Chamber
Plenary, 14 Jan 2010
14 Jan 2010 · S3 · Plenary
Item of business
Literacy Commission
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 pupils are tested against identified nationally agreed criteria. That is what it is all about.
Much has been made—and rightly so—of the success of Clackmannanshire Council and West Dunbartonshire Council in bucking the trend. They have done so because of the highly successful—and, yes, traditional and perhaps old-fashioned—means of combining phonics spelling with rigorous testing, such as the Schonell spelling test or the British ability scales reading test. I challenge anyone, including any Labour member, who disputes that testing works or persists in the assertion that illiteracy is necessarily a problem in areas of high deprivation such that testing should not take place against nationally agreed criteria. That is why most parties in the Parliament agreed to our previous motion. It is disappointing to hear that some have now changed their mind.
I do not accept that stand-alone papers in literacy and numeracy in secondary 4 are the answer, not just because of the reasons that Carole Ford of School Leaders Scotland outlined in a letter to The Herald last summer but for the simple reason that S4 is too late. I have no doubt whatsoever that, on the issue of testing, we require not to increase the number of tests but to improve their quality and to ensure that, first and foremost, they are set against nationally agreed criteria. That is why, exactly one year ago, we moved amendment S3M-3164.1, which called for more rigorous testing of reading, writing and arithmetic by the time that a pupil leaves primary 7 and which was supported by all other parties in the Parliament. That is also why I am moving an identical amendment today.
Unbelievably, some argue that we do not need tests at all—an argument that I find extraordinary given what the evidence shows and given the opinion of the vast majority, which is to say 72 per cent, of employers. However, I do not doubt that other things can also help. Where schools have initiated parents advice forums and workshops that help parents to work with the school on supportive work at home, they have proved immensely successful. The high turnout at many of those workshops shows just how many parents recognise the need to address literacy issues as a top priority. Internet sites, as the cabinet secretary said, can be designed to help parents who struggle to find time to visit school to see their child's teachers by providing them with the information in their own home. The literacy commission also made an important point about the scope within the General Teaching Council teacher training programme for improving the skills of teachers in delivering the basic skills to their pupils. I note that media coverage has suggested that the training should include more about grammar.
I also suggest that some attention needs to be devoted to the skills that are required for the Scottish Qualifications Authority's examinations. Increasingly over the past 10 to 15 years, there has been a move in some subjects towards bullet-pointing of answers and more descriptive comment rather than expansive analytical answers, which allow pupils more scope to demonstrate their intellectual abilities. I suggest that that is one reason why employers so often complain about the poor linguistic skills of their employees. Anything that constrains the use of language is in itself a major obstacle to literacy.
Nothing is more important than literacy, not just in advancing opportunity but in promoting confidence, self-esteem and self-discipline. Far too many people are disengaged from society and the economy because they are illiterate. It is our duty to address that, so nothing is more important than ensuring that we return to tried and tested teaching methods and introduce far more rigorous testing of the three Rs in primary schools.
We will support the motion and the other amendments in addition to our own. I move amendment S3M-5512.1, to insert at end:
", and, in particular, recognises the need to ensure that pupils in Scotland are properly schooled and tested in the basic skills of literacy and numeracy by the end of primary seven and also to ensure that the qualifications structure better reflects the specific needs of all pupils, whether they wish to pursue courses that are more academically focused or more vocationally focused."
Much has been made—and rightly so—of the success of Clackmannanshire Council and West Dunbartonshire Council in bucking the trend. They have done so because of the highly successful—and, yes, traditional and perhaps old-fashioned—means of combining phonics spelling with rigorous testing, such as the Schonell spelling test or the British ability scales reading test. I challenge anyone, including any Labour member, who disputes that testing works or persists in the assertion that illiteracy is necessarily a problem in areas of high deprivation such that testing should not take place against nationally agreed criteria. That is why most parties in the Parliament agreed to our previous motion. It is disappointing to hear that some have now changed their mind.
I do not accept that stand-alone papers in literacy and numeracy in secondary 4 are the answer, not just because of the reasons that Carole Ford of School Leaders Scotland outlined in a letter to The Herald last summer but for the simple reason that S4 is too late. I have no doubt whatsoever that, on the issue of testing, we require not to increase the number of tests but to improve their quality and to ensure that, first and foremost, they are set against nationally agreed criteria. That is why, exactly one year ago, we moved amendment S3M-3164.1, which called for more rigorous testing of reading, writing and arithmetic by the time that a pupil leaves primary 7 and which was supported by all other parties in the Parliament. That is also why I am moving an identical amendment today.
Unbelievably, some argue that we do not need tests at all—an argument that I find extraordinary given what the evidence shows and given the opinion of the vast majority, which is to say 72 per cent, of employers. However, I do not doubt that other things can also help. Where schools have initiated parents advice forums and workshops that help parents to work with the school on supportive work at home, they have proved immensely successful. The high turnout at many of those workshops shows just how many parents recognise the need to address literacy issues as a top priority. Internet sites, as the cabinet secretary said, can be designed to help parents who struggle to find time to visit school to see their child's teachers by providing them with the information in their own home. The literacy commission also made an important point about the scope within the General Teaching Council teacher training programme for improving the skills of teachers in delivering the basic skills to their pupils. I note that media coverage has suggested that the training should include more about grammar.
I also suggest that some attention needs to be devoted to the skills that are required for the Scottish Qualifications Authority's examinations. Increasingly over the past 10 to 15 years, there has been a move in some subjects towards bullet-pointing of answers and more descriptive comment rather than expansive analytical answers, which allow pupils more scope to demonstrate their intellectual abilities. I suggest that that is one reason why employers so often complain about the poor linguistic skills of their employees. Anything that constrains the use of language is in itself a major obstacle to literacy.
Nothing is more important than literacy, not just in advancing opportunity but in promoting confidence, self-esteem and self-discipline. Far too many people are disengaged from society and the economy because they are illiterate. It is our duty to address that, so nothing is more important than ensuring that we return to tried and tested teaching methods and introduce far more rigorous testing of the three Rs in primary schools.
We will support the motion and the other amendments in addition to our own. I move amendment S3M-5512.1, to insert at end:
", and, in particular, recognises the need to ensure that pupils in Scotland are properly schooled and tested in the basic skills of literacy and numeracy by the end of primary seven and also to ensure that the qualifications structure better reflects the specific needs of all pupils, whether they wish to pursue courses that are more academically focused or more vocationally focused."
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...