In all the debates about A Curriculum for Excellencelearning outcomesinter-disciplinary projects, the welfare of the pupils does not seem to be high on the agenda. Instead, academics trying to justify their jobs by issuing pointless documents are hogging the limelight.

As a parent of a pupil who is being used to pilot this project, I am worried that my child will grow up not knowing the essential things that go into a solid, rounded education. I am not interested in seeing my child take part in cross-curricular projects: I want my child to get a sound knowledge of social subjects, modern languages, the sciences, etc.

The ACfE generation will grow up knowing nothing. This will, inevitably, be classified as a problem in about 10 years’ time, at which point more public millions will be spent on working groupsdocumentslearning outcomes published by academics seeking to justify their jobs, looking to address the issue of why so many of our youngsters leave school knowing less than their continental counterparts.

My child is not “learning how to learn”; my child is simply not learning. Far from being an initiative that will prepare the next generation of doctors, teachers and lawyers, this will have the effect of producing a generation that knows next to nothing.

In these times of economic crisis, with cuts being made to education budgets left, right and centre, we should consign ACfE to the waste basket. The savings will be astronomical. It may leave some of these “educational experts” out of a job, but that is a trade-off I am willing to make.

A concerned parent, Duncanrig Secondary School, East Kilbride.