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To ask Her Majesty’s Government how they will respond to the report by the Education and Employers Taskforce for Collins Language regarding the importance of languages acquisition for UK companies. [HL1106
To ask Her Majesty’s Government how they will respond to the report by the Education and Employers Taskforce for Collins Language regarding the importance of languages acquisition for UK companies. [HL1106
We welcome this report. Learning a language benefits both individuals and the wider economy. The Government are taking steps to improve language teaching. The English baccalaureate has started to reverse the long-term decline in numbers taking languages at GCSE. We have proposed that a foreign language be compulsory for seven to 11 year-olds in maintained schools from 2014, so that they benefit from being taught a language from an early age.
Work-related learning can be important for young people at school, but schools are best placed to decide what is appropriate to suit the needs and circumstances of their pupils. In higher education, modern languages are classed as strategically important and vulnerable subjects and continue to attract targeted funding to support the numbers of students taking up places. This will help to increase the pool of talented linguists seeking employment.
We believe it is important that employers are able to lead the skills system, so the qualifications and the training available, through colleges and other providers, properly reflect business needs.
The UK Commission for Employment and Skills, and the Sector Skills Councils, are now working with, and on behalf of, employers from all sectors to increase workforce skills. To assist with this process, we have introduced the Growth and Innovation Fund and the Employer Ownership Pilot; these assist businesses to define the vocational skills they need, which may include language skills, and develop new ways to meet them. We believe this will lead to a more responsive skills system better able to match employers’ demands.
To ask Her Majesty’s Government what is their response to the research report published in June 2012 by the British Council-led Language Rich Europe consortium on its findings in England. [HL1136]
To ask Her Majesty’s Government what is their response to the research report published in June 2012 by the British Council-led Language Rich Europe consortium on its findings in England. [HL1136]
We welcome this report and the valuable evidence it provides. Knowing a language benefits individuals and the economy more widely.
The Government are already taking steps to improve the take-up of languages in schools. We have announced that a language will be statutory for all seven to 11 year- olds in maintained schools from 2014. A consultation will be launched shortly on what form this might take. Further, the English Baccalaureate has started to reverse the long-term decline of numbers taking languages at GCSE. We will be making an announcement on the secondary curriculum in due course.
To ask Her Majesty’s Government whether they will review the decision to remove, beyond 2013, the NVQ languages qualifications from the list of approved qualifications eligible for GCSE-equivalent performance points.[HL1105]
To ask Her Majesty’s Government whether they will review the decision to remove, beyond 2013, the NVQ languages qualifications from the list of approved qualifications eligible for GCSE-equivalent performance points.[HL1105]
Although a number of language NVQs were submitted for inclusion in the 2014 key stage 4 performance tables, they did not demonstrate the characteristics outlined in the Technical Guidance we published in October 2011.
Awarding organisations were informed of the decisions for their qualifications in January, and then had the opportunity to request a further review. The final list of qualifications that will count in 2014 was published in March and there will be no further review of qualifications for the 2014 performance tables.
Awarding organisations will, however, have the opportunity to submit qualifications for inclusion in the 2016 performance tables. Further details will be published on the department’s website in due course.
Schools are still able to offer qualifications not included in the performance tables that benefit particular individuals. It is for them to use their professional judgment to offer the appropriate qualifications best suited to their pupils’ needs and abilities.
To ask Her Majesty’s Government when they expect to reach a decision on whether to accept the recommendation of the Expert Panel that modern foreign languages should be restored to the compulsory part of the national curriculum until the end of Key Stage 4.[HL533]
To ask Her Majesty’s Government when they expect to reach a decision on whether to accept the recommendation of the Expert Panel that modern foreign languages should be restored to the compulsory part of the national curriculum until the end of Key Stage 4.[HL533]
My right honourable friend the Secretary of State has now written to Tim Oates, the chair of the expert panel, with his response to the panel’s recommendations for the primary curriculum. The letter states his intention to add breadth to the primary curriculum by requiring all schools to teach a foreign language at key stage 2, from year 3 to year 6. He is currently considering the recommendations of the expert panel in relation to subject coverage at key stage 4 and will be making an announcement soon.
To ask Her Majesty’s Government what assessment they have made of the decline in one-to-one family-based foreign exchanges for maintained school pupils, in furtherance of their modern language studies; and what if any action they propose to take to encourage such exchanges.[HL534]
To ask Her Majesty’s Government what assessment they have made of the decline in one-to-one family-based foreign exchanges for maintained school pupils, in furtherance of their modern language studies; and what if any action they propose to take to encourage such exchanges.[HL534]
The Department for Education does not collect data on one-to-one family-based exchanges and has made no specific assessment of the numbers of pupils taking up these opportunities.
The Government recognise that school links and exchanges can provide valuable opportunities to improve language skills. Large numbers of schools take part in such activities; for example, through the British Council's Connecting Classrooms programme. It is, however, for individual schools to decide whether or not they wish to participate in such exchanges.
Good teaching of languages is very important. It improves the mind and helps pupils to understand the world in which they live. It is also important for the social and economic future of the country. That is why we have introduced a modern or ancient language as one of the academic subjects making up the EBacc at GCSE level. The EBacc is already encouraging more young people to take a language at GCSE level.
To ask Her Majesty’s Government what evaluation they have made, or will be making, of the effectiveness of the Get Set programme in encouraging the teaching and learning of modern languages in schools.
To ask Her Majesty’s Government what evaluation they have made, or will be making, of the effectiveness of the Get Set programme in encouraging the teaching and learning of modern languages in schools.
To ask Her Majesty’s Government what assessment they have made of the way in which the educational benefits of bilingualism and multilingualism can be promoted by a greater recognition within the educational system of languages, other than English, which are learned in the home.
To ask Her Majesty’s Government what assessment they have made of the way in which the educational benefits of bilingualism and multilingualism can be promoted by a greater recognition within the educational system of languages, other than English, which are learned in the home.
To ask Her Majesty’s Government whether they will take account of alternative accreditation to a languages GCSE when awarding the English Baccalaureate.
To ask Her Majesty’s Government whether they will take account of alternative accreditation to a languages GCSE when awarding the English Baccalaureate.
To ask Her Majesty’s Government how many pupils in English schools were entered by each of the examination boards for the GCSE in (a) mathematics, (b) geography, (c) history, (d) French, and (e) German, in (1) 1995, (2) 2000, (3) 2005, and (4) 2010.
To ask Her Majesty’s Government how many pupils in English schools were entered by each of the examination boards for the GCSE in (a) mathematics, (b) geography, (c) history, (d) French, and (e) German, in (1) 1995, (2) 2000, (3) 2005, and (4) 2010.
| Number of GCSE examinations entered in selected subjects by examination board, 1995 and 2010 | |||||
|---|---|---|---|---|---|
| Exam board and year | Entries in mathematics | Entries in geography | Entries in history | Entries in French | Entries in German |
| 1995 | |||||
| NEA (Northern Examining Association) | 76,225 | 72,032 | 42,763 | 154,953 | 65,487 |
| SEG (Southern Examining Group) | 138,658 | 52,609 | 39,354 | 51,588 | 14,875 |
| MEG (Midland Examining Group) | 163,670 | 98,288 | 94,021 | 79,917 | 31,212 |
| LEAG (London and East Anglian Examining Group) | 128,411 | 25,039 | 41,796 | 22,788 | 7,326 |
| WJEC (Welsh Joint Education Committee) | 1,643 | 5,043 | 1 | 0 | 0 |
| NISEAC (Northern Ireland Schools Examination Council) | 8 | 0 | 0 | 0 | 0 |
| 2010 | |||||
| Edexcel | 350,520 | 21,890 | 53,371 | 43,643 | 18,304 |
| WJEC (Welsh Joint Education Committee) | 1,425 | 4,492 | 5,918 | 5,765 | 2,226 |
| CCEA (Council for the Curriculum, Examinations and Assessment) | 38 | 4 | 52 | 3 | 0 |
| OCR (Oxford, Cambridge and RSA Examinations) | 76,610 | 70,698 | 83,507 | 27,231 | 10,425 |
| AQA (Assessment and Qualifications Alliance) | 164,213 | 71,960 | 55,086 | 83,680 | 34,769 |
To ask Her Majesty’s Government what proportion of schools in (a) the maintained sector, and (b) the independent sector, have 75 per cent or more pupils studying a modern foreign language at Key Stage 4.
To ask Her Majesty’s Government what proportion of schools in (a) the maintained sector, and (b) the independent sector, have 75 per cent or more pupils studying a modern foreign language at Key Stage 4.
To ask Her Majesty’s Government what proportion of maintained secondary schools have shortened Key Stage 3 to two years; and what effect that has had on the teaching and learning of modern foreign languages.
To ask Her Majesty’s Government what proportion of maintained secondary schools have shortened Key Stage 3 to two years; and what effect that has had on the teaching and learning of modern foreign languages.
To ask Her Majesty’s Government what proportion of maintained secondary schools set a benchmark of between 50 per cent and 90 per cent for take-up of a modern foreign language at GCSE.
To ask Her Majesty’s Government what proportion of maintained secondary schools set a benchmark of between 50 per cent and 90 per cent for take-up of a modern foreign language at GCSE.
To ask Her Majesty’s Government what plans they have to encourage the teaching of more foreign languages in schools.
To ask Her Majesty’s Government what plans they have to encourage the teaching of more foreign languages in schools.
To ask Her Majesty’s Government how many Key Stage 2 language advisers and consultants employed by local education authorities have had their funding withdrawn, or will have had their funding withdrawn by 31 March 2011, because languages at Key Stage 2 are no longer to be part of the national...
To ask Her Majesty’s Government how many Key Stage 2 language advisers and consultants employed by local education authorities have had their funding withdrawn, or will have had their funding withdrawn by 31 March 2011, because languages at Key Stage 2 are no longer to be part of the national...