Scotland’s teachers have faced soaring levels of workload throughout the pandemic, and at a time when they are being offered a significant real-terms cut in their level of pay by COSLA and the Scottish Government.
The EIS conducted an online survey in November, and more than 16,000 teachers across Scotland took part. Amongst the key workload-related findings in the EIS survey are:
88% of teachers indicated that their workload burden has increased during the pandemic.
61% of teachers report that workload levels have increased “significantly” during this period.
80% of Secondary teachers reported significantly increased workload related to SQA qualifications.
The vast majority of teachers (93%) work above their contracted hours each week.
45% of full-time teachers work more than 8 extra hours every week – equivalent to over one extra full day of work each week, over and above contractual commitments.
EIS General Secretary Larry Flanagan said, “Teachers have continued to face a rising tide of workload throughout the pandemic, for a wide range of reasons. Clearly, changes brought about in response to the pandemic have had an impact on teacher workload with additional tasks requiring to be undertaken on a daily basis to help keep classrooms safe.
“The increased emphasis on digital learning – be that in the classroom or remotely from home – has created challenges for teachers, often associated with a lack of suitable equipment and resources. Teachers are also reporting a significant amount of time dealing with pupil behaviour as many young people continue the struggle to overcome the negative impact of the pandemic on their lives.”
Mr Flanagan continued: “The survey also identifies a substantial increase in the workload associated with supporting pupils with Additional Support Needs. 61% of all teachers identified meeting the Additional Support Needs, including the mental health support needs, of pupils as a significant driver of workload increases over the past year – with the figure even higher (66%) within the primary sector.
“This is a vital area of work, but the level of demand is increasing and this is clearly placing additional strain on already hard-worked teachers.”
Mr Flanagan added, “In addition to the challenges of keeping up to date with government Covid safety protocols, which affect all teachers, teachers in Secondary schools face additional difficulties with SQA-related workload.
“The challenges brought about by short-notice changes to the qualifications system have been a major driver in additional workload over the past two years for Secondary teachers. Meaningful reform of the examinations system is now required to ease the workload burden of teachers and students alike.”
Teaching union the NASUWT is calling on governments across the UK to take urgent measures to protect schools from the Omicron variant of Covid-19.
In England the Union has released a joint statement with the five other trade unions representing the majority of education staff prior to the return of schools and colleges for the spring term.
And in Scotland, Wales and Northern Ireland the NASUWT has called for urgent action from the Scottsh Government, the Welsh Government and the Northern Ireland Executive to protect schools now.
Dr Patrick Roach, NASUWT General Secretary said: “Teachers have been on the frontline throughout the pandemic to support pupils and students and provide them with the best education possible.
“However, the rising number of cases of the Omicron variant could cause significant disruption in the next academic term with many teachers being forced to self-isolate.
“We must see immediate action to ensure that schools can continue to operate safely and provide high quality education.”
The statement below is from NASUWT, ASCL, GMB, NAHT, NEU and UNISON:
“There has been much speculation about the possibility of more disruption to education over the next academic term as a result of the Omicron variant of Covid-19.
“As trade unions representing the vast majority of education staff, we wish to emphasise that teachers, leaders and support staff desperately want to be able to conduct face-to-face teaching for all children and young people on a consistent basis and without further interruption caused by the pandemic.
“Education staff have moved heaven and earth to support pupils and students throughout the course of the crisis and they remain committed to providing the best possible support for all children and young people.
“They are acutely conscious that this is essential particularly in supporting disadvantaged and vulnerable children and young people who have often been most badly affected by the pandemic both educationally and in terms of their wellbeing.
“But last term education staff were more likely than other workers to test positive and therefore to have to self-isolate, inevitably leading to disruption of education.
“Schools and colleges cannot on their own reduce the threat posed by the virus and they need from the Westminster government more than rhetoric about the importance of education.
“We need the minimum amount of educational disruption this term in order to avoid a third successive year where GCSEs, A-levels and other exams have to be cancelled, and thereby removing the uncertainty and additional workload for students and teachers.
“It is essential therefore that the government takes immediate and urgent steps to mitigate the risk of Covid transmission and that it provides more support to minimise disruption in schools and colleges by such steps as:
Providing government-funded air cleaning units to every school and college classroom that needs these devices. While we welcome the provision of a small number of these units to special educational needs and alternative provision settings, the government’s decision to signpost all other schools and colleges to purchase this equipment from an ‘online marketplace’ is simply not good enough. We also question why the Westminster government takes such a different line on face coverings in secondary schools to Scotland and Wales when they use the same evidence.
Committing to providing schools with more resources in the event that on-site Covid testing is again required. Secondary schools have once again been left in the lurch at the beginning of the spring term by being asked to set up and staff testing stations with little support from the government.
Providing improved financial support to schools and colleges for the costs of supply staff to cover for Covid-related absence. The current government scheme contains so many complex conditions that it is inaccessible in many circumstances.
Making it clear that all schools or colleges due for an Ofsted inspection this term can request that the inspection is deferred, and that their request will be automatically granted. This will enable teachers and leaders to focus on the immediate and urgent task in hand – that of supporting their pupils and students – and remove the unnecessary pressure and distraction of unhelpful inspections at this time.
“As a new year begins, we urge the government to work more collaboratively and constructively with education workforce representatives to keep schools and colleges open. By working side by side, we can remove unnecessary burdens and find solutions with government in the interests of all children and young people.”
Secondary pupils are being advised to take at-home COVID-19 tests before they return to school to limit the spread of Omicron.
Those without symptoms should do a lateral flow device (LFD) test the night before or on the morning of the return to classes following the festive break. After that, testing should be done twice weekly.
All LFD test results – positive, negative or void – should be recorded via the online portal.
Staff in schools and early learning and childcare settings should follow the same advice.
Anyone who receives a positive LFD test result, those with symptoms, or those identified as close contacts should immediately self-isolate and book a PCR test.
Education Secretary Shirley-Anne Somerville said: “It is our absolute priority to keep schools safely open and minimise further disruption to learning. To achieve that, we need the help of the whole school community. Taking lateral flow tests before returning to school, and continuing to test regularly will help prevent outbreaks of the virus.
“We are grateful to schools for their continued efforts to stress the importance of asymptomatic testing. Parents of secondary pupils can also help by encouraging their children to make testing part of their weekly routine – and, importantly, to report all results online, whether positive, negative or void.
“Safety guidance for schools was updated in December in light of Omicron and it is crucial that all the mitigations are strictly followed. These include physical distancing, one-way systems and the correct use of face coverings.
“By testing regularly and following the mitigations, pupils and staff can all play their part in keeping themselves, their families and their schools safe.”
Chief Medical Officer Professor Sir Gregor Smith said: “With Omicron spreading so rapidly, it is vital that we all do what we can to limit its transmission. Rapid lateral flow testing helps us to find infectious cases that might otherwise have been missed, as around one in three people with COVID-19 does not show classic symptoms.
“That’s why it is really important that secondary pupils and school and early learning and childcare staff take lateral flow tests before they return to classes and settings after the break, and that they keep testing regularly throughout term.
“They should also take LFD tests before they meet up with others outside of school or ELC settings.
“Pupils and staff who are eligible for vaccination should get their jags, and, where appropriate, boosters as soon as they can to receive greater protection from the virus.
“Those aged 12-15 are being offered second doses of the vaccine from this week and I would urge them to take up the offer.
“Drop-in sessions will be available for this age group from today (January 3 2022), while those who have already been given a date for their second jag can call a helpline to bring their appointment forward and get protection from the virus earlier.”
LFD tests should only be used if you don’t have symptoms.You must NOT use a LFD test if you:
have symptoms – you must self-isolate immediately and book a PCR test
have been asked to self-isolate because you are a close contact of a positive case. You must self-isolate and book a PCR test
If you receive a positive LFD test result, you must self-isolate immediately and book a PCR test.
If parents or pupils haven’t already been provided with LFD kits by their schools, they can be accessed in a range of different ways before returning to school. Information on accessing test kits
Drop-in vaccination sessions will be available for 12-15-year-olds from January 3 2022. Those who have already received a scheduled appointment can bring it forward by calling 0800 030 8013.
NHS Inform and local health board websites will provide further details of where drop-in sessions are available in each area.
Following JCVI advice, this age group can get their second vaccination from 12 weeks after their first dose.
Anyone under the age of 18 who has previously tested positive for COVID must wait 12 weeks from infection to be given their second dose
Testing measures to ensure young people return to classrooms in England
All secondary schools in England have been asked to provide one on-site test for pupils ahead of their return to the classroom this term to help reduce the transmission of Covid-19.
Education staff and college students are being asked to self-test at home before they return, and were sent home with tests ahead of the Christmas break.
Schools and colleges ordered tests before Christmas and have received these in advance of pupils returning, and will continue to be able to order additional tests through a separate supply route. Schools and colleges made test kits available to pupils before the end of term and they will have access to more as needed.
Students returning to university have also been advised to test before they travel back to campus.
Secondary, college and university students and education staff and early years staff should then continue to test themselves twice a week, and more frequently if they are specifically asked to do so, such as in the event of an outbreak.
12-15 year olds are encouraged to get fully vaccinated (two doses), to ensure they are protected. 16 and 17 year olds are now eligible for boosters and are being strongly encourage to take up this offer when invited to do so, along with university students.
Education Secretary Nadhim Zahawi said: “Being in face to face learning is undoubtedly the very best place for children and young people’s education and wellbeing, and my priority remains on keeping early years settings, schools, colleges and universities open so that face-to-face education can continue.
As we enter this new term, I want to thank all staff working in education for their continued dedication and resilience. It is through the hard work of all of you that we have ensured, and will continue to ensure pupils and students get the learning that they deserve. We must continue to look forward and not forget how far we have come in our fight against this virus.
The very best way we can continue to protect ourselves and our families is by getting the booster, or second jab if you are aged 12-15 – as soon as possible. I urge anyone who hasn’t done this to do so now.
Health and Social Care Secretary Sajid Javid said: “We are doing all we can to minimise disruption this virus causes to everyday life, including keeping children in school, and regular testing is a key way to support schools and protect face-to-face teaching.
“Vaccines remain our greatest line of defence so I urge all 12-15 year olds who have not come forward yet to get vaccinated, and all teachers to Get Boosted Now to protect yourself and those around you.
Children’s Commissioner for England Dame Rachel de Souza DBE said: Children have told me how much they really value and appreciate school as a place to learn, build friendships and take part in activities that benefit their physical and mental wellbeing.
“As Children’s Commissioner and having run schools all my life, I’m always excited about the start of a new term and the return to school. I am especially focused on this one, as it is so important schools are open and ready to welcome children.
“We are so fortunate to have great teachers and parents who have already done so much to have children back in the classroom, and former teachers happy to volunteer extra support to keep children there. I want our classrooms open and operating because I firmly believe it is where all children belong and want to be. We owe it to them to make sure this happens.”
Proportionate safety measures will also remain in schools, colleges and universities to help reduce the transmission of the virus, including increased ventilation and good hygiene, with older students and staff wearing face coverings.
All early years settings, schools, colleges, and universities are advised to continue to follow the latest guidance set out by the department which is kept regularly under review.
CityFibre, the UK’s largest independent full fibre network, has teamed up with the Data Education in Schools project at the University of Edinburgh to create a learning tool that helps school pupils develop skills in data science.
Data Education in Schools is part of the DDI Skills Gateway – a £6.9m investment in data skills and education as part of the Edinburgh and South East Scotland City Region Deal. CityFibre’s support of the project comes as it is investing more than £100m to bring its full fibre network to within reach of almost every home and business across the city.
The project supports the SQA’s Data Science National Progression Award (NPA), a school level qualification in data science, which is the first of its kind. CityFibre provided a data set and problem statement which has been developed into an end-to-end example activity, guiding users through the steps of solving a real-world business problem using data.
This allows students to get practical data science experience and develop an understanding of how data is used in society, whilst highlighting the benefits in applying a data solution to a business problem. It has been designed in such a way that it can be done virtually if required, ensuring the programme is accessible to all. It also includes the flexibility so that the business question can be changed and different outputs developed.
The programme has now been successfully trialled in schools, with one school reporting three senior pupils deciding to study data science at university on the back of completing the NPA. Teaching resources are now being developed with the programme being rolled out across the UK.
Elaine Doherty, Head of Data Insights at CityFibre, said: “As soon as we heard about the NPA Data Science award and its potential to encourage the next generation to get involved in data science, we really wanted to support the project.
“Across our world-class full fibre networks, we handle massive amounts of data and can see the value of managing data well, and the massive benefits data can bring to businesses.
“The skills required to handle data effectively are transferrable across a number of different sectors, and these skills are becoming more and more sought after in an increasingly digital workforce. We are thrilled to see how our partnership has developed into such an engaging tool and hope it helps to encourage the next generation of data scientists.”
Kate Farrell, Director of Development and Professional Learning, Data Education in Schools at the University of Edinburgh, added: “Schools have found it so valuable having access to a local dataset.
“Educators have appreciated seeing how data science can take place in the workplace and learners find it useful to see that the skills they are learning in class can be applied in the workplace.
“The CityFibre resource is particularly welcomed by educators because it gives learners an understanding of the assessment for the National Progression Award in Data Science and a chance to practice their skills.”
CityFibre is currently rolling out full fibre digital infrastructure across Edinburgh, future-proofing the city’s connectivity and enabling residents, businesses and services to benefit from fast, reliable internet services.
Across the UK, CityFibre is already working with Vodafone, TalkTalk, Zen and an ever-increasing number of partners, offering some of the fastest and most competitive broadband packages available.
Residents interested in giving their home broadband a boost can find out more about the build and register their interest at www.cityfibre.com/PR-Register
The City of Edinburgh Council is being ripped off to the tune of £42 million as they continue to pay for wretched PFI contracts – eating in to vital council education spending.
Research from the Scottish Parliament Information Centre (SPICe) has found that the amount being forked out by City of Edinburgh Council is 11% of its education resource funding, meaning millions are being wasted on the contracts.
PFI contracts were introduced by the Tories and adopted by Labour during their time at the helm of the Scottish Government.
Gordon Macdonald MSP said: “The rotten PFI contracts were introduced by the Tories but supercharged by the Labour-led Scottish Government and unnecessarily cost councils across Scotland, including Edinburgh.
“It is incredible that the lasting legacy of Labour governments continues to be felt as schools’ budgets are eaten up significantly by these shameful contracts.
“The SNP scrapped PFI contracts, meaning that money can be spent on Scotland’s young people and not on absurdly expensive contracts.
“This demonstrates how we still cannot trust Labour with the public purse in Scotland as we continue to pay for their disastrous decisions in government.”
Net revenue expenditure on education services and schools PFI unitary charges (£m) in 2019/20
Education Services (£m)
PFI unitary charges (£m)
PFI unitary charges as a % of education expenditure
Over 2,000 pupils and teachers from primary schools across the UK entered the competition through its NatWest, Royal Bank of Scotland and Ulster Bank brands.
The Climate Savers Top Trumps were on display to delegates and world leaders throughout COP26 in Glasgow.
COP Principal Partner NatWest also awarded nearly £30,000 to three schools to fund new green projects.
The Royal Bank of Scotland tasked Scottish primary school pupils with designing an exclusive set of the iconic playing cards promoting sustainable behaviours.
Across the UK through its NatWest, Royal Bank of Scotland and Ulster Bank brands, the competition received over 2,000 entries. The 26 winning designs, showing the everyday actions young people can take to combat climate change, were featured in an exclusive Top Trumps deck for COP26.
The Climate Savers Top Trumps were on display to delegates and world leaders throughout COP26 in Glasgow between 31 October and 12 November, for which the bank was a principal partner.
One of the winners was Flora Stevenson Primary School pupil Honor, age 11, for her card design which suggested recycling old clothes. Honor was joined by the rest of her classmates at the Edinburgh primary school to play the iconic children’s game.
COP26 President Alok Sharma said: “The interest and engagement that NatWest’s climate competition for schools has generated shows how important this issue is to schoolchildren across the country.
“It has been a fun programme which has allowed everyone – pupils and teachers – to get involved and it will be exciting to see them bringing their ideas to life.
“Everyone can play their part by going one step greener and MoneySense Climate Savers Top Trumps is a great way to also make it a fun and creative process.”
Over 2000 entries to the competition were received in less than a month. The bank’s Chief Financial Officer Katie Murray was one of the competition’s judges, alongside TV presenter Ade Adepitan.
NatWest Group Chief Financial Officer Katie Murray, said: “COP26 is a once in a lifetime event and a great opportunity to get children to join the discussion on climate.
“This competition shows just how much young people want to get involved and make a difference – and what innovative ideas they have for doing that.
“We received an overwhelming number of entries and the quality of ideas and solutions impressed all the judges. It was hard to decide who should win. It was also brilliant to see the geographical diversity of the entries.
“Importantly, the competition has shown that, with the right mindset, the journey to a greener future can be fun and inspiring and I’d like to thank all those who took part.”
The competition also gave teachers the chance to win up to £15,000 to fund new green projects for their school. Bolton’s Thomasson Memorial School saw off competition from over 2,000 entrants to take home the top prize of £15,000 in the teachers’ competition.
Our Lady of the Missions Primary School in Glasgow and Brookfield Primary School in London have also been awarded £7,000 and £4,000 respectively.
Charlotte Siggers, the winning teacher at Thomasson Memorial School – a school for deaf children aged four to 16 – received widespread praise for her project, which will see the creation of an area within the school’s grounds where pupils will be given the opportunity to grow their own produce and be responsible for the upkeep of the land.
The campaign builds on the bank’s MoneySense programme, which, for more than two decades, has been teaching financial skills to young people. It follows the 2020 launch of the bank’s Island Saver game – a video game built for games consoles and mobiles themed around cleaning up a magical island, collecting litter and building money skills. The bank is principal partner of the climate summit.
An inquiry has been launched into the health and wellbeing of children and young people by a Scottish Parliament Committee.
The Health, Social Care and Sport Committee is seeking to find out the key issues around health and wellbeing for children and young people in Scotland. They will investigate what the challenges and opportunities are for improving their health and wellbeing, and how addressing poverty can lead to improved health and social care outcomes.
The inquiry will focus on 4 key areas:
• Child poverty (including the Scottish Government’s current child poverty delivery plan), inequality and adverse childhood experiences; • Issues affecting care experienced young people; • Mental health, access to Child and Adult Mental Health Services (CAMHS) and the importance of early intervention; • Health and wellbeing in schools
Speaking as the inquiry launched, Gillian Martin MSP, Convener of the Health, Social Care and Sport Committee, said: “There are a whole host of factors which impact the health and wellbeing of our children and young people, and our Committee will consider these in detail.
“The physical and mental toll of the pandemic on children and young people cannot be overstated and we know that prior to this pandemic there was already a high and increasing demand for youth mental health services in Scotland.
“As we emerge from the pandemic and with the Scottish Government’s current child poverty delivery plan due to run until 2022, our inquiry comes at a pivotal time. We are determined to find out how children and young people can best be supported to live healthy and flourishing lives.”
GMB Scotland members employed by Glasgow City Council have voted overwhelmingly in favour of industrial action over their pay, which would see strikes across the city’s cleansing service and schools during the International Climate Conference, COP 26.
Pay talks with COSLA, the umbrella body that represents each of Scotland’s local authorities, have stalled, with the employer refusing to budge from an £850 flat rate offer to all local government workers – far short of the £2,000 pay claim that was submitted by the joint trade unions GMB, Unison & Unite.
Following a ballot of cleansing workers and school support staff across the country, Glasgow is the largest of 5 councils in Scotland that could see strike action as soon as November 1st.
96.9% of returned ballots in Glasgow were in favour of strike action.
GMB Scotland represents close to 900 workers in Glasgow’s refuse & cleansing service and a further 600 across Glasgow schools providing cleaning, janitorial and catering services.
GMB Glasgow Cleansing Convenor Chris Mitchell said:“Over the past 18 months throughout this awful pandemic, essential services across Scotland have been held together by an army of low paid workers.
“We were called key workers, even Covid heroes, but while politicians were happy to applaud us on Thursday nights, they’ve never put their hands in their pockets to pay us properly.
“The eyes of the world will be on Glasgow during COP 26, and our politicians now have a choice – will they fairly reward the frontline workers who got the country through the pandemic, or will they risk embarrassing the city and the country on an international stage?
“The message that our members have sent with this ballot result is clear. We are taking a stand for what we deserve, and we believe the people will stand with us.”
Scotland’s rail network will also be hit by strikes during the UN climate summit in Glasgow, the RMT union confirmed yesterday.
Plans to help Scotland’s education system continue to recover from the COVID-19 pandemic have been published by the Scottish Government – but Scotland’s biggest teaching union the EIS has dismissed the plans as a ‘missed opportunity’and say Scotland must show more ambition.
Created with input from across the sector, including young people, the Education Recovery strategy outlines how almost £500 million has been used to support learners and staff across the country.
The publication also sets out how the Scottish Government will continue to provide ongoing support to the sector.
This includes:
further support for learners who are sitting exams in 2022
access to in-school mental health and wellbeing support that young people need, including counselling services
recruiting 3,500 additional teachers and 500 support staff over this parliamentary term
expanding funded early learning and childcare for children aged 1 and 2, starting with low-income households
committing £1 billion to tackle the poverty related attainment gap and support education recovery
Speaking after visiting the site of the new £47.2 million Wallyford Secondary Learning Facility, Ms Somerville said: “Our collaborative and ambitious programme of support to aid recovery right across our education sector has been underway for many months.
“Schools are still dealing with the pandemic and we will continue to support them through these challenging time. However, as a Government we must also be focused on recovery. Supporting children and young people remains our top priority, and almost £500 million of additional funding has already been committed during 2020/21 and 2021/22 as part of education recovery. Of this, £240m is to recruit extra staff to ensure resilience and to provide additional support for learners and teachers.
“Other initiatives will play a crucial role, such as the provision of free school breakfasts and lunches all year round for all children in P1-7, digital devices for every child, abolition of fees for instrumental music tuition, removal of core curriculum charges, and our extended early learning and childcare offer.
“Pupils sitting exams in spring 2022 will be offered a package of support, which will include online revision classes and targeted help for those who need it most. At the heart of all of this is our children and young people, who we will ensure have the opportunities they need to fulfil their potential in school and beyond.”
Commenting following the publication of the plan, EIS General Secretary Larry Flanagan said: “Clearly, there are significant elements within the plan to be welcomed – not least the commitment to increasing teacher numbers, the creation of more permanent posts to tackle the scandal of 10% of current teaching posts being temporary, and the reduction in class contact time to 21 hours.
“Overall, however, the plan largely restates existing workstreams and fails to promote a single big initiative such as a reduction in class sizes, which would catalyse an education recovery programme and bring immediate benefits to Scotland’s children and young people.
“Smaller class sizes, even on a limited basis as a starting point, such as P2 and P3 or S1 and S2, would mean more teacher time per pupil and assist with targeted interventions where the pandemic has impacted disproportionately on children’s lives. As a country, we need to be bolder in our ambitions for our youth.”
Responding to the Education Recovery Plan, a spokesperson for the Scottish Children’s Services Coalition commented:“While we welcome the commitment to help Scotland’s education system continue to recover from the COVID-19 pandemic through this plan, greater action is needed to improve the mental health and wellbeing of our young people.
“Even prior to the pandemic cases of poor mental health were at unprecedented levels and there are a growing number of vulnerable children who cannot access adequate support. At the end June 2021, 1,686 children and young people had been waiting over a year for treatment from specialist child and adolescent mental health services (CAMHS), double that of the previous year.
“Increased funding to deliver new and enhanced community-based services, including counselling services, as outlined in the plan is welcomed. This however comes on the back of funding restrictions to these services. We must look to greatly increased investment in an expanded range of mental health services as part of a national crusade to address the impacts of the pandemic.
“We have for some time raised concerns over a potential lost generation of vulnerable children and young people, whose mental health is being impacted even further by the COVID-19 pandemic. It is more important than ever that children can access the support they need, when they need it, irrespective of where they live.
“This is a crisis we can overcome, but it will require a similar energy and commitment to that demonstrated for COVID-19 if we are to achieve this and prevent many young people giving up on their futures.”
Environmental charity calls for young people to engage with mini-Litter Less campaign
Scotland is facing a looming litter emergency and environmental charity Keep Scotland Beautiful is calling for teachers and youth leaders to get involved in a new international 10-day campaign to tackle litter.
The Mini Litter Less campaign will run from 18 – 28 October 2021 and those that sign up to participate will be supported with a seven-point action plan.
The plan includes activities to learn about the biodiversity and nature around you, to understand plastic pollution, to find out more about invisible pollutants, to consider consumption habits, to think about the partnership approach to tackling the issue, and to organise a litter pick and celebration picnic.
The campaign will also feature a Zero Waste Day where young people will be encouraged to live a whole day without producing any waste at all.
Participants will be asked to post their thoughts, photos and videos on social media using the #LitterLessCampaign, and the best three will be selected by us and entered into an international competition – with the best 10 global entries winning a prize of $100.
Keep Scotland Beautiful’s Education and Learning Manager Daniel Barrie, said: “Litter Less is an annual campaign we run on behalf of the Foundation of Environmental Education (FEE). Across the world 15 other countries participate and it supports over 1.3million children and over 20,000 educators to improve and enhance the places they love in their own villages, towns and cities by campaigning to stop litter.
“This Mini Litter Less campaign provides an easy to follow seven-point action plan to help drive a change in the behaviour that causes litter. The actions are easy to fulfil and are designed to be tackled one a day over a period of time.
“Tackling litter and waste is crucial if we are to reverse declining standards of cleanliness across our country and the planet so we would encourage everyone to get involved.”
KSB have run the wider Litter Less campaign for nine years, and in that time £56,000 of support has been provided to 244 Scottish schools, helping them to become more ‘litter-ate’ and to purchase litter picking equipment and bins.
In addition, more than, 4,000 educators and 50,000 children and young people have been involved across Scotland.
If you are interested in getting involved contact:
