, Fungi, Lichens and Plants

The series illustrates why ‘out of sight’ should not be out of mind when it comes to science, and our collective futures. Quite the opposite in fact.

For further info email Lynn Hall on:

8: training@aeusa.asn.au

or to register go to:

8: www.aeusa.asn.au> events & courses

20

new graduates eVents 2012 Book reView

2012 AEU Meet the Leaders ForumsOpen to: All AEU StUDEnt mEmBErS grADUAting in 2012

Secondary forumTuesday 12 June 4.30 – 6.00pmEarly Childhood, Junior Primary & Primary forumTuesday 19 June 4.30 – 6.00pmHear from experienced Leaders about job opportunities, what to expect at schools across the state and where vacancies may be.

For further info on the New Graduates events above or to register, email Daniel Pereira on:

8: dpereira@aeusa.asn.auor (follow the links below) 5

To register (see red box below) 5

stepping out

2012 dECd/AEU Exit Education students

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En

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Wednesday 27 June9.00am – 3.15pmRegistration from 8.30amEducation development Centre Milner street, Hindmarsh

Teachers’ Professional RésumésT: 0411 245 415

E: teachers-resumes@bigpond.comServing Australia’s teachers since 1990.

ABN: 40 833 718 673

Seeking promotion?Aspiring Principals, DPs,

Senior Leaders, Coordinators

Announcing our new

$135 ONLINEPACKAGE

FOR APPLICATION WRITING AND INTERVIEW

for all promotion positions in SA government schools

FuLL sChOOL sITE LICENCE $399

Tailored to DECD’s NEW MERIT SELECTION processes, this detailed 65 page

booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare

for a powerful interview performance! Available for immediate download at:

www.teachers–resumes.com.auWE ALsO PROVIDE INDIVIDuAL AssIsTANCE

In many ways, these are our life sup-port systems – seen clearly for the first time.

The series is ideal for science teach-ers and educators, as well as being an invaluable resource for students, envi-ronmentalists and enthusiasts alike. n

For further info on any of the above events and courses email Lynn Hall on8: training@aeusa.asn.au

or to register go to8: www.aeusa.asn.au>events & courses

counciL dates For 2012

aeu 2012 training and deVeLoPment Program uPcoming EvE nts

Mon 28 May 9:15am – 3:30pm AEU Activists’ Conference1-day conference featuring workshops on current and difficult issues in education, democratic educational practices, how to energise the teaching profession and how to engage the next generation of AEU members.Open to: AEU members interested in issues of equity, justice and fairness.

Wed 4 July – Fri 6 July 9:15am – 4:00pm Conflict resolution through MediationA 3-day course facilitated by Professor Dale Bagshaw and practising mediators covering the theory and practice of mediation. Open to: All educators, particulary those in leadership positions.

Mon 9 July & Tues 10 July 9:15am – 4:00pm Advanced Conflict resolution through MediationThis 2-day advanced course builds on Profes-sor Dale Bagshaw’s ‘Conflict Resolution through Mediation’ course. It covers the theory and practice of mediation in complex conflict situations. Open to: Educators who have completed the 3-day AEU “Conflict Resolution through Mediation” course.

UNiON EDUCATiON COUrSES 2012

Branch Council MeetingsUpcoming dates for 2012 are:

Saturday, May 26 Saturday, August 11 Saturday, November 17

TAFE Divisional Council MeetingsUpcoming dates for 2012 are:

Friday, May 18 Friday, August 3 Friday, November 9

Wed 6 June 9:15am – 3:30pm or Fri 20 July 9:15am – 3:30pm PAC roleplay: Tricky issuesOpen to: Members elected on PAC and AEU leaders.

Fri 27 July 9:15am – 3:30pm Non-teaching Staff and SSO Contact Officers1-day day course for AEU SSO Contact Officers and non-teaching PAC reps on resolving workplace issues effectively through various school decision making structures and processes and their role in supporting and informing non-teaching members.Open to: Non-teaching staff reps on PAC and SSO Contact Officers.

Mon 30 July 9:15am – 3:30pmGrowing the Union: Early Childhood Educators, SSOs and New EducatorsOpen to: Active AEU members working in early childhood or as SSOs or New Educators.

Fri 10 Aug 9:15am – 3:30pm Meetings and Public Speaking1-day day course to develop members’ confi- dence in decision-making forums. Learn about meeting procedures, assertive communica-tion and public speaking.Open to: All AEU members.

Fri 20 Aug 9:15am – 3:30pm OHS Conference: Toxic WorkplacesThis conference creates an opportunity to network and explore the issue of toxic work- places through an OHS lens.Open to: All AEU members.

Tues 18 Sept 9:15am – 3:30pm Advanced Women’s Contact Officers1-day course for women members who wish to learn more about how to support women in their workplace.Open to: All AEU women who have complet-ed the “Women’s Contact Officer” course.

AEU AnnUAl ConCisE FinAnCiAl REpoRt

The AEU (Federal Office) Annual Concise Financial Report for the year ending 30

September 2011 is provided for members information on the AEU website:

www.aeufederal.org.au

2012UPCOMiNg eVeNt

2012 AEU Reconciliation ConferenceThursday 31 May 9.15am – 3.30pmOpen to: All AEU mEmBErSA 1-day conference for all AEU mem-bers to share the contribution of edu-cators working towards Reconciliation and a just Australian society.

For further info or to register see details below.

AEU Aboriginal Members’ ConferenceFriday 1 June 9.15am – 3.30pmOpen to: AEU ABoriginAl mEmBErSA one-day conference for Aboriginal members on current educational issues of concern to them. The conference includes a well attended dinner on the evening before the conference at a venue to be confirmed.

For further info or to register see details below.

AEU GLBTI Conference

‘Safe schools for All’

Wednesday 18 April 9.15am – 3.30pmOpen to: All AEU mEmBErS

For further info or to register see

details below.

22

Member’s MarketViCTOr HArBOr Holiday House & Studio Apartments: Southern Escape 3BR fully s/cont. family friendly hse. Walk to beach, parks, shops, restaurants and town centre. Lge enclosed yard, BBQ. Rates from $150/n. Studio Apts: s/cont, open plan w. kitchenette, bath, living area. Sleep 2 upstairs with sea views OR sleeps 3 ground level. Rates $135/night. T: 0413 920 554 E: crupi@chariot.net.au

HOLiDAY HOUSE, ‘NOrTH BAY’, CArriCkALiNGA: Arch. designed new 2 storey beach hse. 4BR, 3 bath, 2 living areas, European kitchen, decking & views. Suits 2 families. Sleeps 10. Play equip. for kids. T: 0403 015 964 www.stayz.com.au>North Bay, Carrickalinga

CArriCkALiNGA COVE HOL. UNiT rENTAL Sleeps 6, dishw, a/c, heating, shared use of pool, spa and half court tennis, BBQ area, close to beach, quiet loca-tion. Rates $100/night. T: 0409 424 946

ABSOLUTE SEAFrONT HOUSE kingston: Stunning beach, wine- dolphins - seafood. Heated balcony suites frm $70. Whole house (off- peak) $190 (half price in winter). sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h

HOL. rENTAL: Yorke Peninsula: New up-market esplanade beach hse ‘Manyana’ at Wool Bay (near Edithburgh). Spa, plasma TV, DVD, stereo, dishw. Tastefully ff, 3BR, sleeps 7. Panoramic views, walks, fishing. T: (08) 8832 2623 www.countrygetaways.info

ViCTOr HArBOr: All Seasons Lakefront Getaway: Stunning s/cont. lux. colonial hme. Priv. secl. beach & lake! 4BRs, 2 living areas, 2 bath, 3 toilets & laundry, lge backyd. Sleeps 8. Lakeside Getaway: Encounter Lakes Villa, 100m to beach & re-serve. 5-min. to Esplanade, walk/bike trail, cafes, restaurants, store. 3BRs. Sleeps 6. Spacious living/fam/dine, 2-way bath, sep. toilet, laundry. M: 0419 868 143 E: foumakis@hotmail.com www.victorharborgetaways.com.au

kangaroo island Getaway ki rUrAL rETrEAT: Attractive s/cont. lge country hme, gdn, native bush, 260 acres. 2 bath, 2 qn beds, 2 living areas, laundry, patio. Sleeps 12. Frm $120/night. T: 0407 790 754 a/h E: kiruralretreat@bigpond.com.au

ki HOLiDAY COTTAGE: Vivonne Bay, close to beach & Harriet River, wildlife, exc. location for KI attractions. 2BR. s/cont, air, BBQ. Sleep 4, $95. T: (08) 8341 9185 E: enquiries@ravencottage.com.au www.ravencottage.com.au

ki HOLiDAY HSE, kANGASTAY Harriet River, Vivonne Bay, 3BR fully equipped. Close to Seal Bay, Remarkables, Admiral Arch and more) relax, swim, fish. Linen prov. winter discounts, sleeps 6. Frm $100/night. T: 0407 215 345 kangastay@gmail.com

ki QUEENSCLiFFE COTTAGE Kingscote, recently restored 2BR, period decor, gdn. Walk to beach, cafes, jetty, pubs. Sleeps 6. Exc. location to explore island. T: 08 8553 9007 www.kangarooislandholiday accomodation.com.au/property.php?p_id=232

‘WiNDSWEPT COTTAGE’ Overnight & short-stay accom. in Adel. Hills (Stirling). Suit couples (no children due to steep stairs to mezz. BR). Quiet, botanic setting, own carport & entrance w. galley kitchen, TV, DVD etc. 5 min walk to Stirling restaurants, cafes. 15 min drive to wineries, Hahndorf and Hills towns. From $90-$120/night. T: 0431991431 E: windswept@pacific.net.au www.windsweptcottage.webs.com

HOLiDAY rENTAL WALLArOO: Arch. designed new 2-storey beach hse, bay views. 3BR, 3 bath, open plan living, modern kitchen, sleeps 7. DVD, CD, dishw. Safe beach for kids, great walks, fishing. www.stayz.com.au>Bayview, North Beach

HOL. rENTAL NOrMANViLLE: South Shores Holiday Villa #25. 3BR (sleeps 8). Secure behind dunes at Normanville. Golf, horse riding, pools, beach, lawns, cafes. T: 0413 155 460 www.stayz.com.au/23983

POrT ELLiOT HOLiDAY ESCAPE Stunning new, a/c, 4BR, s/cont. Close to Main St. cafes, shops, restaurants, galleries. Horseshoe Bay, swim, surf and fish. Walk/bike trails, markets, wineries, Steam Ranger Cockle train. Spe-cial rates. E: jack.k@live.com.au www.allseasonsescape.spaces.live.com

SEAFrONT HOLiDAY HOUSE: Yorke Peninsula “Oceanfront Escape” 2-storey hse w. pergola to beach & farmland views, secl, 4 BRs, full kitchen, BBQ, DVD/ VCR/TV, billiards, fishing. Peaceful & relaxing, great for kids. Contact Brenton: T: 0409 864 682 E: bjejstevens@bigpond.com

OYSTALAViSTA, STANSBUrY: 2 new luxury houses, cliff top location, 4BRs, 2 bath. Each sleeps 10-12. Balcony views, BBQ, air, spa, plasma TV, dishw. Winter specials. T: 0418 849 101 (Alan) E: oystalavista@bigpond.com www.oystalavista.com

CEDUNA BEACH HOUSE: S/cont, beachfront, BBQ/DVD/ LCD/ TV, r/c air. Sleeps 6. Corp. rates AEU members. Main st and jetty 5 min walk. T: (08) 8625 3343

GLENELG NTH/TOWNHOUSE rETrEAT: Rent for short/long/hols. Good, quiet, peaceful loca-tion, mins frm Jetty Rd, close to tram/bus stops. Secl. T-Hse feat. 3 BRM, new kitchen, 2 toilets, ldry, bath, sep. dining, lounge, a/c, gas heating, patio area, car-port, garden. T: 0437 847 034 E: wendyvoight@bigpond.com

WOrkSHOP: Stress manage-ment, personal dev. and learning difficulties: Brain Gym – an intro wkshop. Movements to ‘switch on’ the brain. T/F: (08) 8768 2537 E: gibbons@seol.net.au

GO SCUBA DiViNG WiTH ELiTE DiVE ACADEMY: Are you a diver, but haven’t been in the water for a while?! Get $50 off a PADI Tune-Up program to refresh your skills. T: (Steve) 0413 134 827 E: info@elitediveacademy.com.au www.elitediveacademy.com.au

FOr rENT: ff private apartment in Glenelg for hols. or wkds. Spa, heated pool, steam-rm, sauna, gym etc. Plasma TV, 100m to beach. T: 0403 606 052

FrANCE – SOUTH: Lovely Village House. Languedoc region. T: 0403 314 928 (Julie) www.myfrenchhome.com.au

CiViL CELEBrANT: Dr Tom Haig: weddings, renewal of vows, com-mitment ceremonies, funerals and baby namings. First class personalised services with AEU members receiving a 10% dis-count on services upon request. T: 85311726 or 0439 687 529 E: tomhaig@internode.on.net www.tomhaig.com.au

HOLiDAY HOUSE, WALLArOO: New house with 4 BRMs, just a five minute walk to the beach. Sleeps 8. Self contained. Peaceful and very relaxing. From $700/wk. T: 0410 054 059 E: khatchley82@bigpond.com

MOONTA BAY HOLiDAY rENTAL: 3BR, sleeps 8, 350m to beach, CD/DVD, PayTV, games for kids, modern kitchen. T: 0404 717 720 or 0406 429 040 E: prislodge@yahoo.com.au

ALDiNGA BEACH HOUSE FrOM: $680 WEEk 5 minute walk from beach, opp. National Park, sleeps 8, ff, TV, DVD, Microwave, Air Con. T: 0418 843 711 E: acaciahouse@optusnet.com.au

NEW BOOk: “WHEN GrANDPA SANG” Written by Adelaide teacher Margaret Just. Read the story online and also discover many activities for Book Week and a competition for students to enter. www.whengrandpasang.com or E: whengrandpasang@gmail.com

CAPE TriBULATiON FAr NOrTH QUEENSLAND Gorgeous hilltop B&B surr. by rain-forest, 5mins to beach. Ensuite double & fam rms from $80/dble (with AEU member discount). T: (07) 4098 9039 www.rainforestbb.com

AUSTrALiAN CErTiFiED OrGANiC PrODUCTS: Keep Healthy. For personal use & gifts. www.bodytune.mionegroup.com

WOrkSHOP: Stress manage-ment, personal goals and learning difficulties. Brain Gym- an intro-ductory workshop. Movements to ‘switch on’ the brain. T or Fax: (08) 8768 2537 E: gibbons@seol.net.au

BEACH HOUSE SWAP for ‘iT’ TUiTiON:sms or T: 0402 922 445 a/h or T: (08) 8338 2316 a/h

FOr SALE: SUBARU FORESTER 2000 Good condition, $7999 o.n.o T: 0428 760 624 E: humanrace2000@yahoo.com

WALkiNG MATiLDA: Walking and Canoeing HolidaysPO Box 4 kangarilla SA 5157T: 08-8383-7198www.walkingmatilda.com.au

NOTICE BOARD

23

AN iNViTATiON TO rETirED Or rETiriNG TEACHErS & SSOsHave 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!)?

The r.T.A. Walking Group is a sub-group of the Retired Teachers’ Association and is affiliated with Walking SA.

Walks are organised at several levels. rovers walk from 14–18 kms, Walkers – up to 10kms, and the Strollers

and Amblers – up to 5 kms. We walk in conservation and national parks within the Mount Lofty Ranges and Fleurieu Peninsula, suburban beaches, and along the six creeks of

the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country

areas within South Australia or Victoria.

if you are interested in finding out more about our walking group, you are invited to contact:

our Secretary, David Tassell | T: 8293 4320 email: dtassell@internode.on.net

or our Convener: Tony Nichol | T: 8396 1682

kangaroo island, PENNESHAW Large elevated block in a secluded cull de sac with panoramic views across the village of Penneshaw and Backstairs Passage to the cliffs of Deep Creek and west across the bay to American River. A 5-min walk across the golf course to the pub. $145,000. T: 0429 969 161 E: dpeter@picknowl.com.au

GOOLWA HOLiDAY HOUSE15 min from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, AC, etc. $100 night.T: 0403841031 E: leonday@adam.com.auVEGAN CErTiFiED ANiMAL FrEE ANTi-AGEiNG SkiN PrODUCTSBotanical based Swiss skincare that rejuvinates. Free from animal by-products and testing, petro- chemicals, mineral oil, dyes and fragrances and is dermatologist tested. Also available are pure Baby Skincare, light and lead-free Cosmetics, hair-protective Shampoos and pimple skin- care that does

not further aggravate teen skin but improves it. T: 0412 950 017 E: theresap1123@hotmail.com www.ArbonnePureSafeSkin.myarbonne.com.au

OUTBACk TAGALONG TOUrSGuided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Bookings now open for our Autumn Tour - Gawl-er Ranges, Lake Eyre. T: David Connell 0288 854 620 or Lyn rowe 0403 594 406www.brtoutback.com.au

HOLiDAY HOUSE – 2ND VALLEY Sleeps 9, Q/S x2 ,Singles x3, Double x 1, 2 storey, 2 bath,3 toilets, 2 living, main BRM with ensuite, TV, DVD, Ducted RCAC, UP, RCAC split D/S M/Wave. E: info@sfrealty.com.au PrOPErTY CODE D30

NOTICE BOARD

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

journal@aeusa.asn.au

ASO SEASON 2012 SUBSCRIPTIONS STILL AVAILABLE Artists and program subject to change without notice

www.aso.com.aulike us on facebook

adelaide symphony orchestra

For bookings call 8233 6253

EDWARD AND EDWINA THE EMUS

MAKE YOUR OWN MUSIC!

9 July – 1pm & 2.30pm10 July – 10am & 11.30am

11 July – 10am, 11.30am & 1.30pm

School holiday performances at the Santos Conservation Centre, Adelaide Zoo

Edward and Edwina come to life in a wonderful theatrical production based on the much loved

Sheena Knowles books, with music by Peter Web and an ensemble of string, wind and percussion players from the Adelaide Symphony Orchestra

Making music can be as much about sticky tape and glue as practice! Come along to the

ASO for hands-on activity sessions based around three drifferent sections of the orchestra

13 May - Strings19 August - Woodwind and Brass

14 October - Percussion

Grainer Studio, 91 Hindley St AdelaideAges 3 - 8 FREE EVENT

This information is general in nature. Before deciding to acquire any products or services from Credit Union SA, you should obtain a copy of the relevant terms and conditions, to enable you to consider whether the products or services are suitable for you having regard to your particular circumstances or needs. Terms and conditions are available on request by calling 8202 7777 or visiting your nearest branch. Membership and eligibility criteria apply. Lending criteria apply to all credit products. Fees and charges may apply. The Mutual Banking Code of Practice applies. All products issued by Credit Union SA Ltd ABN 36 087 651 232 AFSL/Australian Credit Licence Number 241006 unless stated otherwise.

No other Credit Union supports teachers like we can.

creditunionsa.com.au

Credit Union SA offers a range of benefits to help support teachers. From discounted rates and fees, to subsidised talks and courses. That’s why we believe we’re the best banking choice for teachers throughout South Australia.

To find out more about how we can support your teaching career, and all your banking needs, either drop by one of our branches or call us on 8202 7777.