Education: English Baccalaureate Certificate

Baroness Morris of Yardley Excerpts

Monday 14th January 2013 Lords Chamber

[Baroness Morris of Yardley]

I, too, am very grateful to the noble Earl for giving us this short amount of time to discuss this important issue. Two assumptions underpin this debate for me. First, whatever our difference of opinion may be this evening, there is a shared assumption that the knowledge, skills and experience that make up the arts are an important part of our society and how we live our lives. They are vital for economic prosperity, integral to our sense of identity and a part of what makes us a civilised society. Because of that, how we educate our children in the arts is absolutely crucial.

My second assumption is that the English baccalaureate—despite the fact that the certificates might be extended—will become the most important qualification up to the age of 16. It will replace five A* to C grades as the mark of achievement and accountability measure; it will determine whether a school is seen as successful; and, in the words of the Secretary of State, it will be the new gold standard. Because it has been described by the Government as the new gold standard, inevitably the subjects that are its component parts will be seen as the mark of what society values. I can see it now: those young people who are awarded the English baccalaureate will be seen as having been successful; they will be seen as having received a good education. My problem, therefore, is: how can a qualification with this significance have no place for the arts? How can an assessment that marks the end of the national curriculum not recognise achievement in music, dance, drama, art, design and craft? That is the problem that has been created by the English baccalaureate and it needs to be addressed.

I accept that, in theory, there is room in the curriculum for subjects to be taught other than those in the English baccalaureate, and that examinations are now available. Those, however, will be seen as marginal—they will not be the gold standard. However the Government might try to argue that they are not putting the arts subjects at a disadvantage, the lessons of almost a quarter of a century of a national curriculum and assessment system tell otherwise. We have learnt over that time that what is measured is what is valued, and what schools are held accountable for is where they will put their efforts. That is not me predicting the future; that is a description of what is happening at the moment. Schools are already rewriting timetables and reallocating resources; they are changing their staffing plans and amending the subject choice advice that they give to young people. This will happen more as they chase success in the English baccalaureate. The cost that will be paid is that arts education will take second place. Sadly, decades of progress will be reversed. That ought not to be allowed to happen, but that will be a consequence of the avenue down which the Government are leading us.