The long road to EQUALITY - Australian Education Union, Victorian ...

AEU 

NEWS 

v o l u m e 16 I i s s u e 8 I d e c e m b e r 2 010 

v i c t o r i a n b r a n c h 

The long 

road to 

EQUALITY 

My School rebooted | The first year teacher’s story | Election coverage 

A E U 

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AEU 

NEWS 

AEU Victorian Branch 

Branch president: Mary Bluett 

Branch secretary: Brian Henderson 

AEU VIC head office 

address 112 Trenerry Crescent, Abbotsford, 3067 

postal address PO Box 363, Abbotsford, 3067 

tel (03) 9417 2822, 1800 013 379 fax 1300 658 078 

web www.aeuvic.asn.au email melbourne@aeuvic.asn.au 

country offices 

Ballarat (03) 5331 1155 | Benalla (03) 5762 2714 

Bendigo (03) 5442 2666 | Gippsland (03) 5134 8844 

Geelong (03) 5222 6633 

AEU holiday opening hours 

THE AEU office will be closed from 

December 23 until January 4, 2011. 

From December 20–22 and January 4–14 

it will be open from 10am to 2pm. 

Normal office hours resume on 

Monday, January 17. 

ENJOY THE BREAK! 

Professional Voice 

O U T N O W 

PV 8.1: THE NAPLAN DEBATE 

The latest edition of Professional Voice features contributions 

from all the keynote speakers at July’s National Symposium on 

NAPLAN and the My School website. 

With essays by some of the foremost names in education, including 

Alan Reid, Brian Caldwell, Allan Luke and Margaret Wu, this issue sets the 

agenda for the Government’s review of national testing, league tables and 

the use and misuse of student data. 

PV is free to AEU members. To subscribe or to order your copy of 

PV 8.1, email aeunews@aeuvic.asn.au. ◆ 

Correction 

An article in the November AEU News, “Preschools under the radar”, 

incorrectly placed Sarah Court Kindergarten in Traralgon. The kindergarten 

in question is in Montrose. The error was made during production. 

Contents 

cover story 

The long road to equality 

Gay and lesbian issues have never had 

a higher profile, but schools still face a 

12 

features 

15 

16 

18 

20 

regulars 

challenge in providing safe settings for 

all students — and teachers. 

More questions than answers 

What will the Coalition do now it is in power? 

Nic Barnard looks for signs and sets out the 

challenges ahead. 

Enter the first year 

As student teachers prepare to start their careers, 

what can they expect? A new teacher reflects on the 

highs and lows of her first year in the job. 

Remodel, reboot 

Contrary to claims that Julia Gillard’s NAPLAN staredown 

of teachers was her greatest hour, a rebooted 

My School shows just how isolated she is. 

Green schools blossom 

AEU News reports from the first green schools 

conference, and meets a new teacher dedicated to 

spreading sustainability at his primary school. 

3 president’s report 27 safety matters 

4 letters 28 classifieds 

23 women’s focus 29 christina adams 

24 AEU training 30 culture 

25 on the phones 31 giveaways 

contacts 

editorial enquiries Nic Barnard 

tel (03) 9418 4841 fax (03) 9415 8975 email nic.barnard@aeuvic.asn.au 

advertising enquiries Lyn Baird 

tel (03) 9418 4879 fax (03) 9415 8975 email lyn.baird@aeuvic.asn.au 

AEU News is produced by the AEU Publications Unit: 

editor Nic Barnard | designers Lyn Baird, Peter Lambropoulos, Kim Fleming 

journalists Rachel Power, Anna Kelsey-Sugg | editorial assistant Helen Prytherch 

PrintPost Approved: 349181/00616 ISSN: 1442—1321. Printed in Australia by Total Print on Re Art Matt 100% Recycled 

Paper. Free to AEU members. Subscription rate: $60 per annum. Disclaimer: The opinions expressed in the AEU News are 

those of the authors/members and are not necessarily the official policy of the AEU (Victorian Branch). Contents © AEU 

Victorian Branch. Contributed articles, photographs and illustrations are © their respective authors. No reproduction 

without permission. 

Printed on ReArt Matt 100% recycled paper 

2 aeu news | december 2010

Questions to answer 

The new government must make clear where it stands on 

continuing Labor’s program to modernise every school in the state. 

VICTORIA’S new state government has been 

sworn in and new ministers appointed. 

The AEU has written to Premier Ted Baillieu as 

well as relevant ministers Martin Dixon, Peter Hall, 

Wendy Lovell and Mary Wooldridge and sought 

meetings. As I write, some have been arranged 

and others are yet to be confirmed. We have many 

issues to raise with the ministers and premier. 

Minister for Education Martin Dixon 

While Mr Dixon has in the past told the AEU 

that a Baillieu Government would honour the 

Bracks/Brumby Government commitment to rebuild 

or modernise every government school within 

10 years, no such policy announcement was made 

during the election campaign. 

This is a critical issue for school communities and 

the future of public education. It will be the number 

one issue on our agenda at that first meeting. 

We will also seek details of the implementation of 

pledges on primary welfare officers, primary maths 

and science specialists and language programs for 

all primary students. 

When it comes to secondary schools, the only 

Coalition Alan election Cooper, commitment Geoff Allen was $5 & million Staff for 

rural Level retention. 3/432 This St Kilda stands Road, in contrast Melbourne to Labor’s 3004 

policies Visit of $2000 us at per www.retirevic.com.au 

student to fund a special 

Year 9 program, $85m to create 110,000 new VET 

in school places (an almost tenfold increase) and 

another $110m to build new VET facilities, $48.4m 

to support students with disabilities and almost 

$5m to support rural schools. 

The Coalition had no policies in relation to 

special settings and disability. 

There is much to discuss with our new minister. 

Minister for Skills and responsibility for the 

teaching profession Peter Hall 

TAFE policy was the Coalition’s strong point in 

education. This has much to do with new minister 

Peter Hall who was a strong advocate for a more 

inclusive TAFE system. 

The reintroduction of concessions for health 

card holders for diplomas and advanced diplomas 

at $100 rather than $2000 is strongly welcomed. 

However, there is still more to be done and we 

look forward to dialogue with the new minister. 

Minister for Children and Early Childhood 

Development Wendy Lovell 

The AEU met with Wendy Lovell when she was the 

shadow minister and we look forward to our first 

meeting with her as the minister. 

It must be acknowledged that early childhood did 

not feature in the Coalition’s platform. However, this 

may be because of the drive in this area from the 

Federal Government. We will wait and see. 

AEU PREFERRED PROVIDERS 

Minister for Community Services 

Mary Wooldridge 

The big question for this minister, and the premier, 

is whether they will match the former government’s 

commitment to any decision arising from the pay 

equity case. 

Federal funding review 

The federal funding review is a priority for the AEU. 

It was launched by the then Federal Minister for 

Education, Julia Gillard, on April 15. It is the first 

such comprehensive review since 1973. 

For advocates of public education, this has 

created for the first time in a long while a sense of 

cautious optimism. Finally there is a possibility at 

least that a federal government will recognise the 

value of public education by matching a rhetoric of 

social justice and opportunity for all with the funding 

to make those things happen. 

Many schools have already taken the opportunity 

to have their say. We want all schools to tell 

their stories of what they need to deliver for their 

students. Please make sure your school makes a 

submission to this review. ◆ 

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letters 

Letters from members are welcome. Send to: AEU News, PO Box 363, Abbotsford, 3067, 

fax (03) 9415 8975 or email aeunews@aeuvic.asn.au. Letters should be no more than 

250 words and must supply name, workplace and contact details of the writer. Letters may be 

edited for space and clarity. Next deadline: 2 February, 2011 

YMAP: Getting the big picture 

WHENEVER I complete PD 

provided by the AEU, I always 

think of a small child spending time at 

a friend’s house. 

There’s that mild shock when you 

discover that your friend’s family 

doesn’t eat the same ice cream 

that your family does. As a teacher, 

you get the same feeling when 

you discover that another school’s 

operations are so different from your 

own. Talking with union members 

from other schools is always an eyeopening 

experience. 

Most PD for educators focuses 

on pedagogy whereas the Young 

Member Activist Program offers 

its participants the opportunity to 

examine the framework where our 

teaching takes place. It is true “big 

picture” stuff, a detailed examination 

of our working conditions, a study 

of the politics of leadership and a 

chance to investigate the realities 

of an education system that caters 

for all. 

During the one-week program, 

Shelly Benoit and I managed to 

attend leadership meetings including 

sessions with union and DEECD 

leaders. We participated in AEU 

Active and local agreement training, 

spent a whole day observing the AEU 

council and visited Trades Hall to find 

out about climate change and the 

campaign for equal pay. 

We also managed to have long 

conversations with many AEU 

representatives who welcomed us 

and shared many stories about their 

experiences. The program was an 

immensely rewarding one that I would 

recommend to anybody with an active 

interest in the important role that the 

AEU has in our education system. 

— Luke Day, Koonung SC 

Where is disability? 

MONTH after month the AEU News 

arrives and having just read through 

the November issue I must again 

question the decreasing relevance 

that the AEU has in representing 

workers in the disability sector. 

I was extremely disappointed in 

your election special. There was not 

one mention of any of the issues 

facing your members working in the 

adult disability sector. 

The AEU appears to be hanging 

its hat on the outcome of the pay 

equity case whilst members continue 

to wait for resolution of any kind of 

agreement to be signed before it is 

once more out of date. 

I know members from the disability 

sector are very very small fry when it 

comes to the AEU but be aware: stay 

relevant or members will look to the 

other unions representing this sector. 

— Catherine Baker 

Radius Disability Services 

Editor’s note: Apologies for the 

omission of disability in our election 

coverage — although this partly 

stems from the absence of policy 

from the parties for the sector. The 

AEU and AEU News take the issues 

facing disability members seriously. 


news 

Hall takes hot seat 

in new Government 

Peter Hall 

Portfolio split between two ex-teachers but education has low priority in new government. 

Nic Barnard AEU News 

THE AEU will serve its schools logs of claim on the 

new minister with responsibility for the teaching 

profession, Peter Hall, after the Baillieu Government 

split the schools education portfolio. 

Minister Hall, the Minister for Higher Education 

and Skills will be the senior minister in the education 

department, with education minister Martin Dixon as 

the other minister. 

As minister responsible for the teaching 

profession, he will oversee pre-service teacher 

education as well as ongoing teacher professional 

development. 

The change of government sees TAFE and skills 

return under the umbrella of the Department of 

Education (whatever its new name will be) — where 

preschools will also remain. 

The appointments see the key education portfolios 

remain in former teachers’ hands. Like their 

Labor predecessor Bronwyn Pike, both Hall and 

Dixon have served their time in the classroom. 

Hall is a former state secondary teacher and was a 

member of the VSTA, one of the AEU’s predecessors; 

he has proudly said that he took stopwork action 

whenever called out by his union. The Nationals MP 

has a particular interest in rural education. Dixon is a 

former Catholic primary principal. 

Hall will also be responsible for carrying out the 

pledge to bring back concession fees in TAFE and 

skills training. Health care and other concession 

card holders will pay $100 instead of the current 

$2000 fee for a diploma or advanced diploma. 

Education barely flickered on the radar in the 

week following the shock change of government, on 

rating hardly a mention by ministers or media. 

Minister Dixon set out his priorities to AEU News 

as “increasing the number of welfare officers, 

cutting the red tape burden on teachers and principals, 

meeting our capital funding commitments and 

better servicing the needs of schools rather than 

managing them.” 

AEU branch president Mary Bluett welcomed 

Minister Hall to the role: “He certainly has a passion 

for education and training. He’s maintained that 

throughout his political career. 

“He’s been very supportive of our issues 

throughout the TAFE 4 All campaign.” 

The first item on the agenda of any AEU meeting 

with ministers will be to confirm their commitment to 

completing the Brumby Government’s school building 

program. “There is a lot of community nervousness 

awaiting that,” Ms Bluett said. 

But the AEU will also be pressing its Education for 

Everyone’s Needs agenda, in particular 

a focus on rebuilding confidence in public 

secondary education and supporting 

disadvantaged and disabled students. 

Both the log of claims and the AEU’s 

2011 budget submission will land on 

ministers’ desks before Christmas. 

The no-show party 

AEU members were unable to quiz 

inner city Liberals about their education 

policies before the November 27 poll 

— the party failed to attend the union’s election 

forum on November 18. Labor and Greens each sent 

three candidates, including Melbourne candidate 

Ms Pike. But despite invitations, Liberal candidates 

in Melbourne, Richmond, Northcote and Brunswick 

either declined the invite or simply failed to respond. 

The event heard Ms Pike defend her party’s 

record on education in the face of some tough 

questioning. The Greens spoke up for higher 

spending and an end to the reliance on school fetes 

and selling chocolates to prop up our schools. 

The most interesting revelation came from Ms 

Pike, who said she believed elite private schools 

should not receive taxpayer funds. “If we could 

unscramble the egg, I would much rather our 

funding system to be closer to the UK and Canada 

and Finland where elite private schools don’t get any 

public funding,” she said. 

Sadly, despite holding her seat, she can no longer 

put this view to the federal funding review with the 

full force of a Treasury Place address. ◆ 

Mary Bluett opens the AEU’s public education 

forum where the Liberals’ seats remained empty. 

We’re there for the AMWU 

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news 

Contract action pays off 


THOUSANDS of contract teachers 

have won ongoing positions under 

new rules introduced in the current 

Schools Agreement. 

The agreement shortened the 

qualifying period for contract teachers 

to become eligible for ongoing status, 

and tightened up rules on advertising 

fixed-term vacancies. Since it came 

into effect in mid-2008, 4000 contract 

teachers have become ongoing. 

Dozens of wrongly-advertised 

positions are picked up each week in 

AEU monitoring of Recruitment Online, 

leading to many being withdrawn. 

The union trawls every new position 

posted on ROL, and raises potential 

cases with the Education Department. 

The union also looks at advertisements 

for ongoing positions to 

check whether any contract staff 

at the school could be eligible for 

translation. 

“We’re pulling up some of the 

Vale Rosanne McGuire 

AEU colleagues have paid tribute 

to long-serving Horsham 

member Rosanne McGuire, who died 

aged 63 on October 31 after an 

illness. 

A union member for over 30 

years, she held numerous elected 

positions at school and regional 

level. An English and humanities 

teacher and student welfare 

coordinator, she began her career in 

Melbourne but taught for almost 40 

years at Horsham College. 

Regional organiser Erich Sinkis 

said that Rosanne never brushed a 

problem aside. “I could always count 

on Rosanne’s thoughtful contribution 

and tenacity to set things right 

really clear breaches of the contract 

system,” said James Rankin, primary 

sector deputy vice president. “Over 

the past couple of years, every 

school will have had a call from 

the department to ask them why 

they’re advertising a position in a 

particular way.” 

But he warned that sub-branches 

still needed to be vigilant, and report 

any contract positions they thought 

had been advertised inappropriately. 

There are only three reasons a 

contract position can be offered: to 

backfill leave; to fill a position created 

through dedicated, fixed-term funding; 

or in cases of potential excess. A 

contract teacher can be translated if 

they have worked more than a year in 

two or more contract positions. 

ES contracts and eduPay 

ES staff who move between contracts 

over summer should make sure they 

do not miss out on pay in January 

under the new eduPay payroll system. 

where she saw 

injustice,” he 

said. 

“Even when 

she was in Melbourne 

receiving treatment for her illness 

she came across a young contract 

teacher who had missed out on 

holiday pay. Rosanne rang the AEU 

for help on her behalf. She was the 

epitome of defending the union 

adage, ‘An injury to one is injury 

to all’.” 

Colleagues remembered her 

as a stylish dresser and tireless 

campaigner, whose causes included 

asylum seekers and Amnesty 

International. ◆ 

Schools must now pay out entitlements 

at the end of a contract; some 

have become wary of rehiring staff 

from the day after the end of term 

and are offering contracts from day 

one of Term 1. ES staff should make 

sure they are rehired the day after 

Prins push workload claim 

THE AEU is to put proposals to cut 

principal workload to the incoming 

Baillieu Government in a bid to stem 

stress and burn-out among school 

leaders. 

The union has drawn up a 

list of initiatives that could be 

implemented at no cost, including 

better consultation, support with 

strategic planning, support in dealing 

with complex Workcover cases, and 

greater flexibility over meetings. 

Model school policies and a cost 

and workload analysis for each new 

government initiative would also 

make principals’ lives easier. 

The union will also pursue 

changes which affect the bottom 

line, including earmarked funds for 

an administrative assistant for the 

principal and funding to cap the 

teaching hours of principals in small 

schools. 

The department should also 

conduct the management (with the 

AEU) of unsatisfactory performance 

MARCH HAIR 

their annual leave runs out. 

More detailed advice can be found 

in the ES section of the AEU website 

at www.aeuvic.asn.au/es; or call the 

membership services unit on 

(03) 9417 2822. ◆ 

by staff — a job currently handled 

by principals alone. 

The package has been developed 

in consultation with principal class 

members and parts of it are likely 

to be pursued in the next Schools 

Agreement. 

Stressors that need to be tackled 

include the excess staff process, 

described as “onerous, timeconsuming, 

bad for staff morale” 

— and ineffective to boot. 

AEU Principals organiser Jeff 

Walters said this year had been 

among the busiest yet for principal 

Workcover claims. After years of 

increasing workload, the introduction 

of regional network leaders had been 

a watershed. 

“It’s a combination of losing 

control of their networks and the 

increasing accountability through 

those networks that has just made 

their working lives so much more 

complex.” ◆ 

 

— Nic Barnard 

THE World’s Greatest Shave, the Leukaemia Foundation’s 

annual fundraiser, will take place on March 10–12 next year 

with schools once more urged to get out the clippers and hair dye. 

Participants can shave or colour their hair to raise money for the foundation’s 

free support services and research. Register to participate at 

www.worldsgreatestshave.com. ◆ 


news 

Your stories reveal harsh reality 

Submissions to the federal funding review show some schools 

scratching for funds to support their most vulnerable students. 

Make your submission now: 

www.forourfuture.org.au 

Rachel Power AEU News 

THE need for greater welfare support and funding 

for special needs students is the overwhelming 

message from Victoria’s public schools in submissions 

made to the federal funding review. 

Government schools around the state report that 

far too many students are missing out on the basic 

support they need to succeed at school. 

Almost all have pressed the need for lower 

requirements for special needs students to access 

aides, counselling, welfare officers, psychologists, 

speech therapists and reading recovery programs. 

The AEU is urging every government school to 

make a submission to the first comprehensive review 

of federal schools funding since 1973. Schools are 

asked to tell the expert panel exactly what they could 

do for students if they had fair funding. 

Submissions can be made through the AEU’s 

campaign website, forourfuture.org.au. The review 

has extended the deadline for submissions to 

March 2011. 

“We have a large number of diagnosed disability 

students and a number of undiagnosed disability 

students,” says the submission from Mossgiel 

Primary School, where only half the children 

needing speech pathology are funded. 

“We deal with them the best way we can in our 

classes and in our school environment, but without 

further support and funding, these children will fail, 

and it breaks our hearts.” 

Avoca PS’s submission says that every 

classroom in the country will have students who 

need extra assistance but don’t meet the stringent 

tests for special funding. “These students take up 

so much of a teacher’s time that the average and 

above average achievers tend to miss out,” it says. 

Delacombe PS has trained its own staff to run 

a speech therapy support program, as speech 

pathology is unaffordable and difficult to access. 

Many schools, especially in rural settings, 

struggle to provide specialist classes, such as 

LOTE, art, music or PE. 

Adequate facilities, ICT equipment and buildings 

maintenance are also high on the lists of needs. 

Despite being identified as needing new buildings 

back in 2001, Rosamund Special School is still 

waiting on funding for its Building Futures project. 

Moyhu PS reports that parents maintain the 

grounds and have a weekly cleaning roster for the 

multi-purpose room, so that money can be saved 

for curriculum purposes. 

“… The buildings are years behind in maintenance; 

furniture is antiquated and ergonomically 

unsound; equipment is dated but we do not have 

the finances to replace it,” its submission says. 

Its main source of funds for extras is the annual 

school Easter fair, which nets around $14,000. 

Woori Yallock PS says teachers are forced to 

spend time planning and running fundraising events 

that should be spent on teaching and learning. 

Teacher-librarians, extension programs for 

gifted students and travel costs for excursions are 

among the other things that state schools struggle 

to provide. 

Among high schools, Princes Hill Secondary 

College has arranged VCE classes to be four rather 

than five periods a week in order to staff a sufficiently 

broad range of subjects for its students. 

“We now see students … educated in the most 

expensive private schools consume three or four 

times as much of the available education resources 

as children from the most desperate circumstances 

who are educated at the local state school,” its 

submission says. ◆ 

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news 

Tower of POWER 

Primary schools are not the only ones spreading 

the environmental message. A Swan Hill TAFE is 

teaching the builders of tomorrow to think green. 

PHOTO: LINDA GALLO, SUNRAYSIA TAFE 


CHANGING the attitudes of those 

who have worked in the construction 

industry for many years isn’t 

easy, says Alan Gammond, educational 

business manager for trades at 

Sunraysia TAFE in north-west Victoria. 

The institute came to the 

conclusion that, when it comes 

to sustainability, the best way to 

re-educate designers and tradesmen 

was through those coming through for 

the first time. 

The Tower Hill Eco Demonstration 

Centre in Swan Hill is Sunraysia’s latest 

sustainability initiative — a showcase 

for the best in green design and 

construction. Every carpentry, electrical 

and plumbing apprentice at the 

TAFE has had a hand in its construction 

over the past three years. 

Fitted out with low-energy and 

water-efficient technologies, Tower 

Hill demonstrates practical, affordable 

sustainability solutions and ecofriendly 

products. 

It is also a learning and resource 

hub, where courses, events and 

seminars on everything from wind 

turbines to sustainable design 

concepts and drought-tolerant 

gardens are held. 

Funded by an EcoLiving grant 

from Sustainability Victoria, the centre 

opened on April 30 with a nine-star 

energy rating. 

“Learning for sustainability” is 

the centre’s theme. “We employed 

a principal building contractor and 

then all the apprentices — carpentry, 

electrical, plumbing — worked on 

site, and we introduced sustainability 

into all units, rather than having one 

separate unit,” Alan says. 

Sunraysia’s apprentices have 

already started influencing their 

bosses as a result of their training at 

Tower Hill. 

“The change in mindset is the 

biggest influence of the whole thing. 

They saw things being done differently 

to what was happening at work — a 

totally different concept to standard 

building practices — and they were 

going back and asking ‘Why are we 

doing it this way?’” 

Local new-home builders are now 

considering sustainable features. “It’s 

an open house, so people can turn 

up whenever they want and we’ll give 

them a full rundown of everything. 

“So many of the costs are the 

same, and we show them how they can 

save 40%-plus on their energy bills.” 

TAFE teachers will be involved in a 

constant round of informal and formal 

sessions for builders and trades 

people, with the centre’s design 

consultant Brent McKnight providing 

information on passive solar design. 

All Sunraysia TAFE staff members 

will undertake a PD session, 

Sustainability at SuniTAFE, at the 

centre, while all building, plumbing, 

engineering and electrical first-year 

apprentices and building pre-apprentices 

will complete the unit Workplace 

Procedures for Environmental 

Sustainability there. 

Alan says the range and variety of 

these sustainability programs were 

not available in the region before now. 

“We want to be at the forefront 

of these things. The more that us 

teachers are in the know, the more we 

can pass on to the young guys and 

learn from each other.” ◆ 

“Keep up pressure” on asbestos 


UNIONS must keep up the pressure for the safe 

removal of asbestos from buildings in Australia, 

an AEU forum was told by the head of a new federal 

review. 

Geoff Fary, chair of the Asbestos Management 

Review and former assistant secretary of the ACTU, 

delivered the message at an AEU event held to 

mark Asbestos Awareness Week. 

Setting out the timetable for the review — which 

will see draft recommendations issued by December 

2011 and a final report by June 2012 — he said 

ministers must be made to feel the pressure to act. 

“We don’t want to have an excellent report and 

an excellent set of recommendations received with 

thanks and then left to gather dust on a shelf in 

Canberra. It’s very important we create the climate so 

that something happens when we deliver the report.” 

Brian Boyd, Victorian Trades Hall secretary and 

a former OHS asbestos officer, outlined the key role 

unions had already played so far — including stop 

work actions and campaigns that had led to the 

banning of asbestos as a building material in the 

1970s and 80s. 

“I remember inspecting school after school with 

the AEU’s predecessors, the VSTA and TTUV, when 

… renovations were going on, to get asbestos 

removed from those projects. There were pickets 

outside the gates not only from building workers but 

teachers.” 

But AEU organiser and former principal 

Peter Hendrickson gave an insight into the dangers 

still present. Only he and one other person had 

been trained in asbestos management at his former 

school, he recalled — “and I’ve retired and I can’t 

even remember who the other person was.” 

There were horror stories reported of students 

sweeping up material containing asbestos from 

renovations or minor repair works. Most schools’ 

asbestos registers were either incomplete or hard 

to locate. 

A re-elected Labor government had been 

expected to announce a removal program for 

every state school, and to maintain a schedule of 

approved contractors — something for which the 

AEU has long been calling. 

The Coalition position is not known. ◆ 


news 

Logs of claim hit the table 

Workload, class sizes and laptops top the list of claims as 

teachers, principals and ES members prepare for negotiations. 


The AEU will press for pay rises of 10% per year, 

smaller classes, and reduced teaching loads and 

workload when it negotiates new agreements for 

teachers and principals next year. 

For ES members, the union is expected to press 

for access to the teachers’ laptop scheme, and the 

scrapping or reduction of recall days during school 

holidays. 

The schools log of claims — the document 

compiling the AEU’s claims for a new agreement 

for teachers and principals — was passed by joint 

primary and secondary council on December 3 and 

will be served on the Education Department before 

the end of term. The ES log will be finalised at 

February’s council meeting. 

It follows sub-branch meetings around the 

state, almost 40 regional meetings, and a string of 

meetings for special interest groups. 

Negotiations are due to begin in March ahead 

Sun, sand and Santa 

of the expiry of the current agreements in 

December 2011. 

The schools log calls for a new externallyassessed 

“highly accomplished” grade at the top of 

the scale, to attract more teachers to the profession 

and keep the best practitioners in the classroom. 

It also proposes a maximum class size of 20 

students in primary and secondary, and a cap on 

face-to-face teaching hours of 20.5 hours per week 

for primary and 18 hours for secondary teachers. 

The union will negotiate for additional pupil-free 

days to allow schools to address new initiatives 

such as the Ultranet, and for schools to be given 

greater flexibility over when those days are held. 

Pupil free days were among the most commonly 

raised issues at member meetings. 

A cap of 21 on the number of 50-minute extra 

lessons that secondary teachers can be called on to 

teach in any one year is also included. 

The AEU will push for the Government to adopt a 

best-practice clause on domestic violence, granting 

True Blue Santa, a picture book launched at Readings in Port Melbourne last month, is the 

realisation of a dream for AEU designer Kim Fleming. 

Kim illustrated the text by Anne Mangan, about two kids who decide that Christmas needs an 

Aussie makeover, and call on Santa to help them do the job. 

The result is a true-blue Christmas, including an emu-led sleigh, a multi-cultural Christmas feast 

and the obligatory backyard cricket match. 

Kim says ever since she got into book illustration, her dream “was to get to where I am right 

now — have my first children's book published by a major publisher, in bookstores, selling well.” 

True Blue Santa is published by HarperCollins, RRP$14.95, and available in all major 

bookstores. ◆ 

victims special leave to attend to issues such as 

court cases or housing. And the union will ask the 

Government to bring the new federal paid parental 

leave into the agreement. 

In the ES log of claims, the union is expected to 

press for an end to recall days — the power that 

schools have to call some ES staff in for up to five 

days during school holidays. Improved and more 

secure holiday pay for contract staff also features. 

But the biggest demand from ES members has 

been for the sector to be included in the teachers’ 

laptop leasing scheme. The call has been given 

added urgency by the move to the eduPay system 

and online payslips, and the launch of the Ultranet. 

The union could also pressing for classroombased 

ES staff such as integration aides to be given 

preparation time. Some ES staff attend meetings 

and prepare for lessons in their own time. Rules 

around supervision should also be tightened up. 

Copies of both logs will be produced by the 

union and distributed to members. ◆ 

Kim Fleming 

DESPITE three changes of 

principal during the process, 

Berwick Secondary College rep Linda 

Bourke has managed to negotiate a 

local agreement at her school. 

Linda returned to a “rather weak” 

sub-branch following her maternity 

leave during the Kennett years. 

Since then she and treasurer Megan 

McDonald have “built it up to be very 

strong and active”, due in part to the 

action taken on behalf of teachers 

on contract. 

“They see that we’re very good at 

negotiating the transition to ongoing, 

and that it’s only members getting 

this support,” Linda says. 

AEU organiser Helen Stanley 

nominated Linda for rep of 

the month for her “passion for 

supporting her staff and her commitment 

to making conditions better for 

everyone. 

“Linda has worked hard gaining 

ongoing [positions] for staff, 

reducing contracts and reviewing 

consultative structures,” says 

Stanley. 

Megan agrees: “Linda is great at 

organising meetings which are very 

well attended. She is a good AEU 

leader and a sympathetic support 

person.” 

Linda says the most important 

qualities in a rep are “a lot of 

patience and the ability to see both 

sides of the story”. But she adds: 

“I think the main thing is teamwork, 

though.” ◆ 

Linda Bourke 

Berwick Secondary College 

Nominate your REP! 

Does your school or workplace AEU Rep deserve special recognition? Email aeunews@aeuvic.asn.au telling us who 

you’re nominating and why. The Rep of the Month receives a limited edition AEU leather briefcase. 

www.aeuvic.asn.au 9

news 

Supervision pay gets boost 

John Graham AEU research officer 

The AEU has had a major breakthrough in its 

campaign to increase payments to teachers who 

supervise student teachers. 

For 2011 Victoria University will pay a new rate 

of $30 per day for supervising teachers who take a 

student teacher in primary schools or in secondary 

schools for a double method. 

This is a 41.5% increase on the existing award 

rate of $21.20 per day. 

Supervising teachers who take a student for a 

single method in a secondary school will see their 

TLN gets WISE 

TLN, the AEU’s professional 

development and training arm, 

has launched the second of its new 

series of books: Wisdom and Action: A 

Leadership Handbook. 

Wisdom and Action is a practical 

handbook for leaders across all 

school settings. It contains templates, 

processes and exercises that you can 

use daily in your role as a leader and 

manager. 

It sets out core skills and 

knowledge for those who are starting 

out on a leadership journey and 

practical reminders for those who are 

already there. The concepts in the 

book are informed by research and 

have been tested in schools. 

The book is the second in the 

new TLN Press imprint and follows 

the popular teachers’ handbook 

And Gladly Teach, now in its second 

printing. 

Olwyn Gray, executive officer of 

the Council of Professional Teaching 

Associations of Victoria, called Wisdom 

and Action “particularly timely” given 

the ageing profession and need for 

generational change. 

“The handbook gives those … 

aspiring to leadership positions, the 

vocabulary for leading, the metacognition 

to reflect on situations 

and people, insights into workforce 

planning and the Big Picture of 

change management,” he said. 

“It is engaging, never patronising 

and refreshingly clear of clichés. It is 

a handbook for all educators.” ◆ 

payment rise from $12.45 per day to $17 — 

an increase of 36.5%. 

VU has already won recognition for a range 

of innovative school partnership approaches for 

the placement of pre-service teachers. In 2011, 

schools which take part in their site-based teacher 

education initiatives, where students spend two 

days a week at the school over a year, will receive 

an additional $3000 per 25 pre-service teachers. 

Teacher supervision payments made by the 

university to the school should be passed on to the 

supervising teachers unless there is an alternative 

agreed through the consultation process which 

press 

Wisdom and Action is available from TLN 

Press on (03) 9418 4992 or www.tln. 

org.au for $19.99 plus $5 postage and 

handling — or just $16 + $5 postage 

and handling for TLN members. 

pools these funds for professional development or 

similar purposes. 

Award rates for teacher supervision have been 

the same since 1992, despite major cost of living 

and wage rises. 

The AEU believes principals, school practicum 

coordinators and supervising teachers should take 

account of the new VU rates when they decide 

which university to go with in 2011. 

If you are interested in taking VU pre-service 

teachers, contact Bill Eckersley at 

bill.eckersley@vu.edu.au. ◆ 

Flagships run aground 

THE AEU has welcomed delays to the relaunch of the My School website — 

despite it coming after complaints from private schools. 

As AEU News went to press, there were reports that the national curriculum 

was also to be postponed, following the NSW Board of Studies’ conclusion that 

it could not support its introduction. 

Private schools complain that My School’s updated socio-economic index 

and new financial reporting make schools and students appear better off than 

they really are. 

The union was part of the working party that recommended improvements 

to the site, but more remains to be done. Financial data for non-government 

schools does not include details of many holdings and investments. 

AEU branch president Mary Bluett said: “ACARA just doesn’t seem to be able 

to get it right. My School doesn’t have any credibility as tool for either parents 

or teachers.” 

The union also has long-standing concerns about the national curriculum, 

which has been pushed through without adequate consultation with teachers. ◆ 

My School rebooted, remodelled: p18. 

CARTOON © © POPE/THE CANBERRA TIMES 


news 

Pressure on TAFE to cut fees 

Complex rules mean too few TAFEs are using a fund to exempt 

students from higher fees, while falling rolls prompt redundancies. 

SOUTH AUSTRALIA 

MEMBERS are being urged to fight 

cuts to programs or attempts to 

dilute award conditions following 

a new funding settlement for SA 

schools. The AEU SA branch says 

primary schools are most likely to 

be the losers from the settlement 

— although some schools will be 

better off. 

The union is urging sub-branches 

to pass resolutions opposing cuts 

and says it is prepared to take out 

grievance procedures in the SA 

Industrial Relations Commission 

if workloads that breach the 

award are imposed on members. 

“Members campaigned long and 

hard to win extra non-contact time 

and other workload protections,” 

the union says. 

ACT 

SCHOOLS are to be quarantined 

from the effects of a $4 million 

efficiency drive demanded by the ACT 

Government, but the AEU warns that 

students and teachers will still be 

affected by cuts to the central office 

of the education department. 

With enrolments growing in the 

territory, the AEU has condemned 

the cuts, which amount to 1% of 

the department budget, saying they 

have been rushed through after 

inadequate consultation with unions. 

NEW SOUTH WALES 

A PUBLIC Education For Our Future 

van has been out touring NSW to 

drum up support for submissions to 

the federal schools funding review. 

The van has been on the road 

for more than a month, covering 

thousands of kilometres as it visits 

schools and sub-branches and 

sets up street stalls to publicise the 

crucial review. 

As well as encouraging schools 

to make submissions, it has been 

distributing information to the public 

about the review and collecting 

signatures for a petition calling for 

greater funding for government 

schools. ◆ 


THE AEU is to step up pressure to 

roll back TAFE reforms and widen 

access for disadvantaged students, 

with a call for more students to be 

exempted from higher fees. 

The new Coalition Government has 

pledged to bring back concession 

rates for low-income students in a 

move welcomed by the AEU. 

But many older students — who 

already have degrees or diplomas 

— are locked out of further study 

because they must now pay full fees 

that can reach up to $20,000 to study 

at TAFE. 

The move at a stroke locked out 

thousands of people from further 

study, including staff in community 

and other services updating or 

broadening their skills, and university 

graduates seeking specialist 

vocational training before entering the 

job market. 

The changes to eligibility for 

government-funded places is one 

reason that diploma numbers have 

fallen heavily across the state in TAFE. 

Redundancies continue to spread as 

a result of falling numbers and the 

decline in international students. 

Students can apply for exemptions 

from the higher fees, but the AEU 

understands that only 15% of the 

$5 million exemptions fund has been 

paid out this year. 

The Coalition has pledged to 

increase the fund for exemptions next 

year to $20m after extensive briefing 

behind the scenes by the AEU. 

AEU deputy secretary Gillian 

Robertson blamed the complex 

bureaucracy behind the skills reforms 

for the under-use of the fund. 

“Skills Victoria did not make the 

system clear. TAFEs have had huge 

administrivia to go through; staff have 

had to try to work it all out and then 

try to explain it to the students. What’s 

ended up happening is that the fund 

hasn’t been used to its full potential. 

“The craziness of this policy is that 

the department handed the money 

for exemptions to each institute — 

so a student might be entitled to an 

Chocs AWAY! 

MILDURA Chocolate Company is staffed largely by supported 

workers from the Christie Centre, a local disability service. 

Their chocs were rated “exceptional” by judges at this year’s 

Mildura Show, where the shop took out Best Stand. 

Workers are trained to use the tempering machine, pour and 

de-mould the chocolates, and wrap them for sale. 

“They’ve got great pride in working [at the shop],” said 

Glenda Hiskins, AEU member and Christie Centre executive officer. 

“Really, the greatest benefits are the esteem they hold themselves 

in and in what they’re producing. 

“Our clients are developing skills and really value being appreciated 

by the public and being in the public eye. One is now doing 

a Certificate III in retail. 

“They’re part of a collective and a group. They enjoy the same 

conditions as others in the workforce. They have uniforms and 

feel that they’re somebody.” 

The company keeps a local flavour with products such as its 

chocolate-dipped blood orange segments and has just launched 

a new chocolate ice-cream and a “supercharged, over-the-top” 

chocolate sauce. The raw chocolate is sourced from Yarra Valley 

company Kennedy & Wilson. 

Visit Mildura Chocolate Company at 141 Tenth Street, or go to 

www.mildurachocolateco.com.au. ◆ 

— Rachel Power 

AEU member June Stevenson boxing up 

chocs at the Mildura Chocolate Company. 

PHOTO: SARAH SIMMONS 

exemption at one institute or on one 

course but not another.” 

Far from winding down after the 

promise of a return of concession 

fees, the TAFE 4 All campaign will 

ramp up in the new year, calling for 

all Victorians to have the right to 

government-supported study when 

they need it, regardless of prior 

qualifications. 

The AEU is also concerned at the 

spread of redundancies. “We are 

very concerned about the practice 

where a teacher is made redundant 

or their contract is not renewed and 

then they’re asked to come back as a 

casual,” Ms Robertson said. 

“There’s no reason why they can’t 

be given another contract. The union 

will act on reported cases of this.” ◆ 

www.aeuvic.asn.au 11

feature 

& A long 

winding road 

With a vocal campaign for equal 

marriage rights and a student’s 

highly publicised battle over a 

school formal, gay and lesbian 

issues have never had a higher 

profile. But Anna Kelsey-Sugg 

finds the journey to a more 

inclusive school is a long one. 

Daniel Witthaus takes his 

message on the road. 


SELF-DESCRIBED challenging homophobia 

educator Daniel Witthaus set out to share an 

empowering message with the 288 schools he 

visited on his road-trip with a difference: you can 

challenge and interrupt homophobic behaviour — 

and you probably already have the skills to do it. 

Witthaus — an activist who has dedicated 

12 years to educating school communities and 

developing teacher resources on challenging 

homophobia — sought two things during his 

mammoth 38-week journey: a snapshot of life 

in country Australia for lesbian, gay, bisexual 

or transgender (LGBT) young people, and an 

understanding of the challenges teachers face 

in supporting these students. 

He wanted to give remote and regional 

communities, who can miss out on having their 

voices heard, a forum in which to speak up about 

sexual diversity. 

What emerged was not a lack of awareness but a 

lack of confidence. Teachers wanted to “do better” 

— and they needed help. 

From schools in Geelong, clockwise around the 

country, Witthaus said the opportunity to discuss 

LGBT issues was overwhelmingly welcomed: “What 

people invariably said to me was, ‘It’s about bloody 

time. This is the first time that we’ve had a professional 

conversation about challenging homophobia 

and sexual diversity.’” 

Conversation, says Witthaus, is a powerful 

starting point for changing school culture. He 

praised the AEU for its history of speaking about 

and supporting teachers working with LGBT 

students, “before it was OK”. 

“There’s a strong history of education unions 

around the country being really supportive of those 

teachers and supportive of this work when it wasn’t 

cool and it wasn’t OK in lots of places.” 

AEU Victorian branch president Mary Bluett says 

the union and its predecessors have always been 

committed to supporting LGBTI (I for intersex) 

teachers and students. 

“The union has a very strong record of 

supporting both our members and our students 

in terms of progressive policies and supporting 

campaigns of inclusion — including the current 

Equal Love campaign for equal marriage rights. 

“It’s always been an issue based on the human 

rights of individuals, with a strong focus on the 

impact on students and the difficulties they have.” 

Despite increasing attention for the issue in 

schools, reflected in recent Education Department 

policy explicitly prohibiting discrimination against 

same-sex-attracted employees and supporting 

sexual diversity in the workplace, obstructions 

remain. 

The work of promoting school environments 

free of homophobia is often left to the discretion of 

individual teachers, rather than being tasked to the 

entire staff, and teachers simply underestimate their 

skill set. 

“Unfortunately teachers tend to think that this 

is a different area,” says Witthaus. “They say, well, 

❛Research like ‘Writing 

Themselves In’ showed that 

schools are the least safe 

environment for same-sex 

attracted young people.❜ 

we can challenge racism and sexism, but we can’t 

challenge homophobic behaviour because we’re not 

gay or lesbian ourselves, and we’re not experts in 

this. 

“But if you say to teachers, hang on, you’ve 

had a really good history of challenging racism and 

sexism, and if a student came into a class and said, 

‘That’s so wog’ (or) ‘That’s so spastic’ … in the 

majority of classrooms most teachers would feel 

confident about pulling students up. Then why aren’t 

we pulling students up for ‘That’s so gay’? 

“What I tell teachers is you don’t have to be 

perfect in your approach; you just have to send a 

message.” 

For some schools, that message might be 

appending a notice board with information about 

local LGBT events and information; for others 

it might be engaging all school staff in ongoing 

Out & not out 

AEU councillor Erin Greaves (right) sees 

plenty of different practices in the schools 

she works in across Victoria’s eastern region 

as a visiting teacher. She has also experienced 

the issue of inclusion first hand. 

“I have been very ‘out’ to colleagues; 

however, on reflection I realise that I am 

never out to my students,” she says. 

“While I have believed this is due to 

a belief that it is not appropriate for 

teachers to discuss their personal 

life in great depth with their students 

— something I still believe — it is 

interesting to then realise that I have 

colleagues whose students know that 

they are about to get married. 

“I have a female colleague who 

has a picture of her boyfriend on her 

desk. These elements of personal 

life are generally (even by me) 

deemed appropriate, yet I have 

never felt I could … mention 

anything to do with my partner. 

“I guess this perpetuates the 

cycle; it means that the students 

do not see LGBTI role models; 

do not see LGBTI people in 

such roles in their 

‘everyday’ lives.” ◆ 

inclusion training. 

Whatever the action, schools are eager to learn 

how to do it better. 

This thirst for information is familiar to Roz Ward, 

coordinator of the Safe Schools Coalition Victoria 

(SSCV) and of the Rainbow Network Victoria, a 

member network for people working with same-sex 

attracted, transgender or gender-questioning 

young people. 

“For many years our members have been saying 

that something more needs to be done in schools,” 

she says. 

“Research like [La Trobe University’s] ‘Writing 

Themselves In’ and ‘Writing Themselves In Again’ 

showed that schools are the least safe environment 

for young people who are same-sex attracted, 

documenting all sorts of verbal and physical abuse 

that takes place in schools.” 

Findings from these two reports, which surveyed 

more than 2,500 young people, showed the basic 

human rights of LGBT young people being compromised 

in a number of ways. 

Less than 20% were receiving relevant sex 

education; over half had been verbally and/or physically 

abused because of their sexuality, with school 

the place where abuse was most likely to occur; and 

continued on page 14 ➠ 

feature 


feature 

Roz Ward, coordinator of the Safe Schools Coalition Victoria 

➠ continued from page 13 

TIPS/RESOURCES FOR 

SCHOOLS 

Find out more about 

the SSCV: 

safeschoolscoalition 

victoria.org.au 

Daniel Witthaus’s websites 

contain resources and 

training information: 

thatssogay.com.au and 

www.prideandprejudice. 

com.au 

“Writing Themselves In” and 

“Writing Themselves In Again” 

reports: www.glhv.org.au/ 

node/69 

self-harm, including suicide ideation and attempts, 

was an issue for 36% of this group. 

SSCV — the first body of its kind in Australia 

— was created in August in response to this clear 

need for schools to be better supported to provide 

safer, more positive school experiences for LGBT 

young people. It offers training, resources and 

consultancy for teachers. Already, 13 schools have 

signed up. 

So how does the coalition work? “It’s pretty 

practical,” says Ward. “We want schools where 

every student can learn, every teacher can teach 

and every family can belong.” 

SSCV provides training modules including 

Challenging Homophobia in the Classroom and 

Creating a More Inclusive Curriculum (such as 

teaching sexuality education more inclusively). 

Training is delivered both within schools and off-site 

around the state, and schools can book a tailored 

consultancy to address a specific issue. Any schools 

can access these resources. 

Bernadette Bowling, assistant principal at one 

of the 13 SSCV schools, Hallam Senior College, 

and student welfare social worker Julia Nicholson, 

say that Hallam put its hand up because they saw 

students in difficulty and felt more could be done 

to help. 

“We have same-sex attracted young people who 

have presented to us often feeling as if it’s a real 

struggle for them to be themselves and to feel good 

about themselves, and have actually related that to 

their ability to succeed academically. It would really 

affect the way they would attend classes.” 

These students might have supportive friends 

at school but not be accepted at home or in other 

aspects of their lives. “So, if they could come 

to school feeling really safe, that’s the sort of 

environment we wanted to create,” say Bowling 

and Nicholson. 

They can already see the positive results. 

“There is conversation and discussion about the 

issue in the school community, which is always 

a really good starting point because it will help 

us to craft our strategy and our response from 

here; so we’re thinking about things like groups 

for [same-sex attracted] young people, with the 

intention of them running it themselves. 

“We want a safe, healthy environment for every 

student that comes here — that whole connectedness 

to school, which is what we work really hard to 

achieve.” 

Roz Ward says responses from schools in the 

coalition have been incredibly positive. “We’ve had 

emails from teachers and students, and phone calls 

from parents saying how fantastic that this initiative 

exists,” she says. 

“In schools that haven’t joined the coalition 

there have been parents calling the school to say, 

‘Why haven’t you joined, this would be great for 

students.’”But it’s not just for school students that 

an inclusive culture is important. “Gay and lesbian 

teachers do encounter discrimination in schools,” 

says Michael Crowhurst, lecturer in teacher 

education at RMIT University. And while the issue is 

more widely spoken about than it once was, it still 

doesn’t have the level of exposure it merits. 

“My feeling is that there’s not as much 

awareness around these issues as there is around 

sexism, racism, ableism. I think what we really need 

is more documentation of successful models of 

practice that are happening out there.” 

AEU member and teacher Erin Greaves attended 

the AEU Federal Women’s Conference in October 

and says she heard, at a workshop about same-sex 

attracted and gender-questioning students, the 

same teacher insecurity that Daniel Witthaus 

encountered. 

“I think it is something that needs to be looked 

at on a whole-school level,” she says. “[We need] 

opportunities for staff to have discussions with each 

other and to get ideas and maybe to realise that it’s 

not such a huge deal to think, for example, about 

the way you are speaking — if you are doing a 

subject that uses case studies, that not all the 

case studies need to be heterosexual, or things 

like that.” 

While Victoria can be proud of the fact that it 

has, as Roz Ward describes, “the best education 

policy framework for supporting sexual diversity — 

better than other states”, as well as a strong history 

of education union support, there’s a long way to 

travel before homophobia in schools is stamped 

out and sexual diversity is accepted as just another 

social category. 

Recent events surrounding a formal at a 

Melbourne private girls school made this abundantly 

clear, but it is just one highly publicised example 

of a level of discrimination that still exists in many 

schools. 

Forums for schools to proudly raise their hands 

as “safe” for all students and teachers surely form 

one important step along the way to safer school 

environments for LGBT students and staff. As does 

recognition of the work — even when seemingly 

insignificant — that teachers and students 

undertake every day in an effort to be more 

inclusive. 

The results, after all, stand to benefit 

everyone. ◆ 


More QUESTIONS 

than answers 

study 

What will the Coalition do now it is in power? 

Nic Barnard looks for signs and sets out the challenges ahead. 

CHANGING governments always creates uncertainty, 

but the unease surrounding the arrival 

of Ted Baillieu’s Liberal/Nationals administration is 

perhaps greater than most. 

For one, the spectre of the Kennett Government 

— with its razor gangs, sell-offs, mass sackings, 

hostility to unions and its gag on teachers — still 

haunts older AEU members. 

For another, the education platform that the 

Coalition took to the Victorian electorate was slim to 

say the least; its policies — detailed right — were 

mostly headline-catchers: crackdowns on discipline, 

language lessons for primary students and a 

funding boost for private schools. 

That leaves plenty of questions for new 

Education Minister Martin Dixon — a former 

Catholic primary school principal — to answer. 

Most urgently, will the Coalition continue the 

Brumby Government’s flagship 10-year program to 

modernise every state school? Less than halfway 

through, a huge amount remains to be done. The 

Liberals said they would proceed with the 

$1.7 billion stage 2, but it did not appear in 

their election costings. Many reorganisations are 

underway and other works are scheduled; staff 

and parents are wondering now if they will be 

concluded. 

In opposition, the Coalition suggested that some 

schools had been coerced into merging — will it 

now order a review of plans in the pipeline? 

Almost as urgent will be the Coalition’s position 

on funding. Victoria will be expected to make a 

submission to the federal funding review: will it 

support the desperate needs of public schools? 

On salaries, the Coalition had pledged to make 

Victorian teachers the best paid in Australia. But will 

it demand trade-offs? 

What are the Coalition’s plans for early childhood 

education? The sector rated hardly a mention 

during the campaign. 

Baillieu is already playing hardball over health in 

the federal arena. Will he take the same approach 

over education? Where does he stand on the 

national curriculum, on teacher performance pay 

and on My School and testing? Coalition senators 

have just called for NAPLAN-style testing in every 

grade; do Baillieu and Dixon agree? 

Those with long memories will also wonder if the 

Coalition will reintroduce the gag on teachers talking 

to the press. Baillieu’s promise of an end to spin 

and secrecy would suggest not — let’s hope so. 

And will Dixon’s support for greater principal 

autonomy extend to greater powers for school 

councils — or self-governing schools despite his 

comments that this is not on the table? 

Beyond that, the Coalition will need to explain 

how it plans to implement some of its election 

policies. Where will it find the LOTE teachers to allow 

every primary school student to study a language, 

or 100 maths and science specialists to support 

primary teachers when schools already struggle to 

recruit in those subjects? 

Promises, promises 

Non-government school funding 

• Increase grants to Catholic and independent 

schools to 25% of cost of educating government 

school student from Term 1, 2011 

($240 million over four years) 

Maths and sciences 

• $29.3m for 100 science and maths 

specialists in primary schools 

• 400 scholarships over four years for science 

graduates to study Dip Ed. 

Primary welfare officers 

• $34m for 150 extra PWOs over four years 

• 280 more schools to receive PWO support. 

Languages 

• Compulsory language classes for every 

primary school 

• $32.7m over four years for community 

language schools, including increased 

student funding for after-hours lesson fees 

• $6m over four years for 210 scholarships for 

teachers to train in LOTE 

• $1m in start-up grants for schools to 

develop LOTE programs. 

Discipline 

• Principals to suspend or expel students at 

own discretion 

• Legislation to give principals power to ban 

dangerous items 

• Increase punishment for assault and 

vandalism on school property 

• $2m PD program to help teachers maintain 

discipline 

• Enforce truancy laws by fining parents. 

Principals’ autonomy 

• Cut paperwork by 50% 

• Principals, not officials, to run regional 

network meetings 

• Schools to decide how PD funds are spent 

• Schools to set dates of pupil-free days. 

Will $34m be enough to fund 150 extra primary 

welfare officers? And who will be enforcing the 

truancy laws under the Coalition’s get-tough policy? 

Will it set up a new truancy unit in the department, 

or is this going to be one more job dumped on 

principals, teachers and ES staff? 

So many questions. Minister Dixon’s first meeting 

with the AEU should be interesting. ◆ 

Building projects 

• Principals to handle design, planning and 

management of major builds, in consultation 

with government 

• Schools to source project manager and 

construction team, oversee construction and 

fund works out of the total capital works 

grant awarded. 

Special needs 

• $2.14m for building upgrades and 

equipment for new school for blind students. 

Country education 

• $5m for rural student retention, allocated 

to “innovative programs” proposed by 

secondary schools with low retention rates. 

Early childhood 

• $6m over four years for rural kindergarten 

grants of up to $20,000 for administrative 

and operational costs. 

TAFE and VET 

• $96m to reintroduce concession fees (at 

$100) for diploma students 

• Increase exemptions from up-skilling 

eligibility criteria to $20m pa 

• Review fee structure for VET sector 

• Review regulation of VET providers. 

Disability services 

• Fund the outcomes of the pay equity case 

“to ensure that workers receive a significant 

increase” 

• Improve supply by marketing careers in 

community services 

• Gap analysis of present and future demand 

for skills in the sector 

• Audit extra duties imposed on agencies by 

the Disability Act 2006 to ensure adequate 

funding to undertake legal duties 

• Trial a case management system 

• Support a national disability insurance 

scheme. ◆ 


feature 

ENTER 

the first year 

As student teachers prepare to start their careers, what can they expect? 

New teacher Felicity Stark reflects on the highs and lows 

of her first year in the job. 

Teacher Felicity Stark finds time to hang around with students Isabel (left) and Kya 


feature 

ENTERED my first year of teaching 

I with a definite idealism. I had clear 

expectations of myself: the role of 

the teacher, what I would teach and 

how I would do it. 

I felt that my four years at 

university had provided me with ample 

knowledge of the theories and policies 

of education and I was desperate to 

put my philosophy into action. 

I can remember my first few days 

well. I spent the weekend before 

school started passionately cutting 

and laminating posters, quotes and 

welcome signs in a variety of colours 

and sizes. I stuck a sign on the 

door: “L3F Teacher: Miss Stark” and 

couldn’t quite believe it was true. I was 

so excited to finally have my own class. 

On the first day of school the 

children arrived early, eager to check 

out their new teacher. Their parents 

accompanied them; it felt like their 

eyes were staring me up and down, 

questioning if such a young and 

inexperienced teacher was going 

to be “good enough” for them. 

Over the next few days I can 

remember being shocked by the vast 

differences in academic ability. I had 

students barely capable of completing 

prep-level equations while others were 

discussing Pythagoras’s theorem. 

How was I going to give each 

child the attention and support they 

needed? How was I going to ensure 

that the blue dot had moved by 

report-writing time? 

But this was a challenge I was 

ready for and it was exciting to 

feel such responsibility. I loved the 

teaching, full stop. 

As the days continued, children 

would present themselves with notices 

for sickness, notices for an upcoming 

sausage sizzle or money for the 

fundraising committee. Where did all 

these notices come from and, more 

importantly, what was I supposed to 

do with them? 

But it was the meetings that really 

got to me. In my eagerness to teach, 

I found them incredibly frustrating. 

Time was my biggest enemy and it 

was out to get me. While I sat through 

a seemingly pointless meeting, I was 

missing out on planning for the next 

day, developing an individual learning 

plan or just taking time to stop and 

breathe. 

I was working crazy hours, arriving 

at school at 8am and not leaving until 

8pm, in my determination to uphold 

my idealistic values. Everything was so 

new. Other teachers would reel off the 

latest buzzwords and leave me baffled. 

It was becoming very apparent that 

while I was well prepared for teaching, 

there was so much more going on 

after 3.30pm that needed to be done. 

My graduation certificate should have 

read “Bachelor of Education (and 

secretary, nurse, events management, 

human resources, public relations, 

counsellor … )”. 

I have often heard people describe 

the first year of teaching as like 

learning to swim. You will either 

drown, tread water or learn to swim. 

As a graduate, acknowledging that 

you need support is the first step 

towards swimming. I was given great 

affirmation and advice from my 

mentor, who was — and still is — 

always prepared to make time to help 

with something new, to chat about my 

day or just let me vent when I need 

to. Having someone you can trust to 

listen to your thoughts and ideas is 

invaluable, regardless of how many 

years you have been teaching. 

Secondly, I learnt not to assume 

anything. Don’t assume you will be 

told, or that you will find out, or that 

someone will follow up with you. Ask 

questions and seek out the relevant 

people in the school who can give you 

the answer you need. 

A mantra I heard at a recent PD 

is “Stuck? Then it was worth coming 

in today!” We all need to remind 

ourselves of this and realise that by 

not knowing something, we have the 

opportunity to learn something new — 

which can only be positive. 

Thirdly, prioritise. It sounds easy, 

but in a busy school it is so easy to 

be distracted by things that are not 

necessarily important. I live by my 

to-do list; it’s never completely ticked 

off, but the important tasks are always 

done. No matter how long you stay at 

school, you can never get everything 

done. Trust me; I’ve tried. 

Consider whether that laminating 

really has to be done tonight or if 

creating a wonderful display will make 

a direct impact on the students’ 

learning the next day. If the answer is 

no, then it can wait. 

Fourthly, establish some work/life 

balance. You don’t become a better 

teacher by spending all your waking 

hours at school. Instead you become 

more and more tired and the quality 

of your teaching decreases. 

Set yourself a time to leave work 

and stick to it. I found that catching 

up with family and friends, exercising 

and having some time to relax made 

me a more enthusiastic and energetic 

teacher. It sounds so obvious but it 

took me a while to learn this. 

From talking to recent graduates, 

❛ Their parents’ eyes seemed to 

stare me up and down, questioning if 

such a young teacher would be good 

enough for them. ❜ 

it would seem that one of the biggest 

fears for first-year teachers is dealing 

with parents. Please don’t feel 

intimidated or fearful. The education 

of your students is a partnership and 

together you will achieve more. Involve 

the parents in their child’s learning, 

keep communication flowing, provide 

regular feedback and the partnership 

will be positive and productive. 

Finally, know that you are valued. 

Sometimes after a hard week, all I 

wanted to hear was a “thank you”, to 

know that someone was grateful for all 

the hard work I was putting in. 

Schools are such very busy places 

that we often find it hard to give 

feedback to each other, but know 

that you are doing a good job and, 

most importantly, back yourself. You 

have studied education for years; you 

know the latest theories and teaching 

strategies, so don’t be afraid to offer 

your opinion or speak the truth. 

It’s amazing how much can change 

in such a short time. As I enter my 

third year of teaching I still have the 

same ideologies and goals as when 

I first started. Meetings continue, 

although their purpose is now clear, 

and time management is less of an 

issue — I can “work smarter, not 

harder”. In fact, the challenges are 

very much the same: you have a 

new group of students who need 

your brains, your care — and your 

humour! 

This time however, you have the 

experience to support your knowledge. 

Roles and expectations increase, but 

so does your ability to meet them. 

Perhaps the greatest thing I learnt 

in my first year was just how powerful 

we are as teachers. 

I’d like to share the following quiz 

with you that I think reminds us of this. 

When I was in school (as a student), 

my principal shared it with our class 

and it has stuck with me ever since: 

1. Name the five wealthiest people 

in the world. 

2. Name the last five Brownlow 

medallists. 

3. Name five Nobel Prize winners. 

4. Name the last five Academy 

Award winners for best actor and 

actress. 

5. Name the last decade’s 

Melbourne Cup winners. 

How well did you do? None of 

us remembers the headliners of 

yesterday. These are no second-rate 

achievers; they are the best in their 

fields. But the applause dies, awards 

tarnish, achievements are forgotten, 

and accolades and certificates are 

buried with their owners. 

Here is another quiz. See how you 

do on this one: 

1. List a few teachers who aided 

your journey through school. 

2. Name three friends who helped 

you through a difficult time. 

3. Name five people who taught 

you something worthwhile. 

4. Think of the few people who 

have made you feel appreciated. 

5. Think of five people you enjoy 

spending time with. 

6. Name half a dozen heroes 

whose stories have inspired you. 

Easier? Perhaps we should consider 

that those who have the power to 

make a significant difference in our 

lives are not the ones with the most 

wealth, credentials or awards. They 

are the ones who care. ◆ 

This feature is adapted from Felicity’s 

presentation at the Stonnington and Glen 

Eira Network conference in September. She 

hopes it will be of help to those graduates 

about to begin work next year. 


feature 

Remodel, REBOOT 

Contrary to claims that Julia Gillard’s NAPLAN stare-down of teachers was her greatest 

hour, a rebooted My School shows just how isolated she is. Nic Barnard reports. 

WHEN the new version of the 

My School website goes live 

in the new year, visitors will find a 

site significantly overhauled since 

its first launch back in January. 

The changes have been 

agreed by a working party which 

included ACARA, AEU federal 

president Angelo Gavrielatos, principals’ groups and 

other educational stakeholders. 

That group was unanimous in its view that the 

site needed protections against misuse by media 

and private groups to create league tables, that the 

prominence of NAPLAN results on the old site was 

misleading, that the socio-economic data used to 

compare schools was flawed and that financial 

data was needed if parents were to make any 

meaningful comparisons. 

Not only were the changes agreed unanimously, 

but state government education ministers were 

also united in accepting the changes that the group 

recommended. 

These rare displays of agreement show how 

isolated the Government had become in the 

education community in attempting to stand its 

ground over the site. 

It was the threat of 

action by AEU members that 

prompted the Government to 

concede the working party 

after months of refusing to 

meet or discuss the website 

with the union. 

Just a fortnight before 

the concession, then education minister Julia Gillard 

finally attended a meeting of the AEU executive, only 

to begin by stressing: “This is not a negotiation.” 

In the end, Gillard conceded the working party 

— with AEU representation — and accepted in 

its terms of reference that it should find ways to 

prevent the data’s misuse: one of the key aims of 

the union in calling the NAPLAN moratorium. 

Education markets have not worked: OECD 

Trevor Cobbold Save Our Schools 

MAJOR new study published by the Organisation 

A for Economic Cooperation and Development 

(OECD) has found that market reforms in education 

have little positive effects on student achievement, 

generate little innovation and bring greater likelihood 

of segregation by race and class. 

Parental choice behaviour “is best predicted by 

school composition” rather than by school results, 

the Markets in Education report says, with parents 

responding to “local hierarchies of schools” based 

on social and ethnic mix. Popular schools therefore 

tend to restrict their capacity in order to control 

their social composition. 

The report reviewed two decades of academic 

research on the impact of market reforms such 

as charter schools, voucher programs and the 

abolition of school zoning. It found that studies 

of the effect on student achievement ranged from 

positive to no effect at all. 

Some studies showed positive effects, but 

these were generally small and tended to vary by 

subject and often by grade or group of students, or 

depending on how the effects were measured. 

Many studies showed increased segregation 

between schools by race, socio-economic 

background and ability in countries including Chile, 

Denmark, the Netherlands, New Zealand, Sweden, 

the United Kingdom and the United States. 

For example, several studies show that both 

ethnic and socio-economic school segregation 

increased after the introduction of open enrolment 

in the UK. 

The report also says that pedagogical and 

curricular innovations seem to have stronger links 

with government intervention than with market 

reforms. Schools facing more competition tend to 

respond by spending more resources on promotion 

and marketing. 

The report shows that most parents do not 

respond strongly to poor school results. The vast 

majority are satisfied with their school; even where 

they are aware that a school has low results, only a 

small number leave. The report says: 

The saying “actions speak louder than words” 

also applies to parental choice. Although 

research indicates time and again that parents 

attach the most weight to quality and academic 

aspects of schools, their actual behaviour is best 

predicted by indicators of school composition. 

On the supply side, schools cannot easily expand 

as they become more popular. For any market to 

function, some over-capacity or ability to quickly 

grow must exist; but governments are often 

unwilling to provide excess capacity in schools. ◆ 

Education Working Paper No 52: Markets in Education by 

Sietske Waslander, Cissy Pater and Maartje van der Weide 

can be downloaded from the OECD website at tinyurl. 

com.au/yvi. Save Our Schools is a Canberra-based public 

education campaign. More at www.saveourschools. 

com.au. 


feature 

The changes 

The first change that users will find is that 

they must now agree to terms of use and 

a privacy policy, and then enter the text 

in an anti-spam box. Users are limited to 

viewing 20 schools at a time. 

These moves not only underline 

ACARA’s copyright of the site, but are 

intended to prevent software programs 

trawling the site to harvest the data, 

making it harder to compile comprehensive 

league tables. 

References to My School now bear a 

tiny trademark TM logo, again underlining 

ACARA’s copyright. 

ACARA says the 20-school limit will 

“deter automated robots from monopolising 

use of the site and causing access 

problems” — the likely cause of the site 

crashing when it was launched in January. 

Once past this privacy wall, the second 

major change becomes apparent. The 

front page for each school no longer 

features the NAPLAN results. Instead it 

contains an expanded statement from the 

school and a range of contextual information, 

including: 

• School income 

• School size 

• Socio-economic index 

• Percentage of students with English 

as a second language 

• Percentage of Indigenous students 

• Attendance rate 

• Leaving destinations. 

For more detailed information — 

including NAPLAN results — users must 

now click on a series of buttons at the 

foot of the page. 

The ICSEA (socio-economic index) has 

been improved. It now takes into account 

the language background of students. In 

states such as Victoria, the formula is now 

based on family occupation data, not the 

less accurate census district data which 

tended to overestimate the income of 

public school students and underestimate 

the income of private school parents. 

This change has already prompted 

cries of “foul” from independent schools 

which have seen their ICSEA scores shoot 

up. One drawback, however, is that the 

site will now compare “like” schools on 

the basis of ICSEA scores derived from 

different data sets — for example when 

it groups schools in Victoria (which has 

family occupation data) and New South 

Wales (which doesn’t). 

NAPLAN data 

Clicking through to the NAPLAN results, 

visitors will find them changed and 

expanded. Instead of the previous simple 

table of results — which is now at least 

one further click away — users will see 

a graph with a long bar for each subject 

and year with a diamond in the centre. 

The diamond represents the score; 

the bar represents the margin of error. 

Experts have complained that NAPLAN 

tests are too inaccurate to rank schools. 

The bars indicate just how much scores 

may overlap between different schools. 

As before, results can be compared 

against the national average and against 

60 “like schools”. The table of raw 

scores will also include a margin of error. 

Disappointingly, the diamonds and tables 

will still be colour coded red and green 

against national and like scores, despite 

unanimous agreement among the working 

party and state ministers to change this. 

With NAPLAN tests now three years 

old, the data can for the first time chart 

the progress made by Year 5, 7 and 

9 students. These tables chart the 

progress of only those students who have 

remained at the school, and again take 

the form of a diamond and bar to indicate 

the margin of error. 

The finance section marks another 

significant breakthrough despite compromises. 

It features unprecedented levels of 

information about private school finances 

— but still doesn’t tell the whole story. 

It sets out each school’s recurrent 

income and capital expenditure for the 

previous year, including money from 

federal and state governments, fees, 

charges and parental contributions, 

“other private sources” and building 

loans. 

However, it does not detail the 

property holdings, trust funds and other 

investments of private schools, which for 

some can run into the millions. 

Private schools have kicked up over 

this issue too, complaining that the 

income figures may not match the sums 

disclosed to parents in their annual 

reports. The sector has fought tooth and 

nail against full disclosure and shows no 

sign of letting up. 

Only the launch of My School 2 will 

show the difference these changes have 

made. 

But without the AEU’s threat of a 

moratorium, none of this would have 

happened. And the union remains 

committed to stimulating public debate 

around the site’s failings, and will press 

for further changes, including full disclosure 

of private school finances, further 

improvements to ICSEA and further 

changes to the reporting of NAPLAN 

results. ◆ 

Ombudsman 

CAUTIONS AEU 

A heavy-handed intervention by 

Julia Gillard’s new industrial 

watchdog during April’s NAPLAN 

dispute has finally been resolved. 

Brian Henderson branch secretary 

THE NAPLAN moratorium legal saga has finally come to an end 

with the Fair Work Ombudsman (FWO) issuing a formal caution 

to the AEU for contravening an order of Fair Work Australia 

(FWA). 

The ombudsman found that the AEU breached its legal obligations 

under the Fair Work Act such as to warrant civil penalty 

proceedings. 

However, it determined that it was not in the public interest to 

prosecute and that it was “… more appropriate to issue a Letter 

of Caution as an alternative to ensure voluntary compliance in the 

future”. 

The “formal caution” was issued to AEU federal secretary 

Susan Hopgood and to the AEU, stating that we must fully 

comply with our workplace legal obligations in the future; if we 

contravene the Act again, the ombudsman will take this letter into 

account when determining whether or not to prosecute, and a 

copy of the letter may be tendered in future court proceedings 

including as to what penalty should be imposed. 

In the letter to the AEU, Greg Robinson, director of complex 

investigations and innovation, sets out the background to the 

investigation, citing advertising by the AEU and media monitoring 

of radio, television and the internet by the FWO to establish 

alleged contraventions of the Act. 

The FWO found that the AEU Victorian branch had contravened 

an order of senior deputy president Kaufman of FWA to publish 

by 4.30pm on May 4 a notice on our website cancelling the 

NAPLAN moratorium among other things. 

It also found that Victorian president Mary Bluett contravened 

the order in statements she made in the press supporting the 

decision of the union’s federal executive to continue the moratorium 

despite the FWA orders. 

As reported opposite, the second iteration of the My School 

website, created by the working party that came out of the 

NAPLAN dispute, addresses a number of the professional 

concerns raised by the AEU. The dispute was about teacher 

professional concerns for students, not an industrial dispute 

about terms and conditions of employment. 

The use of the courts and industrial tribunals did nothing to 

resolve the dispute and in fact risked exacerbating it. 

In this context, the gratuitous intervention of the Fair Work 

Ombudsman and its issuing of a letter of caution will do nothing 

to stop the AEU acting in the professional interests of students in 

the future, should the need arise. ◆ 


feature 

GREEN schools blossom 

From the latest in climate science to one school’s efforts at sustainability, the first green 

schools conference offered the global and the local. Rachel Power reports. 

Teacher Sue Johnstone who set 

up and runs Berwick Fields PS 

kitchen garden. 

PHOTO: JESSE DEAN 

Presenters (L-R): Grant Shannon, Kirsty Costa, Ange Barry, 

Stephanie Alexander, Paul Dullard 

PASSIONATE group of around 100 educators 

A attended the first AEU/VIEU Green Schools 

Conference last month, leaving feeling spurred 

into action and armed with a host of new ideas for 

expanding sustainability programs in their schools. 

The conference traversed the global to the local, 

opening with a galvanising address from climate 

scientist Professor Dave Griggs and closing with a 

series of workshops showcasing the various ways 

schools are engaging students in environmental 

education. 

Griggs’s speech presented the latest science 

on the impact of climate change, and made a 

resounding argument that Australia must not delay 

in making the shift to a low-carbon economy. 

He told attendees that in his face-to-face 

dealings with politicians, he found most seemed 

intelligent and engaged on the issue of global 

warming — which only makes their lack of action all 

the more exasperating. 

“I am deeply frustrated by the lack of recognition 

of the severity … and just sheer magnitude of 

what we’re going to be seeing over the next 30 to 

40 years,” he said. 

Regarding renewable technologies, he warned 

that Australia will be quickly left behind if it doesn’t 

act fast: “Developing countries are running like 

crazy to beat us at this game.” 

Paul Dullard turned the lights off before giving a 

funny and enthusiastic speech about his successes 

and struggles as sustainability education officer for 

the Catholic Education Office, Sandhurst. 

He reminded listeners of the importance of 

giving students a hands-on experience of nature. 

“You can’t expect kids to care about it if they don’t 

love it,” he said. “We need to engage kids in real 

projects and keep them moving.” 

He stressed the role of educators in “activating 

the energy” for change in schools, and the 

importance of networking: “If we don’t, it’s good 

things happening in a little school somewhere [that 

no-one knows about].” 

He also criticised high schools for not extending 

the foundation built in early years education, 

declaring: “You’re doing primary school education 

an injustice if you don’t continue sustainability 

education at secondary school.” 

Kirsty Costa spoke about the key role of CERES 

Environment Park in Brunswick — a place that aims 

to inspire “awe and excitement” — in supporting 

sustainable education in Victorian schools through 

its ResourceSmart AuSSI Vic accreditation program. 

She outlined the in-school and on-site education 

offered by its Sustainable Education Outreach 

Group. “If you’re not feeling very confident about 

teaching about energy, invite us out,” she urged. 

Schools have one of the highest ecological 

footprints in the community, she told listeners, but 

it is in your local council’s best interests to help you 

become more sustainable. 

Listeners perhaps saved their warmest reception 

for Stephanie Alexander, with many in the audience 

using the opportunity to praise the positive impact 

of her Kitchen Garden Program, which has just been 

extended to 180 schools around the state. 

Alexander said that environmental education 

was implicit in much of what occurs in the program, 

which is sometimes “erroneously described as 

school gardens but is so much more”. Students 

develop teamwork, knowledge of sustainability, and 

an appreciation of beauty and cultural differences. 

L-R: Adam Sumacz and Stephen Wigney from 

Berwick Fields PS presenting at the conference. 

“[When I opened my first restaurant], I was 

shocked to discover how many young people 

working in hospitality knew nothing about food,” 

she said. “There was a disconnect between food 

production and what’s on the dinner table. 

“I realised the only thing that would change 

kids’ behaviour was positive role models, and stuff 

they really love. This is about pleasurable food 

education. 

“We would like to see a kitchen as part of every 

school rebuild or upgrade.” 

In a workshop on best practice, AEU member 

and environmental educator Adam Surmacz, along 

with principal Stephen Wigney, demonstrated what 

a school can do when it puts sustainability at the 

centre of its mission and vision. 

Their upbeat slideshow offered an inventory 

of environmental innovations at Berwick Fields 

Primary School, from its waste management 

system and kitchen garden program to its natural 

wetlands created by run-off from the oval and 

school buildings, and its involvement in the recent 

Eco-Cubby Project. 

The session’s audience was particularly keen 

to hear how the school had managed to adopt a 

whole-school approach, with many at the conference 

feeling that they were carrying the load for 

sustainability in their own schools. 

Wigney explained that responsibility for the 

community, including the environment, was at the 

heart of the education offered at Berwick Fields PS 

— and that staff operate with this in mind. ◆ 

The AEU is keen to hear from schools with good 

sustainability practice in light of planning for the 2011 

Green Schools Conference. 

Please contact kim.daly@aeuvic.asn.au. 


profile 

TEACHING 

for 

LIFE 

Adam Surmacz wants to give his students the feel for 

nature he had as a child. Cynthia Karena meets one of 

a new breed of environmental educators. 

WHEN Adam Surmacz was a kid, there was 

nothing he liked better than getting his hands 

dirty. It’s a chance he says too many of his young 

students don’t get. 

“When I was their age I was catching tadpoles, 

playing in the creek, and climbing trees,” he says. 

“I developed a connection with the environment, 

but my students are missing out on that.” 

Now aged 29, Adam teaches environmental 

education to Prep and Year 1 and 2 students at 

Berwick Fields Primary School, and is completing 

a Masters in Education, investigating teaching 

sustainability using children’s literature. 

It’s something he wouldn’t have expected a 

few years ago. Working as a before and afterschool 

carer, he didn’t think teaching was for him. 

But after a local government office job 

and stints in hospitality and retail, Adam gave 

teaching a second look. 

“For me, it’s not about how much profit can 

be made,” he says. “I wanted to be involved 

with something bigger than me, and something 

ongoing. 

“I like connecting with people; I like face-toface 

contact with students and parents. Being 

chained to a desk is fairly limiting.” 

He says his students are the inspiration for 

his environmental lessons. “It starts from the 

students and this year they are interested in 

animals. We also learn how to care for the environment 

in everyday actions (such as) recycling. 

“The reason we have environmental education 

at school is because the parents want it. They 

want to know how to live sustainably themselves. 

They want more information.” 

The school is participating in an Eco-Cubby 

Project run by City of Melbourne and Regional 

Arts Victoria. “Two architects worked with 

students to design an eco cubby, talking to them 

about designing sustainable housing, using 

recycled materials and reducing water use. We’re 

building the cubby next year.” 

Despite a lack of political will in developing 

adequate environmental policies, Adam believes 

change can happen through educating students. 

“Students will become part of a better informed 

community connected to the environment and environmental 

issues. They will vote eventually.” 

show& tell 

The most important thing I take into the 

classroom every day is … Probably a carrot. I eat 

well to keep my energy up and it’s good to model 

healthy eating with my students. 

The best trick for coping with staff meetings 

is … To try and get there early so I can grab a drink 

and chat with colleagues. 

My advice to a beginning teacher is … Shut 

the door and try everything! If you’re not making 

mistakes you’re probably not learning. 

The most important thing the AEU does for its 

members is … Advocate on our behalf. Having a 

dedicated collective voice helps to improve our conditions 

so that we can get on with helping our students 

and communities. 

The most inspirational figures in my life are … 

My grandparents, who were post-war migrants. While 

their experience is hard to imagine, it taught me a lot 

about appreciating what I have. 

In my other life I am … A keen runner. After two 

half-marathons this year I am ready to start training 

for a full marathon in 2011. 

The film that changed my life was … 

An Inconvenient Truth. It raised so much awareness 

about the challenge of global warming. 

My favourite teacher at school was … 

Mrs Kennedy. She encouraged me to read more, 

helped me to understand myself and think about the 

world in different ways. ◆ 

Being passionate about education and “making 

a difference” doesn’t stop at primary school kids. 

Adam also works with third-year Monash University 

education students who come to the school. “I like 

helping to guide teachers before they get into the 

profession.” 

Adam is one of the AEU’s elected councillors. 

If he wasn’t always sure about teaching, he was 

always certain about the value of a union. He joined 

the AEU as a student teacher. 

“It was a way of finding out about professional 

issues, and the professional development the union 

provides is really good, and often free or affordable. 

“As a student teacher, training beyond university 

is expensive. It’s great that the union provides PD 

for student teachers as well.” 

And “the union has your back” when negotiating 

contracts on your behalf, he says. 

He is impressed that the AEU’s commitment to 

the environment translates to keeping its own house 

in order. “It had its own building audited, and it 

looked at how to reduce energy and water use. 

“The AEU creates an awareness of the issues, 

and provides training relevant to members who are 

interested in sustainability and the environment.” 

He and his colleagues presented a paper about 

the sustainable programs the school runs at the 

inaugural AEU/VIEU Victorian Green Schools conference 

last month. 

Adam is also involved in the AEU’s new 

educators’ network, for members in their first four 

years of teaching. 

He was part of the Victorian delegation to 

an AEU New Educators national conference in 

Brisbane, and he’s keen to follow that up with 

something in Victoria to bring new educators 

together. 

“There are different issues for new educators. 

For example, why aren’t they staying on? 

“We want to organise a similar conference here 

to get beginning teachers to discuss the issues we 

face and what the union can do to support us.” ◆ 


international 

Never too young 

A Melbourne primary school has founded a 

successful exchange program with a school in 

Hong Kong. 

Students from Princes Hill PS 

with their Chinese hosts. 


WHEN a cultural exchange between Melbourne 

and Hong Kong primary school students was 

first mooted, Pat McKay’s initial response was that 

the kids were too young. 

Three years on, the Princes Hill Primary School 

teacher says she has been “blown away” by the 

growth in the Year 5/6 students who take part in the 

10-day exchange with Luk Hing Too PS in Hong Kong. 

“It is like you are travelling with nine friends — 

the maturity that comes out. They have to be very 

independent.” 

The exchange came about following a 2005 visit 

to Melbourne by a group of Chinese teachers undertaking 

a six-week intensive ESL course. One teacher, 

from Luk Hing Too, had been given a brief from 

her principal to seek out a school interested in an 

exchange program. She suggested Princes Hill PS. 

With one year missed due to swine flu, the school 

has just participated in its third exchange, with 12 

students visiting Hong Kong in late October, followed 

by a return visit from their Chinese counterparts. 

In a busy trip, students go on fun excursions and 

attend school with their hosts. 

In order to take part, students have to make 

submissions addressing specific criteria. A panel 

then reviews the applications and makes a selection. 

The school council also sponsors the participation of 

two students each year who have experienced some 

kind of trauma in their lives. 

“We have twice-weekly briefings regarding cultural 

customs, so the kids know what to expect. The main 

Send the gift of 

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By giving a Gift that Changes Lives you will be 

empowering people in 15 countries fight their way 

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around the world. 

cultural impact is having to learn to live with another 

family in a very different culture,” says Pat. 

“Kids are always concerned about the food they 

might be served. They were all handling chicken feet 

by the end!” 

Pat says kids from both countries are struck by 

differences in educational approaches. “The major 

one is that everything [in China] is so driven by 

textbooks and exams, and that impacts on the pay 

the teacher gets and whether students get into their 

high school of choice. 

“They have very different ways of learning. Here, 

we have an inquiry-based system and the kids are 

doing a lot of negotiating about what they want to 

investigate within that curriculum. For the Chinese 

students, it’s a bit of freedom and release from this 

rigid, textbook-driven scenario. 

“While one Chinese student was here in Melbourne, 

his mother was on the phone every night making 

sure he was doing his homework. The amount of 

homework they get is astounding. The kids come away 

saying, ‘Pat, don’t you get any ideas here!’” 

Teachers also take part in a professional 

exchange, with Australian teachers hosting English 

lessons, and Chinese teachers giving demonstrations 

in calligraphy, art and Mandarin. 

Pat says Australian students are always struck 

by the lack of space in China. “The school is a 

seven-storey concrete block. They have a tiny microastroturf 

basketball court and that’s it. They gain a 

much better understanding of cultural differences 

and how fortunate they are.” ◆ 

PHOTOS COURTESY PAT MCKAY 

Just $75 will buy materials and supplies for two 

women, following a four-week training course in 

Aceh, to earn an income needed to lift themselves 

and their families out of poverty. 

Union Aid Abroad APHEDA 

The overseas humanitarian aid agency of the ACTU 

Just $20 can provide fabric 

and materials to support the training 

of twenty women in the skill of making a 

traditional Lao skirt. 

HOW TO ORDER: To order a Gifts that Change Lives card please freecall 1800 888 674 

email office@apheda.org.au or 


Member 

BENEFITS 

Income protection 

for AEU members 

Brian Henderson branch secretary 

ONE of our most valuable assets is our ability to earn an income. But 

in the event of accident or sickness, if income stops, how do the bills 

get paid? 

Over the past few months the AEU has worked closely with Fenton Green 

& Co, an insurance broker with considerable expertise in the design and 

implementation of income protection plans. 

We are therefore pleased to announce a new income protection insurance 

plan, especially designed for AEU members. It gives members access to an 

insurance program that will help provide security for you and your family. 

We have negotiated premium payment options: weekly, fortnightly or 

monthly, by direct debit through your financial institution or by credit card — 

Visa or MasterCard. 

You can select the weekly income benefit that best suits your needs, up to 

85% of your gross income to an overall maximum of $2000 per week. 

Full details can be found in the members’ area of the AEU website, 

www.aeuvic.asn.au/members. ◆ 

Program recommended 

FEEL very privileged to 

I have participated in the 

Young Member Activist 

Program this year and 

highly recommend the 

experience to anyone 

wanting to learn more 

about the inner workings 

of the AEU. 

Our week in the YMAP 

coincided with the launch 

of the union’s pre-election 

Luke Day and Shelly Benoit 

advertising campaign 

stepping up pressure on state Labor and the Coalition to improve public 

education. On our first day, Mary Bluett spent time with us explaining elements 

of the campaign, answering any questions we had and discussing our personal 

experiences. 

Other highlights of our week included attending Mary’s meeting with 

education department secretary Peter Dawkins at Treasury Place, and 

attending an Equal Pay Day morning tea at Trades Hall marking all the extra 

days each year it takes women to catch up to men’s annual earnings. 

Many thanks to Andrew Cassidy and the AEU leadership team for your time 

and support throughout the program. It was a great pleasure spending time 

with so many inspiring and hard-working people, so passionate and dedicated 

to improving the teaching and learning conditions in our public education 

system. ◆ 

— Shelly Benoit Wallarano Primary School 

Women’s 

FOCUS 

Barbara Jennings women’s officer 

Like men, only cheaper 

That seems to be the Federal Government’s 

view as it betrays some of our lowest paid 

members with a backflip on equal pay. 

WOMEN — they’re like men, only cheaper. That seems to be the Federal 

Government’s view, or at least the view of Australia’s first woman prime 

minister, despite a lifetime of public support for working people. 

The AEU joins other union women and men who feel betrayed by the Prime 

Minister and her government in their submission to Fair Work Australia in our 

equal pay case. 

This is the case which seeks to overturn decades of underpayment to 

workers in community, social and disability services — workers whose skills, 

experience and qualifications are not reflected in their pay packets because 

most of them are women. 

It’s the case which was brought by unions with the full knowledge and 

apparent support of the Federal Government and Julia Gillard, who now tell FWA 

that it should take into account the Commonwealth’s parlous finances before 

making any decision. 

It seems that once again some of the lowest paid and hardest working 

women will be sold short at the same time as executive salaries continue to 

balloon. These women will be the real casualties of the GFC. 

The AEU had congratulated the former Victorian Labor Government for its 

commitment to fully fund the outcomes of the case. It’s disappointing that a 

state government can manage its finances more responsibly than a federal 

government. 

The AEU will be informing members about possible community rallies to let 

the Prime Minister and her very precarious government know that it is not OK to 

break a promise. 

Speaking up, speaking loud 

On a more positive note: last March, the Victorian Women’s Trust, working with 

the greatly experienced Vicki Fitzgerald, received a leadership grant from the 

Office of Women’s Policy for Vida’s Voices — a Victoria-wide public speaking 

competition for Year 10 girls. 

Vicki is a long-time AEU member who taught at Preston Girls’ Secondary 

College. She developed this marvellous, innovative program to build confidence 

and leadership skills among Year 10 girls. 

Twenty girls from migrant and refugee backgrounds and a range of cultures 

formed the Preston Girls Leaders Group. Vicki trained them in leadership and 

public speaking and then took them on the road to run training sessions with 

girls at schools in regional areas including Morwell, Seymour, Colac and Ballarat. 

These areas were then revisited and competitions were run with girls giving 

one prepared and one impromptu speech. For the prepared speech they were 

asked to pick something that has been important in positively changing women’s 

status in Australian society and outline the consequences. 

The grand final was held at BMW Edge in Federation Square on October 31, 

with an inspiring address by Susan Brennan, YWCA world president. The winner 

was Iryna Byelyayeva from Elwood College. 

Vida’s Voices is seeking funding and hoping to expand this great program in 

2011. If you school is interested in getting involved, please contact me on (03) 

9417 2822. ◆ 

inside the AEU 



AEU TRAINING & PD 

Kim Daly and Rowena Matcott training officers 

Spreading the load 

Next year will see a major change to our popular AEU Active course 

— allowing members to spread their training across the year. 

NEXT year will be another busy one 

for schools with the negotiation of 

new teacher and ES agreements, and 

teaching and dealing with the multiple 

challenging behaviours of students 

(and some colleagues). 

It is vital that every sub-branch 

has at least two people AEU-trained to 

understand your basic entitlements, 

consultation provisions and how to 

create local agreements, as well as 

how to run the sub-branch. 

We are conscious that it is 

becoming more difficult for ES staff 

and teachers to organise two consecutive 

days out of school. To this end 

we have a new training package for 

2011 alongside the ever-popular 

two-day AEU Active program. 

We will present one-day workshops 

in Abbotsford, outer metropolitan 

Melbourne and in various country 

locations on the topics consultation 

& employment and know your 

agreements. 

These are designed so that participants 

can come to one or both days 

in the one term or over the year. 

Term 4 will add a range of 

workshops on local agreements — 

planning for the year ahead. 

All these courses will be open to 

all schools members — ES, teachers 

and principal class. 

Our new calendar 

Early in 2011, every AEU sub-branch 

will receive a copy of our first-ever 

AEU Events Calendar, a handy booklet 

setting out all of our training courses, 

conferences, forums and other 

events. 

AEU training covers all sectors and 

the calendar will detail opportunities 

for members in early childhood, TAFE 

and disability services as well as for 

schools. 

The publication will also set out 

our programs for OHS representatives, 

the women’s program, and 

forums and conferences for student 

teachers, beginning teachers and CRT 

members. 

The Term 1 schools program is 

below and all events can also be 

found on the AEU website — go to 

www.aeuvic.asn.au/calendar and 

our training section www.aeuvic.asn. 

au/training. 

All bookings in 2011 will be via the 

online booking system. 

We would like to thank our 2010 

participants for their enthusiasm, 

feedback and positive contributions. 

We wish you all a well deserved and 

relaxing break and the allotment of 

your dreams in 2011. ◆ 

AEU TRAINING CALENDAR TERM 1 2011 

All courses and conferrences are full-day events unless indicated. 

Upcoming events can be found on the AEU Calendar at www.aeuvic.asn.au/calendar. 

AEU ACTIVE 

Two day courses 

Feb 23-24.................AEU Abbotsford 

Mar 24-25........................... Geelong 

Mar 24-25........................ Whittlesea 

CONSULTATION AND 

EMPLOYMENT (one day) 

Mar 2.........................AEU Abbotsford 

Mar 4.......................................Echuca 

Mar 9.............................Sandringham 

Mar 29......................AEU Abbotsford 

Mar 30.................................Warragul 

KNOW YOUR AGREEMENT 

(one day) 

Mar 11.................................Gisborne 

Mar 16......................Yering Meadows 

Mar 17......................AEU Abbotsford 

OTHER ONE DAY COURSES 

Mar 9.......Principals, AEU Abbotsford 

Apr 1........New reps, AEU Abbotsford 

ES TWILIGHT CONFERENCE 

Hands-on workshops, keynote 

speakers and a chance to network. 

3pm–6pm unless indicated. 

Feb 21..................................Werribee 

Mar 3.................... Echuca 4pm–8pm 

 

(with dinner) 

Mar 10.............................Toolem Vale 

Apr 7..................................Mordialloc 

EARLY YEARS CONFERENCE 

Mar 25-26................AEU Abbotsford 

REFRESHER COURSES 

Three-day courses run by Deakin 

University with the AEU, for teachers 

returning to work after a long break 

such as family leave. 

Jan 25-28.........................Deakin Uni, 

 

Burwood Campus 

Feb 1-3......................AEU Abbotsford 

Feb 23-24.................AEU Abbotsford 

Mar 23-25.............................Geelong 

Apr 12-14..............................Bendigo 

APPLICATION WRITING 

Help with the next step from VELC, 

held at the AEU in Abbotsford 

Mar 15..for leading teacher positions 

Mar 23..............for principal positions 

Apr 19...for leading teacher positions 

OCCUPATIONAL HEALTH AND 

SAFETY 

Feb 28...........................OHS seminar, 

AEU Abbotsford (4.30pm–6pm) 

Mar 22..........OHS forum, Dandenong 

 

(1pm–4pm) 

Mar 29.................OHS forum, Benalla 

 

(9am–12pm) 

PD IN THE PUB 

These popular after-school events 

for new educators will be held in 13 

pubs and venues around Victoria 

between March 15 and April 7. 

Term 1’s subject is behaviour 

management. More details at 

www.aeuvic.asn.au/nen. ◆ 

New teachers 

IF YOU have new teachers joining 

your school for 2011, let TLN help 

you plan their induction. 

Look at these opportunities early 

in Term 1 and register new staff now 

to ensure a place is reserved for 

them. TLN 2011 programs are now 

online at www.tln.org.au. All these 

events take place at the AEU office in 

Abbotsford. 

Getting Feedback Right From 

the Start: February 24, 

4.15–6.15pm — with Glen Pearsall 

Beyond Telling Off: March 9, 

9.30am–4pm — with Jo Lange 

And ensure new staff have a copy 

of And Gladly Teach: A Classroom 

Handbook, the bestseller from 

Glen Pearsall, that helps people 

understand instructional practice 

and student engagement. The book 

is now in its second reprint and is 

available only from TLN Press on 

(03) 9418 4992, for just $14.95.◆ 


On the PHONES 

Membership Services Unit — 1800 013 379 


Pay days, sick days and holidays 

David Bunn MSU officer 

EMPLOYERS have a legal obligation to provide 

employees with a pay slip. The DEECD now 

provides these via eduPay, a system which can 

only be accessed by some computers in DEECD 

locations. This location need not be the employee’s 

regular work site. 

While the department argues that this meets 

its legal obligation, it clearly does not do so for 

staff prevented from attending a DEECD location 

(eg because of illness). The AEU has been seeking 

improvements on this matter for months. 

Uncertificated sick days 

The introduction of eduPay has imposed a uniform 

policy on schools in relation to part-time employees’ 

entitlement to uncertificated personal leave (sick or 

carer’s leave). 

From now on a person who works 0.6 time 

fraction will be able to take only 60% of the five 

uncertificated days — that is, three days. 

ES staff now have five days (or pro rata) over a 

calendar year, rather than the year beginning on the 

anniversary of their appointment. In this transition 

year, some ES have exhausted their uncertificated 

sick days in anticipation of a further five days on 

their anniversary, only to find they have to survive 

till 31 December. The AEU is seeking to have these 

adverse impacts smoothed over. 

Early childhood teachers and Christmas 

If your employer pays you by direct credit then it will 

continue to do so fortnightly through the holidays. 

If you wish to be paid in advance on the last day of 

term you must notify your employer. Quote clause 

43.3 of the VECTAA. 

School teachers: resignation date 

Ongoing teachers — or contract teachers in the 

midst of a contract — who wish to resign at the 

end of term, should say in their written resignation 

that they resign effective the start of business on 

the first day of Term 1, 2011 (February 1). This 

way you are paid until January 31. 

TAFE teachers and holiday hours 

Under the TAFE Agreement, teachers are required 

to be present for 42 weeks a year. If you are 

required to attend in January to assist with enrolments 

(for instance), that time counts in your 42 

weeks. Any week in which you must attend counts as 

one week, regardless of whether you are required 

to attend the full week. 

Most, if not all, TAFE employers operate on 

the basis that the first four weeks of approved 

absence in a year are the teacher’s annual leave. 

Subsequent absences will count as those weeks 

beyond 42 in which attendance is not required. 

Disability services shutdown 

Most disability services have at least one shutdown 

during the year. Employees, particularly new staff, 

may not have enough annual leave to cover the 

whole Christmas closure — typically three weeks, 

with three public holidays. 

Some employers will allow you to “borrow” leave 

which you will accrue in the future (meaning that 

you will always be in arrears); others will not. If you 

can survive the first year with some unpaid period 

then you are probably better off over the long term 

not to eat into next year’s credits. ◆ 

Too often members are promised with ‘low-cost’ 

or ‘free financial planning advice’ to later find their 

savings eaten away by ‘hidden’ commissions. 

“ Quality financial 

advice is rarely 

free – but we’ll 

make it affordable.” 

Jordanna Vanderstadt, 

ESSSuper Member Education Consultant 

At ESSSuper, what you see is what you get. No hidden fees. 

No commissions – ever. 

We offer FREE one-on-one appointments with our Member Education 

Consultants who are experts in your fund. They will: 

explain your resignation or retirement options 

complete any necessary forms 

help you decide if you need personal financial planning advice, and 

refer you to a qualified financial planner * . 

And, to make the cost of financial planning more affordable, you may 

be eligible to receive a rebate of up to $1,000^ to cover all or part of 

the cost of the super component of your financial planning advice. 

That’s up to $1,000 rebate for financial advice. 

For more information, ask your Member Education 

Consultant by calling 1300 655 476 today. 

ESS2365_(11/10) 

* ESSSuper has partnered with Industry Fund 

Financial Planning (IFFP) to offer our members 

fee-for-service financial advice from an IFFP financial 

planner. IFFP is a division of Industry Fund Services 

Pty Ltd (ABN 54 007 016 195, AFSL 232 514) 

^ Available to existing ESSSuper members and their 

partners who receive financial planning advice 

and stay with us. The rebate will be paid into an 

existing or ‘new’ ESSSuper accumulation account. 

Full terms and conditions are available on our 

website www.esssuper.com.au/soundadvice 



New Educators 

NETWORK 

Andrew Cassidy graduate teacher organiser 

New educators go national 

The first-ever national meeting of AEU new educators groups 

gave our newest teachers a taste of the campaigns ahead. 

OVER Cup weekend, a group of eight new 

educators and members of the AEU Vic 

team travelled up to Brisbane for the 2010 

New Educators Conference. 

This was the first such gathering of AEU officials 

and new educators, and the discussion over the two 

days was both inspiring and thought-provoking. 

AEU federal president Angelo Gavrielatos spoke 

to us about the role of public education and the 

schools funding review — possibly the most 

important review in education in the past 40 years. 

His well-timed message provided inspiration for 

delegates to help put together submissions on 

behalf of their schools. 

Make sure you encourage your school to 

put in a submission for the federal funding 

review. It is vital that schools voice their 

concern. If you need further information please 

contact the AEU on (03) 9417 2822. 

Peter Hill, CEO of the Australian Curriculum, 

Assessment and Reporting Authority (ACARA) 

and Justine Ferrari, education journalist from The 

Australian offered their thoughts on the role of 

teachers and the new national curriculum. 

The topic of the curriculum raised more 

questions than answers but did confirm that more 

consultation was needed with teachers to make 

it more user-friendly. Victorian delegates were 

particularly good at expressing their feelings on 

writing new curricula for their schools based on 

only a draft curriculum from ACARA which may yet 

change. 

Ms Ferrari challenged the idea that more funding 

was necessary in education — much to the dismay 

Vic delegates in Brisbane, Nov 2010 L-R: Angelo Gavrielatos, Andrew Cassidy, 

Shelly Benoit, Alice Wirth, James Rankin, Erin O’Grady, Veronica Pender, 

Adam Surmacz, Heidi Krieger, Corey Assender, Erin Greaves and Erin Aulich. 

of conference, particularly the Victorian delegates 

who were very keen to express their views. 

We also heard from new educator organisers 

around Australia. It was clear that the states may 

operate differently but all are giving great opportunities 

for new educators to become involved in 

their union. 

Finally, ACTU president Ged Kearney spoke about 

life as a union campaigner and left conference 

with the inspiration to carry on the good work of 

education unionists of the past. 

This was an inspiring weekend and I thank our 

delegates for their attendance. I hope you all have 

a happy and safe holiday. Come back refreshed and 

ready for the challenges ahead. ◆ 

ESSSuper members... introducing your 

new Members Online area. 

Featuring: 

Online investment switching 

Improved online security 

A new-look, easy-to-use streamlined design 

Coming soon – more tools to help make managing 

your fund even easier. 

Visit your new members area at 

www.esssuper.com.au and take a look 

or register online for a new account. 

Every member who logs in before 27 Jan 2011 

will receive a $50 Flight Centre voucher 

to welcome you to a new level of service. * 

*LoginorcreateanESSSuperMembersOnlineaccountbefore27January2011toreceivea$50FlightCentrevoucher 

toyourregisteredemailaddress.Offerislimitedtoonevoucherperperson. 

ESS2365_JAN 


VOICE 

INJURIES 

Stella Gold Holding Redlich 

AS A teacher, your voice is crucial. Can you imagine what it would be like to 

lose your voice, permanently? Could you continue to work as a teacher? 

Unfortunately, this is what happens to some teachers. Injuries to the voice 

caused by overuse can be debilitating, both personally and professionally. 

In severe cases, people suffering voice injuries may find it difficult to speak 

above a whisper. 

Open-plan classrooms, poor acoustics, 

speaking over background noise and simply 

talking for too long or too loudly are all risk 

factors in developing injuries to your voice. 

Yet injuries to the voice can be preventable. 

The Department of Education 

and Early Childhood Development has 

recognised voice injuries as an OHS issue, 

and has developed a Voice Care program 

to help teachers look after their voices and 

prevent problems developing. 

A wide variety of strategies are available, 

including training in effective voice techniques, 

minimising harmful vocal habits, and voice amplification if necessary. 

Details of the Voice Care program and related resources can be found on 

the DEECD website at tinyurl.com.au/yir. Disappointingly, it does not seem 

to have been well publicised, and many teachers remain unaware of the risks 

of work-related voice injury and how these risks might be reduced. 

If you have a work-related voice injury, you are entitled to make a 

WorkCover claim for medical expenses. If the injury stops you from working as 

a teacher, you may even be entitled to weekly compensation payments. 

In serious cases, loss of voice can lead to an entitlement to lump sum 

compensation or even a claim for damages in negligence. 

Should you have any queries with any work-related injury, call the AEU on 

(03) 9417 2822. ◆ 

Stella Gold is a lawyer with Holding Redlich, the AEU’s solicitors. 

Safety 

MATTERS 

Janet Marshall OHS officer 

— what can you do? OHS and the 

ENVIRONMENT 

Two AEU events have highlighted the old 

adage that prevention is better than cure. 

TWO events on the same day last month offered contrasting approaches to 

tackling problems. 

The AEU and VIEU’s Green Schools Conference on November 25 took a look 

at environmental issues and sustainable practices in schools (see page 20), 

while the AEU also hosted a twilight seminar for Asbestos Awareness Week 

to bring together interested parties to consider an approach to eliminating 

asbestos in our schools. 

On the one hand, the Green Schools Conference was proactively educating 

for a sustainable future; on the other, the asbestos forum was seeking ways to 

mop up after an environmental and industrial disaster that continues to have 

tragic consequences. 

Just as population growth, energy policies, urbanisation and deforestation all 

contribute to global climate change, they also contribute to an increase in heat 

stress, chemical intolerance, eye effects, immune dysfunction, allergies, mental 

stress and more. 

The link between a healthy environment and healthy and safe OHS practices 

couldn’t be any clearer. Collaboration with environmental scientists and the 

green movement is welcomed and encouraged. 

Summer reading: our new OHS laws 

Safe Work Australia releases the draft model Work Health and Safety Regulations 

for public comment this month, along with the most important of the model 

codes of practice. 

These form part of the new national OHS (or WHS as we must learn to call 

it) regime which is being created under the Gillard Government’s pledge to 

harmonise Australia’s multiple state and federal OHS laws. 

There will be a four-month comment period. The laws will be adopted by each 

state by January 2012. 

Victorian Trades Hall Council via its OHS officer Cathy Butcher has been 

intensively involved in contributing to the drafting process. The public comment 

period will provide a further opportunity for unions and individuals to shape 

the laws. 

Further information is available at www.safeworkaustralia.gov.au. 


Returning to work after an injury 

Injured workers can face huge hurdles in accessing a suitable and supportive 

return to work position and environment. 

The hurdle grows even bigger when the injury is stress-related. Research 

shows that long-term absence, work disability and unemployment have a further 

and long-term detrimental impact on health and wellbeing for the worker and 

their family. 

Negative return-to-work practices and biases in our workplaces need to be 

checked and challenged. It requires a team effort and needs to be a positive 

experience if it is to be a success. 

To understand your rights or those of your co-workers, check out WorkSafe’s 

advice on returning to work at tinyurl.com.au/yk8 or its dedicated Return to 

Work website at tinyurl.com.au/yk7. ◆ 


classifieds 

TRAVEL AUSTRALIA 

AIREYS INLET 

Two bedrm beach house available before 

Christmas then after Jan 1. Rental: $940 

per week / $140 any additional nights. 

Suitable for four tenants (negotiable); 

half a block from ocean and cliff walk; 

2 bedrooms: one with Queen size bed; 

2nd with two single beds, extra fold out 

bed available; large living/kitchen area. 

Contact Kate: kateherbert@netspace. 

net.au or (03)9486 2222 

AIREY’S INLET HOLIDAY RENTAL 

Holiday rental, 3 bdrms, 2 living, large 

decks, 1 acre garden, bbq, woodfire. 

Phone 0416 234 808. 

AIREYS-IN-THE-BUSH 

Three self-contained cottages on one site 

at Aireys Inlet. 1.5 kms to Sunnymead 

Beach. Holiday with your family or friends 

over summer. Email June and John 

at jlamc@hotmail.com OR phone 

(03) 9397 1921 or 0439 447 110 for 

further information. 

AIREY’S INLET 

SATIS BEACH HOUSE 

Stylish and comfortable 3 bdrm house 

for six on the beach side of Great Ocean 

Road. Paddle our canoe on the inlet, walk 

to the lighthouse, cliff walk and beaches. 

Phone (03) 5380 8228 or email 

melrose@gjr.net.au. 

HOLIDAY HOUSE 

PHILLIP ISLAND, VENTNOR 

Two bdrm sleeps 6, available weekends 

and holidays. Jane (03) 9387 9397 or 

0431 471 611 or Louise 

(03) 9343 6030 or 0413 040 237. 

LAKE HOUSE HEALESVILLE 

Is the perfect place to relax and 

revitalise. Boutique-styled home, suitable 

for one or two couples. Nestled in a 

very quiet location and is blessed with 

picturesque rural views and overlooks a 

beautiful lake with abundant birdlife. 

Contact Joan 0427 960 738 

www.lakehousehealesville.com 

LAKES ENTRANCE 

Relax in a two bedroom beach house 

100m from the front lake. 

Park the car and walk to the beach, 

surf, mini golf, licensed supermarket 

and everything Lakes has to offer. Take 

a day trip to the Buchan Caves or Metung 

Village. Email debraj@hotkey.net.au or 

phone 0425 700 697. 

LORNE COTTAGE 

Sleeps 4, panoramic views, 5 mins beach 

and shops. Available December and 

January. Phone (03) 9387 4329. 

TRAVEL INTERNATIONAL 

CENTRAL VIETNAM 

Farmstay resort, comfortable accommodation 

in new French colonial style 

building in stunning rural setting. near 

UNESO World Heritage Phong Nha-Ke 

Bang National Park and caves. Experience 

the real Vietnam. 

Email/Facebook phongnhafarmstay@ 

gmail.com; www.phong-nha-cave.com 

driveEUROPE 

Peugeot Citroen Renault 

2011 European specials out NOW 

Our 37th year of service to the 

European traveller. Email: enquiries@ 

driveeurope.org (02) 9437 4900 

FRANCE — LANGUEDOC 

Two renovated stone houses in tranquil 

village near Carcassone, sleep four 

or eight, from $600 a week. See 

website at www.frenchrentalhouses. 

bigpondhosting.com; or phone (02) 

4757 1019; 0414 968 397; email 

marjen1946@hotmail.com 

FRANCE — PROVENCE 

Restored 17th-century house in 

mediaeval fortified village of Entrevaux. 

Spectacular location, close to Côte 

d’Azur and Italy. Contact owners 

(03) 5258 2798 or (02) 9948 2980. 

www.provencehousestay.com. 

FRANCE — SOUTH WEST 

Renov 17thC 2 bdrm apart in elegant 

Figeac, “centreville”, or cottage in Lauzerte, 

12thC hilltop village. Low cost. www.flickr. 

com/photos/clermont-figeac/ or www. 

flickr.com/photos/les-chouettes/ Ph 

teacher owner (03) 9877 7513 or email 

jimmcdon@tpg.com.au for brochure. 

ITALY — FLORENCE 

Beautiful fully furnished apartment 

in historic centre. Sleeps 2-6, 

$1,700 pw, telephone 0419 025 996 

or www.convivioapartment.com. 

ITALY — UMBRIA 

Apartment. Beautiful sunny 2 bdrm. 

Historic Centre Citta Di Castello 

€625pw 2p, €675 3-4p. 

0414 562 659 darylhely@gmail.com 

PROVENCE — LANGUEDOC 

Large village house. Luxury 

plus location. Suitable for up to 

eight adults. (03) 5444 1023 

www.houserentalfrance.com.au. 

ROME 

Studio apartment, Piazza Bologna, 

beautifully appointed, sleeps 2, opens 

onto garden courtyard, $1100 pw, 

telephone 0419 488 865 or 

www.ninoapartmentrome.com. 

SOUTH OF FRANCE — LANGUEDOC 

Two charming newly renovated traditional 

stone houses with outside terraces. 

Sleeps 4 or 6. Market town, capital of 

Minervois, wine growing region, close to 

lake, Canal Midi, Mediterranean beaches, 

historic towns. From $460 per week. Visit, 

Web: www.languedocgites.com 

Email: info@languedocgites.com. 

SOUTH OF FRANCE 

Lovely village house in the "heart of a 

wine growing region." 

www.myfrenchhome.com.au. 

Julie 0403 314 928 

TEACHER TOURS APRIL 9 2011 

School Visits Tax Claimable. 14 days. 

Non teachers welcome. 

CHINA: Beijing, Grt Wall, Forbidden 

City, Summer Palace, Xian, Terracotta 

Warriors, Pandas, Yangtze Cruise, Three 

Gorges, Hangzhou, Suzhou, Shanghai. 

Many tours and shows. etc. All meals 

$4399 pp twin. 

VIETNAM: Hanoi, Halong Bay, Marble 

MT, China Beach, HoiAn, Nha Trang, 

Saigon, Mekong Delta, Cu Chi Tunnels. 

Tours etc. $3199 pp twin. 

Email: terrytremellen@hotmail.com or 

Phone 0431 359 283 for itineraries. 

NOTICES 

COUNSELLING & CAREERS 

Cross cultural expertise, solution-focused, 

holistic approach, health-fund rebates, 

VIT discounts, M.Ed., M.Couns., Grad.Dip. 

Careers 

www.counsellingdiversity.com.au 

(03) 9852 4338, 0400 200 235. 

FINANCE 

Need money in a hurry? 

We offer short term personal loans from 

$500–$10,000 (Conditions Apply). 

CALL US NOW for a quick pre-approval. 

Tel: 1300 654 230. WEB: qef.com.au 

Quick and Easy Finance. 

The name says it all! 

HOUSESITTING 

Country couple seeks HOUSESITTING. 

Jan Holidays. Melb area. Experienced. 

0412 483 159. 

PRACTICAL GUIDE FOR 

CASUAL RELIEF TEACHERS IN 

VICTORIA 

Detailed information for beginners. $24.95 

including postage www.vjsales.com.au 

RETIREMENT VICTORIA 

Visit us at www.retirevic.com.au. 

RETIRING SOON? 

Volunteers for Isolated Students’ 

Education recruits retired teachers 

to assist families with their Distance 

Education Program. Travel and accommodation 

provided in return for six weeks 

teaching. Register at www.vise.org.au 

or George Murdoch (03) 9017 5439 

Ken Weeks (03) 9876 2680. 

VISAS IMMIGRATION 

For the professional advice you 

need — contact Ray Brown. Phone 

(03) 5792 4056 or 0409 169 147. 

Email raybrown888@bigpond.com. 

Migration Agents Registration No. 0213358. 

WILSONS PROM/WARATAH BAY 

Cosy 3 bdrm SC cottage. Wood fire; 

verandas; sunsets; myriad native birds, 

fauna & flora; scenic walks, beaches. 

www.promclose.com 

WYE RIVER 

“Wye Eyrie”: three bdrm house, all 

facilities, woodfire, balcony. Superb 

panorama: ocean, rockpools, surf, 

river, path to beach. (03) 9714 8425; 

oconnorbj1@bigpond.com 

bathrooms, 

construction & maintenance 

*bathrooms *en suites *new or old 

*evaporative cooling & 

all home maintenance. 

N.E. METRO AREA 

Quality work for the right price 

with over 18 years industry experience 

CALL SIMON 

mobile: 0414 294 824 

ph/fax: 9439 9223 

simonedgley@optusnet.com.au 

Big Savings for Union Members 


culture 

WINE 

TALKING 

Paddy Kendler 

Down on the farm 

THE growing popularity of organic produce is 

not confined to meat, fruit, grain and vegetables. 

An increasing number of winemakers are 

now working within an organic or biodynamic 

regime and their fermented fruits are looking 

very smart indeed. 

Apart from my own personal experience, 

many show judges and those who sample wine 

for a living report significant overall improvement 

in the quality of this production sector. 

Indeed, an argument can be made that organically 

and biodynamically grown and made wines 

actually taste better. 

One very impressive Victorian winery about 

to receive biodynamic certification is Bress at 

Harcourt, south of Bendigo. Winemaker Adam 

Marks refers to the property as “the farm” 

because he grows much more than just grapes. 

He has a large apple orchard for cider, extensive 

vegetable and herb gardens, and he breeds 

splendid Bress chickens as well as guinea fowl 

and geese. 

It’s one of Victoria’s best cellar door destinations 

for all sorts of reasons, not the least being 

the tasty food available on weekends. Phone 

(03) 5474 2262. Meanwhile, try these handy 

(non-organic) commercial releases: 

TAHBILK MARSANNE 2009 ($15): Yet another 

top vintage of one of our most dependable and 

delightful dry whites. 

YALUMBA PEWSEY VALE RIESLING 2009 

($20): In its varietal class and price bracket, 

unbeatable! 

PETER LEHMANN CLANCY’S RED 2008 ($12): 

About as good as it gets at this modest price. 

THREE BROTHERS REUNITED SHIRAZ 2009 

($11): Easy drinking dry red for casual meals 

(sales@journeysendvineyards.com.au). 

THE NOSEY PARKER BAROSSA SHIRAZ 

2008 ($14): Typical Barossa warmth 

and depth of flavour 

(penny@digmarketing.com.au). 

LOCK & KEY RIESLING 2010 ($15) and 

SHIRAZ 2009 ($15): Two absolute 

purlers from Moppity (Young, NSW) 

which is gradually gaining some 

market penetration in Victoria 

(www.moppity.com.au or 

alecia@moppity.com.au). 

TIM KNAPPSTEIN RIPOSTE DAGGER PINOT NOIR 

2010 ($19): Best under $20 pinot in Australia, if 

not the world! (www.timknappstein.com.au).◆ 

MADE to be broken 

THE corridors are thick with 

festive joy as students and 

teachers approach the end of 

the school year. After surviving 

the excitement that is report 

writing, teachers begin the 

end-of-year rituals of cleaning 

the desk, loading the car with 

work and discarding enormous 

piles of worksheets they’ve 

been meaning to deal with 

since Term 2. 

Strange items can be 

discovered during this time, 

including the long-lost pile 

of Year 7 Science posters 

I thought the cleaner must 

have disposed of and, for 

some, parts of their lunch 

from many months before. 

“I am never, ever going to 

let my desk get into this state 

again,” resolves Tania, as she 

gingerly lifts a collapsed apple 

from the back of her desk 

cupboard. For weeks, we had wondered why we 

could smell something akin to cider. 

I nod in agreement, as I pile at least a week’s 

worth of photocopying into the paper recycling 

bin. I decide that, in order to be a better teacher, 

colleague and person, I must develop and adhere 

to a list of New Year’s Teaching Resolutions. 

1. Avoid procrastination at all costs. This 

means not prioritising a television show of 

dubious storyline above marking English essays 

and not undertaking monumental household 

chores (like reorganising the pantry and linen 

cupboard before landscaping the back garden) 

during report-writing time. 

2. Be super-organised. This means doing all 

my photocopying for class the day before, thereby 

avoiding stressful situations involving uncooperative 

paper cassettes and toners and a bell ringing 

to remind me I should already be in class. 

3. Bring sufficient food to last the whole day. 

This will remove the temptation to stockpile food 

items covered in chocolate at staff morning teas. 

4. Limit my consumption of caffeine. I do 

not need to be buzzing around school buildings 

speaking at a rapid rate and having a pounding 

heart in order to prove I am awake. 

5. Arrive at school earlier. This will assist me 

to adhere to Resolutions 1 and 2. In order to 

achieve this, I must refrain from settling down to 

read the newspaper when I am already running 

late and then staring off into space while eating 

my toast. 

6. Look alert and interested in all staff 

meetings. This will be difficult to achieve in 

conjunction with Resolution 4 but, if I make 

myself sit near Greg the Principal, I will be 

unable to close my eyes or write shopping lists 

on the agenda. 

7. Be a constant inspiration to my students 

and fellow teachers. This relies on successfully 

adhering to Resolutions 1–6 and maintaining a 

bright and bubbly outlook at all times, even 

when photocopiers have not cooperated, 

reports are looming or I have picked up a 

Year 9 Woodwork extra. 

Of course, I won’t be starting to adhere to 

these resolutions until the start of the 2011 

school year, because I need all the caffeine I can 

get in order to survive until the last day. ◆ 

Comedian and teacher Christina Adams gives it until 

the end of Week 1. 


culture 

... and the reading is easy 

Whether you’re heading for the beach, the back-blocks or the backyard, summer is the 

time to catch up on reading for pleasure. Rachel Power tackles this year’s must-reads 

for everyone from holiday romantics to eco-warriors. 

Melbourne 

Sophie Cunningham (NewSouth Books, 

$29.95) 

Beginning on Black Saturday, writer 

and editor Sophie Cunningham offers a 

“year in the life” of Melbourne, musing 

on the elements that have shaped the 

city — weather, music, laneways, footy, 

coffee, food, books, the Yarra, public 

transport and suburbia. 

Sphere of Influence 

Gideon Haigh (MUP, $34.99) 

Haigh’s book is sports journalism at 

its finest. What you see is never what 

you get with cricket, especially when it 

comes to what happens off the pitch. 

Haigh provides a disturbing education 

for those less than well-versed in 

cricket administration and the 

politicking that comes with it. 

My Favourite Teacher 

Robert Macklin (ed) (NewSouth Books, 

$32.95) 

Well-known Australians join contributors 

from all walks of life to tell stories 

about their favourite teachers. Whether 

passionate, flamboyant, earnest, 

disciplinarian or free-spirited, all had 

an enduring impact on the lives of 

their students. 

How to Make Gravy 

Paul Kelly (Penguin, $49.95) 

Subtitled A Mongrel Memoir, this is 

indeed quite a beast: part memoir, 

part tour diary, part song-writing 

manual, this sprawling book is packed 

with letters, lists, confessions, hymns 

and yarns, pulled together by Kelly’s 

unique storytelling ability. 

sense of who and what he is will 

ineluctably change. 

Into The Woods 

Anna Krien (Black Inc, $29.95) 

Intrepid reporting from a fearless new 

voice, Krien has been described as our 

“young, female Hunter S Thompson”. 

Armed with a notebook, a sleeping 

bag and a rusty sedan, Krien ventures 

behind the battlelines of Tasmania’s 

old-growth forests to see what it is 

like to risk everything for a cause. 

Essential reading. 

Hand Me Down World 

Lloyd Jones (Text, $32.95) 

From the NZ author of the 

award-winning Mister Pip, 

this is the story of Ines, an 

African refugee who travels 

to Berlin looking 

for her son. A 

modern story of 

people-smuggling, 

racism, dispossession 

and honour 

written 

with 

breathtaking 

lyricism. 

Here on Earth 

Tim Flannery (Text, $34.95) 

Flannery has the gift of presenting 

challenging concepts in highly 

engaging prose. Here On Earth charts 

the cumulative impact of humans on 

the Earth’s natural systems and the 

prospects for redirecting this 

trajectory onto a sustainable path. 

Amore and Amaretti 

Victoria Cosford (Wakefield Press, 

$24.95) 

I know, I know … Australian woman 

dumps husband/job to seek 

love/life in Tuscany. Heard 

it all before? Well, this book 

is a pleasant surprise. While 

tempestuous love affairs 

abound, Cosford’s lively behindthe-scenes 

account of Italy’s 

restaurant culture is 

every bit as riveting as 

her love life. 

New Australian 

Stories 2 

Aviva Tuffield 

(ed) (Scribe, 

$29.95) 

Tuffield had 

the daunting 

task of 

choosing from 

825 submissions to this anthology, to 

sit alongside stories she sought from 

well-known authors. The result is an 

unusually strong and diverse compilation, 

with stand-outs from Ryan O’Neill, 

Peggy Frew and Cate Kennedy. 

Hamlet’s Blackberry 

William Powers (Scribe, $29.95) 

Addicted to the screen? Wired as we 

are by nature to react to new stimuli, 

the digital age is making it harder for 

us to focus, do our best work, build 

strong relationships and find the depth 

we crave, says Powers. He offers some 

remedies for those trying to find their 

way back to some peace and quiet. 

The Philanthropist 

John Tesarsch (Sleepers, $27.95) 

After a heart attack, ageing tycoon 

Charles Bradshaw abruptly retires and 

announces that he’s giving his fortune 

to charity. When an old girlfriend turns 

up, she brings memories of a terrible 

secret from their youth. While Charles 

works to overcome his remorse, 

his son plots to take over the family 

empire. A crisp and compelling debut. 

Preincarnate 

Shaun Micallef (Hardie Grant, $29.95) 

According to John Clarke, “If Douglas 

Adams married Alison Wonderland 

and they collaborated on crime fiction 

in Urdu, they might find themselves 

just off the coast of Shaun Micallef.” 

That pretty much sums up the inspired 

delirium of Preincarnate, about a 

murdered man who is given a chance 

to save himself when he wakes up 300 

years earlier in someone else’s body. 

The Finkler Question 

Howard Jacobson (Bloomsbury, 

$32.99) 

This year’s Man Booker Prize 

winner is a sharp and unflinching 

satire about love, ageing and anti- 

Semitism. Three old school friends 

spend an evening reminiscing; on 

his way home, BBC worker Julian 

Treslove is attacked, and his whole 

What on Earth Are You Wearing? 

Michi (Penguin, $29.95) 

Need a gift for your under-25-year-old 

niece? This is the one. A glossary of 

fashionisms from this wonderfully droll 

blogger and Age columnist (“A” is 

for “acid wash reflux disease”, which 

affects 1 in every 4 people…); Michi 

brings a sense of sophistication and 

subversion to all things fashion. 


WIN teaching resources 

AEU NEWS is giving members the opportunity to win a variety of Australian resources for their school 

libraries from our good friends at HarperCollins and Wakefield Press. 

To enter, simply email us at giveaways@aeuvic.asn.au by 10am Tuesday, Feb 1, 2011. 

Include your name and school or workplace. Write “Win Teaching Resources” in the subject line. 

Prizes will be sent directly to the winner’s school or workplace with a special inscription recognising the winner. Good luck! 

WELCOME to the Dance Academy 

series now a major TV series on the 

ABC. They’ve got the world at their feet... 

but have they got what it takes? 

There are five titles in the series, including 

Learning to Fly by Meredith Costain 

— Tara navigates the minefields of 

demanding teachers, gorgeous boys 

and backstabbing ballerinas. Through 

the Looking Glass by Rachel Elliot — 

Abigail is pushing her body beyond 

the limits. Behind Barres by Sebastian 

Scott — will Christian ever be able to 

put his mistakes behind him and live up to 

his potential as a dancer? 

Anywhere But Here — Kat soon discovers that working out what 

she really wants from life is a lot harder than dancing and in 

Real Men Don’t Dance by Bruno Bouchet Sammy has to overcome 

his weak ankles and also fight his determined father’s plans for him 

to become a doctor. 

HarperCollins, RRP $12.99 each 

SUBSCRIBE TO THE AEU 

E-NEWSLETTER AT 

www.aeuvic.asn.au 

FOR THE CHANCE TO 

WIN MORE GIVEAWAYS! 

Dampier’s Monkey — The South Seas Voyages of William Dampier 

by Adrian Mitchell is more about Dampier himself than his place in history. He lived 

a colourful life in colourful times. The book illuminates his passions and ambitions, 

his personal code of conduct, and his own sense of achievement. It examines 

late 17th century ways of comprehending an expanding world by re-evaluating 

Dampier’s travel narratives. Wakefield Press, RRP $45 

101 Things You Thought You Knew About The Titanic... But Didn’t! 

by Tim Maltin and Eloise Aston Everyone has a theory about the Titanic and is 

fascinated by what really happened that night. The stories that abound today are 

a mix of fact and fiction. Maltin is an expert on the Titanic and sets the record 

straight on rumours such as: there weren’t enough lifeboats on board; the 

lookouts didn’t spot the iceberg because they weren’t given binoculars; or the 

Titanic was on fire when it left Southampton. Wakefield Press, RRP $24.95 

The Secret Life of Wombats by James Woodford 

In 1960, 15-year-old schoolboy Peter Nicholson began to investigate the secret 

world of wombats by crawling down their burrows and making friends with them. 

In The Secret Life of Wombats, James Woodford pursues Nicholson’s story and 

embarks on his own journey to uncover the true nature of our most intriguing 

marsupial. Wakefield Press, RRP $24.95 

giveaways 

Congratulations to our winners from AEU News issue 7: Country — Josephine Lloyd, Buckley Park College; The Dog Fence — Vincenzo Antonetti, Taylors Lakes Secondary College; 

Too Pickly — Bridget Finch, Woolsthorpe Primary School; Mr Badger and the Big Surprise and Mr Badger and the Missing Ape — Shane Chatwood, Aldercourt Primary School. 

$15,000 

What would you do with up to 

you can save on your home loan? 

1 

An mecu home loan could save you up to $15,000 1 compared with the big four banks, 

with low rates and other great responsible features. 

Call today on 132 888 or visit mecu.com.au/homeloans 

mecu Limited ABN 21 087 651 607 AFSL 238431. Fees and charges may apply. Terms and conditions are available on application. Loans subject to normal lending criteria and approval. Consider 

terms and conditions from mecu before deciding whether to apply. Note 1: Savings have been independently calculated by Infochoice, based on advertised standard variable home loan rates of the 4 

major banks as at 17 September 2010 for a $250,000 home loan over 25 years. The calculation excludes all fees and charges. Repayments are paid monthly based on a principal and interest loan. Warning: 

interest rates will change and this will affect long term savings. 

MECB0150_AEU 


Health insurance 

...designed with you in mind 

Teachers Health Fund provides quality health 

insurance to give you peace of mind 

Quality products at competitive rates 

Designed exclusively for education community 

Generous benefits and limits 

Members get the benefits, not shareholders 

Health insurance for teachers 

that ticks all the right boxes 

CMYK 

For more information, visit 

www.teachershealth.com.au 

or call 1300 728 188

The long road to EQUALITY - Australian Education Union, Victorian ...

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