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The Minister for School Standards (Mr Nick Gibb)
It is a pleasure to serve under your chairmanship, Mrs Main. I think it is the first time I have done so, but I hope that it will not be the last such occasion for either of us.
I listened very carefully to the hon. Member for South Shields (Mrs Lewell-Buck)—I assume she learned by heart the quote she just gave. I congratulate the hon. Member for Warrington North (Helen Jones), who is the Chair of the Petitions Committee, on opening this debate and on doing so articulately, with fluency and a strong use of language. Perhaps that is the consequence of her immersion in the great canon of English literature. I share her ire about some people saying that some literature is too difficult for children from poorer backgrounds.
The hon. Lady cited Morecambe and Wise, and their wonderful and hilarious use of language. Who can forget Ernie Wise’s catchphrase about
“The plays what I wrote”?
We remember them fondly.
I am aware of the comments that have been made and the concerns that have been raised about the new English literature GCSE, notably the claim that exam boards will not provide pupils with any extracts from the novels, poems and plays that they have studied, as well as the expectation that pupils will have to memorise large amounts of text. I reassure the hon. Lady and all hon. Members that that is not the case. Pupils do not have to reproduce word for word what they have read to pass the GCSE. The examination is not about testing a pupil’s ability to recall specific portions of the texts they have read; it is a test of how they understand and can interpret the literature they have studied.
It is also not the case that pupils have to memorise “250+ quotes”, as reported in the petition. I am not clear where that figure has come from, but neither the Department for Education’s GCSE subject content nor Ofqual’s regulations contain any requirement that suggest it will be necessary to learn such a high number of quotes, or indeed any specific number. Ofqual does not prohibit access to texts during an exam and exam boards may give pupils extracts from works, such as an extract from a novel, a scene from a play or a poem. Such extracts form part of the exam materials. What is not allowed is for pupils to have copies of the full play, novel or set of poems to take into the exam with them.
Before I go on to explain the assessment approaches of the new English literature GCSE, I will say why English literature is so important, although the hon. Lady has already said it. We want all pupils to develop a love of literature by reading widely for enjoyment. Reading is the cornerstone of education. Ensuring that all pupils, whatever their background, are taught to read correctly, and that they develop a love of literature, is key to social mobility.
It is important that pupils have access to qualifications that establish expectations matching those in the highest-performing countries in the world. The reforms to the English literature GCSE are part of a wider drive to restore rigour and confidence in our public exam system. International tests indicated that the increase in the proportion of pupils achieving top GCSE grades had overstated actual performance. That is why we overhauled a curriculum that was denying pupils the core academic knowledge, and why we reformed the examination system, breathing confidence back into our national qualifications.
Previously, English literature GCSE pupils were examined on four texts at most, and some on only three texts—two texts and poetry anthologies. There was no requirement for pupils to be asked questions on texts that they had not previously studied—what are called “unseen texts”. The remaining texts were covered through controlled assessment, which is a form of coursework. Ofqual decided that new English literature GCSEs would be assessed entirely by exam because that is a fairer and more reliable method.
The subject content for the new English literature GCSE was published in 2013, and the rules about open texts were announced by Ofqual in 2014. Teaching of the new GCSE began in September 2015, which is why we will see the first exams in the new subject this summer. The new English literature GCSE requires pupils to study a range of high-quality, challenging and substantial texts, including at least one Shakespeare play, one 19th-century novel, a selection of poetry since 1789, including representative Romantic poetry, and fiction or drama from the British Isles since 1914. The specification for poetry and a novel from the 1800s is new, and we believe that it adds more depth and rigour to the qualification.
There is also a requirement for pupils to study no fewer than 15 poems by at least five poets, and a minimum of 300 lines of poetry. That element is designed to reward pupils who have gained a deep understanding of literature and have read widely enough throughout the course—it is not about memorising poems word for word. It is interesting to note that the views of the English subject community are mixed, with many not agreeing with the views expressed in the petition. For example, a 2015 blog by the English and Media Centre’s co-director, Barbara Bleiman, put memorisation and learning by heart into context. Focusing on poetry, she wrote:
“It doesn’t seem to us to be unreasonable, in a Literature exam, to ask pupils to choose one poem to talk about that isn’t there in front of them, nor does it necessitate rote learning or wholesale memorisation. Being able to recollect some details from their chosen poem...and give a few examples, using quotation or not, doesn’t require learning by heart or massive taxing of the memory.”
The introduction of closed-book examinations triggered the debate. What that means in practice is that pupils are not provided with copies of the novels, plays or poems they have studied during the course. The expectation is that pupils read widely and deeply during their studies to prepare them to answer questions in the exam about the books and poems they have studied. That means that they will be able critically to compare and contrast a range of literature using relevant quotes and text references to demonstrate the depth of their understanding. Additionally, pupils need to answer questions about unseen texts—texts they have not studied and are unlikely to have read before. These unseen texts might, but do not have to be, by authors whose works pupils have studied as set books. Pupils may have to compare an unseen text with one of the texts they have studied.
We do not expect exam boards to give pupils, or allow them access to, copies of the whole texts they have studied during their exams. Boards can, however, provide relevant extracts, and they are already including examples of such extracts in their sample assessment materials. Pupils will therefore be familiar with the types of extract they will be given. It is important that pupils are not misled into believing that they will get good marks simply by memorising and writing out the poems or texts they have studied. They will not be marked on their ability to learn and remember the exact words of poems or texts by heart. They may gain extra marks through the intelligent use of quotations, but the requirement is about illustrating pupils’ interpretation and understanding of the text, and hence demonstrating their understanding of the question. Quotations can be part of that. Each exam board will have guidance for its examiners for each specification that covers expectations of the mark scheme, the aim of which is to ensure standardisation when examiners are marking. It may include guidance on how examiners should approach textual references and quotes.
To gain good marks, pupils will need to show that they are familiar with the texts they have studied and, in some questions, that their understanding is sufficiently developed to compare them either with each other or with unseen texts that have been given to them in the exam. Pupils will need to write about a poem they have studied that is not given to them in the exam, but that will not require them to reproduce the text in full. Rather, it will require pupils to recollect aspects about the poem, such as themes, issues and the way in which language is used to create particular effects, so as to compare it with one provided in the exam.
In the past, pupils have been able to take either annotated or clean copies of the studied texts into the exam, but that risks undermining the requirement for them to have studied in detail the whole text as part of their course. That requirement is important, and it is particularly relevant in poetry. If pupils know they will be given access to the whole text of a poem as part of their exam, they may feel they do not need to study the whole poem, or the whole array or anthology of poems, as they can do the reading during the exam. In addition, if pupils had the text available to them, it would shape the expectations of the exam. For example, if they can refer to the text, exam questions and their mark schemes would expect a much more detailed and extensive use of quotes and references. As it is, questions and mark schemes for the new qualifications are written in the knowledge that pupils will not have access to the text, and the expectations are moderated accordingly. The same relates to questions in which extracts are provided. For example, if an extract from a novel or a Shakespeare play is provided, clear and detailed references and quotes may be expected, and papers marked accordingly.
The e-petition notes that pupils
“are expected to remember…themes and context that are incorporated within these texts”.
That is true, but it is not clear that providing a copy of the text would represent an advantage to a pupil. If a pupil is not already aware of, or able to recall, broad issues such as the themes and context of the texts they have studied, having a copy of the text with no notes or annotations will not help them. Indeed, Ofqual has pointed out that pupils might in fact be disadvantaged if they were provided with the text. A comparatively short exam does not give time for pupils who are unfamiliar with, or who have forgotten, the themes or structure of the text to use the text in the exam to demonstrate the understanding expected. Additionally, even if pupils have a good understanding of the text prior to the assessment, there is a risk that they might spend significant portions of the exam searching for quotes or references in the mistaken belief that that will secure them high marks. Again, unless the text is provided, the mark schemes for the reformed qualifications do not expect extensive quotes from memory.
Finally, the practice of pupils taking copies of texts into the exam creates practical problems for exam boards and centres. The majority of text editions come with an introduction, notes and a glossary. These annotated texts are immensely helpful in the classroom and would be the most obvious choice for an English department budget. However, such texts would not be appropriate in the exam room, and centres would need to purchase an extra set of texts free of textual additions. Not only is it difficult and, in some cases, impossible to source text-only editions, it would also be a major expense.
The hon. Member for South Shields raised the important issue of children with special educational needs. Students with disabilities are entitled to reasonable adjustments and schools will be in touch with the exam boards to request them. She asked for examples. Typical adjustments are the use of extra time, scribes and readers and, depending on the disability, different fonts, coloured paper, enlarged papers and so on can also be made available. We consulted specifically on access to texts last year as part of a wider consultation on the specifications on the use of reasonable adjustments.
This summer, pupils will not only take the new English and maths GCSEs but will also receive a new grade. The new qualifications will be graded from 9 to 1, instead of from A* to G, with 9 being the highest. The new scale is intended to recognise better the achievements of high-attaining pupils and ensure that parents have greater clarity about how well their child performs in the exams. It will also clearly distinguish the new, more challenging GCSEs from their predecessor qualifications.
I hope hon. Members are reassured that passing the new English Literature GCSE does not require pupils to memorise vast amounts of texts and that our reformed GCSEs will provide all pupils with the qualifications they need to progress to further education and employment.