British Sign Language: National Curriculum

Emma Hardy Excerpts

Monday 5th March 2018 Westminster Hall

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

In 2015, Samsung produced an advert called “Hearing Hands”. In it, a whole town learns sign language, allowing people to communicate with a deaf man. It is incredibly moving because, as he enters every shop, people sign back to him, communicating with him. That helps to break down the barriers and makes him feel part of wider society. I challenge anyone present who watches that advert not to feel a little choked up and moved by it, or not to feel inspired that that is exactly the kind of society we should have. That is exactly what we want our world to be like. The slogan for the advertising campaign was, “A world without barriers is our dream, too”. Surely that should be the dream of the Government and, of course, the Opposition. I should mention that other companies are available

The Equality Act 2010, which was brought in by the last Labour Government, has done a huge amount to improve the lives of deaf people, but there is still a long way to go. We are in desperate need of more people to learn British Sign Language so that we can get to the stage where we want to be. Schools have the power to create an almost perfect example—a microcosm almost—of what our society should be: welcoming and inclusive for everyone. Schools can play a massive role in improving people’s knowledge of British Sign Language, helping to create a “Hearing Hands” society.

As a primary school teacher, I learned a very limited amount of sign language, and I will definitely be joining my hon. Friend the Member for Blaydon (Liz Twist) to learn more, because it helps to broaden us and open us up to being able to communicate with so many more people. Although BSL is a recognised language within the UK, it is not available as a GCSE that can be taught in schools.

During the conference recess last year, I met people from the National Deaf Children’s Society. They told me that a GCSE in British Sign Language has already been piloted and is ready to go. So yes, our children could already have the option to learn British Sign Language in schools, but the Department for Education is refusing to give the GCSE the go-ahead. I completely agree with the points that have been made about when a teacher is supposed to teach British Sign Language if it is not part of the national curriculum. Personal, social and health education is already being squeezed out to nothing. Even if schools were told, “It’s something you could do,” and desperately wanted to teach it, how many have the time or capacity to actually do that?

I therefore call on the Government to rethink their approach and ensure that a GCSE qualification is made available as soon as possible. Not allowing British Sign Language to be taught as a GCSE alongside other languages, many of which have been mentioned, implies that it has a lower status and importance than those other languages. It is already hard for deaf children to feel included when their key way of communicating is not recognised in the curriculum as a GCSE. Loads of GCSEs are available in so many subjects, and we do not even ask for British Sign Language to be made compulsory.

Although there are other British Sign Language qualifications that students can take, the league table-obsessed, data-obsessed, exam-filled, narrow, fear-driven schooling and curriculum that the Government have encouraged for the past eight years means that they are less likely to be offered in schools because they are not GCSEs. Our country’s examinations system shows the world what we value. It says, “This is what we value, because this is what we examine and this is what we count.” The exclusion of British Sign Language is a damning indication of what the Government hold in high regard.

Because British Sign Language is not a GCSE, it is seen as having lower status not only by teachers but by employers. That makes it harder for deaf children to evidence their full abilities and puts them at a massive disadvantage to their peers who are not deaf. However, it is not just deaf children who want a GCSE in British Sign Language: the National Deaf Children’s Society surveyed a lot of different children in 2016 and found that nine out of 10 young people who are not deaf agree that British Sign Language should be offered in schools as a GCSE. That is because they recognise the potential wider societal benefits of everyone learning British Sign Language.

At my church, the Tower Hill Methodist church in Hessle, a volunteer called Cathy signs all our services. That has allowed more people to join our community and come to our services. That is just one example of how British Sign Language allows us to communicate with more people, make new friendships and have new experiences that enrich everyone’s lives. Beyond the Department for Education, the Government must recognise the wider societal benefits of British Sign Language, because the Department for Work and Pensions issued a report last year highlighting the shortage of language interpreters, which results in higher costs for Government programmes such as Access to Work. A British Sign Language GCSE could lead to more people considering interpreting as a career and help to address such issues.

The barriers to British Sign Language being recognised as part of the curriculum are unfair, restrict choice and stand in the way of much wider societal benefits. A GCSE in British Sign Language has been piloted and is ready to go, but it cannot be studied. Why? Because of a political choice. That shows again what the Government value and what they do not. A world without barriers should be everyone’s dream. The Government have the power to take a small step towards creating the fictional world that was played out on the television in all those adverts in 2015. I ask the Minister to listen to other hon. Members and me and give British Sign Language a GCSE.

--- Later in debate ---

[Nick Gibb]

We have been clear that we want schools to have a period of stability, so we have said that there are to be no new GCSEs or A-levels for a period of time. That is not to say that in the longer term we will not consider new subjects for GCSEs. However, it is important, after the hugely extensive reforms to GCSEs and A-levels, that schools have a period of stability. I have a responsibility to schools to enable them to have that period of stability, which they have asked us for.

[Emma Hardy]

Does the Minister agree that what we examine shows what we value as a society? What the Minister values is clear to anybody who wishes to read it in the changes he introduced to GCSEs. What message does it send out to people if we will not even consider having BSL as a GCSE? What does that say about what we value as a society?

[Nick Gibb]

I would argue that not everything that is taught in schools needs to be a GCSE. We allow plenty of valuable qualifications to be taught in schools under the section 96 list that have valuable subject content but are not sufficiently broad to qualify as a GCSE. However, we none the less encourage their teaching in our schools. As I have said, we value BSL as a subject, and we encourage schools that wish to do so to teach it. Schools are permitted to teach a number of qualifications at levels 1, 2, 3 and 4.

--- Later in debate ---

[Nick Gibb]

I have explained the position as regards a GCSE. As I said, two thirds of schools have academy status, which means that they are not obliged to follow the national curriculum. That trend is increasing—the number of schools acquiring academy status increases every month—and, as I said, such schools are not obliged to follow the national curriculum.

I have also set out the very real practical issues. Any new GCSE has to go through an accreditation process. It has to be provided by an awarding organisation that is itself accredited as a GCSE provider. As I pointed out, we have had a real struggle with the awarding organisations on providing language GCSEs, particularly in the community languages. We had a huge battle with them and ended up having to move a whole raft of community language GCSEs from OCR to the other awarding organisations. Ultimately, we can only provide GCSEs that the exam boards, which are independent, wish to provide. As I said, a draft specification has been provided by Signature, but it would have to go through the process of having the GCSE accredited by Ofqual and would itself have to be accredited by Ofqual as a GCSE provider. Those are the issues confronting any Minister in the Department for Education as regards new GCSEs, because the system in the legislation passed in the House to ensure that we offer GCSEs that are on a par with one another and hold their standard over time has led to our deciding to have a very powerful regulator, which is absolutely right to ensure that we maintain standards. That process has to be gone through by anyone who wishes to introduce a new GCSE.

In addition, we want schools to have a period of stability. This is not the only request for a new GCSE; there are requests for others. Schools have asked for a period of stability. There will be stability for a short period, and after that we can consider whether new GCSEs or A-levels can be introduced.

[Emma Hardy]

I accept that not all schools have to teach the national curriculum, but what exists is not actually a national curriculum; it is an examination curriculum. The school curriculum is built around the examinations that children take. I am sorry, but I disagree with the point that there is a wider school curriculum. There is not. Schools long for there to be a wider school curriculum, but the reforms made by this Government have squeezed things out and narrowed it down very tightly to being based solely on examinations. If we do not give British Sign Language an examination, it just will not be counted and will not be taught.

[Nick Gibb]

There are examinations in BSL, produced by Signature and ABC, that are for level 1 or 2 qualifications. Exams exist in BSL. The qualifications are on the section 96 list and can be taught in schools, so they do exist.

I do not accept the caricature of our school system described by the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy). The school curriculum is very wide. The most successful schools in the state sector have a very wide curriculum and they offer plenty of sport, music and art as part of that. Art and music are compulsory to the end of key stage 3, and the schools that are most successful academically, in the exams that the hon. Lady dismisses, are the schools that also have a very broad and balanced curriculum beyond GCSE.

We made it very clear in our reforms to the national curriculum that there was to be a distinction between the national curriculum, which focuses on the core academic subjects, and the school curriculum, which goes beyond those subjects and includes sport and a whole raft of artistic and other subjects, which are hugely important. I am referring to subjects such as sex and relationships education, PSHE—personal, social, health and economic education—and citizenship and so on, which are hugely important in developing a rounded person.