e-- --- CHURCH OF SCIENTOLOGYMission of Dublin

6216~ Middle Abbey Streel, Dublin I, IrelandIII 1-\\ () I 8720007

Secretary,National Literacy and Numeracy Implementation Group,Department of Education & Skills,Malborough Street,Dublin I 13lh Dec. 2010

literacvnumeracv@education.gov.ieJeanne.moore@nesc.ie

Re: "Better Literacy and Numeracy for Children & Young People - A DraftNational Plan to Improve Literacy and Numeracy in Schools"

Dear Sir or Madam,

I wish to congratulate you and your colleagues on the above Draft National Plan andparticularly on its intent to Vrioritiseliteracy & numeracy in primary level education.

The recent OECD Education Report www.oecd.orgldataoecd/54/12/46643496.pdfmade for grim reading for Ireland, particularly as it recorded a decline in Literacy &

Numeracy during a period when Ireland massively increased spending on Education,including a reduction in class room sizes, increased facilities and big increases inteacher salaries.

It is interesting that those countries who recorded an increase in Literacy & Numeracyinclude Albania, Peru & Chile, hardly countries that spent vast sums on theireducation systems during the relevant measuring period.

This seems to indicate that throwing money at the Literacy & Numeracy problem isnot the solution..

Perhaps the most pertinent comment on the situation was made by Ruairi Quinn TD(Labour Party Spokersperson on Education) as reported in the Irish Times:"Incredibly, the class of 2010 is thefirst generation of Irish students not to have abetter standard of literacy than theirparents."

Whilst the accuracy of Deputy Quinn' s statement might be questioned - students havehad a lower standard of literacy than their parents for several years, not just 2010 - theoverall tenor of the comment cannot be denied.

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It certainly indicates that the proposed Draft National Plan (as amended by advicesinvited by the Minister) is more needed than ever.

The Draft National Plan, thankfully, proposes to:A. Set targets for literacy & numeracy attainment and improvementB. Improve teacher educationC. Prioritise literacy & numeracy teachingD. Facilitate parental & community support for literacy & numeracy

A. Set targetsfor literacy & numeracy attainment and improvement. It hardlyneeds to be reiterated that accountability must be involved in the setting andattainment of targets.

B. Improve teacher education. The evidence of the recent School Inspector'sreport indicates that a significant percentage of teachers are not performing thebasictasksforwhichtheyarebeingpaid- teachingtheirpupilseffectively.

C. Prioritise literacy & numeracy teaching. The evidence in the recent OECDEducation Report makes it very clear that this must be the absolute priority inprimary level education.

D. Facilitate parental & community supportfor literacy & numeracy.Unfortunately this must include a cultural change in some areas. I know frompersonal experience that education is not sufficiently valued in somecommunities - and it is no coincidence that it is in those communities wherestandards of L&N are lowest. This cultural change may be effected by thereward/penalty mechanism.

According to "The 2009 National Assessments of Mathematics and English Reading"

. Numeracy correct scores were 57% for Second Class (and thus 43% fail) and55% for Sixth Class (and thus 45% fail).

. Reading correct scores were 63% for Second Class (and thus 37% fail) and65% for Sixth Class (and thus 35% fail).

The above is further evidence of the amount of work that needs to be done, and whythe Draft National Plan is so important.

VariablesThere are vast numbers of variables in almost any system, but in the acquisition ofL&N the key ones include:

1. Inherent cognitive ability of the child2. Willingness of the child to learn.3. The classroom environment4. The ability of the teacher to teach.5. The systems ofteaching, or how is the subject taught, and how is this

monitored?6. Parental support.7. Peer pressure.8. Cultural bias.

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It is recognised that there are many elements outside the subject of pedagogy thatinfluence the willingness of the child to learn. These are outside the classroom in themain, in the family home and/or wider society - poverty, cultural bias against reading,low expectations, television watching etc. Our current civilisation appears to bedesigned to ensure that, for children, literacy in digital gaming is the priority.

However the Education system must concentrate on those elements which are directlyunder its control, and for which it is responsible - namely the education & training ofteachers to educate & train pupils in the school environment, the generation of aclimate oflearning, the creation of a willingness to learn etc. Other factors not directlyunder the control of the education system may be addressed by other public bodies

So there are variables - some pupils attain suitable literacy & numeracy (L&N) fasterand/or better than others. The point is how do we minimise the variables in order thatthe greatest proportion possible of children reach the required standards in L&N?

The minimisation of variables also makes comparing like-for-like data far morefeasible and thus makes assessment, evaluation and change much more effective.

CurriculaCurriculum and its contents are very important. The NCCA advises the Minister oncurriculum & assessment, and provides material on its websites in regard to same.

However the published curricula (of all subjects, not just literacy) in Ireland arelargely descriptive (akin to a narrative in a book), and almost separated fromassessment. I believe the elements of curricula and assessment should be much moreintegrated, prescriptive and far more systematic than they are.

In addition the published Curricula suggest a menu of suitable books for use. This isvery far from satisfactory as indicated by the "The 2009 National Assessments ofMathematics and English Reading" (and I quote):

"Finally, a key finding was that not only were textbooks used on most days in mostlessons, but they were also by far the most common resource used to plan lessons.Thus, it could be argued that textbooks mediate interpretation and implementation ofthe curriculum in almost every classroom, yet their contents and the underlyingimplications for teaching remain largely unexamined. In the past, the Inspectoratehad a role in reviewing textbook content and quality. Currently, no agency does,suggesting an area on which research is needed."

Text books should be assessed, and recommended with all pupils using the same textbooks for all schools. This would further reduce variables.

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Possible Solution to the reduction of variables and the increase in assessment:

As a contribution to the debate on the issue, consider if:

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A. Each pupil in the classroom had his/her own copy of the curriculum(named and numbered). This would represent the pupil's path through thecourse. The curriculum would state the purpose of the course, its outcomeand much, much more.

B. The curriculumwouldbe strictlyandsystematicallyprescribed- anitemised list of study/teaching assignments, demonstrations and practicalassignments all leading, on a gradient, to the required attainment ofcomprehension to a level of use in the relevant subject. This could becalled a checksheet or a checklist of things to do.

c. Each step of the curriculum checklist to be signed off (and dated) by theteacher when satisfactorily completed bv the pupil. This ensures that theteacher takes responsibility for the attainment level of each individualchild whilst in the school.

D. The pupil must complete all tasks, and demonstrate that he/she can do so.This is observed and signed off by the teacher on the checklist. The "passmark" is full completion of the task, not semi-completion, or nearlycompletion or 40% or any similar failure.

E. The completion of the curriculum checklist, fully signed offby the teacher,is the assessment - it certifies that the child can understand the material toa level where the child can use the material, and the teacher's signature isevidence of same.

F. The pupil does not complete the curriculum until all the tasks arecomplete, and the teacher undertakes to continue with the child until thisresult is achieved (unless there are issues outside of the control of theteacher preventing completion).

G. The teacher signature introduces accountability, and a detailed record ofthe pupil's progress in the course, where he/she was doing well, or not, asthe case may be. This assists in the targeting of remedial action wherenecessary. Thus when & where a student is going slow, or failing in someparticular area, is revealed more or less immediately and can be addressed.The situation, whatever that is, does not have to wait until the end of thecurriculum to be handled.

H. The accountability of teachers for their assessment, and the accuracytherein, must have consequences (either reward or penalty) otherwise itwill be abused.

I. The collective of signed-off checklists would constitute a very valuabledatabase for further improvements in pedagogy.

The above suggestion dictates a far more detailed curriculum for each subject. Notjust a body of knowledge required to be learned, but an exact sequence of stepsnecessary to acquire that knowledge. It removes a large number of variables -

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what does the teacher do next, the exact sequence of tasks, what does the teacherprepare for each day, the relative abilities of different pupils and so on.

The above would likely involve:

(i) Directing the exact materials, including books, to be used on the course.The current "choose from a recommended list" approach would not bepermissible as it introduces unnecessary variables in content and approach.

(ii) Curricula development to a level not attained yet. Currently there are someexcellent teachers with (documented) great results in pupil comprehensionattainment. Their experience and methods could inform draft curriculachecklists which can then be piloted, strain-tested, modified as necessaryand issued to all pupils & teachers for implementation.

(iii) A change of attitude amongst teachers that more accurately reflects theircritical influence on the individual and society. A primary level pupil mustnot be "graduated" from primary level without the skills of L & Nnecessary to thrive at secondary level- to date that has not been achievedand pupils regularly "complete" primary level whilst being functionallyilliterate. This is a disaster unfolding in slow motion, with jail populationexplosions, feral juvenile behaviour, and unskilled unemployable ascollateral damage symptoms.

One might conclude that such an intentionally "straitjacket" approach to teachingthe curricula would stifle pedagogic flair, but it is not flair that is essential butconsistently competent teaching, monitored and recorded, to achieve the desiredoutcome. If flair can be added to this, well and good, but it is not an absoluterequirement.

What are the elements that make up "good teaching" or "good preparation"? Ifthese elements are known, and can be measured then they can be taught toprospective teachers and their use made mandatory. The Inspectorate of the Deptof Education presumably has a good grasp of what constitutes "good teaching"and "good preparation". Accordingly they should have a direct input into teachertraining and curricula development.

Teacher Trainin2Perhaps a similar approach to pupil L&N development may be applied to teachertraining itself. By evidence, despite massively increased resources, and (byinternational standards) extremely high salaries and enviable working conditions,teachers are not producing enough,results. According to the OECD Ireland is"average" at best. Far, far too many children are "graduating" primary levelfunctionally illiterate. It is unacceptable that even one child so "graduates".

Clearly the teacher training regime could use a similar curricula/assessmentintegration with no teacher graduating until he/she can demonstrate that they can

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apply the skills & knowledge they have learned. This must be signed offby theirinstructors/lecturers who must be held responsible for their signatures.

Summary· There are extremely effective (by results) teachers and school inspectors in

the Education system. They should be used as a resource to create highlydetailed curricula for L&N.

· These curricula should provide evidence that each child has achieved theproposed outcome of completing the relevant curriculum.

· Full responsibility must be assumed by each teacher for teaching eachchild to achieve the desired outcome.

· Full responsibility must be assumed by each teacher training facility foreducating each teacher to teach.

· Full accountability must be demanded ITomevery professional involved inthe education process, with appropriate consequences for failure orsuccess.

Some of the above may seem a little prescriptive and may invite opposition ITomvested interests, but we are dealing with the future of our children, and the future ofsociety. We cannot allow bruised egos, low expectation, received wisdom or protectedstatus to stand in the way of the future of society and our country.

I hope the above is a contribution to the discussion on a way forward to improveliteracy & numeracy for our children.

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