EBacc: Expressive Arts Subjects

Marion Fellows Excerpts

Monday 4th July 2016 Westminster Hall

[Marion Fellows (Motherwell and Wishaw) (SNP)]

It is a pleasure to serve under your chairmanship, Ms Buck. I thank the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who is my colleague on the Education Committee. I hope that the Minister takes on board all the wonderful comments and expressions that have been made this afternoon, and recognises the number of people who are listening to the debate—even listening to a Scotswoman, who has no business, some people would say, speaking on English education matters. However, I am a Member of this House.

As a member of the Education Committee, I am privileged to have contact with many people in the field of education. Although many, including Government Ministers, want only what they believe is best for school pupils, I inherently believe that the restricted EBacc system in England does not serve all pupils well. Were I English—and I am not—I could not support the Government’s proposal to make the EBacc, without the inclusion of expressive arts, a compulsory measure for all schools.

The root of the word “education” shows that it means “to be drawn forth.” I believe that that is what education is about. It is at its best when it draws forth from pupils what is inherently there, and enables them to progress and shine in areas that interest and attract them so that we produce well-rounded individuals who are able to take their place and contribute to society as a whole. Of course pupils should have a knowledge of science, technology, engineering and maths, and no one will benefit if they cannot read fluently or do not have a knowledge of the world around them. Tim Peake’s successful space mission has awakened an interest in science subjects across the UK, and many pupils are now enthused and attracted to science matters as never before. A knowledge of the history or geography of our countries in the UK is equally important, but such knowledge is sadly undermined if we do not understand the culture, music and drama that enrich all our histories.

Like others who have spoken in this debate, I have received a briefing from the Royal Shakespeare Company highlighting its good work in bringing Shakespeare to schools across England at all levels. The RSC makes Shakespeare come alive for students, which can lead to an enriching and positive life experience. Art and music can benefit education by helping young people to understand and express themselves in a variety of ways that improve their self-worth and learning. By focusing on English, mathematics, history or geography, sciences and a language—all worthy subjects—many pupils face not achieving an understanding of where they come from or the ability to express themselves in a different way.

Since I was elected to this place and became a member of the Education Committee, I have been struck by the Government’s attitude towards education. As an international observer on the Committee, I worry about what I perceive as a drive to turn education into a tool to turn masses of children into the workers of tomorrow. Although a school education should lead to a meaningful destination, into either further or higher education or a job, the state should not simply see schools as places that benefit businesses by churning out the workers of the future. As Sir Michael Wilshaw, the present chief inspector of schools and head of Ofsted, has said:

“the proposed changes may cause a problem for some students and I can think of youngsters who would have been better suited to English, Maths and Science alongside a range of vocational subjects.”

I would include expressive arts in that list. There is a danger that we will exclude huge numbers of children from an education in the expressive arts by focusing on what is seen by some as more “useful” or “academic” subjects.

The creative industries now account for one in 11 jobs, and the sector is growing. By restricting pupils’ access to the expressive arts by excluding these subjects from the EBacc, we deprive young people of an enriching experience for them and for society as a whole. Arts Council England wholly supports the creative arts being part of the EBacc, as does the CBI, which is looking for creative people. As has been often stated in this debate, the creative industries are a growing sector of business across the United Kingdom.

In Scotland we have always had a wide-ranging education system that is much more tailored to children’s interests and abilities. The introduction of the curriculum for excellence has continued that approach. The Scottish Government’s creative learning plan states:

“We know that creativity is vital in the world of work, with greater opportunities for those who bring a creative approach. The country as a whole stands to benefit significantly from the great wealth of creative talent that our people can bring to bear.”

Expressive arts courses in the curriculum for excellence include art and design, dance, drama and music. The expressive arts can help learners to develop their knowledge, understanding and appreciation of contemporary and historical arts within their own communities in Scotland and beyond. Given Scotland’s vast cultural centre, it is hugely important for children to have an opportunity to learn the expressive arts, which have a huge impact on our economy. Why should children in the rest of the United Kingdom not also have such opportunities?