SSTA Newsletter

JUNE 2014 BULLETIN OF THE SCOTTISH SECONDARY TEACHERS’ ASSOCIATION Report from Congress 2014

authorities in recruiting teachers across a range of subject specialism. This difficulty impacts on the learning experiences of young people and consequently creates workload issues for teachers who attempt to compensate for staff shortage by working well beyond their contractual limit. The SSTA calls upon Scottish Government to recognise the scale of the problem and to ensure that recruitment of teachers is a major priority. In addition, the SSTA urges an immediate examination of the salaries and conditions of teachers to ensure that teaching is restored to being an attractive career for graduates

Motion D

During the roll out of the first year of the new National 4 and National 5 assessments and examinations, teachers are noting the detrimental effect continuous over assessment is having on the health and wellbeing of senior school pupils. The SSTA urges the Scottish Government to commission independent research to determine how serious and widespread this is.

Motion E

Congress believes that the philosophy underpinning Scotland’s curriculum is one of

Motions Passed at Congress

The following motions were passed at Congress:

Motion A

Congress notes that teachers’ retirement age will soon rise to 68. Congress is alarmed by the potential health issues this may cause our members and therefore calls on all employers to re-examine their absence monitoring procedures to ensure that they are sympathetic to an ageing workforce.

Motion B

Congress notes with dismay that a number of Scottish local authorities have given notice to quit COSLA. We assert the importance of national agreements on teachers’ pay and conditions of service and call on those local authorities to remain committed to them.

Motion C

Congress notes with alarm the difficulties encountered by local

respecting the professional judgment of teachers and calls upon all local authority and school managers to ensure that decisions on implementing new Higher qualifications in 2014/15 or 2015/16 are taken in a genuinely collegiate manner at school and departmental level.

Motion F

This Association recognises that the introduction of the Professional Update process has the potential to enrich the teaching and learning experiences of the young people of Scotland. Members of the SSTA call on the General Secretary to write to Local Authorities in Scotland inviting them to explain the mechanisms they will implement to ensure that all teaching staff can access high quality CPD which allows them to benchmark their practice against the characteristics described in GTC Scotland suite of Professional Standards.

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Motion G

In order to support the fair and consistent implementation of Professional Update across the whole of Scotland, the SSTA calls on the Scottish Government to ensure that the appropriate resources are provided to and by each local authority and that these resources are shared equitably among all participants in the update process

Motion H

Congress notes and approves the breadth and challenge offered by N4 and N5 courses. However, Congress expresses dismay at the assessment overload being reported by members. In particular, Congress wishes to draw to the attention of SQA concerns over the insufficiency of time to complete courses and carry out assessments in two academic terms. Congress invites the SQA to review urgently the issue of assessment volume involved in the successful completion of N4 and N5 courses.

Motion I

The Scottish Qualification Authority’s new “Appeal” system carries a range of costs. There is no standard guidance specifying who should bear such costs. Congress calls on COSLA and the Government to

Motion L

In welcoming the publication by the Scottish Government of the 2014 revision of the Child Poverty Strategy with its emphasis on reducing the attainment gap affecting pupils from the poorest backgrounds, Congress notes that simply amending institutional practice or seeking change without accounting for the impact on those delivering public services of recent and continuing cutbacks will fail to see the goals of the Strategy achieved. Congress therefore calls upon both the Scottish and UK Governments to make ending child poverty a reality together with resourcing public services with the necessary tools to end the attainment gap for the poorest pupils.

Motion M

Congress notes with alarm the increasing trend towards the privatisation of the provision of basic education in some countries Congress pledges the solidarity and support of the SSTA to Education International and those others resisting such changes.

work together to ensure that there is standard practice throughout Scotland thus protecting equal opportunities for all.

Motion J

Members of the Association call on the General Secretary to write to Local Authorities in Scotland asking them to review provision of PSE particularly around the teaching of LGBT issues and same sex marriage. Congress seeks reassurance from Local Authorities that all PSE courses in secondary schools are fully compliant with the recent Equalities Act.

Motion K

The SSTA disapproves of the acceptance of “honours” by public officials. Congress calls on the Secretary of State for Scotland to consider the appropriateness of conferring such “honours” on those who are simply meeting the terms and conditions of their contract.

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Emergency Motion

The following emergency motion was passed at Congress following talks with the Cabinet Secretary.

Emergency Motion

Given that 100% of appeals made by teachers to the Court of Session following a GTCS ruling that their name be removed from the Register, have been upheld, Congress instructs the General Secretary to request the First Minister/Scottish Government to amend legislation to allow teachers to appeal GTCS decisions in the Sheriff Court .

Guest Speaker

The Guest Speaker at Congress was Aamer Anwar. He gave a robust speech concerning human rights and education and received a standing ovation at the end.

General Secretary Report

Alan McKenzie delivered the

General Secretary Report. He

reported on the challenges of

the past year, in particular over

seeking salary settlement. He

described the year as “annus

ballotus” reflecting the constant

issues of members asking

about the decision not to ballot.

He exhorted members to

contribute to decision-making

by attending meetings and

participating in Panels rather

than attempting to influence

decision-making by remote,

electronic means that had no

constitutional locus.

Reports

Reports were heard from the

following:

SNCT

Salaries and Conditions

of Service Committee

Education Committee

Professional Updates

The Scottish Advisory

Group on Behaviour in

Schools

Health and Safety Panel

Senior Managers’

Advisory Panel

Additional Support Needs

Advisory Panel

Transferred Schools

Scottish Teachers’

Pension Scheme

Negotiating Group

Equalities Panel

STUC Committee

International Links

Congress 2014

James Forbes President 2013-2015

Presidents Address

to extend our thanks and friendship to Larry Flanagan of the EIS for the good work he has achieved in promoting shared values and mutual cooperation between our organisations, while respecting our distinct identity.

Curriculum for excellence

In our seventy year history, this really has been a year like no other. In preparation for the Curriculum for Excellence the Government and local authorities invested thousands of pounds in our training and yet, when the new curriculum finally came to pass, teachers reported unprecedented levels of stress. I know this, because I read the responses to the SSTA survey on the new courses. Teachers responded in inordinately high numbers. They responded at 3 and 4 o’clock in the morning after staying up to an ungodly time in order to clear workload or getting up at a ridiculous hour for the same purpose. It was not intended to be this way and it was perfectly reasonable that the public should ask what could possibly be the problem after so much time and financial support had been dedicated to preparing educators for the new curriculum.

We did indeed benefit from an enormous amount of training in the message that something would be different. Even so, nobody was quite sure of what exactly would change. We got plenty of new jargon, but no warning that assessment

questions would be vague and answers would be woolly, if ever a correct answer existed at all. This situation has been confirmed again and again across subjects in our survey results. As you all know, I’m not making this up.

There was a fundamental change in our approach to assessment and yet the change arrived as a gargantuan tremor to teachers who could have coped with the new approach had they only been properly warned and given time to come to terms with such a seismic alteration. One of the most frustrating things our colleagues reported was the standard of proof reading in some internal assessments, which, in spite of all the years of national preparation, appear to have been rushed to production after having been written by people of limited experience in teaching.

We are intelligent people. We are not against a revolution in teaching for the sake of resisting change. As educators, we are the instigators in improving society. We are those who offer the potential for liberation from poverty. We are open to progress and welcome every educational initiative designed to improve the life chances of those for whose education we are responsible; but the funds invested in our training were quite simply invested at the wrong level. We need to get the message out to the public that difficulties in the implementation of the Curriculum for Excellence were not caused by those who deliver. We were pulling out all

Members, our friends and our distinguished guests from kindred organisations within Scotland and further afield, it is a great honour for me that I stand before you, to some extent by chance, on this, the occasion of the 70th annual Congress of our respected and successful trade union. Just as in 1944, we stand true to our trade union principles in promotion of a distinctive secondary voice in Scottish education. Back then in those dark years of global conflict, our predecessors were right, just as you are right today and, despite protests which continue even up to the present, we are not going away. We are justified in expressing pride in what we have achieved and we remain inspired by those who have gone before us. The fact that this Association finds itself in such robust condition on the occasion of reaching our three score years and ten stands as a credit to each and every one of you and also to the trailblazers who set the path before us. At this point, I’d like

All this in a wealthy country such as ours.

The place of the Educator and

Trade Unionist in Society

We are better people than mere egocentric armchair critics. We are more noble people. Have no doubt about it, the sort of society in which the next generation will grow up and thrive will depend to a large extent upon the just and democratic values which you impart to the young people entrusted to your care. That is why, rather than attack individuals, I’d prefer to attack policies and also to remind representatives of the good you achieve on a daily basis, both in the classroom and also in service of your fellow trade unionists and the wider society, regardless of the government endured by the people.

In other organisations they may tell you, “You are nothing without your trade union”. I take a different point of view, “Your trade union is nothing without you.”

We are trade unionists; we hold principles.

We are not a refuge for those who sit on the fence.

We are not a refuge for those who despise political correctness.

the stops to make things work, while endeavouring to conceal snags and hitches from the view of pupils, for whose benefit we do everything. We have now reached the point where the learners are sitting their external exams. So let us hope that lessons have been learned from the last twelve months, that errors of the past will not be repeated and that we can now all move forward together and put those troubles behind us for the good of our nation.

Economic injustice

Over the years, I have sat where you are now and I have heard repeated attacks on the government of the day at Congress. These attacks were justified in the past just as they are justified today. In spite of a lengthy pay freeze, increased costs of pension contributions and an education system in which it appears sometimes as though free overtime must be included in the budgeting, secondary teachers have toiled to meet the demands of one government educational initiative after another and at the same time have seen the purchasing power of their pound pulverized under unpopular economic programmes imposed upon the people of Scotland in an offensively unequal society. Under austerity the State prefers to invest in the obscenity of Trident, while pupils from the poorest families, the supposed beneficiaries of defence weapons of mass destruction, sit in classes too large for their educational needs and local authorities are forced to merge subject departments in a desperate effort to meet their budgets.

We are not a refuge for those who seek the benefits of an insurance scheme without understanding their obligations of playing their role in improving society.

Tribute to Bob Crowe, Tony

Benn and Margo

Throughout history, great figures have dared to speak out on behalf of those without a voice. In March, we lost two stalwarts of our progressive, campaigning community for social justice; firstly, through the passing of Bob Crowe then, secondly, we suffered another hard blow only a few days later with the loss of Tony Benn. The beginning of April left us reeling at the sad news of the demise of Margo; I don’t need to give her surname. As you would probably expect, all three of those names featured high on my list of possible guest speakers for Congress 2015. I would have invited all three together. Many loved these people and their enemies loathed them, but there is one thing of which you could be certain, the more they spoke out against injustice, the more strident the establishment became in seeking to vilify them. Many of us in this room can identify with those who stand up to that sort of witch hunt.

The triumphant torch of social democratic courage these three standard bearers carried high before them with pride has not been extinguished through their passing, nor will it ever be extinguished.

Congress 2014

Congress 2014

Trade union activism

We are the people who raise our voices.

We use our votes, we sign the petitions.

We write letters to the press and to our elected representatives.

We respond to parliamentary consultations; we march and we protest.

We do not turn our backs on workplace colleagues when their face does not fit and others don’t want to know them.

When regulatory bodies abuse their power, we prick their pomposity.

We don’t mind offending those who need to be offended.

The principled Trade Unionist fearlessly champions genuine inclusivity. And when local authority employers in their employment selection

stigmatisation of people on benefits and we are mindful that one day, we too, hope to become old, fragile and vulnerable.

Nor do we turn our backs on the disadvantaged elsewhere on our shared planet and we use our education to express outrage at the UNESCO report that as many as 774 million adults globally remain illiterate and therefore excluded from their full potential for self-improvement.

In accordance with our membership of Education International, we raise our voices in support of indigenous cultures throughout the world as well as in favour of the indigenous and endangered minority languages and cultures of these islands.

As trade unionists, we can take nothing for granted. All social improvements in democracy, in education, in child care, in health care, in housing, in community land ownership, in employment rights and in provision for the elderly were won in the teeth of ruthless opposition from those who would deny us even the most basic of human rights, as they denied them to those who came before us. Don’t think for one moment that those people, those people who imprisoned, transported and even executed our forbearers have gone away. If you are not vigilant, I can guarantee that you will see them again, in your lifetime. In South Korea, in the present time, the Korean Teachers’ Union has been deregistered. If you go on the TUC website,

procedures, in accordance with the Law of Scotland and following instructions from the non-elected, shamelessly practise discrimination against Atheists and Humanists, against single parents, against adults living together outside marriage, against women living together within marriage, against legally married male couples and against divorced people, all out of the public purse, the Trade Unionist expresses righteous disgust.

As Trade Unionists, we are not here simply for ourselves. We are not here to support merely those who are in employment. Oh no; we strive for a better humanity.

We do not turn our backs on those human beings marginalised in Scotland as they queue at the food banks and struggle to meet the iniquitous bedroom tax while hopeful speculators rub their hands with glee as they anticipate acquisition of a quick quid through privatisation of our national asset the Royal Mail. Muppets and dunces, who should know better, vie with each other to inherit the mantle of Thatcher and debate whether the shares were sold cheap enough or dear enough; I say it was theft from the poor at any price.

Regardless of whether our sisters and brothers in humanity have the good fortune to find themselves in remunerative employment or even to be employable, we refuse to collude in the

Congress 2014

you will find details of eleven Trade Union activists incarcerated in South Korea at this very moment for their Trade Union involvement.

They continue to blacklist Trade Unionists in the construction industry even nowadays and here I must show my respect to former teacher Neil Findlay MSP for the fine work he is doing in holding employers to account for the scandal of blacklisting. Did you really think there was no blacklisting in education?

We speak up and we speak out.

We will never be silenced.

We know that a better Scotland is possible.

We know that a better world is possible.

And, together with our allies and friends in the trade union movement, the inescapable duty of delivery falls upon each one

Life Membership

Life Membership was conferred

on

John Gray, Past President.

Financial News

Finance Statement In accordance with section 32A of the Trade Union and Labour Relations (Consolidation) Act 1992, please find

below the Association's financial statement to members for the period 1 January 2013 to 31 December 2013.

1. FINANCIAL STATEMENT

INCOME

Membership Subscriptions £ 1,081,072

Other income £ 124,786

£ 1,205,858

EXPENDITURE

*Annual Operating Costs £ 955,214

Appropriations SURPLUS/(DEFICIT) £ 250,644

£

*including:

In respect of the Acting General Secretary:

Salary £ 65,925

Superannuation and NIC £ 20,029

Employee’s Superannuation contributions £ 8,043

Key Person’s life policy premium £ 0

Essential user’s car allowance £ 2,100

Honoraria to elected Office Bearers:

General Treasurer £ 5,656

Minutes Secretary £ 5,656

President £ 2,424

£ 13,736

The Association does not maintain a political fund.

2. STATEMENT IN ACCORDANCE WITH s32A(6A) OF THE ACT OF TULR(C)A 1992

“A member who is concerned that some irregularity may be occurring, or have occurred, in the conduct of the

financial affairs of the union may take steps with a view to investigating further, obtaining clarification and, if

necessary, securing regularisation of that conduct.

The member may raise any such concern with such one or more of the following as it seems appropriate to raise

it with: the officials of the union, the trustees of the property of the union, the auditor or auditors of the union, the

Certification Officer (who is an independent officer appointed by the Secretary of State) and the police.

Where a member believes that the financial affairs of the union have been or are being conducted in breach of the

law or in breach of rules of the union and contemplates bringing civil proceedings against the union or responsible

officials or trustees, he may apply for material assistance from the Commissioner for the Rights of Trade Union

Members and should, in any case, consider obtaining independent legal advice.”

A copy of the full financial report has been issued to each school representative and will be available for

inspection. Any member wishing an additional copy should write to the General Secretary.

Financial News

Independent auditors' report

to the members of SCOTTISH SECONDARY TEACHERS' ASSOCIATION

We have audited the accounts of Scottish Secondary Teachers' Association for the year ended 31 December 2013

which comprise the Cash Flow Statement, Income and Expenditure Account, the Balance Sheet and the related notes.

The financial reporting framework that has been applied in their preparation is applicable law and United Kingdom

Accounting Standards (United Kingdom Generally Accepted Accounting Practice).

Respective responsibilities of the Finance Committee and Auditors

As explained more fully in the Statement of Finance Committee’s Responsibilities, the Finance Committee members

are responsible for the preparation of the accounts and for being satisfied that they give a true and fair view. We have

been appointed under the Trade Union and Labour Relations Act 1992 and report in accordance with regulations made

under this Act. Our responsibility is to audit and express an opinion on the accounts in accordance with applicable law

and International Standards on Auditing (UK and Ireland). Those standards require us to comply with the Auditing

Practices Board's (APB's) Ethical Standards for Auditors.

Scope of audit of accounts

A description of the scope of an audit of accounts is provided on the APB's website at www.frc.org.uk/apb/scope/

private.cfm.

Opinion on the accounts

In our opinion the accounts:

give a true and fair view of the state of the association’s affairs as at 31 December 2013 and of its incoming resources and application of resources, including its income and expenditure, for the year then ended;

have been properly prepared in accordance with United Kingdom Generally Accepted Accounting Practice;

have been prepared in accordance with the Trade Union and Labour Relations (Consolidation) Act 1992; and

the information given in the Finance Committee's Annual Report is consistent with the financial statements.

Matters on which we are required to report by exception

We have nothing to report in respect of the following matters where the Trade Union and Labour Relations Act 1992

requires us to report to you if, in our opinion:

the association has not kept adequate accounting records; or

returns adequate for our audit have not been received from branches not visited by us; or

the accounts are not in agreement with the accounting records and returns; or

we have not received all the information and explanations we require for our audit.

Stephen Grant, Senior Statutory Auditor

for and on behalf of Tindell, Grant & Co, Statutory Auditors, 6 Munro Road, Springkerse Stirling FK7 7UU

Tindell, Grant & Co. is eligible to act as an auditor in terms of section 1212 of the Companies Act 2006.

Health & Safety

empowering leaders lowers

stress and increases job

satisfaction. Conversely

supportive supervision can

increase stress (due to lack of

control). (5)

Transformational leaders are

associated with low stress and

high job satisfaction. Situational

leaders are only related to high

job satisfaction when employees

are willingly engaged. (5)

Poor behaviour in pupils usually

causes more stress in female

teachers than male (1). Good

management support and

behaviour training can lower the

stress from this in all staff.

Teachers who cope successfully

with stress rely on strong

relationships with supportive

family and friends. They tend to

be positive and find time for

reflection, exercise and or

hobbies. So be a good friend and

organise a lunchtime walk or

encourage a hobby class. (4)

If you have good classroom

management skills you will have

a greater self-belief and lower

stress. Could your school teach

classroom management skills to

everyone?

Finally, humour can lower

teachers’ stress - so when did

you last crack a joke or laugh?

(3)

Pupil: I don't think I deserved

zero on this test!

Teacher: I agree, but that's the

lowest mark I could give you! (6)

1. Teacher Stress: The Mediating Role of Collective Efficacy Beliefs, R.M. Klassen, Journal of Educational Research, Vol. 103,

Iss. 5, 2010 2. D.A. Sass, A. K. Seal, N. K. Martin, (2011) "Predicting teacher retention using stress and support variables", Journal of Educational Administration, Vol. 49 Iss: 2, pp.200 - 215 3. Effects of Humor on Teacher Stress, Affect, and Job Satisfaction by S. J. Dena, Ph.D., WALDEN UNIVERSITY, 2013, 249 pages; 3565886 4. Jan Richards (2012) Teacher Stress and Coping Strategies: A National Snapshot, The Educational Forum, 76:3, 299-316 5. Skakon, J. et al., 2010. Are leadersʼ well-being, behaviours and style associated with the affective well-being of their employees? A systematic review of three decades of research. Work & Stress, 24(2), p.107-139. 6. http://www.teachhub.com/top-20-teacher-jokes

Are you the problem?

Most of us like to think we are

nice people and that we do not

upset others intentionally.

However, the truth is we can

also be responsible for the

stress in other peoples' lives. So

read on to find out more.

You may be surprised to know

that although a heavy workload

can affect your stress levels, it

does not in itself cause

excessive stress. (2)

If you have a demanding job the

support from your line manager

becomes more important. So if

you line manage staff, your

support is essential in times of

high stress and workload. So

find time to ask colleagues how

they are? a trouble shared……

(2).

Being a stressed manager can

make your staff stressed! (5)

How happy is your team /

department? Having a

supportive team or department

lowers stress ...

Classroom observations cause

stress in those being observed,

can you lower this? A recent

TES article (9 May 2014)

suggested factors that may help

see -: bit.ly/Observation Tips.

Autocratic managers and

Abusive leaders cause stress,

no surprise here. However,

ASBESTOS In each school there should be

an Asbestos Register which

can be accessed by any

contractors who come on site to

make repairs. It is important

that any location of Asbestos on

the premises is recorded in the

book and that the location of

the Asbestos is inspected every

year and the book kept up to

date.

WHAT IS ASBESTOS

Asbestos was a building

material used extensively in

Britain between 1950 and

1980’s and has three main

types, “white

asbestos”(chrysotile), “blue

asbestos”(crocidolite) and

“brown asbestos”(amosite)

Asbestos containing materials

(ACMs) had many uses such

as for ceiling tiles, floor tiles,

partitions, pipe insulation and

insulation boards.

It is now illegal to use asbestos

Health & Safety

construction work.

HOW TO MINIMISE RISK OF

EXPOSURE TO ASBESTOS

FIBRES

Know the asbestos

management plan

Know where the asbestos

register is in the school

Teachers and pupils should not

carry out any action which may

disturb (ACMs) releasing fibres

such as pinning or tacking work

to insulation boards or ceiling

tiles. Ceiling tiles should not be

lifted to display pupil’s work.

Report defects to fixtures and

fixings that could release fibres

e.g. to ceiling tiles or floor tiles.

Know what to do if exposed to

asbestos fibres.

If you think asbestos fibres are

free in an area, evacuate the

area promptly and seek advice.

WHAT TO DO IF EXPOSED

TO ASBESTOS FIBRES

If you are concerned that you

may have been exposed to

asbestos fibres you are advised

to go to the doctor and ask for a

note to be made in your

personal record about the

exposure including the date,

type of asbestos and likely

exposure levels.

Useful websites www.hse.gov.uk and www.asbestosexposureschools.co.uk

in new buildings but if the

school was built or refurbished

up to 2000 you should assume

there could be asbestos

present in the school unless

you have been told otherwise.

Asbestos comes under the

Control of Asbestos

Regulations 2006, updated

April 2012. Regulation 4 places

a specific duty on employers

who control buildings to

manage asbestos. In education

the duty holder is the employer.

The SSTA Health and Safety

Handbook has a list of duties

for employers to control

asbestos in schools.

WHAT ARE THE

CONSQUENCES OF

EXPOSURE TO ASBESTOS

FIBRES

Breathing in asbestos fibres

can lead to four main diseases

including mesothelioma, a

cancer of the lining of the lungs

which is always fatal. The time

from exposure (latency) to

developing symptoms of the

disease can be 15-60 years.

RISK OF EXPOSURE TO

ASBESTOS

Asbestos which is in good

condition and sealed is not

considered to be a significant

risk to health as long as it is

managed properly.

However if it is damaged,

fibres are released which can

be breathed into the lungs. The

most likely way for damage or

disturbance is during

maintence, repair or during

Temperature and

Thermal Comfort

Many questions are raised each year about working temperatures. Due to our very unpredictable climate some years are much worse than others. Below you will find that minimum temperatures are written in to Regulations but there is no legal maximum temperature. Clearly, for the benefit of staff and pupils an ambient temperature which allows maximum concentration is the aim.

Temperature

What is the minimum working

temperature?

In line with The School Premises (General Requirements and Standards) (Scotland) Regulations 1967 and the 1973 and 1979 the minimum temperature of various areas of the school are detailed as follows:

18.5°C for medical inspection rooms, changing rooms, shower rooms and WCs.

17°C for teaching spaces or classrooms.

13°C in cloakrooms, corridors and gymnasiums.

10°C Games hall.

What action should be taken if the minimum temperature

is not reached?

Record the time and temperature

Notify management and request alternative arrangements (allow time for action to be taken)

After a reasonable period of time, if no action has been taken, you should take your class to an appropriate area and ask management for instructions.

Inform your school representative of your actions, if you have not already done so.

Note in cases where the heating fails a school may send pupils home. Staff may be required to remain if there is a room/area that has adequate heating.

What is the maximum

temperature?

There is no maximum temperature. Where a workroom/classroom becomes too hot reasonable steps should be taken to achieve a comfortable temperature such as

Shading windows

Using fans

Increasing ventilation

The Scottish government’s design for schools recommends that “overheating occurs if the number of hours above 28oC exceeds 80 occupied hours.” This is approximately 15 days with temperatures above 28oC.

The policy adopted by the SSTA recommends a maximum of 26oC in any area.

Thermal Comfort

Thermal comfort is usually defined as whether a person feels too hot or too cold. Thermal comfort will vary from person to person and takes into account a wide range of factors.

The factors that contribute to thermal comfort

Air Temperature

Lack of Air Movement (fans may be used to move air around)

Humidity (relative humidity of between 40% and 70% does not have a major impact on thermal comfort)

Air Quality

When an area becomes too hot or cold it can cause teachers and pupils to become tired, irritable and to lack concentration.

Temperature and humidity can be recorded using the Digitech temperature/humidity meter supplied to your school representative by the SSTA.

More information can be found at http://www.scotland.gov.uk/Publications/2007/02/28144045/5 or http://www.hse.gov.uk/temperature/thermal/

Here there is a lot of useful information and a thermal comfort checklist which can be used to carry out detailed risk assessments.

Health & Safety

Walkrounds

Every school should have a

Health and Safety Inspection

annually. This may be

organised by the local

authority, or the owner or

management company for

the building (in the case of

PPP or PPI schools), or

indeed both. In the case of

those organised by the local

authority the responsible

person, usually the Head

Teacher, will be given prior

notice of the date and time.

In the case of a large

secondary school it will take

a whole day. Professional

Health & Safety

associations and unions

recognised within the school

should be informed of the

date and time of the visit,

and should be invited to take

part. In many authorities, to

minimise the disruption to

learning and teaching the

majority of these visits take

place during holiday periods.

If you attend a walkround

during a holiday period, you

would be entitled to time in lieu.

The walkround itself is a

chance to interface with staff

from the corporate side of the

local authority. You will be

able to assist them with

questions that they may have,

and they will be able to share

some of their expertise with

you. This can of great benefit

for both parties. Some aspects

of the visit will look at

paperwork, perhaps looking at

PEEPs (Personal Emergency

Evacuation Plans) for pupils

with Additional Support Needs.

If it is not possible to get cover

for a whole day for one member

of staff, consider splitting it into

two or three parts, and then

getting different members to

accompany the inspection party

as they move round the school.

The report from the inspection

can then be considered at the

next Health & Safety

Committee within the school,

and any action points from it

can be addressed.

I would encourage all School

Representatives (or if you have

one), School Health and Safety

Representatives to take part in

this activity. Recent events in

Edinburgh can only remind us all

that it is our duty to maintain our

workplace as a safe one, for the

pupils and the staff. If you are

not informed of the date of the

visit, ask the responsible person

to do so in the future.

Iain W Glennie

MOBILE TECHNOLOGY

The aim of this article is to describe the meaning of mobile technology and discuss its potential for individuals and when used as a teaching and learning aid in schools.

Mobile devices are increasingly growing in popularity in the home, at work and in schools. The creative use of technology in our classrooms has been an exciting development, presenting schools and school leaders with both opportunities and challenges for learning. The pace of change reflects the unprecedented revolution in the use of technology in wider society and continues to challenge our education system and our policy makers.

What is mobile technology

and what are the benefits?

Mobile technology is exactly what the name implies - technology that is portable. Examples of mobile IT devices include:

laptop and netbook

computers

palmtop computers or

tablet PCs

mobile phones and 'smart

phones'

Mobile devices can be enabled to use a variety of communications technologies such as:

(Wi-Fi)

Bluetooth (3G)

It is therefore possible to network the mobile device to the internet anytime and at nearly any place.

Mobile phone use around the world has become ‘normal’ with 93% of the world population having access to a mobile phone.

Most teenagers now own or use a smart phone. These can of course still make phone calls but they can do much more. They can take photographs, record/ play video, record/ play audio, give their position by satellite and give full access to the internet. Other mobile devices have many of these characteristics, however the mobile phone is ubiquitous. Mobile devices can be used in many positive ways, but they also have drawbacks.

The good

Communication with friends and relatives.

Remote collaboration. Tutorials. Homework eLearning materials, practice exam questions.

Health & Safety

Calculator software, dictionary software.

Navigation software.

Everything that's good about the internet…

The bad

It's easy to be distracted by messages, games and the internet on your phone.

The potential for developing health problems such as tumours - despite early concerns no ill effect is proven, but there's no long term data yet…

Persistent use of portable devices could potentially contribute to causes of Repetitive Strain Injury. Another potential of mobile device use is ‘addiction’. A recent article in The Guardian, Moorhead, May 2014, raised the thought that ’not only younger people but also adults can show signs of being addicted to their phones, checking and writing messages, online gaming, social networking to mention a few’

Everybody’s privacy can be compromised especially when using social networking sites. Posts and photos can be republished by others, and spread very quickly... you can lose control of the information in a moment. With a phone in your pocket, it's easy to make comments which you would not have made if you'd taken time to “cool off” and think about it first. It's also important to be careful about publishing photos – we have all heard about embarrassing photos being produced later... A photo is

evidence which affects the privacy of everyone shown.

Everything that's bad about the internet…

The ugly

Phones are an expensive physical asset and make an attractive target for would be thieves or bullies. It is fashionable to have certain types of phone or even certain ‘Apps’ which can be a reason for animosity among individuals

Is it important to have the “right” phone?

Many of our pupils have contract agreements for their phones. Phone contracts are designed for a change of phone typically every 1-2 years. Phone contracts are typically designed to subsidise the cost of the phone, many are in the range £20-40 per month. Depending on the contract and the way the phone is used, there may be extra costs for texts, browsing and calls. Not all families will be well-prepared to deal with these financial pressures.

Cyber-bullying describes use of the mobile device or service (e.g. Facebook) as a conduit for bullying. If you always have your phone with you or relationships on Facebook are important to you, it's a difficult issue for you to escape.

The policy

Many schools have policies regarding the use of mobile devices such as smartphones. Does yours work?

Use of mobile technology in schools

‘Purposeful access to ICT across the curriculum that motivates and increases engagement and achievement in education will be essential in preparing our young people for the economy of tomorrow. Mobile devices play an important role, not only for our young people, but also for the wider community and business infrastructure. Research from around the world indicates that under the right conditions, their use can significantly enhance learning outcomes.

New tablet computers and smart phones are offering the opportunity to access a wealth of resources and information that can support pupil led learning and a variety of learning styles. However, it is the access to inbuilt cameras and microphones, as well as an ever-growing list of “power apps” that makes these devices really exciting. Mobile devices are no longer just for consuming media, they allow you to document, edit and create. This means pupils can demonstrate their knowledge and understanding in any area of the curriculum through creative means.’1

Health & Safety

This is rapidly moving technology. We will need to develop our facilities, training and skills to make the best use of it. Introduction and use of mobile technology in schools should be planned clearly and included in school and departmental development plans. Decisions made for schools should provide more than adequate facilities and be future proofed.

Scottish Government vision statement for ‘Guidance on Developing Policies to Promote the Safe and Responsible Use of Mobile Technology in Schools’

“To enable all schools and local authorities to develop an ethos of digital citizenship that leads to safe and responsible use of mobile technology. This will encourage schools to positively embrace mobile technology to enhance learning now and in the future whilst helping them protect staff, children and young people from possible harmful consequences of misuse.”

In conclusion

It is crucial that the use of mobile devices in schools is grounded in the enhancement and enrichment of learning at all levels. The massive potential for learning that mobile devices offer must not be taken for granted. Unlocking that potential requires a well structured and carefully considered strategy in place ahead of their deployment in the classroom.

References

Scottish Government web-site

Guidance on Developing Policies

to Promote the Safe and Responsible

Use of Mobile Technology in Schools

Kid Tech, MDG Advertising. http://www.mdgadvertising.com/blog/

wp-content/uploads/2012/08/kid-tech-infographic.png

http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/

ns537/ns705/ns827/

white_paper_c11-520862.html

BESA, The future of Tablets and Apps in Schools (2012). http://

www.besa.org.uk/documents/the-future-of-tablets-and-apps-inschools-toc/

Introducing Mobile Technology

- Future Classrooms

futureclassrooms.org/wp.../FUTURE-CLASSROOMS-

HANDBOOK.pdf

Guidance on mobile technology in schools

-http://www.scotland.gov.uk/Publications/2013/11/4092

360 degree e-safety tool - www.360safeScotland.org.uk

Advice for parents and young people and schools is available from the national anti-bullying service

Respectme www.respectme.org.uk/

CEOP’s thinkuknow website

www.thinkuknow.co.uk/.

http://www.reuters.com/article/2014/05/19/us-health-mobilephone-idUSKBN0DZ1YO20140519

Health & Safety