Chamber
Meeting of the Parliament 26 February 2014
26 Feb 2014 · S4 · Meeting of the Parliament
Item of business
Scotland’s Children
I thank the Labour Party for selecting the topic for debate at what is clearly an extremely important time for the curriculum for excellence and the new qualifications.
With less than nine weeks to go until the 2014 exam diet gets under way, it is surely a time for teachers, parents and pupils to be given some positive reassurance that everything is on schedule. It is certainly a time to thank teaching staff for the Herculean effort that they have made to cope with the disproportionate workload. In addition, I take the opportunity to thank the Scottish Government for the funding package that was announced on Friday.
Notwithstanding that help, yesterday’s meeting of the Education and Culture Committee proved that some key problems remain, several of which cannot necessarily be addressed by provision of funding, as was brought out in the surveys by the EIS and the SSTA. Those problems fall into four distinct areas, which I think it would be helpful to flag up.
The first area is the continuing confusion and mixed messages on some of the support materials, which Larry Flanagan highlighted at yesterday’s Education and Culture Committee meeting. There was a bit of confusion between the SQA and the teaching unions on the support materials and specimen papers that are verified, so it would be helpful if the minister could offer clarification on that, because Dr Brown’s answer was not quite the same as answers that we have had from elsewhere.
On the question of verification for the national 5 exam, there is a concern that not enough is being done to explain to parents why in some subjects only interim evidence for a pupil’s work can be provided. In some subjects, units 1 to 3 are taught sequentially; in biology and maths, for example, pupils will finish one topic before they go on to the next, which means that the evidence for, say, unit 1 is clear. However, in subjects such as English and drama, the units are taught at the same time, which means that it is not possible to come to a pass or fail judgment. That has led to a little bit of confusion.
Moreover, in other subjects including business management, it is essential to get a 50 per cent pass rate in all the learning outcomes, whereas in others pupils need only get an average of 50 per cent. There might be very good reasons for that difference, but if we are to address the issue of academic robustness we need to be very clear what those reasons are, particularly in relation to how this approach relates to the verification process.
We also have to be very mindful of the tensions that have arisen. As the minister has rightly pointed out, the substantial culture change involved in curriculum for excellence meant that some teething problems were inevitable. I do not think that anyone would take away from that, but what came through loud and clear at yesterday’s Education and Culture Committee meeting was the need to plan now for the articulation between the national exams and the new highers—and, more important, the advanced highers, which will not run alongside any of this for an extra year. On top of everything else, there are issues about the workload that people are being asked to take on, and those real concerns will obviously have an impact on future development work on the new highers and advanced highers.
On the post-results service, I firmly believe that the previous appeals system needed to be reformed. It did not work well; there were too many appeals and I do not think that what was happening with the mechanism that most teachers called the automatic appeal was right. I am therefore very much in favour of the changes to the system and welcome the scope for altering marks in both directions, which I think will give the system more integrity.
That said, a couple of weeks ago The Courier raised an important issue when it asked Perth and Kinross Council, Fife Council and Stirling Council whether the bill for an unsuccessful appeal falls on the individual school or is captured in the budget of the education department of the relevant authority. Parents would like that to be clarified; when I asked the minister about that at last week’s education question time, he was not able to clarify the matter fully, and we did not get full clarification yesterday. It is important that we get that clarification, because there must be no disincentive for any school—
With less than nine weeks to go until the 2014 exam diet gets under way, it is surely a time for teachers, parents and pupils to be given some positive reassurance that everything is on schedule. It is certainly a time to thank teaching staff for the Herculean effort that they have made to cope with the disproportionate workload. In addition, I take the opportunity to thank the Scottish Government for the funding package that was announced on Friday.
Notwithstanding that help, yesterday’s meeting of the Education and Culture Committee proved that some key problems remain, several of which cannot necessarily be addressed by provision of funding, as was brought out in the surveys by the EIS and the SSTA. Those problems fall into four distinct areas, which I think it would be helpful to flag up.
The first area is the continuing confusion and mixed messages on some of the support materials, which Larry Flanagan highlighted at yesterday’s Education and Culture Committee meeting. There was a bit of confusion between the SQA and the teaching unions on the support materials and specimen papers that are verified, so it would be helpful if the minister could offer clarification on that, because Dr Brown’s answer was not quite the same as answers that we have had from elsewhere.
On the question of verification for the national 5 exam, there is a concern that not enough is being done to explain to parents why in some subjects only interim evidence for a pupil’s work can be provided. In some subjects, units 1 to 3 are taught sequentially; in biology and maths, for example, pupils will finish one topic before they go on to the next, which means that the evidence for, say, unit 1 is clear. However, in subjects such as English and drama, the units are taught at the same time, which means that it is not possible to come to a pass or fail judgment. That has led to a little bit of confusion.
Moreover, in other subjects including business management, it is essential to get a 50 per cent pass rate in all the learning outcomes, whereas in others pupils need only get an average of 50 per cent. There might be very good reasons for that difference, but if we are to address the issue of academic robustness we need to be very clear what those reasons are, particularly in relation to how this approach relates to the verification process.
We also have to be very mindful of the tensions that have arisen. As the minister has rightly pointed out, the substantial culture change involved in curriculum for excellence meant that some teething problems were inevitable. I do not think that anyone would take away from that, but what came through loud and clear at yesterday’s Education and Culture Committee meeting was the need to plan now for the articulation between the national exams and the new highers—and, more important, the advanced highers, which will not run alongside any of this for an extra year. On top of everything else, there are issues about the workload that people are being asked to take on, and those real concerns will obviously have an impact on future development work on the new highers and advanced highers.
On the post-results service, I firmly believe that the previous appeals system needed to be reformed. It did not work well; there were too many appeals and I do not think that what was happening with the mechanism that most teachers called the automatic appeal was right. I am therefore very much in favour of the changes to the system and welcome the scope for altering marks in both directions, which I think will give the system more integrity.
That said, a couple of weeks ago The Courier raised an important issue when it asked Perth and Kinross Council, Fife Council and Stirling Council whether the bill for an unsuccessful appeal falls on the individual school or is captured in the budget of the education department of the relevant authority. Parents would like that to be clarified; when I asked the minister about that at last week’s education question time, he was not able to clarify the matter fully, and we did not get full clarification yesterday. It is important that we get that clarification, because there must be no disincentive for any school—
In the same item of business
The Deputy Presiding Officer (John Scott)
Con
The next item of business is a debate on motion S4M-09140, in the name of Neil Bibby, on Scotland’s children. I invite members who wish to speak in the debat...
Neil Bibby (West Scotland) (Lab)
Lab
Like all parties in the chamber, the Scottish Labour Party continues to support curriculum for excellence. We want it to work, and that is why Scottish Labou...
The Minister for Learning, Science and Scotland’s Languages (Dr Alasdair Allan)
SNP
Will the member give way?
Neil Bibby
Lab
I am happy to give way to the minister, who I hope will respond to the concerns of those teachers.
Dr Allan
SNP
I am grateful to the member for raising these issues. As I have indicated throughout the process, the Government is keen to hear from teachers. It is importa...
Neil Bibby
Lab
Teachers can complain about the situation because it is completely unacceptable. We need a review for the very reasons that the minister has just outlined. I...
The Cabinet Secretary for Education and Lifelong Learning (Michael Russell)
SNP
The member has just asserted that“so many pupils will not be studying the new highers next year”.Can he benefit the chamber by telling me how many? What prec...
Neil Bibby
Lab
Forgive me, Presiding Officer, but I did not know that I had assumed the position of Cabinet Secretary for Education and Lifelong Learning. If I was the cabi...
Michael Russell
SNP
He does not know.
Neil Bibby
Lab
Mr Russell does not know, and that is concerning. Instead of leadership, we have seen complete complacency—Interruption.
The Deputy Presiding Officer
Con
Can we have a bit of order, please? Interruption. Order!
Neil Bibby
Lab
It has fallen to local authorities such as Fife Council to give the leadership that has been lacking from the cabinet secretary’s actions. Such is its commit...
The Deputy Presiding Officer
Con
I ask the member to move his motion as he draws to a close.
Neil Bibby
Lab
It is vital that lessons are learned, so that we can prevent such a situation from happening again.The situation is unacceptable and the Government has been ...
The Minister for Learning, Science and Scotland’s Languages (Dr Alasdair Allan)
SNP
I am grateful for the opportunity to pause to remember why we are doing what we are doing in CFE and to reflect on the positive progress that has been made f...
Neil Bibby
Lab
Pupils, parents and teachers all need to feel confident before exams take place. Will the minister help to alleviate concerns by ensuring as a matter of urge...
Dr Allan
SNP
I am glad that Neil Bibby has asked that, because it was one of the interesting issues that was raised at yesterday’s meeting of the Education and Culture Co...
Neil Bibby
Lab
Will the minister clarify how many specimen higher papers will be published? He will be aware that concerns have been raised about the lack of resources for ...
Dr Allan
SNP
On the last question, the Government recently made an extra £1 million available to assist local authorities with textbooks, and we remain open to schools’ a...
Neil Bibby
Lab
It was about the number of specimen papers that will be published.
Dr Allan
SNP
In the next few days, a specimen paper will be made available for all the new higher courses.On the subject of highers, it is also worth saying—
The Deputy Presiding Officer
Con
You should draw to a close.
Dr Allan
SNP
The Government is listening—not only to parents and schools, but to teachers. We want to do what we can to ensure that confidence is not undermined at this c...
Liz Smith (Mid Scotland and Fife) (Con)
Con
I thank the Labour Party for selecting the topic for debate at what is clearly an extremely important time for the curriculum for excellence and the new qual...
Michael Russell
SNP
Will Liz Smith give way?
The Deputy Presiding Officer (Elaine Smith)
Lab
The member is concluding, cabinet secretary. You must be very brief.
Michael Russell
SNP
The SQA has made it clear that local authorities take the ultimate responsibility, but I thank Liz Smith for raising the issue in the way that she has raised...
The Deputy Presiding Officer
Lab
You must conclude now, Ms Smith.
Liz Smith
Con
I very much appreciate the cabinet secretary’s comments because the issue is certainly worrying parents.I agree with Labour that, whether we are talking abou...
The Deputy Presiding Officer
Lab
I am afraid that you really must finish, Ms Smith.