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Between 1 April and 22 May 2024 I held four meetings to discuss the relationships and behaviour action plan:

? Two meetings with the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) on 16 April 2024 and 15 May 2024, the minutes of which are available at: Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) - gov.scot (www.gov.scot) .

? A meeting with Opposition Party Spokespeople on education on 16 April to discuss their priorities for the development of the action plan, with actions to provide further information and further explore some of the issues discussed.

? A meeting with the Head Teacher Taskforce on 22 May, the minutes of which can be found here: https://www.gov.scot/publications/head-teacher-taskforce-minutes-may-2024/

The timetabling of Computing Science in the senior phase is the responsibility of individual schools who have discretion to deliver a curriculum that best meets the needs of their pupils and the wider community.

Since September 2022, Education Scotland has overseen a national timetabling group bringing school leaders and local authority representatives together to focus on innovative approaches to timetabling across all curricular areas.

The Scottish Government also continues to fund and engage with the organisation, Scottish Teachers Advancing Computing Science (STACS), to support Computing Science as a subject area. One of the key aims of STACS is to promote Computing Science as a desirable career option to young people and their parents/carers.

While employment practice is a matter for local authorities as employers, the Scottish Government values teachers and recognises the concerns around teacher workload that are identified in this research.

We are committed to working with COSLA and the teacher unions, through the Scottish Negotiating Committee for Teachers on matters such as teacher workload.

While employment practice is a matter for local authorities as employers, the Scottish Government values teachers and recognises the concerns around teacher workload that are identified in this research.

We are committed to working with COSLA and the teacher unions, through the Scottish Negotiating Committee for Teachers on matters such as teacher workload.

The provision of education is the responsibility of Local Authorities and so the detailed approach to lesson planning is a matter for individual schools – however it has always been the case that Scotland’s teachers are entrusted to plan their lessons as they see fit. There are a variety of different approaches which may be deployed in the development of lesson plans and it would not be the role of central Government to dictate how that might look in individual classrooms.

In relation to avoiding unnecessary bureaucracy, the Statement from HM Inspector of Education from 2016 remains in place. That Statement sets out what teachers and practitioners are expected to do to effectively plan learning, teaching and assessment for all pupils, and also suggests what should be avoided. The guidance is available at the following hyperlink: https://education.gov.scot/media/m1nlboum/cfe-statement.pdf

To further support effective lesson planning, Education Scotland continues to provide advice and support to educators on lesson planning with the provision of resources on the Education Scotland website and using their subject-specific networks, professional learning events and professional support visits.

Yes. Teachers’ terms and conditions are matters for the Scottish Negotiating Committee for Teachers.

We continue to explore, with our partners on the Scottish Negotiating Committee for Teachers (SNCT), how best to deliver the balance required for preparation and contact time.

Any changes to teachers’ terms and conditions require tripartite agreement through the SNCT.

While employment practice is a matter for local authorities as employers, the Scottish Government values teachers and recognises concerns around teacher workload. That is why we remain which is why we remain committed to reducing class contact time by 90 minutes giving teachers more time out of the classroom.

We continue to explore with the Scottish Negotiating Committee for Teachers (SNCT) how we can best progress the commitment to reduce class contact time.

To help inform this discussion the WPI report which was published on 7 May contains a number of high-level future scenarios and assesses their broad compatibility with any changes to teachers’ contracted class-contact time. These scenarios will help to facilitate our discussions with SNCT partners on how we can best deliver this commitment and ensure effective and evidence-informed workforce planning.

Any changes to terms and conditions for teachers in Scotland are a matter for the SNCT.

The Scottish Government values teachers and is committed to understanding their needs and providing them with the right support.

While teacher wellbeing is ultimately a matter for the employer, since 2020 we have invested more than £2 million specifically in supporting wellbeing in the education workforce. In 2023-24 we provided £0.2 million to Know You More, to offer free wellbeing coaching to teaching staff and educational professionals across Scotland.

We also worked in collaboration with the Association of Directors of Education Scotland to fund an Education Workforce Support Project, to gain a comprehensive understanding of how we support the wellbeing of our education workforce. We are currently considering the outcomes of this work and next steps to improve the existing wellbeing support that is provided by local authorities and teaching unions.

Whilst there are no current plans to update the Teachers’ Agreement 2001, any future changes to teachers’ terms and conditions would be matters for the Scottish Negotiating Committee for Teachers, which was established as part of the Teachers’ Agreement.