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Subjects and ‘Multi-Course’ Teaching

The SSTA conducted a survey of members in June following the end of the National Qualification cycle on the extent of ‘Multi-Course’ teaching in particular subjects in S4 classes. The SSTA received 1,247 responses that showed a subject hierarchy in Scottish Secondary Schools that highlighted an unfairness to both teachers and pupils.

Seamus Searson, SSTA General Secretary said “this survey has highlighted the subject hierarchy within National Qualifications that exists in schools and the challenges teachers face in trying to meet the needs of pupils of all abilities across a range of subjects”.

“Subjects such as French (50%), Maths (44%), Chemistry and English (34%) were found to have most classes that contained pupils at a single qualification level. Whilst subjects such as Art & Design (6%), Design and Technology, and Administration IT (4%), were found to have the lowest number of classes with single course pupils.

“The subjects that had the majority of classes containing two or three courses were Business Management and Modern Studies (87%), Graphics and Geography (83%), with Administration IT and History at (82%). These subjects have the greatest demands upon teachers in trying to meet the needs of a full range of pupils. This is not taken into account, by the school, when exam results are announced”.

“This hierarchy is reinforced, despite the concerns raised by subject teachers as to the complexities of multi-course teaching, by schools attempting to manage the timetable. Pupils ‘subject choice’ often becomes secondary for most as the timetable and filling classes is the priority”.

“Subject teachers are often pressurised into the practice of multi-course teaching by schools that threaten the continuation of a subject should the classes not be full. This leads to an undervaluing of the subject and places impossible demands on the teacher in terms of workload and possible long-term employment at the school”.

“There appears to be a complete lack of understanding on those who put teachers in this position and for the sake of pupils and teachers this needs to change. Teachers are under-pressure to raise standards and improve the schools’ place on the league table rankings without the time and classes all following the same course”.

“It is concerning that in a time when the focus is meeting the needs for all pupils that only a minority of pupils are finding themselves in a class with all their peers following the same course. Some parents may determine it is better to restrict their child’s subject choice by ensuring they only choose subjects with the least number of courses in a class.

“The broad balanced curriculum for all pupils is under threat due to the demands of national qualifications, school league tables, class sizes and staffing difficulties”.

The main findings:

Single Qualification Course in S4 Class

The subjects that benefitted the most from single course teaching were French 50%, Maths 44%, Chemistry and English 34% and Biology with 32%.

The subjects with the least amount of pupils following a single course were Art & Design 6%, Design and Technology 5% and Administration IT with only 4%.

The median average for all subjects was between 15-17%.

Two Qualification Courses in S4 Class

The subjects that had the majority of classes containing two courses were Business Management 74%, Physics 66%, Graphics 56% and Modern Studies 50%.

The subjects with the least Music 37%, Drama 36%, French 33% and Art & Design with only 22%.

The median average for two course subjects was 46%.

Three Qualification Courses in S4 Class

The subjects that had the majority of classes containing three courses were Art & Design 56%, Drama 43%, Administration IT 39%, with both Modern Studies and History on 37%.

The subjects with the least amount of pupils following three courses were Chemistry 14%, Business Management 13%, Physics 10% and Maths 8%.

The median average for three course subjects was between 27-28%.

Four Qualification Courses in S4 Class

The subjects that had the majority of classes containing four courses were Design and Technology 26%, Drama 14% and Art & Design 13%.

The subjects with the least amount of pupils following four courses were English and Chemistry 1%, and subjects without four course classes in French, Geography and Maths.

The median average for three course subjects was between 3-4%.

Two and Three Qualification Courses in S4 Class

The subjects that had the majority of classes containing two or three courses were Business Management and Modern Studies 87%, Graphics and Geography 83%, with Administration IT and History at 82%.

The subjects with the least amount of pupils following three courses were Maths 55%, Chemistry 53% and French 50%.

The median average for two and three course subjects was between 76%.

(Ends.)

Note to Editors

The SSTA represents nearly 7,000 members in secondary schools in Scotland.

Attached

  1. Subjects in alphabetical order
  2. Subjects in numerical order
  3. Comments from members

Please note: the survey took place in June 2019 with 1,247 responses.

Further information from

Seamus Searson
General Secretary

0131 313 7300

Scottish Secondary Teachers’ Association
West End House, 14 West End Place
Edinburgh, EH11 2ED

Curriculum for Excellence / Information for Members / Press Releases - 10/01/2019
Survey

SSTA Survey - National 5

The SSTA is conducting a survey of members who have been involved in the teaching of the ‘New’ National 5 Qualification.

Last year SSTA members predicted a high level of increased workload because of the changes to National 5 qualification.  It is now important following the implementation of the new qualification to assess the true impact on workload for teachers and the impact on pupils.

This survey will be used in discussion with the Deputy First Minister, Government Officials and SQA.

An email has been sent to members with a link to take part in the survey.  If you have not received the email it is possible it may have been delivered to a spam or junk folder.  Please check these folders for the email.  If it is not there, please email info@ssta.org.uk and ask for the link to the survey be sent you.

Thank you for your continued support.

Yours sincerely

Seamus Searson
General Secretary

Curriculum for Excellence / Information for Members - 05/09/2018

SSTA Guidance ‘Action Short of Strike Action’ - Phase 4

SSTA Guidance - Action Short of Strike Action Phase 4 - March 2017

SSTA members are continuing to take industrial action to reduce teacher workload and two new initiatives are being introduced into Secondary Schools alongside the SQA changes at National 5. These initiatives have not been included in School Improvement Plans or Working Time Agreements for 2016–2017 sessions.

SSTA is reminding members that new initiatives must have time assigned for the tasks to be undertaken.

SQA changes to National 5 were announced on 31 January following the removal of units. These changes included the extension of the existing question paper, new question paper and a new item of coursework.

The course materials are to be published in April 2017 with specimen papers and coursework in August 2017. The SSTA published a survey of members that highlighted increased workload for pupils and teachers.

SSTA Advice

  • Members need to ensure that time to review the changes and prepare for the new courses is allocated within this years Working Time Agreement and other duties are set aside
  • Any teacher asked to prepare materials or consult with staff should decline the request until adequate time is given by the Headteacher

Benchmarks are being prepared by Education Scotland for publication by the end of March. The Benchmarks will have opening text on their effective use in promoting more holistic assessment (and will set out some do’s and don’ts).

Education Scotland are to produce exemplification to support the dissemination and introduction of the Benchmarks. The exemplification will highlight how some teachers have streamlined and simplified planning and assessment though using Es and Os and Benchmarks, and how this has impacted on improving learning and helping to reduce workload.

Education Scotland is looking to the possibility of providing guidance and support to local authorities and schools through ‘Understanding Standards’ approaches to help local authorities and their schools look at how best to introduce curriculum area Benchmarks.

SSTA Advice

  • No work should be undertaken on Benchmarks until all the materials have been produced by Education Scotland and suitable training events have been arranged.
  • Any teacher asked to prepare materials or consult with staff should decline the request until adequate time is given by the Headteacher.

National Standardised Assessments (NSA) are to be statutory in school year 2017-2018 in P1, P4, P7 and S3. The Australian Council for Education Research (ACER) has been awarded the contract for the computerised assessments that are to be available for all pupils.

Scholar and TWIG have been assigned for the training of teachers in the administration of the assessments and making using of the data in supporting teacher’s professional judgement. Materials for teachers are to be produced by August 2017, online, webinars, face to face, etc.

SSTA Advice

  • No work should be undertaken on National Standardised Assessments until all the materials have been produced and suitable training events have been arranged
  • Any teacher asked to prepare materials or consult with staff should decline the request until adequate time is given by the Headteacher.
  • S3 Teachers given responsibility for the assessments need to ensure that additional time is allocated to carry-out the tasks in the 2017-2018 session

Guidance to School Representatives

School Improvement Plans and Working Time Agreements

  1. Schools must review the existing Working Time Agreement to allocate time to review the changes and prepare for the new National 5 courses. This must be a priority for all Secondary Schools in the short term.
  2. Schools are developing their School Improvement Plan (SIP) for 2017-2018 at the moment and then will be engaging on the schools Working Time Agreements. It is vitally important that the following are included and sufficient time allocated
  • SQA National 5 changes
  • Bench Marks
  • National Standardised Assessments

It is the SSTA view that these items are more than enough for any SIP and any other items should be deferred to the following year. The SSTA will be engaging with the Education Minister and HMIe to ensure that schools are not penalised for controlling teacher workload.

SSTA Guidance - Action Short of Strike Action Phase 4 - March 2017

Curriculum for Excellence / Information for Members - 03/27/2017

SSTA Guidance - Action Short of Strike Action - Phase 3

SSTA Guidance - Action Short of Strike Action Phase 3 - March 2017

SQA Payments for Marking Coursework in Technical and Computing Studies Courses

SSTA members are continuing to take industrial action to reduce teacher workload and SSTA wishes to support members by clarify the situation regarding the proposal ‘SQA Payments for Marking Coursework in Technical and Computing Studies Courses’.

The Marking of coursework in Technical and Computing Studies Courses is an issue SSTA has raised on a number of occasions in relation to the ‘unfairness’ of additional responsibility passed to teachers who teach these courses.

The SQA confirmed the following arrangements for this year:

“That for certain National Qualifications, payments will be made to teachers who are required to assess students’ work as part of the coursework arrangements.  As you will be aware the decision to make these payments was agreed at national level and is expected to be a temporary requirement pending the Revision of the assessment arrangements for National Qualifications.

Given the tight timescales, SQA suggested to implement a process that was put in place to allow payment of teachers for undertaking assessment duties under the previous Standard Grade examination arrangements.  SQA has been in communication with members of the ADES (Association of Directors of Education Scotland) Resources Network since late October last year, and they have indicated their agreement to SQA’s proposal to resurrect that process.  

The forms and guidance associated with that process have been updated and schools will download the necessary form from SQA’s website. The head of department or teacher responsible for the course(s) concerned, will complete the information required on the form, and then submit to the Local Authority to process the authorised payments to the Teachers through the normal payroll procedure” (highlighted by SSTA)

SSTA view
The SQA is unable to require teachers to undertake this task as SQA is not the employer. These arrangements were not agreed through the SNCT and ADES has no power to negotiate on behalf of teachers.

Most importantly, teachers are not ‘required’ by the duties specified by SNCT Handbook of Conditions of Service (see Appendix below).

SSTA advice

  • Any member who wishes to decline this task even if sufficient time or payment provided will be fully supported by the Association
  • It is important that the member informs the Headteacher of their intention at the earliest opportunity

SSTA advice to teachers who voluntarily undertake this task

  • Should seek sufficient time within the school day to perform this function
  • The work normally undertaken during this time should be undertaken by the person allocated this duty (this includes preparation and correction of work)
  • A supply teacher should be engaged to undertake this work. It is not a reasonable request  for other colleagues in the school to undertake such duties
  • If a teacher agrees to be paid for undertaking such a task outside of school hours the appropriate payment as specified within the SNCT Conditions of Service handbook (see below) should be made

Appendix - Scottish Negotiating Committee for Teachers (SNCT)

SNCT is a tripartite body comprising members from teaching organisations, Local Authorities, and the Scottish Government

The Pay and Conditions of Service for teachers and associated professionals employed by Scottish Councils is set out in the SNCT Handbook of Conditions of Service (Extracts below)

PART 2: SECTION 1 - PAY

1.8 The daily rate of pay for teachers and music instructors will be 1/235(1) of the annual rate of salary. The hourly rate of pay will be calculated on the basis of 1/1645(2) of the annual rate of salary.

Footnotes:     (1) 235 days = 195 working days + 40 days annual leave
(2) 1645 hours = 235 days x 7 hours

PART 2: SECTION 2 - MAIN DUTIES

2.5 The duties of all teachers should be undertaken with due regard to workload and contractual obligations in order to allow them time to focus on their core role as leaders of learning.

2.6 Teachers will not be expected to undertake the duties generally undertaken by administrative and support staff

Teachers / Chartered Teachers

2.8 Subject to the policies and practice of the school and the Council, the duties of teachers are to:
a)    manage and organise classes through planning and preparing for teaching and learning.
b)    assess, record and report on the work of pupils’ progress to inform a range of teaching and learning approaches
c)    prepare pupils for examinations and where required, assist with their administration.
d)    contribute towards good order and the wider needs of the school
e)    develop the school curriculum
f)    contribute to the school and council planning and improvement processes.
g)    maintain and develop knowledge and skills and contribute to the professional development of colleagues including probationary and student teachers.

SSTA Guidance - Action Short of Strike Action Phase 3 - March 2017

Curriculum for Excellence / Information for Members - 03/22/2017

SSTA Survey on SQA changes to National 5 Qualifications

In addition to the report in today’s Times Education Supplement (Scotland) the SSTA has written to John Swinney, Deputy First Minister, asking for an urgent review of the changes to National 5 Qualifications introduced by the Scottish Qualifications Authority (SQA) and intended for implementation in 2017-2018 session.

Seamus Searson, SSTA General Secretary said “The SSTA welcomed the decision of the Minister to reduce workload for learners and teachers by making the National 5 Units non-mandatory. However, the solutions announced by SQA on 31 January have not been received well in schools by SSTA members” (see SSTA Survey Report ).

“The survey showed a concern for pupils and a belief that teacher workload will be increased as a result of the changes. The response from members was that 63% believed the proposed SQA changes overall would result in an increase in workload with a further 18% indicated there would be no change to workload”.

Seamus Searson added “The changes have been put through without consultation with the SSTA and most importantly the teachers in the school who have to try and deliver the courses. S3 Pupils have already made course choices without teachers being in the position of the detail and outcomes of the new proposals. At the recent SSTA Council meeting members wanted the whole process to stop but we need to find a practical solution very quickly for the pupils who are moving onto the new courses”.

Euan Duncan, SSTA President concluded “The overriding concern of SSTA members to the changes was for their pupils. Members believed that candidate stress would rise as a consequence of the SQA’s proposals.  Candidates at the margins risked having additional barriers that could reduce their chances of success.  These changes have no done anything to address the Bi level and Tri level courses in many of our secondary schools”.

Teacher comments taken from the SSTA Survey

“All our N5 materials must be revamped from learning outcomes (course booklets, homework, powerpoints, class tests, S3 Exam, S4 Prelims). Worryingly we will not know about these changes until September by the time the timetable will be up and running and we will have no time to develop the materials required”.

“The removal of end of unit tests will not reduce work load as these will have to be replaced by internal testing of some description for reporting. To reduce work load they should remove the assignments in Nat 5 & higher and the AV unit in Nat 4”.

“I have never supported strike action before - but I would do so now as I am at a loss as to understand how these changes are going to improve attainment. I no longer have the confidence in knowing what I am supposed to teach and how!”

“The ‘removal’ of units is great - however - we are almost certainly going to have to continue to teach national 3, 4 and 5 in the same class, and at the moment, for any pupils who end up being national 3 or 4, this means they will still need to have passed unit assessments and so all pupils will have to complete a unit assessment anyway!”

 “I do not see how removing an 'element' of the course to reduce workload and then adding more onto other areas can in any way be deemed a way to reduce teacher workload. Is anybody actually asking teachers on the front line? All the resources and materials we have produced for the assignment over the last few years may now just be put in the bin - a waste (yet again) of time, money and resources”.

“It seems like retaliation for commenting on workload issues; the changes will have little or no effect on workload and the consequences of removing units has a big knock on effect on borderline National 5/ National 4 pupils. In school we are told that all pupils will be entered for National 5 regardless of their ability and then we find great difficulties changing their level when they do not pass the existing Unit assessments”.

The SSTA Survey Report on the can be downloaded at the following link -  SSTA Survey Report

Further information from:

Seamus Searson
General Secretary

 

10 March 2017

Curriculum for Excellence / Press Releases - 03/10/2017

SQA Changes to National 5 Courses

The SSTA was represented at a meeting of the Assessment and National Qualifications working group on 31 January where SQA gave a presentation on the changes to National 5 Course for the 2017-2018 session. SQA made these changes following consultation with SQA subject groups and feedback to SQA surveys of pupils, teachers and schools.

The changes for each National 5 course will result in one or more of the following:

  • extension of the existing question paper
  • extension/modification of the existing item of coursework
  • a new question paper
  • a new item of coursework

Following this meeting the SQA published these changes to school. Please follow link to the message from Dr Gill Stewart, SQA. http://mailer.sqa.org.uk/general-newsletter/2017/10/31/921067d9-fcf3-4e38-b2eb-a70c012ae92d

The SSTA said it would seek views from its members on the changes from all National 5 course. We have emailed members with links to a short questionnaire to gauge members response to these changes.  Any member who has not received an email should contact SSTA HQ to check we hold up-to-date information for them.

 

Curriculum for Excellence / Information for Members - 02/01/2017

SSTA Challenges Chief Inspector’s statement on reducing teacher workload

The SSTA conducted a survey of members following the publication on 29 August 2016 of Education Scotland’s “Curriculum for Excellence: A Statement for Practitioners from HM Chief Inspector of Education” document.

Seamus Searson SSTA General Secretary said “the Chief Inspector’s Statement to Teachers on addressing teacher workload has been widely rejected by secondary school teachers across Scotland”.

In response to the survey, 68% of SSTA members said the advice would not have an impact in reducing teacher workload. A further 14% said the advice would actually increase their workload.

In relation to reductions in workload within the National Qualifications 75% said it would have no impact with 14% saying it would increase teacher workload.

When broken down further on some of the elements that create teacher workload the members’ responses were

  • Assessment - 65% no impact with14% saying it would increase workload
  • Forward Planning - 67% no impact with 14% saying it would increase workload
  • Monitoring and Reporting - 70% no impact 15% said it would increase workload
  • Self-Evaluation and Improvement Planning - 71% no impact with 17% saying it would increase workload

Seamus Searson said “the document started well and gave a direction of travel that is welcome. However the document failed to give clear direction to headteachers and teachers in the classroom of what is required within the teacher working week”.

“Secondary school teachers want clear guidance on what is expected of them. SSTA believes that teachers should be allowed to focus on teaching and learning and ask themselves a simple question ‘is what I have been asked to do necessary for teaching and learning? Should the answer be no then it should not be done”.

Euan Duncan, SSTA President said “this survey vindicates the union’s decision to conduct a ballot for industrial action to protect teachers from excessive and unnecessary workload. More needs to be done by the government and employers to reduce teacher workload”.

Some additional comments from the survey

“Our head teacher has advised us to ignore the advice for reducing our workload outlined in this document as we may have an inspection this year”

“In our school they fear there will be an inspection this year. Our head teacher at a CL meeting stated very clearly that we were not to follow the guidelines issued in the "Curriculum for Excellence: A Statement for Practitioners from HM Chief Inspector of Education".

“We have been told by our head to "disregard" the document because HMIE speak with "forked tongue," and that, despite their advice they will be looking to see in place the very things they are advising us not to continue doing.”

“The reality for me is that we are using a large number of the areas which HMIe say 'Avoid Doing' because it is council policy to do them. There will be no reduction in workload unless schools and councils are made to implement reductions in workload”

Concern with the document is that is bears very little resemblance to what is actually happening in schools and in classrooms.

SSTA calls for all local authorities to issue the clear instruction to all Head Teachers to review and change current demands of overwork staff in light of the publication of this definite statement.

Individual teachers do not have the professional autonomy to simply ignore current instructions and policies in order to implement the changes suggested in this statement.

Note to the Editor

The survey began on 31 August and on 14 September had 776 responses.

SSTA National Executive sanctioned the formal postal ballot for Industrial Action on reducing Teacher Workload. The Ballot commenced on the 14 September and closes on 30 September.

Curriculum for Excellence / Information for Members / Press Releases - 09/16/2016

Ballot for Industrial Action to Begin

SSTA National Executive has set the date for the start of the formal postal ballot for Industrial Action on reducing Teacher Workload. The Ballot will commence on the 14 September and close on 30 September.

Seamus Searson, SSTA General Secretary said “the National Executive is very much aware of the efforts of the Deputy First Minister to address Teacher Workload and promote Teacher Professional Judgement but Teacher Workload needs to be reduced in the current session”.

“The SSTA wishes to acknowledge and welcome the Deputy First Minister’s determination to declutter the work of teachers and allow them to focus on teaching and learning in our battle of ‘closing the attainment gap’. However, The SSTA view is that teacher workload has and is unlikely to be significantly reduced in the current session, especially in the area of national qualifications and therefore, a formal ballot is necessary to protect its members”.

Seamus Searson added “the SSTA asks for the intervention of the Minister to work with Local Authorities the Employers and SQA to refocus teachers on teaching and learning asks for urgent action to tackle excessive teacher workload"

Euan Duncan, SSTA President said “Much of a teacher’s time is now taken up with SQA assessments and verification of assessments within their school and local area. Should any teacher decide to keep their working week within the ‘working time agreement’, the reality is that they would be unable to develop the necessary resources for learning and teaching”.

 

Editor’s note

The SSTA completed an Indicative Ballot of its members, prior to the summer recess, to assess the measures proposed by the Government to reduce teacher workload with a focus on the assessment required for National Qualifications. This was in response to SSTA members across Scotland asking for some action to be taken to address the workload that is demoralising teachers in the current qualification cycle.

The ballot showed that members were unhappy with the proposals with 91% of respondents prepared take industrial action short of strike action. 64% are prepared to take strike action if necessary.

The ballot found that

The Government’s ‘Tackling Bureaucracy Report – March 2015’ had not reduced workload in 96% of schools.

96% of respondents lacked confidence in the proposed SQA measures to reduce workload in the 2016-17 session.

94% of respondents lacked confidence in the proposed SQA measures to reduce workload in the future.

 

Further information from

Seamus Searson
General Secretary

0131 313 7300

https://ssta.org.uk/2016/06/ssta-moves-industrial-action-ballot-cut-teacher-workload/

Curriculum for Excellence / Information for Members / Press Releases - 08/30/2016

SSTA Indicative Ballot

The Association's Executive Committee is meeting on Friday 26 August to discuss the details of the formal ballot for Industrial Action.  A statement to members will be made following the meeting. https://ssta.org.uk/2016/08/ballot-industrial-action-begin/

https://ssta.org.uk/2016/06/ssta-moves-industrial-action-ballot-cut-teacher-workload/

The Indicative Ballot has now closed.  A statement was issued on Tuesday 6 June 2016

https://ssta.org.uk/2016/06/ssta-prepared-take-action-cut-teacher-workload/

Increasing teacher workload has been a major issue for SSTA members over a number of years and the SSTA has continuously pressed for measures to reduce teacher workload.

In March 2015, the Government published the ‘Tackling Bureaucracy – Follow-up Report’ that had been intended to reduce teacher workload.

In November 2015, the SSTA conducted a members’ survey on teacher workload that looked at the effectiveness of the ‘Tackling Bureaucracy’ report and the impact of National Qualifications. Results of members’ survey.

In December 2015, the SSTA National Council agreed to conduct an Indicative Ballot of members on taking measures to reduce teacher workload.

In January 2016, the Government established the Assessment and National Qualification Working Group in response to the demand to reduce teacher workload. The group was tasked to make recommendations for the 2016-2017 session and fundamental changes to the system for the long term. The SSTA decided to delay moving forward with the Indicative Ballot until a report was released.

In April 2016, the SSTA National Executive considered the initial report and sought further clarification from the SQA on workload reductions in the 2016-2017 session.  SSTA Members’ Bulletin on National Qualifications.

The SSTA is now moving forward with an Indicative Ballot of members on the measures proposed to reduce teacher workload and the action members are prepared to take to reduce workload.

The Indicative Ballot will open on Thursday 19 May 2016 and close at 5pm on Thursday 2 June 2016.  Emails with unique voting codes are being sent out to members on Thursday 19 May 2016.  Members who have not received an email by Friday 20 May 2016, should contact SSTA HQ at info@ssta.org.uk with details of their  work and personal email addresses.  Please check the junk/spam folder on your email account before doing so as the email could have been incorrectly flagged as spam.

Curriculum for Excellence / Information for Members - 05/19/2016

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