Exams and Accountability in 2021

Baroness Morris of Yardley Excerpts

Tuesday 8th December 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, in relation to the situation in the devolved Administrations, the Secretary of State is in close contact with his equivalent representatives. In Scotland, yes, there has been some alteration, but the exams at 18 have been kept. The reason why exams in England have been kept at 16 is that the majority of students in England transition at 16 and therefore need that assessment. Northern Ireland has also decided to keep exams. There are differences between the constituent nations of the United Kingdom. We are living in extraordinary times, so we have introduced an extraordinary set of contingencies and changes to relieve the pressure—on teachers, yes, but primarily on students facing the exams. They will have certain aids with them and they will know some of the topic areas.

In relation to the comments from my noble friend, Lord Baker, one has to recognise that he has been the pioneer of the university technical colleges, where students enter the system in an atypical age range of between 14 and 18. We do not accept his view that exams are not necessary at 16 because most students, unlike those in UTCs, do transition at 16.

[Baroness Morris of Yardley (Lab)]

My Lords, I welcome the proposals, which will give young people greater certainty about their chances of progressing into whatever they want to do after school. However, I want to ask a question from the point of view of universities and colleges, because exams are also a clue and an indication to them of what students know and can do. Over the years, they become familiar with the curriculum, so you get continuity in teaching. What work has been done with colleges and universities so that they can offer continuity of teaching and curriculum, and fill in any gaps that exist due to children not having learned as much or had as much time to practise various skills?

[Baroness Berridge (Con)]

I thank the noble Baroness for her comments. As I have outlined, one key to this —and the reason why the exceptional circumstances and generosity in grading this year will mirror, not replicate, last year—is that the higher education institutions dealt with that situation and those grade profiles last year, so we are drawing on that. Information from the exam boards about what aids will be given and which topic areas are outlined will be made available to the universities. We recognise that this is an unprecedented situation for the universities as well, and that they will be dealing with a cohort that has had a different experience of the education system from that in normal times.