National Curriculum

Baroness Walmsley Excerpts

Tuesday 26th March 2013 Grand Committee

[Baroness Walmsley]

My Lords, I, too, welcome several aspects of the proposals of the new national curriculum. I welcome the idea of languages from age seven. There is evidence that if a child learns a second language early, he will find it easier to learn other languages later and it is generally advantageous to his cognitive development. Is seven too young? No. Many children in my neck of the woods learn Welsh and English at the same time from day one, and my grandchildren learnt English and Chinese from day one. However, how about including language experience courses in primary schools, rather than just forcing schools to choose from a restricted list of languages? That would avoid many of the problems outlined by the noble Baroness, Lady Coussins.

I welcome personal finance in citizenship lessons. At least citizenship is currently statutory, and I hope it will remain so. Also, welcome back to cooking. Cooking is cross-curricular, of course; you can get a great geography lesson out of a good curry.

I welcome computer science to replace IT and its place in the EBacc. Ian Livingstone, the co-founder of the Games Workshop, said recently:

“You know something is wrong when you have a million young people unemployed, and 100,000 jobs vacant in IT”.

Employment in the IT industry is expected to grow at nearly five times the UK average over the next decade, but there is a major and growing skills gap that, unless addressed, will damage the UK economy. So it is great that we are switching to proper computer science.

However, unless at the same time we also address the lack of careers advice about opportunities in the industry, young people will still not choose the subject. Where will the teachers come from? The main problem is a lack of enough teachers with the right knowledge and experience. Here there is good news. Last week I went to a presentation, hosted by the noble Lord, Lord Empey, at which a presentation was made by major players in the industry, and it became clear to me that there is enormous enthusiasm and desire to help schools and universities produce appropriately qualified young IT specialists. The Government must harness this enthusiasm. Indeed, there is no other way of staffing schools and universities to do the job, so there must be a true partnership between the Department for Education, BIS and the industry.

The rest of the science curriculum must also be relevant to the major global issues of our time. Why cut out debate about climate change from geography and put a mere mention of it into chemistry? This aspect of the proposals was criticised by Sir David King, the former Government Chief Scientific Adviser. That is not all, though; food security is mentioned only in passing. Why not include issues about the catastrophic effects of the loss of biodiversity? This serious global problem, usually caused by habitat destruction, is responsible for poverty; the loss of food security, water security and many valuable medicinal plants; the loss of sustainable livelihoods for some of the world’s poorest people; the reduction in the ability of the natural world to adapt to the inevitable climate change; and much else. In other words, it is an absolute disaster, the scale of which we have yet to see but will come to regret, and there is no mention of it in the science curriculum. Neither is there any mention of engineering, which we are told will solve the energy crisis. I hope that creative science teachers will use their newfound freedoms to introduce these enormously important subjects into their teaching. The science curriculum is one that I would have recognised when I was at school more than five decades ago.

I also regret the absence of PSHE. How can a school offer a broad and balanced curriculum and prepare a child for the challenges and opportunities of life without the elements of PSHE? However, at least science is statutory, so it is important that science includes the most important elements of PSHE, including relationship and sex education—and note that it should be that way around. The science curriculum should teach pupils about growing up and cover sex with honesty and confidence. It should adopt clear, open language and a positive tone relating to human reproduction and health, and should include young people from the gay and lesbian community without embarrassment.

Of course parents should be engaged with this part of the curriculum and it should be age-appropriate, but it should certainly be timely. Children should know about puberty before it happens to them—that is, at key stage 2. At key stage 3, the current content on sexual health and disease, contraception and adolescence should be retained and information about hormones and abortion should be added. However, it is difficult to include in science those parts of a good PSHE curriculum that foster self-respect, confidence and the respect for others that cuts down bullying in schools and makes children their own best protectors. Now is not the time to squander the opportunity of ensuring that all children are given the sort of education that will enable them to protect themselves.