Chamber
Meeting of the Parliament 29 September 2011
29 Sep 2011 · S4 · Meeting of the Parliament
Item of business
Scottish Studies
Of course I welcome any measures that give teachers more confidence. What I am asking is: why is it that the proposed Scottish studies course gives something extra that is not already in the curriculum? We have hordes of bits of paper that tell us that Scottish studies are already a fundamental part of the Scottish curriculum.
My second reason for being a little confused is related to other curriculum developments. The SNP, of all parties, should know the criticisms that it faces about trying to fit everything else into a crowded curriculum. Who was it that said that they would deliver two hours of quality physical education per week to every pupil? Who persuades us, or at least tries to persuade us, that they are making good progress in this area? Who is it that has received submissions from concerned history teachers about losing discrete time in the social sciences and from language teachers who are concerned that we are not devoting enough time to German, French or Spanish? It is bad enough trying to explain to those teachers why they are being squeezed in the curriculum without a new subject appearing, to add further tensions.
I appreciate that the SNP has decided not to make the subject compulsory—thank goodness for that—but even by being an optional subject, it will have significant implications for the timetable in schools, so the SNP needs to come clean and explain which subjects will be squeezed as a result.
Let us be charitable. If I thought that important aspects of Scottish studies that are essential components of a better education for our pupils were not currently being taught, I might have a little more sympathy with the SNP. However, all the research that I can find seems to offer a wealth of evidence that there is already very considerable and good-quality coverage of Scottish literature, language, politics, culture and history. Indeed, coverage has increased recently, as a result of changes to Scottish Qualifications Authority highers and the introduction of curriculum for excellence.
Therefore, from a logical and an educational perspective, I am struggling to see why the proposed addition to the timetable is necessary and why it will not overlap with existing courses. Is not the proposal also a bit of a kick in the teeth to the people who spent hours devising all the curriculum for excellence materials, only to learn that some of their work might have to be changed?
Perhaps it is not surprising that some people think that there is something a little bit political in the proposal. It is hard not to be cynical, but I will try. I hope that the SNP will be able not only to answer the two questions that I raised, but to dispel any hint that its proposal is more to do with the SNP’s pet themes than with anything else.
Before anyone in the SNP tries their usual tack and says that the Scottish Tories are anti-Scottish, I remind the Parliament and the cabinet secretary that it was the Tories, under Scottish secretaries Malcolm Rifkind and Michael Forsyth, who provided far more money for Gaelic, the £8 million Gaelic television fund and the National Heritage (Scotland) Act 1985, which financed many projects on Gaelic and Scots. I also remind members that the Tories supported the introduction of a discrete Scottish history paper in higher history. I will take no lessons from—or be indoctrinated by—anyone about the Tories being anti-Scottish.
Of course we support arguments in education that are aimed at ensuring that all pupils understand and appreciate the extraordinary richness of Scotland and its historical, social, cultural and political identity, but I am not persuaded of a need for a new Scottish studies programme. I will not be surprised if that goes for many teachers, too.
I move amendment S4M-00959.1, to leave out from “welcomes” to end and insert:
“agrees that it is essential that all young people should have the opportunity to learn and be better informed about their country and its place in the world, including its historical, literary, linguistic and cultural inheritance as well as its landscape and natural heritage, and that such learning provides a more relevant and connected learning experience that raises ambition and attainment for all, but believes that these educational opportunities are already extensively and successfully embedded in the curriculum without the need for the addition of discrete Scottish Studies.”
15:22
My second reason for being a little confused is related to other curriculum developments. The SNP, of all parties, should know the criticisms that it faces about trying to fit everything else into a crowded curriculum. Who was it that said that they would deliver two hours of quality physical education per week to every pupil? Who persuades us, or at least tries to persuade us, that they are making good progress in this area? Who is it that has received submissions from concerned history teachers about losing discrete time in the social sciences and from language teachers who are concerned that we are not devoting enough time to German, French or Spanish? It is bad enough trying to explain to those teachers why they are being squeezed in the curriculum without a new subject appearing, to add further tensions.
I appreciate that the SNP has decided not to make the subject compulsory—thank goodness for that—but even by being an optional subject, it will have significant implications for the timetable in schools, so the SNP needs to come clean and explain which subjects will be squeezed as a result.
Let us be charitable. If I thought that important aspects of Scottish studies that are essential components of a better education for our pupils were not currently being taught, I might have a little more sympathy with the SNP. However, all the research that I can find seems to offer a wealth of evidence that there is already very considerable and good-quality coverage of Scottish literature, language, politics, culture and history. Indeed, coverage has increased recently, as a result of changes to Scottish Qualifications Authority highers and the introduction of curriculum for excellence.
Therefore, from a logical and an educational perspective, I am struggling to see why the proposed addition to the timetable is necessary and why it will not overlap with existing courses. Is not the proposal also a bit of a kick in the teeth to the people who spent hours devising all the curriculum for excellence materials, only to learn that some of their work might have to be changed?
Perhaps it is not surprising that some people think that there is something a little bit political in the proposal. It is hard not to be cynical, but I will try. I hope that the SNP will be able not only to answer the two questions that I raised, but to dispel any hint that its proposal is more to do with the SNP’s pet themes than with anything else.
Before anyone in the SNP tries their usual tack and says that the Scottish Tories are anti-Scottish, I remind the Parliament and the cabinet secretary that it was the Tories, under Scottish secretaries Malcolm Rifkind and Michael Forsyth, who provided far more money for Gaelic, the £8 million Gaelic television fund and the National Heritage (Scotland) Act 1985, which financed many projects on Gaelic and Scots. I also remind members that the Tories supported the introduction of a discrete Scottish history paper in higher history. I will take no lessons from—or be indoctrinated by—anyone about the Tories being anti-Scottish.
Of course we support arguments in education that are aimed at ensuring that all pupils understand and appreciate the extraordinary richness of Scotland and its historical, social, cultural and political identity, but I am not persuaded of a need for a new Scottish studies programme. I will not be surprised if that goes for many teachers, too.
I move amendment S4M-00959.1, to leave out from “welcomes” to end and insert:
“agrees that it is essential that all young people should have the opportunity to learn and be better informed about their country and its place in the world, including its historical, literary, linguistic and cultural inheritance as well as its landscape and natural heritage, and that such learning provides a more relevant and connected learning experience that raises ambition and attainment for all, but believes that these educational opportunities are already extensively and successfully embedded in the curriculum without the need for the addition of discrete Scottish Studies.”
15:22
References in this contribution
Motions, questions or amendments mentioned by their reference code.
- S4M-00959.1 Scottish Studies Motion
In the same item of business
The Presiding Officer (Tricia Marwick)
NPA
The next item of business is a debate on motion S4M-00959, in the name of Alasdair Allan, on Scottish studies.14:54
The Minister for Learning and Skills (Dr Alasdair Allan)
SNP
In opening the debate for the Government I will admit a rare thing in politics, which is that I care fairly deeply about whether the Parliament intends to ac...
The Deputy Presiding Officer (Elaine Smith)
Lab
We have some time in hand for the debate. I call Claire Baker to speak to and move amendment S4M-00959.2. Ms Baker, you have a generous nine minutes, and I c...
Claire Baker (Mid Scotland and Fife) (Lab)
Lab
Thank you, Presiding Officer.I welcome the opportunity to open this afternoon’s debate for Labour. There has been much commentary on proposals for Scottish s...
Claire Baker
Lab
Thank you. It is in English literature, more specifically Sylvia Plath. Although the field is known as English literature, I came to it through the study of ...
Dr Allan
SNP
I thank the member for giving way and I welcome the tone of everything that she has said, at least up until that point. She clearly welcomes the idea of lite...
Claire Baker
Lab
That is an important point, which the working group needs to look at. As I will go on to explain, many of us have experience—personal experience or experienc...
Liz Smith (Mid Scotland and Fife) (Con)
Con
I hope that I am qualified to participate in the debate, even though I do not have a doctorate. I thank the Scottish Government for at least giving us a litt...
Dr Allan
SNP
Does the member agree that one thing that would make a difference—it is certainly a theme that is beginning to emerge from the working group—is for teachers ...
Liz Smith
Con
Of course I welcome any measures that give teachers more confidence. What I am asking is: why is it that the proposed Scottish studies course gives something...
Rob Gibson (Caithness, Sutherland and Ross) (SNP)
SNP
Children in Scotland have a right to be taught about their country. Far too many young people leave school with little knowledge of Scotland’s history, geogr...
Neil Findlay (Lothian) (Lab)
Lab
Like Mr Gibson, I was a modern studies teacher, but I also taught in primary schools until the election. In those schools, I saw a vast range of subjects and...
Rob Gibson
SNP
In the past, nobody questioned the higher history module on the history of the Labour Party. That was not seen as brainwashing or an extra addition to the cu...
Neil Findlay
Lab
Can the member give us an example?
Rob Gibson
SNP
I can give him plenty of examples from where I have taught. The circumstances are such that we have to consider the attitudes behind this matter.
Kezia Dugdale (Lothian) (Lab)
Lab
Will the member give way?
Rob Gibson
SNP
Not at the moment. During the debates in 2010 about the questions in the census, there was a concern that a question about the Scots language, introduced for...
Liz Smith
Con
I totally accept some of the points that the member is making but would he agree that it is the point of the curriculum for excellence to concentrate on many...
Rob Gibson
SNP
I think that that will be strengthened by the proposals that we are discussing. The question of esteem is also important in relation to the issue of traditio...
Kezia Dugdale (Lothian) (Lab)
Lab
I welcome the opportunity to contribute to the debate. Both my parents are teachers—my dad is an English teacher and my mum is a modern languages teacher—so ...
Dr Allan
SNP
I thank Kezia Dugdale for making that point. I merely emphasise what I said before about the recognition of a Scottish studies qualification. One of the opti...
Kezia Dugdale
Lab
The minister’s intervention is helpful, particularly as he said in his opening remarks that greater structure is necessary to provide Scottish studies, where...
Kezia Dugdale
Lab
I am just coming on to a point that Rob Gibson made about higher history. He said that there was nothing in higher history about Scotland’s history, but I ha...
Rob Gibson
SNP
As Kezia Dugdale knows, it is up to the teachers to choose which of those sections they will teach. How many people learn about the wars of independence in c...
Kezia Dugdale
Lab
I am afraid that Rob Gibson is incorrect. I am reading from the SQA guidelines on higher history, which state:“Candidates must respond to one context within ...
Marco Biagi (Edinburgh Central) (SNP)
SNP
Perhaps Jack McConnell’s most useful contribution to Scottish political debate was his introduction of the term “Scottish cringe” into widespread use. Today,...
Neil Findlay
Lab
Will Marco Biagi give way?
Marco Biagi
SNP
In previous education debates, I have taken two interventions from Mr Findlay, neither of which was constructive or useful. However, perhaps it will be third...
Neil Findlay
Lab
Is Marco Biagi seriously saying that that was the most positive contribution of Jack McConnell’s time as First Minister? I hope that Marco Biagi recalls the ...
Marco Biagi
SNP
From third time lucky to three strikes and you are out. I will continue—that intervention does not even deserve an answer.Until Mr Findlay intervened, a cons...