Authorised by Sally Dennis, General Secretary, The State School Teachers’ Union of W.A., 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. February 2026.
Cover: Everything you need to get your branch organised in 2026. See page four.
To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher
Stronger Together
To
Getting Organised
Building the branch
The Getting Organised pack is designed to help you establish and strengthen the SSTUWA branch at your worksite.
Inside, you’ll find practical guidance on branch roles, the support available for elected delegates, and how to find your district and connect with your organiser.
Explore opportunities to join union committees, learn about health and safety representative elections and much more.
Access nomination forms, election notices and other essential resources in the eNews sent to all members at the start of the year, or visit sstuwa.org.au/GO
In line with the union’s commitment to sustainability, Getting Organised is a predominantly online publication. One printed copy has been sent to each worksite, to the attention of the SSTUWA representative.
Managing the evolving education landscape
By Matt Jarman President
There is constant change in education and as educators we are built to sustain and manage that evolution. In fact, as history continues to show, our members are heavily leaned upon to manage these changes and those that impact our community.
Given this government has been unsuccessful in retaining our most experienced staff and is instead plugging staffing holes with underqualified teachers topped up with expensive taxpayer funded additional payments like no other state in this country, the risks to our students and the wider community are obvious. All this at a time when our most experienced staff are needed to help translate the madness there is in the world and provide reassurance.
We left 2025 with a teacher resignation rate that had grown by 120 per cent in four years. Now the department claims that resignations are down 10 per cent on last year! We will be told there is a teacher in front of every class on day one, even though they may be casual for the day, and in too many cases not fully qualified for the classroom. We will also be told a record investment has been made to WA public school funding.
But where is the benefit of that investment? Our experienced teachers are leaving the profession completely or reducing as much as they can afford. Who will mentor the new and inexperienced? Experienced teachers are the most vital infrastructure component of our public school system.
At the SSTUWA we embrace change as an opportunity to further improve the way we meet the needs of the membership and to ensure the ongoing power and presence of the union.
In 2026 that change will come quickly as we work towards two enterprise bargaining agreements (EBA) – one for schools and one for TAFE.
It is of vital importance for members to play their part in these processes. General Agreements can now last for three years. That means the decisions taken in the next few months will directly influence members’ lives to 2030 and beyond. With the current cost of living crisis impacting the WA community, coupled with a less experienced teaching workforce who feel this impact, the importance of EBA engagement is clear.
We started this long and vital process at November State Council Conference. As we move forward we will be engaging members at branch, district and state level. You should ensure you take part wherever you can rather than leaving others to make decisions that impact on your lives.
On a day-to-day basis we are embracing change at the SSTUWA. I welcome our new Executive team as well as General Secretary Sally Dennis and new Senior Vice President Jonelle Rafols.
Sally, a former design and technology secondary teacher, has worked for the SSTUWA in a range of roles, including schools organiser, TAFE organiser, case manager, growth officer and as part of the AEU’s Fair Funding Now WA campaign.
Jonelle has been a TAFE lecturer since 2004, specialising in language, literacy and numeracy. Jonelle’s SSTUWA roles have included being a branch representative, state councillor, joint consultative committee representative, negotiator – TAFE lecturers’ agreement, STERC representative and women’s contact officer.
The SSTUWA is not the only organisation in WA going through change processes. The Department of Education has appointed a new Deputy Director General Reform and Strategic Services and an associated business unit.
This appointment recognises there is a need for the sort of reforms we initiated with Facing the Facts, which were
further cemented as being necessary by the state government’s own agency capability review.
It will be one of the union’s key roles in the coming months to ensure that the very issues identified in that capability review – a penchant for endless consultation and examinations which result in no actual change – are not repeated.
In 2025 we also initiated a campaign seeking greater respect for our members and the profession and established a key forum with senior levels of government to attend to GROH matters with greater expediency. The work continues and is endless.
In the national arena we all shared the grief and shock of the whole community at the terrible atrocity at Bondi. The AEU will be involved in consultation with the federal government on the Anti-Semitic Education Taskforce as announced by Federal Minister Jason Clare a week after the tragedy. It is crucial we build an accepting and safe school community for all students, no matter their ethnicity, religion or background.
Sadly, we saw more confrontation on the international level with the US intervention in Venezuela. As ever, we urge all educators to be aware of departmental guidelines on the teaching around such issues.
Of course, the AEU will also be focusing on issues, including building on the fairer funding deal for TAFE and schools and striving for genuine 100 per cent funding of schools – not a deal that falls short once all the newly introduced conditions are considered. In particular the AEU is looking to highlight the public infrastructure inequity of our schools.
Having been elected as AEU deputy federal president at the end of 2025 I look forward to further representing and promoting the interests of WA members and our school community members to the best of my ability.
A new chapter for a stronger SSTUWA
By Jonelle Rafols Senior Vice President
Welcome back and happy new year to you all.
I am honoured and deeply grateful to have been elected as the new senior vice president of our union. This is not a role I take lightly. It carries a clear responsibility to serve, to listen and, most importantly, to act in the best interests of every member we represent.
I thank those who placed their trust in me, and I look forward to working alongside you as we enter an important new chapter for our union.
I am equally excited by the strength and diversity of our newly elected Executive. Together, we bring experience, fresh perspectives and a shared commitment to principled, member-driven unionism.
This Executive understands a fundamental truth: strong unions are built from the ground up through active branches, informed members and leaders who remain connected to the realities of workplaces, classrooms and institutes.
As senior vice president, I will unapologetically demand what teachers need regardless of whether governments label those demands inconvenient or impossible.
For too long, educators have been expected to absorb the consequences of underfunding, escalating workloads and political inaction. That approach ends with us.
A union does not exist to accommodate government limits or manage decline. It exists to organise, apply pressure and win. Real change is never handed down; it is fought for.
This will require resolve and collective strength. I am calling on members to stand together, to be active, engaged and ready to back their union when it takes a firm stand.
When we move as one – visible, united and determined – we become impossible to ignore. That is how we shift the balance of power and secure the respect, conditions and professional recognition teachers deserve.
This year will be a pivotal year. It is the year we prepare our logs of claims and negotiate new enterprise bargaining agreements for both schools and TAFE.
These negotiations will shape pay, conditions, workload, job security and professional respect for years to come. Winning meaningful outcomes will require more than good intentions. It will require an organised, engaged and confident membership prepared to act collectively.
Now is the time to organise your branches. I strongly encourage members to nominate for branch positions, step into leadership roles and ensure your workplace has a strong and active union presence. Scan the QR code at the end of this column to access Getting Organised for 2026.
Branches are the heartbeat of our union. When branches are organised and supported, members are empowered and our collective strength grows.
I also urge members to participate in industrial union training. Knowledge is power. Understanding your rights, the bargaining process and how to advocate effectively in your workplace strengthens not only you, but the entire union.
Every member is entitled to five days of trade union training per year so please use this entitlement. These opportunities are an investment in ourselves and in each other.
A key practical priority is ensuring branches are properly resourced. Our Accounts Team will work closely with branches to ensure bank accounts are established and branch operating funds (capitation funds) are accessible, so branches can directly support and engage their members. This is about enabling local action and ensuring resources are used where they matter most on the ground.
My approach to leadership is simple: service, not status. Effective leadership is grounded in empathy, trust and integrity.
It means listening deeply, acting decisively and standing firm when it counts. Strength and kindness are not opposites, they are complementary. Union strength does not come from titles; it comes from collective action and shared purpose.
As we move forward together, my message is clear: Be strong. Be kind. Stay organised.
Our future is built collectively, and together we will shape it.
New year brings new beginnings and challenges
By Sharmila Nagar Vice President
Aboriginal and Torres Strait Islander readers are warned that this article contains names of deceased persons.
Kaya! Welcome back members to the new year – a year of new beginnings and, as always, new challenges.
For those who have joined our profession – welcome! I wish you the very best of luck for your year ahead. Your union is here to offer support when required.
As we head into 2026, I cannot help but reflect on a significant collective action that occurred 60 years ago. I am talking about the Wave Hill Walk-Off.
I still remember a few years ago teaching my Year 8 students about this momentous event while discussing Kev Carmody and Paul Kelly’s song From Little Things Big Things Grow
While this song is famous across Australia, fewer people know the story of the Gurindji people it tells.
Wave Hill Station was established in the 1880s on the lands of the Gurindji people by British pastoralists. The station is approximately 600 kilometres south of Darwin. What is not widely known are the massacres of many First Nations people over many decades and also the taking of children from 1911 onwards in the area.
In 1914, the station was purchased by the Vestey Brothers, a large British meatworks company. The working conditions for First Nations people were shocking, with seldom any wages received.
Labourers were often beaten or even killed for defying or standing up to the landowners. Due to the geographic isolation of the station, this abhorrent treatment continued for the next 50
years, despite changes occurring in the rest of the country. First Nations workers received one-third of the wages that nonAboriginal workers received.
Eventually news spread to the Gurindji people by visitors and union officials about First Nations activism in the rest of the country. The Gurindji elected Vincent Lingiari as their leader and spokesman and on 23 August 1966, the Wave Hill workers and their families walked off the station and began their strike. This included 200 Gurindji labourers, stockmen, domestic workers and their families. The strikers were also assisted by Dexter Daniels, a union organiser with the North Australian Workers’ Union (NAWU). Daniels was instrumental in travelling to remote stations lobbying First Nations’ workers to advocate for equal pay.
The strikers camped at Daguragu (Wattie Creek), while waiting for equal pay and also rightful return of their traditional lands. Many believed the Gurindji strikers would be easily satisfied by improved working conditions, but this was not enough, hence the strike continued for eight years.
It was during this time that Lingiari and several workers’ unions travelled the length and breadth of Australia raising awareness of the issues faced by his people and to lobby politicians for recognition of First Nations’ rights.
Finally, in 1975, the Whitlam Government managed to negotiate a deal with the Vesteys to return part of the traditional lands back to the Gurindji people.
The Wave Hill Walk Off is one of the most important events in our country’s history and the Gurindji campaign was an important influence on the passing of
the Aboriginal Land Rights Act (Northern Territory) 1976.
As stated by then ACTU First Nations officer Kara Keys in 2016: “It is a great legacy because the union movement nationwide galvanised around the workers and gave them great support. It is a great legacy because it fundamentally shifted the NAWU and other unions in the country. It showed unions that Indigenous workers were willing to fight for wage equality and it shifted unions to the role of supporting and fighting for all workers. And it is a great legacy because while the trigger for the Wave Hill Walk-Off was equal wages, the gun powder was the systemic racism, poor living conditions, a legislative environment which allowed for the theft of children from their families and the theft of Aboriginal people having any agency over their own lives.”
As we go into our bargaining year, fighting for better improvement and conditions, I want you to remember this moment in history.
While we may feel we have come a long way, there is still so much to do to strengthen cultural responsiveness in all our workplaces, have a First Nations voice in our curriculum and to ensure our schools are properly resourced to establish the Aboriginal Cultural Standards Framework.
This is the responsibility of everyone, not only our Aboriginal and Torres Strait Islander brothers and sisters. As your union, we look forward in 2026 to our Reconciliation in Action Plan being endorsed and working hard to build vital relationships with our oldest continuing culture in the world.
A union powered by its members
By Sally Dennis General Secretary
I am honoured to have been elected as the new general secretary of the SSTUWA and grateful for the trust members have placed in the new Executive team.
Union democracy matters. Every vote cast was a reminder that our strength comes not from titles or buildings, but from engaged, active members who believe in the collective.
While the role of general secretary is new to me, the union is not. I first joined the SSTUWA in 1984 when I began teaching manual arts at Northam Senior High School.
Like many members, I joined because I understood instinctively that standing together offered protection, voice and power that no individual could achieve alone. That belief has guided me throughout my working life.
Over the past 15 years, I have worked for the SSTUWA in a range of roles, including schools organiser, TAFE organiser, case manager, growth officer and as part of the AEU’s Fair Funding Now WA campaign.
These roles took me into hundreds of schools, TAFEs and worksites across metropolitan, regional and remote Western Australia. I listened to members, supported branches and saw firsthand both the challenges educators face and the extraordinary commitment they bring to their work every day.
The SSTUWA covers one of the largest geographic jurisdictions of almost any union in the world. That presents unique challenges but it also presents opportunities.
The tyranny of distance cannot be an excuse for unequal support. Our task is to be smart, strategic and responsive in how we deliver services to members, wherever they work.
That means strengthening our presence on the ground, expanding industrial capacity and delivering high-quality training both online and locally in regional and remote areas.
A strong union is an educated union. When members understand their rights, responsibilities and the power of collective action, they are better equipped to resolve issues early and challenge injustice with confidence.
This is why trade union education and training formed a central part of our election commitments. Early intervention, skill-building at the workplace level and timely industrial support are essential to protecting members and improving outcomes.
Every workplace needs a voice and that voice begins with your branch. Branches are the foundation of our union. They feed into District Council, the Executive and ultimately State Council.
The office exists to serve members, not the other way around. The union is strongest when information flows freely, when issues are identified early and when members are empowered to participate meaningfully at every level.
Transparency and accountability are also central to my approach as general secretary. Members deserve to know that their union is careful, responsible and transparent with their money and
resources. As membership grows and workplace issues become more complex, we must ensure our systems are robust, efficient and focused on delivering value to members.
Our two industrial agreements (SSTUWA Red Books) cover a broad range of roles across schools and TAFE, from preservice teachers through to leadership, school psychologists, lecturers, education officers, swimming instructors and specialist positions.
Regardless of role, sector, or location, every member deserves strong representation and respect. We are all covered by the same agreements and we all benefit when we stand together.
This Executive has a clear mandate: to empower members, share knowledge and fight collectively for better conditions, respect and fairness across public education and training.
We will work collaboratively across all levels, from graduates to leadership, because solidarity is not selective.
Finally, I acknowledge and thank Mary Franklyn for her service to the union and wish her well in her retirement. I also wish Natalie Blewitt every success with her future endeavours. We build on the work of those who came before us and we do so with gratitude and determination.
The challenges facing public education and training are significant, but so too is the strength of our membership.
When members are informed, organised and united, there is very little we cannot achieve. Solidarity.
Facing the Facts on a sustainable public education system
By Lindsay Hale School leader consultant
Excessive workloads, administrative burdens and lack of support continue to drive public school teachers and leaders away. Without respect, resources and renewal for its professional workforce, an effective and sustainable public education system will continue to slip away.
Facing the Facts laid bare the systemic challenges facing our public schools — from underfunding and unsustainable workloads to inequitable access and absent leadership. Now, with the Department of Education (DoE) preparing its next strategic plan and both the next state budget and Log of Claims on the horizon, what must come next?
The answer is clear. We need direction. We need implementation. We need accountability. And above all, we need investment in people, not just policies.
The Australian Education Union’s (AEU) Investing in Australia’s Future 2025 reminds us that full and fair funding is not a luxury; it’s a necessity. Every public school must be resourced to meet the Schooling Resource Standard (SRS) in real terms, not through accounting sleight-of-hand.
Public schools educate the majority of students and the vast majority of disadvantaged students and those with complex needs. Without adequate funding, we cannot reduce class sizes, support students with special and complex needs, or retain the educators who make learning possible.
The Organisation for Economic Cooperation and Development’s (OECD) Education at a Glance 2025 confirms what educators already know: Australia’s public schools face above average class sizes and increasingly complex student needs. Teachers are managing diverse learning profiles, behavioural challenges and mental health concerns, often
without the support they need. The TALIS 2024 survey adds that Australian teachers report some of the highest levels of stress and administrative burden among OECD countries.
The WA Council of Social Service (WACOSS) has echoed the AEU’s call, urging government to prioritise social infrastructure (including education) as the foundation of a fair and thriving society. Their message is simple: investing in people builds our future. That means recognising public schools as community anchors, not just educational institutions. It means supporting wraparound services, early intervention and truly inclusive education. It means valuing the workforce that holds it all together.
Every dollar invested in public education yields long-term economic and social returns. WACOSS reminds us that social infrastructure drives economic growth and education is central to that.
Early childhood education, inclusive schooling and vocational pathways are critical enablers of participation and innovation.
Funding must be needs-based, ensuring equity for students with disability, for Aboriginal students, for culturally and linguistically diverse students – no matter how near or remote. Our shared values demand responsive local support, placebased and child-centred services and access to quality early learning for every child, wherever they live.
For students with disability, inclusion must be more than a principle. The SSTUWA has made clear that the current funding model, which hinges on formal diagnosis, disadvantages students who cannot access assessment. Functional need, not paperwork, should determine resourcing.
Public school educators are not asking for more rhetoric, reviews and reports.
We are asking for measurable progress. Facing the Facts documented the issues. The Agency Capability Review of the Department of Education and Understanding and Reducing the Workload of Teachers and Leaders in Western Australian Public Schools added substantial weight.
The Agency Capability Review spelt out the need for the DoE to “exercise its system leadership role to make explicit expectations on key policy and strategy matters.”
We need transparent implementation plans, clear timelines and public reporting. We need to know how and when the system will respond to the challenges that are universally recognised.
The DoE needs to be explicit in its instructions to both school and system leaders and reinforce those instructions if there are school or system leaders who ignore them. Consistent application of the Schools General Agreement and DoE polices would go a long way in containing workload intensity, stress and burnout.
Facing the Facts was about truth-telling. Now we need some truth-following. The future for our colleagues and their schools, our students, their families, communities and for our state depend on it.
This is not about blame. It’s about partnership. Teachers and school leaders must be part of the solution. We bring expertise, insight and commitment. We need to be heard and trusted.
The facts must be faced. We need: Increased funding, smaller class sizes, quality infrastructure, regional services and support, system leadership and effective change management.
Without them, current trends can only be expected to continue.
From scholarship to practice
By Trish Chapman
SSTUWA member and union scholarship recipient Trish Chapman reflects on how deeper study strengthened her teaching and community connections.
In 2014, I began my career as a graduate teacher in Tom Price. Like many new educators, my Bachelor of Education, Early Childhood Studies degree offered only a single unit on Aboriginal Education – a brief introduction that did not prepare me for the realities of working with First Nations students and families.
In that community, I quickly became aware of how underprepared I was to engage meaningfully with Aboriginal students. Through reflection, I recognised how much my views had been subconsciously influenced by the media and how the education system itself continues to expose First Nations students to policies and programs grounded in white based perspectives.
Confronting this gap in my cultural competency was challenging, yet it motivated me to learn, listen and grow in ways that would allow me to better support Aboriginal students and families.
That journey has carried me forward to my current role as a senior teacher, where cultural inclusivity and respect are embedded in my practice.
My postgraduate journey in this area began in 2022, when I completed a Graduate Certificate in Education (Indigenous Education) through the Queensland University of Technology (QUT).
That program gave me essential background knowledge, particularly through units such as:
• Aboriginal and Torres Strait Islander knowledge and societies.
• Aboriginal and Torres Strait Islander education and policy since 1788.
• Global perspectives in Indigenous education.
• Personal journeys in Aboriginal and Torres Strait Islander Education.
Together, these studies provided a strong foundation for understanding the historical and cultural contexts of Aboriginal education.
They deepened my awareness of systemic challenges and strengths within schools, while also encouraging me to reflect on my own journey as an educator.
In 2024, with the support of the SSTUWA scholarship, I was able to extend this learning by enrolling in a Graduate Certificate in Education, specialising in First Nations Education Practice, at QUT.
This program shifted the focus from history and policy to pedagogy and curriculum design, with units including:
• Pedagogy in First Nations education practice.
• Designing curriculum in First Nations education practice.
• Designing for learning in First Nations education practice.
These units challenged me to think deeply about how teaching and learning can be shaped by Indigenous pedagogies, emphasising connection to place, people and lived experience.
While each unit ran for 13 weeks, I realised that such a short timeframe is only the beginning – the content requires ongoing reflection and practice to truly grasp and embed.
The scholarship gave me the opportunity to take this step, and it continues to inspire me to keep learning beyond the classroom walls.
The scholarship support was invaluable. Financially, it eased the burden of study costs and allowed me to commit fully to the program without the constant worry of balancing expenses.
Professionally, it gave me confidence and validation that my growth as an educator mattered – that investing in cultural responsiveness is recognised as essential to our profession.
Personally, it was a reminder of the power of community: that my union stands behind teachers who want to make a difference.
The impact of these studies is already visible in my classroom. I feel better equipped to design learning experiences that honour Aboriginal perspectives, build stronger relationships with families and create spaces where students feel their identities are respected and celebrated. The scholarship didn’t just fund a course – it opened a pathway for me to continue learning, reflecting and embedding First Nations education practice into everything I do.
This commitment to collaboration and cultural responsiveness was recently recognised when I received the Jane Hansen Teach For Australia Alumni Impact Award for Stakeholder Collaboration in 2025.
The award affirmed that the learning supported by the SSTUWA scholarship is not only strengthening my teaching but also building meaningful connections across the wider community.
I am deeply grateful to the SSTUWA for supporting my postgraduate studies. The scholarship has not only strengthened my practice but also reinforced my commitment to ongoing learning.
As I continue my journey, I hope to contribute to a broader shift in our schools and education system – one where First Nations perspectives are embedded authentically and every student feels seen, valued and respected.
Trish Chapman is a senior teacher at Tom Price Primary School and the recipient of the 2023 SSTUWA Scholarship.
Inside the 2025 National New Educators’ Conference
By Chloe Hosking Growth Team coordintor
Educators from across Australia and the Pacific converged in Brisbane last November for the 2025 National New Educators’ Conference, hosted at Brisbane State High School. The Western Australian delegation joined early career teachers from every state and territory, alongside colleagues from New Zealand, Fiji and Samoa, for two days devoted to learning, solidarity and professional growth.
On the first day, participants heard from international delegates. For WA delegates, the session reinforced how vital Australia’s hard-won working conditions are and our ongoing responsibility to protect and strengthen them. Additionally, workshops on the ethical use of artificial intelligence and using story-telling to build solidarity and collective action provided practical approaches to relevant professional and industrial challenges.
Award-winning writer and social commentator Van Badham delivered both an entertaining keynote and a workshop on disinformation. Her sessions, “Combatting Disinformation in the Modern Age” and “Identifying and Dealing with Disinformation in the Classroom”, were timely, practical and met with enthusiasm.
Day two’s program featured a powerful presentation on cultural safety in the workplace by Michael Beale, Queensland Teachers’ Union First Nations officer and chair of Yalukit Yulendj. His session encouraged teachers to consider their role in fostering culturally respectful environments for students and colleagues alike.
Lastly, before the conference concluded, delegates shaped their own learning through a series of nine unconference sessions. Each was proposed, chosen and facilitated by participants, reflecting the diverse interests and emerging priorities of Australia’s newest educators.
While the formal program offered rich professional and industrial insights, many WA delegates pointed to the informal moments, including coffee breaks, shared meals and dinner on the first night, as the heart of the experience. These opportunities to connect with peers from across the region helped forge friendships, strengthen professional networks and reinforce the collective spirit that underpins the work we all undertake as teacher unionists.
TAFE Know Your Rights: Bereavement Leave
Main clauses and documents
Clause 47 – Bereavement Leave of the Western Australian TAFE Lecturers’ General Agreement 2023 deals with a member’s entitlement to leave on the death of a family member or member of the household. The clause is to be read in conjunction with the definition of a member of the “immediate family or household” from Clause 3 – Definitions of the Agreement, the definition in Clause 47 – Bereavement Leave, and the definition from the Minimum Conditions of Employment Act 1993 (MCE Act). The clause and relevant definitions are below.
Guidance information
A lecturer may also access other leave entitlements when dealing with a bereavement such as annual leave, personal leave and long service leave.
Regional lecturers can access travel time in accordance with Clause 47.7– Travelling time for Regional Employees.
Clause 3 – Definitions – relevant section of the Agreement 3.21. “Immediate family or household”, for the purpose of Clause 47 – Bereavement Leave includes:
(a) a partner (including a former partner) of the Employee; and
(b) a child or an adult child (including an adopted child, a step-child or an ex nuptial child), parent, grandparent, grandchild or sibling of the Employee.
Clause 47 – Bereavement Leave – definition
47.1. Employees including casuals will on the death of:
(a) the spouse or de facto partner of the Employee;
(b) a former spouse or former de facto partner of the Employee;
(c) the child, step-child, foster child or grandchild of the Employee (including an adult child, step-child or grandchild);
(d) the parent, step-parent, foster parent or grandparent of the Employee;
(e) a parent in-law or former parent in-law of the Employee;
(f) the brother, sister, step-brother or step-sister; or
(g) any other person who, immediately before that person’s death, lived with the Employee as a member of the Employee’s household;
be eligible for up to three (3) days paid bereavement leave.
Section 3 of the MCE Act – definition
Member of the employee’s family or household means any of the following persons
(a) the employee’s spouse or de facto partner;
(b) a child, stepchild or grandchild of the employee or the employee’s spouse or de facto partner (including an adult child, stepchild or grandchild);
(c) a parent, stepparent or grandparent of the employee or the employee’s spouse or de facto partner;
(d) a sibling of the employee or the employee’s spouse or de facto partner;
(e) any other person who, at or immediately before the relevant time for assessing the employee’s eligibility to take leave, lived with the employee as a member of the employee’s household;
47.1. Employees including casuals will on the death of:
(a) the spouse or de facto partner of the Employee;
(b) a former spouse or former de facto partner of the Employee;
(c) the child, step-child, foster child or grandchild of the Employee (including an adult child, step-child or grandchild);
(d) the parent, step-parent, foster parent or grandparent of the Employee;
(e) a parent in-law or former parent in-law of the Employee;
(f) the brother, sister, step-brother or step-sister; or
(g) any other person who, immediately before that person’s death, lived with the Employee as a member of the Employee’s household;
be eligible for up to three (3) days paid bereavement leave.
47.2. The Managing Director will not unreasonably withhold approval to grant bereavement leave to an Employee in respect of some other person with whom the Employee had a special relationship, on the request of the Employee.
47.3. The three (3) days need not be consecutive.
47.4. Bereavement leave is not to be taken during any other period of leave, including periods of unpaid leave.
47.5. Payment of such leave may be subject to the Employee providing evidence, if so requested by the Managing Director, of the death or relationship to the deceased that would satisfy a reasonable person.
47.6. An Employee requiring more than three (3) days bereavement leave in order to travel interstate or overseas in the event of the death of a person referred to in clause 47.1 or 47.2 may, upon providing adequate proof, in addition to any bereavement leave to which the Employee is eligible, have immediate access to annual leave and/or accrued long service leave or leave without pay provided all accrued leave is exhausted.
47.7. Travelling time for Regional Employees
(a) Subject to prior approval from the Managing Director, an Employee entitled to Bereavement Leave and who as a result of such bereavement travels to a location within Western Australia that is more than 240 kilometres from their workplace will be granted paid time off for the travel period undertaken in the Employee’s ordinary working hours up to a maximum of 15 hours per bereavement. The Managing Director will not unreasonably withhold approval.
(b) The Managing Director may approve additional paid travel time within Western Australia where the Employee can demonstrate to the satisfaction of the Managing Director that more than two (2) days travel time is warranted.
(c) The provisions of this clause are not available to Employees whilst on leave without pay or personal leave without pay.
(d) The provisions of clauses 47.7(a) and 47.7(b) apply as follows:
(i) An Employee employed on a fixed term contract for a period greater than 12 months, is credited with the same entitlement as a permanent Employee for each full year of service and pro-rata for any residual portion of employment.
(ii) An Employee employed on a fixed term contract for a period less than 12 months is credited with the same entitlement on a pro-rata basis for the period of employment.
(iii) A part-time Employee is entitled to the same entitlement as a full-time Employee for the period of employment, but on a pro-rata basis according to the number of ordinary hours worked each fortnight.
(iv) For casual Employees, the provisions apply to the extent of their agreed working arrangements.
A strong advocate for TAFE and community
By Nel Williams
Chanelle Williams (pictured right) is a lecturer in early childhood education and care at North Regional TAFE (NRTAFE) in Broome and has served as the SSTUWA branch representative for Broome, Derby and Fitzroy Crossing. Chanelle, who is better known as Nel, was named trainer of the year at the WA Training Awards last September and nominated for VET (vocational education and training) trainer of the year at the Australian Training Awards in Darwin last December.
I became a member of the SSTUWA in mid-2024, inspired by the industrial action taking place prior to the new lecturers’ award being won and was then voted in as the branch representative earlier last year.
I thoroughly enjoy the role of advocating for positive change and the rights of my fellow lecturing colleagues. Lecturers, trainers and teachers should be supported to do just that – teach! So often we see an overload of administrative tasks and system processes that take away from being able to provide high quality programs and support for our students. My priority as an SSTUWA representative is to be a voice for lecturing staff and to ensure the focus remains on lecturer wellbeing, as well as what is best for students, stakeholders and community.
As a proud member of the NRTAFE Early Childhood Education and Care (ECEC) Team, I work alongside four other dedicated lecturers across the Kimberley and Pilbara.
Together, we are fiercely committed to delivering high-quality, inclusive education that not only inspires our students but also prepares them to thrive in the early childhood sector long-term. Our team has developed a delivery model
that ensures every student, no matter where they live, has access to meaningful learning, assessment and support.
This includes a strong online theory component, complemented by weekly in-person visits to students’ workplaces or placement sites. Where distance makes face-to-face visits challenging, we maintain connection through weekly Teams meetings. We’re not just delivering training, we’re building a workforce that is skilled, confident and deeply connected to the communities they serve.
My role in this work has been to build the ECEC online learning platform on Blackboard.
Although I had no prior experience with Blackboard or any online learning management systems, I drew inspiration from my training with online learning expert Denise Cox and collaborated closely with fellow lecturers who were already experienced with the platform.
members of the early childhood team as well as special guests from the local community and a range of subject matter experts.
I placed a strong emphasis on creating a space that is user-friendly, seamless and intuitive for students – ensuring that the technology supports their learning rather than becoming a barrier.
I was involved in implementing the creation of one of the main key components of this platform: prerecorded knowledge sessions that were short in length (no more than 15-20 minutes each) featuring different
The goal with these sessions was to provide students with easily digestible, engaging, thought provoking sessions that they could choose to watch at times that fit their work and lifestyle. With the majority of our students in the Kimberley and Pilbara working in industry, it was important that we created a program that was of high quality yet provided enough flexibility that allowed work/ study/life balance for students.
In addition to this, I also travel approximately 2,000km per term to visit
my students who live in more remote places such as Derby and Fitzroy Crossing to ensure they are supported in their studies.
My collaboration with Ngunga Group Women’s Aboriginal Corporation began in 2020, when I was invited by the organisation to deliver the Certificate III in Early Childhood Education and Care to a small group of their playgroup educators.
Over the past five years, I have worked closely with Ngunga Group to tailor the early childhood program to suit the unique cultural and community context of the Derby region. This has included adapting delivery methods and content to ensure accessibility and relevance for local students.
Ngunga Group Women’s Aboriginal Corporation is currently preparing to open a new approved early childhood service in Derby. The central focus of the pathway into and delivery of the early childhood qualifications is to build a skilled and qualified team of local educators who will be ready to take on key roles in the new centre from its inception.
Through the creation and implementation of the unique online program, I have seen a significant increase in engagement from students across the Kimberley, compared to the previous paper-based assessments. This program allows us to track in real time a student’s progress, which allows appropriate intervention and support to be applied sooner and therefore higher levels of completion. I have also seen students’ digital literacy skills shine through in their submissions and evidence of these skills being applied in their daily work – this being a huge benefit not only to their organisation but also in the way they see themselves as active contributors to their work and community.
My main focus for my students has always been to encourage and foster self-confidence, wellbeing, ambition and pride.
My primary role is to teach students about educating and caring for children and to support them in completing their qualifications. The majority of my students living in places such as Derby and Fitzroy
Crossing are local to these communities and, through their work as early childhood educators, provide essential services while also serving as role models others in the community can look up to. Through engaging in and completing studies, maintaining employment, advancing in their work roles and contributing positively to the community they also show what’s possible for others.
I was incredibly honoured to be nominated and then win the trainer of the year award.
To be recognised for the work I am doing has been an incredible experience. I absolutely love what I do. To be able to connect with many different communities, build partnerships and collaborate to create meaningful programs is an honour and a privilege – it doesn’t feel like work.
I am part of something bigger than myself, part of building stronger communities and stronger futures for not only the children and families within these communities, but also its young people, entering the world of employment and study.
I am so proud to be representing WA at the Australian Training Awards and looking forward to celebrating those who have been recognised in various fields across the country at their own award ceremonies. [Editor’s note: The Trainer of the Year award was eventually won by hospitality trainer Penelope Mackay, from NSW.]
I have worked in TAFE for five years now and it has been really wonderful to see the shift in recognition for the VET sector
and its importance in communities in the Kimberley and Pilbara.
The VET sector is no longer viewed as merely a “second-best option” to university. Instead, it is increasingly recognised as an equally valuable pathway – one that offers flexibility, respect and practical opportunities for career development.
In places such as Derby and Fitzroy Crossing, access to adult education and relevant support is one of the biggest barriers for local members of the community. TAFE ensures learning is accessible and supportive, adapting to the challenges faced by students in remote areas and enabling professionals to meet students where they are.
Going forward, I will continue to be a strong voice for the early childhood profession – for high quality programs and meaningful qualifications that prepare students for one of the most important jobs there is, caring for and educating children.
I will continue to advocate for regional and remote communities in WA to ensure they have access to the same high-quality programs available in metropolitan areas. I’m excited to further this work by building on recent partnerships with lecturers from South Regional TAFE, collaborating to develop meaningful programs that benefit all TAFE students.
I will also remain a strong advocate for the rights of WA TAFE lecturers in my role as an SSTUWA representative.
Here’s why Australia needs full-service schools
By Andres Molina, Esther Doecke and Melinda Hildebrandt
Inequality is one of the most urgent challenges facing Australian schools. For decades, governments have invested billions of dollars in schools with the promise every child should have the opportunity to succeed.
But clear divides remain between advantaged and disadvantaged students. For example, in 2024, the average attendance rate of students in Australia’s most disadvantaged schools was almost 10 percentage points lower than for students in the most advantaged, up from a 6.6 percentage point gap in 2018.
Barriers to learning often begin well before a child enters a classroom.
Poverty, housing insecurity, health issues and limited access to early learning all shape students’ readiness and capacity to engage in education.
“Full-service schools” are increasingly being talked about as a way of overcoming these barriers, including in the latest school funding agreement between the federal and state governments.
What are full-service schools? And what can we learn from their implementation internationally? Our new report explains.
Australia’s disadvantage problem
Media and policy debates tend to focus on what is taught in classrooms, the quality of teaching and student behaviour. These are only part of the challenges facing Australian students. Despite more than a decade of reforms – including needs-based funding, curriculum updates and a focus on teacher quality – large and persistent inequities remain.
Australia’s school system is highly segregated compared to other developed countries. This means disadvantaged students tend to go to schools with other disadvantaged students and advantaged students go to schools with other advantaged students. This deepens inequalities.
There is a significant learning gap between high- and low-socioeconomic status students. This equates to more than five years by Year 9, according to NAPLAN results.
Socially disadvantaged students are almost three times more likely than their advantaged peers to miss school for long periods. The reasons can include illness, family caring responsibilities and lack of safety at school.
Meanwhile, one in three students from a low-socioeconomic status background skip breakfast before school, compared with one in six from high-socioeconomic status families.
Traditional reforms focused on teaching and curriculum can’t address the out-of-school barriers – poverty, poor health, food insecurity, unstable housing – students face in disadvantaged communities. This is where full-service schools can help.
What are full-service schools?
Full-service schools combine education, health, social and wellbeing supports inside the school. They are designed to help remove barriers that prevent primary and high school students from attending, engaging and learning.
They require a dedicated coordinator, community partnerships and tailored supports. Examples of additional supports include: long day care, dental services, breakfast and lunch programs and mental health and wellbeing services. The services are also accessible to families and the community, but the student remains the central focus.
There are four key principles that set them apart from traditional schools.
1. A focus on the whole child – for example, a school would not just look at a child’s academic progress but also make sure they are getting nutritious food and psychological support.
2. Integrated services – supports are built into everyday schooling, delivered as part of the school’s core program.
3. Tailored supports for each school –to meet the needs of their particular community.
4. Families and the wider community are involved – on what is needed and how it works.
What happens overseas?
California has invested US$4.1 billion (AUD$6.2 billion) to expand full-service schools in high-poverty communities. Evidence suggests the model works when there is sustained funding, government support, expert coordination and supports are specifically tailored to the needs of their communities.
The state of New York established a network of more than 420 “community schools”, similar to full-service schools. An independent evaluation of 300 community schools trialled between 2014–19 showed strong outcomes, with a drop in chronic absenteeism and suspensions and an increase in graduation rates. Surveys also found a stronger student sense of belonging and better student–adult relationships.
Full-service schools have also been implemented in the United Kingdom since 2003. Assessments have also found an economic return on this type of investment, with GBP£2.20 (AUD$4.50) return for every GBP£1 (AUD$2) invested.
Similar models have also been introduced in Canada, New Zealand and Finland.
What is needed now?
Federal Education Minister Jason Clare flagged his support for a pilot program for four new full-service school sites in Western Australia: “If we
bring in potentially doctors or nurses or psychologists or occupational therapists or speech pathologists into the one place then we can support the students here with the needs that they have.”
Many Australian schools already offer elements of these models but support can be patchy and reliant on local capacity or existing partnerships. What’s needed now is for states and territories to develop a clear, evidencebased framework for full-service schools. Full-service schools will also need significant and sustained funding from governments at both state and federal levels.
If we do this properly, full-service schools can combine all the supports children need to engage, learn and thrive. When those supports are in place, students
arrive more ready to learn, teachers can focus on teaching, and families and communities are better connected to their schools.
Andres Molina is a senior research fellow at the Mitchell Institute/Centre for International Research on Education Systems at Victoria University. Esther Doecke is a research fellow at the Centre for International Research on Education Systems at Victoria University. Melinda Hildebrandt is an education policy fellow at the Mitchell Institute at Victoria University. The opinions expressed in this article are that of the authors and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
Culturally responsive tools for WA teachers
By Pamela Chatfield
As the School Curriculum and Standards Authority updates its curricula, it is even more important for schools and teachers to take a fresh look at how they teach about the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures, not to mention how that lines up with staff professional learning, schools plans and policies and the Aboriginal Cultural Standards Framework.
If the 2023 Voice Referendum taught us anything, it taught us about the impact of education on the rest of society.
So many older voters struggled to decide how to cast their vote because they did not have the historical and cultural knowledge to make an informed decision for the future of Aboriginal and Torres Strait Islander Peoples. That is the impact of a lack of education from our nation’s past, but it cannot be the future for current students.
There are quality resources that WA teachers can access to ensure their students learn about Aboriginal and Torres Strait Islander Histories and Cultures from sources that can be trusted. Two such sources are Reconciliation WA and Narragunnawali.
Reconciliation WA (RWA) is a not-forprofit organisation providing leadership, advocacy and support to people and organisations driving the reconciliation movement in Western Australia.
Through education, support and reconciliation programs, RWA focuses on the creation of social and economic outcomes to ensure the cultures, rights and contributions of Aboriginal Peoples are valued and respected.
There are a range of different resources RWA can provide for schools that will support teachers in WA to continue the work of educating Western Australians.
Professional learning can be accessed a variety of ways: through the online self-
paced adult learning tool, the Learning Hub; through attending Education Reconciliation Industry Network Groups (online or in-person) to network and hear the reconciliation journeys of other schools; through the anti-racism workshop, Education, Action and Change; or a bespoke workshop session. Students can learn from an elder and non-Indigenous facilitator to focus their learning on culture and history through the Year 4, Year 5 or Year 6 programs that align with the civics and citizenship or history subjects. (These can also be aligned for Year 9 and 10 students.)
These hour-long lessons can be delivered at your school or at The Constitutional Centre of WA in West Perth (alongside constitutional, electoral or parliamentary education programs from those organisations).
These are pay-for-service excursion and incursion opportunities that are provided by educators in-person.
However, the RWA website has so much more for schools, including how to find Aboriginal cultural providers and other online resources.
For more details about all opportunities, you can find information on the RWA website, including becoming an individual, family or school member to support the work and learn more: recwa.org.au
Reconciliation Australia’s Narragunnawali: Reconciliation in Education program supports schools and early learning services nationally to actively engage the hearts and minds of future generations to contribute to reconciliation between nonIndigenous Australians and Aboriginal and Torres Strait Islander people.
Narragunnawali provides a free online resource that supports the development of school-based Reconciliation Action Plans, teacher professional learning and curriculum resources.
These resources are created in a culturally authentic way, with the voices of Aboriginal and Torres Strait Islander
Peoples at the forefront. You can access this resource at narragunnawali.org.au
So many teachers fear this cross-curriculum priority because they are concerned that they will make mistakes. They will. We ask students to feel the fear and do it anyway every day. As teachers, we need to lead by example – we need to take the plunge and fill the gaps in our knowledge: unlearn, learn and relearn about these nationally important histories and cultures.
We need to accept any criticism for mistakes made as opportunities to grow, build relationships, open our minds to new perspectives of this land and its peoples and drive change in our schools.
The biggest mistake teachers can make is to do nothing.
Pamela Chatfield is the Education Lead at Reconciliation WA and supports educators across WA in implementing the crosscurriculum priority of Aboriginal and Torres Strait Islander History and Cultures, and the Aboriginal Cultural Standards Framework. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA.
Media urged to end harmful school league tables
Education leaders from across Australia have written an open letter to News Corp Australia, calling on them to immediately cease the publication of misleading school league tables.
Representatives from across the nation’s education unions, principal associations, state and territory peak bodies, the Australian Curriculum, Assessment and Reporting Authority (ACARA), parents and citizens associations, sector leaders and academic experts have joined together in urging the media to act responsibly and end the publication of these crude and harmful tables.
The joint open letter was published last December in Nine Newspapers, after News Corp newspapers refused to publish the letter, for which advertising space had been booked.
The 41 signatories, including SSTUWA President Matt Jarman, expressed deep concern and dismay that News Corp continues to produce crude rankings based solely on NAPLAN data without accounting for the greater context of each school.
They warn that these tables harm students, teachers and communities by oversimplifying complex learning environments and misrepresenting school performance.
As the letter states, ranking schools in this way is not in the public interest, causes harm and does nothing to support improvement. Crude tables ignore progress, fail to show how schools help students grow and undermine public confidence by reducing education to a simplistic competition.
The leaders also highlight that data, when used responsibly, can inform improvements, celebrate genuine achievements and help identify where additional resources are needed.
They call on the media to refocus on deeper, more collaborative reporting that enhances community understanding rather than reducing schools to rankings.
AEU Federal President Correna Haythorpe said publishing school league tables was irresponsible and harmful.
“These reductive rankings ignore the real work happening in classrooms every day and unfairly stigmatise schools and communities, particularly those already facing significant disadvantage,” she said.
“Teachers and principals work tirelessly to meet the diverse and complex needs of their students. Reducing their efforts to a single number is not only misleading, it is demoralising for teachers and damaging for school communities.”
“NAPLAN data was never designed to be weaponised into league tables. When misused in this way, it distorts public understanding and undermines confidence in our public education system.”
ACARA CEO Stephen Gniel said: “When our education leaders including teachers, principals and experts join forces with parent groups to call out the harm creating and publishing crude league tables cause, ACARA expects those media organisations to heed the advice.”
“ACARA has long discouraged the use of data from our My School website to create and publish league tables – they are misleading for our parents and carers as it
doesn’t tell the full picture of a school,” he continued.
“It’s also disrespectful to our hard-working teachers, principals and young people who deserve better – especially in those areas of significant socio-educational disadvantage.
“Only ACARA’s My School website – myschool.edu.au – provides the comprehensive picture for every school in Australia for free. It gives parents and carers, as well as the wider community, a richer insight which, of course, should always be accompanied by a visit to the school itself.”
University of Melbourne professor of educational leadership Pasi Sahlberg said:
“Research shows that standardised tests like NAPLAN are poor indicators of school quality because most variation in student scores is explained by factors outside the school, especially socio-economic background, family resources and broader community conditions.”
For the full list of letter signatories visit bit.ly/4pwrvAQ
Canadian schools given low marks on climate education
By Karen S. Acton
Only nine per cent of Canadian students learn about climate change often in school, while 42 per cent say it’s rarely or never discussed in the classroom.
These are some of the concerning findings from the 2025 national survey at the nonprofit Learning for a Sustainable Future (LSF), where I serve as a research consultant. Our team surveyed over 4,200 people, including students, educators, parents and the general public.
The report, called From Awareness to Action: Canadians’ Views on Climate Change and Education, reveals a widening gap between public concern and the education system’s lack of response.
We conducted the survey in partnership with the pollster Leger and supported by the federal government. It comes at a critical moment as Canadians grapple with increasingly severe climate impacts and growing recognition that education is vitally important to addressing climate change.
The message is clear: Canadians want schools to do more. A strong majority of respondents (62 per cent) believe climate change should be a high priority in education. More than half (56 per cent) believe it should be taught by all teachers.
Understanding is slipping
According to the survey, 80 per cent of Canadians accept that climate change is real and impacting their lives. Most (67 per cent) believe we are in a climate emergency, yet this belief has declined from 72 per cent in 2022.
Also slipping is Canadians’ understanding of climate change, as the pass rate for the survey’s 10-question quiz dipped to 57 per cent in 2025 from 67 per cent in 2022.
Fewer respondents correctly identified human activities as the primary cause of climate change, or named greenhouse gas emissions as the predominant factor. Many still mistakenly believe the ozone hole is to blame, highlighting one of many persistent climate misconceptions.
Also concerning was the increase in Canadians who felt that the seriousness of climate change is exaggerated.
A recent report by climate communications centre Re.Climate noted a similar decline in public perception of how much of a threat climate change poses. In 2023, 44 per cent of Canadians said reducing carbon emissions was a top energy policy priority. By 2025, that number had dropped to 31 per cent.
Concern about climate change seems
to have declined due to competing economic pressures, global instability and political polarisation.
Misinformation adds to the challenge
The LSF survey highlights Canadians’ dissatisfaction with climate education. When asked to grade schools on how well they were addressing climate change issues, only four per cent gave schools an “A.” Three-quarters of Canadians gave a “C” or lower.
One dominant concern included addressing the spread of climate misinformation. Only 17 per cent of Canadians felt confident in their ability to distinguish between real and false climate news.
Misinformation is a growing barrier to public understanding and action on climate issues. For many young people, social media is a dominant source of climate information, but it’s not always a reliable one.
To address this, almost 80 per cent of respondents, and in particular 87 per cent of educators, agree that climate education in schools should focus more on critical thinking and media literacy.
Teachers willing, but under-supported
The good news is that almost half of the educators we surveyed felt confident about their ability to teach climate change. Many are incorporating more climate-related projects and lifestyle and consumer changes into the classroom.
However, many barriers remain. Most educators still spend fewer than 10 hours per year on climate topics and 42 per cent rarely address it at all. A full 60 per cent of teachers told us they want to do more but need professional development to feel equipped.
Teachers need more time, resources and strategies to address how climate change connects to broader issues like mental health, social justice and Indigenous knowledge.
Educators are also seeking a school-wide culture that promotes climate change education, but nearly half said they lack support from their principal or school boards.
Unsurprisingly, given the global nature of climate change, the challenges voiced by educators are not unique to Canada. Surveys of teachers in England and the United States found they face similar obstacles, compounded by low teacher confidence, the complexity of the topic and leadership not supporting climate change as a priority.
Students need the opportunity
One of the most hopeful takeaways is that students want to learn more about climate change at school, beginning in the early grades. When asked what they would tell their teacher, students told us they wanted lessons that go beyond the science to include real-world solutions and personal empowerment.
They called for open classroom discussions, a clearer understanding of the impacts of climate change and concrete strategies for action.
As one student put it: “Present it to me in a way that’s relevant that I can understand and tell me how I can personally make an impact.”
Another added: “Everyone needs to do their part, or nothing will change!”
These appeals echo those from the recent “Voice of 1,000 Kids” survey, which found young people [across Canada and the USA] want adults to take the climate crisis more seriously and step up to help solve it.
A path forward
The LSF survey found that 76 per cent of respondents recognise that systemic change is needed to address climate challenges, yet only 19 per cent believe government is doing a good job.
This suggests strong public demand for policy action. Canadian governments must introduce mandatory climate curriculum standards, increased funding for teacher professional learning and resources and transformative teaching strategies to foster critical thinking and empowerment.
Almost 70 per cent of respondents said they believe young people can inspire important climate action.
Supporting school-wide cultures that embrace sustainability isn’t just good teaching – it’s a pathway to broader social change.
Now more than ever, we need a reimagined education system that values climate learning as a core competency. Policymakers and education leaders must rise to meet this challenge before another generation of students graduate feeling unprepared to face the defining issue of their time.
Karen S. Acton is Assistant Professor, Educational Leadership and Policy, OISE, University of Toronto. She is also a consultant for Learning for a Sustainable Future (LSF). The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
Education & Training Centre
Term 1 learning events
Education-specific training for health and safety reps in 2026
The SSTUWA is proud to partner with UnionsWA (Unity Training) to provide the only educationspecific work health and safety (WHS) training available in WA. These high-quality training events provide health and safety representatives (HSR) with the skills and knowledge necessary to effectively perform their functions in protecting and promoting the work health and safety of those they represent. All courses are accredited by WorkSafe WA.
The following courses are open to SSTUWA members and non-members in public schools.
Please ensure you are registered with the Department of Education WHS Team as the officially elected HSR for your school. All paperwork should be completed by your principal via IKON.
Education-Specific: Five-Day Introductory Course for Health and Safety Reps
• Monday-Friday 9-13 March
• Monday-Friday 11-15 May
• Monday-Friday 10-14 August
• Monday-Friday 9-13 November
Education-Specific: Refresher Course Level One for Health and Safety Reps
• Tuesday 17 March
• Wednesday 20 May
• Thursday 3 September
• Thursday 5 November
Education-Specific: Refresher Course Level Two for Health and Safety Reps
• Wednesday 18 March
• Monday 15 June
• Monday 22 June
• Wednesday 22 July
• Tuesday 15 September
• Thursday 3 December
Member benefits
Accountants and Financial Advisers
Aston Accountants
10% discount on personal income tax returns for members.
sstuwa.org.au/aston
Industry Fund Services
Specialist financial products for union members.
sstuwa.org.au/ifs
LIFE Financial Planners
$1,200 off your statement of advice fee plus a free financial health check for members.
sstuwa.org.au/lifefinancial
TIPS Financial Services
$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members. sstuwa.org.au/tipsfs
Banking
ME Bank
Special offers throughout the year for members. A bank built by, and for, union members.
sstuwa.org.au/mebank
Mortgages, Money and Me
Complimentary advice, property reports, finance tools and more for SSTUWA members.
sstuwa.org.au/mmme
OFX Money Transfers
When it matters, OFX it. Save with the experts in international money transfers.
sstuwa.org.au/ofx
Teachers Mutual Bank
Banking exclusively for the education community.
sstuwa.org.au/tmbank
Massive discounts on products and services for SSTUWA members
Cars
AutoBahn
Mechanical and electrical services. Members receive 10% off any AutoBahn service or repair, capped at $100. sstuwa.org.au/autobahn
Bayswater Mazda
Exclusive offer including fuel card, servicing and more. sstuwa.org.au/bayswatermazda
Bob Jane T-Marts
National fleet pricing on a range of products and services. sstuwa.org.au/bobjane
easifleet
$250 Magic Hand Carwash voucher with any easifleet procured novated lease.
sstuwa.org.au/easifleet
Europcar
10% discount on vehicle hire in Australia. sstuwa.org.au/europcar
Paywise
Fleet Network is now Paywise. Package your next car and save on tax. Bonus gift with vehicle delivery. sstuwa.org.au/paywise
Western Motor Vehicle Consultants
We’ll find a car you’ll love. Save time and money when sourcing your next vehicle. sstuwa.org.au/westernmotors
Computers
Altronics
Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics
Apple on Campus
For details visit: sstuwa.org.au/apple
Dell
Save up to 5% off selected items. sstuwa.org.au/dell
HP Computers
Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp
PLE Computers
Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple
Educational Resources
Effective Group Work
Beyond Cooperative Learning. By Barrie Bennett. sstuwa.org.au/effectivegroupwork
Graphic Intelligence
Possibilities for Assessment and Instruction. By Barrie Bennett. sstuwa.org.au/graphicintelligence
Instructional Intelligence
Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
Entertainment
Movie tickets
Pre-order your movie tickets and save. sstuwa.org.au/movietickets
Outback Splash
Featuring both water and year-round attractions. Discounted tickets for members. sstuwa.org.au/outbacksplash
Rockface
Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire. sstuwa.org.au/rockface
For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App
Food and Wine
Campbells
Access wholesale prices with a complimentary day pass. sstuwa.org.au/campbells
Cellar d’Or
Best value winery tour in the Margaret River Region. 10% discount for members. sstuwa.org.au/cellardor
Taste Bud Tours
Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm). sstuwa.org.au/tastebudtours
Health and Wellbeing
Teachers Health Fund
Join the thousands of teachers who have already made the switch. sstuwa.org.au/teachershealth
WA Opticians
20% discount on spectacle frames and lenses. Perth and East Perth. sstuwa.org.au/waopticians
Housing
Houspect
Buy, build and invest with confidence. $50 discount on prepurchase building inspections. sstuwa.org.au/houspect
Johns Building Supplies
Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines. sstuwa.org.au/jbs
SkylightsWA
Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products. sstuwa.org.au/skylightswa
Wattyl
15% off Wattyl paints, stains and accessories at Wattyl Paint Centres in WA.
sstuwa.org.au/wattyl
Insurance and Legal
Journey Cover insurance
For details visit: sstuwa.org.au/journeycover
SSTUWA Legal Services
Access to quality legal services for both work-related and personal matters. sstuwa.org.au/legal
Teachers Health Fund
Join the thousands of teachers who have already made the switch. sstuwa.org.au/teachershealth
Teachers Health – Travel
For Teachers Health members who are planning a trip away, Teachers Health travel insurance offers comprehensive cover at competitive rates. sstuwa.org.au/travelinsurance
Wills for members
Members can access a complimentary simple will, where appropriate. For more information or details about a complex will, visit: sstuwa.org.au/wills
Shopping
isubscribe
Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles. sstuwa.org.au/isubscribe
Jackson’s Drawing Supplies
10% discount in Jackson’s 12 shops and online. sstuwa.org.au/jacksons
Petals Flowers & Gifts
20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
Union Shopper
Save on cost-of-living expenses with some of Australia’s biggest brands. Free access with your SSTUWA membership. sstuwa.org.au/unionshopper
Travel and Accommodation
Accor Hotels
Great savings for teachers at Accor Hotels in the Asia Pacific region. sstuwa.org.au/accorhotels
Choice Hotels
Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ. sstuwa.org.au/choicehotels
Experience Oz
Save 10% on over 3,000 experiences across Oz + NZ. sstuwa.org.au/experienceoz
Inn the Tuarts Guest Lodge
Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton. Studios and rooms. 22.5% off rack rate or best available rate. sstuwa.org.au/innthetuarts
Jarrah Grove Forest Retreat
Luxurious, self-contained accommodation in Margaret River. Discounted rates for members. sstuwa.org.au/jarrahgrove
Mandurah Houseboats
10% discount on houseboat holidays. sstuwa.org.au/houseboats
Metro Hotel Perth City
15% discount on the best available rate. Located in East Perth near the WACA and Gloucester Park. sstuwa.org.au/metroperth
Rottnest ferry tickets
Save up to $15 on Rottnest ferry tickets with WestClub. sstuwa.org.au/rottnest
Classifieds
Dunsborough (Quindalup)
Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reverse-cycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203 a_r_moore@bigpond.com
Dwellingup
Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au
Dwellingup
In need of a tree change? Time out to reconnect with nature? Time for a vacation in Dwellingup’s Jarrah forest, 90 minutes from Perth. Chuditch Holiday Home is perfect for couples, groups and families. It’s centrally located and sleeps up to eight people.
Shani: 0402 615 235 shanivore@hotmail.com
Frankland River
Private secluded retreat. Choose from three different types of separate accommodation. Three bedroom homestead: two king beds, two single beds – sleeps six (no pets). Two adults $195/night, children under 13 $25/night, extra adult guests $50/night. One bedroom chalet: one queen bed – sleeps two. $139/night, adults only. One bedroom cabin: one queen bed – sleeps two. $169/night, adults only. franklandriver.com.au
Jade: 0430 450 093 | Sam: 0413 160 093
Fremantle
Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living. Townhouse has three queen-sized bedrooms plus provision for two singles. Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates. 9430 4458 | 0407 083 174 info@westerley.com.au
Fremantle
Staycation? Attending a function? Cosmopolitan getaway? Fremantle is the place. Cafes, restaurants and breweries. Markets, beach, art galleries, museums, theatre, events, shopping, skate park, Ferris wheel, whale watching... What more could you want? Eco-Gallery Apartment is stylish, centrally located, sleeps three and has secure parking. (08) 6323 2339 admin@smartstaywa.com.au
Kallaroo
Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops. Toiletries, slippers and coffee machine provided. Min two nights. Sleeps four, or five with mattress. No pets. $125/night for 3 people; $10/night per extra person. Molly: 0428 166 559 mollysletters@gmail.com
Kalbarri
Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps eight: two x queen beds and two x bunk beds. Close to Blue Holes Beach, 15 min walk to town. kalbarriwa.net.au | 0435 845 504
Margaret River
Two bedrooms, private, comfortable, fully equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night. Russell: 0418 933 270
Nannup
Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood
heater. Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek. See website for details. seraphimretreatnannup.com SMS 0420 832 510
Safety Bay
Very clean and tidy, traditional style 3x1 duplex in Safety Bay. Fully furnished and equipped. One street from beach. Presently a minimum stay requirement (this may change).
cnjn@aapt.net.au
Trigg
Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook.
Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151)
Kirsty: 0419 927 660
Tranquillity Counselling, Psychotherapy and Career Development
I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management, anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care. Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187
Retirement coach
Are you recently retired or retiring soon? You probably have a financial plan in place but developing a plan for the non-financial side of retirement can be as important as preparing financially. I offer support and guidance for the transition from work to
Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.
Classifieds
retirement, helping you to find purpose and meaning in retirement. Contact me to arrange an obligation free chat. retirementcoaching01@gmail.com
Marriage celebrant
Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location. I’d love to help you plan your special day!
Meridith: 0400 312 535 meri.lake4@gmail.com
Marriage celebrant
Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to receive a discount.
Lee: 0404 655 567 leehalligancelebrant.com.au
Marriage celebrant
Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony.
Mary: 0418 906 391 maryburke40@hotmail.com
Funeral celebrant
I am an experienced funeral celebrant. It will be my honour to assist you in the cocreation and presentation of a ceremony that serves to honour your loved one, by revealing their essence through a uniquely constructed and presented combination of spoken word, rituals, symbols, audio and visual displays.
0449 075 001
Kc.fcelebrant@gmail.com
First aid training for students
St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for Kindergarten students to Road Trauma
First Aid for secondary school students. Courses are curriculum mapped. (08) 9334 1259 youth@stjohnambulance.com.au
Learn to social dance
Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 1 2026 starts Monday 9 February. Stan: 9330 6737 | stan@stansdancing.com
Messines Bee Farm Incursions
Four bee/sustainability themed incursions for primary, K - 6. Play based, engaging, hands on, live bees, honey tasting. messines.com.au workshops@messines.com.au
Road safety education for schools
RAC offers free curriculum aligned road safety workshops and online resources for primary schools (pre-primary to Year 6) and secondary schools (Years 10 to 12), covering a range of road safety topics designed to keep young people safe on and around the roads. (08) 9436 4471 | rac.com.au/education communityeducation@rac.com.au
Jump Rope for Heart
Looking for a ready-to-use program for your health and physical education plan? The Heart Foundation’s five-week Jump Rope for Heart program is just what you need! This easy-to-run primary school program, supported by an online teacher portal full of helpful resources, makes incorporating skipping into your school’s activities a breeze. It inspires kids to move more, have fun and develop heart-healthy habits, all while raising funds to save Aussie hearts. Discover how you can support your students in becoming Heart Heroes at jumprope.org.au
MAWA
The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au
Macramé is the new yoga
I'm a teacher running small group macramé classes in a cosy home studio. Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind.
marcia@knotinlove.com.au
Rainbow Reading (New Heights)
Rainbow Reading supports struggling readers, including neurodiverse, delayed, or new English learners, without changing school programs, instead, adding to support. The Reading pen motivates, while activities help students catch up on missed reading and comprehension. Need support with group work or extra reading mileage? Rainbow Reading has effective solutions.
rainbowreading.com.au | Di: 0407 490 253
Teaching resources
From a retired teacher, the following resources are available: English, media, literature (Years 7 -12); ESL: primary and secondary; Aboriginal education: DHS; First Steps presenter books; science upper primary and lower secondary. Dave: 0438 579 689
Calling all retired teachers!
Are you a retired teacher with a spirit of adventure and time to spare? Would you like to assist families in remote areas of WA? You may like to join REVISE WA as a tutor. For more info, visit www.revisewa.com.au
Noticeboard
Retired teachers
The next meeting of the Retired Teachers’ Association of the SSTUWA will be on Wednesday 25 February at the SSTUWA premises. All retired members are welcome.
Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.
Website and app security
Have you moved or changed workplaces this year?
Ensure your SSTUWA membership details are up-to-date, including your contact information and workplace details.
Update your details online at sstuwa.org.au/UpdateMyDetails, via the SSTUWA app, or contact the Membership Team at membership@sstuwa.org.au or (08) 9210 6000.
While we don’t store credit card details or other financial data on our website or app, we are always conscious of making our online home as secure as possible, so we have updated our password protocols and introduced twofactor authentication. If you haven’t reset your password yet, you will need to do so next time you visit the website or app, so please allow a little longer for the log-in process. For more information visit bit.ly/4f4TlQa
World Day of Social Justice 20 February
This day has been mandated by the United Nations since 2007 to recognise the need to promote social justice by tackling poverty, gender inequality, exclusion, unemployment and pursuing human rights and social protections. For more information visit: bit.ly/3oCAfZ3
State Council Conference
June 2026 State Council Conference will be held on 12-13 June 2026. Items must be received by 24 April 2026.
Visit sstuwa.org.au/ statecouncilconference for further information.
National Apology Day anniversary 13 February
On 13 February 2008, then-Prime Minister Kevin Rudd made a formal apology to Australia’s Indigenous peoples, particularly to the Stolen Generations whose lives had been blighted by past government policies of forced child removal and Indigenous assimilation. This landmark moment is remembered every year on 13 February as an important step in the process of reconciliation. For more information and classroom resources visit: bit.ly/3pEJO9p
UnionsWA International Women’s Day rally 6 March
International Women’s Day is just around the corner. Join us in commemorating International Women’s Day by celebrating the remarkable contributions of women and hearing from inspiring unionists at a rally on 6 March. This year’s rally will highlight the It’s For Every Body campaign, calling for 10 days of paid reproductive health leave and flexible work rights to be added to the National Employment Standards. The rally starts 5pm at Solidarity Park in West Perth. This is a free event.
