Education Motions

Motions	Resolutions
1. Council That this AGM affirms the EIS’s commitment to the vision and values of Curriculum for Excellence (CFE), and believes that these will only be realised if the current programme of curriculum improvement: has robust and transparent governance processes where the professional voices of teachers and their representative professional associations are central to decision making; is fully resourced to allow all teachers across Scotland and from all sectors-including supply teachers - to participate meaningfully in the process. This includes arrangements for release during the working day; measures to support equality of access; and dedicated time in-schools to engage with proposals and outputs, including additional INSET days; recognises and addresses the clutter of priorities and bureaucratic planning processes, especially in the Broad General Education (BGE) curriculum; takes steps to support transitions at all stages including Early Level, and addresses the misalignment of the Senior Phase with the BGE, to support transitions for all learners. acknowledges that CFE is predicated on teachers having sufficient time to plan learner-centred lessons, to provide meaningful individualised feedback and to collaborate with fellow professionals is supported by a wider acknowledgement that high levels of social inequality and identified Additional Support Needs, currently sitting at 40.5% in mainstream schools, require additional resources including smaller class sizes, more time for preparation and marking, more specialist teachers and improved access to professional learning. Amendment EIS FELA Add ‘and lecturers’ following ‘all teachers’ in the second bullet point; further add ‘and colleges’ following ‘in-schools’ in the second bullet point. Add ‘and lecturers’ following ‘on teachers’ in the penultimate bullet point and add ‘and lecturers’ following ‘specialist teachers’ in the final bullet point.
2. Council That this AGM reaffirms its belief that teacher professionalism, voice and agency are fundamental principles that must be central to the ongoing Education Reform programme. To this end, this AGM resolves to place these principles at the heart of its campaigning and education policy work, advocating for the culture change outlined in the Muir Review and the call fora ‘human centred’ education system in the National Discussion. Specifically, AGM resolves to: Re-state the EIS’s view that the teaching profession must be central to curriculum design and delivery, supported by and in collaboration with a refocussed Education Scotland. Press for the new Centre for Teaching Excellence to have a clearly defined role and agreed responsibilities, to be committed explicitly to ongoing collaboration with teacher professional associations and for teachers to be fully supported to engage with the Centre’s work on an equitable basis. Continue to press for the representative voices of teachers to be at the heart of the governance procedures of our national education bodies and for delivery of the positive cultural changes envisioned by the Muir Review and the National Discussion. Reiterate the Institute’s position in relation to the Independent Review of Qualifications and Assessment as necessary to press for reform of the examcentric culture which continues to dominate the Senior Phase. Amendment EIS FELA Add ‘and lecturer’ following ‘teacher’ in the first line, add ‘and lecturing’ following ‘teaching’ and an ‘s’ following ‘profession’ in the first bullet point. Add ‘and lecturer’ following ‘teacher’ in the second bullet point. Add ‘and lecturers’ following ‘teachers’ in the third bullet point.
3. Dumfries and Galloway Local Association That this AGM acknowledges the shortage of ASN teachers, support staff, and educational psychologists in Scottish schools. We call on EIS to demand a national review of ASN staffing levels and commit to increasing the number of specialist ASN professionals to meet the growing needs of pupils. Amendment Inverclyde Local Association Replace ‘increasing’ with ‘campaign for an increase to’.
4. East Dunbartonshire Local Association That this AGM instructs Council to investigate and report on the supports available nationwide for pupils with English as an Additional Language (EAL), including the provision of specialist staff, and training for classroom teachers.
5. Orkney Local Association That this AGM believes that effective co-ordination of support from local authorities and health services, through the GIRFEC and ASL frameworks, is crucial in supporting the educational achievement of deaf, visually impaired and deafblind children and young people in Scotland. This AGM, therefore, calls upon Council to engage with the Scottish Government, health boards and local authorities to encourage them to work together to produce Information aimed at deaf, visually impaired and deafblind children and young people and their families explaining how GIRFEC and ASL legislation should work together to support them Practice guidance for public bodies on how they should work together to support deaf, visually impaired and deafblind children and young people through GIRFEC Training materials for teachers, lecturers and other professionals in supporting deaf, visually impaired and deafblind children and young people.
6. Fife Local Association That this AGM instructs Council to investigate how much time is given in ITE programmes to BSL as a third language as part of 1+2 given that BSL is recognised as an official language of Scotland. Amendment Edinburgh Local Association Amend "investigate" to "investigate and report on".
7. Edinburgh Local Association That this AGM resolves to investigate and report on transition arrangements for children with ASN who move schools and/or local authorities outwith the usual transition periods of P1 and S1.
8. North Lanarkshire Local Association That this AGM instructs EIS Council to call on the Scottish Government to provide the number of P1 to P7 school children since post covid (March 2022) who have received or are currently receiving a local authority psychological or CAMHS intervention.
9. North Lanarkshire Local Association That this AGM instruct Council to investigate and report on SQA workload across different subject areas and how this impacts WTAs. The findings of the report should assist in advising reps and contribute to a campaign on reducing SQA workload for teachers.
10. South Lanarkshire Local Association That this AGM instruct Council to: Investigate and report on the workload implications of the reduction in specialist support assistance for a range of secondary subjects including science, technical and home economics. Share the findings of this report. Use the findings to inform the development of a campaign to resist these cuts to specialist support. Amendment Edinburgh Local Association Amend to say "including but not limited to" in bullet point 1, and include "computing science" in the list of subjects.
11. Glasgow Local Association That this AGM investigate the availability of Technician/auxiliary support in: Technical, Science and Home Economics and, campaign for their availability and duties to be consistent across the country. Amendment Edinburgh Local Association Amend the list of support staff to read "Technician/ICT Technician/Auxiliary Support" and include "Computing Science" at the end of the list of subjects.
12. East Renfrewshire Local Association That this AGM instruct Council to survey members on the use of AI software in their professional practice, report on the findings and issue guidance to members on the use of AI.
13. South Ayrshire Local Association That this AGM instruct Council to: Investigate the prevalence of online learning in the delivery of certificated courses (including Advanced Higher) in all local authorities. Share the findings of this research Use the findings of the research to update EIS policy.
14. Dundee Local Association That this AGM instructs council to investigate and report on provision in each of the 32 authorities the time provided for Mentors to help train Student Teachers.
15. Edinburgh Local Association That this AGM resolves to organise a Professional Learning event on Education for Peace on two occasions in session 2025/26 at least six months apart to introduce members to the theory and practice of Education for Peace, and to the resources and organisat ions which can support them to put the EIS Education for Peace Policy into action.