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Headway made on access and equity

Multicultural Matters: Education Quarterly, Issue 8 2023 Significant progress has been made regarding culturally and linguistically diverse (CALD) students requiring

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We can do more for refugees

Multicultural Matters: Education Quarterly, Issue 7 2023 When nearly half of all people forced to fl ee war, violence and

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Troubled world highlights refugee plight 

Nearly half of all people forced to flee war, violence and persecution are children, and their schools and teachers play

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If you don’t know, find out

Multicultural Matters: Education Quarterly, Issue 6 2023 As teachers, we strive to inspire students to be informed and caring global

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Rally for refugee rights and peace this Sunday 

Federation is proud to endorse and support the 2023 Palm Sunday rally and march, to be held this Sunday, 2

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Speak out against racism and mobilise against discrimination and injustice during Harmony Week

Today, 21 March, is the start of what the Australian Government calls “Harmony Week”.  This designated week is scheduled for

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Education is paramount to eradicating racism

Multicultural Matters: Education Quarterly, Issue 5 2023 Racism is “a very real human rights issue in contemporary Australia”, according to

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Educate for anti-racism, equity and inclusion

Harmony Week (21–27 March) is an opportunity for schools to honour cultural diversity, with a focus on inclusiveness, respect and

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Languages in schools

Language is the primary tool we use for communication. It is what sets us apart from all other living things.

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Evaluation shows EAL/D teachers improve learning outcomes

Intensive English Centre and Central Sydney Intensive English High School staffing entitlements for permanent staff will be maintained during 2022 and 2023.

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Civilians in Afghanistan need our support

As the world continues to watch the distressing images from Afghanistan, we feel a mix of horror, distress and even anger, as we try to comprehend the extent of the crisis and the emerging ramifications of the Taliban seizing control of the country.

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Tips for teaching students with a refugee background

​So many refugee children have missed out on the opportunity to play and be kids, so allowing time for developmental play or structured play helps to teach social skills, problem solving, responsive talk, conflict resolution and role play for debriefs.

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From terror to teaching

“I vividly remember community alarms sounding, which meant find cover and protect yourself as missiles were on the way,” said Federation member Ferah Tobiya, who came to Australia as a refugee when she was a child.

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Unity — the way forward

Regardless of our differences, we all share a common humanity. To remind everyone of this, schools and TAFE campuses are encouraged to host events during Refugee Week (20–26 June) that promote harmony and togetherness.

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Inquiry underlines systemic neglect

The report of the independent inquiry into Valuing the Teaching Profession rightly identified schools populated by high numbers of English as an additional language or dialect (EAL/D) students as being further affected by disadvantage.

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Join us to rally for refugees

As a social justice union, Federation rejects racism, xenophobia and intolerance and aims to demonstrate these values with a strong presence at this weekend’s Palm Sunday Peace Rally for Refugees.

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​Harmony Week 2021

​Harmony Week celebrates multiculturalism and diversity in Australia – a time to share our cultural heritage, practices, beliefs, identities and languages.

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Intensive English Centres forum

Future action for fortifying the longterm outlook for intensive English centres (IECs) was considered by more than 120 members during an in-person/ Zoom forum on 5 November.

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Teachers add value as agents of social inclusion and cohesion

Every day, schools, principals and teachers play a critical and invaluable role in their communities by contributing to society’s social-inclusion outcomes.

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EAL/D support is falling short

English Language Provision is an important component of school planning and the allocation of specialist EAL/D teachers should be a priority if schools are to support the educational needs of their EAL/D students.

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High levels of responsibility and accountability not matched with support

Schools have buckets of money instead of teachers to meet needs under the Local Schools, Local Decisions model, Federation Senior Vice President Amber Flohm told the work value inquiry on 26 October.

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