Chamber
Plenary, 14 Jan 2010
14 Jan 2010 · S3 · Plenary
Item of business
Literacy Commission
I do not want to get into what my predecessor or her predecessor or any other predecessor did. I recognise the term, but one of the things that the literacy commission does for us is to extend the terms that we are using in the debate and recognise that there are levels of expectation in society that we need to address. I do not think that we should fall out about the issue. However, I think that there is such a thing as functional literacy, which we need to look at, but the higher-order skills must be there as well.
I will focus on the curriculum for excellence, which is the burden of my amendment. For the first time, in the curriculum for excellence every teacher will have a responsibility for the development of literacy skills and to provide a coherent education from three to 18. The curriculum guidance for literacy is concise, thorough and clear about the outcomes that we want our young people to achieve.
Good teaching and learning in primary schools is the best way to provide the platform from which to improve literacy skills. Literacy across learning will enable secondary teachers to help young people better express their understanding of subjects and better explain their ideas in all they learn. Teachers will be freed up from overprescription—they know best how to teach.
We are introducing new national literacy qualifications from school year 2012-13 to ensure that those skills are formally accredited and recognised. Our expectation is that most young people will be presented for the qualifications at some point before leaving school. The new qualifications will also be available for adult learners in colleges.
Under the curriculum for excellence, young people will therefore learn the fundamentals of reading, writing, listening and talking, including spelling, structure and punctuation and, equally important, they will learn how those skills can be applied critically, across different media. Work is well under way to ensure that there is a detailed underpinning for the curriculum for excellence literacy proposals and I will keep the chamber and Scotland well informed about that.
I agree fully with the commission's view on the importance of a child's early years and the importance of early intervention, not only for literacy but for a child's life chances, future health and employability, all of which are tied up with literacy. That is why we are working with local partners to implement our comprehensive early years framework and the associated frameworks that are aimed at tackling health inequalities and poverty.
Rolling out the child-centred, personalised and multi-agency support in getting it right for every child should ensure that every child gets the required support. We are, therefore, putting into practice Labour's call for continuous and sustained support for families. We are also supporting local initiatives, such as equally well test sites, the family nurse partnership and Barnardo's you first programme. Nonetheless, I am happy to say to Mr McNulty that if more is needed, we will do more, and we recognise that more probably is needed.
Early intervention will mean improved outcomes for each child further down the line, in respect of life chances, health outcomes and educational attainment. Investment in the early years pays dividends for society as a whole, in both social and economic terms.
Developing parents' capacity to be the best parents that they can be for their children and helping them in the vital role that they play is another key. That is why we have developed a marketing campaign—play, talk, read—and a supporting website, showing parents that they can make a difference to a child's uptake of essential skills.
Reducing class sizes in the early years of primary school can make a contribution to driving up literacy standards. Every child would benefit from smaller classes, in which more time is spent by teachers on literacy and early intervention. In that way, together with providing the right level and quality of nursery provision, we are ensuring that our children are ready to succeed. There is no dichotomy between the good things that can happen and are happening in some nurture groups and the good things that can happen and are happening with smaller class sizes. I want to ensure that that understanding takes place, and that was part of the discussion that I had this morning with the literacy commission.
I will focus on the curriculum for excellence, which is the burden of my amendment. For the first time, in the curriculum for excellence every teacher will have a responsibility for the development of literacy skills and to provide a coherent education from three to 18. The curriculum guidance for literacy is concise, thorough and clear about the outcomes that we want our young people to achieve.
Good teaching and learning in primary schools is the best way to provide the platform from which to improve literacy skills. Literacy across learning will enable secondary teachers to help young people better express their understanding of subjects and better explain their ideas in all they learn. Teachers will be freed up from overprescription—they know best how to teach.
We are introducing new national literacy qualifications from school year 2012-13 to ensure that those skills are formally accredited and recognised. Our expectation is that most young people will be presented for the qualifications at some point before leaving school. The new qualifications will also be available for adult learners in colleges.
Under the curriculum for excellence, young people will therefore learn the fundamentals of reading, writing, listening and talking, including spelling, structure and punctuation and, equally important, they will learn how those skills can be applied critically, across different media. Work is well under way to ensure that there is a detailed underpinning for the curriculum for excellence literacy proposals and I will keep the chamber and Scotland well informed about that.
I agree fully with the commission's view on the importance of a child's early years and the importance of early intervention, not only for literacy but for a child's life chances, future health and employability, all of which are tied up with literacy. That is why we are working with local partners to implement our comprehensive early years framework and the associated frameworks that are aimed at tackling health inequalities and poverty.
Rolling out the child-centred, personalised and multi-agency support in getting it right for every child should ensure that every child gets the required support. We are, therefore, putting into practice Labour's call for continuous and sustained support for families. We are also supporting local initiatives, such as equally well test sites, the family nurse partnership and Barnardo's you first programme. Nonetheless, I am happy to say to Mr McNulty that if more is needed, we will do more, and we recognise that more probably is needed.
Early intervention will mean improved outcomes for each child further down the line, in respect of life chances, health outcomes and educational attainment. Investment in the early years pays dividends for society as a whole, in both social and economic terms.
Developing parents' capacity to be the best parents that they can be for their children and helping them in the vital role that they play is another key. That is why we have developed a marketing campaign—play, talk, read—and a supporting website, showing parents that they can make a difference to a child's uptake of essential skills.
Reducing class sizes in the early years of primary school can make a contribution to driving up literacy standards. Every child would benefit from smaller classes, in which more time is spent by teachers on literacy and early intervention. In that way, together with providing the right level and quality of nursery provision, we are ensuring that our children are ready to succeed. There is no dichotomy between the good things that can happen and are happening in some nurture groups and the good things that can happen and are happening with smaller class sizes. I want to ensure that that understanding takes place, and that was part of the discussion that I had this morning with the literacy commission.
In the same item of business
The Presiding Officer (Alex Fergusson):
NPA
Good morning. The first item of business is a debate on motion S3M-5512, in the name of Des McNulty, on the report of the literacy commission. Unless there a...
Des McNulty (Clydebank and Milngavie) (Lab):
Lab
I express my gratitude to the members of the literacy commission, some of whom are in the gallery, for their efforts in producing the substantial report that...
Murdo Fraser (Mid Scotland and Fife) (Con):
Con
I am a little bit confused by Labour's position, given that Mr McNulty and all his Labour colleagues voted on 7 January 2009 for exactly the same wording as ...
Des McNulty:
Lab
Perhaps Mr Fraser should read carefully the literacy commission's report, which makes an overwhelming case against the approach that he and his Conservative ...
The Cabinet Secretary for Education and Lifelong Learning (Michael Russell):
SNP
I welcome the debate, as it gives me another opportunity to thank publicly the members of the literacy commission—some of whom are in the gallery—restate the...
Johann Lamont (Glasgow Pollok) (Lab):
Lab
There is clearly a big issue about adult illiteracy and the impact that it has on families. What expectation does the cabinet secretary have that the single ...
Michael Russell:
SNP
That positive suggestion from Johann Lamont that the single outcome agreement process—a developing process that was positively discussed yesterday at the mee...
Rhona Brankin (Midlothian) (Lab):
Lab
The term "functional literacy" is central to the matter. In West Dunbartonshire the concept of functional literacy is used as a benchmark to measure progress...
Michael Russell:
SNP
I do not want to get into what my predecessor or her predecessor or any other predecessor did. I recognise the term, but one of the things that the literacy ...
Des McNulty:
Lab
The real question is partly a matter of priorities. What is the Government's priority? Is it improving literacy or reducing class sizes? Even more important,...
Michael Russell:
SNP
I am very deliberately not talking all the time about class sizes. I have discussed the subject in a paragraph almost 11 minutes into my speech. However, I t...
Johann Lamont:
Lab
Will the cabinet secretary give way?
Michael Russell:
SNP
No. Sorry, but I would like to finish this point.The means by which literacy is achieved are many and varied. I accept the literacy commission's recommendati...
Johann Lamont:
Lab
Will the cabinet secretary give way?
Michael Russell:
SNP
No, I do not want to take a point from Johann Lamont. It is possible to see a contribution being made by smaller class sizes, just as it is possible to see a...
Murdo Fraser:
Con
Is that another U-turn?
Michael Russell:
SNP
Although Mr Fraser might point out that we voted for such an amendment the last time, times change.I move amendment S3M-5512.2, to insert after "literacy act...
Elizabeth Smith (Mid Scotland and Fife) (Con):
Con
We warmly welcome this debate on a topic that the Scottish Conservatives have long believed is the most important in education. I, too, pay tribute to the wo...
Michael Russell:
SNP
Just to be absolutely clear, I neither said that nor believe it. The work that is required to be done to continue to build a curriculum for excellence is wha...
Elizabeth Smith:
Con
Cabinet secretary, I am more than happy to join in that work, but the assertion that teachers across the board have never been involved in dealing with liter...
Michael Russell:
SNP
I never said that.
Elizabeth Smith:
Con
Forgive me, but the cabinet secretary's words indicated exactly that.Let me be clear: there is absolutely no need to reinvent the wheel. Many good things hav...
Hugh O'Donnell (Central Scotland) (LD):
LD
Does the member recognise the value of the continuing examination of literacy that is available through the national assessment bank materials, particularly ...
Elizabeth Smith:
Con
If the member is referring to NAB materials within secondary schools, I think that there are deep concerns about that process—
Hugh O'Donnell:
LD
I referred to primary schools.
Elizabeth Smith:
Con
Regarding the primary set-up, I think that most teachers are anxious that there should be considerable improvement in the testing process to ensure that pupi...
Hugh O'Donnell (Central Scotland) (LD):
LD
In speaking to the amendment in the name of my colleague Margaret Smith, I add my thanks to the members of the literacy commission for their work in producin...
Christina McKelvie (Central Scotland) (SNP):
SNP
Don't worry—there is a numeracy debate next week.
Hugh O'Donnell:
LD
Thank you for that.We agree with the report's recommendation that there should be a sustained policy commitment at all levels of government to providing our ...
Rhona Brankin (Midlothian) (Lab):
Lab
My belief in the importance of literacy was developed during the many years that I spent as a teacher working with youngsters who were failing to acquire bas...