The Scottish Educational Journal Running in End of Year Dec 06 Vol.90 the rain EIS Quiz Issue No. 06 Glasgow’s pupils get Enter and you healthy... and wet. could win £50! SEJ

Bearing gifts? Which party will win your vote by supporting Scottish education? p08

Season’s greetings to all SEJ readers! Comment 0Beari8 ng gifts Beware of for better schools? politicians Scottish education is changing – but bearing gifts? who can help it the most? As we move towards Scotland’s parliamentary elections in May, politicians will have a lot to say about education. Education is the biggest devolved area of responsibility for Holyrood and will be an important issue in what promises to be an extremely close election race. All of the political parties know that education is an area of major interest to the people of Scotland, and that the right policies in support of Scottish education 1Cele0 brating will be a vote winner. success Of course, the EIS itself has a few ideas about the best way forward Are schools for Scottish education and we won’t be shy about sharing them. doing enough? The EIS is already planning its own “Vote for Education” campaign in the run up to the elections, which will highlight some of the key issues facing Scottish education today.

As part of the campaign, the EIS will be presenting a petition to the Scottish Parliament which will call for further commitments on reducing Scotland’s class sizes. Class size is a vital issue which underpins many of the educational improvements that we hope to see delivered for Scotland. A petition form is enclosed in this R2ace3 for edition of the SEJ, and all members are encouraged to collect as many signatures as possible from colleagues, parents and charity the wider public. Glasgow pupil’s remember In addition to petitioning and campaigning, the EIS will also John Cairney. produce its own Manifesto for Education which will highlight some of the major issues which the next Scottish Parliament must face. Class size reductions will obviously be a key issue, as will the issue of tackling pupil indiscipline. The right to a quality nursery education with qualified teachers for all 3 and 4 year olds will also be highlighted, as will the need to level the educational playing field and afford enhanced status to Further Education.

In this issue of the SEJ, we also look at some major educational 2Gwen5 programmes that are already underway. The development of a Curriculum for Excellence, moves to improve the recognition of Mayor pupils’ wider achievements, and the Scottish Executive’s new Trust drive to Celebrate Success in schools are all highlighted in our cover feature focus.

recipients H B

This year’s awards Scottish education already has much to be proud 6

are announced of, but, if we are truly to deliver a world-leading 3 H

education system for the 21st century, then Scotland’s E ,

political leaders need to do more to support Scotland’s h Special features g r

schools, colleges and universities and those who u

Recognising achievement 12 b

teach in them. n i k d u E Cutting class sizes 14 . g Peter Peacock , r e o c Festive Quiz PULL OUT 16 . a s

The recent resignation due to ill-health of Peter l i P Peacock as Scotland’s education minister is noted with e @ y j l a l e

sadness by the SEJ. Mr Peacock was an outstanding r o s r o r Regular features :

minister, who was committed to Scottish education a M E C 6 News 04 and who valued teaching professionals and actively e 1 v 4 : e 5 t sought out their opinions on the way forward. , r R 1 S o

Council News 07 3 y O Mr Peacock can be proud of all that he achieved t i b 0 T d n I as Scotland’s education minister. The SEJ wishes 2 o Recipes 18 E i 2 t D J Mr Peacock a quick return to health and all the a 1 r E t E 3

Crossword 28 s best for the future. We also welcome his successor, S 1 u E l l e 0 i

Hugh Henry, to his new ministerial post but recognise H h : Sudoku 29 r e T T F

that he has a very difficult act to follow. v o

Letters 30 C

Educational Institute of Scotland 3 4 Scotish Educationl a Edu t A o m t News mu S a h th for be c w c M a a a c I “ pu Th nalJour n El ec t Vo he he ol urren amp re s s n c i s

i Photo: Alan Richardson ver a g cl e aj ll l otl an e blic le ow) . th m h ni te st yo w 3 ude a S be or fir ag ne fo any y fe lr ese le co e aig u f co M o st ead tly s s ue vel in ref pu d tt d’ xt r l c It to t to nt ay ook n io r Decmbr amp wil ish st Ed s s si in on su pr i bl i y ron of in , co s t fo n P ra gna p o n p i l n u u g pp th vi ue r ol sh ar l d ll su P ar nd c f nd cat ex ah or ect m eve l tal Ed i arl aign u is t is su es t tu or ed ent pp ici to t ia m s ess m er th t i ead S u t i re s o c t T S c a s T s w am sig o op ans or in ha way EJ b ca l n of year s i i on re a f he as rou hi age ze ze e 06 ” t t a me to en na ti t p en th as t he cat ign s c c io r ti nd : wil a s is he to on eti . we edu E amp r h c e si tu n gh t t. to e nt , T is m i h t en po I las s a EIS n l ti ue o d S a n zes ar he EIS th e th is re s th co us s tr on nd uc f ced ew ou v an ssi ur o s end is a e EI e i od e r lle t u EIS e i ta t t (se si gn m w d o in g fr ble to t a S c re io yea r . i EIS ct e S l u zes i om f le im cr de th e h ns r ce cotti if , u th m a t as e r . e pr r hat Sco od as e i fu w t n p el l o it ha S in aun ill e r ve sh Sc t Cl t d E p t T s i t h b w m s P co tt t ion ec ti on nr n ime he he o edu g he chool yst em t uri rio he e rog as ve orl d . akin i l be as ot t re t s c y a do P Sm t h t fo ry r h f ne r h i ng o me e i cu re ss p s oll fle ct b t n e arlia iti es i r f in as sh cation si e Enc n , b a m i e oc u em e i e e EI d S C child xt sh g s s pe 21s d d j ch e. a rri c bu y owi d d p g ant th e iv i pl one a s o l i pos in us the S a uc z Pa n uca il pr t c a le t r fo u m S i ur i l i t e ba e i t to s i e i s t s o on n me t he co d ng: t c ulum C fi ubst a s r s c pe ur m i ti m rl , p mor i oc s cam p ne c sible g v u being o Cent e hools. l deser o c Scott rk b t e a classes s a p a i on e any e n d a en f ion t a o n a d c sm e i m r r s y y w n es s ss s gn l i f n th me e h ema eeds ing s ear s? f t on e hi wit ta o o l ethods, t t f i t o in f or e ntial ury. is t e o he Size o e r aig n f sti l wit h u ar o ish g ves o is o a c m made d r n n r the l hlight h best a l nr be l r y ly class eas . t s. o ass . in efur SEJ l o nd to t s n Key ed to f ing i So need e as will his invest i n al t s nclud chil lec he g ucati in a n b in tow ar ed a much wh u i E t shed tea s t ti dr to pdat e s h I l at S ment ti to a 2 t – e I p a Ev c C a t F t m a a I C ons e e en on f t o he o i er cher . d o l l b s 3 e u a l l n s ds l l l e e a i l of l u t l o e a t m r s i l m s e t v p i s F s g he e t r u ti c n l th ha b d s er ys e s her l a n y vi e p a t S a d o a e e t o b gu s a t ny y Si t i n st e cotti EI ge t ed C u 3 tem i c t r towa a m ign o i i u ho yo EI p la gno ; zes l e o f worl c S n, cl o e s t a s s n c a t Mo as ensur Recen ar e Parl alt ho fur W 1 prim stage redu of been Pu pup bigg Pup cla ss com m class That schoo E R “P s f o s r S u ha , igna o r la m o m I onnie is s to m s a y S e f ls an s p r r Sc on m t o a m p rds c s rogre nd ther yet e re e p Siz e h he Genera t a d 20 be m r v a s s ge n ils il iam ent as i m est : w u a in d b re e ced ary o l w it maller , n ugh t s. e ot is ed achiev e Sco i s si si m wor k Smit s ls e it e in u tland lie ve b t itm en 0 Di gn al it pr e b 2 be lit t nt s izes t t t m the t h s of r er ze zes 7 re se hat th We ber wh hemsel v co t u May discip ge o d u f r es be need m l han i sc es 1 s . to i s o p n h, ec eiv e t a t one.” signat le n Sec m c ove r a s su nce land r is tti ng s wo T th et u k and and y ent ip ation t mor e EIS t as i Eng ’s m s at needs he t all r par we ar ch Ho can is sig n st h r t i class it he p trong eve r ed enco it et n e li uld d t u at s that er nr p io p line al a the hat. p g ne b b ’s lyro n level i st EIS Parli ry o u best or in ents, siz m yo lis h s in the n, wor se Bu ia f o ur l e e a i es. lit u f ced the t n y of ssib p ill be h imp the t u ing u b ls oday u t r the ly f st sizes sec o es, icians u t is t by as u tea ch o lletin, st u et t e th raged o r o Class s i wid am he ju Mu p d an will . r mpr r tu re wel r nuer d su pr tea ch b o e le ils e and ort se nd prob go educed. sho 2 mad st we fo wo ng e t duc re d ndar ent of campaign next 007 o her in er ch es pport. f ur c now. a don deserve rom er, b be ove m one Mat n’ ome that a and nt wn will to Scottish re sp ons ab Sizes a Sc p lem s . ed ha re e ers t e y a t ublic. sent y child the by ear s e ly colle be th is ot hs. all cle ar s th in se e to the D t at a the nt is at nd n o h ct . d e and parent is involved and supported in strategies to improve pupil discipline. Cardonald College Nursery Education ‘Wears it Pink” Every pupil deserves the best start in life and all research evidence for charity points to nursery education, with qualified nursery teachers, being one of the best ways of ensuring a good start for young children. Yet at the same time the number of teachers employed in nursery education is declining. The EIS is asking each of the political parties to make a commitment “Cardonald to seek to stop this decline and College recognise the important part endeavours that nursery teachers play in to do as much pre-five education. as possible for charity, Further Education Jacqueline Farrell and Mary Cox on Wear it Pink Day. with Cancer The EIS will continue its campaign Research as calling for a level playing field for our nominated further education. A return to Staff and students from Cardonald College donned charity for national bargaining, professional all that was pink recently to take part in a 2006.” registration for FE lecturers, and fundraising campaign for Breast Cancer. John Cassidy, a move towards more equitable Charity Convener funding for FE colleges and fair Over 200 people from the College we expect the final tally to Cardonald College pay and conditions for FE staff took part in the drive by wearing amount to a little more. will continue to play a key part anything and everything that was in the EIS campaign. pink – from clothing to cowboy “May I extend my gratitude hats, feather boas and many other to all students and staff who Our biggest ambition is for weird and wonderful concoctions. got involved because their the young people of Scotland participation really does make – that they have a new Leading EIS activist John Cassidy, a difference.” Parliament and a new Charities Convener of Cardonald Executive which has at its College, organised and joined in The College also recently heart an aspiration to achieve with the festivities of the day, and celebrated the launch of its one of the best education he was delighted to see so many brand new Children’s Centre systems in the world. take part. and Skills Centre, which was opened by TV presenter and - Ronnie Smith, He said: “I was thrilled at the UNICEF UK Ambassador for EIS General Secretary fantastic support our Wear it Scotland, Kaye Adams. Pink day received from both Watch out for campaign staff and students. Guests at the launch event were materials to support the EIS also invited to join in with the Vote for Education campaign “Cardonald College endeavours to ‘Wear it Pink’ day by purchasing in your establishment over the do as much as possible for charity, a pink ribbon made by students coming months, and see future with Cancer Research as our of the College. editions of the SEJ and the nominated charity for 2006. Cardonald College supports a EIS Bulletin for further details We thought the ‘Wear it Pink’ range of charities throughout on the campaign and what you day would be a great day to raise the year. can do to help. funds and it certainly was – over £300 has been raised so far but Council Elections 2007/2008 Members interested in standing for election to Council for 2007/2008 should follow the procedures described below: (1) Members employed in the schools Completed nomination forms, sector should contact their Local irrespective of sector, must be sent Association Secretary to obtain the DIRECTLY to the General Secretary required nomination form. of the Institute at 46 Moray Place, (2) Members employed in the Further or Edinburgh EH3 6BH to be in his hands Schools Higher Education sector should by the closing date of 1 February 2007. contact their Branch Secretary to competition obtain the required nomination form. Any members having difficulty in 2007 obtaining a nomination form are Full details Guidance on election procedures and asked to contact the Membership nomination requirements will be issued Department on 0131 220 2268 or in the to prospective candidates together with email [email protected] before January EIS Wednesday 17 January 2007. the nomination form. Bulletin. to contribute email the editorial team on: [email protected] Educational Institute of Scotland 5 s New LTS

w management team visits Moray Place e

n The Chief Executive of o

s Learning and Teaching Scotland, k

c Bernard McLeary, and his new a

J management team recently N k

r visited EIS HQ in Edinburgh to a highlight the new structure at M

: LTS and to discuss a number of y

h key educational issues, including p

a a Curriculum for Excellence and r

Putting heads together: Bernard McLeary g the new Scottish Schools Digital meets with General Secretary Ronnie o t Network, which has now been Smith, Vice-President Kirsty Devaney and o President Peter Quigley. h renamed Glow. P

Currently the Hand Pict team are liaising with the school’s Donaldson’s ‘Hand Pict’ management team, the specialist teaching staff, parents and the for TV Documentary pupils themselves on the content Life behind the scenes at Donaldson’s College, and approach to be taken. and the challenges faced by Deaf pupils and those with As well as filming the content communications difficulties, is set to be the subject of of the documentary, the crews will work with the pupils on a new BBC Scotland documentary. As the historic school the production of a video diary prepares to move from its flagship location in Edinburgh’s showing the students’ perspective West End to brand new bespoke premises in Linlithgow, on what it is like to live with the a film crew from Edinburgh-based Hand Pict Productions TV cameras. will chart the school’s progress over the next 14 – 18 months. The film will provide a glimpse of school myself and we spent a day Janice MacNeill, principal what life is like for a deaf person at the College as deaf pupils. Even of Donaldson’s College, said: in a hearing world; the very at a very young age I was struck “This is a wonderful opportunity “I realised the different culture, their specialist by just how different things are to showcase the work that we importance of needs and, in particular, the deaf for people who are deaf, and how do here. Few people who visit the helping the community’s own language - little understood they often are. school fail to be moved by the wider public British Sign Language (BSL). In Years later, I was on a bus challenges our students face addition, the film will show how alongside a group of Donaldson’s while at the same time to understand appreciating the importance of and appreciate the building, designed 150 years pupils who were signing and ago by Sir William Henry Playfair, laughing and communicating the specialist education, care the issues and attention that each and these children is no longer relevant to modern in their own way. I felt like an teaching methods and highlight outsider, a stranger in their world, every pupil receives. With the and young move to Linlithgow late next people face.” the advantages the new purpose- because I had no idea of what built premises will bring. they were saying. It really is a year, we have the opportunity George Cathro, to extend our resources to a producer and director completely different language, Hand Pict producer and director, but a very effective one for those much wider catchment and to George Cathro, has a very who speak it and I realised the position ourselves as a truly personal interest in making importance of helping the national centre of excellence.” the documentary and says: wider public to understand BBC Scotland will air the “I first became aware of the work and appreciate the issues these documentary early in 2008. Donaldson’s does when I was at children and young people face.”

6 Scottish Educational Journal December 06 November EIS Council

Tackling misuse of camera s and video phones in schools

“The members at James Watt w producing up to date and relevant Alana Ross. College should be commended, guidance for schools. for standing up against the

The EIS guidance document management’s planned e highlights that, while local redundancies, and for achieving authorities and schools should a straight, no strings, pay already have policies on the use settlement of 2.4% over 16 of mobile phones in place, it is months”. N important that existing policies Opposing dawn raids are reviewed to take account of The EIS will further develop its advancing technology. l equalities policies to highlight

The EIS will issue new The policy also states that, while strong opposition to the use of i guidance to all schools on the banning of all mobile phones dawn raids in the forced appropriate methods of or mobile phones with a video deportation of unsuccessful asylum seekers resident in combating the misuse of function from schools might c camera and video phones appear attractive, such a move Scotland, and will publicise its opposition in order to highlight in schools, following the could have difficulty in gaining parental support. this practice and the huge amount approval of a new policy of distress it causes to those n paper by EIS Council. The EIS advice also recommends concerned, their friends and that school policies should be families. Introducing the paper to Council, explicit about the rights of staff to u Employment Relations convener confiscate mobile phones where Commenting on the call to develop Alana Ross (Glasgow) said, inappropriate use occurs, and further policy in this issue, May “The misuse of mobile phones that staff should be fully Ferries (Glasgow) said, “This is in schools, particularly camera consulted and involved in the a good example of members in o and video phones, is a growing formulation of the school’s policy. schools using the union’s problem for teachers. We hope democratic processes to bring that this policy will assist Copies of the guidance paper will their concerns to a national level. Representatives in schools as now be sent to all schools, and Scottish society at large shares C they discuss appropriate school further details will be published in many of these concerns, and even policies on this issue with their the next edition of the SEJ for the the First Minister has expressed management team.” information of individual his unease at the use of dawn members. raids in Scotland.” Recent highly publicised S incidences of misuse of camera Success for Lecturers at James John Cassidy (EIS-FELA) also and video phones in schools –

Watt College spoke in support, highlighting I for example, the use of phone that this was also a serious pictures to embarrass pupils or Vice-President Kirsty Devaney concern in Scotland’s colleges, teachers or in cases of bullying (EIS-FELA) told Council that the while Margaret Anderson (Argyll & lecturers at James Watt College and ‘happy-slapping’ - have Bute) and Esther Stevenson E highlighted the growing problem had achieved a significant success (Shetland) explained that this was and the lack of clear national in their long-running struggle no longer just a central-belt and guidance on the issue. EIS against planned redundancies and urban issue, as the scourge of Council recently resolved to the imposition of new terms and dawn raids and the forced examine the issue, and the conditions. Happily, the campaign repatriation of refugees had also Employment Relations committee has now paid major dividends. become an issue in their own was charged with the task of As Ms Devaney explained, communities.

Surjit Singh Chhokar remembered “As President of the EIS, and to the Campaign for Justice family. Like Surjit Singh I grew I am very proud to be waged by the Chhokar family up in Wishaw and Lanarkshire representing over 59,000 following the murder of their and must have shared similar Scottish teachers and son, Surjit Singh. experiences to the family during lecturers at this unveiling Surjit Singh’s early life: visiting Mr Quigley said “The EIS will be Rosebank, Kirkfield Bank, New of the bust of Surjit Singh continuing our work in support Lanark, as well as spending time Chhokar this evening.” of Multi-Culturalism in Scottish in the library in Kennilworth society and in opposition to the Avenue, Wishaw. Peter Quigley, was speaking at the racism that brought about this recent Memorial Ceremony held in terrible tragedy. My family were able to engage in Glasgow for Surjit Singh Chhokar, all these things freely and it is of murdered in Lanarkshire in 1998. He added “I know what young vital importance that families people from various ethnic from other ethnic backgrounds At that ceremony, speakers from backgrounds, like Surjit Singh including the Chhokars should the STUC, the FBU, and Unison, contributed to me as a Teacher. be able to experience Lanarkshire as well as the Police, Solicitors, and Scotland free from fear.” and friends of the Chhokar family I am also pleased to be speaking paid tribute to the Chhokar family here as a neighbour of the Singh to contribute email the editorial team on: [email protected] Educational Institute of Scotland 7 y r

o Par Excellence? Will Scotland’s programme of curricular change meet

t the needs of our young people? s

As we begin to look ahead to the Scottish Parliamentary Elections, the SEJ will focus on the key education issues that the next Parliament must address. r Over the next eight pages, we look at some major educational programmes currently underway, and look ahead to some challenges which still must be

e faced. Here, EIS Education Convener George MacBride writes on the developments around A Curriculum for Excellence, and describes how this programme of curricular change will have implications for teachers and pupils. v o welcome to the EIS for two Two significant publications this year have reasons: firstly many members marked key stages in the implementation of have felt concerns that children C A Curriculum for Excellence. were being moved on too quickly from the ethos and culture of early years provision; secondly it Earlier this year A Curriculum To ensure that all pupils develop underlines the importance of the for Excellence: Progress and the four capacities and a full role of the qualified teacher in Proposals outlined some of the range of capabilities, teachers early years education, ensuring main developments in the will be able to deploy a wide progression throughout this Programme. Most importantly, range of approaches to teaching crucial period of a child’s learning. through engagement with and learning; they will have education authorities, schools and greater freedom to decide on Teachers welcome the principle teachers, the Programme Board teaching methods that are of personalisation and choice as had received a number of clear creative, effective and fulfilling they seek to meet the needs of messages which the document for them and their pupils. individuals. However two points articulated. The first of these is need to be considered here. Progression very welcome to every teacher in Firstly there must be no return the country: learning and teaching y Work is now underway to to the mid 20th century when r n ” are at the heart of an effective .

a develop more detailed statements e pupils were separated out into . . d curriculum. The second clear h of outcomes for each area. junior and senior secondary t n

w message is also welcome:

n There will be considerable

o schools on the grounds that their

e the whole school and every c y simplification in comparison

r needs were different; there must r e

e teacher in it has responsibility for with 5-14 Guidelines; in particular s u be no return to this labelling and f t f developing the four capacities for the number of levels and the r i streaming which is the converse n o d every pupil. These messages led number of strands are reduced. e i of personalisation. Rather teachers

c the Programme Board to recognise e n Writing teams have been given must continue to employ the r e that we have to go beyond the h very clear specifications which e

s principles and practice of t traditional boundaries of

w will ensure that outcomes are

0 formative assessment to determine d

r curriculum discussion and think 2 s not simply statements of n and meet the needs of individual e d a not only about curriculum areas assessable outcomes but rather d n pupils. As they build on this e i r e and subjects but also about e direct attention towards teaching they must be supported by v o m i n interdisciplinary projects and and learning. These outcomes n the introduction of a maximum n o e r about opportunities to foster will be expressed in pupil friendly i class size which permits pupils u h C j

e pupils’ personal achievements. t language as ‘I can …' and ‘I have worthwhile opportunities for h n o We have to think seriously about …’ statements, the former referring t o dialogue with their teacher o t i t the ethos and life of the school

t to what the pupil has learned, t n about their learning. i a a n as one of the main influences the latter to pupil experience. c r t h on learning. t u

u Recognition of achievement u t d

o Five levels have been proposed s

e Work on curriculum architecture E

d More recently, in early November, r through which progression can d is underway. While many will n e S Building the Curriculum 1 was

o be supported from age 3 to 15. I t u consider that the major impacts

n published. This provides a a o E These levels do not, categorically, r

r of curriculum organisation are

, rationale for each of the eight e imply testing at any fixed points. a g e likely to be found in secondary b curriculum areas applicable p Within the description of the d e i t e to all stages from 3 to 18. schools, reflecting on the means r

h pupil’s progress through the s s of ensuring progression through t B u This document outlines the curriculum expectations will be e c learning experiences which r n contributions to be made to every m a described in terms of experiences e o child’s learning across all four of promote all the outcomes will

M as well as in terms of broad e w

s be an experience common to r

l the purposes of education by each

e significant outcomes. The first e s

o all sectors. g l of these areas. Again the message h

i of these levels will span the years r o t o p is clear: curriculum is not simply .

h from nursery education through . e There are, of course, implications u . c about content, it is about teaching. to the end of primary 1. This is G s p “ for assessment, qualifications and

8 Scottish Educational Journal December 06 certification; teachers will again George MacBride, EIS Education Convener with LTS Chief Executive welcome the commitment Bernard McLeary: partnership working that these will support and be will be key to the development of determined by learning rather A Curriculum for Excellence. than define or constrain it. The formal recognition of a range of achievement, beyond that traditionally defined as attainment, will be an important feature. For many teachers this will be a welcome recognition of the work that they and their pupils currently do and will promote the value of learning beyond that which can be “Education organised into league tables of authorities qualifications. There must be n

must move o discussion on what kinds of s

away from k achievement should be more c the mindset a formally recognised. While it J

which uses k

may be relatively easy to r recognise the possible roles of aggregated a 5-14 results M such provision as ASDAN or : o the Duke of Edinburgh Award, and league t o it may be more difficult, though tables as the h of course just as worthwhile, to prime means P find ways of recognising the wider of quality achievements of pupils as they assurance in this development. They must development, through examples of take part in pupil councils or in towards avoid the temptation to prescribe good practice, through discussion school shows and as they lead collegial detailed programmes of work papers, and through using quality their daily life within the school. approaches to to schools and teachers; rather indicators which recognise improvement.” they must support teachers creativity and broad achievement. Qualifications George MacBride, EIS and schools in the processes of Discussions have begun Education Convener professional reflection and support The EIS welcomes the concerning qualification and them in taking decisions on how commitment of the Curriculum certification at SCQF levels 4 they will work to meet the needs for Excellence team and the and 5: the overlap between of their pupils. They must move Programme Board to keep in Intermediate and Standard away from the mindset which uses close touch with teacher views Grade is being examined in aggregated 5-14 results and league through a range of mechanisms, the light of the ministerial tables as the prime means of including dialogue with teacher commitment to retain the best quality assurance towards collegial associations and interest features of Standard Grade. approaches to improvement. groups, the Register of Interest, This is a complex issue which They must celebrate the creativity focus groups and a wide range raises issues regarding the extent and commitment of their teachers of interactive staff development to which we assess pupils in their as they take forward this work. events. If there is to be real last school years, the amount of change in Scottish education energy which we devote to this, Staff development then Scotland’s teachers must be and the role of moderation in The EIS will continue to discuss supported as they exercise their supporting teachers’ judgements. with bodies such as Learning professional knowledge, skills and and Teaching Scotland and Her expertise to develop their practice EIS members recognise that their Majesty’s Inspectorate the means to meet the needs of their pupils employers, the 32 education by which they can support these ever more effectively. authorities, have key roles to play processes: through staff the bigger picture. email us with your views [email protected] Educational Institute of Scotland 9 y r o t s r e v o C

Deputy Education Minister Robert Brown explains why the Scottish Executive has launched its Celebrating Success initiative, to encourage schools to take pride in their accomplishments and to highlight all types of achievement by pupils. The Celebrating Success pack, which is in all schools, has been designed to help schools plan activities to celebrate the many things which Scottish schools do well.

Robert Brown, Deputy Minister for Education and Young People e l

p But too often media portrayals of coffee mornings to festivals o

e hoodie-wearing hoodlums paint a of cultural diversity and P different picture. Horror headlines performances of music and g tell parents about chaos in our dance for the local communities. n s classrooms and out-of-control u y o

a youngsters. With people focusing But it doesn’t stop there. Y

w on the negatives, many pupils I am determined that we will l l d l a find themselves tarnished by keep showing Scotland the huge n u

a variety of good work going on f

d association and there is always n

r in our schools at the same time n the danger that this can become i a o as we keep encouraging our i e a self-fulfilling prophecy – leaving t h h youngsters by showing them

a increasing numbers spiralling t g c i into poor behaviour. how well they are doing. g u h n d i

” The challenge now is to maintain

E I believe the time has come to m s . i i .

r the momentum. We must think l work together to redress the . a l o a

f balance - and that’s where our about how we continue to reward e e o ow often do you think v r r t Celebrating Success initiative pupils for positive behaviour. e

e about celebrating s t l I want to see all our pupils d comes in. l

s success? For most i e i t realising their full potential, g p

x teachers, celebrating your n H i

a You’ve probably already heard being encouraged to aim high and u e

r pupils’ achievements will be p n M of this, indeed many of you always striving to get to the next u part of daily life. But I believe r y o

e have already started your level, hungry to score the goal that t

u it is also right to tell the world c h celebrations. Many schools wins a football match or to play u o t n about the truly excellent work

p used St Andrew’s Day as an a star role in the school play. l e l o e going on in our classrooms

t opportunity to celebrate the a g D every day. t n success of their pupils alongside Celebrating successes and , e i e e n recognising achievements can

e celebrations of both Scottishness g

s Most of the young people in b w and cultural diversity. also help when it comes to dealing o o

, Scotland are well on their way to o t l

r with some of the more challenging t becoming the successful learners, a B i g We’ve already seen fantastic behaviour you may see in your t

t confident individuals, effective t n n and imaginative examples of classrooms. Sadly, some of our r i n

a contributors and responsible e v e whole school celebrations, youngsters come from homes i w b t citizens we want them to be. r from traditional events like where constant criticism – o o I t R s “ p ceilidhs, Highland games and or perhaps, worse still, apathy

10 Scottish Educational Journal December 06 Link Community / p t Development g , /

– is the order of the day. y In 2006, 12 EIS members joined Link Community k l k u These pupils’ self-esteem is likely p u / Development’s Global Teachers Programme and . p k g to be non-existent and this may a spent five weeks in Africa. r u . o manifest itself in difficult or o . g t

r Link Community Development skills and expertise with peers negative behaviour. d o d c .

l now invites Scottish teachers in areas of school leadership, n d @ a There’s no doubt that, for all c and head teachers to apply for management and teaching l d e . n pupils, a simple ‘well done’ can r a place on the Global Teachers practice. LCD provides the w o a

l Programme in 2007. Global Teachers with

get the message across and boost w t m o their confidence. But we owe it to w comprehensive training and t c u e them to share their achievements s The Global Teachers Programme support before, during and after e o l i with others – parents, peers, the s offers teachers and headteachers the placement. This is carefully d a

e a challenging, rewarding and

n designed so that all beneficiary

local community, media - and s i m f a make it harder for people to keep e motivating professional and groups – the participants, their e o l r personal development experience. placement schools, their own o p talking down the youth of today. T Their involvement lasts 15 Scottish schools and the wider So what’s next on your agenda months, centred around a five education sector – can extract for celebrating success? week placement in Summer 2007 maximum benefit from the If you’re looking for inspiration, in Malawi. On placement Global programme in accordance we’re putting stories and pictures Teachers are based with one of with their own education and of celebrations from around LCD’s project schools to share development priorities. Scotland on our web site at www.scotland.gov.uk/ Topics/Education/Schools/ CelebratingSuccess Scottish Teachers’ Superannuation Don’t forget to let us know how Scheme (STSS) Annual Benefit you are getting on and share your ideas – you can find out Statements (to 31 March 2006) how to get in touch on the The Scottish Public Pensions Agency (SPPA) are in the process website. This is your chance of distributing annual benefit statements. For those in full time to showcase everything that is employment this will be done through your employer. This will excellent about your school. also be the case for part timers where the SPPA has no home address. All other part timers should receive the benefit I know how good our schools statement at their home address. If you work for one of the are. I know that our best teachers following employers you will not receive an updated statement are among the best teachers as they failed to submit annual returns by the deadline specified. in the world. And I know that the majority of our pupils are Glasgow City Council Lews Castle College talented, hard-working South Lanarkshire Council Gaelic College individuals who deserve Orkney Island Council South Lanarkshire College credit not criticism. Western Isles Council Edinburgh’s Telford College So celebrating success is a Falkirk Council Dundee High School worthwhile habit to form. There are benefits for you, your pupils The SPPA can only provide statements when information is provided and the whole school community. by employers. Those who have not received a statement may wish Better behaviour, improved to write to their employer expressing their disappointment at the late learning and enhanced motivation return of information to the SPPA. The EIS, nationally, will also raise – it’s a win-win situation! the matter directly with the employers concerned.

the bigger picture. email us with your views [email protected] Educational Institute of Scotland 11 y Briefly

r Her Majesty’s Senior Chief Inspector of Education, Graham Donaldson, reflects exclusively for the SEJ on what schools are doing to develop o and recognise learners’ achievements in a broad range of areas and how

t HMIE inspects and reports on all aspects of achievement. s r

e Promoting wider v achievement o Schools are increasingly recognising the need to promote the wider achievements of learners as part of their all-round development. In inspections, we are frequently asked about the weighting given to these C wider achievements in our evaluations. Sometimes, the question is posed in ways which seem to see attainment and wider achievement as alternatives. They are not. Each young person needs to grow and learn in a rounded way and to have learning valued and recognised in forms that meet their personal needs and the needs of society more generally. Schools employ a wide variety of Of course, pupils’ experiences approaches to help pupils acquire outside school also contribute and apply knowledge and develop to their achievement. skills, attitudes and values. These experiences may take We have the formal learning place within the family and which takes place in curriculum community – but where learners d areas, subjects and have poor opportunities outwith n

a interdisciplinary projects and school, community learning ” .

s studies. Schools also use and development (CLD) settings d t s n

n opportunities such as work and voluntary organisations a a l e experience and residential visits to can play an important role. c e m outdoor centres. The importance In these settings, young people s n n e i i o of what we traditionally call have opportunities to learn v r i t t e p “extra-curricular activities” must important core skills such as i r a r c h o

e also not be underestimated. communication, working with f t c u f These activities are an essential others, and problem solving and a n d e

e part of the ethos and life of the to develop their self-confidence f E l , o f a school as a community and self-esteem. i p o s i

c and offer opportunity for t r e h So what sort of things are schools

c personal achievement. o s p t e doing to develop achievement in s

n Too often, they are not c p e e , its broadest sense? s taken up by as many z p e a i

s pupils as we would c t t i n Of course, they provide n wish and a key I c n a opportunities for pupils to obtain f

a challenge for the f d e t

i formal qualifications from the o n

r future is to involve h e o Scottish Qualifications Authority, s all young people in t C p a t the benefits of these and increasingly from other e r , a m r awarding bodies such as the o i

n less formal but i a d o

l Award Scheme Development and

n very valuable ways l o s e e

a Accreditation Network (ASDAN). o d of learning. h l S g t e a s r ’ e n n a y i o k t i s l y D s “Each young person needs to grow and learn in t e e j i s

i a rounded way and to have learning valued and m a v g t i i a recognised in forms that meet their personal n t M v i h i a needs and the needs of society more generally.” r a h t e e r r c T Graham Donaldson, Her Majesty’s Senior Chief Inspector of Education H G c a “

12 Scottish Educational Journal December 06 “Schools also encourage pupils to attempt some previously untried task or engage in some new Pupils can take part in outdoor The following extracts from two At the same time, we shall pursuit.” activities and have them recent HMIE reports provide continue to develop our recognised through The Duke examples of what inspectors approaches to evaluating and of Edinburgh Award Scheme or have written about pupils’ reporting on wider achievement. they may develop skills in playing broader achievements. We want schools to be able to tell a musical instrument and gain us about the opportunities they a certificate through the Secondary school report provide for learners to achieve RMB/RSAMD. “A large number of pupils across a broad range of areas. benefited from supported We also want to know how many Individual pupils may win an study, Easter study school, learners are taking up these event at a national championship university summer school and opportunities and how they are or be selected to represent the Greater opportunity of benefiting from them. How are the country or their local region Access and Learning with schools ensuring success and in a sport or an activity such Schools initiative (GOALS). achievement for all? Has the as debating. school consulted learners about Through the school’s “Citizenship the opportunities provided? Things like good attendance, in Action” programme, S6 pupils Who has a conversation with each special effort in class and were involved in mentoring learner about his or her wider activities in the areas of S1 pupils, paired reading and achievement? Who encourages citizenship, enterprise and learning, as well as working in our looked after children to creativity are all important the school’s associated primaries. achieve more widely? aspects of achievement and These activities helped pupils many schools recognise these develop their organisational As A Curriculum for achievements by celebrating and leadership skills.” Excellence takes root, our them at assemblies, awarding collective understanding certificates or giving ‘pupil of Primary school report about how best to the week’ awards. “Pupils were given opportunities to develop the capacities of our young people Schools also encourage pupils make decisions within the pupil council and Eco School Committee. and about appropriate to attempt some previously recognition of their untried task or engage in some The school’s positive approach achievements will grow. new pursuit. Examples could be to behaviour management had Creative thinking by staff in as many and as varied as there contributed to raising pupils’ schools will be central to that are individuals – self-esteem and their motivation development. The challenge facing being picked for to succeed. us all is to develop ways of the school valuing and recognising what football team, The school choir had achieved matters. Inspections will making a success in the Glasgow Music respond to and learn from presentation at Festival. By P7, those who good practice as we see an assembly or played clarsach had reached it in schools across being chosen a level of skill to participate in Scotland and in to take part in a national competition.” turn ensure a show. that such In inspections, we shall continue developments to evaluate how well schools are fed into succeed in raising the attainment local and of all pupils. Any reduction in our national collective expectations about thinking. attainment would almost certainly be particularly at the expense of the most vulnerable young people. the bigger picture - email us with your views [email protected] Educational Institute of Scotland 13 y Briefly David Drever takes a look

r at the current situation on class sizes and argues why further reductions

o are needed. t s r

e The case for

v smaller class sizes The continuing need to reduce Scotland’s class sizes for educational reasons will o continue to be a key feature of EIS policy in the run up to the Scottish Parliamentary elections in May next year. While some progress has been made in reducing class sizes in the early stages of primary schools, and in the first two years of secondary schools C in Maths and English, much more needs to be done to bring class sizes down to a manageable level. The EIS will be pushing all political parties to make further commitments to bring down class sizes, though the EIS petition to parliament (see page 4 of this SEJ). David Drever, along with fellow EIS National Executive Member Helen Connor, represents the EIS on the Ministerial Class Sizes Working Group. Here David takes a look at the current situation on class sizes and explains how further reductions are needed to allow all pupils the opportunity to meet their full academic potential.

f there is one issue that is from P1 to S6; it will be equally a focus for the key concerns welcome in the inner cities and facing teachers today, it is the leafy suburbs; and it will be tIhe case for smaller class sizes. good for pupils right across the A reduction in class size ability range. maxima will benefit teachers in both Primary and Secondary, Back in the early seventies a radical new Teachers’ Contract delivered class maxima of 33, 30, and 20 for all classes at different stages. It came alongside significant salary increases and was the result of a huge campaign that rocked the then Labour Government. There is no doubt that the capping of class

14 Scottish Educational Journal December 06 The need for smaller class sizes is clear to every teacher but the success of our campaign will be dependent on making the case amongst the wider public, most of whom are parents, all of whom have experienced the classroom.

Teachers realise that if they are to the Student Teacher Achievement deliver the first class, professional Ratio (STAR) project in Tennessee, education service demanded of and the Class Size and Pupil Ratio size with agreed contractual them, then they need to see the study of the London University maxima gave a major boost central obstruction to that – Institute of Education – are clear to the quality of teaching and over sized classes – removed. that class size makes a difference. learning in Scottish schools all However the review concludes these years ago. Good start equivocally by acknowledging that There are signs that the attainment is a complex picture Times change Scottish Executive acknowledges affected by a range of factors. So what has changed since then? the case for smaller classes. An academic review of multiple Schools are very different places The Partnership Agreement to research projects cannot, indeed in 2006 and Scottish Education reduce class sizes to 25 in P1 and dare not, be conclusive in a has changed markedly. 20 in English and Maths in S1/S2 politically contested arena such as The learning process for pupils in 2007 is a welcome start. It is the class size debate. However the is now held as important as the certainly instructive to consider experiential evidence of teachers teaching that complements it. David Drever the circumstances under which is overwhelmingly conclusive: With the recognition of different the Scottish Executive made this there is hardly a classroom learning styles teachers now “...we insist policy change. The pledge was teacher, headteacher, university deploy a range of methodologies: that large made at an election time at the education lecturer or Local direct interactive teaching; group height of political pressure and Authority manager who has spent class sizes are time in a classroom that will not work; peer tutoring and ICT. an obstruction will be implemented just after Central to the teaching/learning the next Scottish election, again confirm from experience that to effective smaller class sizes result in better process is the power of formative teaching.” under the glare of the political assessment as a teaching tool. spotlight. Following repeated teaching and learning. Finally the We welcome these developments calls from EIS AGMs for further Report offers scenarios for future that put the child at the heart of reductions in class sizes additional spending, concluding the learning process, but we throughout all schools and at that class size reduction would insist that large class sizes are an all levels, Peter Peacock set up require long term planning and obstruction to effective teaching. a Ministerial Working Group to would be expensive. However the Scottish society has changed over investigate Staffing Resources and Report refused to make the past thirty years also, and Class Sizes. The Group will report recommendations at this stage, some of these changes are in autumn of next year and make effectively postponing crucial reflected in our schools. recommendations about priorities decisions until after the 2007 Pupil behaviour and the rising beyond 2007. The EIS is Scottish Parliamentary Election. concern with ill discipline are represented on that group by important issues in both Helen Connor and myself. This prospect lends greater Primary and Secondary schools. urgency to the EIS campaign to Teachers know that large class Reporting progress reduce class sizes. At this time, in the run up to council and sizes reduce their ability to meet In June of this year the Working parliamentary elections, education the needs of challenging pupils, Group issued an Interim Report issues are recognised as being indeed they are often the source that gives a factual account of its high priority amongst voters, of the bad behaviour. The reforms work to date. This Report makes and are accorded serious respect of A Curriculum for Excellence for rather dry reading but does by our politicians. The need for will shape our work in the coming contain important pointers for the smaller class sizes is clear to decade. Practical detail is scant future. It sets Scottish class sizes every teacher but the success of as yet, but the emphasis will in an international context that our campaign will be dependent be on flexibility, choice and highlights our unenviable on making the case amongst the personalisation. The jury will position: in Primary schools in wider public, most of whom are be out until we have the detailed Europe, only England and Ireland parents, all of whom have guidelines, but it is clear that have a larger average class size. experienced the classroom. the new framework will demand Statistics contain more variables smaller class sizes to support in Secondary schools, but in Future decisions on class size effective learning. European Maths classes of 15 policy will be taken by the newly year olds, only Scotland, Slovakia, elected Scottish Executive of The links between class size and France and the Czech Republic issues such as effective teaching 2007. Our campaigning work in had an average size of more than the coming months will play an and learning, pupil behaviour and 23 pupils. Elsewhere the Interim curriculum reform are not new – important part in that decision Report gives a comprehensive making process. teachers have been aware of them review of Class Size research that for years. A quick look back over was prepared by the Scottish the EIS AGM motions of past Council for Research in Education Your class size campaign years will show that union (SCRE). This looked at UK and petition form is enclosed in activists have known it as well. international studies on the this SEJ. See news item on What has changed is that it is effects of class sizes. Much of the page 4 for further details. an issue whose time has come. authoritative studies – particularly

the bigger picture - email us with your views [email protected] Educational Institute of Scotland 15 z i u

q Feel clever? Greetings. It hardly seems a year since the 2005 quiz graced this publication. As 2006 draws to a close, and the repeats begin to stack up on TV, get your pens and paper ready for the 2006 version. r The first all-correct entry drawn from the proverbial hat (ok, ok…it’s actually a cardboard box) will receive £50 in gift vouchers. Enjoy, and good luck! a Section 1 5. What was the name of 8. Who temporarily relinquished 2006 – Were you paying the monster-like band power to his brother before

e attention? who earned the most surgery on 31 July 2006? 1. The world’s first probe to points ever given in which planet was launched Eurovision Song Contest’s 9. To which post was 51 year history in May? Mr Ban Ki-moon of y on 19 January 2006? South Korea appointed 2. The 2006 Winter Olympics 6. In the FIFA 2006 World on 11 October 2006? opened in which city on Cup two teams had their

f 10 February 2006? 23 squad members drawn 10. On 7 November 2006, which entirely from that country’s band which has not toured 3. What came into effect in domestic league. One was for 15 years announced a 14 date European Tour schedule o Scotland on March 26 2006? Saudi Arabia. Name the other country. for 2007 including two UK 4. The largest train station in dates at Twickenham and Europe opened on 26 May 7. Which film, on 7 July 2006, Old Trafford? 2006 in which European city? set box-office records for the largest opening day gross, d the largest single day gross, and the largest Friday gross of all time? n WIN E £50 Answer sheet EIS End of year quiz ! Section 1 Section 2 8. ______9. ______Section 5 1. ______1. ______10. ______1. ______

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16 Scottish Educational Journal December 06 Section 2 3. Which Italian Football 6. In Fawlty Towers, what was Song Lyrics Club was formed on the name of the horse given to Below is a list containing lyrics 3 December 1906? Basil Fawlty which was tipped selected from famous (or not (a) Juventus to win in the 3 o’clock at so famous) songs. Identify the (b) Internazionale Exeter in the episode artist and the song containing (c) Torino Communication Problems? each lyric. (d) Piacenza 7. Name five horse racing 1. “All the teachers in the pub 4. Which British car and venues in Scotland. Passing round the ready-rub aero-engine manufacturing Trying not to think of when company was founded on 8. In which play by Shakespeare The lunch-time bell will 15 March 1906? would you find the following ring again” line? “A horse, a horse, my 5. Who became the UK Prime kingdom for a horse” 2. “It's a traffic jam when you're Minister immediately following already late the General Election on 9. Name the three horses It's a no-smoking sign on 13 February 1906? in George Orwell’s novel your cigarette break Animal Farm. It's like ten thousand spoons 6. What became a worldwide 10. Released in 1976, which when all you need is a knife” standard when it was included in the second band’s only hit single 3. “I look around but it’s you International Radiotelegraphic was They Shoot Horses, I can’t replace Convention, which was signed Don’t They? I feel so cold and I long for on November 3 1906? Section 5 your embrace” 7. Who was born on 13 April And finally… 4. “Oh baby you’re the only 1906 and went on to write 1. What is the State Capital thing in this whole world novels, poems and plays of California? That’s pure and good and including Waiting for Godot? right” 2. Who ran 7 marathons in 7 8. Symphony No 6 in A minor continents in 7 days in 2003? 5. “She says we’ve got to hold was performed for the first on to what we’ve got time on May 27 1906 in 3. Whose autobiography ’cause it doesn’t make Essen. Who composed this is entitled Long Walk a difference if we make piece of music and conducted to Freedom ? it or not” the orchestra at its first performance? 4. What do the letters “TT” 6. “I looked out this morning stand for in “The Isle of Man and the sun was gone 9. The San Francisco TT Race”? Turned on some music Earthquake occurred in to start my day” which month in 1906? 5. The Persistence of Memory (a) February is a famous painting by 7. “Here I lie (b) April which artist? In a lost and lonely part (c) September of town (d) October 6. What was the name of the Held in time first spin-off series from In a world of tears 10. Which actor was born in Doctor Who which made I slowly drown” St Petersburg, Russia on its debut on BBC Three 3 July 1906 and starred in October 2006? 8. “A built-in remedy for in many films including Khrushchev and Kennedy Rebecca (1940), All About 7. What voting system will be At anytime an invitation you Eve (1950) and A Shot in used in the Scottish local can’t decline.” the Dark (1964)? government elections in May 2007? 9. “Somewhere deep inside Section 4 you must know I miss you Horses for Courses 8. What is the colour of the But what can I say rules Central Line on the London 1. Who wrote the novel Underground map? must be obeyed” The Horse Whisperer? 9. Whose primary 10. “But you’ve become somebody 2. Who directed and starred else, round everyone else contribution opposite Kristin Scott Thomas to psychology was You’re watching your back, in the Hollywood adaptation like you can’t relax” a “hierarchy of of the novel? needs” which is usually presented Section 3 3. Who recorded the song as a pyramid? 1906 Trivia A Horse with No Name? 10. Which car, 1. Who was the first American 4. Who played the English replacing the to be awarded the Nobel aristocrat in the film Sierra in Peace Prize in 1906? A Man called Horse? Europe and 2. Which General Secretary of 5. What was the name of the the Telstar the Communist Party of the horse which Audrey Hepburn in Asia, was Soviet Union was born in cheered to victory in the film launched in Ukraine in 1906? My Fair Lady? March 1993 and was elected Car of the Year in 1994?

Educational Institute of Scotland 17 s

e All white p

i on the night Why dream of a white Christmas when you can serve c one? Turkey traditionalists will no doubt have their favoured recipe for the festive season, but here we e present some a completely white Christmas dinner. Different, yes – but we think delicious.

R White bean soup Christmas Cod Lemon sorbet Serves 4 When cooking with cod, The sorbet should be made the it is important to choose it day before. The weak and very 3x 450g cans of broad beans from sustainable sources. young should not eat uncooked 1 medium onion Line-caught cod is available in egg, so use the powdered egg up to 1 pint of milk some supermarkets, and others whites in these circumstances. salt stock organically-farmed cod white peppercorns from Shetland. the juice of four lemons 1 teaspoon of very fine lemon zest First, remove the skins from the for the cod 160g caster sugar broad beans. Each bean should 350ml water easily pop out of the skin. Discard 4 fillets of cod 2 egg whites or equivalent the skins, and place the beans in 12 small potatoes, powdered egg white a bowl for now. peeled and halved fresh mint, to serve butter In a covered pan, gently sweat juice of two lemons Gently heat the sugar, water the onions in a little oil for about dried or fresh chervil and lemon zest in a pan until 5 minutes, but do not allow to 16 small tomatoes, quartered the sugar has dissolved. Add the burn. Then add the beans and 20 olives, stoned lemon juice and allow to cool. just cover with boiling water. Simmer for about 10 minutes, for the sauce Then place in a shallow metal until soft. Season with the salt dish and freeze. After two hours, and ground peppercorns. 2 shallots, finely chopped fork briskly. After another two Then blend the mixture, adding handful of mixed herbs hours, fork again. This time, whip sufficient milk to make it smooth white-wine vinegar the egg whites until firm (but not and soup-like. Bring back up 500g creme friache stiff) and fold into the freezing to a warm temperature and mixture. If you are using serve immediately. Place the potatoes in a pan of cold powdered egg, simply whisk water and bring to the boil until it into the sorbet. tender. Drain and keep aside. Heat the oven to 180 degrees. Now leave to freeze for 6 hours or overnight. Serve with fresh mint In a large non-stick, and a sliver of lemon. oven-proof frying pan, fry the cod in 1 tablespoon of oil and To drink 1 tablespoon of butter. You will If you start now, you can have need to fry for about three your own home-made creme de minutes each side. Then add menthe to drink by Hogmanay. the cooked potatoes, olives, Take one large bunch of fresh tomatoes, lemon juice and mint leaves, and add them to chervil, and place in the oven, a jar. Top up two-thirds with a uncovered, for 6-8 minutes. decent vodka. Seal, and leave on a windowsill for ten days to two Now prepare the sauce. In a pan, weeks, shaking regularly. add 4 tablespoons vinegar and 4 Now make a sugar syrup by tablespoons water to the shallots boiling two parts of sugar to one and herbs. Reduce until there is part of water, and leaving to cool. just a tablespoon or so of liquid. Pass this through a sieve into a At this point, remove the mint bowl, and add the creme fraiche. leaves, and fill the remaining Gently heat the mixture but under third of the jar with the sugar no circumstances allow it to boil. syrup. (You can about six drops If it separates, remove from the of green food colouring if you heat immediately and whisk an desire.) Leave to mature as long ice-cube into the mixture. as possible before drinking – neat, but in moderation. Serve immediately.

18 Scottish Educational Journal December 06 Advertising Feature

Financial Advice for Retired or Retiring Members Retirement can be a time of change and uncertainty. Your income and outgoings will change dramatically, as will your needs and objectives. If you are approaching retirement you may need advice on the best way to put your savings to work or, if you have already retired, you may want someone to check that you have done the right thing with your investments.

Lump Sum and Investment Advice Inheritance Tax When you retire you receive a tax free One of the greatest concerns for lump sum from the superannuation many of our members is Inheritance scheme equal to 3 x your annual Tax, currently charged at 40% pension. We can help by offering and applicable to all estates independent advice on a number of valued over £285,000*. ways to invest this lump sum to provide you with an additional regular income. This may seem like a high figure but, In many cases you can still access your bearing in mind that property values - capital if you need to and even retain which have risen sharply in recent years potential growth on your investment! - are included in the estate, as well as savings, investments and life insurance, Investing in this way could provide many members exceed this tax bracket an extremely tax efficient regular without realising it. income to supplement your Superannuation pension. With good advice and sound financial planning it is possible to reduce or In addition to this, many of you will even wipe out any tax liability your have savings or investments such as estate may have. ISAs, PEPs, Bonds etc. that might not be suitable any more given your change in circumstances. It is important to review these investments and we can offer independent advice on restructuring your existing portfolio, or even on improving on the low rates of return from some Bank and Building Society accounts.

For further information on Investments or Inheritance Tax Planning call us now on 0141 332 8004 and an EIS Independent Financial Adviser can discuss your requirements further.

*Information correct for the 2006/07 tax year. Educational Institute of Scotland 19 e

r Flying Chartered 25 new chartered teacher graduates from University of Paisley

25 Scottish teachers have become the latest fully u qualified Chartered Teachers to graduate from the and the great experience that University of Paisley. The 25 graduates successfully these teachers bring.” t completed the Chartered Teacher programme which is run by a partnership led by the University of Paisley In excess of two hundred and the EIS, together with Learning & Teaching Scotland, teachers from across the country a Argyll & Bute Council and South Ayrshire Council. are studying Chartered Teacher modules with the University Commenting on the graduation Chartered Teacher programme of Paisley. The number of e of the new Chartered Teachers, - a scheme which is bringing Chartered Teachers in schools EIS General Secretary Ronnie benefits to thousands of is set to rise dramatically in the f Smith said, “This is a proud day teachers, as well as pupils coming years, as more and for everyone involved with the and schools, across Scotland. more experienced classroom Chartered Teacher programme in The Chartered Teacher scheme teachers reach the standard Scotland, but particularly for our allows experienced teachers to for Chartered Status through 25 new fully Chartered Teachers. continue to enhance their skills accreditation of prior learning, To date, they are the largest group while remaining in the classroom prior experiential learning and

D of teachers to graduate from a so that pupils can benefit from postgraduate study on University Scottish University as part of the the highest quality of teaching based programmes. P C e i l y

The 25 graduates from the Paisley CT programme were: Dawn Anderson, Kathleen W

Cowie, Kit Crozier, Frances Diver, Karen Farrell, Kathleen Gallagher, Elaine Gray, n a

Derek Griffin, Peter Hynd, Heather Johnston, John Leitch, Katy McKean, Ruth Millican, l Sarah Moar, Sadhvi Mohan, Helen Morrison, Susan Ronnie, Neil Roxburgh, A :

Charlie Stringer, Lorraine Shepherd, Gracie Summers, David Thomson, Carolyn Todd, o t

Lorna Webster, Fiona Whyte. Also shown are University Chancellor Sir Robert Smith, o

Principal Professor Seamus McDaid and Dean of the School of Education Ian Smith. h P Promoting CPD in Perth EIS Learning Rep for Perth & Kinross, Patricia Duncan, discusses local CPD opportunities with teachers at a recent EIS/local authority event in Perth. Joining Patricia were Rosa Murray from GTCS and Leila Holm (University of Aberdeen) – both EIS members – to discuss the growing CPD opportunities now available to teachers in all parts of Scotland. n o s k c a J k r a M : s o t

Rosa Murray (left) o Patricia Duncan and Leila Holm h P

20 Scottish Educational Journal December 06 Learning Rep’s life

am the Multi-Establishment Time off for my duties was Professional Recognition etc. Learning Representative arranged very easily and I was We have arranged some excellent for Dumfries and Galloway. immediately invited to serve on speakers who are very well It takes about as long to say CPD steering and coordinators informed in the field. Walter it as it does to commute to committees and worked with the Humes is Research Professor work! Not only that but I am group which organised last year’s in Education at University of also School rep and Treasurer CPD conference for all secondary Paisley and Rosa Murray is the of my Local Association. “...CPD teachers. I keep in fairly close Professional Officer (CPD) with Keeps me from getting opportunities touch with the authority CPD GTCS. I have heard both of bored, that’s for sure. in Dumfries department with whom I have them speak recently and would and Galloway a very good working relationship. recommend them to all teachers. In the year or so I have been are readily The asked me recently to speak We also will hear from two CTs the LR in the south west I available to the Chartered Teacher (CT) from our local schools who will have spent a lot of my time in and well network group about my role. tell us of their first hand improving my own knowledge organised.” experiences of the program. and understanding of the CPD John L Thomson, LR, Despite all that, and the fact that Gillian Brydson (Education Officer scene in Scotland. The LR website Langholm Academy CPD opportunities in Dumfries CPD) will be giving the authority has proved very useful in keeping and Galloway are readily available view and I will also be there to me, and the other LR’s, up to and well organised (with an online emphasis the EIS commitment to date with developments. catalogue, booking system and helping teachers to make the most CPD portfolio for staff use), I have of training opportunities. I would My role is to inform, advise and been surprised to note the low advise any teacher in the south support members in taking up numbers of teachers who are west who is thinking of furthering the opportunities that CPD offers taking up the challenge of CT. their career (or even improving and to continue to support them We have around 10 CTs within their pension!) to come along throughout their studies. It seems the authority and another 40 to the meeting where, if your that teachers are quite reluctant or so who are at various stages questions or problems are not to come forward and seek such in their studies. addressed by the speakers, assistance but, I am assured, you will be able to ask questions that it takes time to change the On 24th January 2007 the EIS and get straight answers. culture of self sufficiency. and D&G Council are organising a joint CPD event to take place John L Thomson I was very fortunate that my local in Dumfries. The intention is to Langholm Academy authority was very keen to get me highlight the various opportunities [email protected] involved in the CPD scene locally. available to staff such as CT, National Occupational Networks Educational Psychologists, Headteachers, Music Instructors and Quality Improvement Officers.

National Occupational Networks assistance to be offered to these members in their establishment are operate to represent certain members members in matters which affect made aware of these elections and who are part of an occupational group them. Occupational Networks have the opportunity to nominate within the EIS who have distinctive discuss matters of specific interest themselves for election. interests and who may not be to these categories of members and represented in other structures within the results of their discussions are Applications are invited from the Institute. These groups operate passed to Executive Committee or members in these categories to serve on behalf of four categories of local associations to form part as the representative of their local members – Educational Psychologists, of the normal process of policy association area on the national Headteachers, Music Instructors and consideration. Network for their category. One Quality Improvement Officers. Network representative is elected New elections to the Networks for each local association area and Networks operate to offer a forum for are now underway, and EIS members may nominate themselves. such members, to keep the main body Representatives are asked to ensure The period of office is three years and of the EIS advised of developments in that their headteacher (where a Networks normally meet on around these areas and to allow proper member) and any other relevant two occasions each year.

Nomination forms are available from Local Association 46 Moray Place Secretaries and from the Organisation Department at EIS Edinburgh EH3 6BH Tel 0131 225 6244 Headquarters and should be sent to Local Association Fax 0131 220 3151 Secretaries to arrive no later than 15 December 2006 . [email protected] www.eis.org.uk

Educational Institute of Scotland 21 Health issues Spotting signs of Meningitis A recent survey has revealed that parents rely on teachers to educate their children about meningitis – a life-threatening disease that parents fear most, according to a Department of Health study. Less than half of parents with The Meningitis Trust has children of school age questioned developed the website to raise by a research company were awareness of the signs and confident that their under symptoms amongst teaching 16s were aware of the signs professionals and children. and symptoms of meningitis, The website also includes a despite an overwhelming section for parents to increase 97 per cent of parents saying their understanding of the they think it is important for disease as research has shown Monty the Duck: “Meet me at their children to learn about that parents fear meningitis www.meningitis-learning.org” disease and how to prevent it. more than any other disease.

To help teachers educate children The website has been funded About the James Tudor about disease, the Meningitis by organisations including Foundation Trust has developed a website The James Tudor Foundation The Foundation makes grants for www.meningitis-learning.org and The Barbara Ward charitable purposes, across six Children’s Foundation. programme areas. Designed specifically for teachers to help support lesson planning As the UK’s leading meningitis • Palliative care and delivery, the website features charity, the Meningitis Trust • Medical research downloadable lesson plans, is working towards a world • Health education, awards worksheets, and whiteboard that is free from meningitis and scholarship presentations and can also and meningococcal septicaemia • The direct relief of sickness be used as an interactive tool (blood poisoning) and where those • The UK independent during lessons. affected receive quality care and healthcare sector support for life. The charity aims • The fulfilment of our charitable To make learning fun for younger to raise awareness of meningitis objects by other means children, Monty the duck will and septicaemia through guide pupils through the world of an education and training For more information contact micro-organisms where they will programme and offers practical Rod Shaw on 0117 9858715 meet good and bad bacteria and support for life to people coping or email: rod.shaw@ see the effect they can have on with the devastating after-effects. jamestudor.org.uk our bodies, including how bad The Meningitis Trust is a bacteria can cause infection and registered charity which relies About the Barbara Ward how antibiotics can fight it. For almost entirely on donations to Children’s Foundation older children the website uses continue its work. Inaugurated with a generous quizzes and animations to help donation from Barbara Ward children learn more about About the Meningitis Trust in 2001, the objectives of the meningitis and the effect it can BWCF are to carry out charitable

t The Meningitis Trust is the

a have on people’s lives. UK’s leading meningitis charity, purposes anywhere in the

e raising awareness of meningitis world, particularly in relation t Philip Kirby, Chief Executive i and septicaemia through an to disadvantaged children. s for the Meningitis Trust said: By June 2006 the BWCF had b education and training

e “Meningitis and meningococcal programme and offering practical made grants of well over £2 million

w septicaemia (blood poisoning) to various projects in more than

e support for life to people coping

r can affect anyone at any time h i with the devastating after-effects. 80 different charity organizations. t e and can kill within hours. Whilst many of these projects are h n

t Specifically, the Meningitis Trust in England, the charity is also o g “Survivors can be left with r t provides support through the supporting disadvantaged children i o n severe, disabling after-effects, . s following services: in Scotland, Northern Ireland, t o i

i including brain damage, s

v • a 24-hour helpline led by Russia, Kosovo, Malawi, t

u deafness and, where septicaemia , a r specially trained nurses offering Cameroon, Barbados, Kenya, t t

- has occurred, limb loss.” s m information and support in over and Nepal, The children’s project s r i u

t 100 languages - 0800 028 18 28 at Meningitis Trust is a classic r o i

f Children are particularly g T • free professional counselling example of the type of project

n susceptible to meningitis and n i i s • a home visiting service that the BWCF is most pleased i every year there are at least n e t • financial grants to fund to support. e i r 1500 reported cases in under g

o special equipment; respite m

. 16s, although experts estimate n For more information call Brian

i care; therapeutic activities; m

w that there are actually twice

n special training; travel and Walters on 020 7222 7040 or r e

w as many cases in UK. o accommodation costs; email [email protected] or go to w M F and much more. www.BWCF.org.uk

22 Scottish Educational Journal December 06 John Cairney Memorial Road Relay Race espected Times Educational Supplement Scotland journalist, John's literary talents saw teacher and long time EIS activist, John Cairney sadly passed him in print in such publications away last year. A former PE teacher, John was extremely as 'The Times Education Ractive in promoting health, fitness and wellbeing for young people. Supplement' , ' The Herald ' and He was also active in his local athletics club, the famous the ' East End Independent' . Shettleston Harriers club. Here, John’s Glasgow EIS colleague He helped raise the profile of John Mackay reports on the first ever John Cairney Memorial Shettleston Harriers with regular Road Relay Race, which has been established by the Shettleston weekly reports on every athletic John Cairney Harriers with support from Glasgow EIS Local Association. event and also contributed to the greater educational debate On a wet, windswept day the John was working on the in Scottish Education. “His main inaugural John Cairney Memorial club’s centenary book when passion in Relay Races took place at Glasgow he was diagnosed with cancer. Jack Barnett, Ex-President, who life was Green on the 15th November. This book '100 Years of Shettleston made the trip from Fraserburgh fitness and Over fifty teams took part in a Harriers-An East End Odyssey' and Willie Hart, Glasgow Secretary he would four person road relay around is a remarkable account of the represented the EIS, standing for have been Glasgow’s oldest public park. history of the club and is two hours in continuous rain. pleased to Each young athlete was given a unequalled in any other Helen Cairney, John’s wife know young leg of one mile to run, with four athletics clubs anywhere presented the Girls’ winning (two S1 and two S2) in each team. in the UK. This book is secondary trophy while Jack presented the pupils were There was a separate boys’ relay available via the club website Boys’ trophy. A number of John’s followed by the girls’ teams, www.shettlestonharriers.org.uk ex-colleagues and other family taking part in in total over 200 competitors. members were in attendance. a race in his Sadly, John passed away in April Hutcheson’s Grammar school won memory.” John was an active member of of 2005 after a long battle with both the boys’ and girls’ events. John Mackay, the EIS for all his teaching life. illness. He had been a member EIS colleague of Both races were closely contested John Cairney. He served on a number of key EIS of the club since the late 70s. and the atrocious weather did not committees and was a well known Originally from Baillieston, seem to dampen the enthusiasm activist in the Glasgow branch. John latterly lived in Muirhead of the young athletes. It is hoped His main passion in life was and retired from Secondary some of these young athletes will fitness and he would have been Education where he worked as be inspired to participate in more pleased to know young secondary Principal PE Teacher in All Saints regular exercise or maybe even pupils were taking part in a race Secondary, Glasgow. He then to take up the sport of athletics. in his memory. It is fitting that pursued a second career as a Shettleston Harriers are the EIS are championing a health Journalist. He was also a member planning to host this memorial drive in younger people. of the General Teaching Council event annually. John was a keen road runner and of Scotland. was an active member of his local East End of Glasgow athletic club, Shettleston Harriers. His club organised the event with generous sponsorship from the EIS and the Glasgow Commonwealth bid team for 2014. The event has hopefully raised awareness of the young people of Glasgow’s ambitious bid to host the second largest games

in existence. Every young athlete Raining champions: - was given a Glasgow Pupils battle the elements s r y e (below), while former EIS r

Commonwealth Games Bid for i a presidents Jack Barnett r

2014 pin badge as a souvenir r and Willie Hart try to n a k e of this event. e

keep the prizes dry. t e u H . n s g e n e r c o s t o s . a s ’ s e e b l l r t u p e t l i ' e c r y h r e e S a s h f h t s o n y e o s d k r t i O l s a e e d d l l y t n t u 0 E e o 0 t h w s 1 s ‘ . a u k E w o o y w n o f w A b I the bigger picture - email us with your views [email protected] Educational Institute of Scotland 23 Obituary

happened in education. By the 1970s that terrain was mostly occupied by TESS complemented by considerable educational coverage in daily broadsheets – and even some tabloids. There was still an element of rivalry in recording the major decision making events of the EIS calendar, such as the decisions of the Executive, Council and the AGM in June. But it was a friendly rivalry and Sandy worked well with, and gained the respect of, other education journalists of the period.

He had worked for many years Sandy French in Africa, in particular as Chief Reporter on the Tanganyika Journalist and editor of the Standard. When he returned to Scottish Educational Journal Scotland, Sandy returned to work on the Bulletin where he had Born 8 August 1922 Died 2 October 2006 worked previously and later in the andy French, who died on to the process of debate itself Glasgow office of the Scotsman. 2 October, was a central among the many voices making In 1968 he set up the first course figure in the EIS for much themselves heard within the EIS. of journalism in Scotland in what Sof the 1970s and 1980s. He was This was a difficult balance to is now Napier University. employed originally as a full- achieve and it took someone of Sandy was born in Aberdeen time journalist to work with Sandy’s considerable journalistic but moved at the age of seven Raymond Thomasson, then skill, coupled with political nous, to Glasgow. Much of his Depute General Secretary of to ensure that the SEJ at all times secondary education was in the EIS and also editor of the gave fair representation to these Coatbridge Secondary. After Army Scottish Educational Journal. disparate voices. And if any service in the Royal Artillery he Later Sandy himself became activist (or for that matter EIS returned to Glasgow University to editor. These were years of official) felt that he or she was complete an MA degree in French. transition for the EIS and the misrepresented in the columns He followed his father’s footsteps evolution in the format and of the SEJ they were not slow to into journalism starting as a sub- content of the SEJ over take their complaint to Sandy. editor in the Glasgow Herald, his this period reflected the It is a measure of the fair Sandy had father’s old paper, before moving many changes. mindedness and integrity of the little time for on to the Bulletin. man that most accepted that the “prima In the early 1970s, the EIS, Sandy’s representation of what donnas” of For much of his later life Sandy not yet a fully fledged trade had been said was a fair and the Scottish experienced ill-health and this union, saw itself still very much reasonable record, even if, viewed political and dogged his years with the EIS a professional body with a in cold print, what had been said educational prior to his retirement in 1986. plethora of committees and in the heat of debate reflected less scene... Colleagues from those years ad hoc groups, national and local, flatteringly on the speaker. remember a warm personality which discussed often at length with a sharp wit who was and in considerable detail all Sandy was frequently lobbied by particularly generous and aspects of educational policy and many in education whose personal supportive to young officers schooling. These issues were priority seemed at times to be an and staff starting out in a career well aired in the SEJ. aspiration to see their name in in the EIS. He retained his EIS print. If they had been rejected links after he retired, partly By the later 1970s and on into by the Scotsman, Herald, Daily through his attendance at EIS the 1980s, during the period of Record and TESS, then perhaps AGMs for many years along with Sandy’s editorship, the EIS was the SEJ might publish what they his wife Maureen. He continued changing rapidly to becoming had to say. Sandy had little time to take a great interest in the much more a body with a for the “prima donnas” of the affairs of the EIS and commented political and campaigning focus. Scottish political and educational (with critical insight) on the Teachers looked increasingly to scene looking to see their by-line Scottish Educational Journal the SEJ, which at that time was attached to whatever was the live through its various changes. published monthly, for information educational topic of the day on the progress of campaigns - and they knew it. More recently he was greatly and also for a clear leadership affected by the tragic death message and direction. This period At heart Sandy was a gifted of his daughter-in-law Lesley of transition led inevitably to journalist of considerable integrity on a hill walking expedition of tensions and the EIS activist base who recorded what had happened Glencoe in 2002. reflected the political divisions of and what was said. He left policy the time, both between and within making and direction to others – Sandy’s many friends in the political parties. but was doggedly determined that EIS remember him with great no faction within the EIS would admiration and affection. It was Sandy’s responsibility to dictate the content of the SEJ. We send our condolences to give due weight to the decisions of his wife Maureen, son John the EIS Executive, to the lead of In the early days of the SEJ the and his grandchildren Kirsty, the General Secretary for much of paper was to a large extent the Robert and David. that period, John Pollock, and also journal of record for most of what

24 Scottish Educational Journal December 06 What is the Gwen Gwen Mayor Trust Mayor Trust? Successful Applications 2006/2007 The Gwen Mayor Trust was All primary established by the EIS in schools in he Gwen Mayor Trust evening of December 20th. memory of Gwen Mayor, the recently announced its The audience will include parents teacher who lost her life in the Scotland awards for 2006/07. and friends of the children taking tragic shootings at Dunblane are eligible TEleven schools from across part and also residents from the Primary School in March 1996. to apply Scotland have been successful church sheltered homes. We also for Gwen with amounts ranging from hope to take the show out into The purpose of the Trust is to Mayor Trust £210 to £500 being awarded. the community by staging a advance education by providing funding. A total of £3760 has been performance at one of the town’s financial support for projects in See the April awarded from the Trust care homes to allow some of the connection with the arts, culture, 2006 edition fund this year. folks who are housebound to music or sport. Gwen Mayor’s of the SEJ enjoy the show and join with us daughter and a former colleague (Vol.90, Issue One of the projects to be awarded in celebrating the festive season.” from Dunblane Primary school 2) for further funding from the Gwen Mayor are among the trustees to the Trust this year is at Struthers “The funding awarded from the details on the fund. Originally, funds were work of the primary school in Troon, South Gwen Mayor Trust will make a big raised from teachers in Scottish Ayrshire. The school is currently difference for the school, and will Gwen Mayor schools in the months following Trust. preparing for its festive show, help pay for the extra curricular the tragedy and since then which will be a performance of the aspects of the performance and a number of organisation, musical Scrooge by P6s and P7s. for buses to and from the care including trade unions, and home to allow the pupils to share many individuals have Headteacher June Beesley their show with the community,” contributed to the fund. explained, “Our aim is to give added Ms Beesley. the children the opportunity to be involved in the planning, Christmas yet to come: Struthers preparation and delivery of the pupils working hard at rehearsals. show. We hope to encourage the wider achievements of the e children and raise the self-esteem i l of some who find numeracy and y literacy difficult. The children will W n also be involved in the production a l of the sets and costumes.” A : o t

“We are holding extra-curricular o h rehearsals for the children P throughout the winter term. This will culminate in a performance in our associated church hall in Troon on the

The table below gives details of the level of funding awarded ? g

to each of the successful projects this year. n i d

Amount School Project n : H u o f B

400 Kirklandpark Primary Poetry Project to raise awareness of poetry and poetry writing t 6 s

School Strathaven, Lanarkshire y l 3 d p H e

400 Newburgh Primary Performance of The Wizard of Oz, May 2007. Cost of hall, hire of p E a School Newburgh, Fife lighting, printing, costumes, copyright, and scenery. e h n o g t r

300 Langlands School Glasgow To hold an Open Day – Farewell Langlands Govan - to mark the relocation t e u a to a new campus in Pollok. l k b b h i u n . t i 250 Iochdar Primary School Performance of The Legend of Slim McBride and the Lost Tribe. g i g d l r t e South Uist Towards costs of workshops to rehearse and transport. E o c . , e s e e r 400 Earnhill Primary School To produce a school show – towards cost of lighting, scenery, costumes etc i j c a e o Greenock a l @ s r l s P o p 400 Stenhousemuir To hire a professional dance artiste and percussionist to assist pupils to e i o y r l a i Primary School present an anniversary concert as part of the school’s Golden Anniversary. h r a c u i o s 250 Struthers Primary School To produce a Christmas musical – Scrooge. q c M n y e e Troon, Ayrshire Costs include buses, lighting and sound. r 6 a p : 4 e s

350 Barcaldine Primary School Development of ground beside the school, eg music corner, wild life area. m , i t r

By Oban, Argyll a 4 s p 4 u e r 2 300 Guildtown Primary School To develop playground, working with a local art school d v T 6 Guildtown, Perthshire to produce murals for display in playground. n a a r 5 o h y 2

210 Campie Primary School To create a large plaque promoting the ideas of healthy eating, y r 2 a e Musselburgh, East Lothian and the schools link with a primary school in South Africa. u s 1 M r o 3 u y

500 St Kevin’s Primary School Towards costs of materials and workshop in mask and n 1 n e Sitehill, Glasgow puppet making. School will make a large frame puppet theatre. 0 l o w l : D A G Total number of successful applications = 11 Total amount awarded = £3760 T

Educational Institute of Scotland 25 EIS Area Officers, Local Association Secretaries and Learning Reps s Headquarters Area Officers

t Telephone: 0131 225 6244 Dundee Glasgow fax: 0131 220 3151 Karen Barclay Norman Bissell email: [email protected] (Aberdeen, Aberdeenshire, (Argyll & Bute, East [email protected] Highland, Moray) Dunbartonshire, Inverclyde, c website: www.eis.org.uk Renfrewshire, membership: tel: 0131 220 2268 Graeme Campbell West Dunbartonshire) e-mail: [email protected] (Angus, Dundee, a Lachlan Bradley General Secretary Perth & Kinross, Fife) (East Renfrewshire, Glasgow, Ronald A Smith 46 Reform Street, Orkney, Western Isles) t Accountant Dundee, DD1 1RT Colin MacKenzie Tel: 01382 206961 6 Clairmont Gardens, Assistant Secretaries Fax: 01382 224790 Glasgow G3 7LW

n Simon Macaulay Tel 0141 353 3595; Drew Morrice Edinburgh Fax 0141 332 2778 Ken Wimbor David McGinty (Borders, East Lothian, Edinburgh, Hamilton

o Further & Midlothian, Shetland) Alan Scott Higher Education Officers (Dumfries & Galloway, Marian Healy Rami Okasha East Ayrshire, North Ayrshire, Eric Smith c (Clackmannanshire, Falkirk, North South Ayrshire, South Lanarkshire) Education & Equalities Officer Lanarkshire, Stirling, West Lothian) Veronica Rankin 101 Almada Street, Employment, 46 Moray Place, Hamilton ML3 0EX Health & Safety Officer Edinburgh EH3 6BH Tel 01698 429061; Louise Wilson Tel 0131 225 3155; Fax 01698 891774 S Fax 0131 220 3151 I Local Association Secretaries East Ayrshire Glasgow Iain Harvey William Hart Aberdeen City Office 01563 822333 Office 0141 572 0550

E Roderick Robertson Mobile 07970 489558 Home 0141 946 5690 Direct Line 01224 346375 Home 01292 263897 Fax 0141 572 0556 Fax 01224 346374 Fax 01563 822333 Email [email protected] Web eis-aberdeen.org.uk Email [email protected] Email [email protected] Highlands r East Dunbartonshire Andrew Stewart Aberdeenshire Frank Healy Office 01349 884750 Pat Flanagan Office 0141 772 5129 Home 01349 884047 Mobile 07731 883637 Office Fax 0141 762 3331 Fax 01349 884750 u Office 01358 720286 Home 0141 424 0783 Email [email protected] Email [email protected] Mobile 0796 782 8329 Angus Email [email protected] Inverclyde o Arthur Pritchard Thomas Tracey School 01241 872453 East Lothian School 01475 715250 Office 01307 466954 Bill Torrance Home 01475 725124 Office 01620 829010 Fax 01475 725124 Y Fax 01307 462241 Home 01241 411361 Fax 01620 822521 Email [email protected] Email [email protected] Email [email protected] Midlothian Argyll & Bute East Renfrewshire Sonia Kordiak Douglas Mackie Alan Munro Mobile 07973 394715 School 01631 564231 Office 0141 881 8219 Fax 0131 558 7623 Home 01631 570558 Mobile 07815 023281 Email [email protected] Fax 01631 570558 Email [email protected] Email [email protected] Moray Edinburgh Eileen Morrison Clackmannanshire Colin Mackay Tel/fax Eileen Turnbull Office 0131 477 0866 Office 01343 557942 Office 01259 452460 Mobile 07703 184118 Mobile 07811 347905 Email [email protected] or Web eis-edinburgh.org.uk Email [email protected] [email protected] Email [email protected] North Ayrshire Dumfries & Galloway Falkirk Gordon Smith John Dennis Dorothy Finlay Office 01294 557815 Direct Line 01387 261590 Office 01324 506698 Home 01563 574090 School 01387 263061 Office Fax 01324 718422 Email [email protected] Email [email protected] Email [email protected] Web nayr-eis.org.uk Dundee Fife North Lanarkshire Arthur Forrest Peter Quigley Ian Scott School 01382 436550 Office 01592 416450 Office 0141 332 3202 Home 01241 858355 Fax 01592 416452 Fax 0141 353 1576 Email [email protected] Email [email protected] Email [email protected] Eric Baillie School 01382 438452/3 Home 01382 503970 Email [email protected]

26 Scottish Educational Journal December 06 Orkney Islands Shetland Islands Stirling Jim Lawson Bernie Cranie William Dick School 01856 850660 School 01806 522370 School 01786 470962 Fax 01856 850296 Home 01806 544365 Email [email protected] Email [email protected] Email [email protected] Web eis.shetland.btinternet.co.uk West Dunbartonshire Perth & Kinross Stewart Paterson Colin Mackie South Ayrshire Office 0141 952 3831 Home 01738 627408 Sandy Fowler Home 01389 750430 Fax 01738 455049 Direct Line 01292 678697 Email [email protected] Email [email protected] Home 01292 282630 Web eis-pk.org.uk Fax 01292 678697 West Lothian Email [email protected] Norma Watson Renfrewshire School 01506 853118 Ian McCrone South Lanarkshire Home 01506 854235 School 01505 322173 David Liddell Fax 01506 856063 Home 01505 349044 Office 01698 452769 Email [email protected] Mobile 07771 855092 Mobile 07976 295955 Email [email protected] Fax 01698 452745 Western Isles Web slaneis.demon.co.uk Janice Ross Scottish Borders Email [email protected] School 01871 810471 Douglas Angus Home 01871 810737 School 01573 224444 Email [email protected] Home 01896 756677 Mobile 07894 049157 Email [email protected] EIS Financial Services Web borderseis.org.uk area consultants Richard Petrie: Aberdeen City, Chris Bain: Argyll and Bute, Aberdeenshire, Highland, Moray, EIS telephone helplines: Dumfries and Galloway, Ayrshire, Angus, Orkney and Shetland Inverclyde, Renfrewshire, Iain Pollock: North and South Stress, Bereavement and West Dunbartonshire and Lanarkshire, Clackmannanshire, Victimisation the Western Isles. Falkirk, Stirling, Glasgow Tel: 08705 234 729 Alastair Cook: East, West If you would like to arrange to Legal Helpline and Midlothians, Borders, speak to your EIS-FS consultant, Edinburgh, Dundee, Perth please tel: 0141 332 8004, Tel: 0141 332 2887 and Kinross, Tayside, Fife or Email: [email protected]

Contact details for learning representatives Aberdeen City Jane Rochester Hugh Donnelly Carol Duncan Sheila Morrison [email protected] [email protected] [email protected] [email protected] Tel: 01563 820061 (work) Tel: 0141 582 0110 (school) Stephen McCrossan 0141 576 7858 (home) Aberdeenshire East Dunbartonshire smccrossan@eis- Robert McKay Allyson Purdie Richard Foote learnrep.org.uk [email protected] [email protected] [email protected] Orkney Tel: 0141 776 5129 Tel: 0141 582 0060 (school) Alan Morrison Sarah Moar [email protected] East Renfrewshire Hugh Paton (FE) [email protected] Tel: 01346 515771 (school) Adeline Thomson [email protected] Perth & Kinross [email protected] Brian Torrance Susan Quinn Patricia Duncan Tel: 0141 577 8343 (office) [email protected] [email protected] [email protected] 0141 644 5114 (home) Tel: 01346 515771 (school) Tel: 0141 882 2305 (school) 07740 465349 (mobile) Edinburgh 07740 983672 (mobile) Angus Renfrewshire Anne Scott Margaret Scott Douglas Ross David Thomson [email protected] [email protected] [email protected] [email protected] Tel: 0131 552 5907 (home) Tel: 07932 776628 (mobile) Argyll & Bute Highland Alison Waugh 0141 840 3875 (work) Lynne Horn Ronald Mackay [email protected] [email protected] [email protected] Scottish Borders Falkirk Douglas Angus Clackmannanshire Derek Noble Charles Stringer [email protected] Karen Farrell [email protected] [email protected] Tel: 07894 049157(mobile) [email protected] Tel: 01324 629511 (school) Inverclyde 07999 299808 (mobile) Shetland Scott Keir Fife Ronnie MacLean Dumfries & Galloway [email protected] Paddy Miller [email protected] John L Thomson [email protected] Midlothian Tel: 01957 702252 (work) [email protected] Victoria Wallace 01957 722377 (home) Tel: 01387 380418 (work) Isobel Schroder [email protected] 01387 811905 (home) [email protected] South Lanarkshire Tel: 07843 568390 (mobile) Tel: 01592 750411 (home) Henry Kilgour Dundee Moray [email protected] Catherine Matheson (FE) Graham Watt (FE) Susan Rose Tel: 01555 662 471 (school) [email protected] [email protected] [email protected] Tel: 07810 632366 (mobile) Tel: 01382 834834 (ext 5251) Glasgow Tel: 0777 4570861 (mobile) West Dunbartonshire East Ayrshire Jean Boyle North Ayrshire Ann Fisher Moira Harris [email protected] Mari Deans [email protected] [email protected] Tel: 0141 558 5224 (school) [email protected] Tel: 01389 879022 Tel: 01290 338423 (work) 07841 860757 (mobile) Tel: 01294 850366 (home) 01290 332548 (home) North Lanarkshire Catherine Crozier [email protected]

Does this affect you? - email us with your views [email protected] Educational Institute of Scotland 27 28 Scotish

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Would you like to advertise in the SEJ? Contact us for our rate card. Kate Blackwell, EIS, 46 Moray Place, Edinburgh, EH3 6BH e: [email protected] t: 0131 225 6244

Educational Institute of Scotland 29 s Disclosing Disabilities: and practices of the regulatory body? Have they

r experienced, or anticipated, negative or positive Help wanted responses to disclosure? How can disclosure Dear Editor be promoted?

e The Disability Rights Commission has launched a Formal Investigation looking at the barriers faced We want to talk in confidence both to those who by people with impairments and long-term health have disclosed impairments and long-term health t conditions in teaching, social work and nursing in conditions and to those who have so far chosen not England, Wales and Scotland. to disclose. We are particularly hoping to talk to

t teachers who have ‘invisible’ disabilities, such as As part of the Formal Investigation, researchers at heart disease, diabetes, depression and mental University of Central Lancashire and the Social Care health problems, dyslexia, epilepsy and other types

e Workforce Research Unit, King’s College London are of impairment, but would be pleased to hear from asking teachers and trainee teachers about their any teacher with a disability. experiences of informing their employer, training If you would be interested in contributing

L organisation or regulatory body about a disability or long-term health condition. to this research, please contact Julie Ridley at [email protected] or 01772 893402 We want to find out why some teachers may be reluctant to reveal details about themselves and Yours etc, what the consequences of doing so might be. Professor Nicky Stanley, Professor Alan Hurst, Are teachers aware of their rights under disability Professor Jill Manthorpe, Jessica Harris and legislation? What are their views of the attitudes Julie Ridley.

EIS Stress counselling children living with this condition Fulbright Exchanges Dear Editor are addressed appropriately, not Dear Editor least of all in allowing prolonged I am currently off work with toilet breaks, it is extremely difficult SEJ readers may be interested "work-related stress". I was given to make this provision for members to know that the closing date the stress counselling number by of staff in a school setting. This is for Scottish applications to the your office and have used it. I wish especially true when it is a practical Fulbright UK/US Teacher and to thank the EIS and, in particular, subject that is being taught and Administrator exchange programme the counsellor to whom I spoke, Health & Safety issues arise. is 11 December. For further for taking the time to listen and information please call provide me with some help at this I have had the experience of finding 028 9024 8220 ext 226, very difficult time. I am sure that it necessary to leave the classroom email [email protected] I will be able to return to work in and leaving the students under the or visit www.britishcouncil.org/ due course, but it does aid me supervision of the Department learningfulbright.htm knowing that I have the counselling Auxiliary and/or the school service there when I need it. Learning Assistants. It was hardly Administered by the Education a satisfactory situation and not and Training Group of the British Yours etc, least of all because there was a Council, in collaboration with the Name and address supplied poor understanding of the nature US Department of State, the of my condition. Fulbright Teacher Exchange Crohn’s Disease and teachers program offers teachers from Dear Editor, Of course it is impossible to cover Northern Ireland, England, Wales and Scotland a unique I was very interested to read your every eventuality due to the erratic opportunity to trade places with article on The Care of Children with nature of this condition, but I an American teacher. Teachers Colitis & Crohn's Disease (SEJ, welcome any efforts to promote can opt to spend six weeks, October 06). a greater understanding of what it is to live with Colitis & Crohn's the autumn term or one full I am a Secondary school disease as I believe I cannot be academic year teaching in teacher who after a lengthy the only member of school staff the United States. Exchanges period of discomfort was to have experienced this. involve elementary and secondary eventually diagnosed with schools (including kindergarten), severe Colitis last year. I would only like to raise and community colleges awareness of this situation throughout the United States. Readers of the article noted above from a staff perspective. Work-shadow opportunities are will be aware as to how this also available for Headteachers condition manifests itself, namely; Yours etc, and senior managers and diarrhoea, severe abdominal pain, Name and address supplied specialists in education. nausea, extreme tiredness, urgency to use the toilet, etc. However, Yours etc, I would like to draw attention to Mike Bignell, the fact that although it is of course The British Council right and proper that the needs of

THE EDITOR welcomes your letters but reserves the right to edit them. Please write to: The SEJ Editor, 46 Moray Place, Edinburgh, EH3 6BH F: 0131 220 3151 E: [email protected] Please note that to be considered for publication, letters sent must include a full postal address. All opinions expressed in letters and articles are those of the individual authors and do not necessarily reflect EIS policy.

30 Scottish Educational Journal December 06

33 Scottish Educational Journal December 06