Chamber and committees

Origin “ destination data on freight movements at a local authority level is not held centrally.

There are regular meetings between Scottish Government officials and each of the teacher representative organisations. The Curriculum for Excellence management board is overseeing implementation. Of its 17 non-Scottish Government members, four are from the teacher organisations. Views and concerns can be raised at meetings of the board. One thousand, five hundred and fifty heads of early years, primary and secondary schools have attended five Scottish Government regional events this year.

I refer the member to answers to questions S3W-29158 and S3W-29166 on 7 December 2009. All answers to written parliamentary questions are available on the Parliament''s website, the search facility for which can be found at:

http://www.scottish.parliament.uk/Apps2/Business/PQA/Default.aspx.

In addition, the new qualifications in literacy and numeracy will accredit the skills developed through Curriculum for Excellence from S3 onwards.

Such an understanding of future assessment is incorrect. Through Curriculum for Excellence, for the first time since devolution, all teachers will have responsibility for improving the literacy and numeracy of all children. Literacy and numeracy will be developed to agreed national standards at all stages from early to senior. For the first time, there will be new qualifications in literacy and numeracy from S3 onwards to accredit the skills developed through Curriculum for Excellence.

Each child and young person will be formally assessed throughout all stages, from early years to senior and secondary education. Learning will be assessed against the standards and expectations set out in the curriculum guidance and in line with the strategic vision for assessment, published on 23 September this year. Children and young people will be assessed through a wide range of tasks and activities, including dialogue and interactions with peers, as well as through written, oral and practical activities and tasks, including tests and examinations, including from S3 onwards the literacy and numeracy qualifications. The framework for assessment, and the quality assurance and moderation model, to be published in due course, will provide more detailed guidance on assessment in Curriculum for Excellence.

I refer the member to question S3W-29158, answered on 7 December 2009. All answers to written parliamentary questions are available on the Parliament''s website, the search facility for which can be found at http://www.scottish.parliament.uk/Apps2/Business/PQA/Default.aspx.

Parents will also get regular information at all stages about their children''s progress in achieving Curriculum for Excellence levels in key areas of learning, such as literacy and numeracy. In addition to individual reports on the progress of their child, parents will receive information on how well learners and particular groups of learners are achieving in relation to expected levels at particular stages, as well as how the school is applying national standards and expectations.

Such an understanding of future assessment is incorrect. The standards and expectations within the curriculum guidance provide a common basis of understanding across sectors. One of the key aims of Curriculum for Excellence is to ensure well-planned and effective transition between all stages of the 3-18 curriculum.

At particular points “ especially points of transition “ teachers will work with children and young people to provide clear information about each child''s or young person''s progress and achievements, including in literacy and numeracy. The new national system of quality assurance and moderation will ensure that there is confidence in assessment judgements and that the information is valid and reliable.

As stated by Ken Cunningham, General Secretary, School Leaders Scotland (SLS), in The Sunday Post on 14 June 2009 We need a robust education system to meet the challenges of the modern world and this is just another step in a series of improvement to that system standard grades and intermediates are being replaced by a new qualification, to the same standards, but better reflecting what will be taught and better reflecting all we know about best assessment.

Curriculum for Excellence has received continual support from SLS and the other teacher representative organisations and we will continue to work with them and our other partners on its full development. SLS is a member of the Curriculum for Excellence management board and its sub-committees. In particular, SLS was a member of the management board sub-committee which helped to develop the model for the new qualifications. SLS is one of eight members of the Qualifications Governing Group, which is overseeing on behalf of management board the development of the new qualifications. SLS is also a member of the National Assessment Resource Content Group, the Achievement, S3 Profile and Reporting Group and the Curriculum for Excellence Stakeholder Communications Group.

Head teachers have a critical leadership role in raising educational standards and ensuring children and young people in their schools fulfil their potential. They are responsible for the implementation of Curriculum for Excellence within their school, in partnership with their local authority. School Leaders Scotland (SLS) plays an important and valuable role in representing their views and interests as a member of the Curriculum for Excellence management board and of its sub-committees. In particular, SLS was a member of the management board sub-committee which helped to develop the model for the new qualifications. SLS is one of eight members of the Qualifications Governing Group, which is overseeing on behalf of management board, the development of the new qualifications. SLS is also a member of the National Assessment Resource Content Group, the Achievement, S3 Profile and Reporting Group and the Curriculum for Excellence Stakeholder Communications Group.

Indeed, it was as a result of the professional advice from SLS as a member of the management board sub-committee on the model for the new qualifications that the new qualification National 4, to be introduced in 2013-14, will not have an external examination.

The long-standing and continuing commitment to Curriculum for Excellence by School Leaders Scotland, together with the other teacher representative organisations, the EIS, SSTA and AHDHs, is valued greatly by the Scottish Government.

Each of these organisations is a member of the Curriculum for Excellence management board. Every major policy development for Curriculum for Excellence has been developed and supported by the board. SLS has been a member of various sub-committees of the management board, including the sub-committee which made a unanimous recommendation of the model for the new qualifications and also the Qualifications Governing Group, which will oversee development of the new qualifications.

Such an understanding of future assessment is incorrect. There will be accountability at classroom, school, education authority and national level for the achievements of children and young people at all stages against the standards and expectations in Curriculum for Excellence.

Benchmarks at education authority and national levels will be based on a range of valid and reliable information including that provided through the National Assessment Resource and moderation practices.

In addition, the Scottish Survey of Achievement will be refocused on numeracy and literacy in alternate years, beginning with numeracy in 2011. This will provide national performance information on literacy and numeracy at primary and early secondary stages.