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The Minister of State, Department for Education (Mr Nick Gibb)
I congratulate my hon. Friend the Member for Congleton (Fiona Bruce) on securing this debate and on her opening speech, which set out the argument extremely well. This issue has engendered a large volume of correspondence from hon. Members and the Churches. We believe that religious education is an important subject. In fact, it is the only subject that has been a compulsory part of the school curriculum since 1944. The Education Reform Act 1988 made religious education a fundamental part of the basic curriculum, as opposed to the national curriculum, in all maintained schools. Its unique status signifies the special position that religious education holds in reflecting the traditions and beliefs that underpin contemporary society.
RE is central to the aim of the school curriculum, which is to promote the spiritual, moral and cultural development of children and young people and to help prepare them for the responsibilities and experiences of adult life.
My hon. Friend the Member for Southport (John Pugh) appeared to be proposing the ending of compulsory RE in the curriculum, which is an argument that we will resist. As a Government, we are committed to retaining RE as a compulsory subject to the age of 16, notwithstanding the increasing volume of the secular lobby. Unlike the previous Government, this Administration are committed to faith schools. We value the enormous contribution that they make to our education system, which my hon. Friend the Member for Enfield, Southgate (Mr Burrowes) has acknowledged.
I agree with the hon. Member for Mitcham and Morden (Siobhain McDonagh), who said that RE helps to promote community cohesion. RE, as part of a broad and balanced curriculum, should be relevant to all pupils’ background and beliefs. Crucially, the content of the RE syllabus is determined by the locally agreed syllabus conferences, which are appointed by the local standing advisory councils for religious education. Those councils know their communities and understand their needs. It is important that they have the freedom to design an RE curriculum that is relevant and valued by their community.
Less prescription in the curriculum will achieve better teaching. It will enable teachers to do what only they can, which is to engage and inspire their pupils. The national curriculum review aims to prescribe only the essential knowledge and concepts that children should know and be taught, and to leave the professionals to determine how to teach them. We must get away from the mentality that says that, just because a topic or subject is important, it has to be specified in the national curriculum. Moreover, just because something is not in the national curriculum does not mean that it is not important. That same principle applies to what is or is not incorporated into the English baccalaureate.
RE has a locally developed syllabus, which is based on the minimum prescription established in law, and we do not intend to change that. We want schools to have greater freedom because central prescription and the uniformity that it implies do not necessarily produce the best outcomes.
I can assure my hon. Friends the Members for Eastbourne (Stephen Lloyd) and for Cleethorpes (Martin Vickers) that academies and free schools are required to teach RE as a condition of their funding agreement, which reflects the importance that the Government attach to the subject.
Mr Gibb
I will come on to why we have included history and geography in a moment, which relates to significant drops in the proportion of the cohort taking both history and geography.
I recognise that there are many concerns about the fact that the non-inclusion of religious studies in the humanities component of the English baccalaureate could have an adverse impact on the study of the subject. The E-bac recognises those pupils and those schools that succeed in securing achievement in the core subjects of English language, mathematics, the sciences, a language and history or geography, which reflects what happens in other high-performing countries. Singapore, for example, has compulsory O-levels in English language, mother tongue, maths, combined humanities and science. In France, the brevet is made up of exams in French, maths, history, geography and civics. In Japan, all students at the end of junior high school at the age of 15 are tested in Japanese, social studies, maths, science and English, depending on the prefecture. In Alberta, there are compulsory tests at 15 in maths, science, social studies, English and French. In Poland, 16-year-olds are tested in humanities, Polish, maths, science and a foreign language.
We deliberately kept the English baccalaureate small enough to enable pupils to study other subjects, such as music, art, RE, economics or vocational subjects. My concern is that the core academic subjects of the English baccalaureate—English, maths, science, a language, history or geography—are being denied to too many pupils, especially the more disadvantaged. In 2010, only 8% of pupils eligible for free school meals were entered for the English baccalaureate subjects, with only 4% achieving them. Of the 24% of non-free school meal pupils who took the E-bac, 17% achieved it.
In 719 maintained mainstream schools, no pupil entered any of the single award science GCSEs. No pupil was entered for French in 169 secondary schools. No pupil was entered for geography in 137 schools and no pupil was entered for history in 70 schools.
John Pugh
May I disabuse the Minister of his view that I was arguing for a change in the legal status of RE? I was trying to explore whether there are good arguments that he could give that are rationales for making the subject compulsory, which would not be good arguments for making it an option within the baccalaureate.
Mr Gibb
The arguments would be the same except that it is unnecessary to make RE a component of the English baccalaureate, because it is already compulsory by law. That is the reasoning behind our decision not to include RE in the humanities component.
RE is clearly a popular and successful subject. Judging by the increasing proportion of students who take a GCSE, it is one that is taught to an academically rigorous standard. There has been an increase in RE GCSEs from 16% of the cohort in 2000 to 28% in 2010. In addition, 36% of the cohort was entered for the short course GCSE in religious studies. By contrast, there has been a decline in the numbers entered for GCSE in history, geography and languages.
Mr Gibb
I will not give way to the right hon. Gentleman, because I am running out of time.
The proportion of young people attempting geography GCSE dropped from 37% in 2000 to 26% last year. Modern languages dropped from 79% in 2000 to 43% in 2010. Of course 79% of pupils in the independent sector attempted at least one foreign language in 2010. We are determined to close the attainment gap between those from wealthier and poorer backgrounds, and this is one tool in our toolbox to achieve that.
Our hope and expectation is that the English baccalaureate will encourage more students to study history, geography and languages. As it is compulsory to study RE until the age of 16, students will continue to take RS GCSEs in addition to the English baccalaureate subjects.
My hon. Friend the Member for Banbury (Tony Baldry) proposed having a humanity component of two out of three options, including RE, in the humanities block. We have considered that, and we will continue to review it. The concern is that that will extend the size of the E-bac to seven or eight GCSEs, making it less small and therefore restricting the space for vocational education, music and the arts and for those who do not want to study RE to GCSE.