National Curriculum

Baroness Coussins Excerpts

Tuesday 26th March 2013 Grand Committee

[Baroness Coussins]

My Lords, I will focus on modern foreign languages and declare an interest as chair of the all-party group on modern languages. The reasons why learning a language is important are clearly not controversial, judging by the Education Secretary’s recent comments. It improves oracy and literacy in English and has all-round cognitive benefits. As Mr Gove put it:

“It is literally the case that learning languages makes you smarter. The neural networks in the brain strengthen as a result of language learning”.

Learning other languages enriches cultural knowledge and understanding; benefits the UK economy and enhances employability.

There will, however, be unintended consequences of the new language curriculum for the system of adequate secondary school accountability unless certain issues are resolved upfront. The Government are quite right to commit to statutory languages at key stage 2. The Language Trends survey, published only last week, shows that 97% of primary schools are doing this already, but this figure masks some critical problems and disparities which could make the policy backfire. Nearly a quarter of primary schools have no staff with foreign language competence beyond GCSE and some are even worse off. Will the Minister tell us what investment the Government will make in the support, training, guidance and recruitment of suitable teachers so that all 18,000 primary schools are properly equipped by September 2014?

The transition to secondary also requires attention. Teachers in year 7 commonly start all over again with languages, because children arrive with such different levels of achievement. This demoralises and demotivates them. Will the Government encourage schools to use either the languages ladder or the Common European Framework of Reference for Languages to help?

The Government propose a list of seven languages to choose from, but I fear that this may exacerbate the transition problem. Perhaps key stage 2 should be confined to French, except where an LEA-wide agreement exists between all primary and secondary schools to teach another language. This is the case in Hackney with Spanish and guarantees continuity and progression. In general, however, French is the only language for which there is a realistic hope of finding enough teachers and for which progression to secondary school could be planned and achieved.

This should not stop additional languages being offered at key stage 3—and not just Spanish and German. Other languages identified by the recent British Academy report as important for British international and commercial interests include Cantonese, Arabic and Turkish. Will the Minister look at reinstating the Asset Languages qualifications, withdrawn by the OCR? It is short-sighted to praise the language skills of children who speak what we call community languages, but to deny them the opportunity to turn their casual or domestic level of competence into something more academic and professionally useful.

A rather shocking piece of information was reported to the all-party group the other week by the head teacher of one of the specialist language-teaching schools. She told us that she had met primary heads who were saying openly that they planned to apply for their schools to become academies to avoid the national curriculum requirement to teach foreign languages. I would like to hear the Minister confirm that this is not only undesirable, but wholly unacceptable, and tell us what the Government will do to prevent any school becoming an academy in order to avoid offering modern languages.

Moving on to key stages 3 and 4, the Language Trends survey shows very positive teacher feedback in favour of terminal exams as proposed by the Government. However, the Government should think again about their new secondary school accountability system based on the first eight GCSEs. This would allow schools to get their points whether the pupils take languages or not. The LTS shows that the boost to take-up from the EBacc last year has been sustained, which is good, but it has not increased, despite the Government’s forecast that the EBacc would transform languages’ take-up. Will the Minister accept that, unless languages are compulsory at key stage 4, take-up will never get back to its 2004 level?

Languages are meant to be compulsory at key stage 3, but the survey revealed that one in five state schools disapplies lower-ability pupils. On top of that, a quarter of state schools have shrunk key stage 3 to two years, leaving us with large numbers of children with hardly any language learning at all. What will the Government do to reinforce compulsory languages at key stage 3? They should be spearheading a national languages recovery programme to create a coherent, statutory languages pathway from key stage 2 right through to the end of compulsory education, just as there is for maths. There are some welcome aspects of the proposed new languages curriculum, but it is not yet well enough thought through to provide or sustain the step change we need.

Schools: Classics

Baroness Coussins Excerpts

Tuesday 6th November 2012 Grand Committee

[Baroness Coussins]

My Lords, I want to draw attention to the common cause between modern and ancient languages. A joint meeting a couple of years ago of the All-Party Group on Modern Languages, which I chair, and the group on classics noted that Latin automatically offers the integration of language, literature and culture that teachers of modern languages are also trying to achieve. I am sure the same goes for Greek. When I started Latin aged 11—in the same class, incidentally, as the noble Baroness, Lady Greenfield, who has been referred to—we had a dynamic young teacher who taught us as though it were a modern language. For the first few weeks, no English was spoken in our classes. We learnt it by speaking it, as well as through the rigours of grammar and by writing. That certainly fuelled my interest in modern languages and when I spent my gap year in Spain, having done no Spanish at school, it was thanks to eight years of Latin much more than to eight years of French that I became fluent in Spanish after only a couple of months. It is generally acknowledged that Latin provides a strong foundation for learning all Romance languages.

I get cross when people say that Latin is dead. We do not go a day without hearing or using words like media, video, referendum or agenda; phrases like quid pro quo, pro bono, bona fides, mea culpa; or even abbreviations like et cetera, eg, or ie. Some people are quite surprised to discover that they are speaking Latin. Some would argue that we do not need to learn a modern language either, as English is enough. This is not true, of course, although this is not the debate in which to explain why. What is relevant is the evidence showing that learning languages, whether classical or modern, improves oracy and literacy in English too. That is one reason why modern languages have been so enthusiastically welcomed by primary school teachers, and why the Minimus resource for primary school Latin has been so popular.

Another criticism of classics is that it is elitist, and the Government should pay special attention to this. Again, there is a parallel with modern languages. In state schools only about 40% of pupils take a modern language GCSE now that they are optional after age 14. In the independent sector, it is about 90%. I am sure that a similar breakdown applies to Latin and Greek. I expect that the Minister will tell us that the EBacc will come riding to the rescue, and I readily acknowledge that it has led to some improvement. However, the Government must do more if they want to achieve their aim of closing what they have called “the vast gulf” between state and independent schools. Nearly half of state schools say that they are not improving their language offer at all as a result of the EBacc. Surely it would be a win-win initiative to complement the EBacc with a languages-for-all policy, effectively restoring compulsory languages, whether ancient or modern, for all children up to age 16. Without this, all languages, but especially the classical ones, will remain the elitist preserve of the independent sector. I hope that the Minister will tell us whether the Government are still open to restoring compulsory languages to age 16.

Languages are not just for the bright ones or the top set. Children of all abilities can learn, love and benefit from doing Latin, just as they can from doing French. They should be doing it in the mainstream timetable, too, and not in the lunch hour or in after-school clubs. There has been an interesting proposal from the charity Classics for All to help boost the supply of teachers, which is that a one-month classical element could be bolted on to all modern language PGCE courses. This is worth looking at and I am interested in the Minister's views.

We risk a lot if we let classics go from schools. In the words of Professor Mary Beard, in a lecture she gave last year,

“it would be impossible now to understand Dante without Virgil, John Stuart Mill without Plato, Donna Tartt without Euripides, Rattigan without Aeschylus …. if we were to amputate the classics from the modern world, it would mean more than closing down some university departments and consigning Latin grammar to the scrap heap. It would mean bleeding wounds in the body of Western culture”.

Education: Languages

Baroness Coussins Excerpts

Wednesday 28th March 2012 Lords Chamber

Asked By

[Baroness Coussins]

To ask Her Majesty’s Government what is their response to the Language Trends survey 2011, published on 14 March 2012.

[Baroness Coussins]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper. I declare an interest as chair of the All-Party Group on Modern Languages.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, the Government welcome the finding of the language trends survey that in the past year there has been a 15 per cent increase in state schools now teaching languages to the majority of their GCSE pupils. We believe this shows that the English baccalaureate is starting to have a positive impact on take-up. We are considering the expert panel’s recommendations for the national curriculum review and will be announcing our plans shortly. This will be followed by a period of public consultation.

[Baroness Coussins]

My Lords, I agree that the Government deserve to be congratulated on the boost to modern languages as a result of the EBacc. It is also a welcome finding of the survey that significantly more schools with the highest levels of social deprivation are making these improvements. However, does the Minister agree that it is of serious concern that as many as 46 per cent of state schools still say they have no intention of improving their language provision as a result of the EBacc? Does he agree that this points to the need to accept the recommendation of the expert panel and avoid repeating the mistakes of 2004, by restoring modern languages to the compulsory part of the curriculum at key stage 4?

[Lord Hill of Oareford]

My Lords, as I have said, we are considering the recommendations of the expert panel, which, as the noble Baroness says, were very clear. We will set out our response to that. The sharp uptake after a number of years of decline is encouraging. Given that it has happened in such a short time, there are grounds to hope that the process will go further. I understand the points that she makes and we will take them into account as we ponder our response to the expert panel.

Education: Qualifications

Baroness Coussins Excerpts

Thursday 10th November 2011 Lords Chamber

[Lord Hill of Oareford]

I obviously agree with the noble Baroness, Lady Quin, about the importance of extending educational opportunity for that age group. That is why we are committed to raising the participation age and why we have put record funding into the 16 to 19 year-old group generally. As we have debated before, we have prioritised, at a time when we have less money than we would like, funding for pre-16s. All the evidence shows that academic achievement up to the age of 16 is the strongest determinant of subsequent success, both educationally and in job terms. We have done that, but I agree with the noble Baroness that 16 to 19 year- olds are important and we are looking across government at our participation strategy to address some of the concerns that she fairly raises.

[Baroness Coussins]

My Lords, what are the most recent trends, identified by the comparative European and international studies in which the UK participates, into how many students aged 16 and over are studying a modern foreign language?

[Lord Hill of Oareford]

Given that the noble Baroness is asking that question, I suspect that the answer may well be that other countries are doing more in terms of modern foreign languages than our own country. I share her concern: we want to redress the balance. As she knows, we are keen, through things like the English baccalaureate, to encourage take-up of modern foreign languages in our schools. In time, that should work its way up through the education system.

Education Bill

Baroness Coussins Excerpts

Tuesday 14th June 2011 Lords Chamber

[Baroness Coussins]

My Lords, I will raise briefly two or three issues connected with modern languages in relation to some of the Bill's objectives. I declare an interest as chair of the All-Party Parliamentary Group on Modern Languages.

The case for languages is key to the underlying drive to improve the overall quality of school education. There are cognitive, educational, social and economic benefits; but the UK is failing badly, with fewer pupils in the state sector taking language GCSEs every year. The English baccalaureate has provided a modest boost for languages, but only about 15 per cent of pupils are covered, and take-up of languages in state comprehensives is less than half that in independent and selective schools. Modern languages degree courses at university are vulnerable, partly because the Government have not heeded the advice of the noble Lord, Lord Browne, that languages should be a strategic priority for public investment, and instead have changed the funding system in a way that threatens the survival of modern languages degrees. The UK will be put at an even greater disadvantage—not to mention embarrassment—by our failure to produce sufficient graduates interested in careers as linguists.

Last month I visited the director-general for translation at the European Commission and met Commissioner Vassiliou, who is responsible for multilingualism in the EU. The UK is, if not quite a laughing-stock, then certainly the object of some disbelief at how and why we are content to be so bad at languages when patently it would be in our own self-interest to produce more people qualified to move into the enormous variety of jobs and careers available for native English speakers who can also work in other languages.

The Bill includes a requirement for schools to take part in international education surveys. I applaud the Government for placing importance on this type of measurement, which could point us in the right direction of how to do things better. We should be acting already on the OECD survey finding that put England joint bottom of the league table of 39 developed countries for the amount of classroom time spent on languages by 12 to 14 year-olds. However, I am encouraged that England—although for some reason not the rest of the UK—is one of the participating member states in the new EU survey that will produce a new European indicator of language competence. This aims to measure the general level of foreign language knowledge of pupils in member states. The first findings are due to be presented in 2012. Will the Minister tell the House, or at least write to tell me, how many English schools have participated in this survey, and how many more he expects will participate as a result of the measure proposed in the Bill? Will he also say what criteria will be attached to participation in other international education surveys?

The Bill also aims to achieve more focused Ofsted inspections, as we have heard from a number of speakers. I hope that this will be an opportunity for Ofsted to reclaim some of its influence on the teaching and learning of foreign languages. In the past few years, Ofsted inspections have paid less and less attention to languages. By contrast, its three-year thematic report on modern languages highlighted weaknesses in secondary schools, with far too much teaching to exams and not nearly enough opportunity for pupils to practise speaking the language. The same Ofsted report noted good progress in primary schools, yet because of the U-turn on the primary languages curriculum many schools are now winding down their language teaching, and LEAs are laying off primary language specialists. Can we have an assurance that if Ofsted is to produce more focused inspections and reports, as the Bill wants, the Government will not negate that focus by adopting policies that go in exactly the opposite direction, as we have seen in relation to languages? We might also be about to compound our poor national performance with a serious shortfall of language teachers. The TDA estimates that we will need an extra 660 MFL teachers by 2015, rising to an extra 1,550 by 2017. Will the Minister say what the Government are doing to address this shortfall?

The final issue I want to touch on is careers advice, which the Government seek to strengthen through this Bill. Having one or more languages in addition to English is a huge benefit when it comes to getting a job. The CBI education and skills survey, published about three weeks ago, revealed that only a quarter of UK businesses say they have no need for foreign language skills among their employees, so it is very important that careers advice dovetails with advice that children are given in school about option choices at GCSE, AS-level and A-level. Research undertaken by the charity Education and Employers Taskforce has highlighted the information gap that exists in schools, with young people simply not understanding the labour-market value of languages.

This is an area that would also help the Government achieve what they have said they wish to achieve in terms of closing the gap between pupils in the state sector and those in private education. The task force’s research notes how access to language learning has become socially determined, with young people in schools with high proportions of free school meals having significantly less access to language learning than their peers in wealthier areas.

I appreciate that this Bill is not directly about any subject in particular but about the structures and context in which better teaching and learning can take place. I simply ask the Government to ensure that where a new measure is introduced, be it independent careers advice, providing data for surveys or more focused inspections, schools are always and explicitly encouraged to take account of the potential of any new measure for making a positive impact on modern languages. They will be short-changing their pupils and their life chances if they do not.

Education: English Baccalaureate

Baroness Coussins Excerpts

Thursday 5th May 2011 Lords Chamber

[Lord Hill of Oareford]

I agree with the point that children should not be shoe-horned into choices that are not appropriate for them. I think that everyone would accept that children are different, that there is no right way for any particular children and that vocational options as well as academic options should be fully available. It would be wrong if schools were forcing children to do things that were not right for them or were forcing them to change subjects halfway through their course. The point of the English baccalaureate is to try to make sure that a number of key academic subjects are available to as many children as possible. If one starts at the point that what one wants to do is to get children from all backgrounds, particularly from poor backgrounds, to get to university, and to keep those options open to them, the subjects in the English baccalaureate are the kinds of subjects that will help those children to progress to A-level and from A-level to university. The correlation between the subjects that the Russell group has said that it would look for and the subjects in the English baccalaureate is very close.

[Baroness Coussins]

Would the Minister agree that state school pupils should have equal opportunity with those in the private sector to achieve the English baccalaureate and that restoring modern languages for all pupils at key stage 4 would be a very important and enormous step towards giving them that opportunity?

[Lord Hill of Oareford]

As I hope I have already indicated, I would like as many pupils as possible to have a chance to study academic subjects, if that is appropriate for them. Modern foreign languages would be a good example of that. As the noble Baroness will know, the question about their place in the national curriculum stages is part of the curriculum review. I know of the case that she makes, and I hope and believe that one consequence of the English baccalaureate will be to encourage the take-up of modern foreign languages and reverse the sharp fall that there has been in recent years.

Education: Language Assistants

Baroness Coussins Excerpts

Wednesday 22nd December 2010 Lords Chamber

Asked by

[Baroness Coussins]

To ask Her Majesty’s Government whether the funding for the language assistants programmes run by the British Council is still under review.

[Baroness Coussins]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper. I declare an interest as chair of the All-Party Group on Modern Languages.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, following the spending review, all funded programmes are being closely examined to determine their value for money and contribution to government priorities. I am pleased to confirm that the process has been completed for this scheme, and the language assistants programme will continue to be funded in England over the spending review period.

[Baroness Coussins]

My Lords, I thank the Minister for that reply. Does he accept that the programme deserves to be guaranteed beyond the spending review period? Without a year abroad as a language assistant, the quality of a modern languages degree will be undermined, especially for students who hope to go on to become teachers or professional linguists. Does he also agree that what works out at a cost of around only £126 a head is extraordinarily good value for money?

[Lord Hill of Oareford]

My Lords, I am very happy to confirm that it clearly is a successful programme, which is why we are happy to continue to fund it for the rest of the spending review period. However, I think that I would get into the most enormous trouble if I started committing the Government into the next spending review period.

Schools White Paper

Baroness Coussins Excerpts

Wednesday 24th November 2010 Lords Chamber

[Lord Hill of Oareford]

On governors, that is the model that applies to academies. Perhaps I can underline the point made in response to the noble Baroness, Lady Howe, that schools have the option to move to a freer arrangement of governance if they want it, but it is not something that we are saying they should do. It is absolutely the case that in many places the governors—I have been lucky enough to meet many of them—who have been nominated by local authorities, parents and community representatives, are doing an outstanding job, and I am sure that the schools would want to keep them.

Citizenship is an extremely important issue and one that many noble Lords have raised, including noble friends on this side of the House. I have in mind in particular my noble friend Lord Phillips of Sudbury, who has strong views on this. I think that everyone accepts the importance of the subject. The review of the curriculum, which will be announced shortly, will look into these and other important issues.

[Baroness Coussins]

My Lords, I welcome the attention that the White Paper gives to the teaching of languages in schools; indeed, some of the press reports this morning describe the impact of the proposals as restoring a virtually compulsory GCSE in languages in schools. However, will the Minister also acknowledge that there could be a very important role for a mechanism such as the Language Ladder to make sure that children who are not up to GCSE can have language teaching on a virtually compulsory basis until they are 16, too? I have been speaking recently to special needs teachers who have told me that children in their class with conditions ranging from Down's syndrome through to autism are learning a modern language and that it is hugely enjoyable and hugely beneficial for them. So I would not like to see the virtually compulsory nature of language teaching restored in schools only for children who can do GCSE. I would like to see it available for everyone.

My second, brief question to the Minister is this. The importance of teaching is clearly the overarching theme of the White Paper. If languages are to be more important and more prominent in the curriculum, we will need more language teachers. Will he acknowledge the importance for the quality of language teachers of the year abroad they spend as part of their degree as language assistants? In that context, will he please give urgent consideration to restoring to the British Council that element of its funding that runs the language assistants programme? It is currently in suspension for undergraduates from England and Wales, even though those from Northern Ireland and Scotland are currently involved in their applications and their allocations. Without that year abroad as a language assistant—

[Baroness Garden of Frognal]

Could the noble Baroness draw her remarks to a close? We are out of time.

[Baroness Coussins]

I am very sorry. I think that I have made my point.

[Lord Hill of Oareford]

Given the time, I think the simplest thing would be if I speak outside this debate to the noble Baroness about her concerns about language. I would do that with great pleasure. I do not know about the Language Ladder scheme and would like to find out about it.

Education: Languages

Baroness Coussins Excerpts

Thursday 1st July 2010 Lords Chamber

Asked By

[Baroness Coussins]

To ask Her Majesty’s Government what is their response to the Paris Declaration of 23 June on the global shortage of qualified linguists.

[Baroness Coussins]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper. In doing so, I declare an interest as chair of the All-Party Group on Modern Languages.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, we note this declaration. We agree that language skills are important for the future of this country. We are currently considering our priorities for the national curriculum, including for languages. We will announce our plans in due course.

[Baroness Coussins]

I thank the noble Lord for that reply. However, in view of the urgency expressed by the 76 international organisations behind last week’s declaration, does he agree that we will never get more graduates who want careers as linguists until we first improve the take-up of languages in schools? Will the Minister say how this is to be done and agree at least to fast-track the decision to reconvene the forum set up after the Worton review to move things forward?

[Lord Hill of Oareford]

I know that my noble friend Lady Wilcox indicated on 3 June that the Government would take a decision in the summer on the future of the forum. In the light of this exchange, I shall ask my noble friend Lady Wilcox, who I believe is the lead on this matter, what her definition of “summer” is, because it feels like summer to me. I understand the noble Baroness’s desire to have clarity soon. I shall do my best to provide what clarity we can.

On the noble Baroness’s broader point about the linkage between higher education, secondary education and primary schools, she is absolutely right. Whereas it is important to see what we can do to improve the teaching of languages in universities, if children are not coming through with the basic skills to enable them to go to university, that will not tackle the problem. I accept the noble Baroness’s point.

Schools: Modern Languages

Baroness Coussins Excerpts

Tuesday 8th June 2010 Lords Chamber

Asked by

[Baroness Coussins]

To ask Her Majesty’s Government what proposals they have for the teaching of modern languages in primary schools.

[Baroness Coussins]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper, and I declare an interest as chair of the All-Party Parliamentary Group on Modern Languages.

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, we are considering our priorities for the national curriculum, including what subjects it should cover. We will be announcing our plans in due course.

--- Later in debate ---

[Baroness Coussins]

I thank the Minister for that reply, but as languages at key stage 2 are no longer to become statutory, will sufficient funding still be available for teacher training in this area? Research shows that learning foreign languages improves children’s written and spoken English, and languages are a significant part of the “vast divide” between state and independent schools, which only yesterday the Government said they want to close.

[Lord Hill of Oareford]

I start by paying tribute to the work of the noble Baroness as chair of the All-Party Parliamentary Group on Modern Languages. I know that she has kept the flame for modern languages burning and I agree with her wholeheartedly about that. I am a great fan of modern languages and, if it is not too rash a thing to say on my first outing at Oral Questions, of ancient ones as well. As the noble Baroness knows, over 90 per cent of primary schools are offering a language to some of their pupils at key stage 2—70 per cent to all pupils. I welcome also the progress made by the previous Government in attracting and training more language teachers for primary schools. I reassure the noble Baroness that the spending cuts announced for the current financial year should not affect funding for primary languages or for the training of teachers.