The Scottish Educational Journal Meeting EIS End of 5 weeks Dec 07 Vol.91 Thierry Year Quiz in Malawi Issue No. 06 Show Racism Answer our 50 A global the Red Card questions for a teacher’s tale Competition chance to win £50 SEJ

Santa’s little helpers? Will Government’s budget deal with Councils deliver on class sizes? p8 Annual Worldwide Travel Insurance for The Educational Institute of Scotland

CCoommpprreehheennssiivvee FFaammiillyy WWoorrllddwwiiddee TTrraavveell IInnssuurraannccee ffoorr OONNLLYY ££7766 ppeerr yyeeaarr,, ppaayyaabbllee ££1199 ppeerr qquuaarrtteerr bbyy ddiirreecctt ddeebbiitt.. CCoovveerr ffoorr aannyy nnuummbbeerr ooff ttrriippss uupp ttoo 3311 ddaayyss iinncclluuddiinngg wweeeekkeenndd bbrreeaakkss aanndd ttrriippss iinn tthhee UUKK.. TThhiiss ppoolliiccyy iis s aavvaaiillaabbllee uupp ttoo 6655 yyeeaarrss ooff aaggee aanndd iiss aavvaaiillaabbllee ttoo aallll EEIISS mmeemmbbeerrss,, rreettiirreedd mmeemmbbeerrss aanndd tthheeiirr ffaammiilliieess. . FFaammiillyy ppoolliiccyy ccoovveerrss tthhee MMeemmbbeerr,, tthheeiirr ccoohhaabbiittiinngg ppaarrttnneerr aanndd aannyy nnuummbbeerr ooff tthheeiirr ddeeppeennddeenntt cchhiillddrreen n aaggeedd uunnddeerr 2211 rreessiiddiinngg iinn tthhee ffaammiillyy hhoommee. . CCAALLLL 00884455 223300 11665533 FFOORR AANN AAPPPPLLIICCAATTIIOONN OORR IIMMMMEEDDIIAATTEE CCOOVVEERR 2 v 7

Philip Williams and Company, 35 Walton Road, Stockton Heath, Warrington, Cheshire WA4 6NW 0 / 7 0 5

Premiums are payable by quarterly Direct Debits. This is a group insurance policy which is renewed on the 1st September each year. 2 0 Premiums and policy terms may change on this date each year regardless of when the individual first incepts the policy. 4 Comment Goodwill to all 08 and smaller class Little helpers Who will deliver sizes for some? on class sizes? As autumn turned to winter, the issue of lowering class sizes again became a political hot potato. At Holyrood, politicians of all parties went on the attack over plans to cut class sizes, the limits to be set, the financial costs involved and the intended period for implementing the planned changes.

The EIS is encouraged that the issue of class sizes continues to 12 prompt debate at both a local and a national level, but is concerned that this issue is now becoming something of a political football. On target In the run up to the Scottish elections, each of Scotland’s major Tackling substance political parties put lowering class sizes at the centre of their abuse education policies, as they battled to promise the smallest classes and to win the hearts and minds of Scotland’s parents and teachers.

With the broad pre-election consensus of the need to cut class sizes, it is troubling that now, post-election, our representatives at both local authority and Parliamentary level are apparently struggling to move the issue forward on a collaborative basis. 20 Surely, if there is any one issue on which our politicians should be Global able to work together constructively, it is cutting class sizes. teachers Having promised the people of Scotland that smaller class sizes Tales from Malawi were a common goal, it is incumbent on all of our elected representatives to work together towards delivery.

We must also guard against a piecemeal approach to class size reductions – there can be no postcode lottery on class size. While some local authorities may wish to assist in delivering the government’s promises on class sizes, others have been dragging their feet or, even worse, have openly questioned the value of the 24 planned reductions. While some of this may be political mischief- making, or an attempt to lever additional funding from the Scottish Supporting Government to pay for the additional teachers and resources required, the risks of authority by authority variations on class teachers sizes are clear. Experience – such as the issue of the employment of Promoting coaching and mentoring nursery teachers – has shown us that only through national guidelines or legislation can we ensure that all young people in our schools benefit from the same opportunities.

Reducing class sizes, and the improvements this H B

will bring in terms of raising attainment and 6

improving discipline, is too important an issue to 3 H

be left to chance. Scotland’s politicians have made E ,

promises to the people of Scotland that class sizes h g will be reduced. Now they must recommit r u b

Special features themselves to working together, unencumbered by n i d party political concerns, to make good on their k E SRTRC Competition 10 u . ,

pre-election commitments. Scotland’s pupils, g e r c End of Year Quiz 16 parents and teachers deserve nothing less. o . a l s i P e y Season’s greetings from the EIS @ a j t r t e o o s

The EIS wishes all of its members all the best for c : M Regular features S E n

the festive season, and a healthy and happy New 6 a 1 4 : News 04 s 5 u Year. Particular thanks must be paid to all those , r R 1 S o

Council News 07 3 y O

members, from establishment level to Local t i b 0 T d n

Association and through national EIS bodies, who I EIS Contacts 26 2 o E i 2 t D

give so much to the EIS. Your work on behalf of J a 1 r

Crossword 28 E t E 3 your colleagues and for Scottish education is s S 1 u E Sudoku 29 l l e 0 invaluable and greatly appreciated by everyone i H h : r e T T Forum 30 F associated with the EIS. v o C

Educational Institute of Scotland 3 4 Scotish

Educationl News nalJour l O o G to c Ed re ( ( d C Mem mu re In A a h C to M o Th G a W d to to “o u r m Bu 2) 1) e C on r f el escr is ny ou om ov ui h fi no em g qui a qui s st ead o ur 3, cu t e u er v i eth xi il e rma ti on st tc om tac v dan h dg et btai e mai ounc it n n cati Me Me mi me pl e mu rn bersh sday u ands re re ber th ute ci ib r be at io n we er e cl a t nat me n d me on Decmbr mbe mbe e l ce l te mbe n ed m t on e s lc om he l w f s EI S n at ss tcome d but or th e a nts io 17 th o of i om it ip class by s bel nt gr ee nt t’ s ir n n of rs rs s si ze s e r 46 h n is at ec 2 om s 18 ch h D in g er Lo e Janu in requ i t D t 00 it s ow: w fo re a e e having he le pr om is e he t epar th me nt s” l Moray s m m art I o ati ested il in cal to m r in ce nt 07 ct RE r 8/2 th e e l to e c ployed ployed closing ati E nom x ion on om m ired be @eis. shoul P ary us e p t CTL Y Associ are ri ma ri e a R ment re sse d on le 00 S onn i i for ssued co tt is h pr di in Pl . inat 200 to of nom it m or 9 asked for f f e d ace, m. ocedur c in in stan S ‘pos icul g.uk dat sho ati to mit on cont ion en t ms, tions 8. s the the inat h 1 on t t e Edi ty s 013 he o u ding t f act of bef ore ld mor ir o es F sch pr ion i Secretar Cir cul an Labou cla ss Gov enr m autho oversiz on Mr they the system, nation like geogra to w lotter Secret “We govenr m ‘Conco budg Commen nburgh n respecti ve ag iz General urth contact 1 1 osp hich fo and their obt ai n an som ad oo . Smi for 220 fmor Feb rua sam llo S see l et y ive .” cot si vi ective rit ies ac ar er a r ls al phy. rd a ed wher w 2 zes . eti me sor y es ry th ann nomina tc gov e electi on e cide the al lan c ent, at’ Br to s 226 ting . re ent’s sec y or hild EH3 cl pro cho 0 Ro the l in war the Sec pupi o Loc al asses, to In to d an H with e nt r nr me nt Dep ry g u nnie s 08/ of t Hi i EIS tecti ca e 8 on ol wit sk the o ned ncem c is a poli re lu ch ob re of sai d p ar r ode , 6B 200 gher nd ls ed s sm art p h tio of J rocedu em local ta sh ec ry Ge Aut poli on size ta laced S o cy whereve ucati sh ag S cta nt a t ida hn menta H mith a all , ry ent n to in o ec ou ner o f co fr “Th ainst 8. o 200 wanr s horit ell tical pr po ut uld to o r, om co Swi re of tes her en l the f o on o al stcod i d back t e s lo mis es f u cl said, he ta b res l the ies a las t e ntr dow nney’s cal a re lyin r e njoy ry ss t in e en y 9 t on o n in on g l ot maximu implem S1/2 clear fro class promi pa ss. cl as s en d deliver gov enr m ser ies for war Mr thr ou more to wh ich , pre de go venr m wo Mr a Maths reveals survey ou tco de als . sta keho publ demon co ncl u now an d ele ctio and de tai l for Parlia by alm ost up cla ss mai n sh sa sy s sc co li ov “ w t bove I ke h eig m n ul d o me ho to cl ou l h Smi Sm i er er u of th Sco ic s t wo ass er l hteen a me a tery’ ce ss or gh r si si si ment r p ” Engli se e Th e a th an d ns si d, Sco t of y d e o obu nd e strate t and e a art st he p of ov er zes ze ze th th 80, ent m, rk that hi s d xa mi lder ed , e tti sh s e nd m l in pu pro et v z ent/l en t tha . th bi r siz ag ma EI n A 1 May ather ie un T pr re d e e ed sai sa i r lev iti o to e s 000 en for -la ter e of sh our 95 ugus b in ea l co i he Pa rl tl t pare En r t which s “T ea che s d r pupi e ts t al n th e om i get her li c 22% ee me n s – – chang ne qualif t mec el d, d ucti pro Parl 20 n to cut ‘We uc a n oca l ll Pr j th and e as the on s gli c pr po l o te s lo n th a sig nat classro w ia me nt econda pr a to “T c ca r ce abi li ntal than l se s im t. m pe al ls pu p y c cal omise pu sh mis ed s, at as lit ici d il l e t hanism ons th iam ent ti th will ( omise t here ove S ountry the 1,40 Ou need io n a au t ied ri od y ary or Maths es t ef u t as wi ll p wit h ey rs , ju ttr a on io w e s. se classe ha ve th e go h uld c i thor an l ls r ures. re lyin less’ ex in dg e onsen nee i r ith t Sc M evi den iv ll He e oms ty ju n , venr m 1 ry l edu 0) al p s, his own i up c o be y radi d. s s in t t s f , EI S anife a fro the ted d or f all h en t ott i e. ” o 2 de th e ity sc o r co m a to sh ge d . th is class a ei r s f T en t each ce f t is a g Al and a of s o th cal hool his d sus are S sh oul m dr run su tr to ce . on ent st l 1 th e ” s e es e th i on i t th / d e o ve d s t 3 2 s - e a o g e Graduation

MPs in Schools Chartered Resources available The MPs in Schools Scotland resource pack is the Hansard Teachers make Society’s latest citizenship publication. It is a handbook and CD-Rom available in English and the Grade Gaelic which provides information The latest group of University of and resources for teachers, pupils and Scottish MPs on how to get the Paisley M.Ed Chartered Teachers most out of an MP’s visit to a graduated in November. EIS members school. graduating included, Hugh Donnelly,

It was piloted in schools throughout Kathleen Cotter, William Jamieson, Scotland with the help of Katy Clark MP Helen Dickie, Alan McClurg, Myra (Scottish Labour), David Mundell MP Hamilton, Pauline McAdam, Mary (Scottish Conservatives), Jo Swinson MP (Scottish Liberal Democrats), and Angus Child, Richard Foote, James Mathew, MacNeil MP (Scottish National Party). John McIntosh, Margaret Dempster, Christine McGregor, Caroline Harper Packed with facts, figures, games, case- studies and suggestions for activities, this a and Valerie Mulholland. useful citizenship resource for both primary and secondary schools which are looking to There are currently several hundred teachers obtain a greater general understanding of undertaking the Chartered Teacher Programme at the UK Parliament. And it’s free. the University of Paisley. Out of this number over You can order it from forty have reached the dissertation/work based [email protected] or ring project stage of the Programme. Angela Wrapson on 0131 550 3797 . Commenting on the graduation of the new d

This project was piloted and produced with Chartered Teachers, EIS General Secretary Ronnie d e the support of The Scotland Office, The Smith said, “This is a proud day for everyone e r r d Electoral Commission, Learning and involved with the Chartered Teacher programme in e t n

Teaching Scotland, and the Parliamentary Scotland, but particularly for our new fully r u Education Service. The resource is Chartered Teachers. The Chartered Teacher a h h

sponsored by Standard Life. programme is a scheme which is continuing to bring l C e benefits to thousands of teachers, as well as pupils a r h e e t

and schools, across Scotland. The Chartered h v t Teacher scheme allows experienced teachers to t e a . g continue to enhance their skills while remaining in s y n New Area Officer in e e y the classroom so that pupils can benefit from the i l l k m t highest quality of teaching and the great experience s i a

Glasgow Office n m t that these teachers bring.” a e r Frank Healy, the long-time Local Association a P r r e r f

Secretary for East Dunbartonshire, has been g d

Ian Smith, Dean of the University of Paisley’s School u o o n

appointed as a new EIS Area Officer, working c of Education (on right of photo), commented: “We r u y

from the EIS Glasgow Office. Frank fills the P e are delighted to celebrate the success of our latest t r i s

vacancy created with r r s group of graduates who have completed our M.Ed. a e r the recent retirement e h e (Advanced Professional Studies) Chartered Teacher e h r

of long-serving Area c v c i programme. The University joins with its external e a

Officer Norrie Bissell. a n h e

partners in emphasising the recognition which this e T t T Frank will now Chartered Teacher award gives to the professional U support members in development and contribution of such highly-skilled, the following: Local dedicated teachers in Associations: East Scotland’s Renfrewshire, classrooms.” Glasgow, Orkney, Frank Healy Western Isles. FELA Colleges: Anniesland, Cardonald, Central, Glasgow Metropolitan, Glasgow Nautical Studies, John Wheatley, Langside, Lews Castle, North Glasgow, Orkney, Stow. Fellow Glasgow-based Area Officer Lachlan Bradley will now move over to support the following: Local Associations: Argyll & Bute, East Dunbartonshire, Inverclyde, Renfrewshire, West Dunbartonshire FELA Colleges: Clydebank, James Watt, Reid Kerr. to contribute email the editorial team on: [email protected] Educational Institute of Scotland 5 s Young Film Critic of the Year w Awards 2007

e Three young Scots film buffs have triumphed in a national competition organised as part of National Schools Film Week. Film Education is the unique link materials and training enable N between education and the UK teachers to use film in the most film industry. It facilitates the effective way in the classroom. Junior Film Critic of study and use of film and cinema the Year (7-11) across the curriculum creating, Film Education is delighted to Sabeeh Sadiq [10], Rudston Prep developing and sustaining a announce that this year’s School, Rotherham, Harry Potter literate audience through the Young Film Critics of the and the Order of the Phoenix understanding and enjoyment of Year are: Sensory Impaired Category: film. Film Education shows a wide Angus Morton [10], Bearsden range of films to children across Young Film Critic of the Year Primary School, Scotland, the UK supporting a variety of (15-19) Casino Royale subjects across the curriculum. David Gray [16], Shenley Brook Additional resources, support End School, Milton Keynes, Die Mini Film Fan (3-7) Hard 4.0 Adam Milward, Mary Eton Sensory Impaired Category: Primary School, Cleveden, Dilara Earle [16], George Heriot’s Hoodwinked School, Edinburgh, Two Days in Paris The winner of each age category receives a Yamaha Theatre Young Film Critic of the Year System as well as a Promethean (11-15) Interactive Whiteboard for their Shani Freeke [13], Dunottar school. School, Reigate, Pan’s Labyrinth Sensory Impaired Category Any budding young critics Dorri Johnston [14], International who would like to enter the School of Aberdeen, Night at the competition next year should Museum visit www.youngfilmcritic.org for more details.

Below: Pupils Nicolle Moran, Robyn Livingston and Cher Collins Wester Hailes Education Centre show off the school’s SSLA Award triumphs in SSLA Awards The winner of this year’s students who do not specifically Scottish Support for Learning need Intermediate 1 Maths for their Association (SSLA) Good Practice intended careers, but who can Award was Wester Hailes benefit from the life skills provided Education Centre in Edinburgh, in our course. Last years students which was recognised for a went on to college to study such broad-ranging and innovative courses as Body Works and Beauty Maths programme designed by Therapy. Christine Karacaoglu (Maths) and course using a Curriculum for Liz Smith (Support for Learning). Support for Learning Teacher Liz Excellence guidelines – one which The EIS has a strong Smith said, “Until 2 years ago I is self contained or can be used as committment to the work of was also a Maths teacher here so a bridge to Intermediate 1. The SSLA and to the annual awards. we have a very good working course is important for students relationship in the classroom which who wish to improve their The course is run by the maths definitely helps us in our work with numeracy skills to aid success in department in collaboration with these students. In particular I other subjects – perhaps in college the SfL department. The aims of deliver the Financial Awareness – or go into any employment.” the course include: part of the course. We wanted this • To improve numeracy which can part of the course to be more wide Christine adds, “Many schools lead to success in other subjects ranging than the usual money across Scotland have experienced and help students in the real work which students at these similar problems with the world. Maths levels experience so we look unsuitability of Intermediate 1 for a • To provide a bridge to mainly at economic issues and go small but significant cohort of Intermediate 1 (if desired). where the discussion takes us. We students. People have already • To improve the financial were fortunate to get some shown interest in our course and awareness of students. enterprise funding for materials one Edinburgh school is already • To encourage problem solving because of this element and the using an adapted form.” The SEJ and working together. problem solving.” adds its congratulations to the team at Wester Hailes Education The course leads to the award of a Maths teacher Christine Centre on their success with their school certificate. It is aimed at Karacaoglu adds, “We built a numeracy programme.

6 Scottish Educational Journal December 07 November EIS Council

Larry s Flanagan: More EAL “urgent need for action” support needed on EAL. w throughout e

Scotland N The EIS will continue to raise

the issue of the need to greatly l improve English as an Additional Language (EAL) support across i Scotland, Education Convener Larry Flanagan told November’s c meeting of EIS Council. n Mr Flanagan pressure on schools highlighted to Council in relation to EAL, that senior civil servant particularly in relation representatives of the to the growing numbers u Scottish Government of children of migrant had recently visited workers being educated

EIS HQ to meet in our schools”, said received assurances provision. This idea was o members of the Mr Flanagan. that the Scottish raised by John Dennis Education Committee to Government was well (Dumfries & Galloway) discuss the implications On this issue, the aware of the pressures who said that

of the Additional Scottish Government being placed upon supporting the free C Support for Learning representatives schools in relation to movement of workers (ASL) Act. The members indicated “that the ASL EAL teaching, and that was a key part of of the Committee raised Act was the means by the matter would be the EU, which might a number of issues, which demands for raised with Government potentially open up improved EAL provision Ministers through the the possibility of with particular focus S on EAL issues. should be raised, as this appropriate channels. funding support for was clearly covered by the education of the I The Committee had the terms of the Act”, The EIS will also raise children of migrant been especially keen said Mr Flanagan. with the Government workers. to “highlight the urgent the issue of seeking The Education

requirement for action possible EU funding E to reduce the immediate Committee had also support for EAL

Success in dispute at Council decided by a near two- Explaining the background to Edinburgh’s Telford College to-one majority to note the the narrative pay claim to be In his report to Council, Vice- resignation and to establish submitted, Salaries convener President David Drever lauded an ad-hoc panel of three past Malcolm Maciver told Council, the success of EIS-FELA Presidents to investigate and “The purpose of the narrative members at Edinburgh’s decide upon complaints pay claim is maintaining the Telford College in their recent intimated by Mr Quigley in integrity of previous pay campaign of industrial action. relation to the handling of settlements, in particular the “There was a magnificent his resignation. Council also 2001 A Teaching Profession for response from members in decided to defer appointing a the 21st Century Agreement. Telford College, and we must replacement to the post until applaud their campaign which the ad-hoc panel has completed “We know that this is a difficult has led to the complete removal its work. time for public sector unions, of the Protocol National agency given the 2% target ceiling the from the college This was an Pay claim strategy agreed UK Government has set for unqualified success, and a Council gave its overwhelming public sector salary increases. re-affirmation of the power of support to the Pay claim But there are also recruitment concerted collective trade-union strategy proposed by the and retention issues which must action”, said Mr Drever. Salaries committee, in advance come into play when discussing of the meeting of the full salaries, so our approach will Resignation of EIS Scottish Negotiating Committee remain that the 2001 Agreement ex-President for Teachers (SNCT) which established a salary benchmark Following the resignation of was set to take place the which must be maintained”. Peter Quigley as ex-President, following week.

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

o Class Sizes t

s The Next Stage of the EIS Vice-President David Drever, who represented the EIS on the national Class Sizes Working Party, offers his opinion of the next

r steps on the path to lower class sizes in Scotland’s schools. Mr Drever argues that the broad pre-election political consensus on the need to cut class sizes cannot become lost in party-political e posturing and point-scoring. The Scottish Parliament, the Scottish Government and Scottish local authorities must all v work together to deliver the smaller class sizes that pupils and

David Drever teachers have the right to expect, says Mr Drever. o t wasn’t that long ago that dramatically – and there are P6 pupils poses different EIS members were out in immense opportunities to build challenges to 29 S4 History pupils their High Streets and city further real progress in this new – but both are equally deserving of C centres collecting signatures situation. the benefits of smaller class size. calling for smaller class sizes. At the same time a national It is important in these changed We object to the notion of aIdvertising campaign, utilising a circumstances that we restate our ‘flexibility’ – an idea dreamed up range of media, pressed home the campaign objective: by Headteachers’ organisations simple message that smaller class and accepted by the previous sizes are better for pupils. The We want to see a phased Scottish Executive without focus of that strategy was the May reduction in all class sizes, from consultation. The idea that class parliamentary elections. Primary 1 to S6, to an absolute sizes in English and Maths in maximum of twenty as a fixed S1/2 can be varied up to 29 is By any measure our campaign upper limit. It is our belief that illogical and makes a nonsense of was spectacularly successful. All these reductions should be the original reduction pledge. the major political parties agreed enshrined in a collective Class maxima with a fixed upper the importance of reducing class agreement, or at least Statute, ceiling has worked well since the sizes, indeed Labour and the SNP and not devolved to Local 70s as a means of controlling vied with each other to pledge the Authority discretion. class size – such arguments for biggest reductions. On any ‘flexibility’ were lost years ago. analysis Education, and crucially Each element of this objective is Within an upper limit of 20 pupils y l d r the issue of class size, was a important: Authorities can exercise flexible e a

l major issue in the election. This arrangements as appropriate – e r u was an important success for our Why a phased reduction? We which is what happens at every g c a

a tactics at this stage – but what recognise that costs are not other stage. t

s has happened since then? inconsiderable and that workforce c e e ” planning is complex. Nevertheless Why enshrine class size maxima i s t p One of the first actions of the a clear timetable set out in a in Statute? Government policy on r e s a z newly elected SNP government series of stages can be linked to this issue needs to have a national s i p s a was to confirm their commitment the savings gained from falling character and be seen to be l w s a to their election promise to reduce school populations over the implemented equitably and s c n i class sizes in Primary 1, 2 and 3 coming years and can be matched consistently throughout the a l t g i

i to eighteen. Fiona Hyslop, the to training and recruitment needs. country. We have no confidence c l a

o new Cabinet Secretary for A commitment to hold the that all 32 Local Authorities will g p p

n Education, announced the workforce level at its current meet their responsibilities through i m r

c immediate recruitment of 300 53,000 in Primary and Secondary agreements that are voluntary. a o j u c new teachers at these stages as a schools would deliver a The national character of a d

r first step. Equally importantly, the commensurate fall in class sizes Scotland’s schools and pupils’ e m u r government made clear its view in the coming years. entitlement to quality education – o f e that smaller class sizes were vital regardless of postcode – is o e h r t to the improvement of teaching Why an absolute maximum at fundamental to the survival and e u l

c and learning in all our schools. every level? While we welcome success of our comprehensive l s n a A r At the same time the class size the Government’s funding of the schools. A national agreement, or a e e . t reductions – Primary One to a early years sector and Regulation, will avoid the creation l v r m e u maximum of 25; S1 and S2 acknowledge the benefits of early of a patchwork of class maxima o r f y p s English and Maths to a maximum years intervention, we do not across Authorities. D s n

m of 20 – were rolled out from accept that there is a hierarchy of e a d i i c August. There is no doubt that educational needs that is age It will be important to maintain v y c e

a the political and educational related. Our pupils’ learning needs the successes of our Class Size B u h D t s “ landscape has changed differ at each stage – a class of 31 Campaign to date and to build on

8 Scottish Educational Journal December 07 Campaign them. Already, as the political for the minority of teachers who build on recent successes and win landscape changes, there are are enjoying smaller classes than “The case clear and concrete commitments voices of doubt and criticism on they had six months ago. We want for smaller for future class size reductions. the value of class size reduction. this minority to become a class sizes We need a transparent timetable This is not surprising in view of majority. is clear to for future staged class size the electoral centrality the issue teachers; it reductions and a programme of has held. Wendy Alexander has As well as promoting attainment, has been Regulation to enshrine these queried the value of class size class size reductions are key to accepted by reductions in Statute. reductions in Parliament and Keir tackling indiscipline and reducing the parents Bloomer – ex Director of exclusions from school as well as of the In the coming months we will Education, ex Chief Executive and cutting early drop out rates. The children we be developing our campaign work. now Education Consultant – has individual attention and teach; and The Class Size Petition with suggested that class size reduction personalisation of the teaching 80,000 signatories has been does not necessarily lead to better and learning process is another it has passed to the Parliament’s attainment, rather quality of strong imperative for reduction. become part Education Committee and we teaching is paramount, and much of a wider look forward to discussing the cheaper to fund. The case for smaller class sizes is general demands set out therein. The clear to teachers; it has been consensus Class Sizes Working Party, set up Well…Firstly, it is hard not to see accepted by the parents of the in the by the previous Scottish Executive Labour’s stance in opposition as children we teach; and it has Scottish has now published its final report. being tactical oppositionism. After become part of a wider general public” We await keenly the new all it was a Labour Administration consensus in the Scottish public. Government’s response to it. Real (with Lib Dem support) that So far so good. The EIS, with the gains have been made, and with brought about the first cut in active support and participation of renewed campaigning there is the class sizes in thirty years – and its members, will now need to prospect of continuing success. that was implemented just 4 months ago! Secondly, there have been many claims and counter claims on the value of class size reduction and the related research. For example, American research using a Cost Benefit Analysis model purports to show that the cost of class size reduction is excessive, given its benefits and that the money should be used elsewhere. This research has found favour amongst those who advocate unfettered market economies and stringent cuts in public services such as education. Nevertheless, and it bears repetition, the two most respected long term research studies – Tennessee STAR and London University CSPAR – have shown that class size and attainment are clearly linked.

The argument about class size versus teacher quality in determining success is a false debate. These two factors t t

complement each other in o c

determining success: there is no S

need to set them up as spurious n a

alternatives. Of course we want s u

the best quality of teaching in our S

classrooms, but that will be y b

affected by the size of the classes n o i

our teachers have to face. This is t a

the daily experience of the r t classroom, and it has been s u l l

reinforced by what is happening I

the bigger picture. email us with your views [email protected] Educational Institute of Scotland 9 C Show Racism R

T the Red Card

R 2007/08 competition launched

S For the 6th successive year, the EIS has teamed up with the charity Show Racism the Red Card to run an arts competition for Scottish schools. Details have already been sent to all schools, and entry forms are also being sent to all schools via the EIS Bulletin. Here, the SEJ looks back at some of the winners from last year’s competition, and highlights the key facts about this year’s competition which we hope will be the biggest and best so far.

he EIS/Show Racism the Red Card schools’ art competition is open to all schools in Scotland and has been designed to assist pupils My Show Racism and teachers at all stages to consider the issues of racial dTiscrimination and ways of combating intolerance. Pupils and teachers the Red Card are asked to make use of the special Show Racism the Red Card DVD/video and resource pack, which has been sent to all Scottish experience schools thanks to funding support from the Scottish Government’s One Michael Darroch, a former Scotland campaign, and then produce a piece of work, such as a pupil at St Joseph’s primary painting or poem, on an anti-racist theme. If you do not have a copy of school in Helensburgh and a the DVD/video and resource pack please contact Show Racism the Red category winner in last year’s Card on 0141 332 8566 or e-mail [email protected] for a copy. schools’ competition, explains why he got involved in the This year’s competition has the theme ‘Welcoming New Scots – Show Racism the Red Card Challenging Racism – Celebrating Diversity’ and is aimed at broadening competition and describes the anti-racist message to include the new Scots from Accession some of his experiences as countries who have come to live and work in Scotland. There are one of last year’s winners. different categories for pupils of different age groups, and there are major Earlier in 2007 when I was in P7 prizes available for the winning pupils and their schools. The competition of St Joseph’s Primary School in runs until Friday 13 February 2008, with the prize-giving scheduled to Helensburgh, my class was take place at a special event at Scotland’s national stadium and future encouraged to enter a Commonwealth Games venue, Hampden Park, in March 2008. competition designed to discourage racism, especially in the football world. My teacher asked us to either design a Entry categories: School Prizes: poster or write a poem. My Primary 1-4 Artwork National 1st prize winner: £1000 teacher explained that the Primary 1-4 Poetry Category winner 1st prize: £750 winners would receive a football- Primary 5-7 Artwork Category winner 2nd prize: £400 related prize and a cash prize for Primary 5-7 Poetry Category winner 3rd prize: £100 the school. Being a huge football Secondary Artwork fanatic, this was encouragement Secondary Poetry Pupil Prizes include: enough for me and I decided to • VIP days out to Scottish give designing a poster a go. Entry Criteria Premier League clubs Only one entry per category • Signed SPL club shirts A few weeks later my head per school will be accepted • Signed SPL club balls teacher received a letter from (i.e. Primary schools can send in • Tickets for SPL matches Billy Singh, from Show Racism a maximum of 4 entries: 1 from …and more. the Red Card informing her that I primary 1-4 artwork, 1 from had won first place in the Poster primary 1-4 poetry, 1 from ENTRY FORMS WERE SENT TO ALL Category for my age group. I was primary 5-7 artwork and 1 from SCHOOLS IN THE NOVEMBER/ gobsmacked! She informed me primary 5-7 poetry) Multiple DECEMBER EDITION OF THE EIS that I would be going to entries in the same category will REPRESENTATIVES’ BULLETIN. Hampden Park, Glasgow to not be accepted. YOU CAN ALSO REGISTER ONLINE attend the prizegiving ceremony OR BY CALLING THE EIS where I would receive a cheque If you do not have an entry form EDUCATION & EQUALITIES DEPT for £750 for school equipment these can be requested from the ON 0131 225 6244. and a personal prize for myself. I EIS by e-mailing was told that there would be SPL [email protected] or by calling Remember – the closing date footballers attending the Ann Brand on 0131 225 6244. for entries is 13 February 2008. prizegiving and I would get the

10 Scottish Educational Journal December 07 The art of tackling racism through education Liz Mackenzie, a teacher of RME, and Lesley Mahon, Depute Head teacher, from Greenock Academy explain how the school has used the Show Racism the Red Card competition to complement teaching and learning across a range of curricular areas. The school has been very successful in its entries to the competition over the years, including the national first-prize winning entry from pupil Fiona MacGregor last year. Participation in the Show Racism discrimination, pupils are In last year’s entry by Arman the Red Card competition has encouraged to examine how Hussain and Stuart MacKenzie, it “It was very become firmly embedded in the prejudices, especially racism, can be seen how ignorance, a root exciting 2nd year Religious and Moral develop and the effect they have cause of racism, was used as their Education curriculum at when it was on other people. main theme as they developed announced Greenock Academy. their ideas to create an astounding Using the Show Racism the Red message that ignorance is no that I was Preparation for the competition Card video resource is a useful excuse for racism. An ostrich with the national begins at least six weeks before way of reinforcing the learning its head in the sand was used as a winner – I submission as part of a course about root causes, types of racism powerful symbol of ignorance, with couldn’t unit on the moral issue of and solutions to the problem the imagery of Martin Luther King believe it. Prejudice and Discrimination. which encourages pupils to fully in the background to capture the The day at Focusing on the types and causes reflect on the issue before whole essence of both boys clear Hampden of prejudices, in particular the link embarking on an anti-racist and profound understanding of was really between stereotype, prejudice and campaign. the nature of racism. great!”

Fiona MacGregor Approximately one hundred and as a lot of people rushed about fifty S2 pupils have participated in and then at the other side of the the competition over the last two tunnel I caught sight of Xavi years and their commitment, (pronounced Chavy) a star player enthusiasm and motivation of Barcelona FC. My stomach throughout the project is lurched as the rest of the team overwhelming. When asked to and the Rangers players closely comment about their followed and then I saw my star achievement Arman said, “It man, Thierry Henry. He walked was amazing when I found opportunity to right up to me and held my hand out that we had won the meet them too. and I felt faint. In the short time competition. I was a bit we had we said hello to each nervous going out in front of On the day of the prizegiving I was other and then I wished him good all those people but it felt so excited to be going to the luck as we walked out of the great and I had a great day,” national stadium. There were tunnel. I turned my head and and Stuart added, “We had a several winners from the different looked behind me and saw the brilliant day at Hampden and categories and age groups in giants of football that I had only I’m really happy that our message attendance and we were all ever seen on television before, I won as there’s no point to racism. presented with our own prizes. couldn’t quite believe I was there. All it does is cause hurt and pain.” I was given a signed Falkirk football shirt and 20 tickets to a The noise as we came out of the Participating in Show Racism the Celtic game (my favourite team), a tunnel was deafening, I can’t Red Card is an ideal opportunity trophy and a certificate. They have believe that footballers deal with to work on a cross-curricular pride of place in my bedroom that every time they play. It was a theme between the departments along with a photograph and moment I will never forget. of Religious and Moral Education autograph of Alex McLeish, our and Art as six to eight semi- national team’s manager! My family and friends, as far finalists are selected from across away as Italy and Bahrain, saw all the S2 entries and the pupils

Several months later I received a s

me on the television i

are given the advice and the f phone call informing me that, if I o and Internet. I would opportunity to develop the quality d r s

wanted, I could be a mascot for a definitely of their artwork. t n C Thierry Henry at the Rangers v recommend other - e s d Barcelona Champions League s m schools to enter At the same time, the English e o t r R game at Ibrox, as a representative because it’s a Department created opportunities r c a of the Show Racism the Red Card. e p great for S3 pupils to respond to the a h e t The following day my Dad took me ” n experience theme of racism by producing a . d o to Ibrox where we would watch n m and even if variety of poems. A clear winner e o s k i h i r

the game after I had escorted t

you don’t emerged in school in the person t c a o

Thierry Henry on to the pitch. I a n win you’ll of Fiona MacGregor who c w e R started to become a bit nervous as u

have great produced a most thought – e o d t w w I met the other mascots and we fun doing it. provoking and moving poem E o t y l e h were told what to expect but it t

entitled ‘ The Wall’. Clearly the a i b S r

was nothing compared to what I n Michael judges agreed as Fiona’s poem o e n u i t was about to experience. As I Darroch M

was voted the outright winner in m r g e d stood in the tunnel waiting for Aged 11 the National competition. Fiona o n h p n i t

Henry to come I was surprised t a said “It was very exciting when it p r a o how relatively quiet it was as s a

was announced that I was the p l My Hero: l i u a u there were 50,000 people above c a thrill for young national winner – I couldn’t o i i e c t i g me. There was tension in the air Thierry as he d

believe it. The day at Hampden r r i i l r meets Michael a

was really great!” e u n P R c a “ photo: Lynne Cameron, Rangers FC the bigger picture. email us with your views [email protected] Educational Institute of Scotland 11 e s

a On target against

B substance abuse t s r i F

John Dennis, EIS Local Association Secretary for Dumfries & Galloway, explains how the Association became involved with First Base, an agency which aims to support the victims of substance abuse. As part of their work, First Base runs a football team for youngsters whose lives have been blighted by the scourge of drug abuse. Now, with support from the EIS Local Association, the First Base Dynamos are going from strength to strength and providing a positive outlet for youngsters to battle back from the pain of substance abuse. s e i r

f umfries & Galloway Local The average cost of buying cut £25,000 per year (£50,000 if they ”

. Association recently heard heroin to an addict is £40 per have children) and that 80% of m u m Mark Frankland, the co- day. To fund that habit each one our exploding prison population e D l oDrdinator of the First Base has to commit daily up to £400 are addicts. b

n Agency in Dumfries, outline the worth of thefts of property or o i

r scale of the drugs problem in cash. Mark stressed the need for s p Dumfries and some of the prevention through education d l

n initiatives the agency has This market in misery for the programmes as the success rate i o

o undertaken to attack this curse. faceless drug barons in Dumfries for “cures” (i.e. getting people off r r

a alone is worth £45,000 per day. drugs permanently) is low due to e e

h He told us how 7% of 15-25 year Most addicts start out because of chronic underfunding and y olds in Dumfries have a known peer pressure, but those who get ridiculously long waiting lists. n 5 heroin problem. The next worst hooked typically do so to escape w 2 - o area in Scotland has only 3.5% of the pain of traumatic childhood The First Base Agency produces 5 n this age group known to be experiences – often sexual abuse. education packs and offers 1 k addicted. speakers for Social Education f a

o Mark talked of the failed “War on classes for schools in Dumfries &

e 1,000 of the 580,000 registered drugs” and revealed the alarming Galloway. Mark Frankland v %

a addicts in the UK live in statistics that maintaining the himself has written two novels for 7 h “ Dumfries. It’s a growing problem. average addict costs the taxpayer teenagers dealing with drugs

12 Scottish Educational Journal December 07 exclusion from other local huge expense only to become teams. Many are likely to be in “Statistics addicts themselves once they are contact with addicts and suggest that dropped into the hostel system at pushers. A condition of a sickening 16. Many of these citizens go on remaining part of the squad is 70% of to cost the state over a million that they remain clear of drugs children pounds each. The battle to break and alcohol. There is also a who grow up this cycle will largely be fought in strict “no train – no play” policy. in the classrooms and yet charities households like First Base are being starved The First Base Agency also where of funding. It is hard to identify works with the families of those heroin any greater social problem and suffering with drug dependency. addiction yet there is little support for These are so often society’s holds sway those trying to make a difference. forgotten people whose lives are will go on to The £2000 we were awarded by blighted by a loved one’s the EIS was a huge boost. If only addiction. Frankland paints a become the Council and Government frightening picture of how the heroin were similarly supportive.” drugs crisis threatens all of our addicts futures. “Statistics suggest that themselves. Dumfries and Galloway Local a sickening 70% of children who Mark Frankland Association will keep in touch grow up in households where with the First Base Agency and heroin addiction holds sway will has no hesitation in go on to become heroin addicts recommending their educational themselves. It is the most anti-drugs programmes to vicious of cycles and if we do not anyone seeking more effective find a way of breaking it, the ways of putting forward the anti catastrophe will only deepen. drugs message in schools and Already the government is trying colleges. to find thousands of extra foster carers to look after children You can contact First Base removed from lives blighted by Agency: by post at 6 Buccleuch addiction. Where on earth will Street, Dumfries DG1 2AH; by the money come from? Chaotic, phone at 01387 279680; by email drug dependent families spawn to [email protected] . chaotic, unmanageable children. Or visit their website: Many are taken into care at www.first-base.org

“Roads to Down“ and “Stoppage Time” which are available for schools free of charge. Contact the First Base Agency for details of how to order them. (Sample copies are available).

D&G Local Association Executive Committee was very impressed by the case Mark made and voted to donate £2,000 to First Base to assist with its educational programmes.

Part of the money has gone to buy new strips for First Base Dynamos FC (pictured along with D&G EIS Executive members John Dennis, John McMillan and Jane McSherry) whose kit now sports the EIS logo.

Dynamos are coached by professional coaches from Gretna FC under their community programme. The squad comprises Under 17 boys, many of whom have seen their behaviour lead to their d Overwhelming support for n EIS Political Fund u EIS members have voted overwhelmingly to renew the

F EIS Political Fund. The Political Fund, funded by a monthly levy of EIS members, was established in 1987 and l renewed in 1997 following a ballot. Now, with members

a again voting to retain the Fund, the EIS can continue its vital campaigning work

c for at least the next 10 years. i t i l o Ronnie Smith

Commenting on the overwhelming Mr Smith added, “While the EIS will “A political fund is not about affiliation P vote in support of retaining the always be a trade union first and to any political party”, emphasised Mr Political Fund, EIS General foremost, with the primary aim of Smith. “The EIS has always been, and Secretary Ronnie Smith said, “The protecting our members, we are also a will continue to be, completely EIS is a campaigning union, and professional association with a politically independent and free of this overwhelming vote in favour of commitment to campaign for, promote party political affiliation. But what this retaining the Political Fund is a vital and defend education in the political decision does secure is the ability of step in ensuring that we can arena. The retention of the political fund the EIS to continue to campaign for continue our work in this important sends a clear message that our members Scottish education, its teachers, field.” wish us to continue this vital work.” lecturers, pupils and students.”

Notice of result of Political Fund Review Ballot The result of the 2007 Political Fund Review Ballot as reported by the Independent Scrutineers, Electoral Reform Services, on 12 October 2007 was as follows: • Total number of voting Note: Any member wishing a copy of the full papers distributed – 59,229 Independent Scrutineer’s Report should request this, in writing, from the General • Number of voting papers Secretary, the Educational Institute of returned as undelivered – 195 Scotland, 46 Moray Place, Edinburgh EH3 6BH. The Report will be provided free of charge. • Total number of voting papers returned – 20,203 Trade Union and Labour Relations Consolidation Act 1992 A resolution approving the furtherance of political objects within • Number of spoiled voting papers –9 the meaning of the above Act as an object of the EIS has been adopted by a ballot under the 1992 Act. Any payments in the • Total number of valid voting papers furtherance of any of these objects will be made out of a separate fund, the Political Fund of the Institute. However, every counted – 20,194 member of the Institute has a right to be exempt from contributing to that fund. A Form of Exemption Notice can be • Number of voting in favour of the obtained by, or on behalf of, any member either by application retention of the Political Fund at, or by post from, the Headquarters of the EIS or from the Secretary of the Local Association or Self Governing Association – 17,880 (88.5%) to which the member belongs or from the Assistant Certification Officer for Trade Unions and Employers’ Associations • Number voting against the (Scotland), 69A George Street, Edinburgh EH2 2JG. retention of the Political Fund The Form of Exemption Notice, when filled in, or a written request in a form to the like effect, should be sent to the General – 2,314 (11.5%) Secretary of the Institute, 46 Moray Place, Edinburgh EH3 6BH.

14 Scottish Educational Journal December 07 Scrutinees: Electoral Reform Services t

Working Together for s

Better Understanding u The Gwen Mayor Trust recently announced its awards for 2007/08. Eleven schools from across Scotland have been successful with amounts ranging from £150 to £750 being r awarded. A total of £4089 has been awarded from the Trust fund this year. p M B h r e e a i l l m p y l e

ne of the projects to be o a p c r r T u l a y T

awarded funding from the l t t r s e u u c s r s h Gwen Mayor Trust this year , a t o t l o s o i u n

is Hecklegirth primary school in l O b t p e e p

Annan, Dumfries & Galloway. As g p o r u r a t r r t

is the case in many schools across , i c o w h n a the country, Hecklegirth primary is i l s l a e t b witnessing the impact of economic d e H w u e c i migration into Scotland, with an s o t k e h l d e

ever-increasing number of pupils G g t i o w r t for whom English is not their first e h language now present in the n classroom. The school’s aim of y using a creative approach to integrating Polish and Scottish pupils through music greatly children’s enjoyment was obvious “This kind of creativity a impressed the Gwen Mayor to everyone there.” emphasises how much music trustees, who agreed to fully and the arts can transcend fund the project costs. “Our school would like to national and political borders. introduce Belleplates to integrate Parents, families and friends Explaining the background to the Polish and Scottish musical would then be invited to see the M school’s project, headteacher John activities in a meaningful way. pupils perform at regular times Thin said, “At a recent function in Belleplates uniquely involve pupils throughout the school year which Yorkshire, I was captivated by a in visual, auditory and would encourage greater group of primary children using kinaesthetic learning. Pupils would integration within the school and

Belleplates. These are durable and work together in learning about local community.” n lightweight handbell type musical each other’s musical traditions instruments that children play in and culture. They could also Mr Thin adds, “In the spirit of

sequence. The Belleplates have devise their own sound pattern for the Gwen Mayor Trust, I am sure e coloured handles and the notes a particular word or phrase or that this Belleplates project would can be represented in colours so create sound effects on a theme greatly enrich the learning and that the children have only to leading to a sound picture which meet the needs of individual pupils follow a coloured sequence in could accompany expressive – both Polish and Scottish w order to make music. The results movement. The possibilities are – in a safe and caring were very pleasing and the endless.” environment.”

What is the Gwen G Mayor Trust? The table below gives details of the level of funding awarded to each of the successful The Gwen Mayor Trust was established projects this year. by the EIS in memory of Gwen Mayor, Gwen Mayor Trust: Successful Applications 2007/2008 the teacher who lost her life in the tragic Gwen Mayor e shootings at Dunblane Primary School Amount Total Cost School Project n b o of Project i s o t in March 1996. s i 400 1500 Earlston Primary Arts and cultural project. t o m r

School, Berwickshire 165 pupils, whole school N e . p y

The purpose of the Trust is to advance 300 500 Kilcreggan Primary Musical and cultural l i n

School, Argyll & Bute project. 99 pupils e m t

education by providing financial support t a i f 569 569 Hecklegirth Primary, Musical and cultural r r for projects in connection with the arts, w

Dumfries & Galloway project 194 pupils, P1-P7 o y s a culture, music or sport. Gwen Mayor’s 400 700 Thornhill Primary Drama and cultural project. s e r School, Stirling 74 pupils, whole school M p daughter and a former colleague from e x h e

200 350 Balmerino Primary School Drama and Musical project. t Dunblane Primary school are among the t u Newport on Tay, Fife 58 pupils, P1-P7 © o s h trustees to the fund. Originally, funds i 150 150 Marchburn Infant School Arts and community project. t i o t were raised from teachers in Scottish Aberdeen 20 nursery pupils w o d h

250 1500 Kilmaron Special Needs Environmental and social e schools in the months following the p School, Cupar project. P1-S6 special needs c u tragedy and since then a number of d 750 970 Loch Duich Primary School Environmental and o r organisations, including trade unions, Kyle of Lochalsh social project. 21 pupils, P1-P7 p e and many individuals have contributed 250 1200 Dunrobin Primary School Environmental and social r Airdrie, North Lanarkshire project. 302 pupils, P1-P7 to the fund. All primary schools in 400 600-700 Crookston Castle Primary Music and community project. Scotland are eligible to apply for Gwen School, Pollok, Glasgow 15 pupils, upper primary Mayor Trust funding. See SEJ Vol.90, 420 1600 Tiree School Crafts and community project. Issue 2 for further details on the work of Isle of Tiree, Argyll & Bute Whole school. the Gwen Mayor Trust. Total number of successful applications = 11 Total amount awarded = £4089

the bigger picture - email us with your views [email protected] Educational Institute of Scotland 15 It is that time of year again – the bumper EIS End of Year Quiz.

z Greetings. As 2007 makes way for 2008, get your pens and paper ready for the 2007 i version packed with annoying teasers, the glaringly obvious and the downright obscure. Once again a £50 prize will be awarded to the first correct entry u drawn from our monster postbag. Send your entry form below to QUIZ COMPETITION, SEJ, 46 Moray Place, Edinburgh, EH3 6BH. All entries should q be received by FRIDAY 11 JANUARY 2008. Enjoy.

SECTION 1 9. Which worldwide youth 7. “Some say that we are players r 2007 – Were you paying movement comprising 38 some say that we are pawns attention? million members in 216 but we’ve been making money countries celebrated its 100th since the day that we were

a 1. Which two countries joined the anniversary on 1 August 2007? born” European Union on 1 January 2007? 10. Which two American Football 8. “When the day is long and teams contested the first the night, e 2. Who won the Oscar for best regular season NFL game to be the night is yours alone”. actor in a leading role for the played outside North America film The Last King of Scotland at Wembley Stadium on 28 9. “Yesterday was easy y at the 79th Academy Awards October 2007? Happiness came and went ceremony in February? I got the movie script but I don’t know what it 3. What was visible over the meant”

f eastern Americas, Europe, SECTION 2 Africa, and western Asia on 3 Song Lyrics 10. “This is torture this is pain March 2007? it feels like I’m gonna go Why change a winning formula? insane” o 4. On 18 April 2007 which two Below is a list containing lyrics European countries were selected from famous (or not so chosen by UEFA to be the famous) songs. Identify the hosts of the 2012 European artist and the song containing SECTION 3 Football Championships? each lyric. 1907 Trivia d 5. The SNP became the largest 1. “Well, you can tell by the way I 1. Working as a janitor at a single Holyrood party following use my walk, department store in Canton, the elections on 3 May 2007. I’m a woman’s man: no time to Ohio, what did James Murray

n How many seats did the SNP talk.” Spangler invent in 1907? win? 2. “The Sweeney’s doing ninety 2. Who was awarded the Nobel 6. Who rode his first ever Epsom cos they’ve got the word to go, Prize in Literature, making him the first English language E Derby winner, Authorised, on they get a gang of villains 2 June 2007? in a shed up at Heathrow.” writer to receive the prize, and its youngest-ever recipient? 7. Who was elected to replace 3. “Let it never be said, the John Prescott as Labour’s romance is dead 3. In which city was there a deputy leader on 24 June Cos there’s so little else general strike in 1907, 2007? occupying my head.” organised by radical trade unionist Jim Larkin, when 8. What took place in Australia, 4. “Friday night and the workers united to demand the United States, Germany, lights are low trade union recognition and South Africa, the United looking out for the place to go.” decent working conditions? Kingdom, Brazil, Japan and 5. “You said that you’d China on 7 July 2007? 4. What was the name of the never been inventor of the jet engine who But all the things that was born in Coventry on 1 you’ve seen June 1907? Will slowly fade away” 5. Best known for his Piano 6. “Loneliness is a crowded room Concerto in A minor, which WIN Full of open hearts turned composer and pianist died in £ to stone the autumn of 1907, aged 64, 50 All together all alone” A! after a long period of illness?

16 Scottish Educational Journal December 07 6. The Casa Milà, designed by the 4. In what year was the last Catalan architect Antoni Gaudí English army in France and located in Barcelona, was defeated at Castillon thereby completed in 1907. By what bringing to an end the name, taken from the Catalan Hundred Years’ War? for ‘The Quarry’, is the building better known? 5. Which singer left Haircut 100 and went on to pursue a solo 7. Born in 1907, who later went career with the albums North on to win Olympic medals for Of A Miracle, Postcards from swimming and later starred as Home and Tangled? both Tarzan and Flash Gordon? 6. Whose portrait appears on the US hundred-dollar bill? 8. Who was Emperor of Austria in 1907? 7. Which popular board game contains exactly 100 tiles? 9. (And again), born on 13 May 1907, who would later go on 8. One Hundred Years of Solitude write the novel Rebecca and (in Spanish: Cien años de and the short story The Birds? soledad) is a novel by which 5. Which two countries joined the Nobel Prize winning novelist? EEC at the same time as the 10. Which state was established as UK in 1973? the 46th state of the Union in 9. Who was appointed to the the USA in November 1907? Stewardship of the Chiltern 6. What ingredient is used to Hundreds on 27 June 2007? flavour Amaretto biscuits and Amaretto liqueur? 10. What does 100 miles convert to SECTION 4 in kilometres? 7. Which Comedy by Shakespeare One Hundred Not Out opens with the following lines? 1. Which horse won the 1967 “If music be the food of love, SECTION 5 play on, Give me excess of it; Grand National at odds of And finally… 100/1? that surfeiting, The appetite 1. What does a batologist study? may sicken, and so die.” 2. A Leyland number is a number of the form xy + yx, where x 2. Who is the lead vocalist with 8. What line on the London and y are natural numbers the band Red Hot Chili Underground would you use if with 1 < x ≤ y? What two Peppers? you wished to travel to numbers when substituted into Heathrow Airport? 3. Who is the Speaker of the this formula give you the United States House of 9. Abba’s last number 1 hit in the answer 100? Representatives? UK was Super Trouper. What 3. In the Periodic Table of is a Super Trouper? 4. In which country do football Elements, which element has teams compete for the Copa 10. From which French region the atomic number 100? del Rey? does claret come from? Answer sheet EIS End of year quiz

Section 1 Section 2 Section 3 Section 4 Section 5 1. ______1. ______6. ______1. ______1. ______1. ______2. ______2. ______2. ______3. ______2. ______7. ______2. ______3. ______3. ______4. ______3. ______4. ______4. ______5. ______3. ______8. ______4. ______5. ______5. ______6. ______5. ______6. ______7. ______4. ______9. ______6. ______7. ______6. ______8. ______7. ______8. ______7. ______9. ______5. ______10. ______8. ______9. ______8. ______

10. ______9. ______10. ______9. ______10. ______10. ______

Name: phone: email:

Address: postcode:

Employees of the EIS and their families are not eligible to win the £50 prize

Educational Institute of Scotland 17 15 FO % R D E I IS SC M O E U M NT BE RS University of Paisley Partnership Chartered Teacher Programme in partnership with the EIS The University of Paisley wishes to invite applications for the programme’s next cohort beginning in February 2008.

The University of Paisley’s innovative online delivery offers a flexible study route to fit with work and other commitments. Applications are now being considered for:

> REFLECTIVE PRACTICE: >OPTIONAL MODULE > APL/APEL CLAIMS CRITICAL SELF- PORTFOLIO INCLUDES: Teachers who have joined other Chartered Teacher programmes EVALUATION AND • Teaching & Learning of Core and successfully completed DEVELOPMENT (CT Skills: Literacy, Numeracy MODULE 1) Module 1 but now wish to • Environmental Issues switch to the University of Commences 4 February 2008. • Mentoring & Peer Networking Cost – £600 EIS members are Paisley online environment • Health Promotion & Schools eligible for a 15% discount and for subsequent modules or staged payments over the course • eLearning, eTeaching to submit APL/APEL claims of the module are possible . This & eAssessment are also welcome to commence is the same cost as in 2003! Note: • Developing Cognitive Flexibility study with the University of A two-week induction period for Paisley in February. enrolled students commences For details of full range, content Claims can be made for Monday 21 January 2008. and scheduling visit up to six modules. www.paisley.ac.uk/schoolsdepts/ For details of content and For details of cost and an education/cpd/PgDiploma.asp scheduling of other core outline of the process visit modules visit www.paisley.ac.uk/schoolsdepts/ www.paisley.ac.uk/schoolsdepts/ education/cpd/APL.asp education/cpd/PgCertCT.asp

“The ethos at the To request a copy of our Chartered Teacher University of Paisley Information Pack and/or an application form, is second to none and this is from one please contact our CPD Development Officer, “The course was The Educational who has studied Institute of Scotland Linda Lafferty direct via email at both enjoyable with other CT [email protected] and challenging. Providers. I applaud Tutor support was you all from Note: Please make the subject line of your fast and support staff to email quite clear with regard to your request supportive, giving tutors and course Or visit encouragement supervisors. My http://www.paisley.ac.uk/schoolsdepts/ where required experience has education/cpd/CTPathway.asp without adding been a wonderful undue pressure” and truly DEADLINE FOR THE RETURN OF COMPLETED enlightening APPLICATION FORMS IS FRIDAY 14 DECEMBER 2007 experience” a

Teachers urged to make use of free audio i books for children with dyslexia x Teachers are being encouraged to help dyslexic children gain access to a wide range of literature following the relaunch of a charity audio books service. e

alibre Audio Library – reader,” says Roy, author of the titles they cannot borrow for l the audio books charity Fang Gang series of books. copyright reasons. As members of – is relaunching its free the Right to Read Alliance, we are sCervice for children with dyslexia “With the help of his English campaigning for equal access for s four years after new copyright teacher he has begun to write all print disabled people.” legislation forced the charity to stories again. His stories are suspend it. informed by the extraordinary Teachers or parents with any y breadth of reading he has been enquiries about the Young Calibre In 2003, Calibre stopped enrolling able to achieve only through generally or the new dyslexia children with dyslexia on its Calibre Audio Library. Although, service specifically should contact regular service for blind and as a person with dyslexia, he is also 01296 432 339 or log on to the D visually-impaired children because allowed to borrow tapes and CDs website www.calibre.org.uk the new Copyright (Visually from the county library service free Impaired Persons) Act did not of charge, the range of material About Calibre Audio Library permit recordings for this group. stocked by libraries is very limited.” Calibre Audio Library is a At that point, Calibre had 600 registered UK charity, set up in visually-impaired and 200 dyslexic Joel Apps says: “Being a member of 1974 as Calibre Cassette Library. children enrolled on its service and Calibre and receiving MP3s of We feel passionately that having at one point Calibre was forced to fiction has given me enormous poor sight or other difficulties turn down an average of two pleasure. Without them I would should not act as barriers to the applications from children with have been unable to access these pleasures of reading. dyslexia every day. books.” We lend audio books to around The service is being reinstated Calibre Audio Library’s Young 20,000 members across the UK, because upgrades to Calibre’s Calibre section provides 1,700 the Republic of Ireland and other computer system mean that it is books for children, including Philip EU countries. Our members range possible to identify titles that Pullman’s His Dark Material trilogy, in age from five to 105 and we offer cannot be loaned to members with the entire seven books of the a wide choice of unabridged books dyslexia. The advent of books on Chronicles of Narnia, several for all ages and all tastes. MP3 format disks also means that Paddington stories, and classics the charity is able to bear the costs such as JD Salinger’s The Catcher Right to Read Alliance of postage. in the Rye. The Right to Read Alliance was set up by the RNIB to campaign for Elizabeth Twining, publicity and Elizabeth Twining says: “We are books to be provided in formats .

fundraising manager, says: “The delighted that people with dyslexia accessible to blind and visually- s testimony we get from teachers and can now use our service again. impaired “at the same time at the k o parents is that audio books are We’re only sorry that there are some same price” as print books. f o t o simply vital in giving children a b u s e love of books as well as a great deal o 3 s h

of fun. Reading large print or P e t i

Braille is hard work and very tiring h M t for children with poor sight or W g s “Audio books give . n dyslexia. The physical effort s e i r

children access to e

involved can be very demotivating. v c u literature that they i c s e a a “Audio books give children access might otherwise miss c e e l out on altogether” o to literature that they might r t otherwise miss out on altogether p d e s l and the fun they get often n u b a o

encourages them to work harder at a e n developing their reading skills. m r r u Children can develop their reading b i o l n

skills if they listen while trying to n a e e

follow the print – this helps C e e b dyslexic children in particular.” f o e m v The move has been welcome by r n a e e b one parent in particular, award- h v i winning children’s writer Roy Apps, m d l g whose son Joel has dyslexia. e u s m o a s w a “Since being back in mainstream at h p I p our local comprehensive school, g n A n Joel has been able to access audio o i i m l t e e CDs from his school library, use e c o B h his laptop, use software such as i “ f t Dragon and ClaroRead screen J

Educational Institute of Scotland 19 D 5 weeks in Malawi C

L The diary of a This year, with EIS support, 17 teachers and head teachers from Caithness to Kelso joined the Global Teachers Programme spending 5 weeks sharing skills and expertise with teachers in Malawi. The initiative supports the wider work of Link Community Development (LCD) in Malawi to improve education, and provides a challenging opportunity for Scottish teachers to provide valuable professional support and training while gaining an insight into life in Africa.

In 2008, the EIS will welcome ceremony which was waking with the crow of the continue to offer support to quite overwhelming – eighteen cockerel and the smell of wood member Global Teachers. village headmen were present smoke drifting into my room. As I Head teacher and EIS along with the group headman, begin to stir my host mother member, Maureen Miller, representatives from the Malawian wakes me, usually about 6.15 to Keiss Primary School, Congress Party, and various announce that my bath is ready in committees. All speeches my outside bathroom under the Highland, shares notes from mentioned how no one had really banana tree. After I have bathed her diary highlighting what believed that a Global Teacher and dressed, breakfast arrives. it’s really like to live and from Scotland would come to their This has varied between porridge work in rural Malawi. community and how pleased they made with maize flour and were to see me. The group village ground-nuts, boiled mashed Arrival headman offered me a plot of land potatoes, beans, rice, nsima and We arrived in Malawi at midday on to build a house on so I would bread – always accompanied by a s e d

e stay for longer! large cup of tea. b Saturday 2nd July, all 17 of us i n

t intrepid Scottish teachers about to o e i a

t It’s the end of the first week and I This week the teachers from my h embark on an experience of a n , t

s now feel very much at home with placement school have been very u lifetime. m f t e my host family and village life. My attentive and have arrived at my r e o c o h days have fallen into a pattern of house about 6.45 to escort me on n For me it all began with my y t p a t t p i d s o n m t m r u n o u o f e c n r e i e m c v p e a l o h l a h t e n I o v o . t e i s h d e t s i r u e f o d w f o s r g t d p n e i n r e e k i r n e m o t h e t w a v e f o n r r o e g p e y a t b m r i s e e i ” g v v . e a n o e r i h c p e k a I h a f e t s h m y r t t e e a f h m h h o t o t c r e a s f e r e e e a t g d s w e n e r a e n h r l a l t e y c a

t Maureen and some of r r e e h

I the village headmen o c d v f “

20 Scottish Educational Journal December 07 on the Mo rket zamb Ma iqu wa e b ag o Global Teachw er rd e the short five minute walk to firewood, bags of maize, pigs, ga r n te school. My work in school this sacks of flour and sometimes N to week has been spent observing Malawian women, or very t r o p lessons and discussing feedback occasionally Scottish teachers! s n with the teachers, including the I was very grateful for the a r t challenges that face them daily, padding provided by my very e h and meeting some of the school thick Keiss School fleece! T committees and village headmen. “My days Over the last two weeks I feel From a professional point of have fallen I have developed a good view, I can see that there is a into a working relationship in school great need for development pattern of and with the head teacher. By opportunities for the teachers I waking with Wednesday I had observed all have been working with. I have the crow of classes and felt the time was found them to be very aware of the cockerel right to have a preliminary the poverty of their professional and the smell meeting with the head teacher to circumstances, and deterred of wood agree the developments I feel I from making improvements due can support during my to the enormity of the challenges smoke placement. It was a good meeting they face. The challenge for me drifting into and though there were sensitive shrieks of delight. I continue to in the short time I am to be here my room.” issues for the head teacher to find the language difficult. My is to try to encourage my address, he didn’t disagree attempts at Chichewa are often colleagues to see that if they are with any of my points and met with great laughter. I have open to new ideas they can make agreed the agenda for a not figured out yet whether they changes that will improve the full staff meeting to laugh because I don’t quite get teaching and learning discuss these issues the Chichewa right or because environment for themselves and Maureen’s host the following day. they are so delighted at my for their pupils, and to accept mother Mrs attempts at getting it right! that change takes time. Kamphinga The other staff Either way I don’t find it were generally in offensive, as they are such Compared to life in Malawi and favour of the friendly and welcoming people. in Malawian schools, life in developments Scottish schools is lived out at which I have This has been a busy week at a frenetic pace, and I can see highlighted following school with a number of agreed that my expectations of what is my observations, developments beginning to take going to be achievable will have although there were a place, as well as one day being to be tempered by a greater few comments made given over to the celebrations for understanding of how time is about extra work. the National Day of Education. viewed in Malawi. My workshops on early reading Discussions and observations and phonics, and formative assessment were met with Settling in d this week have highlighted for l a me the gulf that exists between varying degrees of interest and What an interesting weekend my u e first weekend has been. On o the training Scottish teachers enthusiasm. The day I spent w Friday, which was a school m receive and our imaginative and with the head teacher going over I holiday, I got an insight into d creative classroom practice, and record keeping and e o that of our colleagues in Malawi. administration has proved to be r

village life on a tour with my s

e I believe that with a background useful. He has identified that hosts. Saturday’s trip to f n f understanding of Malawian there is a need for his practice in o

Ntengawagwa market on the o education, there is an ongoing this area to be much sharper.

Mozambique border was one of e n

s need for Scottish teachers and The school start time has been the highlights of my whole a u others to share our expertise changed to 8.15 to take account o experience in Malawi. m d Accompanied by the head h with our Malawian colleagues. of the fact that many children a were not turning up for school at a

teacher and two of our teaching e Fun & games

h 7.15, because it is so cold during colleagues we set off to the d l

i these winter months. Another market. I came to realise that the e After the evening meal on most u g development that staff agreed to,

Malawian concept of distance, ” evenings this week I have spent b a ! l was that a shelter belt be built r like their concept of time, is not l time playing the games I brought o i e

t for one of the classes that is as it is in Scotland. The journey v with my hosts and some of the g taught outside. It is good to see d n children from the village – who

which was going to last about p o n some of the developments u

two hours, took nearly four l are now all ‘Snap’ experts! Most a o l planned and discussed with the r hours - on the back of a bicycle r of the villagers now know about f o g my camera and everywhere I go staff taking shape. with no suspension! My seat was f o

e people are asking to have their

the carrier on the back of the t y

h Taking stock a bicycle, made of metal and o photograph taken, the results l T t s p generally used for carrying “ are always met with great Life at home continues to be very

Educational Institute of Scotland 21 good and I now feel very much at day. The parting ceremony at and in the wider community as home in this community. When I “I am now school included many speeches well as highlighting the return home in the evening, very of thanks, gifts and prayers for importance of education to the having been on one of the many strongly my safe return to Scotland. Later future prosperity of their visits to different village aware of the when I was leaving the village community. I am sure the school headmen, I now recognise the high level of many children and villagers will benefit from the continued way home when I see the sun training, appeared as if from nowhere. support and training offered by setting behind the Nsalanyama skills, After many hugs and ‘Goodbyes’ LCD. Mountains. It has been such a expertise I was on my way home finding it privilege to have been part of this hard to believe that my time here As the visit was part of my plan and to add a global dimension to the family for the past four weeks. I adaptability was over. have been looked after so well by curriculum at Keiss Primary both my family and the villagers, of Scottish The two nights rest and School when I get back to it seems to have been a matter of teachers relaxation on the shores of Lake school, I anticipate using the honour that their Global Teacher that we and Malawi was a welcome experience to develop global ssion others take iscu has enjoyed their support and break before the last n d citizenship through the r i for granted.” day of evaluation he Eco Schools protection which I most certainly ac te meetings and our d Programme as well have. a e departure. h as setting up a e h This last week at school has Reflecting on t formal link with d flown by and suddenly there is the past five n Namikango a

n

not enough time left to complete weeks I am e School. This

e

r

all the work I want to do. The now very u work will also a

head teacher visited me at home strongly M support the and we had a good informal aware of the Partnership with discussion about developments high level of Parents for Namikango School. He has training, skills, development been so open to my suggestions expertise and project this year and very supportive of what I adaptability of through our newly have initiated. I do hope he will Scottish teachers formed ‘Africa Group’, have the success for his school that we and others which includes staff, that he deserves. We have take for granted. parents and pupils. Outwith discussed the need for forward my own school I have also planning for the school not only As far as the impact of my visit shared my experiences with a on a long term basis but also on to Namikango School and its dozen local schools as part of a daily and weekly basis as I can community is concerned I do their staff development on see that he usually tends to believe that the fact that a citizenship awareness and I hope react to situations and really Global Teacher from Scotland that through speaking to a needs to be more proactive in his came to live with them and work number of local groups and approach. I had a meeting with in their community for five organisations about my the Primary Education Adviser weeks gave the whole community experiences I have heightened (who plays a support role to the a tremendous psychological awareness of the work of LCD school) this week at last. It was boost. It also raised the profile of and the challenges that face our very worthwhile with a number Namikango School both locally teaching colleagues in Malawi. of action points agreed with the adviser and the head teacher to ensure continued support of my My host family initiatives. My maths workshop on mental strategies challenged a number of the teachers as far as their own mental agility was concerned but I felt there had been a good response when I asked if they each would adopt at least three new strategies to implement with their pupils. Two of the teachers asked me to observe them trying these out the next day.

Reflecting at the end of this week about the head teacher and his reactive approach to management, I can see when I return to my own school that there are aspects of my management practice where I should take my own advice!

Saying goodbye Leaving my host family was much more emotional than I expected it to be, especially saying goodbye to Maria and Lucia – the two girls who had carried my bag to school each

22 Scottish Educational Journal December 07 s

Make your favourite e

supermarket suppers p

Does everyone not harbour a secret, albeit slightly guilty, love of pre-prepared meals that i you just have to heat up? With a bit of planning, you can recreate things at home that most people buy in the supermarket. Admittedly it’s not as easy as heating the Heinz and recycling the empty can, but home-made tomato soup is terribly rewarding. And c home-made pizzas are great for friends or for children, who love helping to make them. e Roast tomato soup bouillon powder – the one that Add the cherry or small tomatoes, The natural sugars in tomatoes comes in a green circular tub. the herbs you are using, and half a caramelise when heated in a little teaspoon of sea salt. Place the red oil and absorb woody herbs like 2 x 500g packets of the best cherry pepper on top of the tomatoes. Bake R thyme, garlic and rosemary well. A or small tomatoes you can find for about 20 minutes. It doesn’t little sea salt is needed to elevate 2 plum tomatoes matter if some of the skins turn the tomatoes. If you don’t have ½ red pepper, cut into three dark, but don’t let them burn. cherry or plum tomatoes to hand, 1 head of garlic any plain old cooking tomatoes will a few strands of thyme or rosemary Meanwhile, heat the stock do. Just add a teaspoon of brown up to 2 pints stock (the best you according to the directions on sugar before you put them in the feel you can afford today) the packet. Remove from the oven. olive oil oven, and discard the two sea salt garlic halves. Empty the A word on stock: if you have time to crème fraîche, to serve contents into a pan, and just simmer chicken bones with carrot- cover with hot stock. Liquidise tops, leeks, onions and parsley Pre-heat the oven to 180C. Place the soup, adding more stock if you leaves for four hours, please do. For some olive oil in a large oven-proof think it is too thick. For a finer the rest of us, supermarkets sell dish or baking tray, and place the soup, strain it through a sieve. pouches of fresh stock, which tend halved plum tomatoes in it. Cut the Serve with a teaspoon of crème to be very good but costly. Less head of garlic horizontally across fraîche and pepper good, but much better than a stock the middle, and add both halves to if you wish. cube, is Marigold Swiss vegetable the dish. Christmas drinks Impress with pizza Find the usual festive port a If you’ve got a bread machine, life is easy for you. If not, learn to relax through the ancient bit too heavy? Try a Madeira art of kneading dough. Traditionally, pizza is fired in woodchip stoves at temperatures way instead. We recommend above domestic ovens. A pizza stone – what a fabulous christmas present for your foodie Blandy’s Duke of Clarence friends – definitely makes a crisper base but isn’t strictly necessary. You can replace the (£10.49, Oddbins, and most buckwheat flour with strong white, if you must. independent wine shops). Rich, but not cloying Pizza base Tomato sauce because it is balanced by the 450g strong white flour 1 packet of dried yeast (7g) 1 tin of tomatoes natural acidity of Madeira. 50g buckwheat flour 300 ml very warm water garlic Excellent with soft cheese or 1 teaspoon salt dash of olive oil olive oil christmas pudding.

If you have a bread machine, combine all the Now either take the dough out of the machine Want something fizzy but ingredients in the pan and run it on the or the bowl, and knock it back, by gently wouldn’t be seen dead with a “dough” setting, or equivalent. punching it down. Place in a plastic food bag bellini? Take a champagne or large tub, and put in the fridge for 20 flute and add just less than To make by hand, combine the flours and minutes. an inch of cranberry yeast in the bowl. Add the hot water to a well juice and a squeeze in the centre of the bowl, and combine with a Meanwhile, make the sauce by lightly frying of lime juice. Fill up fork or knife. Once the dough has formed, add the chopped garlic in the olive oil. Do not with champagne or the salt and the oil, and knead on a floured allow it to colour. Add the tomatoes, season, sparkling wine. board. Knead using your clenched fists, and reduce the heat. Leave to simmer for 15 Garnish with a pushing the dough away from you over, – 20 minutes, making sure it doesn’t catch. cranberry and a folding it over, and pushing away again. After piece of orange zest. about 5-10 minutes of doing this, the pizza Roll out some of the dough into a circle, and dough will form. Place it in a bowl, cover with place on a pizza stone or oven tray. Spread People who don’t oiled clingfilm, and leave in a warm the sauce on top, add your favourite toppings, drink alcohol might place to rise for an hour. and bake for 8-10 minutes. enjoy a Gentle Sea Pre-heat the oven Breeze. Pour a mixture to its very A word on pizza toppings: if using mozzarella, of equal measures of highest add some chunks before the pizza goes in, cranberry juice and setting. and some after. Raw vegetables, cooked pineapple juice into a sausage, eggs, etc should go on before the glass filled with crushed oven. Cured meats, cooked vegetables and ice. Garnish with salad leaves should go on after it comes out mint leaves . (immediately before serving).

Educational Institute of Scotland 23 n

o Promoting Coaching, i

t Supporting Colleagues The EIS is developing a policy on Coaching and Mentoring, which aims to advise a members in schools of the implications for teacher professional development. Here, Hugh Donnelly, a member of the EIS Education Committee, Learning c Representative and new Chartered Teacher, explains what is meant by the term Coaching and Mentoring and explains how it can impact on the work of

u teachers at all levels throughout Scotland. d ollowing the publication of Ambitious Excellent Schools (2004), the Scottish E FExecutive provided funds for local authorities to create coaching and mentoring projects in schools to share ideas, create connections and develop learning across individual schools and authorities. The EIS welcomes the interest and investment in establishing and promoting coaching and mentoring initiatives in Scottish education. Coaching and mentoring has the potential to contribute significantly to improving learning and teaching in our schools and colleges.

The evaluations of these various projects across the country are generally positive which adds to a growing evidence base that coaching and mentoring does have much to offer schools in supporting improvement, and supporting teachers as part of their wider professional development. Certainly, as a result of this funding and other local initiatives, formal coaching and mentoring has hit the ground running across Scotland with various degrees of engagement and success.

What is coaching and mentoring? The development of mentoring and coaching is still at an early stage in Scottish Education despite being fairly well established in schools for probationers. Coaching and mentoring also features as part definitions may prove elusive. and an understanding of what it of the Scottish Qualification for There is plenty of real mentoring can offer is important. It is a Headship and in Project and coaching practice developing matter of priority that the Leadership schemes. Over time in Scottish schools and Scottish educational community coaching and mentoring may important work being establish a working definition become intrinsic to professional undertaken in our schools and linked to illustrative examples of development for all teachers. universities such as Aberdeen, practice. Glasgow and Paisley. A However, clarity of purpose is recognition of what a coaching Teachers on the ground are well important even if definitive and mentoring culture looks like, aware of the limitations, as well

24 Scottish Educational Journal December 07 as the potential, of these Hugh Donnelly the detriment of wider improvement in these areas initiatives. It is also clear that professional development which are often contested one there is no one template for priorities. Equally, we way or another. Any EIS policy coaching and mentoring. Any have to stress that would support the practical ambitions to establish coaching coaching and mentoring application of coaching and and mentoring as a permanent presents opportunities mentoring where appropriate feature of professional for teachers and their and necessary, and avoid any development at a local or school students in developing narrow pragmatism in imposing level will depend on the capacity key learning and models which may undermine not only for leadership but also, teaching skills, and not professional autonomy and crucially, a significant degree of simply a mechanism for collegiality. Coaching and collegiality based on high levels “The EIS preparing individuals for mentoring is not about making of trust, professional respect and supports a promoted posts. judgements, creating parity of professional esteem. model of dependency, imposing others’ This is not a universal given coaching and The EIS supports a model of agendas and initiatives nor across all local authorities and coaching and mentoring which confirming habit, routine or schools. Success will also mentoring is primarily about developing long-held prejudices. depend on the ability of local which is and enhancing collegiality, and authorities and schools to source primarily about developing leadership and Coaching and the EIS the necessary investment in developing and professional confidence among In summary, the EIS recognises terms of time and money. enhancing teachers – a model of coaching the importance and potential of collegiality, and mentoring primarily for, coaching and mentoring It is not disputed that, despite and developing and by, teachers. The EIS initiatives. The EIS has an emerging good practice, there is leadership and would resist any unnecessary important role to play in the still a lack of rigorous review and professional commercialisation of coaching context of promoting a systematic evaluation of confidence and mentoring, and would commitment to professional coaching and mentoring among question any need to import development and lifelong programmes in this area. Much teachers.” models from elsewhere which learning. of what we are learning about Hugh Donnelly were not consistent with policy the impact on professional aims and principles. Coaching and mentoring is not a practice is self-reported. There is panacea but part of a wider a long way to go in terms of The more powerful application solution. If coaching and / or developing evaluative approaches of coaching and mentoring mentoring can help develop a that help assess the precise resides in opening up self- culture of improvement which is impact on professional practice dialogue with regard to the humane, sophisticated and and the contribution to school values and purposes in the intelligent then we should improvement. context of improved embrace the potential that it communication, collaboration presents for pupils and teachers It is against this background and collegiality. It would be in making schools better places that the EIS perceives the need hoped that coaching and to learn and work. to develop national policy in this mentoring would help support area. Policy needs to be of The EIS recognises the potential practical use to local negotiators benefits of coaching and and school representatives in Defining Coaching and Mentoring mentoring which: making sure that their professional voice is taken Generally speaking, a coach would tend to • Promotes individual and account of, and that the focus on skills and performance which involves collaborative professional introduction of coaching and feedback to the learner in order to promote self- development at school level. mentoring is not at the expense reflection, self-evaluation and self-learning. The • Promotes critical reflection of professional autonomy. Indeed coach does not necessarily have more and self-evaluation the EIS, along with most experience than the coachee and can take place • Promotes professional advocates of coaching and between peers and staff at different levels. dialogue mentoring, would insist that • Increases professional critical reflection and self- A mentor would focus on capability and confidence. evaluation lies at the heart of personal and professional growth perhaps at • Improves pupil motivation successful coaching and critical stages of their career such as and learning strategies. mentoring. But far too often, as probationers, NQT, early years teaching, we know, over-ambition and Chartered Teacher, Principal Teacher, Senior It will be important that the EIS over-zealousness can often lead Management and Head Teacher, in order to commits to study the evaluation to poor implementation of facilitate professional and career development. of projects, and continues to otherwise promising initiatives. A mentor would undoubtedly use coaching skills monitor the introduction of as part of this quality relationship but would coaching and mentoring It is absolutely crucial that more than likely be a more experienced initiatives at local level in order coaching and mentoring does not colleague familiar with the role, culture and to ensure quality and become the single and dominant context in which the mentoring applies. effectiveness. initiative which is promoted to the bigger picture – email us with your views [email protected] Educational Institute of Scotland 25 EIS Area Officers, Local Association Secretaries and Learning Reps r s Headquarters Area Officers t

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

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

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

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

S Tel 01698 429061; Tel 0131 225 3155; Fax 01698 891774 Employment, Fax 0131 220 3151

I Health & Safety Officer Louise Wilson

E Local Association East Ayrshire Secretaries Iain Harvey Highland Office 01563 822333 Andrew Stewart Aberdeen City Mobile 07970 489558 Office 01349 884750 Roderick Robertson Home 01292 263897 Home 01349 884047

r Office 01224 346375 Fax 01563 822333 Fax 01349 884750 Fax 01224 346374 Email [email protected] Email [email protected] Web www.eis-aberdeen.org.uk Email [email protected] East Dunbartonshire Inverclyde

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

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

Y Arthur Pritchard Fax 01620 822521 Fax 0131 558 7623 School 01241 872453 Email [email protected] Email [email protected] Office 01307 466954 Fax 01307 462241 East Renfrewshire Moray Home 01241 411361 Alan Munro Eileen Morrison Email [email protected] Office 0141 881 8219 Tel/fax Mobile 07815 023281 Office 01343 557942 Argyll & Bute Email [email protected] Mobile 07811 347905 Douglas Mackie Email [email protected] School 01631 564231 Edinburgh Home 01631 570558 Colin Mackay North Ayrshire Fax 01631 570558 Office 0131 477 0866 Gordon Smith Email [email protected] Fax 0131 466 3096 Office 01294 557815 Mobile 07703 184118 Home 01563 574090 Clackmannanshire Web www.eis-edinburgh.org.uk Email [email protected] Eileen Turnbull Email [email protected] Web www.nayr-eis.org.uk Office 01259 452460 Email [email protected] or Falkirk North Lanarkshire [email protected] Dorothy Finlay Ian Scott Office 01324 506698 Office 0141 332 3202 Dumfries & Galloway Fax 01324 718422 Fax 0141 353 1576 John Dennis Email [email protected] Email [email protected] Direct Line 01387 261590 School 01387 263061 Fife Orkney Islands Email [email protected] Peter Quigley Jim Lawson Office 01592 657710 School 01856 850660 Dundee Fax 01592 657712 Fax 01856 850296 Arthur Forrest Email [email protected] Email [email protected] School 01382 436550 Home 01241 858355 Glasgow Perth & Kinross Email [email protected] William Hart Douglas Stewart Eric Baillie Office 0141 572 0550 Office 01738 450467 School 01382 438452/3 Home 0141 946 5690 Email Home 01382 503970 Fax 0141 572 0556 [email protected] Email [email protected] Email [email protected] Web www.eis-pk.org.uk

26 Scottish Educational Journal December 07 Renfrewshire South Ayrshire West Dunbartonshire Ian McCrone Sandy Fowler Stewart Paterson School 01505 322173 Direct Line 01292 678697 Office 0141 952 3831 Home 01505 349044 Home 01292 282630 Home 01389 750430 Mobile 07771 855092 Fax 01292 678697 Email [email protected] Email [email protected] Email [email protected] West Lothian Scottish Borders South Lanarkshire Elsie Aitken Kay Miller Linzi Moore School 01501 770208 Mobile 07894 049157 Office 01698 452769 Home 01501 770011 Email [email protected] Fax 01698 452745 Email [email protected] Web www.borderseis.org.uk Web slaneis.demon.co.uk Email [email protected] Western Isles Charlie Rigg Shetland Islands Stirling School 01851 702275 Bernie Cranie William Dick Home 01851 702058 School 01806 522370 School 01786 470962 Email [email protected] Home 01806 544365 Email [email protected] Email [email protected] Web www.eis.shetland.btinternet.co.uk

Contact details for learning representatives Paddy Miller North Lanarkshire [email protected] Catherine Crozier [email protected] Aberdeen City Clackmannanshire Isobel Schroder Sheila Morrison Karen Farrell [email protected] Carol Duncan [email protected] [email protected] Tel: 01592 750411 (home) [email protected] 07999 299808 (mobile) Aberdeenshire Graham Watt (FE) Stephen McCrossan Robert McKay Dumfries & Galloway [email protected] [email protected] [email protected] Dr Andrew C Nyondo (FE) Glasgow Orkney Dumfries & Galloway College Jean Boyle Sarah Moar Alan Morrison [email protected] [email protected] [email protected] [email protected] Tel: 01387 243918 (work) Tel: 0141 558 5224 (school) Tel: 01346 515771 (school) 07908 030275 (mobile) 07841 860757 (mobile) Perth & Kinross Patricia Duncan Brian Torrance John L Thomson Hugh Donnelly [email protected] [email protected] [email protected] [email protected] 07740 465349 (mobile) Tel: 01346 515771 (school) Tel: 01387 380418 (work) Tel: 0141 582 0110 (school) 01387 811905 (home) 0141 576 7858 (home) Renfrewshire David Thomson Dundee Richard Foote [email protected] EIS Financial Catherine Matheson (FE) [email protected] Tel: 07825 314488(mobile) Services area cmatheson@eis- Tel: 0141 582 0060 (school) 0141 840 3875 (work) consultants learnrep.org.uk Chris Bain: Argyll and Bute, Tel: 01382 834834 (ext 5251) Hugh Paton (FE) Scottish Borders [email protected] Kay Miller Dumfries and Galloway, East Ayrshire [email protected] Ayrshire, Inverclyde, Moira Harris Susan Quinn www.borderseis.org.uk Renfrewshire, West [email protected] [email protected] Tel: 07894 049157(mobile) Dunbartonshire and the Tel: 01290 338423 (work) Tel: 0141 882 2305 (school) Western Isles. 01290 332548 (home) 07740 983672 (mobile) Shetland Ronnie MacLean Jane Rochester Highland Alastair Cook: East, West [email protected] [email protected] Ronald Mackay and Midlothians, Borders, Tel: 01957 702252 (work) Tel: 01563 820061 (work) [email protected] Edinburgh, Dundee, Perth 01957 722377 (home) and Kinross, Tayside, Fife East Dunbartonshire Derek Noble South Lanarkshire Allyson Purdie [email protected] Henry Kilgour Richard Petrie: Aberdeen [email protected] Inverclyde [email protected] City, Aberdeenshire, Tel: 0141 776 5129 Scott Keir Tel: 01555 662 471 (school) Highland, Moray, Angus, East Renfrewshire [email protected] Tel: 07810 632366 (mobile) Orkney and Shetland Adeline Thomson West Dunbartonshire [email protected] Midlothian Ann Fisher Iain Pollock: North and Tel: 0141 577 8343 (office) Victoria Wallace [email protected] South Lanarkshire, 0141 644 5114 (home) [email protected] Clackmannanshire, Falkirk, Tel: 07843 568390 (mobile) Tel: 01389 879022 Edinburgh Stirling, Glasgow Western Isles Anne Scott Moray Marion Morrison [email protected] Susan Rose If you would like to arrange [email protected] Tel: 0131 552 5907 (home) [email protected] to speak to your EIS-FS Tel: 0777 4570861 (mobile) Tel: 01870 603506 consultant, please tel: 0141 Alison Waugh 332 8004, or Email: [email protected] [email protected] Falkirk Charles Stringer EIS telephone helplines: [email protected] Tel: 01324 629511 (school) Stress, Bereavement and Victimisation Legal Helpline Fife Colin Davidson Tel: 08705 234 729 Tel: 0141 332 2887 [email protected] Tel: 01333 329814 (home)

Educational Institute of Scotland 27 8 1 2 3 4 4 5 6 7 8 4 9 10

11 12 d Answers to

r crossword no.47 Across: 1 Time-exposures, 8 Hand, 13 14 15 16 9 Palatinate, 10 Thimbu, 11 Overleap, 12 Cathedral, 14 Neck, o 15 Vein, 16 Lymph node, 20 Snootier, 21 Unseat, 23 Parliament, 24 Germ, 25 Urinary system. 17 18 19 20 Down: 1 Trachea, 2 Madam, 3

w Expound, 4 Pulmonary artery, 5 Setter, 6 Renal vein, 7 Set back, 13 Hoi polloi, 15 Vanuatu, 17 Poultry,

s 21 22 23 24 18 Diagram, 19 Cicada, 22 Sight.

CROSSWORD WINNER – s Congratulations to 25 26 Phyllis Stokes , Milton of Campsie, who was the winner o of SEJ cryptic crossword no 47. Phyllis receives a £20

r 27 28 book token.

CLUES

C Across Down 1 Hurts in a 17 Panama , Union serve 2 Paddle your own 15 Sectional erosion roundabout kind of as examples (6) canoe, here? (5) possible here (9) way (6) 19 Primitive IPod in C60 3 A nobody from 18 I’m not telling you, 5 Spends time with format (8) Herman’s Hermits again ! (7) halls and extracts (8) 21 Invested all my money (2-3) 19 Applauded disc 9 Give directions to in a slot machine (4) containing digitally drug induced brave 4 It does happen in the 22 Archers act out parts remastered apple (7) ones (8) east in the morning of the radio (7) 10 Severe, trenchant, programme (10) 20 Cliff support kept in regimented, inflexible, 5 Spies us from the the dark (7) 25 Are shortly to be controlled and tight at collective feline mine in watery the start (6) imagination (7) 23 Possessive determiner environment (6) found in the irregular 11 An article perhaps! verb (5) 26 Torn pies may 6 Maintain sororal (10) produce body-building relations (7) 24 Anger managed within 12 Tree, oil on hand as food (8) 7 Rope a lane for jet certain limits (5) well (4) 27 Butchered seal found maybe (9) 13 Could end up in the grass and was ploughing hectares for let go (8) 8 Former prison clinic a career (8) was first class (9) 28 Primitive life form 16 Streets get older takes on revised 14 Tell me more, make it internally bit by bit (6) version then waited complicated (9) perhaps (6)

Work out and win Name: ...... A £20 book token is the prize in the SEJ cryptic crossword. Send your completed entry to the SEJ Address: ...... Editor, 46 Moray Place, Edinburgh, EH3 6BH by Friday 18 January 2008 . The first all correct ...... entry picked at random will win. Details of the winner, along with the solutions to this month’s puzzle, will be published in the next SEJ...... Employees of the EIS and their families are not Return to: SEJ, 46 Moray Place, Edinburgh, EH3 6BH eligible to participate in the competition.

28 Scottish Educational Journal December 07 To play: Complete the grid so that every

B u row, column and every three-by-three box contains the digits 1 to 9. Just use the logic @ Sudoku to solve – no maths required! Have fun! supplied by: Lovatts Publications Rating: medium/difficult D @ k 8 14 o

7 9 ? A d 5 3 4 B u 4 9 8 2 3 5 @ S 6 4 2 SEJ October 07 Sudoku solution 3 8 7 5 1 4 69 1 8 9 1 7 2

box ads

Slides , negatives or prints onto Dordogne – our holiday home: Swiss Alps – Lovely apartment in CD/DVD. Digital photo two fully modernised houses. Saas Fee which sleeps 6. Saas restoration. Sleeps 8 (from £500 p.w); sleeps Fee is a picturesque, traffic free www.digitiseyourphotos.co.uk 6 (from £400 p.w). Swimming village with amazing views of the pool 12m x 6m; table tennis etc mountains. Ideal for hiking, etc in secluded 2 ½ acre garden. walking, summer and winter www.canredon.com ; for update, skiing. Visit South of France. Immerse ring Ben on canredon2000@ www.25snowfun.com for more yourself in the language and yahoo.co.uk , or 020 74 35 73 14 information. H

culture of the beautiful B Languedoc region. Maison de 6 3

village pour quatre personnes H ? E

dans un petit hameau du Parc Near St Andrews : Rural House Job Intervieww Technique – Do J , h National du Haut Languedoc. set in ¾ acre gardens by the you want to enhance the way E g S Maison ancienne de pierres Ceres Burn. Fresh, comfortable, you project yourself at job r u e et poutres. Tres Charmante. en-suite rooms with central interviews in order to improve b h n i 4 t

Tranquillitee ensoleillee heating, colour tv and video, your chances of gaining a d 4 E 2 n . entre les lacs et la montagne. hairdryer, tea and coffee. promoted post? Or even to make i 6 , d e e

Phone 0797 355 1993 or email A peaceful base to explore St a career change? Professional, 5 r c s 2 a a i [email protected] for brochure Andrews, the East Neuk villages confidential coaching (30 years l 2 c t P r

(in English) £300/week – and the beautiful surrounding experience). Email 1 y e e 3 a all year. countryside. B&B £30 per night. t

[email protected]. v 1 r a o 0 d www_pitscottievale.co.uk email: co.uk r : a M t [email protected] r 6 o u k t 4

or telephone Brian or Brenda o u , . e r S

on 01334 828784 g

Florida – Beautiful new luxury I r k o i o f E . villa with excellent amenities. l , s s i s i u

4bed/3bath, Sleeps 8-10, Private e u r o r @

pool & spa.15 minutes from t a s y i c r Disney. Great prices from £400 H a r d l a t a

per week. Tel 01355 302860 l i u h n e s o

after 6pm. o h : C W S e

Educational Institute of Scotland 29 m

u The EIS r

o Rules The EIS has much to be proud F of after 160 years, says senior academic and education commentator ROichard Willis K?

J In 2005 Nelson Mandela and the then Chancellor Gordon Brown gave their support to the Make Poverty History Campaign and its launch led to a commitment by the EIS ‘to bring every child in the world into school’. E This is a commendable objective case of the College of Preceptors, competition against the and marks an important step the solution, derived from the government certificates awarded forward to further international success of other occupational by the Privy Council to S goals from an agenda restricted to groupings, such as doctors and successful pupil-teachers but the domestic context when the lawyers, presented to the EIS opposition from the over-bearing Institute began work on 18 was to emulate the practice of control of central government at September 1847. The strength of the other established professions. Westminster impeded progress. the EIS, the oldest and largest This campaign was warmly and The Institute was denied the teachers’ organisation in Scotland enthusiastically received by power to act as the single arbiter and now celebrating its 160th Scottish teachers. The early in Scotland to award the licence anniversary, has been to promote emphasis was very much on the to teach and so the diplomas

. worthy professional and welfare workings of national education were not so highly respected. s y n c o

i concerns and these have been an and the 600 delegates meeting in Thus the incentive to sit for the i l o n

i integral part of policies from the Edinburgh in 1847 came from diplomas was limited and in p p o S days of Queen Victoria’s reign. diverse backgrounds and cut subsequent years membership of I l l E

A across denominational and other the Institute considerably t . c . s e The Institute’s establishment was spheres, with the largest single declined. By the 1870s, the EIS l s f e m e r

r the product, in the nineteenth groups being Free Church was still refused the right to be e d y h d l century, of the relationship teachers. the official General Teaching i t a r l a t between the English College of Council for Scotland. a i s t s s d

e Preceptors, now known as the As well as rumblings within the o e c p e College of Teachers, and the EIS. EIS’s internal structure, an The House of Commons was l n o l t t u

f The Preceptors had been founded outcome of the wider inner reluctant to cede powers to o t n a in 1846 in Bloomsbury, London, representation, there was Scottish teachers in the same h e o g d d i by a group of private teachers to evidence of conflict between the way as the English teachers had u r d l c

n promote sound learning and to aims put forward by the Institute been bullied by central e n a i h

s expand examinations in the and external interests. The government in the nineteenth t t r s o u

s theory and practice of education, managers, for example, of the and twentieth centuries. The EIS h t e m

u particularly among the middle Scottish schools, were reluctant, contributed, largely through the v t a r n

l classes in England. The EIS to act in partnership with the medium of its journal, to the e e a s s H u modelled itself on the Preceptors EIS, especially as their financial debates surrounding the e s d B r r i e 6 v and at its inaugural meeting, profits were in danger of being teachers’ national registration t i t t 3 d e u l held in the Edinburgh’s High reduced in the wake of pressure issue in England and Wales. The n H i b , E n e School, declared that the for higher wages and better Preceptors became pinned down s , o h i r t h t overriding aim was to promote conditions for teachers. The in a protracted fight with the g f e a r o t c i u t

l sound learning. The founding Church resented the potential NUT, whilst the EIS forged ahead e b b e s l n o u members, drawn from the elite of absence of religious and spiritual in its role as a trade union, and i p h r d k t

r the Scottish teachers, the burgh influence on education. since the 1970s, the Institute has E u u e o . , f r o g schools and academy teachers in expanded its work to stretch out e a r y d c o e s . a Glasgow and Edinburgh, hoped The EIS in addition to wanting to to the rest of Britain, and to r s e l s l e i e P c d i e to co-operate with their English improve the welfare of Scottish affiliate with international trade i t y s r @ m a j a n counterparts despite the on-going teachers generally also became union organisations, including r o e o o s d c c

l conflict between the laws of committed to the ideal of a self- the Trades Union Congress, the : n M e e a E : b

6 England and those of Scotland. regulated teaching profession. European Trade Union s w o 1 4 o r t t 5 e

, The EIS also introduced degrees Committee for Education, and t r R t 1 t e o a e 3 t

O The setting up of the EIS was and remains the only trade union Education International. l t h i i t 0 T r n d

i to offer such awards, and these

I very much an expression and 2 e E t w 2 d D o reflection of the poor pay, powers were initially codified in The EIS very much embodies the J e n 1 e E s E 3 s s e conditions, status of Scottish the Royal Charter granted by unionism/professionalism S e 1 s a E r a e 0 e

p teachers, and standards of Queen Victoria. The Institute’s debate in which adherence to e H l h : l x F P P e T T education generally. As in the diplomas served as a form of unionism is seen as a way of

30 Scottish Educational Journal December 07 The EIS: 160 years on

hopefuls wanting to stand for “The scene election to the General Teaching is now set Council (England) GTCE in to brandish 2000. They held that the GTCS, a new because of the union slates, was vision in not the voice of teachers, but continuing rather the mouthpiece of the to lessen EIS. Since the 1960s, union educational candidates were predominantly represented with the Institute disadvantage commanding a substantial , as well as influence on the GTCS. improving teachers’ Today the EIS still wields pay and significant power in Scottish conditions, education. The main emphasis, promoting championed by the Institute, is equality of of course on measures to opportunity improve educational and helping opportunities in Scotland and to to reduce conduct investigations into such poverty” issues as poverty and of levels of depravation in Scottish rural and urban areas.

Back in 1847 it was the lessons provided by an English corps of private teachers that paved the way for the establishment of the EIS. The latter has succeeded in pursing worthy promotional and educational goals. The scene is devaluing professional passive, choosing to ‘live on the now set to brandish a new vision behaviour, commitment and inside’. Such a view contrasts in continuing to lessen responsibility. The evidence is with the self-image of the radical educational disadvantage, as well that members have not been activist battling against as improving teachers’ pay and that interested in the wider governments for rank and file conditions, promoting equality of policies of their union and they members. And it was indeed the opportunity and helping to have instead been preoccupied perceived failure of the EIS to reduce poverty and to bring more with salaries and conditions. promote the interests of opportunities to those in need. The EIS has seemingly been an secondary teachers, that led to effective trade union and they the setting up of the Scottish Richard Willis is a Senior can lay claims to the success of Secondary Teachers’ Association Research Fellow at the Centre young people in Scotland who, (SSTA) in 1946. for Research in Education Policy when assessed by traditional and Professionalism, methods and certification, now The EIS leaders have not held Roehampton University, and demonstrate higher standards of back in their aim to rule the author of the book The Struggle performance than at any time General Teaching Council for the General Teaching before. On the other hand, a (Scotland) GTCS. It was indeed Council. (RoutledgeFalmer 2005) criticism is that EIS officials in the experience of the GTCS that the past have been negative or concerned the independent Article previously published by Times Education Supplement Scotland When can I retire? How much will I get? What should I do with my lump sum? Can I afford to retire?

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

EIS FINANCIAL SERVICES LTD IMPARTIAL I PROFESSIONAL I CONFIDENTIAL

Name: ......

Address: ......

......

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

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

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

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

Morning Afternoon Evening E [email protected] S

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