the Teacher – September 2014

rs nion of Teache U l a n o ti a N e e from thber 2014 Your mag.oargz.uin cto Se k ptember/O www.teachers

The Manifesto Issue Enclosed: the NUT’s complete general election manifesto

stand Fighting up for

education A manifesto for our children’s education National Union of Teachers

for education Get involved and give us your views National Union of Teachers

Also in this issue

• Classroom survival guide • Advice on your pay • Teacher shortages

Founded by teachers, for teachers Personal, professional, approachable.

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Ask the Contents Union

e m o c l e W Enclosed in this issue is the NUT Manifesto, our comprehensive list of recommendations that we are asking all political parties to consider ahead of next May’s general election. On pages 4-6 we ask you to get involved in promoting this manifesto to politicians and parents.

Also enclosed is ‘Fighting for Education’, a document which explains the different ways that NUT members have made their voices heard during our Stand Up for Education campaign. It urges you to get involved in campaigning and asks you to feed in your views – both via your NUT rep and, for most members, via a consultative ballot that will be posted to you on 26 September.

We also tackle issues that we know are important to all our members, including pay advice and teacher shortages. Finally, see our centre pages for a survival guide to help teachers through the school year – because whether you’re an NQT or a teacher with 30 years’ experience, teaching in the current political environment can be very challenging.

We hope you find it helpful advice.

Jason Lock

Welcome back to the new school year and welcome back to The Teacher.

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Features 04 The NUT Manifesto We explain the power of a manifesto in the lead up to May's general election.

08 No Vote No Voice Information on a campaign that aims to have one million extra voters signed up ahead of the general election.

15 Family politics Kate Smurthwaite questions the way politicians position their families.

16 Designing the curriculum The most effective curriculum for learners in your school is one that is custom-designed for them.

Christine Blower

17 Lessons from afar What can we learn from other nations’ education systems?

20 Supply and demand Supply teachers take their case to parliament.

Regulars 10 Out and about 18 International 22 Your Union 34 Ask the Union

38 Reviews 41 Noticeboard 44 Staffroom confidential 46 Letters

President: Max Hyde General Secretary: Christine Blower Deputy General Secretary: Kevin Courtney Journalist: Janey Hulme Administration: Maryam Hulme Design templates: Home

Newsdesk t 020 7380 4708 f 020 7387 8458 e teacher@nut.org.uk To advertise contact Century One Publishing, t 01727 739193 e jonathan@centuryone publishing.ltd.uk NUT membership enquiries t 0845 300 1666

Except where the NUT has formally negotiated agreements with companies as part of its services, inclusion of an advertisement in The Teacher does not imply recommendation. While every effort is made to ensure the reliability

25 Survival guide Whether you're an NQT or a head of department, the classroom can be a challenging place. So we've collated some nuggets of advice as the new term begins…

30 Help build the Union All members can play a part in recruiting a colleague and help to build the Union.

31 Pay appeals By the end of October, the full impact of the coalition Government’s PRP system will be known as schools announce their pay progression decisions for teachers.

36 Uncorking teacher supply Changes to teacher training have begun to threaten the supply of adequately prepared teachers in our classrooms.

50 Quiet conformists? Don't you believe it!

Author and campaigner Jon Berry discusses why teachers won't go quietly into the night.

of advertisers, the NUT cannot accept any liability for the quality of goods or services offered. The Teacher is printed by TU Ink, London. Inside pages are printed on paper made from 100 per cent recycled, post-consumer waste.

September / October 14 I The Teacher

3

stand

up for

education

The NUT Manifesto A manifesto our childrenfor ’s education

National Un of Teachers ion

Education, education, education Our Stand Up for Education campaign has won important victories, not least by demonstrating parents’ lack of support for Michael Gove. We have gained significant public support. Now, in the lead up to the May 2015 general election, we’re asking every member to get involved and to stand up for education, children and teachers.

All political parties are busy writing, road testing and releasing policies in the run up to the next year’s general election. It is a fertile time to influence the shape of education policy and the election pledges from all the main political parties.

The NUT’s Stand Up for Education campaign has already shown the impact that teachers can have by meeting and talking with their elected representatives.

Dialogue and lobbying lets teachers highlight the areas where Government should make policy, and explain the impact of other social and economic policies on education, including the harm caused by some current policies.

To exert influence at this time and set out where it stands, the NUT has published and inserted within this

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September / October 14 I The Teacher

edition of The Teacher a manifesto for the 2015 general election. One version for England, and one for Wales.

The manifesto summarises the key pledges the NUT thinks politicians in England and Wales should make for the general election. We want teachers and parents to read it, and to use it to create political pressure for better education policies and a positive and productive focus on education in the 2015 general election.

The Wales and England NUT manifestos for GE2015 call for: • all children to be taught by qualified teachers • an end to child poverty • education not to be run for profit • greater investment in education and • Government action to make teaching a more attractive profession.

In the England manifesto, we urge the Government to adopt a wider vision of learning and achievement, and state that teaching time should not be taken up with

In the manifesto for Wales we also highlight areas of pernicious education policy that has infected England, and which we want kept out of Wales.

We have released a Wales version as many policies set

by Westminster have an impact on what happens in classrooms in Wales. However, many key education policies are governed by the Welsh Government and so we will also be developing the manifesto in the lead up to the Welsh Government elections in 2016.

Fighting for education Also inserted in this edition of the Teacher magazine is our ‘Fighting for Education’ document. Designed to outline the strategy of our Stand Up for Education campaign, the document explains our tactics heading into the general election – engage, pressure, strike, unite – and highlights the important victories we have already won.

The demotion of Michael Gove offers a real opportunity for change. The NUT is already actively engaging with new Secretary of State Nicky Morgan to press our case – though we cannot do it without you. It is our hope that the Fighting for Education document will give you all the information you need to engage parents, Get involved an pressure politicians and us your vie d give ws unite our profession in National Un your area. ion of Teac

Fighting fo educartion

The NUT Manifesto

tests. We also make recommendations about how to end the school places crisis and mend our fractured education system.

Your voice We are asking you to give us your views, through feedback to us via your NUT rep. We would be particularly interested to hear whether you and teachers at your school can help to engage parents and pressure politicians in the run up to the election – and your views on how we should prioritise our demands in talks with Government.

On 26 September we will also be sending a ballot form to member in most state schools, academies and 6th form colleges, consulting you about further strike action. Your feedback will help inform the Union’s National Executive when making decisions about future action.

Industrial action by school support staff on 14 October.

On 14 October public sector unions Unison, GMB and Unite are likely to be taking strike action, including in many schools. The NUT executive will be keeping this under review, but we strongly support the demands these unions are making on behalf of council workers, including school support staff. We will be issuing further advice but it is very important to support this action by refusing to undertake any work that would normally be done by a striker (e.g. lunch time duties) and by refusing to change the school day to cope with the strike (e.g. by removing the lunch break). Many schools will have to close as a result of the strike.

hers

How we’ll make our stand Engage parents

Strike when necessary

In order to win our vision for education we need to harness the support of parents. Thousands of teachers have already engaged with parents – in individual conversations, on street stalls and at Education Question Time events. By simply sharing our manifesto with parents or helping set up after school meetings, we can galvanise their support.

NUT members have led the way in delivering successful national and regional strike action, sometimes alongside ATL and NASUWT members.

Whilst not winning everything, this action has produced significant results. We would ask you to vote yes for further strike action when you receive the consultation ballot.

Pressure the politicians

Unite the profession

There are around 1,000 teachers in an average parliamentary constituency. By voicing their opinions and demanding their views be heard, that 1,000 could make all the difference in the lead up to the general election. Could you sign up to lobby your MP locally?

The NUT is the only union to campaign consistently for one union for all teachers. We want to help the profession to speak with one voice. This unity is ever more important as politicians continue to attack the profession.

September / October 14 I The Teacher

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The NUT Manifesto

n o i t a c u d e r o f g Fightin It is vital that every member joins our campaign to Stand Up for Education ahead of the general election.

You have the power to make the recommendations in this manifesto a reality by sharing its message.

We would ask you to talk with friends, colleagues and neighbours about our vision for the future of children’s education, and distribute the manifesto to homes near you.

You could even help out on a Stand Up for Education stall where this manifesto can be discussed with members of the public. After work events are also a great opportunity to discuss this manifesto and to listen to the issues that local parents would like to raise with election candidates. Some NUT members are planning tea and biscuits events with parents to discuss the manifesto.

Parents and teachers are stronger together, and parliamentary candidates are far more likely to listen to your ideas if you contact them as a group. By writing joint letters, or lobbying together, we can show politicians that teachers and parents are defending their children’s education as one.

For more information about the policies, ideas and evidence in our manifesto, go to www.teachers.org.uk/manifesto To order copies of the manifesto and to give us your views please email: manifesto@nut.org.uk

Please help us raise the profile of the campaign in any one of these ways: • lobby your MP • take part in a street stall to engage the public • share our manifesto with parents – you can order copies from manifesto@nut.org.uk • help out with an after school event.

Volunteer now by sending back the card enclosed in our ‘Fighting for Education’ document or online at www.teachers.org.uk/volunteer

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September / October 14 I The Teacher

When I lobbied Nick Clegg…

Over the summer, NUT members have been meeting their local politicians in an effort to communicate their concerns with the current education system. NUT member Angela Argenzio tells us her experience of meeting Deputy PM Nick Clegg.

I met Mr Clegg at his constituency office after being unable to arrange a meeting with him on 10 June in London, as part of the Stand Up for Education lobby of parliament.

Mr Clegg was extremely approachable. I thanked him for coming out in support of qualified teachers, and explained how workload issues are driving esteemed colleagues out of the profession.

I also told him that I was seriously thinking of leaving, that after 15 years I was finding the long hours unsustainable.

Mr Clegg was extremely supportive and asked questions about my work pattern. He was appalled to hear that I work over 50 hours a week. I explained how I wake up in the early hours of the morning to plan my lessons before going to work, so that I can drive my kids to their after school activities in the evenings. I mentioned how, since my school has become an academy, the scrutiny and the paper work has risen and now we are asked to track progress every six weeks – which means setting and marking some sort of test for all classes we teach – so that many experienced teachers are being driven out due to stress. He was so bewildered, I think, that he asked me to write a memoir of how my workload has changed in the last five years.

Mr Clegg gave me well over the 15 minutes I was allocated and asked all the right questions, he seemed genuinely concerned and he has since come out with statements about how concerned he is about teacher workload. It seems that lobbying pays off.

Six million people who are eligible to vote in next year’s general election are not signed up to vote.

That’s six million people destined not to have a voice in an election, the result of which will shape the future direction of the country.

Changes to the voter registration system mean that individuals rather than households now have to sign up to the electoral register. As a result, many more people are expected to lose their vote.

No Vote No Voice

No Vote No Voice Entries can be quirky, funny or serious, but whatever it does it needs to persuade people to register to vote.

Any individual or team of individuals from the 14-18 age group, in secondary schools and sixth form colleges, in England and Wales, can enter.

Please note that the competition is now open. All entries must be received by midday on 9 January 2015.

Judges

The NUT is pleased to be backing the #NOVOTENOVOICE campaign, which aims to get one million extra voters on the register by the time Britain goes to the polls on 7 May 2015.

Our very own Christine Blower will be one of the judges.

Others on the judging panel will include the TV presenter Rick Edwards and the Sunday Mirror’s Alison Phillips.

As part of the campaign, secondary schools and sixth form colleges across England and Wales can take part in a great competition:

Prizes

School challenge

The winning advert will be displayed in the Houses of Parliament and will be used to promote the campaign.

Winners will be invited to parliament to receive their award and be given five new iPads for their school.

Either in teams or as individuals pupils are being asked to use their creativity to produce an exciting, creative billboard advert that persuades people to register to vote.

All runners up will receive a personalised Award of Excellence while all participants will receive a certificate for taking part.

Why get involved?

Find out more

• This competition will bring a creative component to the campaign and will help to engage people in this important project for the future of democracy in the UK.

For further information about how to enter, including a toolkit for schools, please visit: www.votebooster.org/education

• A great opportunity to learn about citizenship and the importance of voting.

• Inspire young people to use their creative skills to produce fun and imaginative communications for social change.

Don’t lose your vote To find out if you are registered to vote and to help spread the word about registering please visit www.votebooster.org

Report Digital

• Develop learners’ practical and interpersonal skills.

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September / October 14 I The Teacher

Friday 12 December 2014

Get everyone in your school to wear a festive woolly this Christmas Jumper Day and donate £1 to help save children’s lives.

Register now for your free Teacher’s Kit

christmasjumperday.org

DOUBLE THE JUMPER JOY

Every pound you give will be matched by the UK government this Christmas, doubling your donations and making an even bigger difference for children.

Photo: Dan Burn-Forti/Save the Children Registered charity England and Wales (213890) Scotland (SC039570)

In partnership with

t u o b a d n a Out Report Digital

org.uk. acher@nut. te t a k s e d news ? Email our Got a story

How transatlantic trading could affect you The Transatlantic Trade and Investment Partnership (TTIP) is an all-encompassing trade agreement being negotiated between the EU and the US. Its aim is to eliminate barriers to the trade of goods and services between member nations.

We call on all our members to refute the TTIP deal and its potential to further privatise education. Please visit 38 Degrees to see how you can help block the deal at: goo.gl/EsQBW6

TTIP would cover all sectors that are currently exempt from free trade agreements, including education and public services. The NUT is concerned that this could lead to the expansion of for-profit education companies in UK schools and a greater privatisation of public services, as multinational companies would have the right to bid for health and education contracts in the UK.

DGS elections

John Hilary of War on Want, an organisation campaigning against international poverty, describes the motive of TTIP as: “… an assault on European and US societies by transnational corporations, seeking to remove regulatory barriers to their activities on both sides of the Atlantic.”

Ballot papers for the election will be sent to members eligible to vote on 5 January 2015, which must be returned to the independent scrutineer ERS by midday 26 January 2015.

In August, campaigning organisation 38 Degrees led thousands on to the streets to raise awareness, after Trade Minister Lord Livingstone refused to remove the NHS from the TTIP deal.

Keep up to date with education and the NUT – follow us on Twitter www.twitter.com/NUTonline for the latest news and views. And stay informed at www.teachers.org.uk.

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September / October 14 I The Teacher

Nominations for the position of Deputy General Secretary of the NUT are currently being sought.

The deadline for nominations is 1 December 2014.

Go to www.teachers.org.uk/your-union/elections for further information about this important Union election, or contact your local association or division secretary.

You can also find the NUT on Facebook.

Keep up with the latest campaigning and Union news via the official NUT Facebook page at www.facebook.com/nut.campaigns.

Out and about

Anthony Walker Memorial Lecture 2014: Unite for anti-racist education Bring Back GCSE Irish!

NUT members are leading a campaign to reinstate the GCSE Irish language examination that was withdrawn in 2013 despite a steady increase in the language in Britain since the 1980s.

Numbers grew rapidly in 2000 with the establishment of Colaiste nan Gael (www.colaiste-na-ngael.com) a non-political non-religious cultural organisation with one aim – to share the ancient and beautiful Irish language with the rest of the world.

You are invited to the eighth annual memorial lecture hosted by the NUT in conjunction with the Walker family and the Anthony Walker Foundation.

Anthony was murdered in a brutal, racially motivated attack in Liverpool on 30 July 2005. The lecture is one of a range of activities that keep Anthony’s memory alive and continue the fight against racist violence. It is held every year during Black History Month and this year will take place in Barking and Dagenham at the Broadway Theatre, Barking IG11 7LS The lecture is free but booking is essential. For more information or to book a place, contact the Education and Equality department by email awl@nut.org.uk or telephone 020 7380 4861.

Winning at Copland Teachers at Copland Community School in Wembley have succeeded in their long running campaign to stop compulsory redundancies following substantial strike action.

The three unions involved – the NUT, NASUWT and ATL – wrote to their members thanking them for their strong support for colleagues and the solidarity shown.

Christy Evans, founder of the organisation and NUT member, is concerned that the narrowing of the curriculum has hurt a number of Irish children in British schools who can no longer sit the exam. He said: “Our campaign has now reached ministers in the British and Irish Governments and we are now submitting evidence to the Council of Europe.”

World Teachers’ Day 2014 This year the NUT is working with Amnesty International to host an event to mark World Teachers’ Day. The event will be held at 5pm on Wednesday 1 October 2014 and will focus on occupational hazards and challenges to human rights faced by teachers across the world.

The event will be held at Amnesty International, Human Rights Action Centre, 17-25 New Inn Yard, London EC2A 3EA. Confirmed speakers include Kate Allen, Director, Amnesty International and Christine Blower, General Secretary, NUT. Please email a.king@nut.org.uk to register your interest in attending this event or for further details.

Business on the Move!

Two former business studies teachers, Pat Smedley, Hartlepool NUT division secretary and Andy Page, launched ‘Business on the Move’, an innovative educational board game, at NUT headquarters on 27 June.

Pat and Andy developed this supply chain game for ages 9-19 to be used by teachers across age groups, school subjects and ability levels. It has already won an award under the Royal Bank of Scotland’s ‘Inspiring Enterprise’ and from the UnLtd charity which supports social entrepreneurs.

The aim of the game is for players to move different products from China to UK customers by land, sea and air as quickly, profitably and responsibly as they can. Pupils from Ashmead Primary School in Lewisham, Mount Carmel Catholic College for Girls in Islington and apprentices from Norbert Dentressangle attended the launch to play the game and demonstrate to over 100 guests from across the supply chain just how to run a successful business.

Find out more and see the game in action at: www.businessonthemove.org.

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WANTED: young ambassadors for the Send My Friend to School campaign 2015!

The search is on for two bright, articulate 14-15 year olds (Year 10 pupils) who are passionate about the right for every child worldwide to have a quality education.

The winners of the Steve Sinnott Award will become the Young Ambassadors for 2015, and will represent thousands of young people in the UK who care deeply about this issue. They will travel with their teacher and the Global Campaign for Education UK to a developing country to see the progress being made towards the target of universal primary education.

Back in the UK they will support the campaign by spreading the word via the media, their peers and to politicians.

Graeme Robertson

The Steve Sinnott Award was set up following the tragic and sudden death of Steve Sinnott in 2008. Steve was the General Secretary of the NUT and a passionate advocate of Education for All. The award is now funded by GCE UK and NUT. Do you know of any young people that have got what it takes to be Young Ambassadors for the Send My Friend to School campaign 2015?

For full details: www.sendmyfriend.org/young-ambassadors

The World Wheel Created by award winning primary teacher and NUT member Jacob-Nicholas Mitchell, The Word Wheel is an innovative teaching resource that provides tools to support and inspire writing.

Currently being used in 28 schools, supporting over 4000 children, the resource is engineered to limit clutter on a child’s desk and challenge children to create interesting sentence structures.

Jacob has spent much of 2014 leading training sessions, learning workshops and supporting teachers and learning practitioners across London and the south east. The Word Wheel is accompanied by over 30 fun-filled activities

teaching the user a variety of skills, including sentence structures and powerful punctuation tips and techniques.

“The brain loves to make logical connections using patterns and sequences; being able to do this through a fun, visual, vibrant and kinesthetic approach gives the user a ‘hands-on’ feel to physically create and edit a variety of sentences,” Jacob states.

To find out more, or for any further questions visit: www.theteachertrain.com/the-word-wheel.html alternatively you can contact Jacob directly – Jacob@theteachertrain.com

Tyneside industrial action Dozens of teachers at a secondary school on Tyneside took five days of strike action to resolve a dispute over workload.

Around 50 NUT members at St Joseph’s Catholic Academy in Hebburn, South Tyneside, walked out in protest at management proposals to increase teaching time for the second year running, while also increasing some class sizes and reducing the number of support staff dealing with behaviour and inclusion.

It is believed the strikes, in June and July, were the first local strikes in the history of the school, which became an academy on 1 July 2013.

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September / October 14 I The Teacher

Following the action in the summer term school leaders climbed down on plans to reduce or remove all Teaching and Learning Responsibility (TLR) payments, while some support staff jobs were saved.

After notice was given for further days of action in September and October, talks between NUT reps and management led to an agreement, with the increase in contact time reduced and a staff group set up to look at cutting workload further.

South Tyneside NUT secretary, Jill McManus, said: “Teachers were extremely reluctant to strike but they did so because they were so

concerned that the changes management was trying to push through would harm the quality of education they were able to provide to children and would make the school less attractive to prospective pupils.

“Throughout the six-month period of negotiations colleagues remained united and resolute in their desire to have their views heard. It was this display of unity from members that allowed us to reach a resolution.”

Members of the NASUWT joined NUT members on four of the five strike days during June and July.

An estimated 100,000 people attended the 130th Durham Miners’ Gala on 12 July, and were entertained by dozens of brass bands marching past crowds lining the streets ahead of a gathering on the race course.

Christine Blower said: “It’s a very great honour to be asked to speak. The Durham Miners’ Big Meeting, as I think of it, given my family connections, is very significant in the trade union calendar.”

‘Big Meeting’ speakers included Bolsover MP Dennis Skinner, Aslef rail union General Secretary Mick Whelan, GMB General Secretary Paul Kenny, Prison Officers’ Association General Secretary Steve Gillan and NUT General Secretary Christine Blower.

Tributes were paid to the late Labour minister Tony Benn and late RMT union General Secretary Bob Crow.

This year’s Gala marked 30 years since the Miners’ Strike and from the platform Christine drew parallels between the struggles faced by the miners during the 1980s and the NUT’s current campaign to defend education from attacks by the Government.

The future of the annual celebration was in doubt after the organisers of Durham Miners’ Association (DMA) had to pay out £2.2m in costs following the loss of a six-year court battle.

The DMA had taken its fight for compensation for former miners with osteoarthritis of the knee to the Court of Appeal.

A fundraising appeal secured enough to cover the £60,000 annual running costs up until the end of this year.

Tolpuddle This year’s Tolpuddle Martyrs rally in July saw a strong turnout of members of the NUT and other unions fighting attacks on jobs, pay and conditions and pensions.

TUC General Secretary Frances O’Grady said their common belief in the strength of unity was more important than ever as the Tories prepared fresh attacks on the right to strike.

These included the NASUWT, UCU, public service union PCS, the Fire Brigades Union, and local Government and NHS unions Unison and Unite.

As the biggest event for 30 years, the rally marked the transportation to Australia in 1834 of the six Dorsetshire agricultural labourers for forming a trade union.

The crowd rose in memory of former MP Tony Benn and RMT General Secretary Bob Crow, both Tolpuddle regulars both of whom died in March of this year.

Descendants laid wreaths on the grave of James Hammett, the only martyr buried in the village, while Emily Benn laid one for her grandfather Tony.

What does ‘ready’ really mean?

PACEY (the Professional Association for Childcare and Early Years) has published a new suite of resources to help parents support their children in preparing for school, and also to cope with the first few weeks of school.

This activity builds on the results of PACEY’s research report ‘What does schoolready really mean?’ published last year in partnership with NUT. The report found that parents felt they needed better guidance on how to prepare their children for school.

The resources, including a ‘Preparing your child for school’ guide, factsheets, activity sheets for children and videos, are available at www.pacey.org.uk/schoolready.

Out and about

Durham Miners Gala Dave Hopper, General Secretary of the Durham Miners’ Association, is determined there will be another Gala next year and in the years to come.

“The cost is increasing each year,” he said. “For example, £26,400 is spent on subsidising the brass bands which are an essential feature of the day.

“The association no longer has subscriptions to its funds from working miners, and it is obvious we cannot fund the Gala indefinitely.

“But I am confident there are sufficient friends in County Durham and elsewhere who want it to continue.”

Anyone wanting contribute to the cost of future galas can do so online: www.durhamminers.org

NUT at the TUC There were two NUT motions to TUC conference this year. ‘Stand Up for Education’ called on Congress to support campaign initiatives by education unions aimed at highlighting the effects of Government education policy, and also to make education a key strand of TUC campaigning up to the general election in 2015.

‘School - Democratic Accountability Matters’ states that local authorities are best placed to ensure fair access to education for students and support schools in times of crisis, but must be permitted the necessary resources to maintain and deploy support and expertise.

The motion asked Congress to call on the political parties to commit to a middle tier based on democratically elected local authorities, holding requisite powers over school place planning and admissions, with adequate funding for providing monitoring, support and intervention, and with a strong commitment to community cohesion.

September / October 14 I The Teacher

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Kate Smurthwaite column

Our columnist, comedian and activist Kate Smurthwaite ponders on family, photo ops and how politicians are handling the economy.

Family politics Last month, while I was appearing at the Edinburgh Fringe, David Cameron was in Westminster putting together a hilarious little skit of his own. My favourite of his jokes was: “sometimes politicians shy away from talking about the family”.

Excuse me, but politicians love talking about the ‘family’.

Given the chance they would gladly wrestle one another to the ground to get their puckered lips on a photogenic baby.

Posing on the school run and being interviewed by MumsNet are rites of passage for the ambitious modern politician, as much as pretending to be working class or explaining away photographs of dominatrices.

One thing Dave will never say is: “I’m far from the perfect economist” because it’s true. He stupidly quotes the longdisproven pseudo-economics that is the Laffer Curve and insists that trickle-down economics is a real thing. The best way to get money to poor people is by giving it to rich people? What next, help the hungry by feeding the obese?

Improving health by operating on the fit and well?

Thing is, even though he did leave his daughter at the pub that one time, and while you or I may shiver at the thought of waking up next to his smug doughy face, in many respects Cameron is the ‘perfect’ father and husband. He’s loaded, well-connected and even takes them on loads of fancy holidays.

Teachers know that most families in Britain are nothing like the Camerons. The Prime Minister’s family probably haven’t noticed the child benefit freeze, the bedroom tax, the cut to the childcare component of Working Tax Credits or the fact

that you now have to work an extra eight hours a week to even qualify for them. Even if they did, they could always balance out the shortfall by christening their new yacht with a jeroboam, rather than a methuselah, of champagne.

And let’s be frank … some families are just too busy and too stressed to care enough. Heartbreaking, yes, but utterly unsurprising given that the only qualification required for parenthood is leaving your condom in your other coat.

The group of people who have qualifications to support young people is of course teachers. (Insert your own snide remark about unqualified teachers and bear in mind that it’s unlikely the very worst of them could be as dangerous in their job as one M. Gove. Good riddance).

So while we can’t guarantee every child a top-of-the-range family, we could guarantee them a good teacher. A fully qualified teacher with a class size small enough to spot those who are struggling, the resources to support families falling through the gaps, and the back-up to intervene where families are failing.

And the joke is ultimately on Cameron, because that’s exactly the sort of thing that politicians do shy away from talking about.

For details of Kate's upcoming shows and appearances – including an autumn tour of her Edinburgh Fringe show “Leftie C**k Womble” – sign up to her mailing list at katesmurthwaite.co.uk

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Jason Lock

Designing the curriculum

Designing the curriculum – a job for teachers The most effective curriculum for learners in your school is one that is custom-designed for them.

At a time when new statutory national curriculum requirements are being introduced in England, with a major review taking place in Wales, we need to remember that it is memorable learning experiences created by enthusiastic, talented teachers that brings learning to life.

Most of us have at least one memory of irresistible learning from our own time as students. Sometimes those experiences are life-changing, perhaps leading to a career choice or a lifelong love of literature, art, sport, languages or nature.

• What is your most memorable learning experience?

• What was it about the experience you recall that made the learning irresistible?

• How could we design experiences to include the elements that make learning irresistible?

The role of teachers in curriculum design is explored within the NUT and the Curriculum Foundation’s CPD project, Year of the Curriculum. The Year of the Curriculum materials can be accessed, free of charge, online (see below).

They have been designed to recognise that teachers are time poor and teaching is target heavy; the programme has been designed to allow you to dip in flexibly, or to work through all eight units for deeper professional development and reflection. Above all, it has been designed to empower teachers and to help you to inspire learners.

Many individual teachers and teams within schools have already been inspired by the project. We hope even more teachers and school leaders will continue to use the

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materials to reflect upon their curriculum, and above all, to reclaim the curriculum for teachers, learners and communities.

Attend a CPD event on curriculum design Do you want to design an engaging, student led curriculum? Attend a one day CPD event from the NUT and the Curriculum Foundation.

• Tuesday 7 October, Bristol, Tony Benn House, Victoria Street, Bristol BS1 6AY • Tuesday 14 October, Leeds, Novotel, 4 Whitehall Quay, Leeds LS1 4HR • Tuesday 21 October, London, Mander Hall, Hamilton House, Mabledon Place, London WC1H 9BD Full details of the Year of the Curriculum project can be found at www.teachers.org.uk/campaigns/curriculum.

CPD places can be booked online at the same address.

The curriculum in Wales NUT Cymru will be holding a conference to explore the views of teachers and school leaders on the future shape of the curriculum in Wales. The conference will consider the Donaldson review of the national curriculum. The conference will take place on 20 November at the St David’s Hotel in Cardiff.

For more information please contact the NUT Cymru office on 02920 491818 or via email cymru.wales@nut.org.uk

Lessons from (not so) afar…

Robert Harding

Lessons from (not so) afar…

When debating education policies, we often hear MPs referring back to how things were in the past, even as far back as the Victorian era. While there is, of course, value in looking back into our history, there are also a wealth of lessons to be learned from contemporary systems that exist outside our own borders.

For this reason the NUT often sends delegations to other countries, to discover first hand about their school systems and speak with teachers about how they work in practice.

In our next edition we will be looking at how the rise of the Global Education Reform Movement (GERM) is tightening its grip on education policy in countries around the world. So this month, we wanted to share some findings from recent delegations to Finland and, closer to home, the Isle of Man.

Less testing, more learning Finland began to reform its education system over 40 years ago and today’s system represents a long process of policy development and collaboration between the country’s politicians, educationalists, business community and the OAJ education union – the sole educators’ union in Finland.

Finland’s National Board of Education is responsible for the implementation of education policy, working closely with municipalities and the OAJ to ensure curriculum and other reforms are consensual. Learning from the crossparty consensus that has been achieved in Finland, the NUT is calling for a similar independent body at home.

The delegation found that key to Finland’s success is the trust in teachers. Heads do not observe classroom teaching, there is no national schools inspectorate, no league tables and no national tests until 18. Head teachers are responsible for managing schools, and teachers for the curriculum and assessment.

This culture of trust is built on teachers’ professionalism.

Teachers have a respected status. Entry to teacher education is highly competitive. In Helsinki it is harder to get a place on the university’s primary teaching course than in its medical school and the majority of teachers are educated to at least Master’s level.

It is clear that there is much for education policy makers to learn from the Finnish system. We urge all teachers and parents to read the full NUT report, Lessons from Finland, at: www.teachers.org.uk/educationandequalities/finland

A world of possibility on our doorstep Twenty seven heads from the North West of England and Wales visited the Isle of Man in June to learn about the island’s ‘Freedom to Flourish’ curriculum.

The island’s education system has opted for no OFSTED or ESTYN style inspections, no SATs, annual literacy or numeracy tests and no league tables. Rather than lead to a fall in standards, as UK MPs might have you believe, this approach has pupils consistently outperforming their England and Wales counterparts at GCSE level.

During the visit, Isle of Man head teachers described the yearly quality assurance visit to schools which do not assess pupils or teachers, but look instead at whether the head is running the school competently.

Teachers spoke enthusiastically about the freedom they enjoyed when teaching pupils, and how the focus was on helping them achieve their full potential and take their place in society, rather than on teaching pupils to pass tests.

It was clear to the NUT delegation that while Finland’s holistic education policies are rightly admired, there are other systems closer to home that produce high achieving young people without endless tests and inspections.

September / October 14 I The Teacher

17

Iyad al Baba / Oxfam

l a n o i t a n r e Int

The situation in Gaza Israel’s bombardment of Gaza has resulted in over 1,500 casualties, 80 per cent of which are women, children and the elderly with nowhere to escape. Hamas and its allies have launched over 2,000 rockets into Israel. The hostilities have caused the death of 64 Israeli soldiers and three civilians.

Nearly half a million Gazans have been displaced and have sought refuge in UNRWA buildings.

Mosques, schools, hospitals, water plants and private houses have been targeted, damaged and destroyed. There have been no safe places for the Gazans to seek refuge as UNRWA buildings have also been bombed.

The NUT has been campaigning for justice for the Palestinian people since 1982, when the Executive expressed its horror and outrage at the massacre of children and their parents in the Palestinian refugee camps at Sabra and Chatila in Beirut.

As recently as October 2013, a delegation of NUT members visited the occupied territories; meeting with colleagues in the General Union of Palestinian Teachers (GUPT), visiting schools and discussing the rights and concerns of the Palestinian people with NGOs. A full report of the delegation’s findings is available at: www.teachers.org.uk/files/palestine-report-a4-9400.pdf

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In July, the General Secretary, Christine Blower, wrote to the General Union of Palestinian Teachers expressing solidarity from the NUT and a pledge that the Union would value efforts to put pressure on Israel to desist from the bombing of Gaza.

In solidarity with the Palestinian people the NUT will continue to: • encourage members to boycott the goods of companies that profit from illegal settlements, the occupation and the construction of the Wall; • pressure the UK Government to call on the Israeli Government to comply with international law and human rights treaties; • call for an end to discrimination against Palestinian students and teachers within Israel; and • campaign for the rights of Palestinian children including child prisoners.

We urge all our members to sign the parliamentary motion to raise the issue of the treatment of Palestinian children at: www.parliament.uk/edm/2014-15/49 Solidarity is the essence of trade unionism, especially in difficult times. To see how you can help call for an end to violence in Palestine, visit our good practice guide for international solidarity at: www.teachers.org.uk/node/20602

International

A generation under siege: The plight of Palestinian children Rifat Odeh Kassis Director, Defence for Children International International law stipulates that locations typically used for civilian purposes are not legitimate targets in military combat. Over the past months, Israeli forces have bombed and shelled homes, hospitals, and schools in Gaza. The scores of civilian deaths are not collateral damage: they are war crimes.

Israel’s particularly callous disregard for Palestinian children further illustrates a state policy of excessive force aimed at controlling the occupied population.

Ayelet Shakedin, an Israeli parliamentarian, recently called for the extermination of Arabs and the “little snakes” they raise. Tragically, Israeli forces seem to be implementing her hateful discourse on the ground.

According to the UN, 458 children have been killed during Israel’s latest war on Gaza, exceeding the combined number of children killed in the two previous assaults (in 2008/9 and 2012). DCI-Palestine has independently verified 300 of those deaths so far.

The UN also calculates that 16,700 homes in Gaza have been destroyed or severely damaged. Approximately 100,000 displaced people will require alternative housing. Israeli attacks also damaged 230 schools, 25 of which are destroyed or inoperative.

For Palestinians in Gaza, where 43 per cent of the population is under the age of 14, Israeli military offensives are hardly new. In 2006, two Israeli military operations killed 143 children; in 2008 and 2009, 385 children; in 2012, an additional 33 – a total of 561 children killed in six years, according to DCI-Palestine.

Ahmad Tawfiq Ahmad Abu Jami’, an eight-year-old boy from Khan Younis, survived five previous Israeli military offensives. This July, Ahmad died in an airstrike that killed 25 members of his family, 18 of whom were children.

Had he survived, he, like thousands of others, would have continued to suffer the effects of bombardment.

More than 373,000 children, according to the latest UN figures, need immediate psychosocial support following the deaths of family members, injuries or homelessness.

This figure includes children fleeing attacks on residential buildings and driven to UN refugee shelters,

How many tiny bodies will pile up before the international community recognises that, whether Israeli officials openly target Palestinian children or provide weak excuses for their deaths, the injustice is the same?

where intense overcrowding exposes them to potential abuse, exploitation and violence. There is no safe space.

Not included in this figure is the trauma incurred from the three previous large-scale Israeli assaults, which is the reality of every child in Gaza over the age of six.

For them, death, injury and displacement are the norm.

Psychological damage will continue indefinitely.

Children like Mohammad Baroud, 12, who lost both his feet in an explosion that killed 11 of his neighbors, will require lifelong medical care. Gaza’s infrastructure is so devastated that children needing treatment will be forced to wait while hospitals are repaired and reequipped. Many have lost parents and other relatives – sometimes their entire extended families. All have experienced violence, fear and instability at close range.

How many tiny bodies will pile up before the international community recognises that, whether Israeli officials openly target Palestinian children or provide weak excuses for their deaths, the injustice is the same?

Any policy that disregards the value of their lives is already a criminal one.

September / October 14 I The Teacher

19

Justin Tallis

Supply and demand

Supply and demand

Supply teachers are justifiably angry as agencies force their pay rates ever lower – and in October NUT supply teacher members will be taking their case to parliament.

This Government’s attack on the national pay system has come as a shock to many NUT members – but for NUT supply teacher members, the loss of national pay rates and cuts in pay, as well as denial of access to teachers’ pensions, have been a fact of life for years, and the problems are getting ever greater.

The NUT supply teacher conference in June heard that two thirds of NUT members responding to our 2014 survey now obtain their supply work mainly via agencies – up dramatically from 50 per cent in 2010.

With the decline in local authority pools well established, the opportunity to get work directly from schools (giving access to better pay and pensions rights) is now declining too.

Agency rates are falling in many parts of the country.

Some teachers responding to the survey quoted pay rates well below £100 a day – meaning an annual pay rate of less than £20,000 even if managing to secure work every day.

While supply teaching work clearly suits many teachers who want to balance work with family life or other commitments, stay involved in teaching after retiring, or simply want a different style of work from regular teaching, being a supply teacher increasingly means facing pay rates which are grossly inadequate as a main source of income.

On Tuesday 28 October, NUT supply teacher members will take the issue to parliament, as the NUT organises the first national lobby of parliament on supply teacher issues. We are aiming for every member of parliament to be lobbied, preferably in person at Westminster by an NUT member from his/her constituency, but also by

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“It’s time for all teachers to abandon any ambivalence they hold about supply colleagues and realise that it’s in their best interests that their stand ins be a fully qualified supply teacher who is paid to scale, and has access to CPD and the TPS.” letters and emails from other NUT supply teacher members working in that area.

Supply teachers remain a key part of the school workforce. Good substitute teachers are immensely valuable in providing continuity and proper education when regular teachers are absent, whether when ill or when taking advantage of CPD opportunities. But CPD for supply teachers is yet another matter that is usually overlooked.

As Lisa Middle, NUT Bristol division secretary and herself a supply teacher, told the NUT supply teacher conference: “It’s time for all teachers to abandon any ambivalence they hold about supply colleagues and realise that it’s in their best interests that their stand ins be a fully qualified supply teacher who is paid to scale, and has access to CPD and the TPS.” This can only happen if supply teachers are valued by the whole school community, paid according to their qualifications and experience, and properly trained and supported.

To register to join the NUT lobby of parliament, email us at lobby@nut.org.uk

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n o i n U Your Equality calendar 2014 Don’t miss these equality events between now and the end of the year.

October 1-31 Black History Month 10 World Mental Health Day 17 Anthony Walker memorial lecture, Barking, London November Reclaim the Night marches across the UK 7-9 NUT Black Teachers’ Conference Stoke Rochford Hall 17-19 Equality Matters for Local Officers course, Stoke Rochford 20 National Transgender Day of Remembrance 25 International Day for Elimination of Violence Against Women 29 NUT LGBT Teachers’ Conference – the 21st year December Disability History Month 1 World Aids Day 10 Human Rights Day Blair Peach Award Nominations Close January 2015 27 Holocaust Memorial Day February 2015 LGBT History Month March 2015 8 International Women’s Day 21 UN Anti-Racism Day April 2015 TUC Black Workers Conference tba Information correct at time of going to print.

Exclusive NUT member autumn breaks at Stoke Rochford Hall Why not treat yourself to a short break at Stoke Rochford Hall and explore the five delightful counties that make up the East Midlands Shires…

As home to the NUT’s National Education and Training Centre, we’re delighted to bring NUT members exclusive special rates, valid for stays throughout September, October and November 2014. From just £79 per person you can enjoy: • bed and breakfast for two people for two nights in a small en-suite bedroom. Upgrades to Mansion Rooms & Junior Suites may be available for a small additional charge, subject to availability • three course table d’hôte dinner on the first night in the restaurant • full English breakfast on both mornings • full use of leisure facilities, complimentary wifi & parking included.

Simply visit www.stokerochfordhall.co.uk and enter promotion code NUTAUT after entering your preferred dates, or call us on 01476 530337.

Walter Hines Page scholarship The NUT-sponsored Walter Hines Page scholarship offers teachers the chance to explore educational ideas between Britain and America.

Scholars travel to the US to study an aspect of education relevant to their own professional interests.

The 2014/15 winners were Thomas Bigglestone, from Channing School for Girls, Highgate and Nial Pickering, SEN teacher at Sir Thomas Picton School, Haverfordwest.

Details and an application form for the NUT Scholarship can be obtained from a.bush@nut.org.uk. Applications must be returned by 21 December 2014.

Visit: www.esu.org/programmes/scholarship/teachers/ walter-hines-page-scholarship

Autumn conferences The Union will be taking its Stand Up for Education campaign to the political party conferences this autumn.

If you will be at the Conservative, Green Party, Labour or Liberal Democrat conferences please come to the NUT stand to say hello and find out about our conference events.

Alternatively, for more information, please email Liz Love at l.love@nut.org.uk

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September / October 14 I The Teacher

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Financial information Former Sefton Association President and now Equalities Officer, Roz Morton, was named an NUT Regional Rep of the year at Conference back in April.

A highly committed rep, Roz was part of an active group of reps that led a campaign against seven academy conversions in the local authority before her own school, Chesterfield High School, was itself converted.

Although the campaign against the conversions was unsuccessful there is now an excellent networking system in place and the seven schools all keep in touch and support one another.

Roz has also worked tirelessly in a dispute over a new pay policy based only on staffs’ Year 11 results, and she has taken this up with the head teacher with some success.

“Our head attempted to link pay progression to exam results. It was a shock to quite a few people in early October 2012 when they were called to the head’s office without prior warning and told that they weren’t progressing on the pay spine. In some cases they were even put on to some sort of support plan, which is really just the precursor to capability procedures.

“This support plan was something we had fought for to be included in the old appraisal policy – because if it wasn’t in place then we would be instantly on to the capability procedure.

“Throughout this process we held regular well attended meetings in school – a large part of the reason that we have jumped from 20 members to 57 over two years! It has been saddening to deal with the individuals involved who without any prior warning were told that their Year 11 results weren’t good enough to pass their appraisal!

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“I ensured that everyone involved had a right of appeal and gave them as much practical support as I could.

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“Eventually we balloted for strike action which was unanimously supported and the regional office became involved. We demanded a return to the old appraisal system and an end to this judgement by numbers.

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“The strike this January was called off as NUT Regional Secretary Avis Gilmore came in to negotiate and got the head and chair of governors to sign off a document that agreed we could now set our own targets and be free to go back to the old appraisal system – the big test this month will be whether the head is going to honour the agreement!”

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September / October 14 I The Teacher

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Whether you're an NQT or a teacher with 30 years of experience, the classroom can be a challenging place. Coalition Government attacks on teachers and education mean that knowing your rights and getting good advice and guidance is more important than ever.

So, with NUT members heading back to the classroom after a well deserved summer break, we wanted to set out some reminders to guide you through the year. We also asked members to send in their tips and these can be found on this page and page 28. We’re always pleased to hear about the strategies that work for you.

I wish you a successful and rewarding year in the classroom.

Christine Blower NUT General Secretary

We asked teachers their tricks and tips for surviving the school year. Here’s what they said...

Networking Make friends with colleagues.

You’re going on a journey together and, when you’re stressed, having people help you is brilliant.

Share the load Don’t let everything get on top of you. If you’re struggling, just talk to somebody… speak to your mentor as much as possible.

Be yourself Don’t feel you’re under pressure to not be yourself. Experiment with different ideas to explore various teaching methods. People teach in different ways, so don’t be afraid to make mistakes because that’s the best way to learn.

Focus on the positive Be organised and don’t expect it all to be lovely, because it won’t be.

Concentrate on the few positives you do have, because they keep you going.

More on page 28...

September / October 14 I The Teacher

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Look after your voice PPA allowances Teachers are entitled to at least 10 per cent of their teaching timetable for planning, preparation and assessment purposes. The time must be allocated in blocks of 30 minutes or more. Check at the start of the academic year that you’ve been allocated the current amount.

As a teacher your voice is your most important tool, effectively your livelihood. Teachers are eight times more likely than other professionals to suffer from voicerelated health conditions. Always consult your GP if you regularly lose your voice or find yourself frequently having to clear your throat. Keeping a glass of water to hand during lessons will help keep the larynx moist, especially in hot, dry atmospheres. See www.teachers.org.ukl/node/12570 for more information.

Lesson observations All observation should be developmental and supportive and carried out with integrity and courtesy. If you and your colleagues feel that the number of observations is excessive, it is best to raise this with your head teacher as a collective issue alongside other NUT members via your NUT rep.

Remember, Ofsted doesn’t grade individual lessons, so there is no reason why anyone at your school should.

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September / October 14 I The Teacher

Clerical and administrative tasks Don’t allow yourself to become involved in routine clerical or administrative tasks. It’s not a good use of your time. Although the DfE no longer publishes an illustrative list of such tasks, there is still no requirement upon teachers to undertake clerical or administrative tasks which do not call for the exercise of a teacher’s professional skills and judgement.

Lesson plans Make sure lesson plans don’t become an end in themselves. Remember that there’s no particular format for lesson plans prescribed by the DfE or Ofsted. The purpose is to support your teaching. You should not be expected to hand in lesson plans for scrutiny by senior management every week.

Keeping calm and carrying on A participant on a recent NUT course explained: “A teacher in my school is always calm and her pupils’ behaviour is fantastic no matter what class she takes.” So how strict or firm does a teacher really need to be?

Our tips are: • Consistency is key • It is important to make clear your expectations and rules • Make use of non-verbal communication e.g. marks on the board and facial expressions • Focus on rewarding the behaviour that you want to encourage • Make use of humour but avoid sarcasm at all costs • Put time and effort into establishing positive relationships with pupils • Be firm and clear, but always be fair • Don’t react to inappropriate behaviour – deal with it

For our full series of behaviour tips, visit: teachers.org.uk/nqt/behaviourtips The Union also offers a wide range of CPD and training opportunities which arm teachers with extra tricks to deal with behavioural issues in the classroom. Find out about our courses and register at: www.teachers.org.uk/courses

• If you say you’re going to do something make sure you do it

September / October 14 I The Teacher

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…continued from p25

Use those five minutes!

The key is time management and making sure you’re really organised. If you’ve got five minutes spare, do some work instead of thinking “oh I’ll do that later,” because those five minutes could be crucial later on.

Parents’ evenings Be as positive as possible about each pupil. Even when you have to say something negative, try to begin and end the discussion with a positive comment. Be concise in your comments and avoid using jargon.

When starting at a new school, there are a few things that you should tick off your checklist from day one…

• Know the name of your NUT workplace reps, including the learning rep and health and safety rep if your workplace has them • Know where school policies are kept

Likewise, be polite but firm in saying goodbye to any parents who talk a great deal. Standing up and shaking hands is a good technique. Remember, if you overrun on the timetable, you may find yourself staying until late in the evening and holding up other parents in the queue.

• Familiarise yourself with the safeguarding policy and child protection procedures at the school – know who to go to if you suspect that a child protection issue has arisen

Bubble baths!

• Read and understand the school behaviour policy and procedures

Don’t live your life at school, counting the weeks and longing for the holidays. One day your career will be over and you may look back and wished you had enjoyed it more. Praise your pupils, spur them on, make them feel good about themselves.

Treat yourself regularly to a nice glass of wine or a soak in your best bubble bath. Make all your weekends happy and memorable and keep enjoying the best job in the world. Teachers change pupils’ lives every day. Remember this in September and every day.

Work-life balance Do not underestimate the workload.

Remember there is a fine line between personal life and working hard, and you need to get the balance right.

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Day one checklist

September / October 14 I The Teacher

• Find out where resources that you might need are kept in the school and the process for getting them.

If you are facing any of the issues raised in this guide, please talk to your rep or division secretary about action short of strike action.

For more information and tips, please vist: www.teachers.org.uk/campaigns/ protect-teachers/workload

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Recruitment

Help build the Union The NUT is the largest teachers’ union due in large part to the work undertaken by our representatives. But it shouldn’t just be left to the rep. All members can play a part in recruiting a colleague and help to build the Union.

Keep your eye out for any new members of staff, including part-time and supply teachers, student teachers on placement at your school, and those who are on a schoolbased route to teacher qualification.

School Direct – a new way of training to teach The traditional teacher training route is to attend a university or college (HEI) and undertake a postgraduate certificate in education (PGCE). There is an emphasis on pedagogy and classroom-based skills, combined with at least two school experience placements. The NUT would customarily invite trainee teachers into membership at university registration events or freshers’ fairs.

This way into teaching still exists. The Government, however, is placing increasing emphasis on school-led training rather than university-based education. School Direct is the largest programme for this new type of training. The Government’s initial aim was to recruit 50 per cent of all new trainee teachers through School Direct by the end of this parliamentary term. Although they will fall short of this target the intention is clear. It is uncertain whether a change of Government will alter this policy.

School Direct trainees will spend much less time in their university or college compared with PGCE students. As a

30

September / October 14 I The Teacher

consequence the opportunity to recruit them into membership by the traditional means has been severely reduced. And if they are not in student membership it makes it harder to offer them full membership when they qualify to teach.

The golden rule – if you do not ask they will not join If your school has student teachers who are training via a school-based route why not consider approaching them about joining the NUT. As a student member they will receive expert guidance, advice and support throughout their training. When they move into full membership they will have access to the Union’s full range of benefits, including legal and professional services, as well as a comprehensive programme of NUT Training and Professional Development courses, seminars and events.

They are entitled to FREE student membership and can join at www.teachers.org.uk/join or by calling the joining hotlines 0845 300 1669 / 020 7380 6369.

Recruit a colleague Recruit a colleague by 30 November and you’ll both be entered into the Union’s prize draw, sponsored by Aviva, to win one of two £250 Apple Store Gift Cards.

Make sure they tell us you recommended them!

Strong membership is the bedrock of the Union. It enables us to campaign on the issues that matter to teachers and to provide policy advice and guidance to assist you in school. Help us build the Union.

Pay appeals Report Digital

Pay appeals By the end of October, the full impact of the coalition Government’s PRP system will be known as schools announce their pay progression decisions for teachers.

The NUT fears that this year far more teachers than usual will be denied pay progression. For all teachers, including those on the main scale, progression will be directly linked to appraisal outcomes, while many schools may try to put higher hurdles in place for pay progression or even try to limit it on funding grounds. This is all part of the Government’s cost cutting agenda for schools.

During this period, many members will encounter individual problems. NUT advice materials for members and reps are now available.The materials give advice on pursuing appeals, on grounds of breach of procedure and misapplication of criteria, and a toolkit of model letters for registering appeals and seeking reasons for decisions.

Briefings for NUT reps are being organised around the country.

Government guidance on pay appeals now states that, if heads believe teachers have not met the standards to progress, they should allow them to attend the governors’ decision meeting. The teacher should have the opportunity to be accompanied by a union representative and present their views before a final PRP decision is taken. This is a welcome move as it is easier to stop decisions being taken than to get them overturned. NUT members should ensure that the opportunity to be represented is respected in every school.

Any teacher who is told that they may be denied progression should act quickly – most pay policies require that pay appeals are lodged within 10 days, and notice of decision meetings may be even shorter.

Our response mustn’t be: “Did this teacher meet the criteria?”

But rather: “Are the criteria fair?”

If not, let’s change them!

However, we mustn’t simply think this is an issue of dealing with individual casework. It’s a political issue, deriving directly from the imposition of an unfair and unsuitable PRP system on schools.

Whenever any teacher is denied pay progression, the first question must be: “Is this the result of an unfair pay policy?”

If a school’s policy doesn’t comply with NUT requirements, then denial of progression to one or two teachers this year will be followed by an ever increasing number of teachers losing out as time goes by. That’s why we must respond on a collective basis, as well as through individual casework. Our response mustn’t be: “Did this teacher meet the criteria?” But rather: “Are the criteria fair?”

If not, let’s change them!

Local NUT officers will help where members want to take action to defend colleagues and secure a fair pay policy.

There’s no need to wait for the first pay decisions to challenge an unfair policy – you can do that now.

Working together, challenging pay policies and pay decisions collectively, as well as individually, we can do much to protect ourselves. Ultimately, however, we must still aim to get the new system withdrawn, not just manage it as best we can.

Go to www.teachers.org.uk/paytoolkit to find all the NUT’s advice on taking action on pay policies and pay appeals.

September / October 14 I The Teacher

31

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n o i n U e h t Ask Q

What preparation should schools have made for the new SEND framework

by September 2014?

Schools should be working as a whole staff team to discuss and develop inclusive approaches to teaching and learning for all children. Included in these discussions should be the ways in which the school will implement changes to support and provide for children and young people with special educational needs and disabled children.

There is no requirement to have moved pupils on to education, health and care (EHC) plans before September 2014. The transition period for completion of the implementation is by 1 April 2018.

Schools should now be looking at the following areas in preparation for the new SEN framework: • The SEN Information Report about the implementation of the school policy on SEN should now be on the school website. Information on what should be included is in Schedule 1 of the SEND regulations 2014;

Report Digital

A

Further information on the changes can be found at:

curriculum works for learners.

Governments can’t do that.

• National Union of Teachers – www.teachers.org.uk/ taxonomy/term/1608

National curricula specify coverage over time, not in a single term or year. Schools don’t have to have every element in place from day one.

Even the DfE’s own videos for England say this (bit.ly/1w6l1I4).

• SEN Gateway (login to the Gateway is at www.nasen.org.uk).

Q

Schools should continue to develop the curriculum as they go along.

Curriculum and assessment should be developed by the profession itself, to meet the needs of all learners, not just to meet NC requirements.

A new national curriculum has been introduced for England from this term. A major review is also ongoing in Wales. New requirements can put teachers under pressure if they are hastily introduced, as in England. The NUT urges teachers not to panic.

High quality CPD materials and details of October conferences to support curriculum design and development are available through the NUT and Curriculum Foundation’s Year of the Curriculum project (see p16 and www.teachers.org.uk/campaigns/ curriculum). Other professional bodies such as subject associations will also have support and advice.

I’m concerned that our school didn’t have a curriculum in place to meet the needs of all learners at the start of this school year.

• Reviewing the SEN school policy; • Making all staff aware of the changes to SEND provision and assessing staff training requirements; and • Ensuring that staff and governors are aware of the new guidance from the Government on managing medical conditions in school.

34

September / October 14 I The Teacher

A

It is teachers who make sure the

Q

Academies, free schools and private schools are allowed to employ unqualified staff to teach, however, the NUT is totally opposed to this. We believe that all schools, regardless of their status, should adhere to the same criteria and requirements when appointing teaching staff, to ensure that all pupils are afforded the same high standards of teaching and learning.

A

Allowing academies and free schools to hire unqualified staff may lead to a decline in educational standards. Schools need a properly resourced team of qualified teachers and support staff, such as HLTAs who do a valuable job in supporting and working with teachers but not in replacing them as part of a money saving exercise.

You are entitled to find out if indeed the HLTA is a permanent replacement for the class teacher or just an emergency measure for a few days while the school seeks to employ a qualified supply teacher to cover the absence of the ill teacher.

If the school responds that it is meant to be a long term arrangement then you should raise the issue with the governing body, via the parent governor, setting out the parental concerns about the long term education of the pupils and requesting that the academy should adopt a policy of only hiring qualified teachers.

I’m starting my first year in teaching.

What advice would you give me?

Q

A good place to start is the NUT Pack for Newly Qualified Teachers, which contains guides covering Induction; Pay, Pensions & Conditions; Workload; and Education and Equality. These guides will answer many of the questions which arise during your induction period at the beginning of your career. If you haven’t received a pack you can find it on the NUT website www.teachers.org.uk/nqt.

A

A crucial concern to new teachers is the management of pupil behaviour. When you upgrade from student to full membership you will receive a free copy of the CD Rom ‘The Interactive Guide to Behaviour Management’ which is an invaluable guide through your first year of teaching. The NUT also has a range of professional development courses aimed at new teacher members, particularly in the area of behaviour management.

Further details can be found on the NUT website at www.teachers.org.uk/ courses/teachers/nqt.

Ask the Union

The parents at my grandchild’s school – an academy – have been talking about a “new teacher” who, as part of a job share, is replacing a colleague who has become ill.

It appears that this new teacher is not actually a qualified teacher, but is a Higher Level Teaching Assistant (HLTA). Along with most of the parents I am very concerned about this situation. Is this allowed and what’s to prevent them replacing even more teachers with unqualified people?

The NUT/TES new teachers’ website www.newteachers.tes.co.uk is a vital resource for new teachers.

We’re working together to combine our knowledge and experience to provide all the information you need, in one place.

The site is packed with advice and coping tips from experienced teachers, tried and tested behaviour tips, lesson planning advice, the lowdown on working with colleagues and parents, and getting to know your new school are only some of the articles you will find. It also hosts a regular live chat, with the opportunity to question TES experts.

If you do find yourself in need of assistance your first point of contact with the Union is your NUT representative or local secretary. Contact details for your local secretary can be found on your NUT membership card or at www.teachers.org.uk/contactus.

In England you can also contact the Union’s AdviceLine by telephoning 020 3006 6266 or emailing nutadviceline@nut.org.uk.

In Wales contact NUT Cymru by telephoning 029 2049 1818 or emailing cymru.wales@nut.org.uk.

If you haven’t done so already you should upgrade to full membership now and get four terms’ subscription for just £1.

Upgrade online at www.teachers.org.uk/join or phone 0845 300 1669 or 020 7380 6369 (Monday-Friday 9am-5pm).

Send your questions to: Ask the Union, The Teacher, NUT, Hamilton House, Mabledon Place, London WC1H 9BD or email teacher@nut.org.uk.

Please note that any questions relating to personal problems or specific workplace situations should be directed to your NUT rep, or division/ association – find details at www.teachers.org.uk/contactus.

September / October 14 I The Teacher

35

Uncorking teacher supply

Uncorking teacher supply Changes to teacher training have begun to threaten the supply of adequately prepared teachers in our classrooms. Author and commentator, Chris Waterman, gives his alternative vision for the national supply of teachers and explains why we should be on high alert.

The abolition of the General Teaching Council and the creation of the National College for Teaching and Leadership (NCTL), as an executive agency of the DfE, has given the Secretary of State almost total control over teacher training.

Unsympathetic to the education establishment, the Government introduced School Direct, which could account for one third of training places for graduates starting training in September 2014. Meanwhile, it gave academies the freedom to appoint teachers without a teaching qualification.

There are now a wide variety of routes into teaching, including the rise of Teach First and Troops to Teachers, but with little overall planning of what now constitutes the teacher supply ‘market’.

The consequences of these changes to teacher training are abundant, not least the withdrawal of some universities from teacher training, which will have a knock-on effect on CPD and research opportunities for teachers later in their careers. There is also a risk of ‘localisation’ in teacher training, resulting from School Direct partnerships recruiting to meet local needs.

Furthermore, as highlighted by the Education Select Committee and Ofsted, the fragmentation of teacher training and supply is creating continuing problems in attracting the highest quality teachers to the most challenging of schools. Clearly, this cannot be allowed to continue.

In the absence of a forum for debating the key issues around the supply of teachers, Professor John Howson

36

September / October 14 I The Teacher

and I published a pamphlet ‘The future of teacher education in England: developing a strategy’. This led to the establishment of the Supply and Training of Teachers Advisory Group, (SATTAG) which brings together providers of teacher training, professional associations and subject associations.

In his evidence to the Government’s Carter Review on initial teacher education, Professor Howson makes eight recommendations, including…

• The Government should ensure that only candidates with relevant qualifications and personal attributes to become a successful teacher should be allowed to train. However, the Government also has a duty to ensure a sufficient supply of qualified teachers to meet the anticipated demand. It should publish an annual plan after consultation with interested parties.

• It should look closely at the supply for both individual secondary subject areas, and primary teaching, to inform monitoring and identify any areas for potential action.

• The Government should make clear the professional development requirements expected of teachers at different stages of their careers. Funding for professional development should be ring-fenced and allocated through an independent body.

Professor Howson’s full recommendations are currently published on the NUT website, alongside my expanded ExpertView on this vital issue for education. To read the article in full and learn more about what you can do, please visit: www.teachers.org.uk/expertview

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Our savings and investments are stock market linked so their value can go down as well as up. You may not get back what 6,2 - &! &+Ç˝ 5 /2)"0 * 6 % +$" +! !"-"+! ,+ &+!&3&!2 ) &/ 2*01 + "0Ç˝ +Ć? 1&,+ 4&)) /"!2 " 4% 1 6,2 + 26 4&1% 6,2/ *,+"6 &+ 1%" #212/"Ç˝ % /$"0 --)6Ç˝ ČĽ 2 / +1""0 ,+)6 --)6 &# 6,2 (""- 6,2/ *,+"6 &+3"01"! #,/ 1%" Ćœ 5"! 1"/*Ç˝ Discover our range of savings and investments at

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Monster miss

Thrills and spills

Bobby has a problem. His teacher, Miss Kirby, is a monster. She shouts, stomps and roars at him all the time, especially when he's throwing paper aeroplanes in class.

This imaginative book cleverly combines Bear Grylls style thrills with educational information.

One weekend a chance encounter in the park changes the dynamics of their relationship and Bobby realises that maybe Miss Kirby isn't quite as bad as she seems... most of the time.

This is a great book for examining relationships and the ways in which we interact with others. Most of the story is told through dialogue between the two characters allowing for exploration of speech within a text.

But while you are debating your choices you’re provided with information about the jungle, the animals, first aid and more.

Without even realising it you’ve learnt loads and enjoyed a gripping adventure.

Lee Ryder Lost In The Jungle Of Doom by Tracey Turner.

A&C Black p/b. £4.99.

Sian Collinson

Poppy by Mary Hooper. Bloomsbury p/b & eBook £6.99.

The reader is thrown into the Amazon jungle, the sole survivor of a plane crash. With each page you are provided with a choice. Each choice has different consequences.

My Teacher is a Monster by Peter Brown.

Macmillan Children's Books h/b price £11.99.

s For teacher

Nine Lives

Lessons from Finland Powerful, evocative, emotional and, at times, traumatic: a book that challenges received wisdom and assumptions. Can life stories and ‘case studies’ like these really exist in modern Britain?

Given the economic climate and austerity measures where professionals and those in the human support services have to do more with less - the answer is a definitive ‘yes’.

The reflective and creative role of the one-to-one tutor is unpicked and explored. This book cannot fail to move the reader to wonder at the resilience of some very vulnerable young people – it should be on every student teacher’s pre-reading list.

Len Parkyn Nine Lives by Ruth Brooks. Pen Press pp386 p/b £9.99.

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September / October 14 I The Teacher

Anyone curious to understand why Finland has the most successful and socially inclusive school system in Europe should read Pasi Sahlberg’s ‘Finnish Lessons.’

He details how the Finns achieved consensus in the early 1970s replacing a fragmented, partly fee paying system with a free, locally administered comprehensive school system for all. He relates how as chief inspector he abolished the inspectorate.

Sahlberg dismisses the approach of the US/UK towards prescription, surveillance, testing and league tables with the toxic acronym GERM – Global Educational Reform Movement.

Derry Hannam Finnish Lessons: What can the World Learn from Educational Change in Finland by Pasi Sahlberg.

The Teacher’s College Press p.b £19.00.

Geography today This book assembles a stimulating range of starter and plenary activities for secondary geography lessons. The range of activities covers both skills development – the ability to study images geographically and decision-making skills.

The subject matter includes key contemporary geographical issues such as fracking, as well as more traditional fare, with differentiated activities provided for pupils dependent on age-group or ability.

For the teacher, the book provides clear and concise descriptions of activities, and the accompanying website includes a variety of useful resources. An excellent resource.

Dan Whittall Secondary Starters and Plenaries Geography: Readyto-use Activities for Teaching Geography by Brin Best and Steve Padget. London: Bloomsbury. £14.99.

INSPIRING A LOVE OF READING IN SCHOOLS AND AT HOME

CREATIVITY IN THE NEW PRIMARY CURRICULUM Innovative, practical approaches to teaching reading and writing through history with Pie Corbett

Who is

What’s it

What

Pie Corbett?

all about?

will we do?

An outstanding educational writer and poet, he is renowned for his creative approaches in the classroom. He regularly lectures on education around the UK

These new creative training and conference events will look at ideas to help you to support pupils, drive up standards, support aspiration and raise attainment levels

The museum is an inspiring backdrop for a day delving into narrative in the study of history.

The zoo event will focus on developing writing through animal observation

More details at Jubileebooks.co.uk Book now to avoid disappointment!

BOOKING FORM: Please tick the appropriate box to indicate which event you are booking

PIE CORBETT AT THE MUSEUM OF LONDON - 3RD NOVEMEBER 2014 PIE CORBETT AT ZSL LONDON ZOO – 5TH FEBRUARY 2015 £199.00 + VAT includes lunch & refreshments Group booking over 5 delegates receive a 10% discount.

Please return to: Events Coordinator, Jubilee Books, 31a Vanbrugh Park, Blackheath, London, SE3 7AE T. (020) 8293 6060 or (020) 8265 4645 F. (020) 8465 5111 Email: eddie.burnett@jubileebooks.co.uk A confirmation invoice will be sent to the email address submitted on this form.

Fees can only be reimbursed upon receipt of written/emailed cancellation notice at least four weeks before event.

Museum booking

Zoo booking

deadline: deadline: 12th January 2015 3rd October 2014

Image: ZSL London Zoo

Museum of London: Mon 3rd Nov 2014 ZSL London Zoo: Tues 5th Feb 2015

Noticeboard

d r a o b e c i t o N ies Opportunit Nominate!

Nominet Trust has launched a nominations call for the NT100 – a list of the most inspiring social tech ventures from around the world. Last year’s NT100 was dominated by education projects with high profile projects such as TES, History Pin, Raspberry Pi, Zooniverse and Young Rewired State making it on to the list.

Nominations can be made online, or via Twitter (@socialtechguide), using the hashtag, #nt100.

• For more information visit: www.nominettrust.org.uk

Events Be one of the number!

(All key stages) The NSPCC’s Number Day is back and making it count for children on 5 December 2014, encouraging and celebrating learning through maths whilst raising money to end cruelty to children across the UK. • To register your school or for more information visit: www.nspcc.org.uk/numberday.

Look out for each other!

(All key stages) Plan now for Road Safety Week 2014 (17-23 November), the UK’s biggest road safety event coordinated by the charity Brake and supported by sponsors RSA and Specsavers.

The theme of Road Safety Week 2014 is ‘look out for each other’ – raising awareness of the ways everyone can help protect one another on roads.

Brake will particularly call on drivers to protect kids and adults on foot and bike by slowing down to 20mph in community areas.

• Register now at www.roadsafetyweek.org.uk/ educators or email roadsafetyweek@brake.org.uk.

Putting futures first (KS3-Year 13) The Future First charity enables state secondaries and colleges across Britain to harness the talents and experiences of former students to motivate the current ones and to expand their work horizons.

• Join in at: www.futurefirst.org.uk.

Resources Harvest of Fear (KS2) Stevie Yorkie has written a song about the WWI munitions that still litter the ground around Ypres in Belgium.

He would like to share it with KS2 teachers covering WWI. • Visit: www.youtube.com/ watch?v=ZOYm6PYwC_g.

Songs for school concerts (KS2-KS3) A small group of musicians and teachers are creating a series of packages of ten songs with full recordings, backing tracks and vocal guides, based on the love of singing, to encourage excellence in school concerts. For more info or to register your interest contact Neil FfrenchBlake: nffb@btinternet.com or 01635 582261.

DramaClasses.biz is now the first online destination for many drama teachers looking for a community of education specialists to share ideas and resources with. The site contains a wealth of knowledge for teachers and drama practitioners.

• Check it out at: www.dramaclasses.biz.

Engage Literacy is the awardwinning guided reading programme from Raintree, written by literacy experts. Use it to complement your existing scheme with a huge variety of fiction and non-fiction books.

Special offer – 50 books for £50 (RRP £167) including 2 books from each level (1-25) plus FREE teacher resource.

Call 01256 302699 quoting ISBN 9781406294750 or visit www.raintreepublishers.co.uk/engage

ns Competitio Edible Films (Ages 4-25) Children and young people between the ages of 4-25 are invited to make a film about producing, growing, cooking or eating food. The film competition ‘Edible Films’ is being launched by Cool it Vision, a not-forprofit organisation that teaches young people about the environment and sustainable living through creativity.

Deadline 30 October. Free online resource packs and money prizes.

• To enter: www.coolitvision.org/ competition/edible-films.

September / October 14 I The Teacher

41

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Learning with the NUT

T U N e h t h t i w g n i n r a e L Forthcoming opportunities for teachers from the NUT professional development programme.

guide New course Check out the new Course Guide covering all the Union’s training and professional development courses for the autumn term. For more information or to apply for any of the courses, go to www.teachers.org.uk/courses

t aviour righ h e b g in t t e G 17 October + 23 January 2015 – Stoke Rochford Hall We all know that positive behaviour management is essential to high-quality teaching and learning. We believe that there is no easy box of magic tricks for teachers. This very popular, and free for NUT members, residential course will give you a solid grounding in behaviour theory and, more importantly, how to put those theories into a context that allows you to build positive relationships with students and enhance both your professional life and your students’ learning. After the first two-day residential programme, participants will have the opportunity to put what they have learned into practice and undertake some research back in school before sharing their learning with colleagues at a followup seminar. www.teachers.org.uk/node/16299

g for the in h c a e t t s ir Quality f ssroom inclusive cla

lity within a u q e g in t r Suppo l your schoo 26 November + 16 March 2015 – Hamilton House, London This course will provide practical tools to assist teachers to promote equality and tackle discrimination. After attending this course, participants will understand the requirements set out under the Equality Act 2010 and Ofsted Framework 2013 and will be equipped with skills and knowledge to embed equality throughout school policies, practices and the curriculum.

The course is split into two days with a period in between to allow participants to embed practice in their schools and then feedback on successes and challenges. www.teachers.org.uk/node/2172

ial course t n e id s e r 0 YT 28-30 November – Stoke Rochford Hall Developing local young teacher activity is essential to building the NUT of the future. This residential course is for NUT members who have become the young teachers’ officer for their NUT division or local association or for members interested in taking on the role. The course aims to develop skills and knowledge about the young teachers’ officer role and help officers plan and organise local young teacher activities and networks. www.teachers.org.uk/courses/yto

20-21 October – Stoke Rochford Hall Meeting the needs of all the children in your classroom is a real challenge. The Narrowing the Gaps Pedagogy Project aims to support teachers to address attainment inequalities between different groups of learners by focusing on what research tells us are the elements of narrow gap classrooms. This residential course is highly practical and you will engage in a number of inclusive, whole class activities as learners and then reflect on these techniques as professionals.

More Info For more details about all NUT training and professional development go to www.teachers.org.uk/courses

www.teachers.org.uk/node/16309

September / October 14 I The Teacher

43

m o o r f f l a i t n e d Sta i f con s p i t ’ s r e h c Tea As part of our Survival Guide (p25 – 28) we asked teachers for their tips to surviving the new school year. We were so overwhelmed with responses that we couldn’t fit them all in, so here are a few more to help you through the term!

Train, train, train!

Go to all the training available to you, and take an active role in choosing courses that will benefit your teaching. Do not be afraid to ask for help when things go badly, it is all part of the learning process.

Know your friends If your class has a teaching assistant, work with them to help you manage the class effectively. They may know the class well and be able to give advice on dealing with pupils with behaviour or learning difficulties.

Keep calm Don't panic if it all seems too much at first. It gets easier! You can feel exhausted, stressed and worried.

Probably a lot of other colleagues feel the same. Just remember that eventually you find your own way of dealing with workload and as a result the stress starts to fall. The number one thing I learned in my NQT year was to be more organised, especially with time.

We are looking for teachers’ tips for designing your curriculum. Send your advice by 15 October 2014 to teacher@nut.org.uk.

44

September / October 14 I The Teacher

Reader rant I was placed in capability procedure in February 2013, as it was just coming up to budget setting. I had already decided I would probably retire at the end of the academic year as I was going to be 60 in October. I was so shocked and upset that I was considered to be “harming the children’s futures” (one of the many things my head teacher said) that I had a mini ‘breakdown’; I lost a huge amount of weight and was literally a quivering wreck.

But I was lucky – I had a supportive family, GP and a very good friend at my school who between them persuaded me to go back to school and fight the slurs that had been hurled at me – in writing and in triplicate! So in July I retired with my head held high, confident of the 16 years of benefit I had given to hundreds of children.

I have a good friend for whom that was not allowed, so she had to finish her career without being able to give her confidence that lift, and I know that several of the other teachers in my borough are also on capability.

There were 18 of us at the same time!

And now I read that the same thing has happened to so many others. Who is driving this – what is going on that this inhuman treatment is being allowed? Why aren’t more people shouting about it? Is it some governmental ‘divide and rule’ strategy – while teachers and unions are tied up with capability procedures they push through another pay and conditions amendment?

Would anyone be interested in exploring the possibility of starting either a chat room or blog for people in the same situation to talk about their experiences – I know I found it a comfort to hear that I was not alone? I’m not sure of the best way to set that up, but we have such talent amongst us old girls I’m sure we could organise it!

Name and email supplied.

We also suggest that you consult with the NUT if facing these issues. Go to www.teachers.org.uk for more information.

Staffroom confidential

? w o n r e h c a e t a e b y h W NUT member Mark Gorley has been a secondary teacher in Sussex for the last decade.

Alongside his work as a teacher and consultant, Mark gives numerous speeches every year about the state of teaching and teacher morale. Ahead of his speech at Shoreham Academy, he told The Teacher about the changes he has seen in his profession over the last 10 years.

It is probably safe to say that there has never been a more challenging time to be a teacher. Quite apart from the fact that we are being openly devalued and undermined by those who proclaim to be our leaders, pay and pensions are being cut; a target and checklist mentality prevails; class sizes are growing and workloads increasing.

There is a low trust culture and sometimes it’s difficult to stay positive. Unsurprisingly recruitment problems are back. In a recent round of advertising at a school I know there was not a single applicant.

Teachers today are also struggling to make sense of the rapid technological change of recent years. This has created the ‘app generation’ of teenagers who struggle to focus and whose attention is difficult to keep. The curriculum, models of teaching and learning, and even facilities have not really adapted. Teachers and learners alike know this and it is the teachers who have to make it work.

So the question is – why would anybody want to teach now?

For me the main reason is that every single day provides moments of deep satisfaction – even joy. I feel fully alive when I can enable learning – and the richer the learning, the more alive I feel. Getting to observe hundreds of people every day going through the crazy mix of emotions that is growing up while also trying to negotiate their

complicated world of social media, brings me closer to understanding the changing environment in which I too live. Every day there will be laughter and nearly every day there will be an opportunity to reach out to some individual child who is not getting the parenting they need.

Delivering a great lesson is still a real thrill. You can feel the positive energy crackling in the room. When you are excited about the topic, have prepared well and are pushing yourself towards excellence, you reach a rich zone where discussion and questioning spontaneously adds to the material and the learning journey is suddenly exciting, creative and wonderfully participative. The lights are on and people are moving from ignorance to understanding. I defy anybody not to enjoy that. These are the moments that demonstrate that the best in us brings out the best in the kids.

I have had many different jobs and nothing touches being a teacher! Don’t allow yourself to be downtrodden by the edicts and insults coming out of London. And don’t be down on yourself because you didn’t get an ‘Outstanding’ observation. How ridiculous anyway! Nobody teaches one outstanding lesson after another, day after day. Nobody, anywhere! Mostly you are good and sometimes you are excellent. Nobody teaches just like you and many pupils value you even if others don’t. Every single day as a teacher you create something unique, someone needs you and you make a difference.

Win a £15 token

New John Lewis gift card

Send your contributions for Teachers’ tips and Reader’s rant to: The Teacher, NUT, Hamilton House, Mabledon Place, London WC1H 9BD or email them to teacher@nut.org.uk.

All published contributions will win a £15 token for the Send in and win! featured right.

Receive 7 per cent extra free on the value of your John Lewis gift card!

Deadline for next issue: 15 October.

Please include your contact details.

It’s now easier to save even more with Countdown at John Lewis and Waitrose – the new gift card replaces the old style vouchers, meaning no extra postage costs! You can order and top-up the value of your John Lewis gift card at the discounted rate.

For added convenience and no transaction fees why not set up a standing order for your top-ups today? Just email Countdown Customer Services on customerservices@countdowncard.com or call 0844 478 1800.

The gift card can be used to shop at John Lewis and Waitrose in-store or online.

Log in and order yours today: www.countdowncard.com/nut

September / October 14 I The Teacher

45

Male teachers of a ‘certain age’ Having read the letter ‘Ousted from job’ (Letters July/Aug) I agree with all the points made. I would add, however, that this is not just happening to female teachers, it is happening to male teachers of a ‘certain age’ also.

Restructuring takes place not only for educational reasons, although that is the umbrella term used to justify the changes, but also in response to budgetary pressures -– usually in academies where payments to the trust rise year-on-year.

Non-teaching staff take responsibility in year groups for behaviour – cheaper than assistant heads of year – heads of year become Academic Year Leaders concerned only with progress and attainment to satisfy league tables and OFSTED. The constant pressure to be good or outstanding under OFSTED criteria and schools run on business models are destroying teachers and teaching.

Excellent teachers who have never had anything less than good and outstanding are suddenly getting RI's and U's and being put under intolerable pressure with multiple observations and work scrutiny. Some staff mark between 2 and 4 hours per night and full days at weekends just to keep on top of the demands made by management and the system. I was told recently by a very experienced ex-head that he would no longer inspect schools or take up an invitation to join HMI because of what the system was doing to schools and teachers.

The systems in place allow heads to isolate and bully staff into retirement or resignation, the alternative being dismissal through competency. It was also interesting to read about one contributor who left to start supply teaching after their school was put in special measures. A one time colleague experienced the same in his school, left and now has a supply contract in a school where his teaching has been rated outstanding in his observations.

I am an older teacher with no intention of retiring as I enjoy my job and have more energy than 90 per cent of the younger teachers in my school; restructuring has taken place and my responsibilities have changed. What next - competency? Only time will tell.

Name supplied

Please write The editor welcomes your letters but reserves the right to edit them.

Write to: Your letters, The Teacher, NUT, Hamilton House, Mabledon Place, London WC1H 9BD or email teacher@nut.org.uk.

Letters for the November/December issue should reach us no later than 15 October.

Please note we cannot print letters sent in without name and postal address (or NUT membership number), though we can withhold details from publication if you wish.

46

September / October 14 I The Teacher

Re: August’s star letter: ‘Ousted from the job’ I am one of the ‘culled’. I’m female and over 50. I have never lacked ambition and have always been willing to share my expertise and knowledge; I have worked flexibly and smartly. But I, like so many other over fifties who have had to superimpose new methods (especially evidencing and ‘hoop jumping’) on what are already finely honed and successful teaching and learning strategies, have struggled to fit it all in to the time we have.

So I am no longer working in school, sharing my skills and caring for my students. I am trying to carve out a new game plan for earning enough money to pay my outstanding mortgage, whilst absorbing a vastly reduced pension, due to finishing in a job I loved, too early.

I am not going to go quietly, however. Due to the harassment and bullying I was subjected to, we do actually have enough ‘meat on the bones’ of a constructive dismissal claim to make it feasible to go to employment tribunal. I’m lucky - most that are ‘culled’ do not have a sufficiently strong case to pursue their employer through the courts. I do. And therefore am going to go ahead, on the advice of my fantastic regional NUT representative.

I am not looking for a huge settlement, this isn’t about money. It is only about exposing and challenging the current culture, not to expose poor practice but to show employers how to celebrate and value experienced teachers who are leaving the profession in their droves, only to go back into school as expensive supply teachers or one-to-one tutors to help raise the standards of failing classes currently taught by inexperienced, sometimes unqualified staff - through no fault of their own.

It is also to protect and support the young, not just the children in our care, but the newly qualified, young, talented and committed teachers who with all the

goodwill in the world are drowning – not under the preparation, delivery and marking (that goes with the territory and is the most vital part of the job), but under the scrutiny of evidence they have to provide to show that they have done their preparation, delivery and marking. We must do all we can to change the punitive management style of those with the power to determine the future of state education in this country.

No NUT rep in your workplace?

Name supplied

www.teachers.org.uk/getinvolved

Child protection in the digital world

A change in your circumstances?

Children do need to learn how to create animations and games, progressing to building software (Cracking the code, July / August); but are they yet all being taught about encryption and other ways to protect themselves in their digital world?

In the aftermath of Edward Snowdon’s revelations, we have seen that our politicians are not going to act to stop snooping whilst Facebook and other networks and corporations cannot be trusted to protect their user profiles. Teaching web safety is surely now as essential as instilling road safety has been hitherto.

Name supplied

Tragedy of discrimination

Please elect one!

Once a rep has been elected, notify your division/association secretary, whose details are on your membership credential and at www.teachers.org.uk/contactus.

Find out what reps do at

Please let us know if you: • change your home or school address • change your employment contract (to part-time, fixed-term or supply), where a range of reduced subscriptions apply • are about to retire, take maternity leave, or leave the profession, where differing subscription rates apply • are appointed to a new post such as deputy or head teacher or Senco.

Ring 0845 300 1666, visit www.teachers.org.uk/update, or write to Records and Subscription Services, NUT, Hamilton House, Mabledon Place, London WC1H 9BD. By providing your email address and mobile number you help the Union to keep you informed of important campaigns and to contact you about professional development courses and events.

To add to the previous contributions, the tragedy of discrimination for older women teachers is that the future is supposed to see them working until 68 or older.

There are only so many management posts, and why should teachers go into administration when what they have trained to do – and do so well – is work directly with the children?

As this is a recent phenomenon we have to find new ways to highlight and resist this discrimination. As a start, the NUT should begin to collect data from local divisions to see the trend. As many teachers are still in the classroom in their fifties, there should be networking groups to equip them to challenge the problems they are facing.

Need help or advice?

If you’ve got a problem at work, or want to know more about NUT services, you can contact: • your school representative • the NUT AdviceLine • NUT Cymru.

For advice and guidance in England contact:

NUT AdviceLine

Rosemund Pretoru

Tel: 020 3006 6266 Email: nutadviceline@nut.org.uk

RE: Reading for Pleasure (July /August)

In Wales contact:

As an avid reader, I thoroughly enjoyed reading your ‘Reading for Pleasure’ article and agreed with Michael Rosen’s view that reading a book should be simply for fun. It seems to be a rarity nowadays with the pressures of targets and time.

Reading helps you shape your own beliefs when you consider what you would do if you were in the same situation as the main character. It gives you a wider view of your own world when you experience places through the narrator’s eyes. Most of all the sheer excitement of sitting with a book that you can’t put down is unbeatable and still a cheap pastime. Sadly it’s one that many children are still missing today.

NUT Cymru Tel: 029 2049 1818 Email: cymru.wales@nut.org.uk Find full contact details at

www.teachers.org.uk/contactus

Cindy Shanks September / October 14 I The Teacher

47

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48

September / October 14 | The Teacher

NUT is the largest teaching union in England and Wales

COMBAT STRESS! Use The SMART Programme Stress Management And Reduction for Teachers.

A CBT-based self-help guide book with effective long-lasting strategies.

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VOLUNTEERING EXTRA MILE desperately needs experienced, primary, secondary or tertiary teacher volunteers to work in Sierra Leone. One week up to one year programme. www.extra-mile.org

Read by more primary teachers than any other trade title

-------------------------------------------------

Project Peru

Reg. Charity No.1049413

Project Peru is offering a unique volunteering opportunity in a children’s refuge in the Lima shanty towns for a children’s or school librarian or a teacher with an interest in libraries. Ideally, for a minimum of three months, we are looking for someone adaptable, with enthusiasm and initiative, and above all with a love of books to inspire our children and make our library fun!

A working knowledge of Spanish would be a great advantage!

We offer other volunteering options too… and Peru offers fabulous travel opportunities.

We look forward to hearing from you.

See our website: www.projectperu.org.uk Contact us on: information@projectperu.org.uk September / October 14 | The Teacher

49

Backbeat

Quiet conformists?

Don’t you believe it!

Author and campaigner Jon Berry discusses why teachers won’t go quietly into the night…

Chuck Colson, aide to discredited US president Richard Nixon, had a plaque on his wall declaring that if you grabbed a man by a certain part of his anatomy, his heart and mind would follow. I’m fairly sure that the office holders at our own Department for Education would never stoop to such vulgarity, but I can’t help believing that the sentiment behind Colson’s crassness has informed some of their thinking.

What the research shows is that the spirit and the soul of teachers definitely haven’t been subdued. They cling ferociously to a notion of doing the best for their students despite the scrutiny that bears down on them daily. They might have become adept at playing the game and knocking out the data, but that certainly doesn’t mean they’ve bought into the ministers’ mean and meagre view of what education should be.

For 20 years teachers have been pounded by measures that should have persuaded them that they have no option other than to buy into the so-called ‘standards’ agenda’. Get your school up the league table; ensure a good Ofsted rating; demonstrate progress in every lesson or explain yourself to the clipboard-wielder; comply with this week’s faddish nonsense or say goodbye to your next pay increment.

In the face of this juggernaut of scrutiny, measurement and data, it wouldn’t be a surprise if teachers took the path of least resistance and settled for a life of quiet conformity, shelving their idealism and creativity. And maybe that’s what the incumbents at the ministry have been hoping for.

If so, I’ve got bad news for them: hearts and minds have most definitely not been captured.

Over the next two years, from dozens of hours of interviews and reams of written testimony, the same picture emerged.

The maths teacher determined to tell the story of the Enigma code-breaker even though it wasn’t in the scheme of work; the primary teacher abandoning the planned literacy session because a child had found a conker on the way to school; the English teacher scrapping the lesson plan as the lively debate on justice ran its course.

50

September / October 14 I The Teacher

Justin Tallis

Four years ago I started a research project looking at teachers’ perceptions of their own professional autonomy. I did so because of conversations I had with training teachers and their mentors. Having observed competent lessons that dutifully ticked every box on official forms, I would tentatively enquire as to whether the teacher really thought this was the best way to teach the topic. The answer was always the same: they had played safe, stuck to the plan and met the objectives but were absolutely convinced that they had more to give.

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