Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential effect of a change from a competence-based curriculum to a knowledge-rich curriculum on the education attainment of white working class boys.
In 2014, the Department introduced a more knowledge-rich curriculum with associated reforms to GCSEs to make them more rigorous. These changes were in part driven by a desire to ensure all children, whatever their background, receive a high-quality education.
We have made no specific assessment of the impact of curriculum change alone on attainment of white working-class boys. However, against a background of rising standards, disadvantaged pupils are catching up with their peers. The attainment gap index shows the gap at the end of primary school has narrowed by 13% since 2011, and by 9% at the end of secondary school. This means better prospects for a secure adult life for disadvantaged pupils. Our reforms, and the focus provided by the pupil premium, have supported this improvement.