Education Bill

Baroness Howells of St Davids Excerpts

Monday 11th July 2011 Grand Committee

[Baroness Howells of St Davids]

I may have missed it, but can the Minister say whether the teacher who is being disciplined will be able to bring in a representative when meeting with the head?

[Baroness Garden of Frognal]

Yes, I understand that they certainly would.

--- Later in debate ---

[Lord Baker of Dorking]

I do not support everything that the present Government do. I think a lot of what they are doing is brilliant and wonderful and I speak in favour of that, but up to 14, I would make it a very prescriptive curriculum. Rab Butler said in one of his minutes that all children should go through the common mill of education. I think there is a connective knowledge required in our country that all children should have, whatever part of the country they come from and of whatever race or creed. At 14, there is a natural division of the ways. It is rather like the pattern in Europe. Europe generally distinguishes between upper secondary and lower secondary at the age of 14. What I would like to see slowly develop is four different pathways open for youngsters at 14: an academic pathway, perhaps a bit similar to the grammar school, but wider than that; the technical pathway; the voluntary pathway; and a creative arts pathway. I am coming round to this, it is very true. Do wait; there is better to come.

I am directing my remarks precisely to the curriculum and to this amendment because I am going to say why some of these things should or should not be in and that will take a very long time. Do not tempt me to get into that area. In the requirements mentioned in the amendment—there you are, I am on course again now—there is a spread of different activities. I am engaged in establishing technical schools at 14, which have some of these things in them—in fact, they have all of these things and go rather wider. One might think that by having technical schools, I am narrowing the curriculum. Not at all. In the technical schools, they will have technical subjects to study but they will also study three GCSEs: English, maths and science. We do not think that an IT GCSE is necessary because IT is so infusive today a particular GCSE is not needed for it. They would also have a foreign language: German for engineering, not Goethe; French for business, not Molière. They will also have humanities subjects: history of engineering and great scientists.

When we come to the curriculum, it goes much wider than the amendment. The amendment fights the battles in the way of yesteryear because much of what is said in the amendment is covered in school today. Sport, for example, is legally required up to 16 in schools, and that will be in our academies as well. This is the first occasion we have been able to actually speak in the Committee on the curriculum. It is probably the most important, radical change still waiting to be made in the education system.

[Baroness Howells of St Davids]

My Lords, I support the amendment. I do this because most people have concentrated on the curriculum but I would like to speak a little about the children who will receive the curriculum. My understanding is that teachers act in loco parentis. One of the most important tasks of parents is to love and nurture their children in all the many guises of that task. As educators, one would expect teachers to assume the role designated to them as they often spend more time with children than parents can afford to do in today’s world. One way of doing that is to ensure that all children are offered the choice of an enriching curriculum, as outlined in the noble Baroness’s amendment. The amendment outlines many areas in which teachers have an opportunity to see the child in his or her entirety.

The children in our schools have issues when they come to school. Some are angry through having knowledge of terrible deeds, some are fearful, some are traumatised by the loss of loved ones, some are insecure and some are reluctant to engage. Surely, not being able to find a safe, reliable place in which to express their feelings will not enhance their talents. Many of the areas listed in the amendment would, if adopted, make a school a beneficial place for children in today’s world. We may need a charter for learners when looking at the sort of curriculum we should be providing.

Teachers should be able to fulfil a parental role. That is something that we need to look at very carefully when we are talking about a curriculum for schools in today’s world. When children are at play or are performing tasks they enjoy, you get more from them, learn more about what they are doing and are really in a position to guide them. Looking at a child playing a game, playing music or talking about it shows us the way to build the curriculum.

[Lord McAvoy]

My Lords, I shall speak briefly as I am well aware of the frustration of the government whip, who may feel that there is a filibuster going on. God forbid that that should be the case. I have no experience of the English education system as I was born, went to school and have spent all my life in Scotland. However, I appreciate the principles behind the amendment and this section of the Bill. Everybody wants a broad balance in the curriculum; that is motherhood and apple pie. I was struck by the account of the noble Lord, Lord Sutherland, of a meeting on the national curriculum, where all the different lobbies tried to get their own obsession or point of view across.

I certainly favour having a core curriculum, but the details of the amendment are such that it may impose restrictions on the ability of faith schools to have the flexibility to take account of the core curriculum but at the same time pursue the ethos of their faith in their schools. It seems to me that this amendment—