I am afraid that I do not have the figures specifically on primary schools, but I can say that with the freedom that we are giving head teachers through our education reforms we have seen a number of bilingual primary schools open for the first time. The Judith Kerr Primary School, for example, offers bilingual education, providing lessons in German alongside English, and the La Fontaine Academy offers French alongside English. Both are primary schools. I absolutely agree that we want to encourage children to start speaking languages at a young age, which is why, as I mentioned, we have invested in a number of projects to help encourage teaching. The Rushey Mead Academy in Leicester, for instance, is working with five other teaching alliances to focus and help primary schools on grammar and assessment. The Association for Language Learning is working with 500 schools across the north-east, the east of England and the Midlands to set up regional centres to improve teaching and training and to share best practice. We want school-to-school collaboration to help this to go through the system.
Has the Minister noted the reason OCR has given for discontinuing these examinations, which is that the time needed to prepare for the mode of assessment was excessive and it did not feel that it could do it responsibly within the time? This was a particularly well-reputed set of language exams. Does the Minister agree with me that the assessment tail is wagging the education dog here?
As I have said, we are disappointed in OCR’s decision, but, once again, the three other exam boards will continue to offer 27 GCSE, AS and A-level courses in French, German and Spanish. So the other exam boards are continuing to show commitment in this area.
(8 years, 6 months ago)
Lords ChamberDoes the Minister have any views about the most effective means by which university vice-chancellors and councils can alter the climate in which some people confuse the passion of their own disagreement with a licence to silence?
There is a good, strong relationship between vice-chancellors and students in many universities. Indeed, as Louise Richardson, vice-chancellor of Oxford University, has said, students must learn to engage with ideas that they find objectionable and be more willing to debate with opponents to try to change their minds. Statements like that from vice-chancellors, encouraging students and making clear the need to debate and argue about ideas, are very positive.