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Yes. The location and proximity of neighbouring communities and dwellings in relation to proposed developments are a material consideration in any planning application.

Applications to Scottish ministers for power stations, and those for significant power lines, need to be accompanied by an environmental statement which describes the effects the development is likely to have on the environment.

The environmental statement covers all elements that the development may have an impact upon, both in the construction of developments and in their day to day operations.

The application and the environmental statement are made available locally for public inspection. The local planning authority and public statutory bodies such as Scottish Natural Heritage and the Scottish Environment Protection Agency are invited to comment on the application; their views and representations made to ministers by members of the public and other interested parties are considered during the decision making process.

Scotland has a robust consenting system in place and Scottish ministers will always seek to strike the right balance between developing and delivering Scotland''s energy future and protecting environmental, cultural heritage, economic and community issues.

The Scottish Environment Protection Agency (SEPA), Scottish Natural Heritage (SNH) and the local planning authority are statutory consultees in the Section 36 consultation process and are invited to comment on applications and the environmental statement produced by developers.

The views of SEPA along with the other statutory consultees are a material consideration for ministers in their decision making process.

The Scottish Government is mindful of the importance of school security for pupils and staff at all schools across Scotland. The resources provided within the local government settlement reflect the need for school security measures, although it is for each authority to decide on the extent, focus and detail of such expenditure. If any particular problems are experienced by any faith school the Scottish Government is prepared to discuss them with that school.

I refer the member to the answer to question S3W-38794 on 25 January 2011. All answers to written parliamentary questions are available on the Parliament''s website, the search facility for which can be found at http://www.scottish.parliament.uk/Apps2/Business/PQA/Default.aspx.

As the member is aware, there are no national prescriptions for the number of subjects pupils should be examined for in S4. The precise number and range of qualifications on offer, as well as when they are taken, will be a decision for schools to take in consultation with learners and parents. Schools will take into consideration how they can provide a variety of options to suit the needs of the learner rather than treating all S4 pupils as a uniform cohort. Several models developed by schools to illustrate emerging thinking on how the senior phase (S4-S6) could be delivered are available on the Curriculum for Excellence website, including school models which illustrate how five to eight subjects can be taken. The website address is www.ltscotland.org.uk.

I refer the member to the answer to question S3W-38794 on 25 January 2011. All answers to written parliamentary questions are available on the Parliament''s website, the search facility for which can be found at:

http://www.scottish.parliament.uk/Apps2/Business/PQA/Default.aspx.

The general approach to curriculum structures is provided in the following publications:

Building the Curriculum 3: a framework for learning and teaching (published in 2008): www.scotland.gov.uk/Publications/2008/06/06104407/0.

Curriculum for Excellence senior phase: management board discussion paper (published in 2009): www.scotland.gov.uk/Publications/2009/09/23105948/6.

Practitioner guidance/Q&A (published in 2010): www.ltscotland.org.uk/Images/PractitionergroupQA_tcm4-637977.pdf.

Illustrations of how the senior phase (S4-S6) could be delivered have been developed by schools and are available on the Learning and Teaching Scotland website at:

www.ltscotland.org.uk/sharingpractice/s/curriculummodels/introduction.asp?strReferringChannel=buildingyourcurriculum&strReferringPageID=tcm:4-623319-64.

This includes a model put forward by Charleston Academy which illustrates how seven or eight subjects can be studied.

The minutes of Curriculum for Excellence Management Board meetings are published when they are agreed by the board. The minutes of the December 2010 meeting will be considered at the board''s next meeting which is scheduled for 10 February 2011.

The Scottish Government has amended the Education (Additional Support for Learning) (Scotland) Act 2004 to create a stronger system for supporting children''s learning. The Education (Additional Support for Learning) (Scotland) Act 2009 commenced on 14 November 2010. The Scottish Government has also published a revised code of practice: supporting children''s learning which explains the duties on education authorities and other agencies to identify, assess and meet the additional support needs of children and young people. 

Local authorities, as the employers of teachers, are responsible for ensuring that relevant and high quality continuing professional development opportunities are available that enable their staff to help achieve better outcomes for all children and young people, including those who need additional support. The Scottish Government has supported that responsibility in a number of ways, including through the development of the Framework for Inclusion, which underpins teacher education and professional development in this area.

The contract with Eaga provided for all components and workmanship relating to the installation of a heating system under the Central Heating Programme to be covered with a 12 months parts and labour guarantee, including a free service at the end of that period. The contract terminated on 31 August 2006.

Eaga''s contract to install central heating systems under the Central Heating Programme ended on 31 August 2006. We do not hold information on the performance of individual systems.