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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.

Scottish Government and Education Scotland have begun user engagement around the development of a National Digital Academy. A survey capturing the views of 2,229 learners has been undertaken, and a series of interviews and focus groups have been held with learners, parents and virtual learning environment providers. Education Scotland will continue this engagement with teaching organisations and other national bodies over the next few months, with overall findings from engagement being shared in due course.

The relationships and behaviour action plan had been agreed by the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) at its meeting on 15 May 2024, subject to some identified drafting changes. The guidance was in the process of being finalised when the need to consider whether or not it could be published during the pre-election period arose. The guidance would otherwise have been published prior to the end of school year.

Between 1 April and 22 May 2024 I held three meetings to discuss the revised guidance on use of mobiles phones in schools:

? Two meetings with the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) on 16 April 2024 and 15 May 2024. Minutes of these meetings are available at: .

? A meeting with the Head Teacher Taskforce on 22 May, the minutes of which can be found here:

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.

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 the concerns around teacher workload.

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:

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.

Teachers in Scotland are required to spend 35 hours on professional learning per year and to engage in a Professional Update process every five years as a requirement for registration with the General Teaching Council for Scotland.

As set out in the Scottish Negotiating Committee for Teachers Handbook, it is the employer’s responsibility to ensure a wide range of professional learning development opportunities and the teacher’s responsibility to undertake a programme of agreed professional learning. This should be capable of being discharged within contractual working time.

In terms of the provision of professional learning for teachers at a national level, Scotland’s national education agency will have an important role in supporting a thriving professional learning sector through a national framework for professional learning and will build on the existing and well-regarded national leadership professional learning programmes.

Establishing the new Centre for Teaching Excellence will also ensure every teacher is supported in delivering high-quality teaching. Effective professional learning, development and dedicated time for collaboration is critical to improving performance in the classroom.