Scottish Secondary Teachers Association : SSTA & Education News

Scottish Secondary Teachers Association : SSTA & Education News /index.php/ Founded in 1944, the Scottish Secondary Teachers' Association is Scotland's only specialist union for Secondary Teachers. The union was set up to focus on secondary issues, initially as a reaction to the undue influence exercised on national education issues at that time by the primary sector. Nowadays this has developed into a commitment to ensure that the secondary view is properly represented en-gb © 2011 Scottish Secondary Teachers' Association. All rights reserved. andy@nospam.com (Andy Heer) andy@nospam.com (Andy Heer) Fri, 18 May 2012 05:12:04 +0100 Fri, 18 May 2012 05:12:04 +0100 http://backend.userland.com/rss e107 (http://e107.org) hourly 1 60 Scottish Secondary Teachers Association : SSTA & Education News http://www.ssta.org.uk/ssta-images/logo.png /index.php/ 88 31 Founded in 1944, the Scottish Secondary Teachers' Association is Scotland's only specialist union for Secondary Teachers. The union was set up to focus on secondary issues, initially as a reaction to the undue influence exercised on national education issues at that time by the primary sector. Nowadays this has developed into a commitment to ensure that the secondary view is properly represented Presidential Address - 11 May 2012 http://www.ssta.org.uk/news.php?item.317.5
The McCrone Agreement with its recommendation of ‘time and place working’ allowed teachers at least a modicum of control of where and when they undertook their duties (provided of course, nobody wanted them for anything else). Working Time Agreements at least in theory allowed teachers the discretion to prioritise their commitments. Annexe E, even if never fully implemented, was there to protect us from undertaking unreasonable or inappropriate duties. ‘Collegiality’ became almost a buzz word.

The Teacher Induction Scheme, admired across the world, transformed the experiences of probationary teachers and future generations of Scotland’s children, with guarantees of support put in place and a reasonable work load accepted as a right.

Maximum class sizes of twenty in S1 and S2 English and Maths seemed a good start – what a difference that made for teachers and pupils alike.

The Chartered Teacher Scheme, also admired in other countries, might not have been without its flaws; however, it did guarantee that, after many hours of additional work and no small expense, teachers could aspire to professional salary levels while continuing to work in the classroom to improve outcomes for young people.

How things have changed so quickly. The SNCT Agreement of 2011, which this Association formally rejected, represented an appalling erosion of teachers’ hard won conditions and seriously undermined professionalism by pitting one group of teachers against others. Probationers, supply staff, those on conserved salaries, Chartered Teachers, pregnant women and new mothers – these were the biggest losers – but no teacher was unaffected. Pay has now been frozen for two years during a period of continuing inflation not seen for twenty years and, adding insult to injury, we are now offered a 1% increase in pay come April 2013. I am not alone in thinking this to be derisory and offensive.

Now the McCormac Review – remember no teacher with recent classroom experience, actually served on the McCormac Commitee – recommends ‘flexibility’ within the working week, ie. effectively an end to the 35 hour week. The pitiful level of discretion that ‘time and place’ offers teachers (and offered to almost every other Council worker) is under threat. Chartered Teacher is dead in the water and there are even suggestions that some aspects of teachers’ jobs could be performed by so called ‘experts’ lacking teaching qualifications.

McCormac recommends that Annexe B, which outlines the duties and responsibilities of teachers, be scrapped, and that the GTC ‘Standard for Full Registration’ be adopted in its stead – never mind that that standard was never intended to be a ‘ticky box’ list of competencies but rather a philosophical/holistic attempt to identify the qualities needed in a teacher (and never mind that no teacher on the planet could be expected to meet all aspects of the standard day in day out).
And what about the GTC – that bastion of teacher professionalism, now extolled as the ‘first fully independent Teaching Council in the world? Yeah right. Reducing the number of elected teacher representatives, guaranteeing places to Headteachers whether or not they actually achieve the required number of votes, and establishing a committee structure which would see teachers deprived of their livelihoods by people who are democratically accountable to nobody, but who have volunteered to take on a public duty – is not my idea of independence.

….and of course, there is no money. Whether you blame the bankers, the previous government, the current government, the Greeks or the Americans, or perhaps more realistically a combination of the lot, is largely immaterial – the brutal reality is – THERE IS NO MONEY!

Now I know there is money for wars and bankers’ bonuses and other such necessities, but to invest in education? Don’t be daft.

At a time of curricular innovation, confusion and upheaval, resources are simply not there. The inclusion agenda continues unchallenged but the support services to make it work are eroded constantly. The trained librarians who could have helped teachers cope with some of the issues associated with the so called ‘Curriculum for Excellence’ have been replaced by people who stamp books in and out. Technical support and support in practical subjects have gone. Even Attendance Officers have disappeared but the mantra to ‘do more with less’ continues to drone at us.

And of course, don’t forget the real threats to your so called ‘gold plated pension. No wonder November 30 saw the first industrial action taken by teachers in nearly 30 years and we are now embarking upon a Work to Contract following an 85% ‘yes’ vote in our recent ballot.
We are told that our pensions are ‘unsustainable,’ and that it is unreasonable to expect the taxpayer to support ‘Gold Plated Pensions’ enjoyed by public servants – yet no evidence is provided to support these claims, leading us to the inevitable conclusion that the changes to our pensions are nothing more than a stealth tax specifically targeting public sector employees.

And what of the assurances we have been offered that no major changes will take place for twenty five years? No government, of whatever persuasion can make such a claim. The assurance means nothing at all. Anybody who can add and subtract and do not very hard sums – and I am no mathematician – could tell you that very minor changes to the scheme – such as an increase in the state retirement age – or a change to the level of employee contributions – could have a massive impact on the pension actually received in retirement.

Now let me return to what our Vice President, James Forbes has called my ‘hobby horses,’ (they are of course, his hobby horses too) or for the linguists among you, or as Francois Hollande might say, ‘Revenons a nos moutons…’

Issues of indiscipline, workplace bullying, low morale and career stagnation as more and more opportunities are withdrawn as schools and districts embark on cost driven ‘management restructuring,’ are still very much with us.

Make no mistake. We have an uphill fight to defend the rights of secondary teachers, to ensure that hard won rights are not lost forever and that teachers are accorded the dignity, respect and proper remuneration they deserve. Nonetheless, fight we must and fight we will!

Recently, at the STUC Congress in Inverness, I was flabbergasted to hear a delegate from another teaching union state repeatedly that ‘Union principles do not save jobs!’ I am reminded of Groucho Marx’s quip: ‘Those are my principles, and if you don’t like them…well, I have others.’

Well Colleagues, I accept that sometimes it is necessary to negotiate rather than confront, but I ask you, if we sacrifice our most fundamental trade union principles, what are we left with and is it worth having?

This Association will work tirelessly to ensure that our members’ rights are not further eroded and compromised. We will work co-operatively and collectively with fraternal unions, with local authorities and with Scottish and UK governments to these ends, - in fact, we will work with the Devil and his cat if necessary - but we will not compromise our trade union principles!

Colleagues, please enjoy this 2012 Congress and go back to your schools ready to energise your members and to encourage them to participate fully in and to engage with, their union. To coin a now infamous expression you might have heard elsewhere, but which here does most certainly apply, ‘We are all in this together!’]]>
The McCrone Agreement with its recommendation of ‘time and place working’ allowed teachers at least a modicum of control of where and when they undertook their duties (provided of course, nobody wanted them for anything else). Working Time Agreements at least in theory allowed teachers the discretion to prioritise their commitments. Annexe E, even if never fully implemented, was there to protect us from undertaking unreasonable or inappropriate duties. ‘Collegiality’ became almost a buzz word.

The Teacher Induction Scheme, admired across the world, transformed the experiences of probationary teachers and future generations of Scotland’s children, with guarantees of support put in place and a reasonable work load accepted as a right.

Maximum class sizes of twenty in S1 and S2 English and Maths seemed a good start – what a difference that made for teachers and pupils alike.

The Chartered Teacher Scheme, also admired in other countries, might not have been without its flaws; however, it did guarantee that, after many hours of additional work and no small expense, teachers could aspire to professional salary levels while continuing to work in the classroom to improve outcomes for young people.

How things have changed so quickly. The SNCT Agreement of 2011, which this Association formally rejected, represented an appalling erosion of teachers’ hard won conditions and seriously undermined professionalism by pitting one group of teachers against others. Probationers, supply staff, those on conserved salaries, Chartered Teachers, pregnant women and new mothers – these were the biggest losers – but no teacher was unaffected. Pay has now been frozen for two years during a period of continuing inflation not seen for twenty years and, adding insult to injury, we are now offered a 1% increase in pay come April 2013. I am not alone in thinking this to be derisory and offensive.

Now the McCormac Review – remember no teacher with recent classroom experience, actually served on the McCormac Commitee – recommends ‘flexibility’ within the working week, ie. effectively an end to the 35 hour week. The pitiful level of discretion that ‘time and place’ offers teachers (and offered to almost every other Council worker) is under threat. Chartered Teacher is dead in the water and there are even suggestions that some aspects of teachers’ jobs could be performed by so called ‘experts’ lacking teaching qualifications.

McCormac recommends that Annexe B, which outlines the duties and responsibilities of teachers, be scrapped, and that the GTC ‘Standard for Full Registration’ be adopted in its stead – never mind that that standard was never intended to be a ‘ticky box’ list of competencies but rather a philosophical/holistic attempt to identify the qualities needed in a teacher (and never mind that no teacher on the planet could be expected to meet all aspects of the standard day in day out).
And what about the GTC – that bastion of teacher professionalism, now extolled as the ‘first fully independent Teaching Council in the world? Yeah right. Reducing the number of elected teacher representatives, guaranteeing places to Headteachers whether or not they actually achieve the required number of votes, and establishing a committee structure which would see teachers deprived of their livelihoods by people who are democratically accountable to nobody, but who have volunteered to take on a public duty – is not my idea of independence.

….and of course, there is no money. Whether you blame the bankers, the previous government, the current government, the Greeks or the Americans, or perhaps more realistically a combination of the lot, is largely immaterial – the brutal reality is – THERE IS NO MONEY!

Now I know there is money for wars and bankers’ bonuses and other such necessities, but to invest in education? Don’t be daft.

At a time of curricular innovation, confusion and upheaval, resources are simply not there. The inclusion agenda continues unchallenged but the support services to make it work are eroded constantly. The trained librarians who could have helped teachers cope with some of the issues associated with the so called ‘Curriculum for Excellence’ have been replaced by people who stamp books in and out. Technical support and support in practical subjects have gone. Even Attendance Officers have disappeared but the mantra to ‘do more with less’ continues to drone at us.

And of course, don’t forget the real threats to your so called ‘gold plated pension. No wonder November 30 saw the first industrial action taken by teachers in nearly 30 years and we are now embarking upon a Work to Contract following an 85% ‘yes’ vote in our recent ballot.
We are told that our pensions are ‘unsustainable,’ and that it is unreasonable to expect the taxpayer to support ‘Gold Plated Pensions’ enjoyed by public servants – yet no evidence is provided to support these claims, leading us to the inevitable conclusion that the changes to our pensions are nothing more than a stealth tax specifically targeting public sector employees.

And what of the assurances we have been offered that no major changes will take place for twenty five years? No government, of whatever persuasion can make such a claim. The assurance means nothing at all. Anybody who can add and subtract and do not very hard sums – and I am no mathematician – could tell you that very minor changes to the scheme – such as an increase in the state retirement age – or a change to the level of employee contributions – could have a massive impact on the pension actually received in retirement.

Now let me return to what our Vice President, James Forbes has called my ‘hobby horses,’ (they are of course, his hobby horses too) or for the linguists among you, or as Francois Hollande might say, ‘Revenons a nos moutons…’

Issues of indiscipline, workplace bullying, low morale and career stagnation as more and more opportunities are withdrawn as schools and districts embark on cost driven ‘management restructuring,’ are still very much with us.

Make no mistake. We have an uphill fight to defend the rights of secondary teachers, to ensure that hard won rights are not lost forever and that teachers are accorded the dignity, respect and proper remuneration they deserve. Nonetheless, fight we must and fight we will!

Recently, at the STUC Congress in Inverness, I was flabbergasted to hear a delegate from another teaching union state repeatedly that ‘Union principles do not save jobs!’ I am reminded of Groucho Marx’s quip: ‘Those are my principles, and if you don’t like them…well, I have others.’

Well Colleagues, I accept that sometimes it is necessary to negotiate rather than confront, but I ask you, if we sacrifice our most fundamental trade union principles, what are we left with and is it worth having?

This Association will work tirelessly to ensure that our members’ rights are not further eroded and compromised. We will work co-operatively and collectively with fraternal unions, with local authorities and with Scottish and UK governments to these ends, - in fact, we will work with the Devil and his cat if necessary - but we will not compromise our trade union principles!

Colleagues, please enjoy this 2012 Congress and go back to your schools ready to energise your members and to encourage them to participate fully in and to engage with, their union. To coin a now infamous expression you might have heard elsewhere, but which here does most certainly apply, ‘We are all in this together!’]]> Congress SSTA01 Fri, 11 May 2012 13:16:00 +0100 http://www.ssta.org.uk/news.php?item.317.5 Olympics Teaching Ideas, Resources, Activities, Web Links and Global Citizenship http://www.ssta.org.uk/news.php?item.316.25 Olympic values: Respect, friendship and excellence.
Paralympic values: courage, determination, inspiration and equality
The Olympic Charter states that the goal of the Olympic movement is to help build a better and a more peaceful world.

Linked to above pupils can explore global issues of sustainability, human rights and interdependence involved with the games e.g. links to clothing and merchandise production, fair trade provision at sites, travel etc.

If exploring the significance of the rings, flame, values etc a useful link is: http://www.olympic.org/Documents/Reports/EN/en_report_1303.pdf

If exploring lives in other countries, the Development Education Centres have a variety of photo-packs based on life in other parts of the world and also copies of the series ‘Letters from around the World’ in which young people share their lives. Included in this series are letters from China, France, India, Italy, Japan, Kenya, Spain, Bangladesh, Pakistan and Brazil.

Lots of interesting activities and ideas linked to the Olympics and its core values while exploring the significance and interconnections of world sporting events to Universal Rights and other global aspects can be found below:

1. Send for or download a copy of ‘Schools’ Step by Step Guide to Fairtrade in 2012’ available at http://www.fairtrade.org.uk/includes/documents/cm_docs/2011/A/Action%20guide%20for%20schools.pdf. Ideas and activities linked to London 2012 Olympics

2. ‘Get Back to Work’ http://www.playfair2012.org.uk is a fun and revealing interactive computer game that highlights how workers’ conditions in factories are both unfair and manipulated while producing sportswear, trainers and Olympic souvenirs.

This activity is just part of a pack – FAIR’S FAIR – available to download or order free from www.playfair2012.org/resources. Activities help pupils learn about workers’ conditions and the need to speak out for their rights and could be used to broaden any classroom Olympic theme.

3. The Clothes Line, a photo and teaching pack exploring cotton production and trade is available for loan from the Development Education Centres or some of the photos and activities can be downloaded from http://www.oxfam.org.uk/education/resources/clothes_line/?30
What would be good and fair working conditions? – role-play in the pack.

4. Who makes our footballs? Sometimes children in Pakistan but it is not always best to boycott – take part as a class as an imaginary football team interviews all the parties involved. Just one of the many activities in ‘Working Children Worldwide’ – a Save the Children pack. This activity also online at: http://www.savethechildren.org.uk/sites/default/files/docs/working_children_activity_1.pdf

5. Passion for Fashion is a cross-curricular resource with activities for a series of lessons, or a full day of activities based around the fashion industry and the issue of sweatshops. Available for loan from the Development Education Centres or download here - http://www.risc.org.uk/files/passion-for-fashion.pdf

6. Also check out the sweat shop simulation at http://www.simsweatshop.com/

7. http://www.labourbehindthelabel.org/resources/itemlist/category/165-education-resources Step into her trainers activity and other reports and resources.

8. Looking behind the Logo – Oxfam. A role-play on the global supply chain in the sportswear industry. You can borrow a hard copy of this resource from the Development Education Centres or access it through this link: http://www.oxfam.org.uk/education/resources/looking_behind_the_logo/

9. Get Set Goes Global (from the official London 2012 education programme)
http://getset.london2012.com/en/get-set-goes-global
including Olympic Truce; supporting teams; International Education Programme for schools around the world/ESOL/in French/Spanish.

Other useful pages on this site as well as the Go Global page , are Get Set+ and Resources.

10. War on Want resources
http://www.waronwant.org/act-now/schools-resources
Free to order Olympics and Sweatshop resources for secondary schools and young persons.

11. Lots of CAFOD Olympic Activities can be found at:

http://www.cafod.org.uk/extra/passiton/olympicactivities.html

A range of secondary teaching resources available free online have been developed linking social justice issues to the Olympics. They draw on CAFOD's work in a number of different countries including Colombia and Kenya.
• All to play for - an 'unfair game of handball' exploring global poverty issues
• Change your tune - how Kenyan hip hop is helping to change hearts and minds
• Olympic assembly - exploring CAFOD's work through an Olympics theme
• On your marks fundraiser - putting on events to raise awareness, peer education and Fund-raising
• Picture this - create your own photo-exhibition around the themes of sports,peace, leadership, family, dreams and aspirations
• Right on cue - exploring ways to resolve conflict
• Run the good race - exploring Olympic and Paralympic values, scripture and Catholic social teaching
• Olympics quiz - questions relating to social justice
• The perfect finish - using art to explore our hopes for the future
• Wake up and smell the coffee - pitch your fair trade or ethical product in a Dragon's Den style activity
• What's the story? - learn about CAFOD partners who use sport in development.
There are also teachers' notes giving a brief description of each resource.

12. Heroes and Heroines - Carrying the torch for a fairer world
Resource packs for primary and secondary schools preparing for 2012 Olympics

http://www.bridgesglobal.org.uk/documents/HeroesandHeroinesPrimarywithInspireMark.pdf
The Olympic Games feature men and women from around the world who have become the best at their sport and succeeded, often against the odds. These packs - one for upper primary (ages 7-11) and one for lower secondary (ages 11-14) - feature heroes and heroines who have overcome great obstacles to make the world fairer. They use these inspiring people to explore the Olympic values of respect, excellence and friendship and the Paralympic values of courage, determination, inspiration and equality. They also examine other types of equality, including gender.
Activities include asking 'what makes a hero or heroine?' and 'why do we need heroes and heroines?' researching Olympic and Paralympic values; researching heroes and heroines from sports and from many other walks of life; reflecting on ways to take action that could be 'heroic'.

The aim is that these stories and the activities accompanying them will inspire pupils and students to undertake their own sporting or non-sporting 'heroic' actions and gain the skills they need to make the world fairer for all men and women and children.

13. Inspire-Aspire is a unique opportunity for young people to learn about Olympic and Paralympic
values and discover what lies behind the Olympic movement. It helps young people to develop a plan of action inspired by Olympic values and the character qualities demonstrated by Olympians and Paralympians. The activity offers the chance of a deeper, more personal connection with London 2012 and the chance build enduring aspirations for the future.
http://www.inspire-aspire.org.uk/

14. BBC World Class
http://www.bbc.co.uk/worldclass also http://www.bbc.co.uk/worldclass/16491296
Includes 2012 Assemblies pack and Olympics Dream Network with pupils’ letters on changing the world.

15. Send my Friend to School Campaign has the Olympic Theme Go for Gold.

Register for the free pack at http://www.sendmyfriend.org/take-action/order-schools-pack

16. Red Cross Teaching Resources
http://www.redcross.org.uk/What-we-do/Teaching-resources/Lesson-plans/Olympics-2012 Lesson plans made up of a collection of activities / discussion areas exploring aspects of the London 2012 Olympic Games. Come back to this page to find new activities in the months leading up to the event, or sign up for alerts via newsthink.
17. FAIR PLAY – a teaching pack about cocoa farming, fair trade, child labour, literacy & football, based on Tom Palmer’s book Off Side.
http://www.papapaalive.org/worksheets/FairPlayPack.pdf
-------------------------------------------------------------------------------------------------------------------------------------
Many of the above resources were sourced on the following page; we recommend that you return to this link for new and further resources and ideas:

http://www.globaldimension.org.uk/resources/search/?top=91

To find your nearest Development Education Centre, click here - http://www.ideas-forum.org.uk/resource_centres
]]> Olympic values: Respect, friendship and excellence.
Paralympic values: courage, determination, inspiration and equality
The Olympic Charter states that the goal of the Olympic movement is to help build a better and a more peaceful world.

Linked to above pupils can explore global issues of sustainability, human rights and interdependence involved with the games e.g. links to clothing and merchandise production, fair trade provision at sites, travel etc.

If exploring the significance of the rings, flame, values etc a useful link is: http://www.olympic.org/Documents/Reports/EN/en_report_1303.pdf

If exploring lives in other countries, the Development Education Centres have a variety of photo-packs based on life in other parts of the world and also copies of the series ‘Letters from around the World’ in which young people share their lives. Included in this series are letters from China, France, India, Italy, Japan, Kenya, Spain, Bangladesh, Pakistan and Brazil.

Lots of interesting activities and ideas linked to the Olympics and its core values while exploring the significance and interconnections of world sporting events to Universal Rights and other global aspects can be found below:

1. Send for or download a copy of ‘Schools’ Step by Step Guide to Fairtrade in 2012’ available at http://www.fairtrade.org.uk/includes/documents/cm_docs/2011/A/Action%20guide%20for%20schools.pdf. Ideas and activities linked to London 2012 Olympics

2. ‘Get Back to Work’ http://www.playfair2012.org.uk is a fun and revealing interactive computer game that highlights how workers’ conditions in factories are both unfair and manipulated while producing sportswear, trainers and Olympic souvenirs.

This activity is just part of a pack – FAIR’S FAIR – available to download or order free from www.playfair2012.org/resources. Activities help pupils learn about workers’ conditions and the need to speak out for their rights and could be used to broaden any classroom Olympic theme.

3. The Clothes Line, a photo and teaching pack exploring cotton production and trade is available for loan from the Development Education Centres or some of the photos and activities can be downloaded from http://www.oxfam.org.uk/education/resources/clothes_line/?30
What would be good and fair working conditions? – role-play in the pack.

4. Who makes our footballs? Sometimes children in Pakistan but it is not always best to boycott – take part as a class as an imaginary football team interviews all the parties involved. Just one of the many activities in ‘Working Children Worldwide’ – a Save the Children pack. This activity also online at: http://www.savethechildren.org.uk/sites/default/files/docs/working_children_activity_1.pdf

5. Passion for Fashion is a cross-curricular resource with activities for a series of lessons, or a full day of activities based around the fashion industry and the issue of sweatshops. Available for loan from the Development Education Centres or download here - http://www.risc.org.uk/files/passion-for-fashion.pdf

6. Also check out the sweat shop simulation at http://www.simsweatshop.com/

7. http://www.labourbehindthelabel.org/resources/itemlist/category/165-education-resources Step into her trainers activity and other reports and resources.

8. Looking behind the Logo – Oxfam. A role-play on the global supply chain in the sportswear industry. You can borrow a hard copy of this resource from the Development Education Centres or access it through this link: http://www.oxfam.org.uk/education/resources/looking_behind_the_logo/

9. Get Set Goes Global (from the official London 2012 education programme)
http://getset.london2012.com/en/get-set-goes-global
including Olympic Truce; supporting teams; International Education Programme for schools around the world/ESOL/in French/Spanish.

Other useful pages on this site as well as the Go Global page , are Get Set+ and Resources.

10. War on Want resources
http://www.waronwant.org/act-now/schools-resources
Free to order Olympics and Sweatshop resources for secondary schools and young persons.

11. Lots of CAFOD Olympic Activities can be found at:

http://www.cafod.org.uk/extra/passiton/olympicactivities.html

A range of secondary teaching resources available free online have been developed linking social justice issues to the Olympics. They draw on CAFOD's work in a number of different countries including Colombia and Kenya.
• All to play for - an 'unfair game of handball' exploring global poverty issues
• Change your tune - how Kenyan hip hop is helping to change hearts and minds
• Olympic assembly - exploring CAFOD's work through an Olympics theme
• On your marks fundraiser - putting on events to raise awareness, peer education and Fund-raising
• Picture this - create your own photo-exhibition around the themes of sports,peace, leadership, family, dreams and aspirations
• Right on cue - exploring ways to resolve conflict
• Run the good race - exploring Olympic and Paralympic values, scripture and Catholic social teaching
• Olympics quiz - questions relating to social justice
• The perfect finish - using art to explore our hopes for the future
• Wake up and smell the coffee - pitch your fair trade or ethical product in a Dragon's Den style activity
• What's the story? - learn about CAFOD partners who use sport in development.
There are also teachers' notes giving a brief description of each resource.

12. Heroes and Heroines - Carrying the torch for a fairer world
Resource packs for primary and secondary schools preparing for 2012 Olympics

http://www.bridgesglobal.org.uk/documents/HeroesandHeroinesPrimarywithInspireMark.pdf
The Olympic Games feature men and women from around the world who have become the best at their sport and succeeded, often against the odds. These packs - one for upper primary (ages 7-11) and one for lower secondary (ages 11-14) - feature heroes and heroines who have overcome great obstacles to make the world fairer. They use these inspiring people to explore the Olympic values of respect, excellence and friendship and the Paralympic values of courage, determination, inspiration and equality. They also examine other types of equality, including gender.
Activities include asking 'what makes a hero or heroine?' and 'why do we need heroes and heroines?' researching Olympic and Paralympic values; researching heroes and heroines from sports and from many other walks of life; reflecting on ways to take action that could be 'heroic'.

The aim is that these stories and the activities accompanying them will inspire pupils and students to undertake their own sporting or non-sporting 'heroic' actions and gain the skills they need to make the world fairer for all men and women and children.

13. Inspire-Aspire is a unique opportunity for young people to learn about Olympic and Paralympic
values and discover what lies behind the Olympic movement. It helps young people to develop a plan of action inspired by Olympic values and the character qualities demonstrated by Olympians and Paralympians. The activity offers the chance of a deeper, more personal connection with London 2012 and the chance build enduring aspirations for the future.
http://www.inspire-aspire.org.uk/

14. BBC World Class
http://www.bbc.co.uk/worldclass also http://www.bbc.co.uk/worldclass/16491296
Includes 2012 Assemblies pack and Olympics Dream Network with pupils’ letters on changing the world.

15. Send my Friend to School Campaign has the Olympic Theme Go for Gold.

Register for the free pack at http://www.sendmyfriend.org/take-action/order-schools-pack

16. Red Cross Teaching Resources
http://www.redcross.org.uk/What-we-do/Teaching-resources/Lesson-plans/Olympics-2012 Lesson plans made up of a collection of activities / discussion areas exploring aspects of the London 2012 Olympic Games. Come back to this page to find new activities in the months leading up to the event, or sign up for alerts via newsthink.
17. FAIR PLAY – a teaching pack about cocoa farming, fair trade, child labour, literacy & football, based on Tom Palmer’s book Off Side.
http://www.papapaalive.org/worksheets/FairPlayPack.pdf
-------------------------------------------------------------------------------------------------------------------------------------
Many of the above resources were sourced on the following page; we recommend that you return to this link for new and further resources and ideas:

http://www.globaldimension.org.uk/resources/search/?top=91

To find your nearest Development Education Centre, click here - http://www.ideas-forum.org.uk/resource_centres
]]> Teaching Resource SSTA01 Wed, 09 May 2012 16:46:07 +0100 http://www.ssta.org.uk/news.php?item.316.25 Working to Contract – Advice from the SSTA http://www.ssta.org.uk/news.php?item.314.3
The Legal Position – Informing the Employer

The Association has complied with the legal requirement to inform employers:

Results of the ballot
A list of the workplaces where affected employees work
The total number of affected employees
Information about the type of action planned

There is no need for any member to add to that information.

The Contractual Position (SNCT)

3.6 Teachers (other than short term supply teachers) shall have a 35 hr working week. The working week shall apply on a pro rata basis to teachers on part time contracts

3.7 within the 35 hr week, a maximum of 22.5 hrs will be devoted to class contact, except for those teachers on the national induction scheme.

3.9 An allowance of no less than one third of the teacher’s actual class contact commitment is provided for preparation and correction. The use of the remaining time will be subject to agreement at school level based on the Code of Practice on Working Time Agreements,

Our Advice

Members should always exercise caution when deciding which work is extraneous to contract. As a guide we suggest the following as core duties, neglect of which deem a member to be in breach of contract

Teaching of assigned classes to a maximum of 22.5 hrs per week
Preparation for assigned classed and correction of the work of assigned classes
Covering for absent colleagues within the same maximum of 22.5 hrs per week
Matters agreed in the school Working Time Agreement. This is an agreement binding on all signatories and will be either an annual or a weekly plan. Key events identified in the agreed calendar must be honoured.

If a member is asked to undertake any additional duty, not included in the above, the deciding factor is the 35 hr working week. If you have available time (due to a reduced timetable for example) it is appropriate to undertake the work. If the requested work would cause you to exceed the 35 hr week then you should agree a priority for the duties with your line manager.

Voluntary activities are just that. If you are involved in a club or activity on an entirely voluntary basis and wish to continue that is entirely your decision. If the activity is not voluntary it should stop unless it forms part of your agreed 35 hr working week.

Planned events, particularly those where pupils have contributed towards the cost, should go ahead but no new events should be planned during the course of this action.

A PDF version of this advice is available to download from here

]]>
The Legal Position – Informing the Employer

The Association has complied with the legal requirement to inform employers:

Results of the ballot
A list of the workplaces where affected employees work
The total number of affected employees
Information about the type of action planned

Teaching of assigned classes to a maximum of 22.5 hrs per week
Preparation for assigned classed and correction of the work of assigned classes
Covering for absent colleagues within the same maximum of 22.5 hrs per week
Matters agreed in the school Working Time Agreement. This is an agreement binding on all signatories and will be either an annual or a weekly plan. Key events identified in the agreed calendar must be honoured.

If a member is asked to undertake any additional duty, not included in the above, the deciding factor is the 35 hr working week. If you have available time (due to a reduced timetable for example) it is appropriate to undertake the work. If the requested work would cause you to exceed the 35 hr week then you should agree a priority for the duties with your line manager.

Voluntary activities are just that. If you are involved in a club or activity on an entirely voluntary basis and wish to continue that is entirely your decision. If the activity is not voluntary it should stop unless it forms part of your agreed 35 hr working week.

Planned events, particularly those where pupils have contributed towards the cost, should go ahead but no new events should be planned during the course of this action.

A PDF version of this advice is available to download from here

]]> Pensions SSTA01 Fri, 04 May 2012 16:22:37 +0100 http://www.ssta.org.uk/news.php?item.314.3 Ballot on Industrial Action Short of Strike Action http://www.ssta.org.uk/news.php?item.313.3

Question: Are you prepared to take part in industrial action short of strike action?

Results of Voting:

Number voting Yes (85.8% of valid vote)
Number voting No (14.2% of valid vote)

]]>

Question: Are you prepared to take part in industrial action short of strike action?

Results of Voting:

Number voting Yes (85.8% of valid vote)
Number voting No (14.2% of valid vote)

]]> Pensions SSTA01 Mon, 30 Apr 2012 16:37:37 +0100 http://www.ssta.org.uk/news.php?item.313.3 Ballot on Industrial Action Short of Strike Action http://www.ssta.org.uk/news.php?item.311.3
This decision was taken in response to the unilateral decision to impose increases in pension contributions with effect from 1 April 2012, and an increasing sense that the UK Government will not negotiate on the other proposals but intend to impose these, including:

Changing accrual of existing pensions from final salary to average salary with effect from 2015.
*Aligning the retirement age with the state retirement age, currently 65 but likely to be increased to 67 over the next 5-10 years.
*Introducing a tiered contribution system which will mean promoted post holders paying extra contributions and a higher rate.

Further details of these proposals can be viewed on the SSTA website at www.ssta.org.uk

We believe we have no choice but to seek approval for industrial action. In particular, the decision to make future pension provision payable at the state male retirement age is totally unacceptable. Effectively the Government will make savings simply because many teachers will die earlier. The SSTA does not accept that the UK Government has made the case that the teachers’ scheme is underfunded.

The Scottish Government have stated a willingness to discuss teachers’ pensions in Scotland but have made clear the limitations of their ability to negotiate. They inform us they have to make the savings dictated by the UK Government. They can amend the package by e.g. increasing retirement age and reducing contributions, or vice versa.

Executive recommends that members vote to undertake action short of strike action.

If members have any questions related to the pension issue or to industrial action please do not hesitate to contact us, preferably by email at info@ssta.org.uk or, if the matter is urgent by telephone.

Yours sincerely

Ann Ballinger
General Secretary
]]> Pensions SSTA01 Mon, 16 Apr 2012 12:41:34 +0100 http://www.ssta.org.uk/news.php?item.311.3 March 2012 Bulletin http://www.ssta.org.uk/news.php?item.312.4 here.

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]]> Bulletin SSTA01 Sat, 14 Apr 2012 13:20:18 +0100 http://www.ssta.org.uk/news.php?item.312.4 Report on CfE by the University of Stirling http://www.ssta.org.uk/news.php?item.310.10 report on CfE published researchers at Stirling University's School of Education.

This report into the development of the Curriculum for Excellence in local authorities is a long overdue and extremely welcome piece of work.

This is the first available research into CfE, which is based on the experiences of teachers in schools across Scotland.

Teachers have clearly articulated their enthusiasm for the philosophy of CfE and for the ethos it aims to produce. The problems lie solely with the method of implementation.

Many of the big ideas reflect the methodology of good classroom teachers and should have been extremely easy to implement.

Unfortunately, the system used to communicate these ideas was badly flawed and lacking in clarity, resulting in increasing confusion and spiralling workload.

Excellent teachers who had developed effective methodology through the use of school or authority-based “methodology groups” found themselves forced to abandon all the excellent material already developed and begin again because “we have to re-write the S1 course to fit CfE”. This proved impossible because there was no real understanding of what CfE was, a situation that has unfortunately changed little in the last five years.

Similar work had been undertaken for years in cross-curricular initiatives that enhanced the current curriculum and added value to departmental work being done by pupils.

Many of these excellent initiatives were abandoned, or overtaken, by CfE cross-curricular “stand alone” initiatives that neither enhanced nor articulated with departmental work.

All of this confusion was avoidable had clear and precise information been available from the outset and the emphasis been on developing excellence rather than wholesale change within an impossible timescale. In a few very fortunate establishments this was avoided because clear and confident leadership allowed staff to determine their own understanding of CfE and work towards that principal in an orderly and inclusive fashion over a number of years. This should have been the template for every school across Scotland, but regrettably was not.

Had the process been allowed to develop organically, with teachers developing the necessary methodology to enhance the curriculum and shift the emphasis from knowledge to skills this would have been a more inclusive and effective policy, retaining essential knowledge and developing the skills necessary to put the knowledge gained to effective use.

It is almost impossible to articulate the despair felt in staff rooms across Scotland.

Teacher workload, contrary to popular perception, is extremely heavy with most teachers working every evening and one full day at weekends just to get by. To add curriculum development to this while demanding that we continue to produce the best possible results for our current pupils working in another system is both irresponsible and untenable.

This pressure comes from employers concerned about the effects of unofficial league tables, parents and predominately teachers themselves who are entirely focused on producing the best possible results for their pupils irrespective of the damage to their health and well-being.

Our major concern is the effect of the problems we anticipate but will work to avoid. CfE is potentially the most important development in Scottish education for generations. It would be a great pity if it were destroyed by early failures caused by ignoring those who have to implement it and who have a vested interest in making it truly excellent.

Related Articles - http://www.scotsman.com/news/curriculum-for-excellence-failure-at-the-heart-of-school-reform-1-2225705]]> report on CfE published researchers at Stirling University's School of Education.

This report into the development of the Curriculum for Excellence in local authorities is a long overdue and extremely welcome piece of work.

This is the first available research into CfE, which is based on the experiences of teachers in schools across Scotland.

Teachers have clearly articulated their enthusiasm for the philosophy of CfE and for the ethos it aims to produce. The problems lie solely with the method of implementation.

Many of the big ideas reflect the methodology of good classroom teachers and should have been extremely easy to implement.

Unfortunately, the system used to communicate these ideas was badly flawed and lacking in clarity, resulting in increasing confusion and spiralling workload.

Excellent teachers who had developed effective methodology through the use of school or authority-based “methodology groups” found themselves forced to abandon all the excellent material already developed and begin again because “we have to re-write the S1 course to fit CfE”. This proved impossible because there was no real understanding of what CfE was, a situation that has unfortunately changed little in the last five years.

Similar work had been undertaken for years in cross-curricular initiatives that enhanced the current curriculum and added value to departmental work being done by pupils.

Many of these excellent initiatives were abandoned, or overtaken, by CfE cross-curricular “stand alone” initiatives that neither enhanced nor articulated with departmental work.

All of this confusion was avoidable had clear and precise information been available from the outset and the emphasis been on developing excellence rather than wholesale change within an impossible timescale. In a few very fortunate establishments this was avoided because clear and confident leadership allowed staff to determine their own understanding of CfE and work towards that principal in an orderly and inclusive fashion over a number of years. This should have been the template for every school across Scotland, but regrettably was not.

Had the process been allowed to develop organically, with teachers developing the necessary methodology to enhance the curriculum and shift the emphasis from knowledge to skills this would have been a more inclusive and effective policy, retaining essential knowledge and developing the skills necessary to put the knowledge gained to effective use.

It is almost impossible to articulate the despair felt in staff rooms across Scotland.

Teacher workload, contrary to popular perception, is extremely heavy with most teachers working every evening and one full day at weekends just to get by. To add curriculum development to this while demanding that we continue to produce the best possible results for our current pupils working in another system is both irresponsible and untenable.

This pressure comes from employers concerned about the effects of unofficial league tables, parents and predominately teachers themselves who are entirely focused on producing the best possible results for their pupils irrespective of the damage to their health and well-being.

Our major concern is the effect of the problems we anticipate but will work to avoid. CfE is potentially the most important development in Scottish education for generations. It would be a great pity if it were destroyed by early failures caused by ignoring those who have to implement it and who have a vested interest in making it truly excellent.

Related Articles - http://www.scotsman.com/news/curriculum-for-excellence-failure-at-the-heart-of-school-reform-1-2225705]]> Curriculum For Excellence SSTA01 Wed, 11 Apr 2012 10:40:16 +0100 http://www.ssta.org.uk/news.php?item.310.10 University of Stirling announces new research into Curriculum for Excellence http://www.ssta.org.uk/news.php?item.309.10
The CfE is generally viewed as a landmark development in Scottish education which calls for a shift in classroom practices towards more pupil centred approaches to education. This is accompanied by a renewed view of teachers as professional developers of the curriculum and agents of change, and a new emphasis on flexible, local planning.

Dr Mark Priestley and Sarah Minty, of the School of Education at Stirling, carried out the research within a large local authority during 2011. Dr Priestley says: “Despite the far-reaching implications of this innovation, there has been little systematic research to date on the new curriculum. Our study partially fills this gap, primarily exploring teachers’ views of the new curriculum, and the nature and extent of implementation.”

The research was conducted in tandem with a Scottish Government funded partnership project, established between a Scottish local authority and the University of Stirling. The project contributed to the development of CfE within the authority by providing explicit support for curriculum development to a number of different networks of practitioners.

Dr Priestley continues: “The research aimed to identify effective practices of curriculum implementation and teachers’ professional learning in the context of CfE. It also produced insights to inform sustainable, large-scale curriculum change and support for teachers’ professional learning. We anticipate that the findings will help to positively inform existing changes to the curriculum within Scotland”.

The summary of the research findings are:

The majority of teachers welcomed in general the principles of CfE. However there was, in many cases, a lack of fit between the philosophy of the new curriculum at a more fundamental level and teachers’ views of knowledge and learning. In practice, this led to difficulties in implementing CfE. Related to this, many teachers found the guidance and terminology associated with CfE confusing and ‘vague’.
Many teachers said they were making progress in implementation, but this was accompanied by increases in workload, a lack of confidence and some anxiety about the directions taken within CfE. Progress in the implementation of CfE has been variable across and within schools. In general primary schools have made more progress than secondary schools.
Schools that have taken a long-term, big picture approach to implementing CfE have made progress. In some schools, implementation consisted of checking whether existing practice fits with the Experiences and Outcomes of CfE. In some cases this has led to strategic compliance with the new curriculum and fragmented, minimal changes to practice.
Many teachers also perceived mixed messages in policy relating to CfE. They pointed to tensions between the ‘big ideas’ of the curriculum and the finer detail of the Experiences and Outcomes. There were also tensions between the open ways of working advocated within CfE, and a continued emphasis on accountability driven by pressures to raise attainment. Such tensions further intensified the difficulties (and risks) experienced in implementing CfE.
There has been insufficient time allocated in many schools for the sorts of high-quality teacher dialogue required to make sense of what are complex and often novel concepts around teaching and learning. Where opportunities for such dialogue have been made available (for example through the authority’s specialist subject working groups), a greater clarity and sense of purpose has emerged about CfE, and implementation has been enhanced.
Dr Priestley concludes: “Our research points to a number of implications both for school practices and for future curriculum policy in Scotland – nationally and within local authorities. The research suggests that implementation has been less problematic where schools have been able to develop and articulate a clear vision for CfE.”

A research report is available for download from the project website at: http://www.ioe.stir.ac.uk/research/projects/documents/StirlingCfEresearch-report_March2012.pdf]]>
The CfE is generally viewed as a landmark development in Scottish education which calls for a shift in classroom practices towards more pupil centred approaches to education. This is accompanied by a renewed view of teachers as professional developers of the curriculum and agents of change, and a new emphasis on flexible, local planning.

Dr Mark Priestley and Sarah Minty, of the School of Education at Stirling, carried out the research within a large local authority during 2011. Dr Priestley says: “Despite the far-reaching implications of this innovation, there has been little systematic research to date on the new curriculum. Our study partially fills this gap, primarily exploring teachers’ views of the new curriculum, and the nature and extent of implementation.”

The research was conducted in tandem with a Scottish Government funded partnership project, established between a Scottish local authority and the University of Stirling. The project contributed to the development of CfE within the authority by providing explicit support for curriculum development to a number of different networks of practitioners.

Dr Priestley continues: “The research aimed to identify effective practices of curriculum implementation and teachers’ professional learning in the context of CfE. It also produced insights to inform sustainable, large-scale curriculum change and support for teachers’ professional learning. We anticipate that the findings will help to positively inform existing changes to the curriculum within Scotland”.

The summary of the research findings are:

The majority of teachers welcomed in general the principles of CfE. However there was, in many cases, a lack of fit between the philosophy of the new curriculum at a more fundamental level and teachers’ views of knowledge and learning. In practice, this led to difficulties in implementing CfE. Related to this, many teachers found the guidance and terminology associated with CfE confusing and ‘vague’.
Many teachers said they were making progress in implementation, but this was accompanied by increases in workload, a lack of confidence and some anxiety about the directions taken within CfE. Progress in the implementation of CfE has been variable across and within schools. In general primary schools have made more progress than secondary schools.
Schools that have taken a long-term, big picture approach to implementing CfE have made progress. In some schools, implementation consisted of checking whether existing practice fits with the Experiences and Outcomes of CfE. In some cases this has led to strategic compliance with the new curriculum and fragmented, minimal changes to practice.
Many teachers also perceived mixed messages in policy relating to CfE. They pointed to tensions between the ‘big ideas’ of the curriculum and the finer detail of the Experiences and Outcomes. There were also tensions between the open ways of working advocated within CfE, and a continued emphasis on accountability driven by pressures to raise attainment. Such tensions further intensified the difficulties (and risks) experienced in implementing CfE.
There has been insufficient time allocated in many schools for the sorts of high-quality teacher dialogue required to make sense of what are complex and often novel concepts around teaching and learning. Where opportunities for such dialogue have been made available (for example through the authority’s specialist subject working groups), a greater clarity and sense of purpose has emerged about CfE, and implementation has been enhanced.
Dr Priestley concludes: “Our research points to a number of implications both for school practices and for future curriculum policy in Scotland – nationally and within local authorities. The research suggests that implementation has been less problematic where schools have been able to develop and articulate a clear vision for CfE.”

A research report is available for download from the project website at: http://www.ioe.stir.ac.uk/research/projects/documents/StirlingCfEresearch-report_March2012.pdf]]> Curriculum For Excellence SSTA01 Wed, 11 Apr 2012 10:30:39 +0100 http://www.ssta.org.uk/news.php?item.309.10 Cabinet Secretary announcement http://www.ssta.org.uk/news.php?item.308.10
This morning the Cabinet Secretary announced some £3.5million of additional money to fund CfE. This amounts to £1285.82 per school, or just over £9,000 if only given to secondary schools. There is no indication of how this money will be spent and we would welcome its use to allow supply staff to be employed and hard-pressed teachers to have development time. He also intends to offer schools an additional 2 in-service days. The important element of the announcement relates to the offer of course materials for N4 & 5 and of delay in the next phase of CfE:

"Course materials for the National 4 and 5 qualifications will also be developed nationally and distributed to schools, while the national body Education Scotland will carry out an audit to determine how ready schools are.

And schools will be able to consider the option of switching to the existing Intermediate qualification for pupils who are currently in second year if they are not sufficiently on track for the new exams."

Realistically this may be good news for those schools, or subjects, which currently use Intermediate courses instead of Standard Grade but surely no-one is suggesting that departments stop developing N4&5 courses, develop Intermediate courses to use for 2 years only, then return to developing N4&5 courses. The majority of schools will remain in the position of having to begin working on courses before they are properly developed.

Developed coursework for N4&5 will be welcomed by all teachers. We are concerned that this is at the 'idea' stage and it will therefore be some months before developed material is available for teachers to work with. Anyone believing that teachers can pick up a course and immediately begin teaching it knows nothing about education.

There remain a number of unaddressed issues which will continue to cause stress for teachers and pupils over the next few months. We will continue our campaign to get CfE right for all Scottish Secondary Teachers because they, and their pupils deserve no less.

]]>
This morning the Cabinet Secretary announced some £3.5million of additional money to fund CfE. This amounts to £1285.82 per school, or just over £9,000 if only given to secondary schools. There is no indication of how this money will be spent and we would welcome its use to allow supply staff to be employed and hard-pressed teachers to have development time. He also intends to offer schools an additional 2 in-service days. The important element of the announcement relates to the offer of course materials for N4 & 5 and of delay in the next phase of CfE:

"Course materials for the National 4 and 5 qualifications will also be developed nationally and distributed to schools, while the national body Education Scotland will carry out an audit to determine how ready schools are.

And schools will be able to consider the option of switching to the existing Intermediate qualification for pupils who are currently in second year if they are not sufficiently on track for the new exams."

Realistically this may be good news for those schools, or subjects, which currently use Intermediate courses instead of Standard Grade but surely no-one is suggesting that departments stop developing N4&5 courses, develop Intermediate courses to use for 2 years only, then return to developing N4&5 courses. The majority of schools will remain in the position of having to begin working on courses before they are properly developed.

Developed coursework for N4&5 will be welcomed by all teachers. We are concerned that this is at the 'idea' stage and it will therefore be some months before developed material is available for teachers to work with. Anyone believing that teachers can pick up a course and immediately begin teaching it knows nothing about education.

There remain a number of unaddressed issues which will continue to cause stress for teachers and pupils over the next few months. We will continue our campaign to get CfE right for all Scottish Secondary Teachers because they, and their pupils deserve no less.

]]> Curriculum For Excellence SSTA03 Wed, 21 Mar 2012 12:39:14 +0000 http://www.ssta.org.uk/news.php?item.308.10