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The Scottish Educational Journal

20Maximum Class Sizes 20Maximum Class Contact Hours A Clear Vision for Scotland’s Schools Page 8

TIME TO TACKLE WORKLOAD October 2019 / Vol. 103 / Issue no. 05 / www.eis.org.uk Exclusive EIS members’ draw What would you do with a £250 Experience Days Gift Card?

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15020 SEJ September Advert for EIS Competition 09-19.indd 1 20/09/2019 15:20 Exclusive EIS members’ draw What would you do with a £250 Experience Days Gift Card? Challenging times ahead Contents 4. EIS Council News 6. News As this SEJ went to press, we have just numbers, rising class sizes, curricular witnessed the Day of Action on Climate and qualifications change, the rising 8. Workload Campaign change. This global event, led by young number of pupils with Additional Support 10. Forward Through Unity people in countries around the world, has Needs, added responsibilities on literacy shone a light on the need for urgent action and numeracy – all have combined to 12. Payscales Update to protect the planet from the danger of heap additional pressures on Scotland’s climate change. teachers. 14. EIS Climate Action Plan

Inspiring figures such as the 16-year old With the new term now well underway, 16. Scottish Learning Festival Swedish activist Greta Thunberg – who the EIS is stepping up activity to support 19. EIS Prominent at TUC recently sailed across the Atlantic in order the workload campaign. Meetings have to address the UN on climate change already taken place in many parts of the 20. Challenge Poverty Week - have galvanised an increasingly large country, with many more to come in the Supercar track day Luxury hotel break Family day out and influential global movement which is weeks ahead. As with the pay campaign, 22. Professional Learning succeeding in shaming organisations and the active engagement of EIS members will 24. Contacts governments into long-overdue action. be key to achieving success on workload reductions. 25. School Estates and ASN The trade union movement, also, is increasingly rising to the challenge on As we report in this edition, EIS Executive 26. ULA - The Difference is Register at environmental issues such as climate and Council have mapped out the initial Striking £250 Gift change. For our part, the EIS is in the midst steps in the campaign to tackle teacher cornmarket.co.uk/eiscomp 27. FELA - Looking to the Future Cards to be of an environmental review which will make workload – please ensure you play your before 3 November 2019 recommendations on how to reduce the part by getting involved at local level to 28. The Menopause Café won 0th Institute’s impact on the environment. You take control of workload. can find out more about this process in this 29. Quiz / Box Adverts / Sudoku for your chance to win. edition of the SEJ. THE DIFFERENCE IS 30. Crossword Young people are often unfairly portrayed by commentators as feckless and STRIKING disengaged from the world around them. The Global Action on Climate Change has The EIS recently opened a statutory Insurance due within the next 30 days? shown just how lazy and ill-informed this industrial action ballot for members of the characterisation is – it is young people who EIS University Lecturers’ Association over TIME TO are leading the charge, and we owe it to pay. For more than a decade, university them to follow their lead for the sake of the lecturers across the UK have seen their Car Home Motorbike Call 0131 528 6358 entire planet. pay decline, in real-terms, by over 20%. TACKLE insurance insurance insurance Following the success of EIS campaigns WORKLOAD The Way ahead on Workload for fair pay settlements for teachers and Following the success of the pay claim FE lecturers, the focus is now squarely on under the Value Education, Value Teachers achieving a meaningful pay increase for THE EDITOR: banner, the EIS has now moved on to Higher Education lecturers. The fact that The SEJ Editor, 46 Moray Place, the new phase of its campaigning work – pay for the HE sector is negotiated at a UK Edinburgh, EH3 6BH combatting excessive teacher workload. level increases the challenge of achieving t: 0131 225 6244 success, so the EiS will be working in E: [email protected] Workload has always been an issue of close partnership with other trade unions All articles and letters in the SEJ represent the views Deadline to enter is the 23:59hrs on the 31st November 2019. The draw will take place within 7 days and the winners will be informed within 3 days. concern for the teaching profession. throughout this campaign. All EIS-ULA of the individual authors and do not necessarily To enter, you must be a member of a registered member of the Educational Institute of Scotland. Promotional photography required. No purchase necessary. No cash alternative However, in recent years, a number of members are urged to return their ballot represent the EIS view or EIS policy. To be considered to prize. Only 1 entry per person. There will be 1 winner who will receive a £250 Experience Day Gift Card. Prize draw is open to persons aged 18 and over who are UK residents. for publication, all letters and unsolicited articles Draw excludes duplicate entries, any employee of Cornmarket and anyone directly or professionally associated with the promotion. Entries not submitted in accordance with factors have combined to push teacher papers as soon as possible, and to vote must be accompanied by a full name and address. these rules, delayed or incomplete entries will be disqualified. The promoter, Cornmarket Insurance Services Ltd., reserves the right to alter, amend and foreclose the promotion workload to unsustainable levels. Budget Yes for industrial action in pursuit of a fair without prior notice. EIS members’ insurance products are administered by Cornmarket Insurance Services Ltd. is a wholly owned subsidiary of Cornmarket Group Financial The Editor’s decision on publication is final, and the Services Ltd. Cornmarket Group Financial Services Ltd. is a member of the Irish Life Group Ltd. which is part of the Great-West Lifeco Group of companies. Cornmarket Insurance and staffing cuts, increases in pupil pay deal. Editor reserves the right to edit all submissions. Services Ltd. is authorised and regulated by the Financial Conduct Authority (FCA) registration number 308099. You may check this on the Financial Services Register by visiting the FCA’s website, https://register.fca.org.uk/ or by contacting the FCA on 0800 111 6768. Cornmarket Insurance Services, registered in Northern Ireland, company number NI030039. Registered Office: First Floor, Boucher Plaza, 4 – 6 Boucher Road, Belfast, BT12 6HR. 15020 SEJ September Advert for EIS Competition 09-19 www.eis.org.uk 3

15020 SEJ September Advert for EIS Competition 09-19.indd 1 20/09/2019 15:20 EIS COUNCIL NEWS

Environment Concerns for EIS Council

importance of young people having a voice week actually teaching a class.” on environmental issues. Mr Flanagan went on to say that the A number of Motions related to the Teacher Empowerment Agenda provides environment were also approved by an opportunity to progress the workload Council, including: a call for the EIS to campaign, and support teachers in taking work with the Campaign against Climate control of their own workload. Change (mover: Donny Gluckstein, “We have a better opportunity now EIS-FELA); a call for the EIS to work with than we have had for many years to make like-minded organisations to enhance progress on workload”, said Mr Flanagan. climate change education, training and Heather Hughes (West Lothian) said awareness in the spirit of Article 12 of the “Health and wellbeing is something I Paris Agreement (mover: Andrew Fullwood, am frequently hearing about from my Bill Ramsay, Alison Thornton and Carole Thorpe Glasgow); and three Motions from Sonia members.” Ms Hughes also cited cuts Kordiak (Edinburgh) calling on the EIS to ASN support, and highlighted that to explore further action to reduce the workload and ASN go “hand in hand.” She eptember’s meeting of EIS Council Institute’s carbon footprint, to publicise also asked if the EIS could bring back the took place on the same day the work that the Institute and the wider Workload calculator, which was used to Sthat millions of, predominantly trade union movement is taking on climate support the previous campaign on tackling young, people across the globe took to change, and to send a message of support bureaucracy. the streets to demand urgent action to to the organisers of the Scottish Youth Adela Mansur (Edinburgh) mentioned combat climate change. Demonstrations Climate Strikes. the two additional in-service days that took place in over 150 countries across had been granted as part of the SNCT pay the world and, in Scotland, thousands of Getting to Work on Workload agreement, asking how these could be young people joined in the ‘climate strike’ used to support the objective of reducing to draw attention to the inadequate action Council received an update from General workload – particularly when authorities or from corporations and governments to Secretary Larry Flanagan on the Workload school management may have their own protect the environment. element of the Value Education, Value ideas over how these should be used. Council approved Executive’s proposals Teachers campaign. Nicola Fisher (Equality Convener) to take action to reduce the Institute’s Mr Flanagan told Council that the 2019 own carbon footprint, which AGM had provided clear direction in

followed on from a carbon terms of the 20/20 campaign audit report that had “What – a reduction in maximum been commissioned they forget to class sizes to 20, and a following a 2018 AGM highlight is that reduction in maximum resolution. Council Finnish teachers class contact time to 20 also commended hours per week. the recent Education spend only half of Key to building the International (EI) their working week campaign, said Mr position on climate actually teaching Flanagan, was establishing change, adopted at the a class.” the narrative to make a clear recent EI World Congress. case for these actions. The highlighted that the Scottish Government To coincide with the meeting recent OECD report ‘Education at a guidance on workload reduction has not of Council, a media statement was Glance’ highlighted the very high workload worked as expected and has often been issued outlining the EIS position and demands, and class contact commitment, largely ignored. She emphasised that the asserting the right of young people to placed on Scotland’s teachers. Scottish Government will have to legislate take part in peaceful protest on climate “People always hold up Finnish on class size and class contact reductions change. The EIS also called for there to education as an example of a high- to tackle workload and address the be no sanctions against young people achieving system,” said Mr Flanagan. attainment gap. Ms Fisher also pointed who had missed classes through opting to “What they forget to highlight is that Finnish out the current Scottish Government take part in the “climate strike”, citing the teachers spend only half of their working administration had previously pledged to

4 The Scottish Educational Journal Photos: Mark Jackson / Alan Richardson Gordon Smith, North Ayrshire LA Secretary

Gordon Smith, North Ayrshire Local government reorganisation in 1996 he Association Secretary, passed away after became LA Secretary for North Ayrshire, a short illness on the 19 September 2019. a position he held until his death. Gordon was Principal Teacher of English Many members have benefitted from at Kilwinning Academy until 2016 when Gordon’s representational skills, both as a he was seconded as Joint Secretary negotiator and in the personal concern he of the LNCT. brought to the representation of individual members. Always passionate about his As a young teacher the 1980’s pay and trade union work his calm and assured conditions campaign proved fertile ground manner combined with his ability to drive a for Gordon’s keen sense of trade union point home was respected by management activism. He became heavily involved in the and members alike. He will be missed and then Ayrshire Local Association and soon remembered by many for his selfless giving had a growing profile within the Institute of time and energy. resulting in the awarding of FEIS in 2005. He was also a member of Strathclyde Gordon is survived by his wife Julie and his Regional Executive and following local two children Ola and Euan.

reduce class sizes in a phased manner, and it was time to remind them of this fact. COUNCIL SNIPS Susan Quinn (Education Convener) welcomed the publication of campaign materials, saying growing our campaign Executive Equality message nationally was vital and that now was the time to establish a strong narrative Vice President Carole Thorpe provided a Convener Nicola Fisher said that the in support of the 20/20 campaign’s aims. staffing update, advising Council on recent Committee was currently looking at EIS Ms Quinn also highlighted the importance departures and appointments from within advice on bullying and harassment, of utilising the two additional in-service the EIS staff. Ms Thorpe also advised which will be refreshed following an AGM days to deliver improvements on teacher Council that the Executive Committee had resolution. New advice for teachers on workload. authorised a staffing review, including the harassment by parents via social media Allan Crosbie (Edinburgh) supported potential splitting of a current National will also be produced, said Ms Fisher. the comments by Heather Hughes on the Officer position into two posts, to ensure importance of addressing ASN, highlighting that the staffing structure is properly Employment Relations the huge growth in the number of children aligned with operational requirements. Convener David Baxter updated Council with ASN and the deep cuts to ASN on Benevolent and Legal Affairs matters, staff – both of which had a clear impact Education noting that 23 Benevolent Grants on teacher workload. Mr Crosbie also said Convener totaling £30,250 had been authorised. that slightly different campaign messages Susan Quinn, 48 legal cases had been considered by may be needed for each sector as, for responding to a the Committee, and it was noted that example, “Cutting class sizes might be question from £169,000 in settlements had been more popular with primary members, while Kenny Fella achieved on behalf of 5 members. cutting class contact time might be more (Renfrewshire), of a priority for secondary members.” told Council Salaries Andrene Bamford (East Dunbartonshire) that the EIS Convener Des Morris said that the SNCT said that lots of teachers will struggle to response to had received a presentation by the Chair say “no” to excessive workload, especially the Review of the Independent Panel on Career in relation to ASN. Ms Bamford said, “A of the Senior Pathways for Teachers, outlining the clear message must be sent that this Phase, recently announced by the Scottish recommendations in the panel’s final campaign is not just for classroom Government, would have a major focus on report. The next SNCT was scheduled to teachers but also for HTs and DHTs” workload issues – in line with the aims of establish three working groups to take the current EIS campaign. forward these recommendations.

www.eis.org.uk 5 NEWS

Celebrating World Teachers’ Day

To commemorate World Teachers’ Day Education International, the (WTD), the EIS commissioned a special global affiliation of teacher unions of poster by trade union artist Jamie-Max which the EIS is a member, is clear Caldwell, reflecting the success of that the voices of teachers must be the Value Education, Value Teachers heard throughout the world and that campaign and marking the shift in the governments must be reminded of their focus of our campaigning to tackling obligation to improve the status of the workload through the Empowerment teaching profession by ensuring the full Agenda. implementation of the UNESCO/ILO Held annually on 5 October, WTD is Recommendations on teachers. an important opportunity to celebrate This poster, together with associated the teaching profession and to promote social media activity around the 5th, the ILO/UNESCO Recommendation including a blog post from General concerning the Status of Teachers Secretary Larry Flanagan, are some (1966). This year’s theme was “Young of the ways that the EIS contributed to Teachers: The Future of the Profession.” those efforts.

EIS Urges Councils not to Sanction Pupils for Climate Strike Action

Following the Climate Strike in September the EIS has urged all local authorities not to punish pupils who took part in the planned anti-climate change strike action. Thousands of pupils across Scotland joined people around the world in taking action to highlight the dangers of climate change. In a letter sent to all 32 Scottish local authorities prior to the strike, General Secretary Larry Flanagan said, “Whilst the EIS is not encouraging pupils/students to participate in anti-climate change strikes, we recognise that many will do so. We believe that their right to do so should be respected and that participants should not be sanctioned or punished as a consequence. If we are to encourage our pupils to be confident individuals that effectively contribute to society on global themes including sustainability, we shouldn’t seek to punish them when they campaign for global sustainability.”

6 The Scottish Educational Journal Child Protection Must OECD Figures Confirm spend 63% of their contractual working day teaching. Remain Top Priority High Workload Demands This extremely high class commitment Despite Named Person on Scotland’s Teachers squeezes the time available for the type Decision of professional dialogue that makes a New international figures published by difference in terms of raising attainment, the OECD have confirmed that Scotland’s particularly for pupils disadvantaged by Promoting the wellbeing of all children, teachers work some of the longest hours poverty, and is a major driver of excessive protecting vulnerable and at-risk children, in the world. The annual report ‘Education workload. and supporting those with complex needs, at a Glance’ also confirms that Scotland’s A reduction in the class-contact must remain a top priority, despite the teachers spent the highest percentage of commitment for all teachers would be a decision to scrap the ‘Named Person’ their working day in front of a class. The vital step in reducing workload to a more scheme. report indicates that Scotland’s teachers manageable level. Following the announcement that the Scottish Government will not proceed with Named Person legislation, General Secretary Larry Flanagan said, “Although the Named Person scheme became a highly controversial subject, it was Review of Senior Phase: Stability Needed originally conceived as a genuine attempt for Learners and Teachers to ensure that the protection afforded to vulnerable and at-risk young people across Following the Scottish Government there should also be caution in light of the Scotland was as robust as it could be, to announcement of a Review of the Senior degree of change that Scottish education ensure that children did not fall through Phase of secondary education, the EIS has has faced in recent years. cracks in the system, and to strengthen called for the review to remain cognisant The EIS submission to the Scottish the support to those with needs requiring a of the challenging environment in which Parliament’s Education Committee Inquiry multi-agency approach.” Scottish education has operated in recent made clear that the Senior Phase has “While legislation is not always the best years. yet to achieve all of its aims but as far as route to achieving such aims, we must not While it may be appropriate to take a teachers are concerned a period of stability lose sight of the need that still exists to close look at the Senior Phase to ensure and consolidation, especially around deliver on that ambition.” that it can meet the needs of all learners, qualification changes, is now essential.

Investment in ASN Support Corrections

Assistants It is the policy of the SEJ to correct errors and factual The EIS recently welcomed a £15 million Scottish inaccuracies, where Government investment to recruit approximately these occur. In the June 1000 pupil support assistants to work with (AGM) edition of the SEJ, children with additional support needs (ASN) the following errors were but warned there is still an urgent need for ASN made: specialist teachers. On Page 12, the mover Commenting, General Secretary Larry of Education Motion 3 on Flanagan said, “This investment is very welcome Initial Teacher Education news. Just before the summer we presented Early Requirements was the Deputy First Minister with our report which misidentified as Olivia highlighted that in most parts of the country ASN Crook rather than Sharon requirements are not being met. This is of huge Kelly and an incorrect concern to Scotland’s teachers as shown in a photograph was used. The SEJ apologises to Ms Crook and Ms recent EIS member survey, where over 78% of Kelly for this error. In this same article, Susan Quinn was referred respondents stated that there was inadequate to in error as speaking on behalf of Council, rather than on behalf provision for children with ASN in their school.” of Glasgow Local Association. Mr Flanagan added, “While this investment In a piece on Education Motion 5 on the Starting Date for SQA will go some way towards alleviating members’ qualifications, a photograph of Asif Chishti was incorrectly placed concerns around ASN provision, the EIS is clear and was mislabeled as Gavin Corrigan. Mr Chishti’s photograph that there needs to be a significant increase in should, instead, have been used in the piece on National 1&2 ASN specialist teachers in Scotland’s schools.” language strategy on this page. The SEJ apologises to Mr Chishti and Mr Corrigan for this error.

www.eis.org.uk 7 20Maximum Class Sizes 20Maximum Class Contact Hours

A Clear Vision for Scotland’s Schools

The ‘Value Education Value Teachers’ cost to government attached, will be campaign delivered a landmark settlement challenging to achieve, the EIS will be on pay that covers the period April 2018 pushing hard to draw firm commitments until March 2021; a success built on a from all political parties on these issues. campaign of member activism. Alongside that approach, and with more In the national EIS survey carried out in immediate effect, the EIS will be seeking support of the pay campaign, over 12,000 to tackle excessive workload through WORKLOAD TIME TO TACKLE responses from members highlighted the the development of greater professional need to tackle workload as a priority. autonomy and teacher agency, under the banner of the school empowerment Beyond pay, the biggest issues that agenda. This will be progressed through members indicated that they would like rolling out training for school reps and raised with local and national government activists to enable auditing of school were concerns around workload and practice, ensuring that activities which ensuring that there are appropriate don’t impact on teaching and learning are resources, capacity and funding to deliver set aside. National guidance will be made Additional Support for Learning. available on identified drivers of workload such as forward planning and excessive At this year’s AGM, a significant number recording of assessment. of Motions were proposed on the issue of workload. Among these, two important Resources have already been sent to Reps resolutions called on the EIS to campaign to support Workload campaign meetings for a reduction in maximum class sizes to at school level, and local associations and 20 and for maximum class contact time to EIS Organisers are available to offer further be limited to 20 hours per week. support to school branches.

These two policies – as a 20/20 campaign A dedicated workload campaign section - will be the focus of negotiations at the has also been created on the EIS website, Scottish Negotiating Committee for offering additional resources, information Teachers (SNCT) on actions to reduce and advice to support local workload excessive teacher workload. While we campaigning: should be in no doubt that these policies, which would have a significant financial www.eis.org.uk/Campaigns/Workload

8 The Scottish Educational Journal Tackling bureaucracy to reduce workload

As a result of previous EIS campaigning on Workload, and commitments in a previous pay agreement, the Scottish Government commissioned the Curriculum for Excellence Working Group on Tackling Bureaucracy. The Working Group produced two reports, which are intended to be used at school level to cut out unnecessary and time-consuming bureaucratic processes. The aim was to free up more teachers’ time for activities that genuinely benefit learning and teaching. These recommendations outlined in these reports are still valid today, and can be used alongside the current EIS campaign resources to reduce teacher workload. Workload campaign meetings underway across Scotland

Since the start of the new session, Value Education Value Teachers workload campaign meetings have been taking place across the country. Speak to your Rep or your Local Association Secretary if you would like to know more about meetings in your area. EIS HQ can organise speakers, on request, to support local association campaign meetings. If it doesn’t impact on teaching and learning, why are you doing it?

Campaign information & tips on reducing workload: www.eis.org.uk/campaigns/workload www.eis.org.uk 9 Forward Through Unity Long-time EIS activist, Local Association Secretary and Committee Convener Bill Ramsay was elected as EIS President for 2019-2020, and formally took up his post at the EIS AGM in June. The SEJ spoke to Bill following the recent meeting of EIS Council, and asked his views on some of the key issues facing teaching professionals and Scottish education.

Bill Ramsay, EIS President

Can you tell us about your The success of the recent pay What do you believe the key ? teaching background? ? campaign provided a real boost to ? priorities for the EIS will be during teachers, and to the EIS. How can that your term as President? I started my career as a teacher of Modern positive momentum be maintained? Studies and History in Ayrshire in 1982. I The Deputy First Minster’s important letter fairly quickly focused primarily on Modern Many will remember the campaign for of May 10th had two key elements. We, of Studies becoming an Assistant Principal the turnout on 27 October in Glasgow. course, had the element that led to the Teacher of Modern Studies in Lanarkshire Members showed their commitment to, pay deal. Crucially, also, was an offer to in the early nineteen nineties. and belief in the justice of, the campaign. work with us to take forward what is now But members had before that day shown referred to as the Empowerment Agenda. commitment by signing postcards, sending What about your involvement in letters to councillors, attending meetings, Last session pay was at the centre of our ? the EIS – how long have you been and persuading colleagues to show Value Education Value Teachers campaign. active in the EIS, and why did you get their support for Value Education Value This session, specifically empowering involved? Teachers. These were all steps in taking teachers to take control of their forward the campaign. professional life generally and specifically I joined the EIS in 82 as it was clearly the their workload is our campaign focus. union that was campaigning on improving The positive momentum can be maintained pay at that time. I became active in my by highlighting how a better work-life This can only be achieved collectively, school branch and a few years later balance can be achieved if workload and Local Associations, supported by the became the School Rep. Soon after that is reduced for all in schools. The pay EIS nationally, will be organising regional I joined the Executive of what was then campaign united members. Now they need events and also, where school and college Ayrshire Local Association and attended to unite in their workplaces and consider branches request it, providing direct my first AGM in the late 1980s. When I how to reduce workload. Hopefully the two support and advice. moved to South Lanarkshire I joined the additional in-service days given as part of We need to turn the engagement achieved Local Executive becoming LA Secretary the pay settlement will provide members on the rally into empowerment in the in 2009. I served also, as Convener of with the time to explore what action they school and also in the college branch. the Equality Committee for over ten years can take, by collegiately agreeing different

before becoming Vice President last year. approaches to aspects of work and arrangements within their establishments. One question they should ask is whether what is undertaken adds anything to pupil outcomes, to teaching and learning.

10 The Scottish Educational Journal The impact of poverty on the learning of young people and its disruptive consequences to teaching is increasingly evident

You served for many years as You taught modern studies in ? the EIS Equality Convener – what ? schools – what would you be are the main challenges currently facing saying to pupils about the current education in terms of equality? political climate of the Brexit era? The EIS is much more than “just” a Ensure that your voice is heard on these trade union. We are a key player in the issues. If the capacities of Curriculum for development of Scottish Education policy. Excellence are to mean anything then the We are often, though not always, listened expression of that voice is a right. However, to. This dimension of the identity of the EIS, that right has to be exercised responsibly. in the long term, cannot be overestimated.

Take the issue of poverty for instance. The impact of poverty on the learning of young people and its disruptive consequences to teaching is increasingly evident. Teachers do their best and handle difficult situations with professionalism and sensitivity. Crucial, also, is the impact of social TIME TO media. Teachers know that social media is a fairly new phenomenon and can be a really important driver in bullying of all TACKLE types - notably in terms of gender and in terms of ethnicity. The range of advice WORKLOAD produced by our Equality Department under the direction of the Equality Committee ensures that the status of the EIS as more then “just a union” continues to be maintained. The pay campaign united members. Now they need to unite in their workplaces and consider how to reduce workload

www.eis.org.uk 11 Payscales CURRENT SALARY SCALES 7% from 1.4.19 and 3% 1.4.20 Update Educational Psychologist Education Support Officer Annual Annual Annual Annual Point Salary Salary Point Salary Salary Your EIS diary for 2019-2020, which was circulated in the 1.4.19 1.4.20 1.4.19 1.4.20 May edition of the SEJ, was printed prior to the SNCT 0 45,114 46,467 1 45,645 47,013 agreement on teachers’ pay. As a result, the pay scales or 1 46,833 48,237 2 47,472 48,897 teachers and associated professionals on pp11-12 of the 2 48,579 50,037 3 49,293 50,772 diary are out of date. Included below are up-to-date pay 3 50,796 52,320 Quality Improvement Officer scales, based on the 2019 SNCT agreement, which members 4 53,715 55,326 Annual Annual may wish to use to replace those published in the diary. 5 55,413 57,075 Point Salary Salary 1.4.19 1.4.20 6 57,384 59,106 1 58,107 59,850

Senior Educational 2 61,476 63,321 Psychologist 3 64,836 66,780 Annual Annual Point Salary Salary Quality Improvement 1.4.19 1.4.20 Manager 1 60,957 62,787 CURRENT SALARY SCALES Annual Annual Point Salary Salary 7% from 1.4.19 and 3% 1.4.20 Depute Principal Educational 1.4.19 1.4.20 Psychologist and Principal 1 67,641 69,669 Teachers on the Educational Psychologist maingrade scale in Music Instructor Nursery, Special, Primary Headteachers and Annual Annual and Secondary Schools Depute Headteachers Point Salary Salary Annual Annual 1.4.19 1.4.20 New Annual Annual Annual Annual Point Salary Salary Pay Salary Salary Point Salary Salary 1 60,957 62,787 1.4.19 1.4.20 Point 1.4.19 1.4.20 1.4.19 1.4.20 1 27,969 28,809 2 62,127 63,990 0 26,697 27,498 1 49,716 51,207 3 63,357 65,259 2 29,637 30,525 1 32,034 32,994 2 51,249 52,785 3 31,311 32,250 2 33,849 34,863 3 52,935 54,522 4 64,575 66,513 3 35,817 36,891 4 54,756 56,400 5 65,790 67,764 4 33,138 34,131 4 38,088 39,231 5 56,571 58,269 6 66,990 69,000 5 35,232 36,288 5 40,206 41,412 6 58,107 59,850 7 68,184 70,230 6 37,176 38,292 7 59,796 61,590 Chartered Teacher Spine 8 69,423 71,505 8 61,476 63,321 Annual Annual 9 70,641 72,759 Point Salary Salary 9 63,150 65,046 1.4.19 1.4.20 10 64,836 66,780 1 41,451 42,696 11 67,641 69,669 2 42,849 44,133 12 70,443 72,555 3 43,836 45,150 13 73,242 75,438 4 45,645 47,013 14 76,041 78,321 5 47,472 48,897 15 80,238 82,644 6 49,293 50,772 16 84,438 86,970 Claim Tax Relief on your Principal Teacher Spine 17 87,777 90,411 EIS membership Annual Annual 18 91,851 94,608 Point Salary Salary 19 95,931 98,808 Tax relief on two thirds of the EIS, Political Fund and 1.4.19 1.4.20 relevant Local Association subscriptions may be claimed 1 43,836 45,150 when completing your annual Tax Return or in writing. 2 45,645 47,013 3 47,472 48,897 Claims may also be made in arrears for up to four years 4 49,293 50,772 and in all cases the claims should be on the basis of the 5 51,120 52,653 full amount paid and not on the proportion which is 6 52,935 54,522 allowable for tax purposes. 7 54,756 56,400 8 56,571 58,269 Details of the last 4 years’ subscriptions may be obtained by completing the online form on the EIS website: https://www.eis.org.uk/Member-Support/Tax-Relief

12 The Scottish Educational Journal Online

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WE ALL HAVE MENTAL HEALTH

Health and wellbeing is a core area of the Curriculum for Excellence.

Yet in a recent survey, teachers told us that they didn’t feel they had received sufficient training in mental health to allow them to carry out their role.

‘We All Have Mental Health’ is a new online learning resource from SAMH, designed to provide teachers with an introduction to mental health; equip them with the skills and knowledge to recognise and respond to a pupil who is experiencing a mental health problem; and lead a conversation about positive mental health.

Access the resource at www.samh.org.uk/teachers

‘We all have Mental Health’ is funded by the William Grant Foundation SAMH is the Scottish Association for Mental Health. Scottish Charity No. SC008897

www.eis.org.uk 13 The Trade Union Movement, Education & the Environment

The wider trade union movement is also taking action on the global climate emergency. The 2019 Education International (EI) World Congress in Bangkok, attended by EIS President Bill Ramsay and General Secretary Larry Flanagan, agreed a wide-ranging resolution on the environment which stated, “The Education International World Congress maintains that the contribution of education at every level – early childhood, primary, secondary and tertiary – in addition to the contribution made by public research is essential if s we report on page 4-5 of this edition of the SEJ, EIS Council has we are to face up to the environmental crisis.” You approved a number of proposals with the aim of protecting the can read the entire resolution at: Aenvironment. The recent International day of action, including the www.ei-ie.org/en/resolutions/resolutions. ‘school strikes’ which were well supported by pupils across Scotland, The recent Trades Union Congress (TUC) have shone a light on the urgent global need to tackle climate change. meeting resolved to support a 30-minute workday In addition to passing a number of Motions related to the climate campaign action to coincide with the global school change action, EIS Council also approved proposals aiming to reduce strike, and to campaign more widely on a range the Institute’s own carbon footprint. of environmental issues. The resolution, which The 2018 Annual General Meeting passed a resolution calling on EIS was supported by the EIS delegation, includes Council to develop and implement a strategy to reduce the Carbon the statement, “Greta Thunberg and the school footprint of the Institute. This resolution was passed to the EIS students have led the way but educators and the Finance Sub-Committee which decided to commission Mabbett, an trade union movement as a whole must now act to environmental engineering consultancy firm, to carry out a carbon ensure that they don’t fight alone.” You can read audit. the entire resolution at: www.tuc.org.uk/congress2019 The carbon audit gathered data from direct and indirect sources under three broad scoping areas: The Scottish Trades Union Congress (STUC) has also engaged with climate • Direct emissions (e.g. owned transport, logistics, change strikers, and has agreed outputs etc.) proposals on Climate Change and • Emissions from gas and electricity Jobs. At the time the Resolution • Indirect emissions (waste, water etc). was agreed, the STUC said, “Carbon reduction will only come from economic The EIS’s total carbon footprint in 2018 was 171.920 tonnes and social change on a massive scale… of CO2emissions (tCO2e). The data that Mabbett has included Scotland’s unions each have a different suggests that EIS performs roughly on a par with similar organisations. stake in this debate, but they are clear that market- driven policies are not the answer. Interventions in Just over half of all EIS emissions came from direct emissions including research, education, industry and ownership – as Natural gas for heating, and business travel with EIS owned vehicles – well as international cooperation – are crucial primarily travel undertaken by Area Officers and Organisers in support components of any just transition to a low-carbon of members and local associations. ‘Scope 3’ emissions accounted for economy.” just under a third of the total carbon footprint of the organisation. Scope 3 emissions included water consumption, the distribution of the SEJ The General Teaching Council for Scotand and other paper materials (e.g. flyers, posters and brochures). The total (GTCS) has created a microsite, “Learning for emissions for Scope 3 are likely to be higher for 2018 than previous Sustainability” which offers educators a range years as this was the year that the EIS ran the national Value Education, of resources which support all relevant GTCS Value Teachers pay campaign, which included the purchase and standards. The microsite can be accessed via production of thousands of campaign materials and branded items. www.gtcs.org.uk/LearningforSustainability/ lfs-homepage.aspx

14 The Scottish Educational Journal EIS Environmental Impact Recommendations for Action

Natural gas and Paper consumption purchased electricity and packaging Owned vehicles

Short Term Short Term Short Term Switch to a green energy Reduction and re-use of paper Encourage car sharing, and supplier sourcing gas and for internal purposes. public transport for business electricity from renewable miles to reduce emissions. sources (e.g. Ecotricity, Bulb, Using recycled paper where Green Energy UK). appropriate (not suitable for the Those with institute cars (or printroom or SEJ which require those who carry out a significant high quality paper). number of business miles) to be offered training on fuel efficient Medium Term driving. Evaluation of radiator and Medium Term electricity use to reduce waste. Evaluation of our paper communications (e.g. greater Long Term use of electronic Committee Move towards hybrid cars which Long Term papers, AGM papers etc.) offer better fuel efficiency for those driving longer distances. Move away from single use Ensuring all EIS owned buildings Greater use of electric cars for plastics (EU has approved plans are well insulated to reduce urban areas as they do not emit to ban certain plastics by 2021). waste (depending on local polluting gases (worth noting government planning restrictions that plans are in place to ban with city centre offices). new petrol and diesel cars coming to market by 2040, with Ensuring that all appliances are Long Term all new cars purchased after this low energy (for example using Target setting to reduce our date to be electric). surfaces rather than desktop paper use by an agreed amount computers, low energy lightbulbs by an agreed time. etc).

Short Term Encourage uptake of the electronic version of the SEJ by promoting its availability to members.

Move away from single use plastic wrap (current packaging cannot be recycled through all domestic recycling and takes a very long time to biodegrade without using industrial processes. Even if recycled, all plastics have a small, finite, number of times they can be recycled before they must go to landfill). Magazine distribution

Long Term Discuss a move towards an all-digital distribution of the SEJ. An internal working group has been established to explore the potential for moving the SEJ from a primarily paper-based publication, to one that is primarily a digital format magazine. Work is also underway to explore the potential for removing single-use polywrap from SEJ distribution and replacing this with more environmentally friendly alternatives.

www.eis.org.uk 15 illed as the Jack and Victor of Scottish Education, EIS General Still Game for Working B Secretary Larry Flanagan and Deputy First Minister John Swinney co-delivered a seminar exploring the Together to Improve EIS and Scottish Government’s shared objectives for the system. Scottish Education A large part of the discussion at this In explaining the rationale for this pledge, system in terms of resources to deliver well-attended seminar centred on the John Swinney stressed the importance of quality learning and teaching in the outcomes of the International Summit of government and professional associations classroom. “Teacher agency is the holy the Teaching Profession which took place working collaboratively to achieve more grail for the profession”, he said, “and earlier this year in Helsinki. The Summit is in terms of curriculum matters and on the EIS is keen to pursue that as a co-organised by the OECD and Education building teacher agency. trade union.” International, a global affiliation of education unions. Criteria for participation Echoing this positive note, Larry amplified Affirm our joint commitment, in the are that systems are high performing, and the importance of teacher agency to expansion of early learning and country delegations must comprise trade the education system: the need for childcare, to supporting the critical unions and government on a 50:50 footing. teachers to have autonomy in the 2role of the Early Level of Curriculum for classroom; control over the pedagogical The Scotland delegation co-led by the Excellence as the foundation for the best approaches taken; and control of their General Secretary and the DFM made outcomes for children. working lives, as a means of raising the three joint commitments following the status of the profession. He stressed the Addressing the terms of this commitment, deliberations of the summit: need to continue to move away from the the General Secretary outlined EIS Pursue a joint approach to create hierarchical structures and dynamics of concerns to ensure sufficient focus within a system wide culture of teacher the past, and move stridently towards the educational element of the Early agency which in turn will support teachers being regarded as trusted Learning and Childcare (ELC) experience 1greater empowerment and collaboration. professionals who are supported by the for 3-5 year olds. He pointed to the

16 The Scottish Educational Journal increasing marginalisation of qualified are in Finland. He suggested that Scotland non-legislative, partnership approach. From teachers within the Early Years sector, not needs to move closer to the professional an EIS perspective, the General Secretary for pedagogical but economic reasons culture of Finland in this regard through highlighted the empowerment agenda and urged the need to ensure that we are investment in professional learning for as a catalyst for the EIS’s Time to Tackle not underselling the crucial educational teachers designed to stimulate growth of Workload campaign. He stressed the need dimension to the pre-5 curriculum. professional self-confidence. for teachers to take the advice of the DFM, consistent with the previous Tackling John Swinney concurred, emphasising the The General Secretary drew attention Bureaucracy reports, to audit workload, importance of a play-based approach to to the Value Education Value Teachers identify activity that has no positive bearing Early Level learning in both nursery and P1, campaign and the strong element focused on learning and teaching, and decide on a and of ensuring a constant focus on the on raising the status of teachers in the collegiate basis not to do it. He recognised quality of the education component to ELC. perceptions of parents and the wider that this signals a change for some local “Our investment in people strategy needs public. He returned to the ethos of trust authorities and school management teams to be right,” the DFM said, highlighting in teachers in Finland where there is no but stressed that the time is now for that steps have been taken to increase inspectorate and where government holds classroom teachers to step up and have the qualification levels of ELC staff and to store by the judgements of teachers in more control over their working lives. enhance the quality of leadership within evaluating how well the education system the sector. is doing. Also central to raising the status Q&A of teachers, Larry said, is the reduction of Work jointly to ensure that a career pupil contact time, drawing unfavourable The two fielded questions on a number of in teaching is a trusted, attractive, comparison for Scotland with Finland topics: teacher shortage and recruitment; highly qualified and varied career; where teachers are class committed under-resourcing of ASN provision; and 3recognising this is essential to transform for less than 50% of the working week; the potential for ring-fenced funding. the lives of children and young people in teachers in Scotland are among the In responding, the General Secretary Scotland. highest on the international league tables demonstrated that he is more than game On this point, John Swinney began by of hours of direct pupil contact. for pushing the government to address drawing comparison between Scotland Empowering Schools workload; reduce class contact time; boost and Finland in terms of the levels of trust teacher recruitment, while also taking imbued in teachers. Whilst confident Moving on to the Empowering Schools steps to remedy the underrepresentation that the curriculum in Scotland fares well agenda, the DFM outlined government of BME teachers within the profession; and alongside Finland’s, the DFM expressed intent around the agenda: enabling to respond appropriately to the changed doubt with regards to the extent to which greater control and discretion for schools landscape in relation to additional support teachers in Scotland are trusted to in decision-making around curriculum, needs through ring-fenced additional exercise agency and autonomy like they staffing and resources, through a resource and class size reduction.

www.eis.org.uk 17 The EIS-Scottish Government is an anti-poverty activist with the Poverty the feelings of exclusion familiar to anyone PACT against Poverty Truth Community (formerly Poverty Truth with lived experience of poverty and an all Commission) and, importantly, a parent with too common experience for the children Sandra Scott, Co-Leader of the EIS-Scottish experience of living on a low income. Brian and young people we teach. Although Government PACT Professional Learning came willing to share his perspective in a teachers can’t solve poverty, Sandra said, Project, led a seminar at Scottish Learning discussion with seminar participants. they can make a ‘pact’ to mitigate its Festival 2019 to highlight the importance effects by turning the invisible, of anti-poverty professional learning for Sandra explained the unspoken no entry signs schools. motivations of the PACT team, above certain opportunities in focusing on the centrality our schools, into open doors. PACT is a Scottish Government funded, of the pupil experience and teacher professional-learning project which making links to the wider Sandra explained how the aims to support a school culture where societal picture, including the 2018 report PACT PL offer explores many possible enhanced poverty-awareness and proactive by Philip Alston, UN Special Rapporteur on interventions, from practical ways to anti-poverty action become an intrinsic part extreme poverty in the UK. address barriers to participation in school of policy, planning and every-day practice in life to pedagogical considerations but Scottish schools. She outlined the intention of the PACT participants were encouraged to be mindful professional learning offer to support that mitigating the impact of poverty Sandra was joined at the seminar by teachers in considering the nature, causes in education can be both profoundly special guest presenter Brian Scott. Brian and consequences of poverty, including complicated as well as remarkably simple.

Deputy First Minister’s learning and teaching and what’s not in Refreshed CfE Narrative: Power Keynote: Curriculum, the face of many and often competing to the Elbow of the Profession Empowerment and Common demands for teachers’ time. Purpose Featuring strongly on the opening day Chiming strongly with EIS thinking, of this year’s SLF was the refreshed CfE Mr Swinney urged for the growth of narrative, housed on the recently launched The keynote on this year’s SLF programme professional confidence among teachers in ‘Scotland’s Curriculum’ microsite. was given by the Deputy First Minister knowing what matters and what doesn’t in and Cabinet Secretary for Education, John pursuit of the aims of Scottish education, This refresh was prompted by a Swinney. and also as a means of controlling recommendation from the OECD Review workload. Government edicts would not of the Broad General Education in 2016. The DFM’s speech was prefaced by a address the challenges of excessive While the review concluded that CfE is photo montage highlighting some of workload, he said; working in collaboration the right approach for Scotland in the the milestone moments for Scottish with professional associations as reflected 21st century, it recommended renewed education over the past year. First up in the commitment within the pay deal is and sustained focus within the education was the ‘landmark pay deal’ agreed with the way forward. system on the narrative of CfE. Scotland’s teachers, the accompanying caption echoing the EIS Value Education, The DFM gave assurances that the Scottish As with the empowerment agenda, the EIS Value Teachers slogan. Government will remain ‘steadfast’ in its sees real opportunity for building teacher commitment to the aspirations of CfE, to agency and autonomy through engagement The DFM turned to the theme of common raising attainment for all and to closing with the refreshed CfE narrative. purpose, pointing to the values and the poverty-related attainment gap. He principles of CfE as an example, the acknowledged the challenges in relation to Education Scotland is planning a series of curriculum framework having been ASN provision, workload, and the mental national conversations about the narrative. a product of wide consultation and health and wellbeing challenges for Let’s make sure that the empowered agreement among the various sections teachers, stating willingness to continue to teacher voice is heard in the discussion of of Scottish society and the education build common purpose with professional Scotland’s Curriculum for Excellence. And community. He drew attention to the associations and local authorities to let’s continue to write our own refreshed recent refresh of the CfE narrative - entitled address those challenges to give young narrative about the value of the teaching Scotland’s Curriculum for Excellence. He people better life chances than some of profession. emphasised its importance in supporting their families have had. teachers and other educators to Further information constantly revisit the underpinning values Questions from the audience took no www.scotlandscurriculum.scot of CfE to guide professional dialogue and issue with the rhetoric. Resources remain judgement around what’s important to the issue.

18 The Scottish Educational Journal EIS Prominent at TUC

he EIS played a prominent role at this an overt anti-immigrant year’s Trade Union Congress, moving message based on an two important Motions and speaking underlying racist ideology. The T Congress also values the work of special in support of many others. effects of the rise in right-wing populism and nationalism have been an increase in schools and special units. This year’s delegation representing the EIS hate crime and anti-immigrant violence. comprised of: Bill Ramsay (EIS President Congress notes the increase in the and Delegation Leader), Andrene Bamford Another more pervasive effect is that number of pupils with ASN/SEN in (East Dunbartonshire), Heather Hughes dog-whistle racism and coded racist Scotland, England, Wales and Northern (West Lothian), Susan Quinn (Glasgow), arguments have entered the main political Ireland; almost one in four pupils having Larry Flanagan (General Secretary) and discourse of the UK. recognised ASN/SEN needs, including David Belsey (Assistant Secretary). mental health-related needs. Congress acknowledges the positive work President Bill Ramsay successfully moved that the TUC and affiliates have done to Congress asserts that in order to deliver the EIS “Tackling Racist Ideologies” Motion. tackle racist ideologies but recognises the inclusive education, all schools must be He cited the importance of teachers in urgency of intensifying such work in the sufficiently staffed and resourced to meet tackling racism in schools, the global battle fractured world in which we live. each child’s needs; all staff must have against racism and the need for all to unite access to training and have protected to fight against it. Congress instructs the General Council to: allocated time to plan how to meet the individual needs of pupils; access to Education Convener Susan Quinn i. seek to increase TUC anti-racist union specialist colleagues and resources must successfully moved, “Resourcing Pupils learning for members be available when needed. with Additional Support Needs (ASN/SEN)”. ii. call for anti-racist professional learning She spoke of the importance of resourcing Congress notes the recent EIS report on to be offered to public sector employees, schools so that all pupils may achieve, ASN which concludes that in Scotland including teachers that significant investment was needed in these requirements are not being met, schools, more specialist ASN teachers and iii. lobby and campaign, with affiliates and echoing similar scenarios in other parts assistants and action to reduce class sizes. stakeholders, for increased funding of the UK, where teachers have from the UK government and too little time and many East Dunbartonshire Local Association devolved administrations different additional support Secretary Andrene Bamford seconded in order to facilitate an “Congress asserts needs to meet within “Poverty and Privatisation Damage increasingly large expansion of anti-racist that in order to deliver Children’s Education” and cited EIS work classes; fewer support education delivered by inclusive education, all in this area to highlight that as a union the specialists or specialist staff and services, and EIS has campaigned to poverty proof our schools must be sufficiently organisations to inadequate resources schools. staffed and resourced to meet schools, colleges, and to meet the needs of each child’s needs” the students. General Secretary Larry Flanagan communities supported a composite on sectoral iv. continue to mobilise and Congress notes that collective bargaining that had been moved support public campaigning the numbers of ASN/ by the NEU, citing both the pay campaign against racism and racist ideology SEN pupils has risen during and FELA’s fight for national collective a time of worsening child poverty; and bargaining. The TUC President, Mark v. commits to investigating methods, that disproportionately high numbers of Serwotka, made a point of congratulating including approaches to stewarding and children living in poverty have additional the EIS on the success of its pay campaign other types of security, to ensure trade support needs. after the General Secretary spoke, calling it union members are not put at risk from an “inspiration”. far-right and/or racist groups or individuals Congress instructs General Council to when marching, protesting, picketing or campaign with affiliates and partners engaging in any other democratic activities. for better ASN/SEN resourcing through EIS Motions increased core funding in all jurisdictions Resourcing pupils with in order to support teachers, support Tackling racist ideologies ASN/SEN staff and specialists to deliver adequate SEN/ ASN provision and mitigate the Congress deplores the rise of right-wing Congress recognises that education is a effects of poverty. populism within many countries, including human right and that inclusive education the UK, such populism usually including is the foundation of a just society.

www.eis.org.uk 19 Challenge Poverty Week and All Year Round

hild poverty in Scotland is rising. most in need. In light of the recent Scottish Time and again, members highlight the The latest figures from the Scottish Government figures, which show a rising effect of poverty on children and young Government show that 240,000 number of people living in poverty, the EIS people’s mental health and wellbeing. C is once again surveying our membership to Members have reported seeing children children, almost one in four, are living in poverty. Following a decade of austerity gather vital evidence on the extent of the falling asleep in class, unable to some projections suggest child poverty will impact of child poverty in our schools, and concentrate on tasks and showing signs reach 29% by 2023/2024. the effectiveness of what is currently being of emotional distress. done to mitigate its effects. Living in poverty can have lifelong “I have never seen so many children suffer effects on a child’s health, wellbeing and Hundreds of EIS members have already with mental health issues due to their educational attainment. Research now shared their experiences, with the survey home circumstances. Hearing young indicates that there are strong links to remaining open until just after the end of people discuss food banks has also been poverty and poor mental health. One such Challenge Poverty Week, which runs from incredibly distressing.” study has suggested that children living the 7th-13th October. Interim findings in low income households are three times suggest that not only has the number of A key aspect of this survey also looks more likely to suffer poor mental health children experiencing poverty increased, at success of interventions at a school than their more affluent peers. but also the severity of their experiences. level. With Scottish Government funding being set aside through the Scottish It is widely accepted that One member comment summed Attainment Challenge and Pupil Equity someone can be described up: “The most vulnerable Funding to tackle the poverty related as living in poverty if they “The most children are becoming more attainment gap, the EIS is keen to do not have the financial vulnerable vulnerable.” understand how effectively this money is means to maintain an children are being used to support children in most adequate standard of becoming more In the comments that have need. While some responses are positive. living. This could impact been received within the members have also stated that significant on the quantity, or quality vulnerable.” survey so far, members have investment is needed across the whole of food they can afford, highlighted that absences are school sector in order to tackle this being able to adequately a key problem for their school as growing problem. heat and power their home, and children are being kept at home on their ability to maintain good standards of school photo days, or celebratory days that With your support, this survey will health and wellbeing. require donations or dressing up. create the largest database in Scotland, documenting the effects of poverty in In educational terms, children living in Many respondents have also highlighted education. The results of our findings will poverty may not be able to fully participate the impact of poverty on music tuition, shape the next stages of EIS campaigning in school trips, extra-curricular activities as many councils have introduced or on this front, and inform future EIS policy or school clubs requiring financial increased fees for instrumental music with regards to tackling child poverty, as contributions or specialist equipment, as tuition. Almost a third of members well as supporting professional learning EIS evidence gathering has found to date. responding said they have seen an opportunities - including through the PACT In many cases, children living in poverty increase in the number of children equity related professional learning project face barriers to their full participation dropping out of instrumental music - offered to our members on the subject. in education and so do not achieve the lessons that have to be paid for because same level of success in their schooling as of poverty. The ‘How is poverty continuing to affect their more affluent peers, resulting in the children and young people’s education Health and wellbeing concerns are also poverty related attainment gap. in Scotland?’ survey is currently open, being raised. “Unexplained absence is takes around 10 minutes to complete The EIS has a long history of campaigning probably the biggest change that I have and is suitable for all members working in against the poverty related attainment gap seen – it is becoming a significant issue school and early years settings. Links to by calling for additional resources to be amongst pupils who have been identified the survey can be found on our website, made available in schools to help those as living in poverty.” Facebook and Twitter pages

20 The Scottish Educational Journal “Unexplained absence is probably the biggest change that I have seen”

How can you challenge poverty during 7th to 13th October?

• Complete the EIS poverty survey – share your views before it closes on 18th October.

• Follow what’s going on in Scotland during Challenge Poverty Week via www.challengepoverty.net and @CPW_Scotland on Twitter. Also follow @eisunion on Twitter for frequent updates.

• Watch the EIS filmed interview with Bill Scott, Chair of the Poverty and Inequality Commission via our website – hear more about the work of the Commission and what’s being done to tackle child poverty at a national level.

• Check out the EIS website to find out more about the PACT project which will soon be piloting research-based professional learning opportunities for teachers and Headteachers focused on using school policy, practice and pedagogy to mitigate poverty. 240,000 children, almost one in four, are living in poverty

www.eis.org.uk 21 Professional Learning to

Build Teacher Leadership “A key focus for this course was the principle that all n Saturday 7th September, EIS The course concluded with participants teachers are leaders members came together in Dundee designing action plans based on their of learning, whatever to take part in a professional learning, identifying areas where they O can take on leadership roles in their own their level of learning course for primary teachers focused on developing leadership skills. school or cluster, and what practical steps seniority” they can make based on what they had The event, titled Building Teacher learned. Lauren Baird from Angus Local Leadership: Primary Teachers, was Association said, “It’s been really useful delivered for the Institute by Dr Iain Moore to meet with other teachers and discuss of Strathclyde University and funded by the professional learning together, so I can put Teacher leadership also has a key role to Scottish Union Learning Fund. The course this into practice much more effectively.” covered topics including the purpose of play in supporting the Institute’s national leadership in an educational setting, and Teacher leadership has been identified by priorities. One of three commitments what makes effective leadership in a the EIS as key to creating more collegiate, agreed between the EIS and the Scottish school, and aimed to develop participants’ democratic schools and delivering Government, signed at the International skills and confidence to be leaders in their Summit on the Teaching Profession in professional contexts. Helsinki earlier this year, is to create a system wide culture of teacher agency The course was attended by a wide variety which in turn will support greater of members across the primary and empowerment and collaboration. early years sectors, from newly qualified teachers in the early stages of their Assistant Secretary Andrea Bradley careers to experienced classroom teachers said, “Professional learning is about with an interest in taking on formal ensuring that teachers have the skills leadership roles. and confidence to act as leaders within the profession with regards to curriculum, A key focus for this course was the pedagogy and assessment, school ethos principle that all teachers are leaders of and culture, and in controlling workload learning, whatever their level of seniority. The EIS is committed to supporting This can include leading on specific members’ career long professional activity to bring forth agreed changes in learning - for the classroom, for formal educational improvement in local their school, championing areas of the leadership, for building and sustaining contexts. While other professional learning curriculum, or articulating a vision for the collegiate school communities in which the opportunities on leadership skills focus school community they want to create. health and wellbeing of all is valued, and on promoted teachers and management Participants on this course were supported for positively shaping Scotland’s education practices, EIS courses seek to ensure to reflect on their core values as well as system as a whole.” that all teachers are empowered to take the traits successful leaders exhibit to lead a collaborative approach to leadership in and inspire others. Forthcoming professional learning their own workplace. Paula Francis also events on teacher leadership include As well as studying theoretical models of from Angus, said, “I’ve been in and around ‘Leadership Toards Management for leadership from educational settings and leadership roles for about 10 years, looking Women Teachers’ in Oban, ‘Leadership beyond, participants also learned to use at teacher leadership with Education Towards Management for BME Teachers tools to analyse their own approach to Scotland and SCEL, so I came on this and Lecturers’ in Edinburgh, and ‘Building leadership so they could strengthen their course to think about next steps. This was Teacher Leadership for Primary Teachers’ skills in a targeted way. In particular, EIS the first time I’d had the opportunity to in Perth. More information about these and members raised the importance of trust, explore the difference between leadership all EIS Professional Learning opportunities collegiality and mutual support for shared and management, which has been really can be found on the EIS website, or via leadership in educational settings. helpful.” your local Learning Representative

22 The Scottish Educational Journal Upcoming events in Fife Supporting Probationers Through Professional Learning

his Autumn, EIS Learning Reps in A further professional learning event Fife will be leading on Professional will concentrate on the workload Learning opportunities for probationer issues for the probationer teacher and T assertiveness. This session will be teachers in the region. Learning Reps began this work in September, promoting led by Learning Rep Jane McKeown, EIS membership and supporting Local and will link to the national campaign Association recruitment activities at on tackling workload. Making use of the Fife Probationer’s Market Place at nationally produced materials to support Glenrothes High School. the initiative, Jane will be supporting probationers’ professional development Fife Learning Reps, Wilma Pirie and and EIS campaigning priorities by arming Jane McKeown, have many years’ early-career teachers with the skills experience making good to take control of their own use of the Fife Local workload. Authority probationer “Learning days to promote Reps are offering Learning Reps have made professional learning Saturday morning sure that highlighting opportunities. This Professional Learning professional learning academic year, the sessions for probationers on probationer days is Learning Reps are focusing on mental a vital opportunity to offering Saturday health and promote membership morning Professional well-being” and recruit new members. Learning sessions for Speaking about this activity, probationers focusing on Wilma said “We have found mental health and well-being. in Fife that, offering professional learning and asking individuals to One session, led by EIS Learning Rep sign up for the events has helped with Wilma Pirie, will concentrate on the case recruitment. Feedback from last years’ for mindfulness in the classroom, how to probationers highlighted that they felt get started with mindful practices, and valued because the local association also self-care for the new teacher. was not simply trying to get them to sign A second professional learning session up as members of the EIS but were also on this topic will include a mindfulness offering them immediate opportunities for exercise led by experienced practitioner, professional development.” Christine Dewar from Open Heart Training. This comes soon after the 2019 EIS For more information on the Member Survey demonstrated high levels probationer professional learning of stress across the teaching profession, events in Fife, please contact Jane or and the clear need for teachers to be Wilma via Fife Local Association. To equipped with effective methods for find similar opportunities in your area self-care from the earliest stages of get in touch with your local Learning their career. Representative.

www.eis.org.uk 23 Area Offices Local Association Secretaries CONTACTS (Full contact details: www.eis.org.uk)

Dundee Aberdeen City Inverclyde Membership 310 Broughty Ferry Road, Dundee, DD4 7NJ Heather Collie Paula McEwan Tel: 0138 245 8270 & Ron Constable [email protected] Department 01224 522 468 Stuart Brown (Officer) Midlothian [email protected] Tel: 0131 220 2268 e-mail: [email protected] Sandie Gordon [email protected] Areas: Angus, Dundee, Fife, Perth & Kinross Aberdeenshire 07523 994250 46 Moray Place, FELA Colleges: Fife, Invernesss, North David Smith Phil Alexander Edinburgh, EH3 6BH Dundee & Angus, Fife, Perth 07931 838 417 07523 921036 [email protected] [email protected] Join Pat Flanagan (Officer) Subscriptions e-mail: [email protected] Angus Moray Update Your Details Areas: Aberdeen, Aberdeenshire, Highland, Mike Callaghan Susan Slater Moray 01382 458 270 01343 557 942 [email protected] 07811 347905 FELA Colleges: North East Scotland, [email protected] Headquarters (Edinburgh) Inverness, Moray, North Highland, Argyll & Bute Sabhal Mor Oastaig, West Highland William Hamilton North Ayrshire Tel: 0131 225 6244 07807 639011 [email protected] [email protected] [email protected] North Lanarkshire 46 Moray Place, Edinburgh, EH3 6BH Edinburgh Clackmannanshire Ian Scott 46 Moray Place, Edinburgh EH3 6BH General Secretary Karen Farrell 0141 332 3202 Tel: 0131 225 3155 Larry Flanagan [email protected] [email protected] Accountant Terry Gray (Officer) Dumfries & Galloway Orkney Islands John Mcleod e-mail: [email protected] Andrew O’Halloran Mary Maley Areas: East Lothian, Edinburgh, Midlothian, 07922 561 807 01856 877 337 Assistant Secretaries West Lothian, [email protected] [email protected] David Belsey Andrea Bradley FELA Colleges: Edinburgh College, Newbattle Dundee Perth & Kinross Louise Wilson Abbey, West Lothian, David Baxter Carolyn Weston 01382 458 270 01738 450 467 Employment, 07811 156299 [email protected] Health & Safety Officer Glasgow [email protected] Dave McGinty 6 Clairmont Gardens, Glasgow G3 7LW Renfrewshire East Ayrshire Kenny Fella Further & Higher Tel: 0141 353 3595 Nicola Dasgupta 0141 889 9022 Education Officer Vacancy (Officer) 07970 489558 [email protected] Anne Keenan Areas: Argyll & Bute, Glasgow, Western Isles, [email protected] Shetland, Orkney Scottish Borders Education & Equality Officer East Dunbartonshire Graham Jarvie Jenny Kemp FELA Colleges: Glasgow Clyde College, Lews Castle, Glasgow Kelvin, City of Glasgow, Andrene Bamford 07904 835054 Legal Officers Shetland, Argyll College, Orkney 0141 237 1757 [email protected] Sonia Kerr [email protected] Shetland Islands Laura O’Neill Leah Franchetti (Officer) e-mail: [email protected] East Lothian Matthew Moss Head of Communications Gael Gillan 07979 781996 Areas: Scottish Borders, Clackmannanshire, Brian Cooper 01620 829 010 [email protected] Falkirk, North Lanarkshire, Stirling [email protected] Head of Finance, Membership FELA Colleges: Borders, New College South Ayrshire & Office Management Lanarkshire, Forth Valley East Renfrewshire Tom Robinson Lisa Butchart Des Morris 07907 022830 Stephen McCrossan (Officer) 0141 881 8219 [email protected] Finance Manager e-mail: [email protected] [email protected] South Lanarkshire Lynsey Fraser Areas: East Dunbartonshire, East Edinburgh Eddie Burns Renfrewshire, Inverclyde, Renfrewshire, Professional Learning Alison Murphy 01698 527 109 West Dunbartonshire. Co-ordinator 0131 225 3474 [email protected] Robert Henthorn FELA Colleges: West College Scotland [email protected] Stirling Learning Representatives Alan Scott (Officer) Falkirk Ann Skillen For all your CPD questions e-mail: [email protected] Colin Finlay 07432 133 280 and information Areas: Dumfries & Galloway, East Ayrshire, 01324 506698 [email protected] www.eis.org.uk/Contacts/LearnReps North Ayrshire, South Ayrshire, South [email protected] Lanarkshire West Dunbartonshire Organisers Fife Michael Dolan FELA Colleges: Ayrshire College, Dumfries EIS Organisers support Local Pauline Stewart 07981 208 795 & Galloway, South Lanarkshire Associations, College branches 01592 657 710 Jim Halfpenny and University branches. [email protected] 07847 428 902 www.eis.org.uk/Contacts/Organisers [email protected] Glasgow Susan Quinn West Lothian EIS Financial Services 0141 572 0550 Heather Hughes A team of experienced Independent [email protected] 07933 014009 Financial Advisers are available to [email protected] you at home, work, over the phone Legal Helpline Highland or via Skype to discuss and review Alistair Bell Western Isles your Investment, Pension and 0333 400 5778 07940 106 401 Sineag Blane Insurance requirements. [email protected] 01851 707 000 Opening Hours: 8am to 7pm [email protected] 0345 355 3242 [email protected] 5 days a week www.eisfs.co.uk

24 The Scottish Educational Journal “There is a well School Estates and ASN evidenced gap between theories of inclusion, the law on children’s rights, Schools Must Be Spaces and daily practice in Where All Can Learn our schools”

he topic of Additional Support for measure of the extent to which a school Members report that schools are under Learning (ASL) has been the subject building and its grounds are appropriate in ever-increasing pressure to use spaces of intense scrutiny in Scotland in providing an environment which supports previously allocated for nurture, active T quality learning and teaching). play or a break from sensory stimuli for recent years. This scrutiny is likely to be sustained, and perhaps to intensify, as the teaching; and that some PPI contracts place complexity of needs among the learning However, despite what the official unhelpful restrictions on room use. population grows, against a backdrop of data says, the issue of how school under-invested public services struggling infrastructure meets (or doesn’t meet) We’re mindful too, that the estate can pose to meet the array of needs in every the needs of children in Scotland who challenges for teachers; both those with classroom. There is a well evidenced gap require extra support to do well at school disabilities or other needs (some teachers between theories of inclusion, the law on is a hot topic. Members’ perceptions are on the autism spectrum too); and those children’s rights, and daily practice in our regarding inadequate or inappropriate who wish to share practice in meeting ASN schools; a gap which stems from massive accommodation for learning was a strong but who lack access to suitable staff rooms under provision of the sources of support theme emerging at the ASN Network in which collegiate discussion can readily children require. meeting in June 2019. happen. We’re hearing from members that staff rooms are often repurposed, or even The EIS supports the continued existence overlooked in new builds. That creates a of special schools and special units, barrier to furthering inclusion. recognising their role in meeting the needs of pupils, but EIS policy is that schools The Scottish Government and COSLA and classes comprising of a diverse mix of are due to publish a new learning estate learners create a foundation for a more just strategy soon, having last stated their society; we would not wish a return to the position in 2009, when ‘Building Better days when every learner with a disability Schools: Investing in Scotland’s Future’ or neurodevelopmental condition was was published. The EIS will seek to routinely segregated from their ensure that the new strategy peers. It’s vital, then, that “schools takes into account the need every mainstream school for schools to be places is equipped for and can be noisy, where every child can accessible to a diverse hectic, brightly-lit learn. With nearly one learning population. and colourful in four children now One issue which emerges time and again having additional in discussions of ASL matters, whether However, we know environments, which support needs, and at the EIS’ own ASN (Additional Support that schools can be can be overwhelming the crisis in child Needs) Network meetings, or at working noisy, hectic, brightly- for children with mental health being group meetings hosted by others, such as lit and colourful well evidenced, the the Scottish Government’s short-life group environments, which sensory issues” importance of schools on Autism in Schools at which the EIS is can be overwhelming for being well-designed, represented, is the school estate. children with sensory issues. accessible, inclusive Some children with additional learning environments which Official Scottish Government statistics support needs struggle to cope in these support the delivery of high-quality about school estates, based on survey environments. Children and young people educational experiences for all is crystal clear. data published in December 2018, suggest with autism may find them particularly that most learning accommodation in challenging. Those with anxiety might find Examples of challenges posed to learners Scotland is of a good standard: the survey school over-whelming; those with hearing with ASN by the school estate would be data concluded that 86.6% of schools were or visual impairments may also struggle. gratefully received; these can be useful for in good or satisfactory condition. Data on Children with mobility issues may face extra the EIS in its ongoing campaign for proper school suitability also seems promising: barriers to learning. resourcing of inclusion, and can be the proportion of schools with a good or anonymised. Please send any examples satisfactory suitability has increased from Low-stimulus spaces or bases to which to Christina Starko ([email protected]) 77.2 per cent in April 2012 to 83.3 per-cent young people can retreat when needed can in April 2018 (with suitability providing a help, but these are not always available.

www.eis.org.uk 25 WORKLOAD

STRESS PAY

THE DIFFERENCE IS STRIKING

EIS-ULA Pay Campaign Nick Cimini, EIS-ULA Ex-President, said capacity of staff to work ‘above and beyond.’ he’d be voting “Yes” for strike action. “I’m But our members are getting increasingly Higher education staff across the UK, voting Yes in solidarity with colleagues on tired of doing more for less. Now is the time including EIS-ULA members, are to be low paid and precarious contracts, in for HE employers to return to the JNCHES balloted over taking strike action in opposition to the ongoing gender pay gap, negotiating table and offer us the pay rise we defence of fair and equal pay. The EIS and to call time on doing more work for deserve, ‘above and beyond’ inflation.” less pay.” ballot, which opened on Wednesday 18th Mr Keegan continued, “Turnout in the pay September and closes on Wednesday 30th All of the trade unions involved – the UCU, ballot is essential - whether you vote for strike October, comes after HE institutions have Unison, Unite, the GMB and the EIS – are action or not. The higher the turnout, the imposed yet another real terms pay cut on each balloting their members and are better we can understand and represent EIS staff, adding to almost a decade worth of recommending a vote for strike action. members. Make sure your voice is heard!” real terms pay cuts and bringing the total And there is one message – our members amount of cuts to more than 20% since in Higher Education deserve better. It’s a postal ballot, so please look out for your 2009. When our sub-inflationary pay envelope, marked with the EIS logo. If you increase of 1.8% is compared with our Tom Keegan, the ULA President, is urging have not received one, contact the EIS as a RPI adjusted take home pay, the difference members to take a stand. “United we are matter of urgency. We will arrange for a new is striking! stronger. Many universities celebrate the one to be sent (details below).

Statutory Ballot Open Closes: Wed, 30th October 2019

www.eis.org.uk/ULA/StatutoryBallot Not received your postal ballot? t: 0131 220 2268 www.facebook.com/EISUnion e: [email protected] twitter: @ULA_EIS EIS HQ, Membership Department

26 The Scottish Educational Journal EIS-FELA President Pam Currie explores the recent history of National Bargaining, and looks ahead to the next steps in the delivery of this key policy.

Looking to the Future...

cotland’s Further Education sector with all FE lecturers on a common pay So what next? There are a number of has experienced a tumultuous five scale from April 2019. In addition, we areas of ongoing NJNC work, first and years since the reintroduction of agreed common T&Cs on class contact foremost ensuring the full implementation S time, annual leave, salary conservation of the existing agreements in every college national bargaining in 2014, with three national strikes, hundreds of hours of and transfer to permanence, with “no across the country. Most branches were often challenging meetings and the detriment” protections written in for represented at the recent reps’ training involvement of government ministers, existing staff. day and we would urge members to read a QC and an employment tribunal. the agreements (available on the EIS In 2019, the fight was for a cost of living website) and discuss them with local reps After 25 years of branch bargaining we pay rise and members once again – Area Officers can provide support where inherited a tangled mess of terms and supported solid strike action. We won the necessary. conditions and a £14,000 pay gap pay rise, and we also agreed a new between the highest and lowest paid National Working Practices The May and November NJNC colleges. After incorporation in 1993, the Agreement – the NWPA There 2017 Agreements set out a strongest branches had held or improved – setting out common are a number contractual commitment terms and conditions and their pay had T&Cs on the working day, of areas of ongoing to TQFE (the standard kept up with the cost of living, while others sickness policy, off-site NJNC work, first and FE teaching - often in smaller, more rural colleges - had working and a range of foremost ensuring the qualification, usually struggled to keep pace. other issues. full implementation of undertaken in-service) the existing agreements for the first time. This In 2016, the EIS-FELA took national strike For members in some agreement also action for the first time in 25 years. We had larger colleges, in every college across the included provision for one clear demand – Equal Pay for the personal difference registration with “GTCS or Lecturers – and a mandate from a ballot has been marginal – they country a similar body” by April covering the majority of colleges across the were already on good terms 2019 and while the timeframe sector. Management misjudged the and conditions and were close to has slipped, significant work has situation, believing few members beyond the top salary – but without national been ongoing to deliver this. A joint College the big central belt colleges would strike. bargaining, their position was precarious Lecturer Registration Working Group with When picket lines appeared from and a change of management could have representation from the EIS, Colleges Galashiels to Stornoway, management meant a wholescale change in college Scotland, GTCS and Scottish Government crumbled after a single day of strike action policy. is meeting on a monthly basis and this will and signed a 3am agreement committing be a major area of work for the year ahead. to deliver equal pay by April 2019 and to For members in other colleges, there negotiate a common set of T&Cs across has been a wholescale transformation, The National Recognition and Procedures the sector. with salaries increasing from £26,000 Agreement (NRPA) also sets out provision a year to the new National Pay Scale, for nationally agreed policies on Discipline, Anyone with experience of the FE sector in with annual leave increasing for some by Grievance and Family Friendly Working, Scotland would know that it was never three weeks a year as well as significant and we are seeking to take these forward going to be that easy… In 2017 we took increases in sick pay in some colleges. through joint working groups with the further strike action, this time demanding The difference? Trade union recognition. employer and support staff unions. that management ‘Honour the Deal’ on In West Highland College, the EIS had pay and implement the 2016 Agreement. previously few members – now we have a National bargaining for FE has not had an The outcome of this – after intervention branch and we understand that the college easy birth, but it has been a central plank from the Education Secretary and a QC is in the process of finally signing up to the of EIS policy for the last quarter century for – was another victory for EIS members. The nRPA, having shadowed the process for good reason – we are all stronger when we 2016 Agreement was implemented in full, three years. act together.

www.eis.org.uk 27 “The Menopause Café has provided support and reassurance to me in a friendly and relaxing environment. It is helpful to listen to others in a similar situation and to hear how they are coping with their symptoms.”

Talking about the Menopause

Teaching remains a predominantly female profession, with over two-thirds of EIS members being women. Assuming that they remain in the job, it is likely that almost all will be affected by the menopause at some point during their career. One group of teachers, at Douglas Academy in East Dunbartonshire, decided to get together to talk about this still too often taboo subject.

‘Menopause Café’ in Douglas in the workplace seemed wrong and respected. We are very proud of our ‘Staff Academy uncomfortable. I myself was embarrassed Health and Wellbeing Programme’ which that perhaps other staff would know I was encourages staff to take time out with We have a PT Health and Wellbeing suffering from the menopause. At the first colleagues, to share views in informal (Sharon Cawston) who innovatively decided meeting, even the women who attended situations and participate in a range of it would be good if the 3rd Summer Term made all the usual jokes about the room leisure activities. We believe that this was focussed on the health and wellbeing being too hot. We made fun of ourselves goes some considerable way to providing of staff. She asked all staff in the school to at first. our teachers with the emotional and suggest a variety of activities which would practical support they need to stay healthy, be scheduled during lunch or after school However, we began to share our stories happy and motivated.” – Barry Smedley, for the duration of the 3rd term. There was and the menopause café has become a Headteacher, Douglas Academy a wide variety of activities which range lifeline. I now feel incredibly empowered from a walking group to choir, tai chi, hand that I am a woman going through the embroidery, aromatherapy and taekwando. menopause who is prepared to talk about “It is empowering to All led by staff in the school. it openly, and not just to the group. Apart from sharing stories and strategies to think that we, as I had suggested the Menopause Café as improve a variety of symptoms, the group a group, can raise part of this schedule and also in response also aims to raise awareness with our awareness of the to many informal conversations with other Senior Management Team about the staff where it was clear that many women issues we face in the workplace. - Pauline menopause among were struggling to balance the symptoms Reilly, Principal Teacher of Music, colleagues, especially of the menopause with teaching. I also Douglas Academy (event organiser & SEJ managers and hopefully knew that the Scottish Government was contributor). running a café and thought this could be improve understanding really beneficial to these women. “Ensuring the health and wellbeing of staff and conditions for is central to the effective running of any our younger female At first there was an embarrassment and school. In Douglas Academy we recognise a kind of shame as emails went out to that staff, like pupils, should feel valued colleagues in years all staff. Just using the word Menopause and that their health and wellbeing is to come.”

28 The Scottish Educational Journal Super Fun Quiz

1. Which bridge was voted Scotland’s 6. Which Spanish artist painted the series greatest man-made wonder in 2016? known as ‘Fantasy and Invention’ in the 18th Century ...... 2. Which book has the opening line “Last night I dreamt I went to Manderley again.” 7. Who was the winged goddess of victory in Greek mythology? ...... 3. Pb is the chemical symbol for what? 8. Who was the Japenese Emperor at the ...... start of World War II?

4. The life of entertainer Fanny Brice ...... inspired which musical film starring Barbra Streisand? 9. Which dinosaur when translated from the latin means ‘swift robber’? ...... 5. Which team won the title in seven of the first nine seasons of English Premier 10. Which of the traditional planets of the League football beginning in 1992? solar system is closest to the sun? Answers Page 30 Page Answers ......

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Members of the EIS can place box adverts for as little as 20p per word. Contact us at [email protected] or call 0131 225 6244.

Medium Hard Sudoku

www.eis.org.uk 29 CROSSWORD 106 Sponsored by Win a Tablet (to the maximum value of £150) Picture for illustrative purposes only

Name

Address

Email

Send your completed entry to SEJ, 46 Moray Place, Edinburgh EH3 6BH by Friday 1st November 2019

The first all correct entry picked at random will win. Details of the winner, together with the solution to this month’s puzzle will be published in the next edition of the SEJ. Employees of the EIS and their families are not eligible to take part in this competition.

Across Down Crossword 105 Answers

7 - Torrent of French winter sport (6) 1 - Uncompromising first man and soldier (7) 8 - Adult friend touring ancient city (6) 2 - Teen dancing around slippery elm field (7) 10 - Times soldiers involved in car tests (7) 3 - A chivalrous male negotiator (5) 11 - Pale brown large drug filled with energy (5) 4 - Bobbin oddly consumed by rodents for 12 - Sisters almost sunny, surprisingly (4) mammals (7) 13 - Live around dead end that’s savage (5) 5 - Initially, the ultimate border flower (5) 17 - Motionless good man unwell (5) 6 - Fine sheep run less (5) 18 - Young dog and a young insect (4) 9 - Pseudoscience made of novel arty logos (9) 22 - Miserable without the Spanish vegetable dish (5) 14 - Analysed stallion hiding numbered cube (7) 23 - Firing badly around loud mythical creature (7) 15 - Batters some meals (7) 24 - Very large game bird (6) 16 - Eastern cuckoo is serious (7) 25 - Makes quick progress (for fish) (6) 19 - Like Scots no frills necktie (5) 20 - Cracks ceilings around Luxembourg (5) Glasgo all, w 21 - Connects golf courses (5) cC M e s i Answers Super Fun Quiz u o

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1.Forth Bridge 2.Rebecca 3.Lead 4.Funny Girl 5.Manchester United e n

n

i 6. Francisco Goya 7.Nike 8. Hirohito 9. Velociraptor 10.Mercury W

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