The Scottish Educational Journal Nordic Welcoming March 08 Vol.92 Light new Scots Issue No. 02 Finland’s Competition education winners system p12-13 announced p15-17 SEJ

A brighPromtotingsqutalitay nurrset ry education p8-11

Comment “Access” – Your 0Nurse8 ry flexible nursery education commitment? The best start for young children In this month’s cover feature, the SEJ examines the evolving position of nursery education across Scotland. The expansion of nursery education, so that all 3 and 4 year old children now have the opportunity to experience free part-time nursery schooling, has been a considerable advance for Scottish education and welcomed by parents across the country.

The EIS has warmly welcomed this expansion in nursery education 12 for the many benefits that it brings to young children, particularly those from less affluent backgrounds who often gain the most from Nordic light exposure to the structured play and early educational opportunities Finland’s high-performing that nursery education offers. comprehensive system The Scottish Government has stated its commitment to nursery education, and has committed to expand the sector further by increasing the annual entitlement for all nursery pupils, initially targeted at areas of deprivation. These are positive developments that are supported by the EIS.

However, one issue that continues to undermine the foundations of enhanced nursery education is the lack of uniformity regarding the 15 staffing of nursery schools and nursery classes. Unlike their older Welcoming brothers and sisters in primary and secondary schools, nursery children have no established right to be taught by a GTCS new Scots registered nursery teacher. While the Scottish Government has Competition winners stated its preference for nursery teacher involvement in all nursery settings, it currently has no plans to compel local authorities to employ teachers in their nurseries.

The Scottish Government’s aspiration that all nursery children should have “access” to a nursery teacher has given local authorities considerable flexibility in how they staff their nursery establishments. While many local authorities continue to commit to employing nursery teachers in all their nursery schools and nursery classes, for which they should be commended, other authorities are now choosing to remove teachers from their 26 nurseries completely or to share teachers across several EAL establishments on a cluster-model basis.

support The EIS is concerned at the emerging variances in

Concluding part of nursery provision across the country. All the H B

our stateside view evidence, from the HMIE and others, consistently 6 highlights the many positives and high quality of 3 H

teacher-led nursery education. With the evolution E ,

of A Curriculum for Excellence and the h g r

introduction of a 3-18 model of curricular u b

development, there has never been a greater need n

Special features i d for teachers in all nursery settings. k E u

Global Campaign 14 . , g e r c o . Health & Safety 18 To support our ongoing campaign, the EIS is a l s i P

publishing a new booklet highlighting the positives e y

Generation Science 21 @ a of teacher-led nursery education. Look out for this j r e o booklet in your establishment soon, and get s : M E

involved to protect the role of professional teachers 6 1 4 : 5 Regular features in all nursery establishments right across , r R 1 o 3

Scotland. O t

News 04 i 0 T d I 2 E 2

Council News 07 D J 1 E E 3 S 1

EIS Contacts 24 E e 0 H h : T T Crossword 29 F Sudoku 30

Educational Institute of Scotland 3 V ic 4 Scotish e-P resid “The EIS is pleased that its campaign has succeeded in b highlighting the importance of protecting the charitable eing Educationl

status of our FE Colleges.” ent nom Ronnie Smith, EIS General Secretary V ic fo

Ne-P ews inat r 2 resid N New Pre n es Pr B of S i Worki Ro medi 0 nalJour EI ew ch oth omi Hel ed n 08 E nie ol IS en ident S post M /09 n ent in Smi C nat . C g E r ate onn or Ms omi G th D ch Mar each l Ki ec t oup r evr r at ions have Past- have si C rsty onr the tes i o 08 on esidnt.Pr category and Devany fo EIS Pr n d r been ecentl Clas a r also nd Ms AGM the en the Conr es epr r es elected Sizes, wil el y in , natio ection th cl June, tran empl Asoci C Th Worki es epr r G teach E D D Th also t IS on ram evr r evr r osed. and e nted e e wil ide n si C n n n mo oy or l er prot EI uno ouncil n ew ew tion ew T Ed to u wh th a when oxi apr esti y stau studen E ben “C l emovd r th an be n y S C os acr be fun a c EIS f oked the ele g ed n nted om fr i ently ur ear. ear, maly or n tion. h ow cotl ducati ve s of om fr and e at h d d oup Gr i u e Vesidnt ice-Pr esidnt Pr pro tec Wi ic h comend a di a ve rs i mated ari efi a S Pr S pposed. teac ca ti into th Council. EIS Li l EI an masive s the cotish n long-time th e c oks S We er th ts ent cur R E omen the th mebr. Deputy table Orkney M hol g e esiden a ts to fe lo n Scotland. North l S a d’s mately en on IS n on ikely he s Cabinet of to on primay/second i on the ti om fr take and ms Scotland’s on ha serv only Sc EIS n Conr nex t G value r unlikey the e many Colegs charity charitble Scotish wel c ect in i stau enral e the t s at Co ll e s t nmet Gover g ot t Clas for post folwing h ting e Lanrkshi black to Smith f. staf Orkney. c natiol Headtchr natioly Local up co m FE end e t Le £25 Coatbridge t ted EIS an He for Minsteral is h 208/9 o of on c EIS etary Secr e an FE Thankfuly, anr their for of ne Colegs, on ha ge is ns ur and egulator r etarySecr brings charitble Sizes. esult r c is taking me n milon to activs The h and Furthe a d Asociatn. on t G FE said, entlycur Colegs s. comes ri t ole 208/9 the in g also stau number candi hapen, Pr ov e char a Mr e Th ab sector toal in u for d in ruling esiden on , move, t would should wil ed ealr an a evr Dr nr me Local le High ha t e F evry and the at as and e io na the last Ca to date st this Engli t be Kirkwal to he wil is co ll e by be at bi natiol Minste nt David Mr t qu a ecntlyr us n Hy sl o S iV ce s be an et it co t h wi ll at comn-se C ch do S M Furth pl stau esrv pr en combat aces i suport G urg G ecog r suced ge of mportance li fy cotl Heln ol n over n over d Se c r easd ari couragin s otecin g pr ti ri much l e able S Sc eg p, in a sh an mi an m table al n l a er re es. tr ot l i s r l of ment’s ment to tion th d d’s ec G social t tha politca od uc Education the r the a FE Scotland’s god an d so me ov eg e ade, ry en stau o ducation higly in of of Scotish is t enr to Colegs.” vital lev. its tl y the higltn fo r ’s e v this exclusion, otecin g pr opsal pr work er witnes oac apr le camp me n Fu s parties a st vital e “The ed of Ed u o- ca inclusve c gi s nn o The fact h Colegs.” r our a and FE t to c la t t he r r ca t work ’s itable h ll ed ign atus EIS to un c widen EIS at h Coleg ar FE io n to to to m a the aimed io n the it nd D ha is D e ov e wo ‘ re of ie s ne a d v s vi it er es uld d w’ . is Supporting language School teaching for migrant exclusions rise

Kirsty Devaney workers The EIS has welcomed the recent Scottish Government announcement of a funding boost to support English Language training for migrant workers in Further Education Colleges. But the EIS m o

has warned that the children of r migrant workers also deserve f n

specialist support, and that e r d f substantial additional funding l i o h

is needed to enhance specialist s c r ” . e

language teaching and e t n r h r t resources in schools across o a p t e

Scotland. p l a u h t s l School exclusion figures ommenting, EIS General Secretary t u l

Ronnie Smith said, “The EIS t for 2006/07 indicate a 4% l d e

commends this funding boost which will support u increase in exclusions a g f y r r compared to the previous the very good work currently going on in colleges across the country to r C r o a o f u

year. support migrant workers in learning English. We welcome these t f e o t

workers from across Europe and beyond and believe that they t r o r e Commenting on the figures, EIS continue to bring much to communities in all parts of Scotland. It is c n o e v r p n

President Kirsty Devaney said, right that we offer as much support to migrant workers as possible, as S e a p “The option to exclude pupils they attempt to adapt to their new home in Scotland.” l s c a u e for persistent poor behaviour r s e e d

must always remain an option But Mr Smith also warned, “While this additional support for adult l n w a o

for headteachers in our learners of English is welcome, we cannot forget that the children from e , s n l e G

schools. We must recognise migrant families also deserve our full support as they attempt to learn o a i S t that persistent low-level pupil English and to integrate into our schools and our society. With the m I s i o e

indiscipline remains a serious massive increase in pupils who are new to English, schools and d E c i l l d problem in many schools and teachers are becoming seriously overstretched due to a lack of , i e a h

can only be addressed through sufficient specialist support available for these pupils. The EIS is t w m i s i robust discipline policies calling for additional resources and training for teachers, together with a s f m h including the right to exclude an increase in specialist language teachers to support pupils from i t S t h

in more extreme cases. No-one migrant families. These young people should have the same n e e s i l a i

wants to see pupils excluded opportunities to access the curriculum in our schools as Scottish i l n r h g g

from school, however, in some children, but this can only be achieved if we put in place the specialist n i o n instances it is necessary to support required to allow them to make the most of their educational W “ E m maintain discipline and to allow opportunities.” R a suitable learning and teaching environment for pupils and teachers.” EIS member Jackie McGregor sent this photo of daughter Ms Devaney added, “While any Daisy to the SEJ. Says Jackie, increase in exclusions will “It looks as though Daisy is always be a concern, it is a particularly unimpressed with reflection of the recurring my plans for the rest of the discipline problems which session!” blight the daily lives of teachers and the majority of well- behaved pupils. With the removal of politically motivated targets which aimed to reduce exclusions year on year, we are now beginning to see a more accurate picture of the level of indiscipline in our schools. Only by schools and teachers working together with parents and pupils, free from undue political influence, can we hope to take the necessary steps to tackle the growing indiscipline problem in our schools”.

to contribute email the editorial team on: [email protected] Educational Institute of Scotland 5 Fund-raising s International friends w The pupils and staff at Dalmeny Primary School held a

e Sponsored Skip on 1 February to raise funds for Bajana Yiriwa Nursery School in Gambia. The nursery school which opened in N September 2004 receives no Government or formal funding and relies on donations to support the children’s educational needs. The nursery school provides education for children between the ages of 3- 7 and is the first of its kind to open in Bajana which is located in the lower river region.

Dalmeny School became involved with the Bajana Yiriwa Nursery School in November 2007 when the children in P3/4 undertook an enterprise project to raise awareness of the poverty and lack of resources in this area of Gambia. The children distributed leaflets and posters and collected clothing, shoes and toys which were personally delivered to the Bajana Yiriwa Nursery School on 1 January 2008 by Sam Ramsay, who is a Nursery Nurse at Dalmeny School.

lian Stewart The sponsored skip also links with Dalmeny’s Healthy Ramsay, Gil Photos: Sam School Initiative and with A Curriculum for Excellence as all the pupils were responsible for the fundraising.

Dalmeny Primary has decided to make a permanent link with the Nursery School and is planning many SELLING YOUR HOUSE? more fundraising activities to help support the development of Bajana Yiriwa. The sponsored skip and why not give us a call money raised by the Parents’ Forum totalled £1,200, some of which has already bought new school uniforms, blackboards, drinking cups, buckets to • Discounts to EIS collect water from the well, outdoor play equipment members & family and general teaching resources. A blackboard only costs £30. A little goes a long way and is greatly • Estate agency appreciated by the parents, pupils and staff at Bajana commission as low as 0.5% Yiriwa Nursery. • Home appointment system – Edinburgh & Lothians “Irasshaimase!” – The EIS recently welcomed a delegation of Japanese teacher trade unionists to Moray Place. Pictured are Minei • FREE fixed written fee quotes Masaya, Ikeda Kenichi, Fukuta Seiji and Inuzuka Noriko of the Japan Teachers' Union (JTU), together with Sugita Kaori from the • No sale – no fee University of Tsukuba and interpreter Nishida Yukiyo. Also pictured are EIS Assistant Secretary Drew Morrice and National Officer • ESPC member Louise Wilson. • Spanish & foreign property

CAMPUS international Property Lawyers – Notaries – Estate Agents Tel: 0131 664 9418 [email protected] www.campusintl.co.uk Photo: Mark Jackson

6 Scottish Educational Journal March 08 March EIS Council s n Education and Lifelong o s

k Learning Committee c

a where he presented J evidence on behalf of the k w r EIS, outlining teachers’ a

M concerns regarding the :

s varying pace of o e t development of ACFE o

h across the country and P questioning the lack of funding and resources

to support such a wide- N ranging and ambitious initiative.

Supporting Nursery l Music to our ears - The EIS National CPD Conference (pictured) Education i for staff working in the music instruction service, held shortly Council approved an before March’s Council meeting, was a significant success. EIS President Kirsty Devaney (Inset) said, “This was the first event updated booklet outlining EIS support

of its type ever held in Scotland, and we thank the Scottish c Government for their support and funding that helped the event for teacher-led nursery to come together. The Conference contained three vital elements education (see cover which are central to the way in which education and our schools feature on pages 8 – 11 are developing – partnership working, the important role of the music instruction service and the growing emphasis on inclusion of this SEJ). The new n in education and in particular of the Additional Support for booklet was warmly Learning Act and other related legislation.” welcomed by numerous members of Council as u Misuse of Mobile Occupational Health Occupational Health an important resource phones provision matters at an LNCT in the campaign to A new position paper, level”. protect quality nursery Council approved an o setting out advice on education. The booklet updated policy paper best practice regarding A Curriculum for will now be printed and which offers advice to Occupational Health Excellence distributed to schools members on the misuse provision, was approved Education convener as soon as possible. of mobile and camera C by Council. Larry Flanagan updated phones by pupils. Employment Relations Council on recent “World Against War” Introducing the paper to convener Alana Ross discussions around Following a successful Council, the convener said, “While there is a A Curriculum for motion proposed by of the Employment general recognition that Excellence and the Andrew Fullwood (South

Relations Committee, S improvements are being need for proper Lanarkshire), Council Alana Ross, said, “It is made in this area, consultation with the agreed to support the crucial that all Local comprehensive EIS on the progress “World Against War” I Negotiating Committees occupational health of the development demonstration due to for Teachers (LNCTs) provision is still to be programme. Mr be held in Glasgow, have clear and robust developed across the Flanagan also reported and to make a donation policies on this issue for E country. This paper to Council on his recent towards the funding of the legal protection of offers advice on how appearance before the the event. our members.” best to pursue Scottish Parliament’s

ANNUAL GENERAL GTCS REGISTRATION: MEETING 2008 Important dates OBSERVERS The General Teaching Council for Scotland would like us to remind all registered The EIS Annual General Meeting will be teachers that the current registration period held in the Caird Hall, Dundee on 5, 6, 7 comes to an end on 31 March and that a June 200 8. Any member wishing to attend fee of £40 will be payable for retention on as an observer should contact the General the Register during the period commencing Secretary no later than 12 May 200 8. 1 April.

FEIS Registration is essential for all teachers The Statutory Meeting working in Scottish schools – without of Fellows of the registration, teachers are not legally entitled Institute will be held in to work in any school in Scotland. Committee Room 3 of the Caird Hall, Dundee Full details of the arrangements for at 1.45pm on Thursday payment of the fee are available on the 5 June 200 8. GTCS website www.gtcs.org.uk

to contribute email the editorial team on: [email protected] Educational Institute of Scotland 7 e

r Providing the best u t for a nursery e f cAs the EhIS continuies itslcamdpaign to rpromoete high-qn uality nursery education led by professional nursery teachers, the SEJ takes a look at some of the key issues facing nursery education today. While the Scottish Government has stated its commitment to

r nursery education, the EIS remains concerned that the sector could suffer in the light of a budget squeeze in some local authority areas. Already some Councils are scaling back the employment of permanent teachers in their nurseries, heightening concerns of a ‘postcode e lottery’ of provision across the country, with nursery children in some areas potentially receiving a superior educational experience than children in other parts of the country. A new booklet, set to be published by the EIS shortly, will highlight the importance of v teacher-led nursery education for all young children.

o ursery schools and child in areas of deprivation. nursery classes with Recent research, together with appropriately qualified policy statements from the teachers mean quality Organisation for Economic C educational provision Cooperation and Development for youngsters before they move (OECD), from the Scottish oNn to primary schools. Now that all of Scotland’s 3 and 4 year olds have the opportunity to experience pre-5 education, the

f benefits of nursery schools and

o classes with qualified

s teachers are becoming e t i r e ever more apparent. f a h e t s n

r The Scottish e e e v b Government, h a e

c elected in 2007, h a h is committed t s e t d , to the l n

d provision of o o e i r

i access to a t f a

i teacher a l e c a

y for every u u nursery age d 4 q e d h 5 t n ” - i . a t e w r n 3 p s e s r e ’ e s a d c s p n n a p l a e a l i c t r e d e o r c p n o x S a e m f à s l b o r l o o A t e l l o à v i a y h r e t u c t i S g s a n s n h e u i y l t t r r r a m e C o w s o : r o p c o t u p e N o b n “ o h P

8 Scottish Educational Journal March 08 Supporting quality nursery education – for all Scotland’s 3 and 4 year olds Government and from Her Majesty’s Inspectors of Education EIS national Council member and nursery schools/classes learn language (HMIE) all point to the important Vice-Convener of the Education skills, and how to play and work with role qualified teachers play in Committee Norma-Anne Watson – a other youngsters and with adults. nursery education. Parents also former nursery school headteacher – Nursery education promotes equality of value high quality nursery outlines the EIS position on nursery opportunity for children in their earliest education provision. education. Ms Watson argues that years. Also, the needs of many budgetary concerns should never take youngsters with additional learning But not all youngsters in Scotland priority over providing the best for requirements are addressed in nursery have access to the quality of very young children. schools/classes. provision which is guaranteed by access to qualified teachers. In The EIS has welcomed the Government’s With the many benefits of nursery recent years several Councils have commitment to nursery education, and education, it is worrying that a reduced the number of qualified the injection of additional resources patchwork in provision is beginning to nursery teachers they employ. which have been initially targeted in emerge. With no firm obligation on local University graduates who wish to areas of deprivation. We also authorities to employ teach in nursery schools are welcomed the Government’s teachers in their nursery finding it hard to gain fully stated commitment to a 50% schools and nursery classes, supported experience in nursery time increase in the free some Councils have started schools/classes as part of their entitlement for all nursery to remove nursery teachers initial teacher education. The children. However, the EIS or to reduce drastically the commitment by the new does retain serious concerns amount of time they spend Government to additional funding that the Government’s in individual schools or is welcome. However, the recent aspiration that all nursery classes. The EIS remains budget agreement between the children should have “access” certain that, for quality to be Scottish Government and local to a nursery teacher does not ensured, each nursery Councils could endanger the necessarily mean that all school or nursery class future of nursery education nursery schools and nursery should have its own provision. classes will have full-time teacher permanent teacher. The emerging model involvement. All the evidence is that in some areas, with a single teacher The “outcome agreements” nursery education led by qualified GTCS being shared across several nurseries, between Government and Councils registered teachers provides the best falls far shot of providing the full-time will mean flexibility for Councils to start in education for young children access to a nursery teacher that our decide on the number of nursery before moving into primary education. young children deserve. While many local teachers they employ. That is why authorities are to be commended for their it is important for all those Quality nursery education means that continuing commitment to employing concerned with quality nursery youngsters get the best start in life. nursery teachers in all nursery settings, education provision to continue to Children aged 3 and 4 years are taught others are beginning to put financial campaign for qualified nursery under the supervision of a fully qualified savings ahead of ensuring quality teachers in every nursery school and registered teacher. They have nursery provision. This is a worrying and nursery class in Scotland. educational opportunities suited to their development that adds to growing particular needs. Quality nursery concern of a postcode lottery in nursery How do we know that education means that children enjoy provision. All our young children deserve nursery education really structured and stimulating play in the the best start to their education, and this ensures quality? years before primary education. Such can only be achieved if all local play is particularly important to allow authorities commit fully to employing One of the most important pieces youngsters to develop properly at a vitally teachers in all nursery schools and of research has been carried out important stage in their lives. Children in nursery classes. by the Effective Provision of Pre- School Education (EPPE) project from three universities. The original research was carried out • Overall quality in early years the report OECD stresses the in 2004 with additional research education is higher in settings “With the importance of early childhood in 2007. Among the important such as nursery schools and many education and care and in findings are the following: nursery classes. benefits of particular the following: • Pre-school settings where there nursery • Quality pre-school experience is a high proportion of trained education, it • The social context of early enhances children’s teachers show higher quality is worrying childhood development. development. and children in these settings that a • Placing wellbeing, early • An earlier start in education is make more progress. patchwork in development and learning at the related to better intellectual • Where there are qualified provision is core of early childhood development and improved trained teachers working with beginning to education and care work. independence, concentration children in pre-school settings emerge.” • Ensuring that there are the and sociability. there is the highest impact on Norma-Anne structures in place to ensure • Children from areas of children’s pre reading and on Watson proper accountability and disadvantage, in particular, can social development. quality assurance for early benefit from good quality • Children tend to make better childhood education. preschool experiences. intellectual progress in settings • Developing broad guidelines • The quality of pre-school such as nursery schools. and curricular standards for all education is directly related to early childhood education better intellectual and The OECD published Starting services. behavioural development in Strong II: Early Childhood • Reduction in child poverty and children. Education and Care in 2006. In exclusion. continued over the bigger picture. email us with your views [email protected] Educational Institute of Scotland 9 • Encouraging family and community involvement in early childhood services. • Improving the working conditions and professional education of all staff in early childhood education.

The HMIE document The Key Role of Staff in Providing Quality Pre- School Education was published in November 2007. The report states, “The evidence from HMIE inspections highlighted characteristics which led to very effective professionals in early education, most often, but not wholly, found in pre-school centres where teachers were employed. Teachers played an “Research important part in equipping their shows that colleagues who are not teachers the level of with the right knowledge, skills qualifications and training to meet the changing of staff and increasing demands required affects the of a high quality, pre-school quality of education. Teachers demonstrated education very effective skills in coordinating provided in partnership working. Within local the nursery authority and independent school school or nursery classes, qualified teachers class.” operated often as the day to day managers with responsibility for the nursery. In these circumstances, teachers as team leaders regarded nursery nurses as valued colleagues and they worked well together.” What makes nursery teaching qualification and the teachers important? standards set by GTCS mean clear Elsewhere in the HMIE report it is and distinct qualifications for stated, “Local authorities need to Nursery teachers receive the teachers working in nursery ensure that, when they review the same training as teachers in schools and classes. role and remit of teachers in early primary and secondary schools. education, they make appropriate As part of their initial teacher The Scottish Government is and effective use of the particular education, all future primary committed to providing access to a skills and expertise of teachers to teachers receive training on teacher for every nursery aged ensure that they maintain the nursery education and, child in deprived areas. It is the consistently high standard of thereafter, may choose to work clearest commitment of any recent provision and support for pre- with very young children. Many Government to the quality that is school children’s development and will have additional qualifications provided through nursery teachers progress.” or professional development on working with nursery schools and working in early education. All classes. There is an expectation There are a number of other nursery teachers are registered now that local Councils will deliver conclusions within the HMIE with the General Teaching on the Scottish Government’s report. In general: Council for Scotland which commitment. However, the budget guarantees professional settlement between the • Staff/child interaction is better standards for all teachers in Government and local Councils in centres with a teacher than Scotland throughout their means that Councils retain a in those without. careers. great deal of flexibility as to the • Staff/child interaction is better kind of service they provide. In in local authority provision than Research shows that the level of addition the Councils are directly in private or voluntary centres. qualifications of staff affects the responsible for the funding of pre- • Meeting children’s needs is quality of education provided in 5 provision. Unless there is real better in centres with a teacher the nursery school or class. Much commitment on the part of every than in those without. work has been done in recent local Council and proper funding • Meeting children’s needs is years to develop the qualifications support from Government the EIS better in local authority of other staff working within a believes that there are real provision than in private or pre-5 setting so that they can dangers ahead. voluntary centres. have access to development and • Support for children with qualifications within a recognised What are the challenges additional support needs is framework. today for nursery better in centres with a teacher education? than in those without. This increasingly leads to • Leadership is better in centres improved professional interaction There is a risk that quality nursery where a teacher is employed. and high quality working together education provision within nursery within pre-5 settings. However, a schools and classes could be

10 Scottish Educational Journal March 08 diluted. Access to a nursery quality nursery education should settlement between Government teacher is not the same as being continue to campaign for such and local Councils will affect taught by a nursery teacher. provision to be readily available nursery provision in your area – Budgetary constraints could well in the future. and in particular the “outcome mean that access to a teacher is agreement” between Government limited and reduced. The EIS is What can you do to help and your local Council. Make concerned that some pre-5 ensure that your local your views on nursery education establishments will be managed Council continues to known to local councillors in your by staff other than qualified provide quality nursery area. In any contact with MSPs teachers. Some Councils may still education? locally find out their views on develop forms of pre-5 provision nursery education and make which will be cheaper than Get in contact with nursery known your support for quality nursery schools or classes and colleagues in your area and nursery education provision. without quality education input. discuss with them the work that Make sure that friends, they do. Find out how nursery colleagues and parents know The EIS believes that all education operates in your area. about the arrangements for concerned with the provision of Find out how the budget nursery education in your area.

Early progress on early years aims

Adam Ingram MSP, Minister for to a teacher for every pre-school child and are developing degree Children and Early Years, writing equivalent level qualifications in childhood practice. Local exclusively for the SEJ, highlights authorities are now working on how they can make year on the Scottish Government’s year progress towards providing access to a teacher in pre- commitment to pre-5 education school. and outlines progress to date and plans for the future in the nursery Play has a big part to play in this stage of life and in helping sector. children develop their social skills and build up the confidence they need to get involved in activities, try new Children are any country’s most vital things and learn about themselves and the world around asset and it is essential that they are them. That is why we are placing such a strong focus on given the best possible start in life if active learning in the development of Curriculum for they are to contribute positively to society. That is why this Excellence, not just in pre-school but into early primary and Government is putting children at the centre of our focus, beyond. especially during their initial, formative years. The support we give to early years and early intervention will make an Recent results from a long-term study into the lives of important contribution to the kind of country we want Scotland children across the country showed 80 per cent of children to be: one which is smarter, healthier, greener, wealthier and look forward to going to nursery and are quick to tell their fairer, as well as safer and stronger. parents about their experiences of making friends, learning new skills and having fun. The Growing Up in Scotland (GUS) High quality pre-school education and care is a major factor in study – which tracks over 8000 children from birth through supporting children’s development. We know how much pre- to their teenage years – showed that children are adjusting school benefits children and how important it is to parents who well to their first taste of education and I want to struggle to juggle work and family commitments. So, within a acknowledge the hard work that staff in pre-school centres few months of coming to power, this Government do to make that such a positive experience. Such levelled the playing field on nursery entitlement, ringing endorsements show the strength of our ensuring that every three and four-year-old in the “Children current pre-school provision and that we have much country is entitled to 475 hours of free nursery are any that is good that we can build on. provision. This has set the foundation on which we country’s intend to build a fair system of pre-school education. most vital The commitments we have made to improve and asset and it extend pre-school entitlement and cut class sizes in This was just the beginning. As part of the historic is essential Primary 1 to Primary 3 have grabbed most of the agreement that we have reached with local that they are headlines up to now, but we are also developing a Government, every child will receive 570 hours of free given the broader agenda. We are working on the first nursery education every year from 2010. This is a best possible comprehensive early years framework for Scotland, significant step towards our aim of increasing start in life.” which we aim to publish later this year. This will look entitlement by 50 per cent. I will be working closely at how we build capacity in families and communities, with Councils over this year to prepare the way for deliver services that meet their needs in a joined up implementing this important development. way and ensure we have the workforce to achieve our ambitions in early years. But it is not just the Scottish Government that recognises the importance of good quality nursery At one time, pre-school and early years were seen largely provision. A comprehensive UK study into the lives of young as preparation for school. We have moved on from that children highlighted the extent to which pre-school attendance narrow view to seeing it as a critical period of skills formation supports children’s all-round development. The Effective and social development. Putting early years at the heart of Provision of Pre-School Education (EPPE) study showed that high our programme is a key element in providing the opportunity quality pre-schooling is directly related to better intellectual and for each individual child to be a successful learner and a social development in young people. confident individual, able to be an effective contributor to society and a responsible citizen. This is an exciting time for The EPPE study also highlighted the contribution that teachers early years learning and I look forward to working with and high quality staff make to improving outcomes for children teachers and others to put this ambitious agenda into in pre-school. That is why we are committed to providing access practice.

the bigger picture – email us with your views [email protected] Educational Institute of Scotland 11 d The achievements of the Finnish schooling system are receiving a lot of international attention following the latest success in the OECD PISA survey. Education journalist Daniel Murphy, the former editor of the journal of the n Australian Education Union and now enrolled on Masters Programme in Education and Globalisaton at the University of Oulu in Finland, offers an a overview of Finland’s highly valued comprehensive education system and

l highlights some of the reasons for its notable success. n i

F Nordic light Finland Continues to Shine in International School Comparisons

isitors are a common sight multiculturalism and there is a in the corridors of Finnish teachers are genuine commitment to pursuing Finland’s schools these highly respected them, particularly through teacher days. Teachers and policy training. Encouraging students to mVakers are blazing a trail to this take responsibility for their own small Scandinavian country to find learning is also a feature of out why it keeps topping Finnish schooling. international surveys of student ability. Languages are a priority and by the time they leave school most When results of the Programme for students can speak Finnish, International Student Assessment Swedish and English. Migrant (PISA) were released last December, children receive intensive Finnish Finland was again the big story. Its language instruction at specially- students posted a record score for Subjects include Finnish and equipped schools, with the aim of science and ranked a close second Swedish, foreign languages, integrating them into mainstream in literacy and maths. Since PISA’s environmental studies, civics, classes as early as possible. Where inception in 2000, Finland has religion and ethics, maths, four or more immigrant children

. been at or near the top of every sciences, and music. Values from one country attend the same d t performance measure. underlying basic education include school they are entitled to receive a n e ” n e human rights, equality and classes in their native tongue. . r t e e s p PISA is conducted every three r i g s d years by the Organisation for x l e e l i e l

d Economic Co-operation and - h i o n c Development (OECD). It uses c w

o

l common tests to assess the l l s n a a

y proficiency of 15 year olds in 58

n y o l y countries, with an emphasis on j o l l i r n a applying knowledge in practical t a e u a

situations. e t c r n m i o

, e v v Professor of Global Education at l

t r o s e the University of Oulu, Rauni r o o y

Räsänen is regularly asked what a s h

y c l the secret of Finland’s success is. s r l s o a

“It can’t be an accident that we o o d e

o have been on top in PISA for so h n v h i c

o many years,” she says. “Exactly s c s c

s

n what it tells is hard to say but I

e e e s e think Finland has certain v

t h i

r strengths. One is systematic and s a e e r v n professional early childhood p i p e r

p education delivered by teachers h p m u

e with masters degrees.”

o r d o c p

t n

g

a Pre-school teachers, like those at m e

n t

o all levels, must complete a five year i u r c n

w masters degree – including writing

o i o e t p a thesis – before taking charge of a l l h n p class. o o T u “ s F c At age seven children begin nine years of compulsory schooling.

12 Scottish Educational Journal March 08 Experiencing the Difference

Class sizes vary from 20 to 30 Marja Peedo, 43, a sixth grade teacher at “The one free meal a day also puts people although there is no strict Oulu International School, was born in on an equal basis. I know of schools in maximum. All students receive a Finland but lived for many years in Australia trying to teach children whose hot meal daily, free health and Australia where her children started school parents don’t supply them lunch. How can dental care and all learning and she completed her practical training. you learn when you’re hungry?” materials. Comprehensive schooling is the foundation of the “Students are given all their pencils and Marja’s colleague Kelvey Marden, 35, has Finnish system and central to its books so someone who isn’t well off or can’t worked in Finland for seven years after success, as Professor Räsänen is afford them isn’t disadvantaged. starting his career in British schools. keen to point out. “In England, as the teacher I’m in charge “There is a clear value basis which and it’s more formal. Here it’s Kelvey, not is equity,” she explains. “This Mr Marden. I can dress casually and shows in the PISA results. One there’s not the same power difference. Of reason Finland is so high is there course I’m still in charge and have is very little difference between discipline problems but it’s a lot more schools and areas.” Moreover, the relaxed. relationship between parents’ Nordic light socio-economic status and student “Also, the status of a teacher is a lot higher achievement is one of the weakest here and although the salary is lower, my of all countries. money goes further so I’m better off.”

Finnish educators speak proudly of their remedial teaching system. and attracts the best and Sahlberg believes this is due in Emphasis is on early identification “The brightest high school graduates. part to the absence of high and small group tuition free from relationship Earnings for experienced stakes testing. Finns have a stigma. Repetition of a form is between classroom teachers rise to word, työrauha, to describe a exceptionally rare. The parents’ 53, 000 euros (£39, 925) – calm atmosphere conducive to comprehensive school system socio- moderate by Finnish standards work, which is often applied to enjoys widespread support and economic – and there is some disquiet over schools. The learning private schools are virtually non- status and low starting salaries. Virtually all environment is enhanced by existent. Following comprehensive student teachers are members of one well designed and fitted-out school, nearly all children achievement union, the OAJ, which negotiates buildings which maximise use continue to upper secondary or is one of the the national wage agreement. It of natural light. vocational college. Those not weakest of is recognised as the legitimate pursuing either of these options all countries.” voice of teachers on professional Surprisingly, spending on can complete a tenth year of basic issues and is represented on education is not particularly education. official policy setting boards. high. At 6.1 per cent of GDP, Finland ranks slightly below the Although Finland regularly tops Recent studies indicate Finnish OECD average. international rankings, it eschews students experience lower levels the use of ‘league tables’ based on of stress and anxiety. Pasi When making comparisons with standard test results for its own Finland it is important to schools. understand the role culture and history play. Respect for Education advisor to the World The PISA Backlash education runs deep. It is Bank and EU, Dr Pasi Sahlberg, considered one of the values – believes the international trend to Education International, the Geneva-based umbrella along with hard work – that standard testing has passed its organisation of teacher unions, urged parents and helped the country rebuild from peak, in part because Finland policy makers to read reports of the latest PISA ruins after WW2. Finns are also provides an example of a results with a sceptical eye. the world’s greatest users of successful alternative. libraries. Secretary Fred van Leeuwen warned, “PISA can offer “Before this trend became global, only a snapshot of how a group of students respond Belief and wise investment in Finland had built a strong to a set of questions. It does not, and cannot, portray education are behind Finland’s professional foundation for a full and nuanced picture of education in any successful economic teachers,” he explains. “Schools country.” transformation over the last few and parents have long believed decades. From an agrarian that teachers know better than Officials at the OECD are known to be privately society reliant on forestry external assessors how well their unhappy with the superficial way their findings are industries, the country has pupils are learning.” handled by politicians and the media. Many become a leading exporter of educators see PISA as heaping more pressure on mobile technology and software. Teachers are not judged on them to perform. students’ test results or subject to No education system is perfect intrusive classroom evaluations. While these criticisms contain some truth, they do but Finland’s commitment to Rather, they enjoy the high levels not alter the fact that PISA is a rigorous study with a quality and equity is generating of public respect and trust. With high degree of validity. The wealth of information impressive results and making staff educated to masters level, accompanying the results ranges from the impact of the rest of the world take schools are knowledge rich parents’ income on test scores to measures of notice. environments and given children’s optimism that environmental challenges considerable scope to implement will be met. More information: the national curriculum. virtual.finland.fi More information: www.oecd.org/pisa www.minedu.fi Teaching remains a popular career www.pasisahlberg.com

the bigger picture – email us with your views [email protected] Educational Institute of Scotland 13 n g Schools join the fight to ensure i world leaders meet their target of

a education for all children. With only 7 years to go to meeting the Education For All targets, 72 million

p children are still missing out on a primary education, with millions more forced to drop out of school before they can complete even a basic education. The Send My Friend to School ’08 call to action launched on 14 March inviting UK schools to ask all politicians and decision makers to speed up their efforts to provide a

m primary education for all by 2015.

a he Global Campaign for The other is to get as many Owain James, International Co- Education has led some students as possible involved in ordinator for the Global Campaign powerful actions over the an attempt to get into The for Education says: c pTast 3 years including sending Guinness Book of Records by “Possibly one of the greatest one million cut out messages - taking part in “The World’s injustices of all is that where we

known as buddies - to world Biggest Lesson” on Wednesday 23 live and who we are makes all the leaders when they met at the April, when young people in 120 difference to whether we get a l Gleneagles G8 in 2005. countries will be taught the same quality education; 57% of children ‘core lesson’. Gordon Brown and out of school are girls, 33% have a This year, there are two other MPs will also be invited to disability and 50% of children who a challenges: One is to get as many attend “The World’s Biggest don’t go to school live in war UK MPs as possible to use their Lesson” in one of their zones. Education is a human artistic talents to show how they constituency based schools. right and the quickest way out of b will be supporting the campaign. poverty. We are now only 7 years Children will be raising awareness Recent estimates of the number of from the target date for Education about the issue by creating giant children out of school have fallen For All and unless the increase in

o displays in their own schools. MPs by nearly 30 million since 2005, education aid comes on stream in will be asked to contribute to the thanks to the concerted efforts of the next two years millions of

l display by creating a montage to campaign supporters over the last children, often the most show what they would have few years. However, if we continue vulnerable, will continue to be missed out on if they had not at current rates of progress, those denied the most basic of human received an education. It is hoped children will not receive an rights.”

G that each MP montage will include education in our lifetimes, let a pledge by the MP explaining alone by 2015. Free resources to support this what they will personally be doing year’s Global Campaign include: to help reach the Education for All The Global Campaign for • An eight minute DVD presented children target. Schools will be Education is therefore calling on by our young Ambassadors, Lily asked to ‘capture’ their work, by the UK Government to: Taylor King and Jenade Sharma, photographing the display or by • Ensure quality by investing in two secondary school students collapsing it and sending the teacher recruitment, training who have become the ‘face’ of individual cards to Gordon Brown and retention now, especially in the Send My Friend campaign; by 30 June, before he flies off to countries furthest from • Campaign leaflet including a the G8 in Japan. achieving the Education for pledge postcard to be sent to the All goals. school’s local MP; • Support poor countries to • Materials for making displays; Rutie Ermelinde is 12 and is attending primary school in Mozambique enable girls, children with • Stickers. disabilities, child labourers and children from linguistic and A range of in-depth information is other minority groups to available via the website to complete a good quality support the pack: education – for example by • Ideas to help make your Send training teachers to be able to My Friend wall displays, mobiles work with all children; by and sculptures; providing their families with • Lesson plans and activity ideas; financial support to enable • Short film showing the story so them to send their children to far; school; and by delivering on aid • Stories from children who miss promises quickly. out on school; • Deliver on aid promises and • Photos from around the world; continue to increase investment • World’s biggest lesson in education in countries registration form. affected by conflict and war – many of which are furthest from For FREE Send My Friend 08 achieving the Education for packs visit All goals. www.sendmyfriend.org or call ActionAid on 01460 238000.

14 Scottish Educational Journal March 08 C

Welcoming R new Scots T Show Racism the Red Card judging day – the winners are chosen The judging for this year’s schools’ art competition, organised by the EIS in partnership with the charity Show Racism the Red Card, recently took place at EIS HQ in Edinburgh. R The competition, now in its 6th year, had the new theme ‘Welcoming New Scots – Challenging Racism – Celebrating Diversity’ this year and was aimed at broadening the anti racist message to include the new Scots from accession countries who have come to live S and work in Scotland. Here, the SEJ takes a look at the judging day as the panel of four judges undertook the extremely difficult task of choosing the winners from among the many hundreds of impressive artworks that were submitted from schools right across Scotland.

s the judging panel assembled at EIS HQ in Edinburgh to judge this yAear’s Show Racism the Red Card art competition, it was clear that they were going to have a very difficult task, and a long afternoon, ahead of them. With each passing year, both the quantity and the quality of entries continue to surprise everyone involved with the competition. This year, a new theme for the competition that shifted the competition’s focus to welcoming newcomers to Scotland Judges Jim Duffy, Mark Fernandes, Yvonne Strachan helped to inspire young people and Dan Gerrard with the category winning entries from across Scotland to produce some exciting new poems, drawings and paintings. All entries in all categories of the fails to surprise. The instant competition are anonymised so that positive reaction from all of the A lot of thought goes into the there is no question of any bias in judges to some pieces made the judging day to ensure that the the judging. None of the judges judging in some categories judging is fair and unbiased and know the name, gender or ethnicity relatively straightforward while, in that all entries are given equal of any entrants, nor the school or others, there was much debate, consideration. The judging process even the geographical area that any with individual judges making the actually starts in advance of the of the entries come from. All entries cases for their own preferred judging day, as copies of the poetry are simply put in age categories choices, before a consensus could entries are circulated to all and assigned a random number by eventually be found. members of the panel in advance which they are identified. This to allow them sufficient time to ensures that all entries are judged At the end of a long afternoon of read all of the entries at their solely on their merits, with no intensive judging, the panel were leisure. This means that, once the pressure on the judges to take any confident that they had found judging day arrives, the judges other factors into account. worthy prize-winners in each of arrive with their own lists of the categories. To the victors go preferred poems for which they are One issue which was discussed the spoils, and each of the winners prepared to argue a case…and during the judging day was the will now be invited to the special argue (in the most polite and civil issue of entries which were almost ceremony at Hampden Park to meaning of the word) they most “too good”, which could raise receive their prizes from some of certainly do. questions about possible assistance Scotland’s best-known football from parents or older brothers and talents. Congratulations to each of The judges take the day extremely sisters. However the judges agreed the winners for their excellent seriously and take great care in that all entries must always be works, and many thanks to the judging all entries fairly, with due taken on trust, particularly since judging panel for their dedication consideration to both the teachers would have selected the and hard-work in selecting the originality and thought behind winners in their own schools on winning entries. each entry as much as to the merit and with full knowledge of quality of the artwork itself. It is the talents of the individual pupils once these thoughts are combined involved. with scores for how successfully See over the page for a full list of entries address the competition’s Watching the judges at work and winners and pictures of the winning entries, as well as themes that the judges manage to listening to them debating the pictures of some of the other agree the prize-winners in each merits of each of the entries is a excellent entries received. category. fascinating process, which never the bigger picture – email us with your views [email protected] Educational Institute of Scotland 15 C The category winners...

ool imary Sch legirth Pr ray, Heck Eilidh G H annah Worthington R , St Cyrus School T R S

ock Academy Casey McDaid, Kilmarn

SHOW RACISM THE RED CARD 2008 PRIZE WINNERS Primary 1-4 Poetry Primary 5-7 Poetry Secondary Poetry 1st prize 1st prize 1st prize Christopher MacKay, Shelibost Primary 6/7, South Primary School, Casey McDaid, Kilmarnock School, Harris Wick Academy 2nd prize 2nd prize 2nd prize Ellen Smith, Aberlady Primary Megan Leese, Holy Family Primary Anna MacLeod, Ullapool High School School, Lenzie School 3rd prize 3rd prize 3rd prize Charlotte Fulton, Calderwood Jack McShannon, Lawmuir Primary Jed Graham and Ross Hunter, Primary School, Rutherglen School, Bellshill Hamilton College Primary 1-4 Artwork Primary 5-7 Artwork Secondary Artwork 1st prize 1st prize 1st prize

d Eilidh Gray, Hecklegirth Primary Hannah Worthington, St Cyrus Sylvie Clark, Banchory Academy h n t

i School Primary School, Aberdeenshire 2nd prize a

d

w 2nd prize 2nd prize Amanda Bryce and Daniella y

n l , David Baillie, Ardgowan Primary Sam Mackenzie, Greenwards Medinelli, Greenock Academy a s y

l

u School, Greenock Primary School, Elgin 3rd prize y r o i t

i 3rd prize 3rd prize Rachel Hayes, Lenzie Academy i a l r f Orange class and buddies, James Amy Dickson, Braidbar Primary

a e s s

n McFarlane School, Ardrossan School, Giffnock

i e i y g l r i t e r n o

m e

e e l r l h t . t a

x

y e r g h

t t n y i o n a g e b

d d

o h u e t j c

h a n t n e

i o

i e d e t k r n a a i a r t h c e

s e d t i e b a

s g t e n d r h o u g g j

c

u e e e o k h u h a t d t T Photos: Mark Jackson

16 Scottish Educational Journal March 08 SH ORWA C I SM

T HE RE CDA R2D0 0P8R IZWEI NNER S t

P ...a b he

6

/

7

,

p iger S n

o

u d

t

h

P s

r

i ome ict

m

a

ure r

y

S

c of

– h

o email

o

l

thbee sottfh e

us

S y

s views your with

l

v

i

e

C

l

a

r

k

,

B

a

n

c

h

o

r y

r est

A

ej@i

c

a

d

e m

s.org.uk

y

S

C

c

h

h

r

o

i

s

o

t

l

o

,

p

H

h

a

e

r

r

r

i

M

s

a

c

K

a

y

,

S

h

e

l

i b

Scotland of In stiue Educationl

o

s

t

P

r

i

m

a

r y

17 SRTRC y t

e Too hot to f a

S HShE takesa actionn followidng EISl comeplain?t over

environmental conditions in Glasgow schools.

Since 2002 the EIS has been pursuing the issue of inadequate ventilation in the

& schools built under the ‘Public-Private Partnership’ (PPP) for Glasgow City Council (GCC) by the 3ED consortium. Here, EIS National Officer Louise Wilson examines this long-running saga, with input from Glasgow Local Association, from teachers in some of the schools, as well as from the Health & Safety Executive.

h here were many problems EIS Safety Representatives in the Engineers was appointed. Douglas with both Glasgow’s new newly built Glasgow schools were is an expert in the design of

t build schools (6 high diligent in raising the issues and ill ventilation systems and both he schools all built to the health effects of our members but and his company are well l Tsame design) and with the 23 were being met with absolute denial respected. Douglas carried out refurbishment projects. The main from their employer and 3ED. The surveys in Rosshall Academy and issue was the effects of inadequate Local Association used every GCC Drumchapel High in October 2005 a natural ventilation systems, which internal mechanism and forum to and his report concluded that “the caused overheating, low humidity attempt to have the situation main problem with the internal and uncomfortable, unhealthy and investigated and resolved. conditions in the schools is as a

e unacceptable teaching and Complaint reports were numerous, result of ineffective natural learning conditions. grievances raised and the issue was ventilation”. The report also noted pursued both with the Education that “in both schools the Department and through the Safety requirements for natural

H Committee structure. ventilation, as laid down by the Building Standards (Scotland) Eventually the Council agreed, Regulations 1990 are not being met following pressure from the EIS, to in all the classrooms”. carry out a survey of conditions in Hillpark, Rosshall Academy and Armed with the SVM report the EIS Drumchapel High. team, Willie Hart (Local Association Unfortunately, their survey Secretary) and Bob Dow (Senior was so methodologically Safety Representative), met with flawed that the results GCC and 3ED representatives and reported were inaccurate were hoping that the and misleading. However, recommendations identified by this report was used to SVM report would be implemented. verify 3ED and GCC’s They raised the issue of lack of position which was that compliance with the Building there was no problem. Standards Regulations, which had They denied that there was been raised by them and by the any problem with the EIS Safety Representative at design of ventilation Drumchapel High, Cyril Clements, systems in any of the in 2003. Cyril’s measurements of schools built or refurbished window openings were not enough by 3ED. Senior officials from proof for GCC or 3ED and nor was the Council were willing to put a detailed survey and report from this all down to teachers’ an expert! perceptions. Again the EIS were faced with a The EIS Local Association, working wall of denial and a refusal to take with EIS HQ, eventually secured any action. In the face of this the GCC’s co-operation to allow the EIS only way forward was to make a access to two of the schools and for formal complaint to the Health and the EIS to have a survey of the Safety Executive (HSE). ventilation systems carried out by an independent expert. The EIS The HSE investigation of the EIS Employment Relations Committee complaint focussed on Rosshall approved funding for this work and Academy and Drumchapel High Douglas Burford of SVM Consulting and it was agreed that the results

18 Scottish Educational Journal March 07 Miles better? The Glasgow view by LA secretary Willie Hart Project 2001, the rebuilding and renovating of Glasgow’s 29 secondary schools, was a very controversial affair in terms of the politics and the gross upheaval involved. Nevertheless the EIS expected that at the end we would have modern commodious Too hot to premises conducive to effective teaching and learning. Sadly that wasn’t the case. Major problems with overheating and very poor ventilation manifested themselves from the start. Despite copious details of temperature in excess of 28 o and reaching 35 o, complaints of ill- health with headaches, nausea, dry throats etc across the estate our complaints were brushed aside as ‘political attacks on PPP’, from these two ‘ungrateful moaners’ and ultimately as ‘problems of perception’. handle? schools would The Local Association pursued this matter assiduously through inform HSE’s the LNCT, by intervention from the Teacher Representatives on the approach to all 29 Education Committee and the City Council Health and Safety schools and particularly Committee. Despite the Council’s own research substantiating our to the other 4 built to the same concerns to some extent nothing was done. Some first class design specification. research by a school EIS H&S Rep produced irrefutable evidence that building regulations had been breached in a number of schools. The report from HSE has now The lack of windows for the areas concerned contributed in no small been issued and the EIS complaint way to the lack of fresh air and proper air circulation. Unfortunately has been upheld. HSE are the City Council is the agency responsible for validating that new requiring GCC to implement a buildings conform to building regulations and had signed-off its new programme of work which will schools as meeting these regulations when they weren’t even close to introduce air conditioning to the doing so. rooms in which heat is generated, Environmental factors and, especially crucial ones like reasonable Home Economics, ICT and Drama. ventilation, are a key factor in staff and pupil health and welfare, HSE have also committed to and must impact on the educational outcomes of the school. monitoring GCC’s response and In 2003 the Local Association in conjunction with the National reviewing the situation once the H&S Officer approached HSE but they too were unable to apply remedial actions have been taken. effective pressure to GCC at that point. In due course the Institute’s The cost to GCC, from the Employment Relations Committee then agreed to hire in H&S improvements required by HSE consultant engineers to investigate two of the schools with particular will be considerable; “millions of “Major problems. The consultant’s report from that investigation broke the pounds” of work will be required. problems logjam as it gave us the hard evidence to seek a hands-on review with from HSE. HSE’s report also recommended overheating The full technical inspection carried out by the HSE has that: “The natural ventilation and very vindicated our members’ concerns and we welcome that. Crucially provision at both Drumchapel poor we must now keep up the pressure for GCC to initiate and fulfil High School and Rosshall ventilation essential remedial work. Academy should be investigated in manifested The lessons for the EIS and our members are that joint school, LA terms of compliance with the themselves and HQ determination and work can move an obdurate and Building (Scotland) Regulations. from the unbending employer and that your trade union can and will protect The impact of any non-compliance start.” your health and safety. The lesson for GCC is that they can’t short should be assessed and remedial change staff and students welfare and that the £8m repair bill they action taken as appropriate.” face might have been considerably less if they’d dealt with this matter 5 years ago. It is HSE’s view that Building Oh and who did sign the Building Certificates? Control is the enforcement body and HSE have written to them to pursue this further. The irony of this is that it was Building Control who issued the certificates which View from the schools GCC and 3ED constantly relied on “When we moved into the newly built and representative enquired as to the normal to prove, to the EIS, that there was newly named Rosshall Academy 6 years rate of such a condition and was told that no problem because the schools ago none of us realised that we were about it should be less than 1 in a 1000; we had met the Building Standards to exchange one set of heating and 7 in 100. Throughout all of this time, the Regulations. The EIS are taking ventilation problems for another set. Senior Management in the school worked this matter forward and the From that first year, staff realised that we hard on behalf of the staff but often met questions which we need answered faced serious issues with working in the the same responses from our employers as are: “Why were these schools new building. The building was so did the unions. certified by Building Control?” and thermally efficient that many rooms It took two and a half years before a “What are GCC and 3ED going to became excessively hot and uncomfortable meeting with representatives of Glasgow do to bring these schools up to the to work in. The atmosphere was also City Council and 3ED started to face up to requirements of the Building sapping. We also faced a problem with the trying to resolve the issues. Scottish Water Standards Regulations?” water. In the science department in had been brought in to examine the water particular, and in other areas of the problem. Scottish Water uncovered the fact There is plenty of blame to be building, we occasionally got ‘green’ water that the school had been built with a shared between GCC and 3ED. out of the taps. water-storage of 40,000 litres, in tanks The EIS hopes now that GCC and Many staff found that they were suffering which were too large. A building of our size 3ED will accept responsibility and from an increase in headaches, sore should have storage of no more than 2500 share in finding and funding a throats and sore dry eyes. We were aware litres. We had so much water we could not resolution. of at least 7 staff suffering from ‘dry eye’ use it quickly enough before some of it and had attended their GPs. One union went stale. continued over

the bigger picture – email us with your views [email protected] Educational Institute of Scotland 19 Viewpoint

continued E

At the same meeting when the scale

of the water supply was highlighted S the design of the ventilation was Environmental explained. 3ED had built it on the basis of opening all of the windows to full extent, but the Council safety H conditions in requirements resulted in fitting safety catches which restrict opening to 6-8 inches. To aid air circulation, fire doors are now held schools back by magnetic catches which release when the fire alarm is set Officers of the Health & Safety Executive off. This improved the flow of air in explain the HSE’s role in schools. the corridors, but did not help in classrooms. Environmental conditions in Health and Safety law is generally The staff at Rosshall schools are specified by a not prescriptive. So, for example, await Glasgow City variety of standards. These the temperature must be Council’s response to include building technical reasonable and the ventilation HSE, hoping that it will standards, those to facilitate sufficient. HSE will look at the resolve the problems education and UK-wide health combined effects of several and give us a and safety law. The Health and factors not simply temperature or comfortable and healthy, Safety Executive (HSE) deals ventilation alone when working environment.” with the latter. The duty to considering if the Workplace – David Harvey, School provide adequate environmental (Health, Safety and Welfare) H&S Rep conditions in schools falls on the Regulations have been met. employer and any body with Usually natural ventilation “Dealing with the control of the building. This should be sufficient in a general Heating and Ventilation could include the local authority, classroom environment. However problems in Drumchapel Board of Governors or a PPP if there are additional heat High School on behalf of school provider. The duty holder sources, e.g. in an I.T room, this my colleagues in the EIS is required to assess the risks to might not be sufficient. over the past six years staff and pupils under the has been the most Glasgow H&S Reps Management of Health and The Control of Substances frustrating experience of Cyril Clements and Safety at Work Regulations and Hazardous to Health Regulations my 37 years in teaching. The Bob Dow raised this should identify if any (CoSHH) will apply where fume is problems started immediately we concerns with the requirements are not being met. produced, such as cooking fume. Council and the HSE. moved into our new building in Given the shorter use compared January 2002 and have continued New buildings and with a commercial kitchen the up to the present day. I have two refurbishments are expected to level of control will be less full lever arch files of comments, meet building standards laid onerous. However to deal with complaints and correspondence. down by the Scottish the heat gain and fume well- The Local Association presented a Government. These standards designed general ventilation Formal Grievance on behalf of set out the detail for designers should be sufficient to manage Drumchapel, Rosshall and Hillpark that should ensure that any fume but should also control that our employer was in breach of temperature, ventilation and temperatures, relative humidity his “Duty of Care”. flooring are going to be suitable. etc. In June 2006 the EIS made a The local authority building formal complaint to the HSE and I control department has the If you have concerns about thought my frustrations were at an responsibility of ensuring that health, safety or welfare within end when the HSE agreed to the buildings meet the technical your school, you should let the Investigation as did my colleagues standards. persons in charge of the building who stopped completing complaint or your employer know. If the forms. HSE’s remit covers a large problems continue, you should In June 2007 a survey/Inspection If you have number of premises and risks let your health and safety rep or was carried out by the HSE and the concerns consequently we prioritise the TU rep know so they can raise report states clearly the Council has about work that we do. So matters that this formally with your breached H&S Regulations in Home health, might kill, seriously injure or employers. Economics, Computing and Drama. safety or cause lasting health effects take The report also stated that the welfare precedence. Health and Safety To find out more about the HSE’s Inspection appears to show non- within your law also overlaps with approach to enforcing standards compliance with Building school, you legislation, and the HSE with on health, safety and welfare, Regulations in relation to many other agencies. Where visit our website at Ventilation provision. should let legislation that HSE enforces www.hse.gov.uk. If you have I am hopeful that the referral to the persons overlaps with other authorities, specific queries, we have an Building Control by the HSE in in charge of HSE will leave action to those information line (0845-345-0055). relation to the apparent non- the building bodies with more specific compliance with Building or your legislation, such as building The Scottish Government Regulations will be upheld so that employer control. As a matter of law, HSE publishes “Guidance for local an agreed works programme can be know. cannot demand any provision authorities on internal put in place to provide adequate greater than the current building environmental conditions in ventilation in every classroom in standard except in some schools” www.scotland.gov.uk/ Drumchapel High School.” particular cases. Publications/2007 – Cyril Clements, School H&S Rep

20 Scottish Educational Journal March 08 e

A c

10 year n e

Generation i Generation Science tours primary schools throughout Scotland from Stranraer to Shetland. Each year from January to May, their team of over 30 science communicators visit over 600 schools and reach more than 55,000 pupils with their lively and entertaining mix of shows and workshops which not only aim to engage pupils in science, but support teachers c in the delivery of the curriculum.

urrently the largest science S schools touring programme in the UK, Generation CScience is about to come under scrutiny by the Scottish Government. After ten successful years the tour is next in line for investigation by Professor Jack Jackson, recently retired HM Inspectorate’s national and science r

specialist. e k s i

Welcoming the review and looking h W forward to seeing the results which n should be delivered this summer is a i l l newly appointed Chief Operating i G

Officer Fiona Logue, whose role at y b

the Edinburgh Science Festival is o to develop Generation Science t o further and strengthen the h organisation as a whole, over the P next three years. The shows and workshops on Festival believes that the offer fall into three areas: Our Curriculum for Excellence, which Special Discount for “This review comes at a crucial Living World looks at nature and promises a radical updating of SEJ Readers time for us. 10 years on Generation the human body and uses live school science, is long overdue. Generation Science needs to know more about animals, actors with fun names ‘When I was at school in the Science is the longer term impact it is having such as Nurse Treat-it-better and 1970s, the transistor had only Edinburgh on young people and schools Roam Zeglobe and a giant bee to just made it onto the curriculum, International Science science. We need to be sure that we explain science in a fun and now physics can offer a wealth of Festival’s are more than just an hour of fun informative way; Dr Bunhead, fascinating tools for studying national science away from the curriculum and that TV’s most extreme scientist (from areas like astronomy such as touring pro- pupils are being inspired and Brainiac) takes the lead in Our remote-controlled telescopes. The gramme for learning something of value from Material World looking at the Curriculum for Excellence will schools. This their experience.” properties of air, time and how allow teachers to oversee project year’s Science Festival runs planets move in space; and Our work entirely about contemporary from 25 March Each of the 17 Generation Physical World includes issues. We need to engage kids in to 5 April. SEJ Science shows and workshops workshops on light, sound, this kind of science and ensure readers qualify currently touring Scotland come electronics and circuits. that Scotland remains THE world for concession- with a set of comprehensive leader in science.” ary rates on all adult talks in teachers’ notes to assist with any One of this year’s new shows, this year’s follow-up work in the classroom Future Earth, is proving extremely “There is no doubt that what is programme after Generation Science has been popular with schools. It was needed to help kids get into including the and gone. Granton Primary School created following the success of a science and understand that there chance to hear in Edinburgh considers this follow series of workshops that ran is more to it than white coats and Professor Chris Rapley, winner up work and the work done prior during last festival, focusing on microscopes, are those of this year’s to Generation Science’s visit as the sustainability and the unforgettable moments early on in Edinburgh most essential part. “The main environment. Using two actors the classroom” says Gage “the Medal, talk on reason why we are so enthusiastic and a series of simple props it epiphanies – those times when the dangers of about this is because Generation follows the journey of Alu who they think blimey I’ll never forget climate change Science fits in well with the lives in a world 100 years from that.” and our dependency on teaching we are doing. For example now and who travels back in time the planet’s ever Dr Bunead’s Exploding Energy to tell us about the importance of To bring that ‘unforgettable depleting energy show was ideal for P7 who are recycling and reusing our moment’ to your classroom visit resources. currently studying energy and a resources. www.generationscience.co.uk To book your perfect stimulus to enhance or call 0131 557 5588. Places are discount tickets visit www. understanding and enthusiasm Kick-starting with the sciences still available for the summer term sciencefestival. for the topic and science in later this year, Simon Gage, which runs from 14 April to 23 co.uk and enter general.” Director of the Edinburgh Science May 2008. code 103-SEJ the bigger picture – email us with your views [email protected] Educational Institute of Scotland 21 D P CAs partP of ourD contin uinFg coveroage ocf issueus surrs ounding Continuing Professional Development, the SEJ hears from two teachers who have utilised the support C available from EIS Learning Representatives to further their own CPD. We also hear of an innovative E-Twinning project between Scotland and Poland, and round up some of the latest CPD events being organised across the country.

Gaining professional recognition Learning Charter “My GTCS qualification is as a necessary to ratify my claim for “After being a teacher in a secondary teacher, but because Professional Recognition. The only primary school for six years I there were no substantive pre-requisites were that I held full had been considering how to posts in my subject area, I was GTC Scotland recognition and develop my career further. After offered a permanent supply that I had taught for two further reflecting on different pathways contract within East years. in management and leadership Dunbartonshire’s Education roles I decided I wanted to Authority. I was working The process itself involved self- remain in the classroom. within the authority’s “Support evaluation, professional action, However I had also become for Learning Service”. which in my case was covered by aware of the importance of undertaking the postgraduate continuing to develop To give me the necessary course, professional discussions professionally and personally. ‘credibility’ to operate as an with my line manager, reflection additional support for learning and sharing insights with I approached a colleague who was teacher, I embarked on a colleagues. It was also necessary the EIS representative within the modular course of study in order for me to gather as much evidence school and asked if there was to obtain the postgraduate as possible, to support my someone who could offer me Support for Learning Diploma at application. further support. Using the Glasgow University, as this was information given I contacted one the career path I decided to As a result of completing the of the Fife Learning Reps. Isobel pursue. necessary paperwork, I received Schröder returned my call and we GTCS recognition to teach literacy arranged an informal meeting. While working as a support and support pupil learning. I During the meeting Isobel asked teacher, almost exclusively, in greatly appreciated the work of the me about my interests and primary schools, supporting Learning Representative and the innovations within the class and y

w children of a range of ages who collegiate support of my colleagues the school. As the discussion e

m were having literacy difficulties, during the application process.” continued it became clear that I

n , these postgraduate modules had a lot of experiences and e s

i enabled me to put theory into – Lorna Crichton evidence that could be used in an c n i h

t practice. Since I was putting my Accreditation of Prior Learning a t

c ‘new learning’ into practice, my claim and progress towards s a n i a r line manager suggested that I Chartered Teacher status.

p s n might use this as an opportunity i o o h

i to gain Professional Recognition A month later Isobel contacted me t t t

i n in this new area of my to tell me about the Fife CPD event i e n professional development. She which Fife local authority and the s ’ g ” g u

. had been made aware of the Fife Learning Representatives had o

t n c t

i GTCS’ Standard for Professional organised together and was taking n e h n

e Recognition and the processes place in April. She suggested that g R r i

a involved by East it would be of benefit to me as m l e a m p

l Dunbartonshire’s EIS Learning there would be various university

o n I l

Representative, Allyson Purdie. I providers there to explain their o w e t i

e arranged to meet with Allyson chartered teacher courses and s v a n s e

h who outlined the procedure to other professionals would be there ‘ e t

d f

me. She also arranged to liaise to share their experiences. y l o d

a with the various other Presentations would also be given r e m

n P t professionals who were needed to from members of GTC(S) and the

s g o i

n provide me with the components EIS. e n i s i g a s t g t g e After I had decided to embark on u

f u s o o the chartered teacher route Isobel n p

t r

r o provided me with the opportunity p s t e y

a h g t to look at a full Accreditation of y i c a w i Prior Learning claim for Chartered

n r m n I

u

a Teacher. This allowed me to gain C f t

e o r an insight into the level of writing m a c

o n a

n and evidence required. e p i r e n p o r S i a o “ l L

22 Scottish Educational Journal March 08 E-Twinning in Carnwadric Primary School – Gayle Brown and Laura Hamilton

When the opportunity arose to attend a twilight course on e-twinning in Hillpark Quotes from children Secondary organised by Hugh Donnelly, Glasgow Learning Representative, we signed about E-Twinning up straight away. The presentation by Lesley Atkins, teacher at Shawlands Academy Ambassador for Comenius, was inspirational and provided all the information we “I’m happy because I get to needed to begin. In December we gained further insight by attending a celebratory find out about other people evening held in Glasgow’s Tall Ship, sponsored by The British Council, and we began and how their lives are.” our own project in January. Wendiejo, aged 8.

Teaching in a deprived area of her school, Boleslaw Chrobry, were it would be “It’s good to make new Glasgow, E-Twinning seemed an interested in taking part in a excellent if we could friends.” excellent opportunity for our “travelling bear” project. A Polish work in partnership Stephen, aged 8. pupils to experience a different bear, Kubus, will be sent to with schools in our “It will be brilliant to hear culture and way of life. It also ties Carnwadric Primary School and Learning about life in a real Polish in perfectly with our upcoming the pupils will have the Community, build school” Celebrating Diversity Day. opportunity to show him Glasgow on some Jamal, aged 10. Carnwadric Primary School is landmarks. The school has primary/secondary working towards A Curriculum for received some funding from liaison if possible, “It’ll be good to hear about Excellence, and we felt that E- Glasgow City Council (through and contribute to what their hobbies are in Twinning encompassed all four Edna at the International Office) further professional Poland.” capacities. We also hope that our which will be used to transport the development with Jodi, aged 10. experience can be a model for children around the city of other interested EIS other schools in our Learning Glasgow. The children from both members. Anyone Community. schools have recently introduced interested in this scheme can find We had our first experience of themselves by swapping personal out more from their local Learning E-Twinning and International fact files and are eager to begin Representative on the EIS website Education early this session when working in a partnership. or at www.british Edna Paterson, Advisor for In the near future and beyond, council.org/etwinning.htm International Education, gave a presentation to the staff at Carnwadric Primary on an in- e r r f .

service day. In Carnwadric n a I CPD Events round-up o

e

. a

t s

i . a Primary, international exchange is k e g s e i u - m r t . n i limited, so we were encouraged to i e b a g r

r e h e m o r t

take this forward. o

University of Aberdeen r w o

. h u

a t c s o o

i

With the support of our school The second open event under the auspices of the EIS and University of t S e u s y

I e

b a e e

E r l management team, we registered Aberdeen partnership will take place on 26th April. It is a free CPD Fair, @ v

l i o n b k f i t a n

a

c our project on the E-Twinning hosted by the University in the MacRobert Building from 10.00am till i c a l i o d a t R o t l e a n

website (www.etwinning.net). 3.00pm. During lunch, provided free, you will have time to view CPD, L

t m n

v e

i s h l a S s t Renata Oska, a teacher from the Programme of Study displays presented by EIS and the University. After e e

I i c e r h s c r E t w e e

Polish town of Miedzyzdroje the launch of the University summer programme you will have time to

t p i m e t g e n l n i i

i contacted us. Two of the classes in meet with EIS Learning Representatives and University staff to discuss h n R :

t n i h

r

e t u d t g

any issues relating to your future CPD plans. i o r l t c t n a r o w i

a a

o t h r n u

d t p r n o e e s

These events happened over a year Partnership working. The second Fife Council/EIS joint p o a i r y n o c

e i a n

f

i ago and I have now completed i CPD Event – “Your Journey to Excellence.” L a

n e D t r m a S P

Module One and have made a Fife Multi-establishment Learning Representatives Paddy Miller, Isobel n w o I d c

o C

E s A

c successful APL claim. I am in the Schröder and Colin Davidson are happy to announce that preparations a t

u

e e o s n R r h i process of my second APL claim. are well underway for the second annual joint CPD event to be held in D y e

t L a

v

P l h , r l e

My aim for the end of this year is the Auchterderran Education Resource Centre in Cardenden, Fife, on D c

k C i a u P

c

D o h to have advanced further to fulfil Saturday 19th April 2008 from 9.30am – 12.00noon. f C o y P o

t R w

n C the standard for Chartered Promotional posters and leaflets should now be on notice boards in all n e n i e

U i o r l t t

i a

Teacher. Fife schools. Anyone interested in attending is asked to register either by t C O n d s r i l c - w o Y o returning the tear-off slip on the leaflet to the address listed or by e- e b a j

M p

h e

s e p

Without Isobel’s support and mailing either Jennifer Donnelly: [email protected] or Isobel G n e w r h u

y e b N s T

encouragement the situation could Schr öder: [email protected]. R h L

I o .

L c d t t

s T

have been very different for me. I Fife EIS Local Association Executive has again offered its support by a c r n e e e e a a R t h t could have been less active in providing the breakfast on the day. This CPD Opportunity will be u

t b

e e n d O

c m n o beginning a course of study or provided free of charge to all Fife teachers and can be included in the k i s P e c o i a v

P d tried to seek a principal teacher contractual CPD. t e m d m

a s

n e f U

t a o e position and run the risk of not , o t s S

e v n i

l

s l e o continuing to develop y

Further Forward

p – e i

a e t

v

D r professionally which would affect Anniesland College is hosting a CPD event on Thursday 3rd April 2008, i a w s l S P a l

.

i

l t m C 4 the learning of the children I 5pm-7.30pm in partnership with the EIS Learning Representative P s a a r

n t 4 o R a n e E e f l 2 teach. I do think at present the programme to promote CPD to staff, including speakers from SFEU and o L l f d i

n i 6 R e

i

r s

chartered teacher route is the GTCS. r c s 5 u w e e x e G 2 o v o e f right decision for me and that my It is hoped that this event will encourage members to celebrate their h i

t 2 l n o N e

l r n r I k classroom practice is continuing to own success and initiate a framework that will allow them to gain c a 1

u a p e

f

3 f N o r

e t e

develop. This is something that Professional Recognition for their currently unsung (and unpaid) o 1

h

R b o h t 0 s

t s t can only be of benefit to the achievements. i

n

A o e e t t g a w

n

n E

children I work with.” We hope to ensure that our members are provided with real m n w g o i d a a

L n g h n opportunities to access relevant CPD programmes that support them in n i w u

n p a v o S

e e a u o

– Gillian Hepburn updating their skills and knowledge in their curriculum specialisms and y I l

r h R o h e f y c p T t E I also in appropriate learning and teaching methodologies. L

the bigger picture – email us with your views [email protected] Educational Institute of Scotland 23 EIS Area Officers, Local Association Secretaries and Learning Reps r s Headquarters Area Officers t

e Telephone: 0131 225 6244 Dundee Glasgow fax: 0131 220 3151 Karen Barclay Lachlan Bradley email: [email protected] (Aberdeen, Aberdeenshire, (Argyll & Bute, East

c [email protected] Highland, Moray) Dunbartonshire, Inverclyde, d website: www.eis.org.uk Renfrewshire, membership: tel: 0131 220 2268 Graeme Campbell West Dunbartonshire)

a e-mail: [email protected] (Angus, Dundee, a Perth & Kinross, Fife) Frank Healy General Secretary (East Renfrewshire, Glasgow, t Ronald A Smith 46 Reform Street, Orkney, Western Isles) Dundee, DD1 1RT e Accountant Tel: 01382 206961 6 Clairmont Gardens, Colin MacKenzie Fax: 01382 224790 Glasgow G3 7LW n Tel 0141 353 3595; Assistant Secretaries Edinburgh Fax 0141 332 2778

H Simon Macaulay David McGinty Drew Morrice (Borders, East Lothian Hamilton o Ken Wimbor Edinburgh, Midlothian, Shetland) Alan Scott (Dumfries & Galloway, Further & Rami Okasha East Ayrshire, North Ayrshire, c Higher Education Officer (Clackmannanshire, Falkirk, South Ayrshire, South Marian Healy North Lanarkshire, Stirling, West Lanarkshire) Lothian) Education & Equality Officer 101 Almada Street, Veronica Rankin 46 Moray Place, Hamilton ML3 0EX Edinburgh EH3 6BH

S Employment, Tel 01698 429061; Tel 0131 225 3155; Fax 01698 891774 Health & Safety Officer Fax 0131 220 3151

I Louise Wilson

E Local Association East Ayrshire Highland Secretaries Iain Harvey Andrew Stewart Office 01563 822333 Office 01349 884750

Aberdeen City Mobile 07970 489558 Home 01349 884047 Grant Bruce Home 01292 263897 Fax 01349 884750

r Office 01224 346375 Fax 01563 822333 Email [email protected] Fax 01224 346374 Email [email protected] Web www.eis-aberdeen.org.uk Inverclyde Email [email protected] East Dunbartonshire Thomas Tracey

u Ken Brown Home 01475 725124 Aberdeenshire Office 0141 772 5129 Fax 01475 725124 Pat Flanagan Fax 0141 762 3331 Email [email protected] Mobile 07731 883637 Email [email protected]

o Office 01358 720286 Midlothian Email [email protected] East Lothian Sonia Kordiak Bill Torrance Mobile 07973 394715 Angus Office 01620 829010 Fax 0131 558 7623

Y Arthur Pritchard Fax 01620 822521 Email [email protected] School 01241 872453 Email [email protected] Office 01307 466954 Moray Fax 01307 462241 East Renfrewshire Eileen Morrison Home 01241 411361 Alan Munro Tel/fax Email [email protected] Office 0141 881 8219 Office 01343 557942 Mobile 07815 023281 Mobile 07811 347905 Argyll & Bute Email [email protected] Email [email protected] Douglas Mackie School 01631 564231 Edinburgh North Ayrshire Home 01631 570558 Colin Mackay Gordon Smith Fax 01631 570558 Office 0131 477 0866 Office 01294 557815 Email [email protected] Fax 0131 466 3096 Home 01563 574090 Mobile 07703 184118 Email [email protected] Clackmannanshire Web www.eis-edinburgh.org.uk Web www.nayr-eis.org.uk Eileen Turnbull Email [email protected] Office 01259 452460 North Lanarkshire Email [email protected] or Falkirk Ian Scott [email protected] Dorothy Finlay Office 0141 332 3202 Office 01324 506698 Fax 0141 353 1576 Dumfries & Galloway Fax 01324 718422 Email [email protected] John Dennis Email [email protected] Direct Line 01387 261590 Orkney Islands School 01387 263061 Fife Jim Lawson Email [email protected] Peter Quigley School 01856 850660 Office 01592 657710 Fax 01856 850296 Dundee Fax 01592 657712 Email [email protected] Arthur Forrest Email [email protected] School 01382 436550 Perth & Kinross Home 01241 858355 Glasgow Douglas Stewart Email [email protected] William Hart Office 01738 450467 Eric Baillie Office 0141 572 0550 Email School 01382 438452/3 Home 0141 946 5690 [email protected] Home 01382 503970 Fax 0141 572 0556 Web www.eis-pk.org.uk Email [email protected] Email [email protected]

24 Scottish Educational Journal March 08 Renfrewshire South Ayrshire West Dunbartonshire Ian McCrone Sandy Fowler Stewart Paterson School 01505 322173 Direct Line 01292 678697 Office 0141 952 3831 Home 01505 349044 Home 01292 282630 Home 01389 750430 Mobile 07771 855092 Fax 01292 678697 Email [email protected] Email [email protected] Email [email protected] West Lothian Scottish Borders South Lanarkshire Elsie Aitken Kay Miller Linzi Moore School 01501 770208 Mobile 07894 049157 Office 01698 452769 Home 01501 770011 Email [email protected] Fax 01698 452745 Email [email protected] Web www.borderseis.org.uk Web slaneis.demon.co.uk Email [email protected] Western Isles Vacancy Shetland Islands Stirling Contact Area Officer: Frank Healy Bernie Cranie William Dick Tel 0141 353 3595 School 01806 522370 School 01786 470962 Home 01806 544365 Email [email protected] Email [email protected] Web www.eis.shetland.btinternet.co.uk

Contact details for learning representatives EIS Financial Aberdeen City Edinburgh Midlothian Services area Sheila Morrison Anne Scott Victoria Wallace consultants [email protected] [email protected] [email protected] Chris Bain: Argyll and Bute, Tel: 0131 552 5907 (home) Aberdeenshire Moray Dumfries and Galloway, Robert McKay Alison Waugh Susan Rose Ayrshire, Inverclyde, [email protected] [email protected] [email protected] Renfrewshire, West Tel: 0777 4570861 (mobile) Dunbartonshire and the Alan Morrison Falkirk Western Isles. [email protected] Charles Stringer Tel: 01346 515771 (school) [email protected] Alastair Cook: East, West Tel: 01324 629511 (school) North Lanarkshire Brian Torrance Catherine Crozier and Midlothians, Borders, [email protected] Fife [email protected] Edinburgh, Dundee, Perth Tel: 01346 515771 (school) Colin Davidson and Kinross, Tayside, Fife [email protected] Carol Duncan Clackmannanshire Tel: 01333 329814 (home) [email protected] Richard Petrie: Aberdeen Karen Farrell City, Aberdeenshire, [email protected] Paddy Miller Stephen McCrossan Highland, Moray, Angus, 07739 915169 (mobile) [email protected] smccrossan@eis- learnrep.org.uk Orkney and Shetland Dumfries & Galloway Isobel Schroder Dr Andrew C Nyondo (FE) [email protected] Orkney Iain Pollock: North and Dumfries & Galloway College Tel: 01592 750411 (home) Sarah Moar South Lanarkshire, [email protected] [email protected] Clackmannanshire, Falkirk, Tel: 01387 243918 (work) Graham Watt (FE) [email protected] Perth & Kinross Stirling, Glasgow 07908 030275 (mobile) Patricia Duncan John L Thomson Glasgow [email protected] If you would like to arrange [email protected] Jean Boyle 07740 465349 (mobile) to speak to your EIS-FS [email protected] consultant, please tel: 0141 Tel: 01387 380418 (work) Renfrewshire 01387 811905 (home) Tel: 0141 558 5224 (school) 332 8004, or Email: 07841 860757 (mobile) David Thomson 07802 722407 (mobile) [email protected] [email protected] Dundee Hugh Donnelly Tel: 07825 314488(mobile) Catherine Matheson (FE) [email protected] 01505 322173 Tel: 0141 582 0110 (school) [email protected] Scottish Borders Tel: 01382 834834 (ext 5251) 0141 576 7858 (home) 078805 11240 (mobile) Vacant East Ayrshire Richard Foote Shetland Moira Harris Ronnie MacLean [email protected] [email protected] Tel: 0141 582 0060 (school) [email protected] Tel: 01290 338423 (work) Tel: 01595 745050 (work) 01290 332548 (home) Hugh Paton (FE) 01957 722377 (home) [email protected] Jane Rochester South Lanarkshire EIS telephone [email protected] Susan Quinn Henry Kilgour helplines: Tel: 01563 820061 (work) [email protected] [email protected] Tel: 0141 959 3242 (school) Tel: 01555 662 471 (school) East Dunbartonshire Stress, Bereavement 07740 983672 (mobile) Tel: 07810 632366 (mobile) Allyson Purdie and Victimisation [email protected] Highland West Dunbartonshire Tel: 0141 772 5129 Ronald Mackay Ann Fisher Tel: 08705 234 729 East Renfrewshire [email protected] [email protected] Tel: 01389 879022 Adeline Thomson Derek Noble Legal Helpline [email protected] [email protected] Western Isles Tel: 0141 577 8343 (office) Marion F Morrison Tel: 0141 332 2887 0141 644 5114 (home) Inverclyde mmorrison@eis- Scott Keir learnrep.org.uk [email protected] Tel: 01870 603506

Educational Institute of Scotland 25 r

a A (continuing) lesson from l

o Uncle Sam? In the second part of the report on her visit to the USA, 2007/08 Page Scholar h Elspeth Stewart describes her experience of visiting colleagues in Boston, Phoenix and Tulsa. Elspeth, an English as an Additional Language (EAL) teacher was

c visiting the USA, with the support of the EIS and the English Speaking Union, to study ways in which pupils who do not speak English as their first language are supported in schools and colleges across this most diverse of nations. S

y first visit in Boston appear to have well developed taught initially, primarily in their was to Epiphany English language skills. This is an first language with a gradual School where I was amazing programme which transition, over three years, to

e met by John Finley IV, transforms the lives of children being taught primarily in English hMead of school and co-founder in who might otherwise have been but that this had been reversed in 1997. This is a unique school, trapped in a cycle of poverty, 2002 after a referendum which made up of 85 pupils of whom violence and drug taking, with voted for English being the target g 73% are black, 19% Latino, 4% John Finley stating that four language from the outset, with Asian and 4% white. They are 11- times more pupils graduating teachers using a pupil’s first 14 year olds who have been from this school go on to graduate language only to clarify but not to a selected from families who are on from High School than the instruct. or below the poverty line, referred national average. by the state as abused or No Child Left Behind P neglected, or are fostered. These The following day I was escorted They also explained that pupils, all of whom have been by my host, in her 1985 Cadillac, structures for assessing and victims of, or witnesses to, violent to Simmons College, where I met teaching ESL varied from state to crime, attend school 12 hours a with Paul Abraham, Director of state, but that pursuant to federal day, 11 months of the year, with the Teaching English as a Second “No Child Left Behind” ACT 2001, parents obligated to give at least Language programme there and legislation had demanded that all two hours of their time per week, Janet Chumley, Director of MA ESL pupils now be assessed in supporting the school. The pupils Teaching English as a Second line with the national exam work in small classes of not more Language Student Teaching. We system but that new English than ten and are given intensive had an extremely stimulating Language standards with educational and social support, discussion, where it was obvious benchmarks had been introduced with built-in free health care, that they were both passionate – MEPA (Massachusetts English which is funded solely through about their field of work. Proficiency Assessment ) carried private donations, which must out annually and MELA(O) amount to 2.2 million dollars per They explained that from 1971 (Massachusetts English Language year. They do not receive specific Massachusetts had been required Assessment (Oral)) as a partner EAL support, as teachers feel able to have a Bilingual Education initial oral assessment. to support pupils appropriately in Programme, where English their smaller classes and they did Language Learners (ELLs) were From 2002 it was now recommended that students would have a year of special English intervention and would thereafter be fully mainstreamed, but in practice ESL teachers found that students would often require more than a year of support before being ready to exit the programme.

After tearing myself away from two very interesting colleagues, I was driven by Sue, another ESU member, through magnificent fall foliage and past the site of the start of the American Revolution to Hudson High School, West of Boston, which had a good percentage of Portuguese pupils, where we met Dennis Frias, Multilingual Councellor and ELL Coordinator, another dedicated and bilingual professional, who was convinced of the value of the previous Transitional Bilingual

26 Scottish Educational Journal March 08 Programme, which had been abandoned in 2003 and had actually completed research which showed that dropout rate had decreased in Hudson High from 13% to 2% while this programme was running and success in college was also significantly increased. Making advances However he felt that the current programme, where beginner ELLs received 90 minutes of English, 90 minutes of ELL reading and an immersion Maths class, with language Arts Computer, as well as a practical mainstream subject daily, was also supportive.

More advanced English Language Learners would receive decreasing amounts of ESL support and more mainstream teaching, as spending; $3000 per year was A Grade 3 teacher offered me the they progressed through three “Students at spent on each pupil compared to opportunity to observe an levels. Hudson High $14000 per year on the east coast extremely well scaffolded lesson, can sit of the USA. Apparently Arizona which all pupils were able to However he stressed that the Portuguese has traditionally been known as a access. The aim of the lesson was success of the programme was Advanced low tax state (education is funded for the pupils to be able to write a dependent on mainstream Placement through taxes) whereas taxes on story problem about things that teachers being trained in the east coast are much higher. come in groups. She started with sheltered English instruction, like Literature – brainstorming with the class, the New Jersey SIOP training, the only Schools are required by the state asking for ideas of what came in which was now happening more High school to keep ELL monitoring notebooks, groups, so they were able to use systematically, after a mid cycle in the US with very detailed information on their own experience and familiar audit of the new English where this is the stage of their English language to suggest hands, arms, Immersion Programme. offered, Language Development, how long eyes etc. She then put this which means they had been registered as ELL, information on to a matrix on the Interestingly, students at Hudson that these what support they were receiving whiteboard, so the information High can sit Portuguese Advanced pupils are and what testing had been done was clearly laid out and easy to Placement Literature – the only able to leave and the results of this. All pupils understand. Next she modelled High School in the US where this school with had numbers by which they could the sentence structure required is offered, which means that these advanced be identified by the state, with for pupils to write their own story pupils are able to leave school literacy information on pupils available problems. with advanced literacy skills in skills in state wide, on their computer their first language their first system. From observing the pupils, I language.” could see that all the pupils, Sue, who had stayed with me English language support in this including beginners to English, throughout, then drove me back school was provided through the were able to understand and to Boston, via a preserved old Rosetta Stone computer successfully complete the task. schoolhouse, where it was claimed programme also used in New the nursery rhyme, Mary had a Jersey, with pupils assessed In addition to Moon Mountain Little Lamb, had been written as through the programme for their Elementary School, I also visited an actual experience by a pupil, level of English and then started my host Barbara’s school, North and past the home of Louisa May at the appropriate point. ELL West Christian where I was able Alcott, author of Little Women! pupils were carefully monitored to to talk to the Junior High School ensure that they were all Principal, Liz Moenich, who was Saturday was a very enjoyable accessing this. very knowledgeable about day, spent as a tourist in Boston, legislation and training for ESL including a visit to Harvard While ELL pupils may not receive teachers, which all her staff were University, again supported by the a specific English language in the process of completing. ESU, before I departed for my programme, apart from Rosetta next destination, Phoenix. Stone, this school has obtained While I was in Barbara’s school I funds for a literacy centre, where was also given the opportunity to My host Barbara had most kindly targeted pupils, including ELLs, give a presentation to older pupils arranged for us to have a meal with are taught core reading, writing about Scotland and to teach them two of my cousins, whom I had not and comprehension skills from some popular Scottish dances, seen for eighteen years as well as a age 5-8, which include phonic which was very much enjoyed by trip to the truly spectacular Grand and decoding skills as well as all! Canyon, before I visited Moon vocabulary building, as many of Mountain Elementary school. their pupils come from a very Last stop was Tulsa (not 24 hours deprived language background in to, thank goodness!) Raising Arizona their first language and therefore Interestingly, Arizona is 49th out have few skills to transfer. Here the main focus was on of 50 states in terms of per capita pupils who had not managed to

Educational Institute of Scotland 27 r graduate from high school and on appeared to have no literacy skills for the Future” Content young adults who were seeking to in her first language and Standards; What Adults need to

a learn English or were identified therefore learning to read and know and be able to do in the by the workplace as requiring write in English was a great 21st Century. This would be a

l language support. effort, as she had no skills to very useful publication, by the transfer. I was very impressed at National Institute for Literacy, for We visited Union High School, how desperate she was to learn course organisers preparing to

o where John McHendry, ESL adult and at how seriously she was put together a training project co-ordinator, told us about taking the lesson. programme and qualification for the GDE (General Education our ESOL teachers in Scotland. Diploma) which young adults At the end of the very interesting The ESL teachers also offered h could sit as a substitute for their lesson, we were all given free their services as trainers in High School graduate diploma, pencils which had been made Scotland, should this be required. which would give them more from recycled dollar bills – a very Desri Richardson, Adult and

c credibility in the workplace and nice touch! Community Education provide a step into further Coordinator, was determined that education. That evening, my hosts Kay and Oklahoma would have a good

S Franklin hosted an ESU reputation for Adult ESOL In the afternoon we visited a gathering where I did a Power Education and was in charge of a

Community Education class for Point presentation about large number of classes and adult ESL students. This free Scotland, its history and its working on building close class (with free child care) was beautiful scenery followed by a partnership with schools, so that

e run for two hours, three days a talk on my findings as a Page parents of EAL pupils could be week with some of the students Scholar, looking at how English advised of the location of ESOL also attending additional college Language Learners are supported classes and attend one most classes. in the USA, which was very well appropriate to their needs. g received indeed The class had a mix of cultural The grand finale on Saturday backgrounds and language levels, In order to investigate Adult night to my trip to the States was a with all extremely well motivated Education more, as providing a cocktail party held in a and focussed. Again the teacher good quality English classes for beautiful private school in Tulsa focussed on topics which were our Polish adults in Moray is an where we listened to the finalists

P relevant to their everyday lives issue just now, we met two ESL of the District Metropolitan Opera and would help them integrate teachers for a working lunch on auditions and then moved on to a into society. Today they were Saturday. spectacular rendition from the looking at recycling, the language Tulsa Symphony Orchestra. and vocabulary associated with It was interesting to find out that this, looking at which materials all adult ESOL teachers not only This trip really was an incredible could be recycled, why this and had to have a degree, but also experience, thanks to the general energy saving was a good had to be Oklahoma teacher dedication and support of the idea in today’s climate and the certified and that a ESU members and in particular procedure to follow should they comprehensive training my hosts, Roberta, Marrian and chose to recycle. programme was in place. They Richard, Sue, who showed me also explained that stringent round Boston, Barbara Mark and It was interesting to observe a accountability measures were Helen and last but not least, Kay more experienced learner stipulated, where students had to and Franklin. supporting a beginner, in her first be pre and post tested, show language, Spanish, so that she evidence of progress and attend I also owe a huge debt of could more easily access the for at least 12 hours for the gratitude to my hosts for their lesson. The teacher could also teachers to be given funding for efforts in researching and speak Spanish and use this on them. They are obviously a step negotiating visits to schools in occasion to clarify. Following a ahead of Moray in this respect their area where there was not uncommon trend for Latino and offered to send me the evidence of good practice in immigrants, the beginner learner handbook they used “Equipped teaching EAL.

The staff and pupils in the schools are also owed a huge thank you, for the welcome I was given and for the efforts they made to make sure that I gained the maximum benefit from my visit. The arrangements made for me were spectacular in their planning and forethought and for that I am truly grateful. I have made strong links with colleagues throughout the USA and hope to maintain this bond so that we can continue to share our ideas and practice over the years to come, in this exciting field of Education.

– Elspeth Stewart (Central Support Services Beechbrae Education Centre ELGIN)

28 Scottish Educational Journal March 08 1 2 3 485 6 7 0 5 9 10

11 12 13 14 15 d Answers to 12 crossword no.49 r Across: 1 Games, 4 Catalysis, 9 16 17 18 19 20 Ennoble, 10 Library, 11 Tutor, 13 Study, 15 Die, 16 Air, 17 Grant, 19 Sepal, 21 Light, 23 Class, 24 Her, 25 o Don, 26 Put-up, 28 Linen, 29 Opossum, 31 Perfume, 33 Practical, 34 Basil. 21 22 23 24 Down: 1 Great hall, 2 Monitor, 3 Sub, 4 Chess, 5 Tel, 6 Lobby, 7 w 20 Stand-up, 8 Style, 12 Right, 14 21 Ultra, 18 Ascot, 19 Sisal, 20 Laryngeal, 22 Gondola, 24 Honours, 26 s 25 27 28 25 Droop, 26 Posit, 27 Pupil, 30 Mac, 32 Rob.

CROSSWORD WINNER – s 29 30 31 32 Congratulations to Sophia Tierney , Glasgow, who was the winner of SEJ o cryptic crossword no 49.

33 34 Sophia receives a £20 book r token.

CLUES C Across Down 1 Sounds like a very 21 Athletic football team 1 Ship’s company from 18 Another 21 across in bad Morningside down south (5) Irish city opened the Clackmannanshire (5) pancake (5) 23 Do they play at the bottle (4-5) 19 Threw coins to make 4 Football team could airport ? (5) 2 Remove from sound (5) lack ned by Glenhead 24 Facial spasm in the record,old play on 20 Small bag to annoy Park (9) east end of Glasgow words say backwards say reversed 9 Witty reply softens ire (3) (7) blasphemy (9) about late mail (7) 25 Kiss the south 3 Squarely dashes the 22 Fairy tale writers 10 Small matter of little goodbye and arrange European Monetary reportedly beside moment out east with winter sport (3) System (3) team from Blundell excellent backing (7) 26 Cater badly and 4 Alexandra joins Park (7) 11 Internal head gaps in respond to criticism reported company at 24 Club found in director use all the time (5) (5) Gresty Road (5) quayside ground (7) 13 Escape with an 28 Beginnings of cloud in 5 Sweet potato may be 25 Partly best if found itinerant eastern Pole round, regular manufactured (3) erect (5) (5) irridescence (5) 6 The milkman picked 26 Sounds like a ghost 15 Earlier in time 29 Whip CIS club at premium bonds (5) found at Stark’s Park revealed no clue (3) Portman Road (7) 7 Thirties redcoat style (5) 16 Whiskey grass 31 Keep your nose in a maybe! (3,4) 27 Elegantly dressed perhaps (3) newspaper article (7) 8 Jack navel has prince men sent off several 1 M 17 Shows where you’re 33 Regulators we fleshly inside, just look! (5) times (5) 3 . . i M M going and where types don’t like (9) 12 What many students 30 Oh ‘e can’t work with n i o D

n

you’ve been (5) 34 It was a travesty did in the seventies it that in the garden (3) C q t u C y

19 Songs about kisses? letting eclat enter (5) inspired them (3-2) 32 Bottom of the class? C i P z L y

(5) 14 Roughly towel the (3) I t a X h n

young bird (5) o s n 4 w ’ . s

e A F r u l y s d i r n e g y

Name: ...... C

Work out and win H i r e c

A £20 book token is the prize in the SEJ cryptic p u b s u crossword. Send your completed entry to the SEJ Address: ......

r 2 n

Editor, 46 Moray Place, Edinburgh, EH3 6BH by . J 5

Friday 25 April . The first all correct entry picked o ...... h M at random will win. Details of the winner, along n

a S d

with the solutions to this month’s puzzle, will be t o u n published in the next SEJ. Employees of the EIS ...... a n r t a

and their families are not eligible to participate in Return to: SEJ, 46 Moray Place, Edinburgh, EH3 6BH M i

the competition. l l

Educational Institute of Scotland 29 box ads STEP AHEAD TUTORING AND EDUCATIONAL SERVICES

u G One-to-one tutoring Slides, negatives or prints onto by experienced, GTC TUT CD/DVD. Digital photo registered teachers ORS W restoration. ANTED www.digitiseyourphotos.co.uk G In the home of a client or tutor Interested? k – Edinburgh, Lothians and Fife Call today for more info. South of France. Immerse yourself in the language and culture of the G All subjects for all ages beautiful Languedoc region. – children and adults ...not only o Maison de village pour quatre G Assessments and personal keeping up, personnes dans un petit hameau study programmes du Parc National du Haut – all individual but getting a Languedoc. Maison ancienne de d pierres et poutres. Très G Builds self-esteem and Charmante. Tranquillit ée self-confidence ensoleill ée entre les lacs et la montagne. Phone 0797 355 1993 www.stepaheadtuition.com u or email [email protected] for brochure (in English) £300/week – Edinburgh/Lothians 0131 447 0467 Fife 01383 62 45 99 Central 0845 643 2823 all year.

S Florida - Beautiful new luxury villa Near St Andrews: Rural house set Holiday home for rent , La Manga with excellent amenities . in ¾ acre gardens by the Ceres Club, Spain. 4bed/3bath , Sleeps 8-10 , Private Burn. Fresh, comfortable, en-suite www.lamangaholidays.net pool & spa. 15 minutes from rooms with central heating, colour Tel. 01241 852101 Disney. Great prices from £400 per tv and video, hairdryer, tea and week. Tel 01355 302860 after 6pm. coffee. A peaceful base to explore Job interview technique – Do you St Andrews, the East Neuk villages want to enhance the way you Dordogne – our holiday home: two and the beautiful surrounding present yourself at job interviews fully modernised houses. Sleeps 8 countryside. B&B £ 30 per night. in order to improve your chances (from £500 p.w); sleeps 6 (from www_pitscottievale.co.uk of gaining a promoted post? Or £400 p.w). Swimming pool 12m x email: southhouse_brodies@ even to make a career change? 6m; table tennis etc etc in yahoo.co.uk or telephone Brian or Professional, confidential coaching secluded 2 ½ acre garden. Brenda on 01334 828784 (30 years experience). E-mail www.canredon.com; for update, [email protected] email Ben on canredon2000@ Swiss Alps. Lovely apartment in yahoo.co.uk, or tel 020 74 35 73 14 Saas Fee which sleeps 6. Saas Fee Holiday Cabin at Loch Awe. is a picturesque, traffic free village Fishing/boating/walking available ANDALUCIA: Gorgeous country with amazing views of the locally. Beautiful, peaceful house, stunning views, spacious, mountains.Ideal for hiking, surroundings. sleeps 8 (+cot) in 4 double rooms, walking, summer and winter www.dalavichforestcabins.com all comforts including internet, skiing. Visit www.25snowfun.com large pool and terraces, 1 hour for more information. Malaga airport www.casalouisa.net

To play: Complete the grid so that every row, SEJ Feb 08 Sudoku solution column and every three-by-three box contains Sudoku the digits 1 to 9. Just use the logic to solve - no maths required! Have fun! Rating: medium supplied by: Lovatts Publications 46 1 23

8 3 2 H B 6

3

H

? 6 3 8 E 2 4

J , h E g S r 5 Minute Quiz

u e

b 7 8 6

h

n 1. The Liberty Bell, a march i 4 t

d 4 composed by John Philip E 2 n

. i 6 , Sousa, was the title music for

d e e 5 r c 6 which UK comedy series? s 2 a a i l 2 c t

P

r 2. Which 19th century English 1 y e e 3 a t philosopher published On v 1 r a o 0 d

r 6 3 7 Liberty in 1859?

:

a M t

r

6 o u 3. What is the year 1859 in k t 4 o

u , Roman numerals? . e r S g 8 9 5 6 4 I r k o i f o E 4. Which Belgian-born actress . l

,

s s i s won the Academy Award for i u e u r

o r

@ Best Actress in the film t a y s 8 i 1 6

c Roman Holiday in 1953? r H

a r d l a t a l i u h 5. Who had a hit with Holiday n e s o o

h Answers on page 29

: in 1983? C W S e 1 6 4 85

30 Scottish Educational Journal March 08 Reform of the Scottish Teachers’ Superannuation Scheme (STSS ) – April 2007

Since the reform package came into force in April last year, the change that has prompted the largest number of queries, to us at EIS Financial Services, has probably been the subject of Pension Commutation. From April 2007, retiring teachers are now able to reduce part of their pension to get an increase in their tax free lump sum. From the calls we have taken, most members want to know how to calculate the lump sum increase, what the implications are and should they do it or just stick with what they have. I shall try and address these points as simply as possible .

Members can now receive 25% of their “pension An estimate of the amount you can commute is pot” as a tax free lump sum. To maximise your 19.64% of your pension. Multiply by 12 to lump sum you must give up part of your pension. calculate the maximum additional lump sum you This process is known as commutation and for can receive. every £1 of your pension you commute you receive an additional £12. Members cannot The question of whether or not you should commute any of the pension they receive from commute it really is a matter of personal choice. their employer as mandatory compensation or There is no right or wrong answer to this question. discretionary enhancement under the Premature Different sets of personal circumstances will lead Retirement Compensation (PRC) arrangements. to different decisions. Some key points that should be considered:- To calculate 25% of your “pension pot” you should use the following formula: N The lump sum is tax free. The pension is [(Pension x 20) + (Lump sum x 20/12)]/4.6667 taxable. N The lump sum can be invested to produce You then deduct your lump sum from the answer more income and in some investments with to get the maximum amount of additional lump little or no income tax payable. sum you can receive.Divide this by 12 to get the N Although taxable, the income from the pension maximum amount of pension you can commute. will increase each year. Income from investing the lump sum would be likely to remain around E.g. using a pension of £10,000 and a lump sum the same level. of £30,000 the maximum amount of lump sum you N On death, a maximum of 50% of the teacher’s can receive is £53,571. The additional lump sum pension will be passed to the surviving spouse. you can receive is therefore £23,571. You must N The lump sum, as with all savings, can be commute £1,964 to receive this. passed to the surviving spouse on death without a tax liability.

If you have any questions regarding this change to the pension scheme or need help with the calculation or indeed working out how to use the lump sum as efficiently as possible , then call your local EIS Financial Services Independent Financial Adviser on 0141 332 8008 or send your question by email to [email protected] For further information on all of the pension reforms just follow the link on our website www.eisfs.co.uk

EIS FINANCIAL SERVICES LTD IMPARTIAL I PROFESSIONAL I CONFIDENTIAL When can I retire? How much will I get? What should I do with my lump sum? Can I afford to retire?

Retirement Planning can bring many questions. Let us help answer them. call now on 0141 332 8004 or email [email protected]

EIS FINANCIAL SERVICES LTD IMPARTIAL I PROFESSIONAL I CONFIDENTIAL

Name: ......

Address: ......

......

...... Please cut out and return to: Postcode: ...... E-mail: ......

I would like some help or advice on: EIS Financial Services Ltd Mortgages Retirement Planning Monthly Savings Plans FREEPOST GW6644 Lump Sum Investments Critical Illness Cover Stakeholder Pensions 6 Clairmont Gardens Glasgow G3 7BR ISAs Other (please specify) ......

Telephone number: Home Work 7 Phone: 0141 332 8004 0 /

When is the best time to contact you? 4 0 Fax: 0141 332 7368

J

Morning Afternoon Evening E [email protected] S

EIS Financial Services Ltd. are Independent Financial Advisers (IFAs) formed by your Union for your needs.