SCHOOLS in Bolton could be forced to shut or partially close next month as teachers stage a mass walkout.

The National Union of Teachers, which has about 1,646 members in Bolton, has announced another national strike on March 26 as it accused education secretary Michael Gove of refusing to hold meaningful talks.

Teachers are protesting over the introduction of performance-related pay, changes to their pensions that will see them contributing more and working longer, and reforms which will mean longer working hours.

Council bosses said they do not yet know which schools will be affected — but that parents will be kept informed.

Secretary of the Bolton branch of the NUT, Julia Simpkins said: “Strike action was called off in November because Michael Gove said he would hold meaningful discussions with us.

“But there have been no meaningful talks, nothing has changed.”

Teachers at the more than 120 schools in Bolton became the first in the country to strike in protest over pay, pensions and conditions last June as part of a rolling programme of regional strikes.

Ms Simpkins said: “It is upsetting that we are having to take this action, particularly at this time of year, we have done it in March so it is not too close to children’s exams — but it is coming up to exam time.

“Teachers will also lose a day’s pay — but this is about students, we are fighting for them.

“Teachers are spending time on paperwork, which has no impact on teaching, it’s data collecting exercise, and that time could be spent on teaching students.

“People are not coming into the profession and there is a high turnover of people leaving.

“Teachers are off ill with stress — in primary schools there are not enough supply teachers in the region to cover those teachers who are ill.”

The NASUWT — National Association of Schoolmasters Union and Women Teachers — will decide on Friday whether to call a strike.

The two unions, NASUWT and NUT, which represent 90 per cent of the teachers in Bolton, took joint strike action last summer Ms Simpkins said: “Last time the action led to the majority of schools being closed and we expect there to be school closures or partial closures as a result of this action.”

A Bolton Council spokesman added:”We are aware of the potential for industrial action within schools on March 26, however at this time we do not have any further information about what action is being taken, nor which schools this may affect.

“As information becomes available we will ensure this is communicated and will as always work with schools and parents to seek to minimise any disruption.”

“We would advise parents to contact their child’s school for further information about the strike, closer to the time.

A Department for Education spokesperson said: "Parents will struggle to understand why the NUT is pressing ahead with strikes over the government's measures to let heads pay good teachers more.

"They called for talks to avoid industrial action, we agreed to their request, and those talks will begin shortly.

"Despite this constructive engagement with their concerns, the NUT is nevertheless taking strike action that will disrupt parents' lives, hold back children's education and damage the reputation of the profession."

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2:32pm Mon 10 Feb 14

thomas222says...3:17pm Mon 10 Feb 14

Jerry crunchersays...3:21pm Mon 10 Feb 14

breightmet kidsays...If teachers think they are so hard done by then they should resign and let someone else take over.

5:20pm Mon 10 Feb 14

Beyond News Forumsays...They will also get an invoice when they take a training day that has been notified less than 7-days in advance as 7-days is not enough time to arrange a work day off.

6:26pm Mon 10 Feb 14

boltonchapsays...7:58pm Mon 10 Feb 14

BWFC71says...Also there is the prospect of not know what to teach because Gove has announced plans of so called new exams which have not yet been cleared and only certain subjects are supposed to come under the new exam umbrella whilst no text books have been produced yet and would take about 18 to print and distribute to ALL schools who participate in the exams!!

Then, of course, in the private sector anyone with a final salary pension has had it protected and not downgraded, unless they go for promotion or any other internal job or a job outside the company the currently work for, whilst teachers have been told their pensions are not being protected and are being downgraded no matter what - how can that be equal (and remember teachers get paid but they also pay for their pensions unlike some in the private sector who get 100% paid pensions!!!).

Also lets not forget that over 90% of teachers normally have to b at school to look after the children in breakfast clubs because the children's precious parents are too tight to pay for proper childcare (remember to be a childcare assistant one has to study a different degree than teaching!) and have to stay late with after-school club again because children parents are too tight to pay for proper child-care - therefore a teachers day starts at about 730am then the teaching day is between 9 and 3 and then stay until about 6pm - far longer than most in the private sector - the of course with all the marking for work and planning and report writing that takes a teachers day to between 10pm and midnight, which IS NOT accounted for in a teachers pay and they are not allowed to claim overtime!!!

Also lets not forget that in academies and public schools teachers are paid over 30% more than in state schools and they get 100% paid pensions and more benefits than a state school teacher - so why are they not equal. Gove wants state schools to be equal to public schools and academies - therefore the teachers have to be paid the same and lass sizes will have to be reduced from between 35 and 40 per class to 20 per class!!!

8:09pm Mon 10 Feb 14

Igor biscan63says...Console yourself knowing you only work 195 days a year, it's half a job mate....

8:39pm Mon 10 Feb 14

Citizen Canesays...Why is the achievement of UK schoolchildren declining compared to other countries?

Why is it impossible to fail the PGCE?

Why are teachers afraid of performance related pay? Will it expose lack of performance?

Why do you remember very few good teachers from your school days?

Why do so many maths teachers end up before the beak?

Answer :

Those who can, do; those who can't, teach!

8:58pm Mon 10 Feb 14

Beyond News Forumsays...9:02pm Mon 10 Feb 14

irwell1says...9:07pm Mon 10 Feb 14

BWFC71says...I trained to be a teacher at University, which included placements in schools!

Do you know what KS's are?

Do you know what they involve and what they lead up to?

Can you give evidence that PGCE's are 100% pass rate? Also, why have you not mentioned about BEd's which are higher and better than PGCSE' as they give more points if one wants to train for a MEd!

Funnily enough I remember ALL my teachers both the good and the bad and the lunatic!!!

And what do you mean with your last question, "Why do so many maths teachers end up before the beak?"

Also why no mention of the teachers that work in public schools and earn more and have smaller class sizes.

Isn't it a fact that if it wasn't for the Government and Councils interference there would be more schools with smaller class sizes and better exam results (although that would then lead to cries of dumbing down). Why is it in many countries, that are above England and Wales, in the international league (Scotland and Northern Ireland have different educational systems), there are far more schools, with far more teachers on far more pay with much smaller class sizes and they are NOT on PRP!!!

If you want to compete with other countries then we ought to be on the same level playing field and in England and Wales we are not as the education system is realty underfunded - that is the fault of the Government and not the teachers!

9:19pm Mon 10 Feb 14

Changing timessays...Still, without the uneducated I guess teachers wouldn't have a job.

9:25pm Mon 10 Feb 14

BWFC71says...10:19pm Mon 10 Feb 14

BWFC71says...Have you ever considered doing teaching for a semester.

If you think that its an easy job and you think you can do it - lets see! The proof is in the pudding - and remember you have to keep within the guidelines the curriculum, which changes yearly, and the Key Stage practices as well as making sure all your paper work is up to date, all your marking is up to date and ready for inspection by Ofsted! Oh yes, and also making sure that you keep the children's attention as well as making sure you have enough text books or any other teaching aids!

Failing that, why not spend about 1/2 day in a school each week and see what actually happens. I did when I was in sixth form, as a volunteer, and also did teach when I was at university in school placements.

If you think its half-a-job, then do it yourself!

10:29pm Mon 10 Feb 14

BWFC71says...Could you teach this and have the paperwork, in readiness for close inspection by Ofsted, for every individual child, individual lesson, individual year as well as group planning, group lesson plans and reports and achievements of each individual child?

KS2 Mathematics

Teaching should ensure that appropriate connections are made between the sections on 'number', 'shape, space and measures', and 'handling data'.

During key stage 2 pupils use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. Pupils explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.

The mathematics programmes of study and the primary framework for mathematics are fully aligned. The framework provides a detailed basis for implementing the statutory requirements of the programme of study for key stage 2 in mathematics.

Using and applying number

1. Pupils should be taught to:

Problem solving

a. make connections in mathematics and appreciate the need to use numerical skills and knowledge when solving problems in other parts of the mathematics curriculum

b. break down a more complex problem or calculation into simpler steps before attempting a solution; identify the information needed to carry out the tasks

c. select and use appropriate mathematical equipment, including ICT

d. find different ways of approaching a problem in order to overcome any difficulties

e. make mental estimates of the answers to calculations; check results

Communicating

f. organise work and refine ways of recording

g. use notation diagrams and symbols correctly within a given problem

h. present and interpret solutions in the context of the problem

i. communicate mathematically, including the use of precise mathematical language

Reasoning

j. understand and investigate general statements

k. search for pattern in their results; develop logical thinking and explain their reasoning.

Numbers and the number system

2. Pupils should be taught to:

Counting

a. count on and back in tens or hundreds from any two- or three-digit number; recognise and continue number sequences formed by counting on or back in steps of constant size from any integer, extending to negative integers when counting back

Number patterns and sequences

b. recognise and describe number patterns, including two- and three-digit multiples of 2, 5 or 10, recognising their patterns and using these to make predictions; make general statements, using words to describe a functional relationship, and test these; recognise prime numbers to 20 and square numbers up to 10 x 10; find factor pairs and all the prime factors of any two-digit integer

Integers

c. read, write and order whole numbers, recognising that the position of a digit gives its value; use correctly the symbols , =; multiply and divide any integer by 10 or 100 then extend to multiplying and dividing by 1000; round integers to the nearest 10 or 100 and then 1000; order a set of negative integers, explaining methods and reasoning; multiply and divide decimals by 10 or 100

Fractions, percentages and ratio

d. understand unit fractions then fractions that are several parts of one whole , locate them on a number line and use them to find fractions of shapes and quantities

e. understand simple equivalent fractions and simplify fractions by cancelling common factors; compare and order simple fractions by converting them to fractions with a common denominator, explaining their methods and reasoning

f. recognise the equivalence between the decimal and fraction forms of one half, quarters, tenths and hundredths; understand that 'percentage' means the 'number of parts per 100' and that it can be used for comparisons; find percentages of whole number quantities, using a calculator where appropriate

g. recognise approximate proportions of a whole and use simple fractions and percentages to describe them, explaining their methods and reasoning

h. solve simple problems involving ratio and direct proportion

Decimals

i. understand and use decimal notation for tenths and hundredths in context ; locate on a number line, and order, a set of numbers or measurements; then recognise thousandths (only in metric measurements)

j. round a number with one or two decimal places to the nearest integer or tenth; convert between centimetres and millimetres or metres, then between millimetres and metres, and metres and kilometres, explaining methods and reasoning.

Calculations

3. Pupils should be taught to:

Number operations and the relationships between them

a. develop further their understanding of the four number operations and the relationships between them including inverses; use the related vocabulary; choose suitable number operations to solve a given problem, and recognise similar problems to which they apply

b. find remainders after division, then express a quotient as a fraction or decimal; round up or down after division, depending on the context

c. understand the use of brackets to determine the order of operations; understand why the commutative, associative and distributive laws apply to addition and multiplication and how they can be used to do mental and written calculations more efficiently

Mental methods

d. recall all addition and subtraction facts for each number to 20

e. work out what they need to add to any two-digit number to make 100, then add or subtract any pair of two-digit whole numbers; handle particular cases of three-digit and four-digit additions and subtractions by using compensation or other methods

f. recall multiplication facts to 10 x 10 and use them to derive quickly the corresponding division facts

g. double and halve any two-digit number

h. multiply and divide, at first in the range 1 to 100 , then for particular cases of larger numbers by using factors, distribution or other methods

Written methods

i. use written methods to add and subtract positive integers less than 1000, then up to 10000, then add and subtract numbers involving decimals; use approximations and other strategies to check that their answers are reasonable

j. use written methods for short multiplication and division by a single-digit integer of two-digit then three-digit then four-digit integers, then of numbers with decimals; then use long multiplication, at first for two-digit by two-digit integer calculations, then for three-digit by two-digit calculations; extend division to informal methods of dividing by a two-digit divisor ; use approximations and other strategies to check that their answers are reasonable

Calculator methods

k. use a calculator for calculations involving several digits, including decimals; use a calculator to solve number problems ; know how to enter and interpret money calculations and fractions; know how to select the correct key sequence for calculations with more than one operation .

Solving numerical problems

4. Pupils should be taught to:

a. choose, use and combine any of the four number operations to solve word problems involving numbers in 'real life', money or measures of length, mass, capacity or time, then perimeter and area

b. choose and use an appropriate way to calculate and explain their methods and reasoning

c. estimate answers by approximating and checking that their results are reasonable by thinking about the context of the problem, and where necessary checking accuracy

d. recognise, represent and interpret simple number relationships, constructing and using formulae in words then symbols

e. read and plot coordinates in the first quadrant, then in all four quadrants .

Teaching should ensure that appropriate connections are made between the sections on 'number', 'shape, space and measures', and 'handling data'.

Knowledge, skills and understanding

Using and applying shape, space and measures

1. Pupils should be taught to:

Problem solving

a. recognise the need for standard units of measurement

b. select and use appropriate calculation skills to solve geometrical problems

c. approach spatial problems flexibly, including trying alternative approaches to overcome difficulties

d. use checking procedures to confirm that their results of geometrical problems are reasonable

Communicating

e. organise work and record or represent it in a variety of ways when presenting solutions to geometrical problems

f. use geometrical notation and symbols correctly

g. present and interpret solutions to problems

Reasoning

h. use mathematical reasoning to explain features of shape and space.

Understanding properties of shape

2. Pupils should be taught to:

a. recognise right angles, perpendicular and parallel lines; know that angles are measured in degrees and that one whole turn is 360 degrees and angles at a point total 360 degrees, then recognise that angles at a point on a straight line total 180 degrees; know that the sum of the angles of a triangle is 180 degrees

b. visualise and describe 2D and 3D shapes and the way they behave, making more precise use of geometrical language, especially that of triangles, quadrilaterals, and prisms and pyramids of various kinds; recognise when shapes are identical

c. make and draw with increasing accuracy 2D and 3D shapes and patterns; recognise reflective symmetry in regular polygons; recognise their geometrical features and properties including angles, faces, pairs of parallel lines and symmetry, and use these to classify shapes and solve problems

d. visualise 3D shapes from 2D drawings.

Understanding properties of position and movement

3. Pupils should be taught to:

a. visualise and describe movements using appropriate language

b. transform objects in practical situations; transform images using ICT; visualise and predict the position of a shape following a rotation, reflection or translation

c. identify and draw 2D shapes in different orientations on grids; locate and draw shapes using coordinates in the first quadrant, then in all four quadrants .

Understanding measures

4. Pupils should be taught to:

a. recognise the need for standard units of length, mass and capacity, choose which ones are suitable for a task, and use them to make sensible estimates in everyday situations; convert one metric unit to another ; know the rough metric equivalents of imperial units still in daily use

b. recognise that measurement is approximate; choose and use suitable measuring instruments for a task; interpret numbers and read scales with increasing accuracy; record measurements using decimal notation

c. recognise angles as greater or less than a right angle or half-turn, estimate their size and order them; measure and draw acute, obtuse and right angles to the nearest degree

d. read the time from analogue and digital 12- and 24-hour clocks; use units of time - seconds, minutes, hours, days, weeks - and know the relationship between them

e. find perimeters of simple shapes; find areas of rectangles using the formula, understanding its connection to counting squares and how it extends this approach; calculate the perimeter and area of shapes composed of rectangles.

Using and applying handling data

1. Pupils should be taught to:

Problem solving

a. select and use handling data skills when solving problems in other areas of the curriculum, in particular science

b. approach problems flexibly, including trying alternative approaches to overcome any difficulties

c. identify the data necessary to solve a given problem

d. select and use appropriate calculation skills to solve problems involving data

e. check results and ensure that solutions are reasonable in the context of the problem

Communicating

f. decide how best to organise and present findings

g. use the precise mathematical language and vocabulary for handling data

Reasoning

h. explain and justify their methods and reasoning.

Processing, representing and interpreting data

2. Pupils should be taught to:

a. solve problems involving data

b. interpret tables, lists and charts used in everyday life; construct and interpret frequency tables, including tables for grouped discrete data

c. represent and interpret discrete data using graphs and diagrams, including pictograms, bar charts and line graphs, then interpret a wider range of graphs and diagrams, using ICT where appropriate

d. know that mode is a measure of average and that range is a measure of spread, and to use both ideas to describe data sets

e. recognise the difference between discrete and continuous data

f. draw conclusions from statistics and graphs and recognise when information is presented in a misleading way; explore doubt and certainty and develop an understanding of probability through classroom situations; discuss events using a vocabulary that includes the words 'equally likely', 'fair', 'unfair', 'certain'.

Breadth of study:

1. During the key stage, pupils should be taught the Knowledge, skills and understanding through:

a. activities that extend their understanding of the number system to include integers, fractions and decimals

b. approximating and estimating more systematically in their work in mathematics

c. using patterns and relationships to explore simple algebraic ideas

d. applying their measuring skills in a range of contexts

e. drawing inferences from data in practical activities, and recognising the difference between meaningful and misleading representations of data

f. exploring and using a variety of resources and materials, including ICT

g. activities in which pupils decide when the use of calculators is appropriate and then use them effectively

h. using mathematics in their work in other subjects.

The attainment targets for mathematics are:

• Ma2 Number and algebra

• Ma3 Shape, space and measures

• Ma4 Handling data

Teachers should expect attainment at a given level to be demonstrated through activities in which the mathematics from the different attainment targets is at, or very close to, the same level.

11:26am Tue 11 Feb 14

I.careless2says...why do teachers think they are special most of us are just greatful to have a job at the moment

Fire them all off and find some who are prepared to do the job for the same money and conditions.. they will be out there.

is it any wonder all our workers are foreign when all our countrymen are making demands when the pot is empty

1:05pm Tue 11 Feb 14

myfanwy7says...3:53pm Tue 11 Feb 14

The Righteous Onesays...Their pension has been forceably reduced to basically nothing (whilst in the private sector all pensions were protected unless a change in job or title came about and then the terms were reduced).

In public schools teachers are paid over25% more with 100% final pay pensions and other benefits - and yet Gove wants ststae schools to operate the same - that measn pay increase, more teachers, smaller classes etc etc (reality is teachers are shat upon by every government and by the public who don't see the full picture)

Conditions are that teacher is a vocation and its a lifestyle rather than a career - could you do it? Could you follow KS" Mathematics to teach, like I posted further up?

In Europe teachers are paid on average over 20% more, in Australia its over 40% more and in the US teachers get paid about 15% more than here - you won't see any fooreign teachers in state schools in England and Wales!!

11:32pm Tue 11 Feb 14

Flic Scullysays...The fool claiming this kind of exchange will drive people away is clearly out of his mind, you sub-normals are all I come here for!

12:22am Wed 12 Feb 14

Chine1says...12:30am Wed 12 Feb 14

Chine1says...9:24am Wed 12 Feb 14

berushkasays...Finally, can nothing be done by that militant failed teacher, BWFC71? e admits to leaving a teaching job, so not that good eh?, yet defends them as any good left-wing militant should. At 43, it is about time he grew up and spent his time doing something constructive, instead of counting the number of thumbs down that disagree with his rantings.

11:55am Wed 12 Feb 14

Old Boltoniansays...12:22pm Wed 12 Feb 14

lv8151says...12:25pm Wed 12 Feb 14

The Righteous Onesays...Teachers do care about the childrwen. The Government doesn't!!!

Have GCSE's been replaced - yes or no? Teachers don't know neither does the Government as they keep coming out with different policies every week. Therefore what can the teachers teach - they don't know what they should be teaching!!!!

Secondly many parents see schools as FREE child care for before and after school - a Teaching Degree or a Masters is NOT a child care degree!

Gove wants state schools to be more like public schools - ok either up the wages and benefits for the teachers in state schools or create legislation to dumb down the pay and benefiots for publis school teachers!

I was good at teaching but I wanted the freedom of having a life (as teaching is 18 hours a day and not just the 6 teaching hours a day!!!) going on holidays when I could instead of paying over the odds!!!

As for the thumbs down count - on one post yesterday there were over 300 thumbs down!!! It is now only 20 thumbs down as I was pointing out to the editors that someone on here (who looksas though they are now banned) was using technology to bully posters!!!

12:38pm Wed 12 Feb 14

boltonchapsays...Once again you have become the topic and not the strike.

12:38pm Wed 12 Feb 14

boltonchapsays...Once again you have become the topic and not the strike.

12:40pm Wed 12 Feb 14

The Righteous Onesays...Now if you do care about your children's education then you should be ashamed - state school teachers should be on far much more than public school teachers. Ina public school teh average class size is between 15 and 20 pupils and as such more closer supervision is guaranteed whilst in a state school an average class size is between 35 and 40 pupils. Therefore a much ahrder task to educate, inform and make your little cherubs worthy for the working world!!!

12:45pm Wed 12 Feb 14

The Righteous Onesays...As i am not on my usual computer then the automatic spellchecker is not working!! Are you really that low-level intelligent!

You are just a common little chav with nothing better to do that try to sort out your little irritation that is me because you know that I am right and you cannot abide the fact!

12:46pm Wed 12 Feb 14

The Righteous Onesays...12:54pm Wed 12 Feb 14

boltonchapsays...As to the topic in hand you are a perfect example of all that is wrong with the teaching profession; you taught but can't spell or construct a valid argument; you taught but your grammar is shocking; you taught and have an over-exaggerated sense of your importance.

1:07pm Wed 12 Feb 14

boltonchapsays...2:31pm Wed 12 Feb 14

The Righteous Onesays...Firstly you won't let an argument, which you lost lie., but instead you infect this website with your spite and venom towards a poster and then have th gaul to say thatt it is that poster who twists things to make the thread their own - when in fact it is your elf-inflated bitterness that does it.

You start to namecall and carry on, like a junior-school child!

You say I am ignorant, illiterate etc etc etc but loko at yourself before you comment - you are full of hatred, bitterness and most of all venom and turn all thread you participate into a slagging match of your own device.

And, yet again, not once have you commented on the news report in question and if you did you would probably be full of your own self-importance that the matter in hand would be lost within your lexicography.

Now go back to do what you do best - which is collecting dole money and spending it on booze and fags and trolling your days away on other websites..

4:36pm Wed 12 Feb 14

Darren1951says...4:41pm Wed 12 Feb 14

The Righteous Onesays...Shall I continue to report it - yes I will!!!

4:41pm Wed 12 Feb 14

The Righteous Onesays...Shall I continue to report it - yes I will!!!

4:45pm Wed 12 Feb 14

The Righteous Onesays...I stand up for the right to speak out and teh right of facts and accurate statements rather than lies. Yes that makes me and egoist and proud of the fact!

6:26pm Wed 12 Feb 14

Darren1951says...11:42pm Wed 12 Feb 14

Darren1951says...However, you're not helping your cause by continually repeating other comments, and then adding, in at least one case, several hundred lines of spiel. By reacting to the trolls in this way, you're becoming one yourself, not in a malicious way, just by boring the pants off people.

6:09pm Fri 14 Feb 14

owencoyle99says...Anybody who wants to be a teacher jump on the band waggon first and have the ability to get a degree

I think you find teachers put more hours in than town hall workers as two lived near me and spent more times

6:13pm Fri 14 Feb 14

owencoyle99says...9:25pm Fri 14 Feb 14

forward_thinkingsays...9:29pm Fri 14 Feb 14

forward_thinkingsays...Anyway, what's wrong with training staff?

Would you go on a training programme at weekends?

9:45pm Fri 14 Feb 14

forward_thinkingsays...Parents are the ones who need to less selfish. Ensure your children come to school prepared to learn: furnish them with social skills, pens, pencils, rulers, respect for their peers, respect for teachers, an enquiring mind, and with homework completed.

So, speak with your children when they get home from school, ask what they have done that day? What did they find most interesting, what did they find most puzzling, what did they not understand? Help them to formulate a question to take back into school so that they can clarify what they did not understand with the teacher.

What were their successes that day? Congratulate them on their success.

Don't just let them play games / watch TV / or anything else unproductive all evening every evening.

10:11pm Fri 14 Feb 14

Wanderingsays...I am not on here to argue with anyone and I have had other jobs before being a teacher. This is the hardest job that I have had just because of the unnecessary paperwork - would parents not prefer that time spent actually teaching their children?

I do not blame people for having a point of view, even if it I think it is wrong but I do urge parents to see what their child's teacher actually does. It is half-term next week and looking at what I have to do, I will get one day free I think. Not to mention that I was at a tournament with one of my school teams tonight and got in at 7 after going into work at 7.30. I am not bothered about it as it is good for the kids, but my point is that the general public will not see things like that.

I am not moaning as I am going teaching abroad in August for £20,000 a year more on a tax-free wage and free accommodation in a country that appreciates teachers. Do you blame me? Less hours and more money. More teachers will follow; more teachers will quit teaching altogether; less teachers coming into the profession. There is a problem here.

12:09am Sat 15 Feb 14

BWFC71says...I know many friends and other teachers who have moved to Indonesia and Japan and other far east countries where teachers are looked upon as equal to doctors as a great profession and know that if it wasn't for teachers there would be no doctors or judges or dentists etc etc etc etc - that is something that many British people try to knock but teaching, although it wasn't for me in the end, is a fantastic profession and should be applauded for the job you do, under intense scrutiny and political games!

12:29am Sat 15 Feb 14

Darren1951says...5:15pm Mon 17 Feb 14

adathertonsays...