Education (Amendment of the Curriculum Requirements) (England) Order 2013

Lord Nash Excerpts

Monday 8th July 2013 Grand Committee

Moved by

[Lord Nash]

That the Grand Committee do report to the House that it has considered the Education (Amendment of the Curriculum Requirements) (England) Order 2013.

Relevant document: 4th Report from the Joint Committee on Statutory Instruments.

[The Parliamentary Under-Secretary of State for Schools (Lord Nash)]

My Lords, I am grateful for the opportunity to debate the Government’s proposals for replacing the national curriculum subject of information and communications technology with computing in schools in England.

As noble Lords will know, the study of information and communications technology—commonly referred to as ICT—is a compulsory national curriculum subject in maintained schools in England at key stages 1 to 4. In February, my right honourable friend the Secretary of State for Education announced his intention to replace the national curriculum subject of ICT with computing. The report on the consultation on this proposal, published on 3 May, showed significant support for such a change, with the largest single group of respondents being in favour. I will outline the reasons why we think that this change to the name of the subject is necessary.

In spite of the revolution in how we use digital technology in society and in work, decreasing numbers of young people are obtaining computer science qualifications beyond age 16. Between 2003 and 2012, the number of students taking A-level computer studies fell by 60% and is now fewer than 3,500 entrants per year. Similarly, the number of entrants to undergraduate computer science degrees fell by 23% between 2002-03 and 2010-11, at a time when undergraduate enrolments grew in all other STEM—science, technology, engineering and mathematics—areas.

This is a major problem, since the UK’s long-term economic prosperity depends on our ability to be world leaders in developing digital technologies and understanding how they can transform all sectors of the economy. It is estimated that, over the next seven years, around 2 million new jobs will come from sectors that rely on technology, mathematics and science.

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Finally, I have a question that relates to teacher training, which has already been mentioned by my noble friend Lady Jones. As I understand it from the British Computer Society and CAS, there has been some discussion with higher education institutions about how they could be at the heart of a network to deliver some of this teacher training. That is commendable at the geekier end, but the mistake would be to think about computing as computer science, a name that was conjured up at one point, and forget the wider application of computers and computing. In terms of teacher training, is the Minister looking at peer-to-peer learning and how we could use the model created in the specialist leaders of education scheme, which has been so successful in driving school improvement at relatively low cost, in order to identify the teachers who are driving forward really good pedagogy and practice around the teaching of computing, as it will now be called following this order? Having done that, will we be able to scale that expertise in order to engage other people, and how can we motivate teachers to perform that good work for children in this country?

[Lord Nash]

I am grateful to the noble Baroness, Lady Jones, and the noble Lord, Lord Knight, for their excellent speeches and their broad support for the name change and the need to revitalise the ICT curriculum. The noble Baroness asked the very important question of what steps the Government are taking to ensure that the professional development of teachers keeps pace with the curriculum change. In addition to the points I mentioned in my opening speech, and to provide more detail on one of them, the National College for Teaching and Leadership has established an expert group to signpost schools, teachers and trainees towards existing high quality curriculum resources. We will consider the group’s recommendations carefully as we prepare for the implementation of the new national curriculum from September 2014. The £2 million funding for the computer science CPD runs until 2015. By then, we will ensure that teachers in approximately 16,000 primary and secondary schools are capable of teaching computer science. We think that this number is very adequate.

Secondly, the noble Baroness asked what the Government are planning in order to ensure that we attract new specialist computer staff to teach in schools. We have made available bursaries of up to £9,000 for suitably qualified candidates to help ensure that computer science undergraduates consider teaching as a career option. Furthermore, there are up to 100 scholarships worth £20,000 each for exceptional applicants. Initial teacher training providers are also offering subject knowledge enhancement courses to graduates from non-computer science courses which have a significant technology component. These courses will provide candidates with the computer science knowledge they require to go on to study the computer science PGCE.

Thirdly, the noble Baroness, Lady Jones, asked me to confirm that the change in name does not represent a narrowing of the curriculum and that pupils will be taught e-safety. I can confirm that the name change represents a rebalancing rather than a narrowing of the curriculum. The purpose of the study statement for the new computing curriculum states that pupils should become digitally literate—as the noble Lord, Lord Knight, stated was so important—through this particular curriculum subject. There is content on digital skills at key stages 1 to 3. Keeping our children and young people safe on the internet is a top priority for this Government and the noble Lords know that it is an area in which we are doing a great deal of work. This is why for the first time children will be taught in primary school how to stay safe on the internet, to keep personal information private and to use technology respectfully and securely. We have also strengthened the requirements around e-safety at key stages 3 and 4. Throughout their schooling, pupils will be taught to recognise inappropriate contact and conduct as well as to know each appropriate way to report concerns. We have been advised on this by leading e-safety experts, including the Child Exploitation and Online Protection Centre, the UK Safer Internet Centre, the NSPCC and Professor Sonia Livingstone.

Fourthly, the noble Baroness asked whether the teaching would be successful. It needs to be supported by sufficient funds to modernise ICT facilities and keep them current. Evidence from the British Educational Suppliers Association shows that school spending on digital technology, hardware, software and services is increasing annually. Schools are choosing to make this expenditure—there is no ring-fenced capital or revenue funding for digital technologies. I agree with the noble Lord, Lord Knight, that if it were true that there was only one official focusing on this in the department, that would be too few. I understand that there is one leading official who is supported by the STEM team. However, I undertake to investigate the position further so that we can consider whether we have enough support.

We will work with the Design and Technology Association, the Royal Academy of Engineering and others on support for the new design and technology curriculum, including 3D printers. We are working with teachers to identify the resources that schools can use to teach computing and design and technology. I was delighted to hear that the noble Lord, Lord Knight, recently visited the Isle of Portland Aldridge Community Academy and thereby celebrated the success of the sponsored academy programme initiated by the previous Government. The noble Lord asked about the pupil premium and whether it can be used for purchasing personal devices. I know that some schools provide iPads and I am sure that it will become a growing trend. It is a scenario that I would be grateful to discus with him further because his expertise is clearly greater than mine and I would welcome the opportunity of doing so.

The noble Baroness, Lady Jones, asked whether, given that computing skills and equipment are increasingly integral to the teaching of all subjects, the Government have given sufficient thought to what computing skills should be taught. As she knows, this Government are keen to trust teachers to use their own discretion. Together with the training that we will be providing, it is up to schools to determine where and how they teach computing skills in the context of other curriculum subjects, although clearly some areas of the curriculum have strong affinities with the content of the computing programmes of study, most notably maths and design and technology. The noble Baroness pointed out that this subject will need to be refreshed constantly. I hope that this is the start of that process so that in future all Governments keep it constantly under review, which is so important in such a fast-moving world.

In addition to the publication today of the new curriculum for computing, I look forward to the implementation of the new national curriculum in its entirety and, in particular, a return to its intended purpose: a minimum national entitlement organised around subject disciplines across core and foundation subjects. The new national curriculum will provide schools with a set of expectations that match those in the highest-performing education jurisdictions in the world and will challenge them to realise the potential of all their pupils in an increasingly competitive global marketplace.

Motion agreed.