My Lords, all state-funded schools are required to teach science and maths to pupils up to the age of 16 as part of a broad and balanced curriculum. Since the introduction of the EBacc in 2010, the proportion of pupils taking GCSEs in maths has remained stable at 97%. For science counted in the EBacc, the proportion has increased from 63% to 74%. We have also had a substantial increase of 15% or more in the number of pupils taking maths and science at A-level.

To ask Her Majesty’s Government what impact the introduction of the English Baccalaureate has had on the number of young people studying science and mathematics.

That is very good news indeed. Would my noble friend not agree that given the importance of these STEM subjects to the future careers of young people and, indeed, to the economy, it would be very profitable to continue the expansion of maths and science as compulsory subjects into the 17 and 18 year-old age group?

My Lords, the Minister will be aware that the latest figures show that almost one in five secondary teacher training places for September has not been filled, and on non-EBacc courses, less than two-thirds of the number of trainees required

have been recruited, with design and technology being the hardest hit. Does he think that the concentration on STEM and EBacc subjects will accelerate the decline in the number of art teachers in schools, which has already fallen 11% since 2010?

Does my noble friend agree that a rise of 6% to 18% in the proportion of youngsters now entering school with English as their second language has had an effect on the studying of science?

My Lords, the Minister will no doubt be pleased at the increase in the number of pupils studying science and maths. He used the phrase “broad and balanced”. He will also be aware that the creative industries are really important to the UK economy. Is he not concerned that we are seeing a decline in the creative and cultural subjects being taught at secondary school? If it continues apace, will he consider recommending that a creative or cultural subject be part of the EBacc offer?

My Lords, will my noble friend do everything he can to encourage the use of the baccalaureate? Under the old A plus system, at 15, children had effectively to choose whether to become artists or scientists. The result has given us a great raft of illiterate scientists and unscientific artists. The baccalaureate gives one a broad education up to at least 17 or 18. No one can consider themselves to begin to be educated unless they have a good grounding in both the arts and the sciences, and I hope that he will continue to promote the sort of exams that encourage that.

My Lords, I suspect that the Minister did not give us all the information. At A-level, although there has been a welcome increase in the number taking maths and science, what he did not tell the House was that the trend for increased numbers in those subjects significantly predates the introduction of the EBacc in 2010, and the pace of increase since then has actually slowed. Between 2002 and 2009, numbers in maths increased by 58%; since the introduction of the EBacc, they have increased by only a further 13%. In physics, between 2006 and 2010, numbers increased by 18%; since then, by 16%. The Minister also did not reveal that English and modern languages are also EBacc subjects, but take-up has fallen since 2010.

Last year, the director-general of the CBI said that,

“we have no debate at all about the 14-18 curriculum—only a debate about exams … we need curriculum reform, not just exam reform”.

Was not he right?

My Lords, the Minister will be aware that those concerned with music education are worried about the impact of the EBacc on music education in schools. That is partly because schools faced with hard choices on budget priorities are less concerned about recruiting music teachers. Is he willing to speak to people from the music education industry about those concerns?

The Minister will be aware of the huge shortage of engineers in this country and, particularly, in the Navy, Air Force and Army. What is being done to translate that increase in science and maths into engineering and to try to encourage that?

Having failed to answer my noble friend Lord Watson in his first attempt, could the Minister now try again?

Out of 3,910[1] mainstream[2] secondary schools in England with at least one pupil at the end of key stage four, 2,736 schools entered at least one pupil for triple science GCSEs[3] in 2013/14. This figure does not include schools which offered triple science GCSEs, but did not enter any pupils for these qualifications in 2013/14. It also excludes those schools with no pupils entered for triple science GCSEs but where pupils have been entered for all three of GCSE science, GCSE further science and GCSE further additional science, which together cover the same content as GCSE triple science.

The Government is providing £2.6 million in funding for the Triple Science Support Programme over the period 2014-16. This will give state funded schools with low take up of triple science practical support and guidance on providing triple science at GCSE. The support comprises professional development for teachers, setting up networks of schools to share good practice and advice on how to overcome barriers to offering triple science such as timetabling and lack of specialist teachers.

We are continuing to attract top graduates into science teaching. For 2015/16, we are continuing to fund scholarship schemes worth £25,000 tax free in chemistry and physics. We have also announced increases in bursaries also worth up to £25,000 tax free for both these subjects and up to £15,000 tax free for biology. The new package of measures announced by the Prime Minister on 8 December 2014 to train more science and maths teachers will build on this. This £67 million package will benefit up to 17,600 teachers over the course of the next parliament.

[1] As published in the Department for Education’s 2013/14 performance tables.

[2] Does not include special schools.

[3] This includes full course GCSEs, Level 1/Level 2 certificates, Cambridge International Certificates and Edexcel certificates in physics, chemistry and biology.

Maintained schools are obliged to comply with section 78 of the Education Act 2002. Maintained schools that teach young earth creationism or intelligent design as valid science undermine the teaching of established evolutionary theory and are therefore not complying with the national curriculum or providing a broad and balanced curriculum as required by section 78. If parents have concerns about this they should raise the matter through the school’s complaints procedure in the first instance.

Independent schools are not obliged to meet the requirements of section 78 of the Education Act 2002 for a broad and balanced curriculum which

(a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and

(b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

However, there are requirements in the independent school standards which, as explained in a previous Answer (HL3032), independent schools are obliged to follow. They contain a detailed standard for spiritual, moral, social and cultural development, and the revised standards which come into force on 5 January 2015 also include an enhanced requirement on preparation for adult life.

The standards do not, as noted in Answer HL3032, prevent the teaching of creationism. Nor do they require the teaching of any specific scientific matters, such as evolution. However, in their arrangements for teaching science, schools are expected to imbue pupils with an appreciation of the need for an evidence-based approach, and an ability to think and learn for themselves.

Fieldwork is an essential component of geography. The new reformed GCSE in geography will require pupils to undertake at least two fieldwork activities in contrasting environments. We recently consulted on new content for geography A level, based on recommendations from the A level Content Advisory Board. The proposed content requires A level students to undertake one independent student investigation involving fieldwork. AS students are also required to undertake fieldwork.

The new content for combined science and biology GCSEs sets clear expectations that students should undertake fieldwork. The content for A level biology sets out the practical skills and techniques needed for biology, including a specific reference to using sampling techniques in fieldwork.

Assessment arrangements are a matter for Ofqual, the Office of Qualifications and Examinations Regulation and I have asked its Chief Regulator, Glenys Stacey, to write directly to Baroness Miller. A copy of her reply will be placed in the House Library.

Independent schools are not downgraded in their Ofsted inspections purely as a result of teaching creationism. However, their curriculum and teaching must meet the independent school standards as a condition of registration. The independent school standards require schools to provide a curriculum which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. Subject matter must also be appropriate for the ages and aptitudes of pupils. Beyond this, independent schools have the freedom to choose what they include in the curriculum. Teaching creationism does not, of itself, conflict with the standards.

Independent schools are also required to meet standards in relation to the spiritual, moral, social and cultural development of pupils. These standards were revised in September this year. They now require schools to actively promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

The Government is clear that all state funded schools must teach science, as part of a broad and balanced curriculum, and that creationism has no place in any science curriculum.

Creationism does not accord with the scientific consensus or the very large body of established scientific evidence; nor does it accurately and consistently employ the scientific method. It should not therefore be presented to children as a scientific theory or body of knowledge.

There is scope for pupils to discuss beliefs about the origins of the Earth and living things, such as creationism, in Religious Education, as long as it is not presented as a valid alternative to established scientific theory and it does not undermine the teaching of the established scientific consensus around evolution.

If parents are concerned that the school is not offering a broad and balanced curriculum, they should follow the school’s complaints procedure.

The draft key stage 4 science curriculum, currently being consulted on, and the new science GCSE criteria, published in April 2014, include opportunities for students to learn about climate change as part of what they are taught about atmospheric and Earth science. This includes evidence for the composition and evolution of the Earth’s atmosphere since its formation, along with the evidence, and uncertainties in evidence, for additional anthropogenic causes of climate change. This builds on the key stage 3 science curriculum introduced into schools in September 2014 where pupils are taught about the composition of the Earth’s atmosphere and the carbon cycle. This includes the production of carbon dioxide by human activity and the impact on climate.

Pupils will also be taught about the change in the Earth’s climate from the Ice Age to the present day as part of the new key stage 3 Geography curriculum that was also introduced in September 2014.

Recent years have seen record numbers of pupils taking science and mathematics at GCSE and A level, with a rise of more than 30% in the number of students taking separate GCSEs in biology, chemistry and physics between 2010 and 2013. There has also been a 15% rise in the number taking mathematics and physics A level, and a 19% rise in the number taking further mathematics A level over the same period. Girls are now as likely as boys to take separate science GCSEs, but more needs to be done, particularly to address the low numbers of girls taking mathematics and physics A level.

The Government has taken action by: reforming the national curriculum and academic and vocational qualifications, to ensure that they enable young people to acquire the necessary knowledge and understanding to progress to further study and employment; recruiting top graduates into teaching by providing bursaries and scholarships in mathematics and the sciences of up to £25,000; supporting schools through professional development and enrichment programmes, such as the Stimulating Physics Network and the establishment of 32 maths hubs; and through the “Your Life” campaign which will change the perceptions of science and mathematics, with a communications campaign targeting 14-16 year olds being launched from September.

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