The Scottish Educational Journal EIS Manifesto Party line? March 07 Vol.91 Setting priorities Find out where Issue No. 02 for education. the political parties stand. SEJ
Be informed. Make Vote for the right choice for education on 3 May. Sepecidal foucus ocn thae Scotttisih oelectnions p08
Comment Election race V0ote 8for too close to call As Scotland’s political parties jockey for education position in the run up to this year’s Holyrood Special focus on the Scottish elections. and local government elections, only one thing is certain: it will be a very close race.
Opinion polls have shown that no party has an overwhelming lead in the run to form Scotland’s next devolved government. As the race builds up to a conclusion over the next six weeks, each political party will be attempting to win the hearts and minds of voters with enticing policies on the key devolved issues for 1High0 lighting Scotland – health, transport, social justice, industry, tourism and, of course, education. EIS education Education is one of the largest devolved areas of priorities responsibility for the Scottish Parliament, with a huge amount of public investment and an even greater level of public interest. Each of the parties know that getting their policies and priorities for education right will be essential to gaining support at the ballot box on May 3rd.
The EIS has already announced its own key education priorities for the coming elections – class sizes, pupil indiscipline, nursery education, and further and higher 14 education. We have been campaigning actively on these Political priorities, and will continue to do so throughout the parties have election campaign. The EIS Manifesto for Education, and mini-manifestos on our four priorities, have already their say been published and are being distributed at a local and national level. We believe that Scotland’s politicians cannot afford to ignore the opinions of teachers, lecturers, parents and students on the key issues for Scottish education.
In this issue of the SEJ, we focus on the election campaign and examine each of the EIS priority areas in depth. We also talk to education spokespersons for each 18 of the main parties, and ask for their thoughts on each CPD update of the EIS priorities. You can find the party responses in A look at developments the election coverage pages of this SEJ. across Scotland Every vote will count in this election race, so this is an ideal time to find out about the education policies of your local candidate and to press them on the issues H
that matter to you and to Scottish education. Voter B 6
turnout will play a huge part in this election, and 3 H
the EIS is encouraging as many people as possible E ,
Special features to exercise their right to vote and influence policy for h g
the next four years. A major EIS advertising campaign r Viewpoint - u – previewed in this issue and set to be rolled out b n Internal assessment 22 i d
across the country soon – will highlight the importance k E u .
Obituary - of education and call on all those eligible to turn out , g e r c
and cast their vote for education. o . Wolseley Brown 23 a l s i P e y
The Scottish Parliament and local government @ a j r e o elections will have a major influence on the shape s : Regular features of Scottish education for the next four years and M E 6 1 4
News 04 beyond. Please do your part – read our election : 5 , r R coverage and the EIS manifesto, find out what each 1 o
Council News 07 3 O t i
of the political parties has to offer, then cast your 0 T d I EIS Contacts 24 2 E
vote for whichever party shares your hopes for our 2 D J 1
Crossword 27 E
education system. It’s important for Scottish education E 3 S 1 Sudoku 28 that we all have our say. E e 0 H h : T T Recipes 29 F Letters 30
Educational Institute of Scotland 3 4 Scotish “We want a partnership with Aberdeen because it is a University which is prepared to take forward the continuing professional
Educationl development agenda for teachers in an innovative and imaginative
way, with the emphasis on practical action research.” ag Jack Barnett, former EIS President re News ed to b se Educ Ms EI le V b V Ass The N N Furth wi pro Pres Ja of Myr e ein cturer resea of desi teach toget of in fo devel T T EI U ice-P ice-P omin rvi S ll nalJour be bet c Educ the ew min oci D r k e a be C ne cou pri t n g B a eva Pe te ach he el er oun gne g ar at ti a w f ars K n e he rc niversity ect op res res ma ir ac ti er pr wo he ne on ati we a i io nt rs Ed at on, ir ney omi r s st P on, h tt, cil ide s d r me he o n S sty ed e re c r ry E E S on id id ch Mar t D m uc er f U , fo s t op E a k a to H es wo en , I ec sid niv o rs m , a un t mer S re IS emb e nt fr en en n who ati De to a s ad c IS po s s to d de emb . l e om m ate nd Vi er on on ent rsi io dee r i Na if fo ge T t t on of o r. van ns nt rt EI ee ce-P ac t v ty s er fe na he pp g-t anno 07 fe the f have r . el i S th he s tio t d uni er or s t o f he r Le t ec C Pr or f it re of l ey, y the Pr op or e im ro , cu e Sc A in na th o res esi le n u ctu b r on a n w 2 ti lle Fur t t hoo 2 er t e ti r e nd he de a e un Un c wh l a t 0 i 00 e ss r eac de i no ge. r ll o st da on es n d P re el nt. en es s l 07 ne m n l en ati th ent re i EIS 7/ o a ag pr w rs’ in ti ecti r ec s t w en a ive e and h y sid ly Scotl er /0 or is on es 08 ov nd es g wi d , ident c u cat s k w a ent an al 8 i lo on l de ill ted l rsit have sed d ego of and unc .
Photo: Kate Sutherland y ry t te ac M fr 20 on r O at m Th on J o o a i be c de wa o i The pu whi E pr n L an d ag A Th e o Uni t S C de t de a A g au W e s n he o ea b on t ui f f f n om ac ea rkney um co c IS ach har r ember pre , p ne tivist C a 07 of r e Kir c v v l p for ee r t t p i t c a r y clas the i c d Dre a e f he he th c ho o a e e t k d v c v s t u r o r n o , new he p e n t i t r a EI p t a he l l a s M e u e h e u o b /08 e m s nu t Orkney u r n o o er w i i w t k m B a nc s p r a r s e c r f e r enting i r e s ne e of re p p Ab U EI r e e r wall nn o S e s w o r s Minis s ver o i h p r i a i r a . a nd r e xt e the t s and e c t me me nt s t d i . i and t hip t r e niv ke l le r i n n r h t Mr ng ill nt ne eT rs s u ne S he s is o Vice- le e k it u He e y ne will will a izes o o io ew l m a f s lu d ni 20 the y E e v hip is set y s nt nt c a o r ac n rs ct a of is r lre ir d e s Gramm No na a p t a t e i a Drever nd s f Natio m llow IS t r rdee a t d v im w ng is t, i io t o nt r hip nd a the e o a hip nd erial Local s s he e . p s b e a no a o P r ive eput a Presi Pr o it r c l it n n e e u r w iV d p a p e ge f a lon ta also d p ilar f t u a Univ er o h s Pr m inter a y, a r e p h e r p as t p isley w it y ar 07/08 schoo e r David Ma na ge me nt A to it r ssing ss ion al s ticu E nd k t is nd u r an d will po or co nal f es ea r p o h eachers s ies. of g-time o es o c o s y e Work Ex IS tner b no – t dent ha sis i ar p Asso m r f aid f f n i wit t an ce her ur a an r e A d P essio s f head u part Co est Inc lu ar Sco id t er o lar ce llen ce , b r b n Co e wher fo est pp f nit cu im r sch ses es id berdeen T f er sit o ls. d : h er t at a ship nt ed a war ch . or e e En ac hi D cu . ner r he ing “W e i ciatio un f t nt ar rrent nd ag ina t ies d ab ional o t or d y ne rev gr o nal land teacher t EIS he T ool sio n, s ee n b ea glish ar ” s an n en t at t e eas whic h d f his ship cil ad lishe y o e Gr irst ng and basis. er and e ch er wan t d e t f lo d i ly n. he ua t ly the n , it oup . will – ive cal d s e u nder EI K ners irsty T U p U “ M Re e i s t he Sc p M o a p a e p t p T t I A U p p a ( nv Se nc he he e I wh t p P P wi B a i d f b c nd l r r r r he l l e b t ni ni ni g he a a a a y r S. o o o o r t osts re eter u a l ho s t oth p e ni w r o p i c e n c nne l l i ll he De f f m v B o c v v v v u c r y r r p a en e e he e l sid i f w i he e e e d l i e f v f a po o d t a s s i fo s t a l v u o t i c a s r r r r he l s P e he i ee c a ti ie l s s i i r i a r EIS t a M n r s s s s t c te Quigl l v ney d mr ally e ng at r a cu e su ent i i ne i tne st l o o a s l t re i i i i s o o ng e nta s n a m oc nt t t t ng ir s ly na f t ge fo f na na y y y EI – pa r he o rr in p tt t P e w of Ed a Devan jo s . he a c r CP r t r s p t o o f r a c s l b t S- ent o ho s ha l l p o u u l a a int w f f e iv ey o t o a Sa imme t e s hip n, Sc o c u a d d r s t c t d nt he u r D A A ne U ys EIS o w e f e u o take ge t t c e e c t tne d w nd o r s b b a t ic will ho rs , t niversit s a v v Natio o Hea d ral hat c s y u e ld t t p hi he ir f n m er er ) ill elo elo he r t wo ey onf em ea ch er s it e. u an d d: t r at io m o A he ir diate s d s Enha pp lenair ng d d class EIS and ever l t he lp n, up It also hw p p GM u ay and ight ee n’ s een. “It o rship er en t t co of in m m nal o ca r o ld o Cha r will o ence sa id r m ay s. 1 t f en t ent t is co nt ur Ed y Lenair n g t Sco heir ea ch er b in ing Pas ncing stage 9t p f t mov ee r t Mr b p qu P as hio o he r ea ch er the in e ris ed u t ing resid aim f h D June ak t o t a cat inu s av is t er ed – and t lan D f new t May - lit e he he id an d e view is rev o int n. ion, y s. o in Dr ev en d f of , f s . ” er g o ” t er EIS Learning Reps influencing education policy making IS Learning important developments for the Representatives should teaching profession in Scotland”. influence education policy Emaking, Matthew Maciver, Speaking of the developing CPD “there’s a Chief Executive of the General agenda in Scotland Mr Maciver lack of clarity Teaching Council for Scotland warned of the dangers of CPD of thought in (GTCS) told a meeting of meeting only school needs and Matthew Maciver the current Learning Representatives local authority needs. This would national CPD held in Glasgow last month. lead to a utilitarian and pragmatic agenda and a Standard for Leadership to Addressing Learning Reps he way of running the education a lack of complement the existing three said, “Don’t be afraid to seek system. He told Learning Standards – for full registration, coherence to influence policy making Representatives that there Chartered Teacher and Headship. about what in relation to Continuing “has to be room for the individual the profession teacher”. It was important, Professional Development”. Also addressing Learning now needs.” He said that increasingly he said, that “teachers should Representatives, multi- Matthew Maciver, also be involved in areas of the Learning Representatives were establishment FE Learning Rep Chief Executive of curriculum which interest “an integral part of the whole Hugh Paton stressed the need the General Teaching CPD process”. They were them as individuals”. Council for Scotland for a growing dialogue between (GTCS) “of critical importance to schools and Further Education. practising teachers”. Welcoming the current review of Chartered Teachers he praised He said, “FE Learning Reps can support Learning Reps within He added, “Learning the Chartered Teachers who had schools. There should be more Representatives have credibility been successful in gaining the dialogue between schools and which others among us don’t Chartered Teacher Standard. FE – and Learning Reps can have”. He said that Learning He said, however, that Chartered achieve that”. Representatives were part of Teacher courses “haven’t caught on as much as they could and we the “real world” of education. He said “The Learning Rep role need to be able to support that”. He recognised that teachers is institutionally challenging in schools were often tired Elsewhere in his speech within the FE sector – but it and frustrated. The Learning does count”. Representatives initiative of the Mr Maciver raised the question See pages 18-20 of this SEJ for a CPD update. EIS was he said “one of the most of whether there should be now 19 May 2007 d l u o EIS /University of Aberdeen , e h s c a l e r c P
Education Conference o n o y e s 4 a l The EIS and the University of Aberdeen are hosting an Education Conference in r r 4 a e f o The MacRobert Building, King’s College, Aberdeen, on Saturday, 19 May 2007. 2 k s n i 6 u M . The Conference will cover all issues of Inclusive Education. o g 5 6 C m r 2 r 4 o e . 2 o An invitation has been extended to the Minister for Education to be appointed following the Scottish , s h f t i t 1 e n
Parliamentary Elections earlier in May. g . 3 g e n 1 w i n i m 0 k w The following key speakers have also agreed to participate in the Conference: t d o r e w n o a n e b t p t o
Professor Martyn Rouse Director of the Inclusive Practice Project, a e t h A a D e p
The University of Aberdeen, . t ) e i n n l k i s e Dr. Mike Gibson Head of Support for Learning Division, SEED, o u i b . d T t e ( g
George MacBride EIS Education Committee Convener, e a r t . w o c s .
Myra Pearson Head of School of Education, The University of Aberdeen. H u e s S i I r B d e e E 6 E t Seminar Groups will cover various aspects of Inclusive Education including the relationship with @ e n 3 n S i i I A Curriculum for Excellence, the Journey to Excellence, CPD, Creativity, Multi-Agency Working and h H t E w s E r
Partnership with Pupils. Discussions will be led by representatives from The Scottish Executive Education d n l e , e o a h b
Department, HM Inspectorate of Education and The University of Aberdeen. h t B g e m r l J t e b u c There is no cost to EIS members who wish to attend the Conference and travelling expenses l i a b a m l a t i will be covered by EIS Headquarters. Places will be limited and will be allocated on a first n i n a S m d I v - come first served basis subject to sector and geographical balance. o a e E c E to contribute email the editorial team on: [email protected] Educational Institute of Scotland 5 …stop press….stop press….stop press...stop press s
w Show Racism the Red Card
e – the winners are chosen The judging for this year’s EIS / Show Racism the Red Card competition took place at EIS headquarters just before this SEJ went to press. N Over 300 schools across Scotland entered this year’s competition, Category winners and the standard was as high Primary 1-4 Poetry as ever. The judging panel - 1st prize Owen Gillanders, Fetterangus Primary School, Mintlaw comprised of EIS Equalities 2nd prize Primary 2/3, Ruchill Primary School, Glasgow Convener Margaret Nicol, 3rd prize Molly Semple & Hannah Young, Dalintober Primary Yvonne Strachan of the Scottish School, Campbeltown Executive Equality Unit, ex-Hibs Primary 1-4 Artwork star Jackie McNamara of the 1st prize Orange Class, James McFarlane School, Ardrossan Scottish Professional Footballers’ 2nd prize Calum Brady, Holy Family Primary School, Lenzie Association and Daniel Gerard 3rd prize Class Skye/Islay, Isobel Mair School, Clarkston of Edinburgh’s Spartans Football Club - had an extremely difficult Primary 5-7 Poetry task in selecting the winners 1st prize Beth Callon, Inverbrothock Primary School, Arbroath in each of the categories, but 2nd prize Primary Seven, South Primary School, Wick eventually managed to agree that 3rd prize Jean Tafara Mukumba, St Laurence’s Primary School, the following entries stood out: Greenock Primary 5-7 Artwork 1st prize Michael Darroch, St Joseph’s Primary School, Helensburgh 2nd prize Furmaan Ahmed, Pollockshields Primary School, Glasgow 3rd prize Louise Hall, Braidbar Primary School, Giffnock Secondary Poetry 1st prize Fiona MacGregor, Greenock Academy 2nd prize Ellie Cohen, Albyn School, Aberdeen 3rd prize Neil McClelland, Dunoon Academy Secondary Artwork 1st prize Arman Hussain & Stuart MacKenzie, Greenock Academy 2nd prize Daisy Bruce, Elgin High School 3rd prize Martin Higgins, Lenzie Academy n o s k c a J k r a M : h p a r Judges showing the category winners: l-r g o Daneil Gerard, Yvonne Strachan, Margaret Nicol t o
and Jackie McNamara. h P Congratulations to all the winners on their success, and thanks to everyone who entered for their excellent entries. The winners will receive their prizes at a special ceremony at Hampden Park on 19 April – when the identity of the overall 1st place prizewinner will also be revealed.
6 Scottish Educational Journal March 07 March EIS Council s Election campaign launched with significant class size petition w President Elect Kirsty Devaney told the March e meeting of Council that the EIS had now officially launched its campaign for N the Scottish Parliamentary and local government elections on 3 May. l
One strand of the campaign i which has been a significant early success is the national EIS petition to reduce class sizes. Ms Devaney told Council that the c petition had attracted widespread support from across the country, and that the number of signatures n collected from teachers, parents and the wider public had exceeded expectations. At the time of u writing, preparations were EIS President Elect Kirsty Devaney with NUS Scotland President James Alexander at a recent joint underway to arrange a formal NUS/EIS publicity event at the Buchanan Galleries in Glasgow. The event aimed to highlight key public handover of the petition education issues for the upcoming Scottish elections, and marked the formal launch of the EIS ‘vote for education’ campaign. to Scottish Ministers at Holyrood. o and local authorities to clarify The EIS Manifesto for Education, Ms Devaney also highlighted that their position regarding their and mini-manifestos on each recent media coverage of the class commitments to cut class sizes. of the key campaign aims, have C sizes issue, including the Council also now been launched and report in the previous edition The EIS class sizes petition are highlighted in our special of the SEJ, had increased the is just one strand of the EIS feature in this SEJ. pressure on the Scottish Executive campaign that is now underway. S Class size strike call rejected and Maths) at a local level. Teacher programme. Management
A proposal by Hugh Donnelly “Our members want to see the control would be absolutely I (Glasgow), calling for support for existing commitments realised”, contrary to the ethos of the industrial action in any Local said Mr Farmer. CT programme.” Association area where satisfactory local agreement was not achieved Review of Chartered Teacher Supporting asylum seekers E on the implementation of class size programme Equalities convener Margaret reduction commitments, was Education Convener George Nicol told Council that EIS rejected by Council by an MacBride told Council of EIS work and recent related overwhelming majority. concerns regarding the aims publicity regarding the educational behind the review of the Chartered impact of the use of dawn raids Instead Council backed an Teacher programme, recently on asylum seeker families had alternative proposal by David announced by Education begun to bear fruit. A meeting Farmer (Fife) which called for Minister Hugh Henry. with Deputy Education Minister Local Negotiating Committees Robert Brown had allowed the for Teachers (LNCTs) to secure Mr MacBride said, “We hope EIS to raise its concerns over agreement on the implementation that this review will not be driven the impact of dawn raids on of existing class size reduction purely by a management concern children and families. commitments (maxima of 25 in P1 that they do not have control and 20 in S1/S2 in English over who accesses the Chartered
GTCS annual registration subscription The General Teaching Council for Scotland will It is imperative that GTCS has an up-to-date begin to collect annual subscriptions for 2007/08 address, otherwise EIS members run the risk at the beginning of April. Payment is taken directly of not receiving their invoice. EIS members are from your salary or by means of an invoice issued reminded that failure to pay their annual by the Council. If your annual subscription is subscription will result in their names being paid via the local authority, it will be evident on removed from the register at the end of May. either your March or April payslip. If this is the EIS members should visit www.gtcs.org.uk case, no further action is required. However, on a regular basis for up-to-date information if this is not the case, GTCS will issue you with regarding the payment of annual an invoice for payment. subscription fees.
to contribute email the editorial team on: [email protected] Educational Institute of Scotland 7 Briefly y We discuss some of the key priority areas highlighted in
r the EIS Manifesto and the major Scottish political parties’ stance on each issue. o t s r e v o
C Setting priorities for education The EIS recently launched its Manifesto for Education. The EIS Manifesto sets out the key priorities that Scotland’s political parties will have to address in the lifetime of the next Scottish Parliament. In this edition of the SEJ, we discuss some of the key priority areas which are highlighted in the EIS Manifesto for Education.
The priorities for the EIS are set education and encouraging out in our manifesto, and are members to cast their vote for the highlighted over the following party that they feel has the most pages of this SEJ. But we also to offer our education system, wanted to know what each our teaching professionals, and political party’s priorities were our young people. in four of our key policy areas – class sizes, pupil indiscipline, And the EIS is not just talking nursery education, and further to Scotland’s politicians, teachers and higher education. We asked and lecturers at this important each of the main parties to set out time. EIS members have recently In what promises to be an their policies, in their own words, been out on the streets, gaining extremely tight election race at so that SEJ readers can make an parental and public support for both national and local authority informed choice when the time one of the key EIS priorities – level, each of the political parties comes to cast their votes on May the reduction of school class sizes. will be jockeying for position on 3rd. Their answers are published The EIS petition to reduce class the issues that matter to the side-by-side in this edition, sizes has been a great success, people of Scotland. Of course, making a straight comparison and this is also highlighted in one of the most important issues between each political party this SEJ. will be education. At both national simple and accessible. level – where the education budget Continuing our efforts to keep represents a huge percentage The EIS is not affiliated to any education at the forefront of the of the Parliament’s spending – individual political party, and election campaign, the EIS will and at local authority level, will not be encouraging members be launching a major national each party’s policy on education to vote for any specific party. advertising campaign to encourage has the potential to win – Instead we are simply exploring people to turn out at the polls to or lose – many votes. the key issues for Scottish cast their ‘vote for education’.
8 Scottish Educational Journal March 07 Look out for EIS election advertising in your area The EIS will be launching one of its biggest ever national advertising campaigns in the run up to the Scottish elections in May. These adverts, which will be running across the country in such places as billboards, buses and bus shelters, train and underground stations, and the national press highlight some of the key election priorities for the Scottish Parliament and local councils.
EIS members We preview some of these advertisements below. have recently Look out for these adverts in your area soon. been out on the streets, gaining parental and public support for one of the key EIS priorities – the reduction of school class sizes.
Here, we preview some of the advertisements that will be running on billboards, poster sites, on buses and in newspapers across the country. These adverts have been conceived and tested to appeal to all potential voters, both to encourage voter turnout and to inform voters to make an ‘educated choice’ when deciding which political party to support.
The Scottish elections will have a huge impact on the future of Scottish education. This SEJ is aimed at raising some of the important issues, and providing food for thought for both politicians and voters. Please take the time to find out about each party’s priorities for education before you cast your vote – Scotland’s education system needs your support.
the bigger picture. email us with your views [email protected] Educational Institute of Scotland 9 Vote for education - May 3 2007 y r
o EIS key messages
t Thoughts on the main issues in education
be done in smaller classes. s Class size campaign... We cannot accept some of our youngsters coming from where do we go from here? special education into mainstream As reported in the last edition of the SEJ the EIS has been running education from a class of 10 into r a petition on the need for smaller class sizes in Scottish schools. a class of 33 - that is not fair on The response to this has been very positive but this is only the anyone in the system. first step in a bigger campaign around this issue. e What can be done in the run-up “It is 30 Learning is different to the Scottish Election? years since The way our youngsters learn is the class Politicians can agree to continue v very different these days and the with the provision of 53,000 size maxima use of individualised learning in our teachers in Scotland. This makes it crucial for them to be combined with the present falling schools taught in a smaller class. It is o rolls, would make it much easier was set and impossible to give children the incorporated to achieve our objective of smaller attention they require in a classes. They could agree to into Teachers’ class of 33. Conditions of continue the class size reduction C in P1 of 25 through to P2 and Service and Scottish education The gradual introduction of continue this throughout the has changed radically since then. A Curriculum for Excellence into primary sector in future years. Luckily those of us who have been our schools means that the way Research shows that, the younger out on the streets recently getting children learn and the possible the children are in small classes, the petition signed have met with cross-curricular work being done the more benefits that result. little opposition to the concept of would by necessity mean that this Why waste that by reverting smaller classes in our schools. would need to be done in classes back to 30 in P2? of far less than at present. It is however useful and indeed Scotland's politicians have to necessary to articulate the main Inclusive Education “We cannot reasons why smaller classes are be brave enough to bite the The EIS is very much in favour accept some essential in the changing bullet and invest in the future of the inclusion agenda but we of our education system if we are of our country.” must be aware that including all youngsters adequately to equip our youngsters and ensuring that all Helen Connor is a member of the National EIS coming youngsters for the future. Executive and Education Committee and our children benefit fully from represents the EIS on the Ministerial Working from special their time at school can only education Group on class sizes. into mainstream in large classes. We must reduce educated in classes with education class sizes at all stages of school 20 pupils or fewer. from a class from the present outdated of 10 into a maximum levels which run Priorities for a new Parliament class of 33 up to 33 pupils per class. and new Councils - that is not • Holding the next Executive to fair on Research evidence both from the commitments already given anyone in within and from outwith Scotland to reduce class size maxima the system.” points increasingly and strongly in Primary 1 and in S1 and S2 Cutting Class Sizes to the benefits of reduced class English and Mathematics Helen Connor sizes. Teachers know from their classes by August 2007. Ensuring that all children can own experience the benefits that • Maintaining the number of benefit fully from their time reduced class sizes bring to teachers in primary and at school pupils. Smaller classes are secondary schools as rolls happier and less stressful classes fall to allow further reductions The ways in which children and both for teachers and for the to be made in class sizes. pupils themselves. Scotland young people learn in our schools • Planning a detailed programme compares badly with many other are changing rapidly. Young of steps during the lifetime of countries in terms of class size. people are learning new subjects, the new Parliament towards developing ever more complex the goal of a class size Work has begun on reducing skills and acquiring more in- maximum of 20 in all primary class sizes in the present depth knowledge. We know that and secondary schools. children learn well when they Parliament, but the new have opportunities to respond Parliament must take this • Councils working closely with thoughtfully to questions, to talk further, by moving towards the Executive on making these through their ideas, and to plan further significant reductions in reductions a reality in every their learning in discussions with maximum class sizes. The EIS area of the country. their teacher. This is not possible aim is that all pupils will be
10 Scottish Educational Journal March 07 Political support needed to tackle indiscipline in schools The issue of pupil indiscipline is seldom far below the surface of the educational debate in Scotland. Teachers continue to regard the matter of indiscipline and how to solve it as their number one priority.
Schools reflect changes in society and many of behaviour. They have worked the children we teach have out programmes for individual i“ncreasingly complex lives in pupils. But they cannot solve the which they often communicate problem of indiscipline on their their personal difficulties own. They must have improved through challenging behaviour. levels of support from the “There are The Scottish Executive’s Scottish Executive and from no simple policies of inclusion and the Councils. It is vital that there solutions to presumption of ‘mainstreaming’ is sufficient funding to support the problem have presented new and schools in this work of dealing of pupil difficult challenges for Pupil Indiscipline with pupil indiscipline. Schools need additional staffing to indiscipline. teachers. These challenges Like so much certainly require teachers to Creating an environment where implement strategies to prevent be more reflective about their pupils can learn and teachers and deal with indiscipline, in modern teaching and learning. But they can teach including staffing of in-school school life, also call into question the level behaviour bases. Children success of support that they receive The EIS affirms that teachers whose lives are difficult deserve depends on from school management, from have the right to teach and young support from the earliest possible a collegiate local authorities and indeed people have the right to learn moment. There have been a approach to from the Scottish Executive. in a safe and well ordered number of successful early the problem environment. We know that most intervention projects which have at a national, Headteachers should continue to parents and young people share set such young people on the local and have the right to exclude pupils this conviction. It is the duty road to success in school. We school level.” of the Scottish Executive and where appropriate. The Scottish need more if we are to support Sandy Fowler Executive must re-affirm the right Councils to provide the necessary all of these young people. of teachers and headteachers and support to ensure that this can the responsibilities of parents, be achieved. Priorities for a new Parliament with regard to pupil discipline. and new Councils: We acknowledge the place of Any incident of violence, • Providing sufficient funding to alternatives to exclusion and the physical or verbal, in our schools support schools in dealing with work of the Scottish Executive in is wholly unacceptable. Most issues of pupil indiscipline. pupil indiscipline, however, takes promoting and funding innovative • Providing in-school behaviour the form of persistent low level solutions. However, the impact of bases and providing sufficient disruption. Dealing with this is such innovations may take many off-site behaviour facilities for exhausting for teachers and years to become real or apparent children for whom other frustrating for pupils and results – of little comfort to the teacher provision is inappropriate. in the demoralisation of all who is facing daily disruption or • Reducing class sizes in all physical assault. concerned. All poor behaviour and indiscipline lead to sectors to improve behaviour in the classroom. There are no simple solutions to unacceptable disruption to the the problem of pupil indiscipline. processes of teaching and • Training for teachers in better Like so much in modern school learning in schools. The people behaviour strategies both in life, success depends on a who lose out most are the other their initial teacher education collegiate approach to the pupils in the class whose rights and in their professional problem at a national, local are ignored and whose learning development throughout and school level. is inevitably damaged. Recently, their careers. the misuse of mobile phones in • Robust and practical policies It is these principles we wish to schools, particularly those with to tackle mobile phone misuse see applied at local authority and a camera or video function, has in schools. school level and, combined with become a growing concern for • The full involvement of teachers additional resources, we believe both pupils and teachers. Robust and parents in developing and we can reach our common goal policies must be put in place implementing agreed behaviour of achieving better behaviour in to tackle this problem, and policies in their schools. all of our schools.” teachers should have a clear • Full support by the school and right to confiscate phones by the local authority for every - Sandy Fowler is a member of the EIS National when unacceptable use occurs. Executive and Education Committee, and teacher in dealing with represents the EIS on the Scottish Executive’s incidents of pupil indiscipline. Teachers have worked hard Discipline Stakeholder Group. • Support for the right of to improve pupils’ behaviour. headteachers to exclude They have reflected on their own seriously disruptive pupils teaching. They have developed as a last resort. plans to encourage better
the bigger picture. email us with your views [email protected] Educational Institute of Scotland 11 Vote for education - May 3 2007 y r
o Nursery schools need t nursery teachers Nursery schools and nursery classes, with appropriately qualified teachers, s mean quality educational provision for youngsters before they move on to primary school. Now that all of Scotland’s 3 and 4 year olds have the opportunity to experience pre-5 education, the benefits of nursery schools and nursery classes with qualified teachers are becoming more apparent. r
“Quality educational opportunities suited how to play and work with nursery to their particular needs. Quality other youngsters and with adults. e education nursery education means that Nursery education promotes means that children enjoy structured and equality of opportunity for youngsters get the best start in stimulating play in the years children in their earliest years. v life. It means guaranteed quality before primary school. Such play Also, the special needs of many education provision for 3 and 4 is particularly important to allow youngsters are addressed in year olds. Children aged 3 and 4 youngsters to develop properly at nursery schools/classes.” o years are taught under the a vitally important stage in their supervision of a fully qualified and lives. Children in nursery schools/ - Norma Anne Watson is Vice-Convener of the EIS Education Committee and a Nursery school registered teacher. They have classes learn language skills, and headteacher in West Lothian. C to encourage children to develop demanded the right to have their their skills. This is particularly children educated in nursery marked for disadvantaged young schools staffed by qualified children. This research evidence nursery teachers. It is an from the UK and abroad is entitlement which every parent supported by the findings of has a right to expect and which Her Majesty’s Inspectors of Parliament, the Scottish Education (HMIE) in Scotland. Executive and Councils have They state, “While very good a duty to provide. It should be practice is found in all types of the right of each and every young “Quality Nursery Education - [pre-school] provision a higher child to have the best start to nursery proportion of local authority their education: enjoying nursery education Providing the best start in life nursery schools and classes education staffed by fully means that perform consistently well or very qualified teachers. children enjoy Scotland has a long and proud well than do private day nurseries structured and history of providing nursery or voluntary play groups”. Priorities for a new Parliament stimulating education for our young children and new Councils play in the in the years before they go on A Curriculum for Excellence, • A guarantee for every child aged years before to primary school. Qualified the Executive’s key policy on 3-5, whose parents wish this primary teachers in every nursery school teaching and learning, sets out option, to attend a nursery school.” and class have ensured that a curriculum for children from school or class staffed by this nursery education is of the ages of 3 to 18. A central qualified teachers. Norma Anne Watson the highest quality. decision is the recognition of the • Amending education law to worth of pre-5 learning and the require councils to provide Today, however, in many areas, creation of clear links between nursery education for 3-5 year the number of teachers working this and learning in the early olds with qualified teachers in nursery schools and with years of primary school. This in the same way as they are nursery classes is being cut. will be much harder to establish required to provide primary Between 2005 and 2006 there without qualified teachers and secondary education. has been a reduction across working in nursery schools. Scotland of around 120 nursery • Quality nursery education in nursery schools and nursery teachers at a time when the Many parents will require care classes to be adequately funded number of pupils is rising for their young children beyond by the Scottish Executive and significantly. Councils have been the normal nursery school Councils. able to cut these posts because session. The EIS believes that the law does not require them high quality care must be made • Ensuring that there is a nursery to employ nursery teachers. available to those who wish it placement for every pre-service and has welcomed the steps primary teacher in training. The research evidence is clear: taken by the Executive to improve • Flexibility of pre-5 provision to early years provision with qualifications generally in the be supported and funded – with qualified teachers gives young pre-5 sector. But this must not be nursery education forming an children the best start in their taken by any Council as a pretext integral part of that provision. education. This is because for cutting nursery teacher posts. • Ensuring that all staff in pre-5 teachers are best placed to establishments have access to support the learning of young In the face of Council cuts, appropriate qualifications. children and are best equipped parents have consistently
12 Scottish Educational Journal March 07 Further support for higher learning Scotland has a long tradition of providing lifelong learning opportunities through our Further Education colleges and Higher Education institutions. We currently have one of the highest levels of participation in post-school education in the world, and there are aspirations to raise participation even higher. There is much to be proud of in our Further and Higher Education systems, but there are also many challenges ahead and much that can be improved to provide better opportunities for all prospective learners.
“Many steps have been taken in Further Education colleges and Standards are hugely recent years to widen access to Higher Education institutions are important too. The EIS has Further and Higher Education, also under increasing pressure to long campaigned for quality but much more still needs to be deliver more without additional professional development for done. People from less advantaged financial support. The funding lecturers, and a professional backgrounds are still much less problems in FE are well known, body for those working in the likely to access tertiary education while universities are under FE sector. Improving pay and than those from other socio- increasing pressures due to conditions – including a return economic groups. Access to the introduction of top-up fees to national pay bargaining in FE education should always be based south of the border. If our – remain key priorities for the on a desire and ability to learn, politicians are serious about EIS and will be strongly “The funding rather than an ability to pay. supporting the vital role of re-enforced throughout problems in No potential student should Further and Higher Education, this election campaign.” FE are well be placed at a disadvantage then increases in funding known, while because of circumstances support are absolutely essential. - Kirsty Devaney is EIS President Elect and a senior member of EIS-FELA. universities outwith their control. are under increasing addition lecturing staff in Further • The continued development pressures and Higher Education continue of school/college partnerships due to the to be poorly remunerated and with adequate funding and with introduction in Further Education have no full involvement of all teaching of top-up fees national negotiating forum nor and lecturing staff involved in south of the professional body overseeing the partnership arrangements. border.” qualifications of lecturing staff. • All FE lecturers to have access Kirsty Devaney to quality development leading The EIS believes in the highest to a Teaching Qualification in educational standards for all Further Education (TQFE) and Learning for Life teachers and lecturers in Further thereafter registration with the and Higher Education, and also General Teaching Council for Getting the most from Further in a level of pay which reflects Scotland (GTCS). and Higher Education those standards and the • The pay of lecturers in both demanding work undertaken. More and more young people Further and Higher Education in Scotland to be increased and adult learners are benefiting Further Education colleges must to reflect the level of from Further and Higher be funded to a level to meet professionalism. Education in Scotland. the growing needs of their communities and to allow for • A return to a system of national Links between Further Education the expansion of opportunities bargaining for lecturers in and schools grow closer through for lifelong learning throughout Further Education colleges. the school/college partnerships the country. • The development within and through Skills for Work Further Education colleges of a courses. The growing emphasis Universities in Scotland must more participative and collegial on vocational education for be funded to maintain their style of management and many young people means competitive edge through decision making. an increased role for Further improving access, the highest • Further Education colleges Education in most communities. quality teaching and to be funded to a level to meet opportunities for developing the growing needs of their There is concern today about the research facilities. communities and to allow for numbers of young people who the expansion of opportunities are not in education, employment Priorities for a new Parliament for lifelong learning throughout or training (the NEET group). and new Councils: the country. The Higher Education sector • Access to Further and Higher • Universities in Scotland to continues to grow and develop Education for young people and be funded to maintain their in Scotland but student hardship adult returners to be broadened competitive edge through is a reality facing many young so that no potential student is improving access, the people pursuing their courses denied a place because of cost, highest quality teaching at university. geographical location, gender, and opportunities for race or disability. developing research facilities. The introduction of top-up fees • Continued opposition to the in English universities is putting imposition of socially divisive ever increasing financial pressure top up fees in higher education on universities in Scotland. In in Scotland.
the bigger picture - email us with your views [email protected] Educational Institute of Scotland 13 Vote for education - May 3 2007 y r
o What do the t
s parties think? We asked Scotland’s political parties for their views on our r education priorities. Over the next four pages we print their responses so that SEJ readers can know where each of the
e parties stand on the key education issues.
Class Sizes Indiscipline v Scottish Scottish Labour will further Scottish Labour believes pupils Labour reduce class sizes year on year. and teachers should not have We will reduce class sizes in to tolerate disruptive, violent or o Nursery Education Primary One to 25 and meet our bullying behaviour. We will Labour are proud commitment to reduce class sizes support headteachers to take the we introduced free to 20 in Maths and English in S1 actions they consider necessary, universal nursery education
C and S2 this year. We will increase including the ultimate sanction for all. We will expand nursery teacher numbers to 53,000 by of excluding children where education giving parents more August 2007 and the historic appropriate. We will continue to choice and flexibility. opportunity presented by falling support pioneering projects like We will invest in training and school rolls and rising teacher “nurture” classes and offsite qualifications and improved numbers allow us to continue to behavioural facilities to support career paths for nursery staff. improve pupil teacher ratios, cut children into mainstream “We will class sizes and maintain the best education. We will also fund We will invest further in the standards that Scotland has ever additional and specialist staff to work to quality and accessibility of ensure that seen. We will also accelerate the support schools, so teachers can innovative childcare, breakfast school building programme and spend more time teaching. no young and after-school clubs. We will person rebuild a further 250 schools by also extend nursery education 2011, allowing more teachers to Lifelong Learning leaves school to vulnerable two year-olds and work in modern classrooms. Scottish further education was for without expand a revitalised Surestart. going on too long the poor relation in the to training, education system. The college education, work or Scottish present policy. Teachers are nursery education is expensive volunteering” left to cope in classrooms with and public provision does not kick Socialist Party increasing numbers of students in until much later, we could only Scottish Labour who experience multiple problems. afford part time care before they Class Sizes Students can arrive at school, got a place at pre school. Around a quarter of all pupils after experiencing horrific in Edinburgh attend fee paying situations and their immediate The SSP is committed to providing schools. I find that a staggering needs are not a lesson on every three and four year old statistic which I feel sure is like quadratic equations or plate child with a full time pre school no other city in Britain. One tectonics! The pupil support/ education. reason parents spend a fortune guidance system often does not sending their children to private meet their needs because it is We were also proud to support schools is the small class sizes. largely directed to getting students the nursery nurses’ strike for back into classrooms, whether or a decent wages in 2003. An £8 I am fully committed to public not this is likely to help. per hour minimum wage would sector education and see no provide important support for reason why the same pupil One approach which does appear staff we regard highly but teacher ratios as Heriots, to work is the Outreach Service, currently pay so poorly. Fettes or George Watsons can’t be where staff provide 1:1 teaching achieved everywhere. My children support and a programme built Lifelong Learning have been in groups of 30 or around the student’s needs, not John Maclean the famous Red more and we know they do an institution’s need to slot them Clydeside socialist and himself better in smaller classes. into prescribed situations. a teacher, once proclaimed that ‘education is a right not The SSP is committed to Nursery Education a privilege’. And to me it is a maximum class sizes of 20. My two children benefited hugely right which belongs to everyone from their nursery education. My throughout their life. The SSP Indiscipline daughter and son both thrived in believes we need to encourage Neither the needs of the students the care and company of staff and people to exercise their right to nor the teachers are served by the other youngsters. But private lifelong learning by providing
14 Scottish Educational Journal March 07 “The SSP believes we need to encourage people to exercise their right to lifelong learning by providing equal educational opportunities for mature students based on experience and prior learning. ” “We support Scottish Socialist Party the call for properly qualified estate was not fit for purpose, significantly in the indiscipline professionals and we have rebuilt a number Scottish tables. We need to pay more properly of college campuses across the Green Party attention to their specific needs. paid to country. We will continue that If all these areas were addressed, deliver investment. We will create Skills Class Sizes local councils should be content nursery Academies in local colleges and The Green Party has consistently to leave suspensions and education.” some schools, offering young called for class sized to be expulsions to be dealt with Scottish people from the age of 14 the reduced over the last 20 years. by headteachers on the rare Green Party chance to pursue challenging We recognise that there are occasions when this might vocational subjects. We will work considerable educational be necessary. to ensure that no young person advantages to be gained from leaves school without going on classes which are 20 or less Nursery Education to training, education, work or particularly at primary school The latest revision of the Green volunteering and we will expand level. Not only do children get Party’s policy reference document our Modern Apprenticeship more individual attention but they concentrated almost entirely on scheme and create a new higher feel more secure in smaller social early years, support for families level ‘Advanced Modern units. We are particularly keen with young children including Apprenticeship’. We will continue on seeing education as something single mothers. There needs to to support our universities which happens outside as well be a huge increase in the support and resource them so they as inside the classroom. Smaller given to those families who need can stay competitive. classes make it much easier it, to make sure that their for this to happen. children are not unnecessarily - Jack McConnell MSP disadvantaged in their early years. Indiscipline The Scandinavian model suggests equal educational It needs to be acknowledged that early years education is best opportunities for a curriculum that does not give delivered at home where possible, mature students full scope to pupils creative but that kindergarten and nursery based on talents and that puts them education should be of the highest experience and in positions where they possible standard. We support the prior learning. are bound to fail is call for properly qualified We also bound to lead to professionals, properly paid want to see resentment, truancy to deliver nursery education. employers and indiscipline. This compelled to part of the problem Lifelong Learning allow paid should be addressed The Green Party has always time off for by the Curriculum seen access to life long education training and life for Excellence if as a basic right. Our basic income long learning its implications are scheme which we campaign on opportunities. taken on board with our sister party in England enthusiastically and Wales, will provide for Rights can of and intelligently seamless transitions from work course only be by local to education and back again, fully exercised by authorities, supported by the taxation system everyone head teachers as of right. If schools were able equally when and to develop the skills of confidence, free and public management. risk assessment, adaptability, education Children in enterprise and ability to is central to care and communicate more people would everything the children have the confidence to take SSP stands for. with advantage of the opportunities learning for life long learning that are - Colin Fox MSP difficulties already available. figure - Robin Harper MSP
the bigger picture - email us with your views [email protected] Educational Institute of Scotland 15 Vote for education - May 3 2007 y
talent of everyone in Scotland. r A higher priority needs to be given to vocational education within a flexible student-centred system
o that allows young people to focus more on vocational learning at
t an earlier age.
As part of that we will build on
s the success of colleges and schools working partnerships, offering more opportunities for school “We have to look at pupils for learning interesting, the whole education practical skills. r journey and encourage better relationships We have to look at the whole between schools, education journey and encourage e colleges and better relationships between universities.” schools, colleges and universities. Scottish Liberal-Democrats v It is vital that all these routes are of the highest quality and we better for children and better for believe that we must continue to Scottish families. We will provide: a free
o invest in lifelong learning to give supervised playgroup place for Liberal learners the best possible up to 15 hours per week for every experience. Democrats two year old who's parents want one; We will increase nursery C Indiscipline In the course of the next entitlement for 3-4 year olds to 15 Parliament, the Scottish Liberal Discipline has become one of the hours and 38 weeks per year, with greatest issues in our schools - Democrats would abolish the a requirement for teachers rolled graduate endowment, whilst disrupting children and making out in nursery schools. it hard for teachers to do their continuing to ensure our Universities remain amongst jobs. Scottish Liberal Democrats Scottish Liberal Democrats will the best in the World. support a culture of zero-tolerance create a full-time, teacher-led of violence in the classroom. Abuse transition year, raising the entry - Iain Smith MSP of teachers by pupils and parents to formal primary school to six, and bullying of pupils should be placing greater emphasis on play treated far more seriously. and informal learning to equip children with the skills they need We will provide regular training for to make a success of education Scottish “We will new and experienced teachers to and allow early intervention for National Party introduce ensure they are equipped to deal children who need extra help. a respect with disruptive behaviour. We will Class Sizes: increase the role of guidance Class Sizes We will maintain teacher numbers agenda to teachers to follow up violent and in the face of falling school rolls tackle disruptive behaviour and establish Scottish Liberal Democrats to enable reductions in class sizes. bullying, the social and psychological recognise the importance of We will place greater emphasis on bigotry and factors involved. reducing class sizes to improve discrimination teaching and learning. That is recruitment for the early years, to improve We will increase the use of on-site why we have delivered on our languages and science. 'cool down' units in schools, 2003 commitment to recruit extra behaviour To meet local needs, local schools the provision of alternatives teachers to reduce class sizes. generally.” will be able to determine the most to exclusion, including anger Scottish National Party appropriate class size reductions management classes, and ensure As school rolls fall, we remain within national guidelines, taking that exclusion continues to exist committed to going further by into account best education as an option. increasing teacher training places for primary and practice. We will introduce measures to secondary teachers. Our national guidelines will tackle bullying through peer- reduce class sizes in Primary 1, support and buddying schemes, We want to bring down the average 2 and 3 to eighteen pupils or and drive forward the Anti- in class sizes across primary fewer. Children spend the first Bullying Service for Scotland. education further. Building on the new maximum class sizes for few years learning to read and the Nursery Education Primary 1 and 2, we will make it rest of their lives reading to learn. a priority to end class sizes of over Scottish Liberal Democrats 30 and work for the longer term We will initiate a faster pace of know that investing in education, with teachers and local authorities teacher employment to avoid the learning, play, and supporting towards a maximum of 25, while problems of the current families to help the youngest allowing reasonable flexibility to government which have left 41% children to learn and develop local circumstances. of Primary One pupils still in brings rich rewards. classes larger than 25 this year. Lifelong Learning We will improve early years care It isn’t the number of teachers on and education by creating a more The Scottish Liberal Democrats the register that matters, it’s the streamlined progression that is want to invest in harnessing the number of teachers in classrooms that counts.
16 Scottish Educational Journal March 07 per cent in the last year alone. who have additional support needs By stopping the publication of or are otherwise at risk, has these figures, the Lib-Lab Pact particular potential. Allied to this, Scottish has simply buried its head in the but of benefit to all children, we sand. It is time to acknowledge will also address the decline in Conservatives that there is a problem. the number of qualified teachers Class Sizes working in nurseries. We will We will put decisions over how build on certain foundations. The fundamental way to improve to enforce discipline firmly in the Scottish schools is by empowering hands of teachers, rather than Lifelong Learning headteachers to do their jobs in the hands of local authority Scotland has a celebrated history “We will put without undue external officials, where it currently rests. decisions interference. Every head should of educating its people to the highest standards, all through over how have more freedom to set the Nursery Education priorities for his or her own school their lives. It is important that we to enforce While Scotland has many and to decide how funding is spent aspire to the highest standards of discipline important institutions, families are within it, in order to more closely attainment. We must ensure that firmly in the most important. Parents are serve the specific needs of their learning for life is constantly the hands adults and should be treated as own schools and communities. accessible for adults. With this of teachers, such by heeding their views and Of course, heads should consult in mind, Scotland’s higher and rather than giving them flexibility. Equally, parents and pupils in doing this. further education system must in the hands children should have their be supported. There is undoubted of local Many headteachers may indeed childhood protected, growing up competition from universities authority decide to give a high priority to in stable family environment outside Scotland, and we must officials, lower class sizes, but this should supplemented by high-quality redouble our efforts to put in place where it be for them to decide rather than childcare provision. Many parents a system of funding which keeps would prefer to have more choice currently something that is imposed by an our higher and further education rests.” Executive target. over whether to send their children institutions competitive in the to state or independent nurseries, 21st century. This is a debate Scottish Conservatives Indiscipline and indeed over whether to send which must take place. them to nursery at all as opposed Teachers must be in charge of to care by a grandparent or - Lord James Douglas Hamilton their classrooms and, similarly, another relative. Such flexibility MSP headteachers must have control seems attractive. Furthermore, of their schools. We have seen Early Intervention to identify and the stark figures on increasing individually support children from violence against school staff - disadvantaged backgrounds, or physical assault is up by about 20
Indiscipline behavioural problems. We will government will abolish the Indiscipline is a problem in encourage the use of physical Graduate Endowment tuition fee education which needs to have chill-out zones. and replace the expensive and more focus nationally to tackle discredited Student Loans system it as a matter of urgency. Nursery Education with student grants. An early start is the best start. The SNP raised concerns about Research shows long-term and We will remove the burden of indiscipline being demoted to significant beneficial effects from the debt repayments owed to a sub-group in the National quality early years education. The the Student Loans Company Priorities –it should be right at the SNP wants to see children across by Scottish domiciled and top of the agenda, that’s why we Scotland get a similar benefit. resident graduates. welcomed the restoration of the power to permanently exclude. We will increase the number of We recognise the key role hours of entitlement by 50%. We colleges play in the economy We will introduce a respect agenda also want a nursery teacher for and in their communities and to tackle bullying, bigotry and every nursery class as part of the will help them develop this role . as part of a revitalised life-long y discrimination to improve early years development team , b n
learning agenda. e behaviour generally. alongside valued nursery nurses. o r e i u t We are concerned that some s e t a Smaller class sizes will help reduce We will review the situation of n a councils are currently removing h c o i t
part-time and post-graduate e
indiscipline in schools and ensure l
nursery teachers from classrooms. p f b
students and support the efforts s that pupils and teachers enjoy the d s e e u to attract more international i right conditions for learning We will implement a birth-to-three r p h students. h t c throughout their time in school. agenda as part of a 10-year a r a r o
strategy for children’s care, e o f
Our universities compete on o r v
We’ll examine models of single development and education. f i e a global basis in research and p teacher support to tackle e y n p c i development, but we need to t a behaviour and guidance issues. We will provide a flexible, l r e d provide more government support r Early intervention and support dedicated ‘early years development’ a o a P s for them to continue to do so t e is key to identifying and tackling teaching degree in the long term. l o a y behavioural problems in the as a key driver in Scotland’s d n t
economic and enterprise agenda. i J long run. Lifelong Learning S r d I E i a
Access to education should be E d S
- Fiona Hyslop MSP d
We will ensure that the i
based on the ability to learn, not e l t appropriate professionals are e h o u
the ability to pay. The SNP h T S b employed to help pupils with t
Educational Institute of Scotland 17 e Briefly Over the next three pages, we highlight some of the t ongoing CPD developments across Scotland – much of this is being led by EIS
a Learning Representatives.
d Working hard in partnership in Fife Fife Learning Reps, Paddy Miller and Isobel Schröder, are beginning to work p together with Fife’s CPD team to encourage colleagues to pursue quality personal and professional development. The regular Chartered Teacher Support Group meetings held by Fife’s CPD team are very helpful in motivating and encouraging u colleagues to undertake one of the routes to CT.
However, there are many potential Fife’s CPD team gives a strands of CPD. Rosa Murray will CTs in Fife schools who suffer presentation on CPD to individual speak about the Framework for from a lack of confidence in their schools and also takes a Professional Recognition and
D own ability and experience, who presentation on the Framework Andrew McNeil will talk about his are daunted by the thought of for Professional Recognition to experience on the Global Teacher attending a meeting or who do school cluster groups. Paddy and Project. Among the workshops not wish others to know that Isobel have been asked recently, offered will be “CT Module 1 P they might be contemplation to share in the work of taking Explained,” given by Hugh undertaking a CT route. If they the 30 minute “Framework” Donnelly (in effect Module 1 for contact Paddy or Isobel, we will presentation out to cluster groups. the terrified,) “Hands On,” using be happy to talk them through We are rapidly developing an the Blackboard distance learning C their own career and perhaps help appreciation of how much time medium, run by the University of them to decide on the best way to and effort is required to set up a Paisley and “ICT Access to CPD” proceed. Many people are unaware date for the presentation which given by Paddy Miller. that the body of work they have will suit as many colleagues as already undertaken can form possible in the cluster group. Publicity materials have been the basis of a CT claim. (If any Fife cluster-group co- produced by the EIS and have ordinators read this, please get in gone out to all Fife schools. Fife For the second year, Paddy and touch via the EIS office or the CPD has provided the venue and its Isobel were invited to attend Fife’s office... excuse the blatant plug!) CPD team are collating and annual Provider’s Open Exhibition processing the application forms. Evening in December, where A great deal of interest has been Paddy and Isobel would like to representatives from the expressed in the forthcoming thank Claire Gemmell and the universities passed on information joint Conference, open to all Fife CPD team for all the help and about their courses and methods teachers, which Fife’s CPD Team support they have given them. of delivery. Approximately 50 and the EIS Learning Reps are to We urge as many colleagues colleagues attended and most hold in the Auchterderran Centre, as possible to book a place at stopped by the Learning Reps’ Cardenden on Saturday, 21 April. this event. table to ask a variety of questions. Entitled ”It’s About You” the event - Isobel Schröder/Paddy Miller will bring together some different Fife Learning Representatives Curious about Chartered Teacher status? As the EIS Learning Representative for West Dunbartonshire, I meet a lot of skilled and inspirational teachers who would like to embark on the Chartered Teacher route but find the obstacles overwhelming. The most common barriers are cost, the time commitment or a lack of confidence in returning to study. Many of these problems can be resolved but to address the main issues and dispel some of the myths surrounding the Chartered Teacher Programme, a free question & answer seminar is being run jointly by the EIS and West Dunbartonshire Education & Cultural Services.
The session will take place in The Hall, Braidfield Campus, Queen Mary Avenue, Clydebank on Thursday 24th May from 4.00-6.00pm. Guest speakers will include Rosa Murray from the GTCS, Graham Connelly from the University of Strathclyde and Jim McLean from the University of Paisley. They will be on hand to discuss the main routes open to teachers and to help clarify options. Which is the most appropriate route for you? The 12 module Masters Programme or a claim for Accredited Prior Learning? Have you considered a mixture of both? With such a broad range of expertise, we expect most queries will be answered.
At present, there are 15 Chartered Teachers in West Dunbartonshire from a variety of teaching establishments and some of them will be present to provide advice for colleagues.
- Ann Fisher, Learning Representative
For further information about the event or details of how to register, check out the EIS Learning Representatives Area for West Dunbartonshire on the Learning Representatives website which is located on the main EIS web-site at www.eis.org.uk or email Ann Fisher at [email protected]
18 Scottish Educational Journal March 07 n a w E c M m i J : y b h p a r g o t o
Left to right: Tom Hamilton, Owen Gillon, Gillian Brydson, h
Dorothy McWhirter, John Thomson and Walter Humes. P Talking about CPD CPD open event in Dumfries he EIS has recently two Chartered Teachers - Owen cost of CT does put some received further Gillon, Dumfries Academy and teachers off from undertaking funding from the Dorothy McWhirter, Rephard CT but he did point out that STcottish Executive Education Primary School; Gillian Brydson, an increment is paid after every Department to assist in taking Education Officer (CPD), two modules are successfully forward the EIS Learning Dumfries and Galloway Council completed. He referred to the Representative project. Part and John Thomson, EIS Framework for Professional of the funding relates to Dumfries and Galloway LR. Recognition and stated that
partnership working with local this approach is about telling t authorities. One way we are Walter Humes spoke about the teachers they are valued. r national CT event which had o progressing this is to hold joint p
CPD Open Events in several been held in June 2006 and said The two CTs, Dorothy McWhirter p s u
that at that stage a number of and Owen Gillon, spoke about i local authority areas. The s
teachers had stated that they their experiences in undertaking ,
purpose of these events . d R D is to promote partnership were undertaking a CT course CT courses. Both advised that n L a working, CPD and the role but not advising their colleagues. there had been a huge P y C e of Learning Representatives. He also stated that there is a commitment both in terms a c e i
strong theme of “anti- of time and commitment but w k v o
A joint CPD Open Event intellectualism” in Scottish that it had been worthwhile l a d l t : between the EIS and Dumfries teaching because colleagues look to achieve CT status. a a l r i , e
& Galloway Council to promote down on those who want to G a n d Chartered Teacher and pursue professional development. Gillian Brydson, Education k o & n m u i -
Officer (CPD) stated that there is .
Professional Recognition was He highlighted that, in the HMIE u t s e g a
a good relationship between the e held in January. The aim of this report regarding implementation r o i y o t r authority and John Thomson, m joint event was to promote CPD of the McCrone Agreement, . b f r p and also to highlight the it had been stated that CT was EIS LR and that she had been g o e d m n f r
happy to be involved in this joint i assistance EIS LRs can provide not attractive to many teachers e u n t n h in advising on quality CPD due to time and cost. He stated event to give more information i D r c s i a e a opportunities and supporting that CT brings together the to teachers. She also highlighted , e t v w n l teachers through the process. knowledge of both practice that the authority has CT i - n o g s s o
network meetings to enable s
and the academic. i e c e The speakers at the event held colleagues to share experiences o u m t e @ g in Dumfries were Walter Humes, Tom Hamilton advised that there and support each other. o b e n a h l
Research Professor in Education, are now 400 CTs in Scotland and o e b T l n s
University of Paisley; Tom that there is only one local l a a l o n m c Hamilton, Professional authority where there is not yet i c o h a
Development Officer, GTC(S); a CT courses. He said that the e h o v o t J a t H j
Educational Institute of Scotland 19 D P
C EIS Learning Representatives - here to help you EIS Learning Representatives (LRs) are making a huge impact on Scottish education in pushing forward the CPD agenda. LRs give information, advice and support to colleagues interested in undertaking CPD. LRS work at two levels - required in Aberdeen City (1), are interested in finding out multi-establishment and Dundee (1), Edinburgh (2), more please contact Lyn establishment level. Scottish Borders (1) and McClintock, LR Administrator: South Lanarkshire (1). e-mail [email protected] Multi-establishment LRs work or telephone 0131 225 6244. across all schools within their Establishment LRs are based in local authority area. They schools and colleges throughout If you want to know how an undertake a postgraduate Scotland - the aim is to have an LR can be of assistance to you module, completely on-line LR in every school and college the contact details for all EIS through the University of Paisley in Scotland. They undertake LRs are located on the main which takes approximately three an undergraduate module, page of the LR web-site which months to complete. We have completely on-line through can be accessed through the multi-establishment LRs in the University of Paisley which main EIS web-site on almost all local authority areas takes approximately three www.eis.org.uk The contact but LRs are still required in East months to complete. details for multi-establishment Lothian, Stirling and West LRs are listed on the contacts Lothian. Additional LRs are The next intake for both courses page in each SEJ. will be in September 2007. If you De-mystifying CPD lackmannanshire Council have run two Whether you are starting out as a newly qualified successful CPD events aimed at promoting teacher or you have been teaching for many years, CPD. This year it will be a joint event I am sure there will be something for you to become oCrganised by the EIS and Clackmannanshire involved in. Remember CPD is not just about courses Council. The aim of the event, to be held on - the open day provides an excellent opportunity to 14 May, is to take the confusion out of CPD network with colleagues and chat about your own and will be entitled What is CPD? We will be educational practice. able to answer any questions you have by making available information you need to take forward It is hoped that by working together your career. The partnership between both Clackmannanshire Council and the EIS will continue Clackmannanshire Council and the EIS has in the future to provide enhanced opportunities encouraged key visitors to attend and discuss together with advice and support for teachers with you your professional development, working in the wee county. highlighting career pathways within education. The event will also be attended by some key - Karen Farrell, universities which are accredited providers of Clackmannanshire Learning Representative CPD and are keen to provide information on how you will benefit from their courses. Remember CPD is not Building in on the success of the previous events just about courses - the there will be a separate workshop this year. Rosa open day provides an Murray from the GTCS aims to speak on Professional excellent opportunity to Recognition and the benefits for you as a teacher; network with colleagues Raymond Young, CPD Co-ordinator, will highlight CPD opportunities within the area and I will be and chat about your own advising of my role as an EIS LR and how I can educational practice. be of assistance to you.
Events are scheduled throughout the afternoon and you will be able to attend anytime suitable to you between 3pm and 6pm.
20 Scottish Educational Journal March 07 Scottish Support for Learning Association Spring Conference Excellence in Meeting Additional Support Needs for All Saturday 28th April 2007 0930-1515 Speakers: Martyn Rouse, Mark Beattie, Brigid Daniel Ben Nevis Hotel & Leisure Club, Fort William Rates: Conference only Conference + Conference + shared bedroom (Fri) †† single bedroom (Fri) ††
Individual Member £60 £105 £125
Employee of £70 £115 £135 corporate member non-member £90 £135 £155
†† Friday night accommodation and use of leisure facilities are available in the Ben Nevis Hotel at these advantageous inclusive rates only if booked through SSLA††
Closing date for applications: Friday 13th April For further information, please contact: Maggie Salmond, SSLA Membership Secretary 31 Craiglockhart Park, Edinburgh EH15 1HB www.ssla.org.uk e-mail: [email protected]
Trade Union Reform and Employment Rights Act 1993 In terms of the above Act, the following statement relating to the year ended We report to you our opinion as to whether the financial statements give a true and fair 31 August 2006 is issued to members of the Institute. view and are properly prepared. In addition, we report to you if, in our opinion, the Institute has not kept proper accounting records, if we have not received all the information and explanations we require for our audit or if any information specified by law is not disclosed. 1. Total Income and Expenditure The total income and expenditure of the Institute and its branches as included in the Annual Return to the Certification Officer was Basis of audit opinion We conducted our audit in accordance with International Standards on Auditing (UK and Members Other Total Total Ireland) issued by the Auditing Practices Board. An audit includes examination, on a test Dues Income Income Expenditure basis, of evidence relevant to the amounts and disclosures in the financial statements. It ££££ also includes an assessment of the significant estimates and judgements made by the General Fund 5,057,242 884,168 5,941,410 5,140,007 Institute in the preparation of the financial statements, and of whether the accounting Professional Fund 131,700 560,491 692,191 50,895 policies are appropriate to the Institute’s circumstances, consistently applied and Benevolent Fund 79,019 115,166 194,185 113,056 adequately disclosed. Local Associations 747,618 62,068 809,686 645,186 6,015,579 1,621,893 7,637,472 5,949,144 We planned and performed our audit so as to obtain all the information and explanations which we considered necessary in order to provide us with sufficient evidence to give 2. Political Fund reasonable assurance that the financial statements are free from material misstatement, The total income and expenditure of the Institute's Political Fund as included in the Annual whether caused by fraud or other irregularity or error. In forming our opinion, we also Return to the Certification Officer was evaluated the overall adequacy of the presentation of information in the financial statements. £ Total Income 355,836 Total Expenditure 7,515 Opinion In our opinion: - the financial statements give a true and fair view, in accordance with United Kingdom 3. Other Information Generally Accepted Accounting Practice, of the state of the Institute’s affairs as at The salary paid, including employers' superannuation and benefits provided to or in respect 31 August 2006 and of its income and expenditure for the year then ended; of the General Secretary, as included in the Annual Return to the Certification Officer, - the financial statements have been properly prepared in accordance with the amounted to £97,573. No salary was paid or benefits provided to or in respect of the requirements of the Trade Union and Labour Relations (Consolidation) Act 1992. President or any member of the executive. Haines Watts Chartered Accountants 4. Auditors' Report Registered Auditors The following report by the Institute’s Auditors, Haines Watts, Chartered Accountants and Q Court Registered Auditors, Q Court, 3 Quality Street, Davidsons Mains, Edinburgh was included 3 Quality Street in the Annual Return to the Certification Officer: Davidsons Mains We have audited the financial statements of the Educational Institute of Scotland for the Edinburgh EH4 5BP Dated: 15 February 2007 year ended 31 August 2006 set out on pages 4 to 30 (of the Accounts). These financial statements have been prepared in accordance with the accounting policies set out therein 5. Irregularity Statement (on page 29 of the Accounts). A member who is concerned that some irregularity may be occurring, or have occurred, in This report is made solely to the Institute’s members. Our audit work has been undertaken the conduct of the financial affairs of the union may take steps with a view to investigating so that we might state to the members those matters we are required to state to them in an further, obtaining clarification and, if necessary, securing regularisation of that conduct. auditors’ report and for no other purpose. To the fullest extent permitted by law, we do not The member may raise any such concern with such one or more of the following as it accept or assume responsibility to anyone other than the Institute and the members as a seems appropriate to raise it with: the officials of the union, the trustees of the property of body, for our audit work, for this report, or for the opinions we have formed. the union, the auditor or auditors of the union, the Certification Officer (who is an independent officer appointed by the Secretary of State) and the police. Respective responsibilities of the Institute and the Auditors Where a member believes that the financial affairs of the union have been or are being As described on page 30 (of the Accounts), the Trade Union and Labour Relations conducted in breach of the law or in breach of rules of the union and contemplates bringing (Consolidation) Act 1992 requires the Institute to prepare financial statements for each civil proceedings against the union or responsible officials or trustees, he should consider financial year which give a true and fair view of the state of affairs of the Institute and of obtaining independent legal advice. the income and expenditure of the Institute for that period in accordance with applicable [Note: The above wording is reproduced as required by the Trade Union Reform and law and United Kingdom Accounting Standards (United Kingdom Generally Accepted Employment Rights Act 1993. The Institute, however, being established by Royal Charter, Accounting Practice). Our responsibility is to audit the financial statements in accordance has the legal power to hold property and other assets in the corporate name "The with relevant legal and regulatory requirements and International Standards on Auditing Educational Institute of Scotland" and any reference to trustees in the text should therefore (UK and Ireland). be disregarded.]
Educational Institute of Scotland 21 Internal assessment supporting learning IS President Peter Quigley Internal assessment is integral It allows recognition both of recently addressed the to all these things. attainment and achievement. Education International The issue of achievement is of CEonference of the Organisation In pre-school nursery education vital importance in education for Economic Co-operation and children are assessed on an particularly in the context of Development in Vancouver, individual basis in terms of their immigrant children. It recognises Canada on the subject of a motor skills, social skills, and the child’s progress stage by lifelong learning process from intellectual development. stage rather than valuing only the early days of school right the child who has attained some through to further and higher Throughout primary school pre-determined level in an exam. education. Here, Mr Quigley education internal assessment, outlines his thoughts on often linked to what we in In secondary schools much of how internal assessment of Scotland would call formative the same applies. attainment is a key element assessment, that is the in ensuring quality learning “Internal assessment of the ongoing External assessment forces the and teaching at all stages assessment work of the child, has proved to creation of a top ceiling to which of education be a most effective means of all children must aspire but also promotes assessing the progress of children. requires a bottom threshold which “The trade union movement is individualised children must reach before they dedicated to lifelong learning. learning. The primary classroom is noted are deemed capable of being It is dedicated to equality of It allows the for the wide diversity of its pupil tested. This gives rise to provision for all. It is dedicated pace of population, in terms of intellectual considerable waste in the pupil to the recognition both of teaching to and emotional and social population, and induces an unfair attainment and achievement. be varied development. sense of failure in many pupils according to who are capable of considerable Design an Award the needs of Internal assessment promotes attainment and achievement. the child.” individualised learning. It allows Competition Peter Quigley, the pace of teaching to be Internal assessment allows The Zero Tolerance EIS President varied according to the needs flexibility in curriculum and Charitable Trust and of the child. course design as well as flexibility The Herald Newspaper in designing the test instrument. are launching a design It allows assessment be carried The curriculum is pre-eminent. competition for The Zero out at appropriate points in the Everything is done in the Tolerance Awards and child's development rather than context of the learning process. Fundraising Dinner in at some predetermined point Assessment comes as the natural May 2007. dictated by the bureaucratic conclusion to that process.” requirements of external The competition is open to examiners. anyone aged between 11 to 18 with the chance to win £150 and have your design manufactured and presented at the event on Saturday 19th May 2007.
The winning designer plus a guest will also be invited to attend the ceremony, which has been hailed as ‘the social event of the year’. Plus the winning entry and two runners up will have their design printed in The Herald newspaper as well as on our website!
To enter and for further information on the competition: Log onto www.zerotolerance workwithus.org.uk to read entry requirements and download a PDF entry form. Or contact Sonia Leal (Fundraising Events Officer) on 0131 221 9505 or email to zerotolerance@ btconnect.com for an entry form. Closing date for entries is 13 April 2007.
22 Scottish Educational Journal March 07 y
Remembering a r former President a Wolseley Brown, DCE, FEIS Born 19 June 1937, died 22 Februrary 2007 u Wolseley Brown, who died recently, was Vice-President of the Educational Institute of t Scotland in 1991/92 and President in 1992/93. He was one of the first generation of male holders of the Diploma of a College of Education (DCE), this qualification having been i previously restricted to women. By going for the Diploma, Wolseley opted for a career in primary education. Male graduates had always had the choice of teaching in either the primary or the secondary education sectors, subject to their obtaining the appropriate post- b graduate teaching qualification. Opening the DCE course to male students was intended to increase the proportion of male teachers, and therefore of male role models for pupils, in primary schools. We now know that this objective was never achieved and I know that Wolseley regretted this. O rue to his calling, Wolseley In his retirement, he became Communication Technology (ICT). spent all of his teaching active in the Scottish Joint He was one of the first teachers years in primary schools in Committee on Religious and Moral in Scotland to have a home LTanarkshire, mainly in Golfhill Education (SJCRME). He was computer, though he avoided Primary School, Airdrie. At a elected convener and remained in the model that Clive Sinclair time when promotion prospects this post until his passing. was then pushing and opted, for men in the primary sector This committee has undergone, with considerable foresight, were very good, Wolseley over the years, a remarkable for Microsoft Windows. never applied for a headship. transformation. In the 1960s, As an ICT educational pioneer, He wanted to remain in the it was essentially a liaison group he considerably influenced the classroom and was not attracted between the EIS and the Church development and use of the new to administration. He was held of Scotland and its meetings began technology in Scotland’s schools. in high regard as a teacher, with a Christian prayer. Over the As an extension of his interest If he had as is shown by his being called decades, it expanded to include in ICT, he emerged as an belonged out of retirement to undertake other teacher organisations, all the entrepreneur in karaoke, to a later frequent supply teaching. main churches, all the main non- offering a service to pubs, generation, If he had belonged to a later Christian faith groups and even clubs and celebratory events he would generation, he would have (whisper it!) secular humanists, across central Scotland. have made made a good Chartered Teacher. in the form, mainly, of agnostic a good teachers of religious education. Wolseley leaves a widow, Jeanette, Chartered His other great love was the EIS. The prayer was replaced by a and a son Ewan. Their daughter Teacher. When he entered the profession “time for reflection” on the Scottish was lost through illness a number in the early 60s, the EIS was on Parliament model. Wolseley of years ago. He had a large the brink of a militant campaign chaired meetings of this motley number of friends and contacts that was designed to improve group and was universally among Scottish teachers and conditions of service and respected. His private religious educationists, to whom his death eventually led to a teachers’ views remained a mystery, though came as an unpleasant shock. contract that survives to the it now emerges that he converted present day. Wolseley was fiercely to Buddhism seven years ago. - Fred Forrester loyal to Lanarkshire and lobbied Under his leadership, the SJCRME EIS officials to ensure that became increasingly concerned Lanarkshire schools were at with the philosophical the forefront of the campaign. content of this part of Likewise, he was a leader of the curriculum, which, the 1980s campaign for an in the upper secondary independent review of schools, is now rightly teachers’ salaries. called Religious, Moral and Philosophical When he was elected to the Studies. highest offices in the EIS, he had, of course, to take a wider view. That Wolseley Brown He visited all parts of Scotland was a true polymath and represented the EIS was shown by internationally. For some his interest in Presidents, chairing the EIS Information and Annual General Meeting at the end of their Presidential year is a daunting prospect. However, Wolseley took it all in his stride, presiding over the 1993 AGM in a fair but efficient and authoritative way. He was made a Fellow of the Institute (FEIS) in 1995.
Educational Institute of Scotland 23 EIS Area Officers, Local Association Secretaries and Learning Reps s Headquarters Area Officers
t Telephone: 0131 225 6244 Dundee Glasgow fax: 0131 220 3151 Karen Barclay Norman Bissell email: [email protected] (Aberdeen, Aberdeenshire, (Argyll & Bute, East [email protected] Highland, Moray) Dunbartonshire, Inverclyde, c website: www.eis.org.uk Renfrewshire, membership: tel: 0131 220 2268 Graeme Campbell West Dunbartonshire) e-mail: [email protected] (Angus, Dundee, a Lachlan Bradley General Secretary Perth & Kinross, Fife) (East Renfrewshire, Glasgow, Ronald A Smith 46 Reform Street, Orkney, Western Isles) t Accountant Dundee, DD1 1RT Colin MacKenzie Tel: 01382 206961 6 Clairmont Gardens, Assistant Secretaries Fax: 01382 224790 Glasgow G3 7LW
n Simon Macaulay Tel 0141 353 3595; Drew Morrice Edinburgh Fax 0141 332 2778 Ken Wimbor David McGinty (Borders, East Lothian, Edinburgh, Hamilton
o Further & Midlothian, Shetland) Alan Scott Higher Education Officers (Dumfries & Galloway, Marian Healy Rami Okasha East Ayrshire, North Ayrshire, Eric Smith c (Clackmannanshire, Falkirk, North South Ayrshire, South Lanarkshire) Education & Equalities Officer Lanarkshire, Stirling, West Lothian) Veronica Rankin 101 Almada Street, Employment, 46 Moray Place, Hamilton ML3 0EX Health & Safety Officer Edinburgh EH3 6BH Tel 01698 429061; Louise Wilson Tel 0131 225 3155; Fax 01698 891774 S Fax 0131 220 3151 I Local Association Secretaries East Ayrshire Glasgow Iain Harvey William Hart Aberdeen City Office 01563 822333 Office 0141 572 0550
E Roderick Robertson Mobile 07970 489558 Home 0141 946 5690 Direct Line 01224 346375 Home 01292 263897 Fax 0141 572 0556 Fax 01224 346374 Fax 01563 822333 Email [email protected] Web eis-aberdeen.org.uk Email [email protected] Email [email protected] Highland r East Dunbartonshire Andrew Stewart Aberdeenshire Frank Healy Office 01349 884750 Pat Flanagan Office 0141 772 5129 Home 01349 884047 Mobile 07731 883637 Office Fax 0141 762 3331 Fax 01349 884750 u Office 01358 720286 Home 0141 424 0783 Email [email protected] Email [email protected] Mobile 0796 782 8329 Angus Email [email protected] Inverclyde o Arthur Pritchard Thomas Tracey School 01241 872453 East Lothian School 01475 715250 Office 01307 466954 Bill Torrance Home 01475 725124 Office 01620 829010 Fax 01475 725124 Y Fax 01307 462241 Home 01241 411361 Fax 01620 822521 Email [email protected] Email [email protected] Email [email protected] Midlothian Argyll & Bute East Renfrewshire Sonia Kordiak Douglas Mackie Alan Munro Mobile 07973 394715 School 01631 564231 Office 0141 881 8219 Fax 0131 558 7623 Home 01631 570558 Mobile 07815 023281 Email [email protected] Fax 01631 570558 Email [email protected] Email [email protected] Moray Edinburgh Eileen Morrison Clackmannanshire Colin Mackay Tel/fax Eileen Turnbull Office 0131 477 0866 Office 01343 557942 Office 01259 452460 Mobile 07703 184118 Mobile 07811 347905 Email [email protected] or Web eis-edinburgh.org.uk Email [email protected] [email protected] Email [email protected] North Ayrshire Dumfries & Galloway Falkirk Gordon Smith John Dennis Dorothy Finlay Office 01294 557815 Direct Line 01387 261590 Office 01324 506698 Home 01563 574090 School 01387 263061 Office Fax 01324 718422 Email [email protected] Email [email protected] Email [email protected] Web nayr-eis.org.uk Dundee Fife North Lanarkshire Arthur Forrest Peter Quigley Ian Scott School 01382 436550 Office 01592 416450 Office 0141 332 3202 Home 01241 858355 Fax 01592 416452 Fax 0141 353 1576 Email [email protected] Email [email protected] Email [email protected] Eric Baillie School 01382 438452/3 Home 01382 503970 Email [email protected]
24 Scottish Educational Journal March 07 Orkney Islands Shetland Islands Stirling Jim Lawson Bernie Cranie William Dick School 01856 850660 School 01806 522370 School 01786 470962 Fax 01856 850296 Home 01806 544365 Email [email protected] Email [email protected] Email [email protected] Web eis.shetland.btinternet.co.uk West Dunbartonshire Perth & Kinross Stewart Paterson Colin Mackie South Ayrshire Office 0141 952 3831 Home 01738 627408 Sandy Fowler Home 01389 750430 Fax 01738 455049 Direct Line 01292 678697 Email [email protected] Email [email protected] Home 01292 282630 Web eis-pk.org.uk Fax 01292 678697 West Lothian Email [email protected] Norma Watson Renfrewshire School 01506 853118 Ian McCrone South Lanarkshire Home 01506 854235 School 01505 322173 Linzi Moore Fax 01506 856063 Home 01505 349044 Office 01698 452769 Email [email protected] Mobile 07771 855092 Fax 01698 452745 Email [email protected] Web slaneis.demon.co.uk Western Isles Email [email protected] Janice Ross Scottish Borders School 01871 810471 Douglas Angus Home 01871 810737 School 01573 224444 Email [email protected] Home 01896 756677 Mobile 07894 049157 Email [email protected] EIS Financial Services Web borderseis.org.uk area consultants Richard Petrie: Aberdeen City, Chris Bain: Argyll and Bute, Aberdeenshire, Highland, Moray, EIS telephone helplines: Dumfries and Galloway, Ayrshire, Angus, Orkney and Shetland Inverclyde, Renfrewshire, Iain Pollock: North and South Stress, Bereavement and West Dunbartonshire and Lanarkshire, Clackmannanshire, Victimisation the Western Isles. Falkirk, Stirling, Glasgow Tel: 08705 234 729 Alastair Cook: East, West If you would like to arrange to Legal Helpline and Midlothians, Borders, speak to your EIS-FS consultant, Edinburgh, Dundee, Perth please tel: 0141 332 8004, Tel: 0141 332 2887 and Kinross, Tayside, Fife or Email: [email protected]
Contact details for learning representatives Aberdeen City Jane Rochester Hugh Donnelly Orkney Sheila Morrison [email protected] [email protected] Sarah Moar [email protected] Tel: 01563 820061 (work) Tel: 0141 582 0110 (school) [email protected] 0141 576 7858 (home) Aberdeenshire East Dunbartonshire Perth & Kinross Robert McKay Allyson Purdie Richard Foote Patricia Duncan [email protected] [email protected] [email protected] [email protected] Tel: 0141 776 5129 Tel: 0141 582 0060 (school) 07740 465349 (mobile) Alan Morrison [email protected] East Renfrewshire Hugh Paton (FE) Renfrewshire Tel: 01346 515771 (school) Adeline Thomson [email protected] David Thomson [email protected] [email protected] Brian Torrance Susan Quinn Tel: 0141 577 8343 (office) Tel: 07932 776628 (mobile) [email protected] [email protected] 0141 644 5114 (home) 0141 840 3875 (work) Tel: 01346 515771 (school) Tel: 0141 882 2305 (school) Edinburgh 07740 983672 (mobile) Scottish Borders Angus Anne Scott Douglas Angus Margaret Scott Highland [email protected] [email protected] [email protected] Ronald Mackay Tel: 0131 552 5907 (home) Tel: 07894 049157(mobile) [email protected] Argyll & Bute Alison Waugh Shetland Lynne Horn Derek Noble [email protected] Ronnie MacLean [email protected] [email protected] [email protected] Falkirk Clackmannanshire Inverclyde Tel: 01957 702252 (work) Charles Stringer Karen Farrell Scott Keir 01957 722377 (home) [email protected] [email protected] [email protected] Tel: 01324 629511 (school) South Lanarkshire 07999 299808 (mobile) Midlothian Henry Kilgour Fife Dumfries & Galloway Victoria Wallace [email protected] Paddy Miller John L Thomson [email protected] Tel: 01555 662 471 (school) [email protected] [email protected] Tel: 07843 568390 (mobile) Tel: 07810 632366 (mobile) Tel: 01387 380418 (work) Isobel Schroder Moray West Dunbartonshire 01387 811905 (home) [email protected] Susan Rose Ann Fisher Tel: 01592 750411 (home) Dundee [email protected] [email protected] Catherine Matheson (FE) Graham Watt (FE) Tel: 0777 4570861 (mobile) Tel: 01389 879022 [email protected] [email protected] North Lanarkshire Tel: 01382 834834 (ext 5251) Glasgow Catherine Crozier East Ayrshire Jean Boyle [email protected] Moira Harris [email protected] Carol Duncan [email protected] Tel: 0141 558 5224 (school) [email protected] Tel: 01290 338423 (work) 07841 860757 (mobile) 01290 332548 (home) Stephen McCrossan smccrossan@eis- learnrep.org.uk
Educational Institute of Scotland 25
1 2 3 4 5 6 5
7 8 4
9 10
12 13 Answers to d 11 12 crossword no.44 r Across: 1 Phase 4 Vigilance 9 Evasion 20 10 Scamper 11 Moors 13 Smelt 15 Ult 16 Tie 17 Leper 19 Dress
21 Comet 23 Usher 24 Hip 25 AGN o 13 14 15 26 Epoch 28 Ember 29 Octopus 31 Bravado 33 Red Planet 34 Polka. 16 23 17 Down: 1 Pneumatic 2 Abalone 3 Eli 4 Venus 5 Gas 6 Least, 7 Neptune 18 19 20 21 8 Egret 12 Split 14 Earth 18 Pluto w 19 Dirge 20 Supernova 22 Minuted 24 Hobnail 25 Amour 26 Expel 28 27 Habit 30 Sun 32 Alp s
22 23 CROSSWORD WINNER – Congratulations to s Gerry McCulloch , Saltcoats, who was the winner of SEJ 24 25 cryptic crossword no 44. o Mr McCulloch receives a
£20 book token. r
CLUES
Across Down C 7 For the time being 20 Hearten as he bled on 1 French sweet bread 15 You'll be pleased to more PT will be me profusely (8) with cheese containing hear that the fuel gets distributed in schools Scottish exasperation better (3-5) (3,3) 22 French vessel hit the (7) French water (6) 16 Of great force and 8 Sounds separate but 2 Come up to my room power but no icebergs is, in fact, circumspect 23 Take away to measure and see these! (8) please! (7) (8) how much heavier (8) 3 Ragged bum has 17 Paperback from the 9 Football supporters 24 Line of soldiers waiting caught me by surprise Antarctic (7) follow Villa but may to be excused (4,4) (6) end up here as a 19 Rude and impudent result (3-5) 25 Cream puff a relic 4 Rufus cut an obscure bum (6) polished off (6) legal right (8) 10 All for making smelly 21 Spread Glasgow kisser sex organs (6) 5 Fools gold maybe! (6) and goat (6)
11 Conscript from 6 Died in bed, Chinese city (8) eventually after a long wait (7) 12 French money lender "sur rue" perhaps (6) 8 Passed on in a sheep by the sound of it, but 13 No taste into vulgar was set in her ways and showy display (11) (4-2-3-4)
18 Small problem which 14 Rip out popularises cold key could sort (6) strange betrothal (8) y t e i n i C t l n e i s h e c H Name: ...... e r
Work out and win l e B a .
A £20 book token is the prize in the SEJ cryptic h 5 c i s crossword. Send your completed entry to the SEJ : Address: ...... M n s . r o e 2 Editor, 46 Moray Place, Edinburgh, EH3 6BH by o r w s B n
Friday, 27 April 2007 . The first all correct entry n o e s ...... a h k z picked at random will win. Details of the winner, T c i . a u 4 J along with the solutions to this month’s puzzle, q . e s L ...... t s
will be published in the next SEJ. Employees of l u e e n n i u
the EIS and their families are not eligible to d m a
Return to: SEJ, 46 Moray Place, Edinburgh, EH3 6BH m a e participate in the competition. M v S i . . 3 F 1
Educational Institute of Scotland 27 To play: Complete the grid so that every u row, column and every three-by-three box SEJ Feb 07 Sudoku solution contains the digits 1 to 9. Just use the logic Sudoku to solve - no maths required! Have fun! supplied by: Lovatts Publications Rating: EASY k
o 5 69 1
d 5 2
u 9 574
S 8 3 4 Five Minute Quiz 1. Which actor played the 2 5 character Mace Windu in Star Wars ? 2. Which politician famously swung the Mace above his 9 5 8 head in the House of Commons? 3. Who sang the song “Our 7 5 9 4 House” which got to number 5 in the UK singles chart in 1982? 8 3 4. Which family inhabits the house at 10 Glebe Street? 5. Who plays at Glebe Park? 1 6 2 9 Answers on page 27
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28 Scottish Educational Journal March 07 s e p i c
Toasty, sweet e & traditional R Chocolate Hot Cross Buns and add with the salt and mixed Traditional hot cross buns come spice. Run your hands under very from an old recipe from 1733, cold water (to cool your skin) and, but are believed to be much older using your fingertips, rub the flour in origin. The habit of putting into the butter until the mixture chocolate in them instead of fruit resembles fine breadcrumbs. is Australian in origin, and a habit Add the cocoa powder. With a all right-thinking cooks will knife, make a well in the centre emulate forthwith. The recipe and add the sugar and lemon Really easy spiced is time-consuming, but easy zest, and pour the starter on top. and the results are delicious. chicken Using the knife, mix all the Need warmed up on a crisp You will need fresh yeast, which ingredients and mix thoroughly. spring evening? This delicious most supermarket bakery sections Tip the mixture onto a floured dish is simple to prepare, will happily supply free of charge. board and knead well. This is best and can be adapted to be If you wish to use dried yeast (not done using the heel of your palm used with other spices as fast action yeast), you can replace to push the dough away from you, you so desire. the fresh yeast by stirring a before folding it back on itself. teaspoon of caster sugar into hot 300 ml natural yoghurt water and sprinkling a tablespoon Once the dough is malleable, a good dash of lemon juice of yeast on top five minutes before quickly work in the chocolate 2 garlic cloves you need to use it. chips. Put the dough back into four chicken breasts a lightly greased bowl, cover with 2 tablespoons tandoori For the starter: a clean tea towel and leave it to powder 1 duck egg (or use a normal egg) rise in a warm place for 1 hour. (if you wish to be quick) 200ml warmish water Knock the dough back, and knead or 1 tsp sugar it again. Put it back into the bowl, the following spices 50g strong white flour cover again and leave to rise for (if you want it to taste nice): 15g fresh yeast another 30 minutes. 2 tsp coriander seeds 1 tsp cumin seeds For the dough: Shape the dough into 10-12 buns, 2 cardamom pods 450g strong, white flour and place on a greased baking ½ tsp turmeric 1 tsp salt sheet. Cut a very deep cross in 1 tsp paprika 2 tsp mixed spice each bun. Cover the buns with 1 tsp chilli powder 1 tsp cocoa powder damp kitchen roll or greaseproof 1½ tsp ginger powder 90g butter paper, and leave to rise for pitta bread and salad, to serve 80g sugar another half hour. zest of one lemon Slash each chicken piece two 140g chocolate chips Heat the oven to as high as it goes or three times with a sharp (the best you can find) – at least 200C or higher. Mix the knife. Grind the coriander and 2 tbsp plain flour plain flour and 25 ml of water to cumin (if using) and add to 1 tbsp golden syrup (optional) make a stiff paste. Place the paste the yoghurt. Add the in a freezer or sandwich bag, and remaining spices, garlic and First, beat the egg in a measuring cut a small hole in the bottom lemon juice. Place the chicken bowl and add 220ml warm water. corner from which you should in an oven-proof bowl and With a fork, whisk in the sugar pipe a cross on the buns, following pour the yogurt on top. and yeast (or the yeasty water if the lines of your earlier cuts. Marinate for at least 30 using dried yeast). Add the 50g minutes, or longer. of flour and stir through with a Bake for ten minutes or until risen knife. Cover with and keep warm and golden. If you want, you can Bake at 190C for 30 minutes, for half an hour. brush the buns with hot golden or until the chicken is done. syrup as soon as they are ready. Serve in a warmed pitta with Pour the flour through a sieve into Cool slightly before eating. some salad leaves. a mixing bowl. Cube the butter,
Educational Institute of Scotland 29 s Ill health concern provide a reference for me to teach Dear Editor on supply and referred the matter r to the man in personnel who My letter was published in verbally abused me. the April 2006 issue of SEJ. I described how I was shocked e The local EIS representative by the 'duty of care' shown to pointed out that the headteacher me while I was diagnosed with 'was not breaking the law' by t depression. Both my headteacher refusing to write a reference. and a member of local authority Maybe not, but she certainly
t personnel treated me badly. The broke an ethical obligation to personnel officer described me as give the facts which could have 'seriously mentally ill' and changed my circumstances from
e 'obsessional'. There is no GP being unemployed to being the report to this effect. good teacher that I am.
One year on and I have heard Yours etc. L Ownership of CT status from another region that my Name and address supplied former headteacher refused to Dear Editor I read with interest the article by David Thomson regarding Chartered Teachers. As a teacher with over 30 years experience I was in favour of a programme that allowed teachers to continue their Scottish Support professional development whilst staying in the classroom but at the same time receiving remunerations for Learning Association for their efforts. I am very concerned that Mr Thomson is, therefore, suggesting that this Good Practice Awards 2007 could be used as a route to promotion. If my memory serves, when the Senior Teacher post A Curriculum for Excellence: was put in place this was supposed to be for recognition of good classroom teachers who did Confident Responsible not want further promotion. This individuals Citizens was eventually hijacked and used as a route to promotion. I can only hope that the same does not happen to the Chartered Teacher qualification. There should be a qualification that experienced, excellent teachers, who want to stay in the classroom, can achieve. Effective Successful We really do need to recognise that Contributors Learners there are some teachers who do not want promotion as they are happy in the classroom. Let us What difference are you making? celebrate these professionals, not assume that they are in the classroom because they are not £500 First Prize! good enough for promotion. We should never allow the Tell us about a successful project or strategy which is helping Chartered Teacher qualification to focus on or develop one or more aspects of ‘A Curriculum to become a route to promotion. for Excellence’ for children with Additional Support Needs. Yours etc, Send us your report by email in no more than 500 words Name and address supplied including the name of the school or organisation and a contact name, address and email address. THE EDITOR welcomes Entries should be submitted no later than 20 April 2007 to: your letters but reserves SSLA Good Practice Awards, c/o Margaret Penketh, the right to edit them. 14 Burngrange Gardens, West Calder, West Lothian, EH55 8ES Please write to: The SEJ Editor, 46 Moray Place, or emailed to [email protected] Edinburgh, EH3 6BH SSLA is a Scottish Charity No. SCO 26546 F: 0131 220 3151 E: [email protected] SSLA is registered with GTCS as a CPD provider Please note that to be considered for publication, letters sent must include Working together to create the best a full postal address. All opinions expressed in letters and articles are conditions for learning those of the individual authors and do not necessarily reflect EIS policy. www.ssla.org.uk [email protected]
30 Scottish Educational Journal March 07
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