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Adonis, Lord (99)
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Publisher
asked Her Majesty's Government:In which languages other than English it is possible to take GCSE examinations; and how many entrants there have been for examinations in each language in the last three years for which figures are available.
asked Her Majesty's Government:In which languages other than English it is possible to take GCSE examinations; and how many entrants there have been for examinations in each language in the last three years for which figures are available.
Asked by
Lord Bowness
(Conservative)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
19 March 2008
GCSE examinations are available in the following languages: Arabic, Bengali, Dutch, Chinese, French, German, Gujarati, modern Greek, modern Hebrew, Irish (short course), Italian, Japanese, Spanish, Panjabi, Persian, Portuguese, Polish, Russian, Turkish, Urdu, Latin and ancient Greek.
The attached table shows the number of GCSE entries since 2005. The entries figures for French, German and Spanish for last three years have been rounded while validation checks are under way. The final figures will be available by April. Entry figures for Latin and ancient Greek are not currently available and could be obtained only at disproportionate cost.
| 2007 | 2006 | 2005 | |
| French | 189,700 | 209,800 | 244,800 |
| German | 75,800 | 84,800 | 99,200 |
| Spanish | 53,800 | 52,100 | 52,200 |
| Italian | 3,245 | 3,056 | 3,108 |
| Arabic | 1,929 | 1,597 | 1,448 |
| Bengali | 1,517 | 1,590 | 1,696 |
| Chinese | 2,159 | 1,827 | 1,973 |
| Gujarati | 1,054 | 1,025 | 986 |
| Japanese | 874 | 839 | 833 |
| Modern Hebrew | 376 | 412 | 372 |
| Panjabi | 1,147 | 928 | 1,027 |
| Turkish | 1,330 | 996 | 947 |
| Urdu | 5,466 | 5,322 | 5,478 |
| Persian | 398 | 338 | 286 |
| Dutch | 392 | 267 | 315 |
| Modern Greek | 494 | 463 | 432 |
| Portuguese | 983 | 617 | 728 |
| Polish | 972 | 205 | 325 |
| Russian | 1,556 | 1,464 | 1,396 |
Subjects
Languages; GCSE
Date
19 March 2008
Reference
2360; 700 c52-3WA
House
House of Lords
asked Her Majesty's Government:With respect to each year from 1998 to the present, how many graduates began secondary school teaching careers with degree qualifications in (a) English; (b) mathematics; (c) foreign languages; (d) ICT; and (e) physics.
asked Her Majesty's Government:With respect to each year from 1998 to the present, how many graduates began secondary school teaching careers with degree qualifications in (a) English; (b) mathematics; (c) foreign languages; (d) ICT; and (e) physics.
Asked by
Lord Quirk
(Crossbench)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
22 February 2008
Complete information relating to the degree qualification of graduates who began secondary school teaching careers is not available centrally.
The table below shows the number of final year postgraduate mainstream initial teacher training (ITT) trainees who gained qualified teachers status (QTS) and entered a teaching post in the maintained sector within six months of gaining their QTS, broken down by the subject of their ITT training and their undergraduate degree.
"Notes""(1) Mainstream includes universities and other higher education institutions, SCITT and OU, but excludes employment-based routes.""(2) The destination of trainees through employment-based ITT courses is not currently collected.""(3) Performance profiles data are collected at the end of a trainee’s first year, therefore 2006-07 data are collected in autumn 2007 and will be published in July 2008.""(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(1) Mainstream includes universities and other higher education institutions, SCITT and OU, but excludes employment-based routes.""(2) The destination of trainees through employment-based ITT courses is not currently collected.""(3) Performance profiles data are collected at the end of a trainee’s first year, therefore 2006-07 data are collected in autumn 2007 and will be published in July 2008.""(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(2) The destination of trainees through employment-based ITT courses is not currently collected.""(3) Performance profiles data are collected at the end of a trainee’s first year, therefore 2006-07 data are collected in autumn 2007 and will be published in July 2008.""(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(3) Performance profiles data are collected at the end of a trainee’s first year, therefore 2006-07 data are collected in autumn 2007 and will be published in July 2008.""(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(4) Trainees who enter teaching posts in independent schools or schools where the sector is unknown are not included in the table above.""(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(5) The destination of some final year trainees remains unknown, therefore there are potentially more NQTs entering teaching posts within six months of gaining QTS year on year.""(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(6) There are additional postgraduate trainees on ITT courses where the first degree is unknown, so there are potentially more graduates gaining entering teaching posts.""(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(7) The degree of undergraduate trainees, should they hold one, is not collected through the performance profiles data.""(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(8) The table above only covers those who hold a first degree in the subject of their ITT training course; it does not cover those who have a first degree in the subject but are entering an ITT course which is not in this subject.""(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(9) Those counted as having a degree qualification in the subject of their ITT course include both direct and related matches between degree and ITT subject. A direct match to the subject of ITT would be holding a degree in the subject of training, where as a related match would be a degree with elements relating to the subject of ITT. For example within Science a degree classified as a direct match would include degrees in subjects such as biology, chemistry and physics and a degree classified as a related match would include degrees in subjects such as medicine and dentistry.""(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(10) The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002-03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures for both a direct match and a related match have been included.""(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(11) The breakdown of science trainees by specialism is not available.""(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(12) Trainees taking the assessment only are not included in ““All secondary subjects”” in the table above.""(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
"(13) Figures are rounded to the nearest 10. * represents values which round to under 10."
| Trainees entering maintained schools | ||||||||
|---|---|---|---|---|---|---|---|---|
| Subject of ITT training | Number of postgraduate trainees with an undergraduate degree qualification in the subject of their ITT course | |||||||
| 1998-99 | 1999-00 | 2000-01 | 2001-02 | 2002-03 | 2003-04 | 2004-05 | 2005-06 | |
| English | 770 | 740 | 850 | 930 | 1,060 | 1,060 | 1,090 | 1,060 |
| Mathematics | 310 | 370 | 350 | 380 | 620 | 850 | 870 | 860 |
| Science | 850 | 950 | 1,080 | 1,250 | 1,170 | 1,420 | 1,360 | 1,520 |
| Information and communications technology | 30 | 50 | 80 | 100 | 250 | 310 | 330 | 370 |
| Modern languages | 450 | 520 | 580 | 570 | 570 | 630 | 420 | 530 |
| All secondary subjects | 4,410 | 4,740 | 4,720 | 5,280 | 6,760 | 7,880 | 7,970 | 8,050 |
| Source: TDA's Performance Profiles |
Subjects
Degrees; ICT; Languages; Teachers; Secondary education; Science; Mathematics; Physics
Date
22 February 2008
Reference
1971; 699 c94-6WA
House
House of Lords
asked Her Majesty's Government:With respect to each year from 1998 to the present, how many secondary school teachers with degree qualifications in (a) English; (b) mathematics; (c) foreign languages; (d) ICT; and (e) physics left their teaching posts (1) within the first five years, (2) after five to 10 years;...
asked Her Majesty's Government:With respect to each year from 1998 to the present, how many secondary school teachers with degree qualifications in (a) English; (b) mathematics; (c) foreign languages; (d) ICT; and (e) physics left their teaching posts (1) within the first five years, (2) after five to 10 years;...
Asked by
Lord Quirk
(Crossbench)
Answered by
Lord Adonis
(Labour)
Type
Written questions
Status
Answered
Answered on
22 February 2008
The information could be provided only at disproportionate cost.
Subjects
Degrees; ICT; Languages; Teachers; Secondary education; Resignations; Mathematics; Physics
Date
22 February 2008
Reference
1972; 699 c96WA
House
House of Lords
My right honourable friend the Secretary of State for Children, Schools and Families (Ed Balls) has made the following Written Ministerial Statement. The Children's Plan announced that Sir Jim Rose had been appointed to lead an independent review of the primary curriculum. I have today written to Sir Jim Rose...
My right honourable friend the Secretary of State for Children, Schools and Families (Ed Balls) has made the following Written Ministerial Statement. The Children's Plan announced that Sir Jim Rose had been appointed to lead an independent review of the primary curriculum. I have today written to Sir Jim Rose...
Member
Lord Adonis
(Labour)
Department
Department for Children, Schools and Families
Type
Written statements
Subjects
Curriculum; Disadvantaged; Age; Languages; Pupils; Primary education; Primary Curriculum Review
Date
9 January 2008
Reference
697 c114-6WS
House
House of Lords
Lords statement on the children's plan.
Lords statement on the children's plan.
Lead member
Lord Adonis
Department
Department for Children, Schools and Families
Type
Ministerial statements
Subjects
Children; Assessments; Curriculum; Discipline; Design; Finance; Information; Languages; Qualifications; Parents; Pre-school education; Pupils; Primary education; Playgrounds; Mental health services; Schools; Teachers; Special educational needs; Young offenders; Youth services; Literacy; Numeracy
Date
11 December 2007
Reference
697 c135-50
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, with the leave of the House, I shall repeat a Statement on the Children’s Plan made in another place by my right honourable friend the Secretary for State for Children, Schools and Families. The Statement is as follows: ““The first ever Children’s Plan, which we are publishing today,...
My Lords, with the leave of the House, I shall repeat a Statement on the Children’s Plan made in another place by my right honourable friend the Secretary for State for Children, Schools and Families. The Statement is as follows: ““The first ever Children’s Plan, which we are publishing today,...
Member
Lord Adonis
(Labour)
Type
Proceeding contributions
Subjects
Children; Assessments; Curriculum; Discipline; Design; Finance; Information; Languages; Qualifications; Parents; Pre-school education; Pupils; Primary education; Playgrounds; Mental health services; Schools; Teachers; Special educational needs; Young offenders; Youth services; Literacy; Numeracy
Date
11 December 2007
Reference
697 c135-8
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, I am very grateful to both noble Baronesses for their broadly supportive welcome for the Children’s Plan. I sense that they are both trying to set themselves up as the Spice Baronesses. I shall not volunteer them for particular roles in that regard, but I am sure that...
My Lords, I am very grateful to both noble Baronesses for their broadly supportive welcome for the Children’s Plan. I sense that they are both trying to set themselves up as the Spice Baronesses. I shall not volunteer them for particular roles in that regard, but I am sure that...
Member
Lord Adonis
(Labour)
Type
Proceeding contributions
Subjects
Children; Assessments; Curriculum; Discipline; Design; Finance; Information; Languages; Qualifications; Parents; Pre-school education; Pupils; Primary education; Playgrounds; Mental health services; Schools; Teachers; Special educational needs; Young offenders; Youth services; Literacy; Numeracy
Date
11 December 2007
Reference
697 c142-4
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, this is one of the few statements of forward policy that I have made to the House that does not involve the setting-up of a review or a committee chaired by the noble Lord, Lord Dearing. His excitement at the prospect of not having to conduct another review...
My Lords, this is one of the few statements of forward policy that I have made to the House that does not involve the setting-up of a review or a committee chaired by the noble Lord, Lord Dearing. His excitement at the prospect of not having to conduct another review...
Member
Lord Adonis
(Labour)
Type
Proceeding contributions
Subjects
Children; Assessments; Curriculum; Discipline; Design; Finance; Information; Languages; Qualifications; Parents; Pre-school education; Pupils; Primary education; Playgrounds; Mental health services; Schools; Teachers; Special educational needs; Young offenders; Youth services; Literacy; Numeracy
Date
11 December 2007
Reference
697 c145-6
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, I am grateful to my noble friend, who speaks with great authority in this area. She is right that there is a big implementation challenge with the various measures set out in the plan. We will be saying more about that over the coming months. Let me deal...
My Lords, I am grateful to my noble friend, who speaks with great authority in this area. She is right that there is a big implementation challenge with the various measures set out in the plan. We will be saying more about that over the coming months. Let me deal...
Member
Lord Adonis
(Labour)
Type
Proceeding contributions
Subjects
Children; Assessments; Curriculum; Discipline; Design; Finance; Information; Languages; Qualifications; Parents; Pre-school education; Pupils; Primary education; Playgrounds; Mental health services; Schools; Teachers; Special educational needs; Young offenders; Youth services; Literacy; Numeracy
Date
11 December 2007
Reference
697 c148-9
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, I greatly welcome and agree entirely with the right reverend Prelate’s remarks about the importance of both the family and the voluntary sector and about seeing that the latter is able to access new resources on a level playing field, which we are anxious that it should do....
My Lords, I greatly welcome and agree entirely with the right reverend Prelate’s remarks about the importance of both the family and the voluntary sector and about seeing that the latter is able to access new resources on a level playing field, which we are anxious that it should do....
Member
Lord Adonis
(Labour)
Type
Proceeding contributions
Subjects
Children; Assessments; Curriculum; Discipline; Design; Finance; Information; Languages; Qualifications; Parents; Pre-school education; Pupils; Primary education; Playgrounds; Mental health services; Schools; Teachers; Special educational needs; Young offenders; Youth services; Literacy; Numeracy
Date
11 December 2007
Reference
697 c147
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, the investments that I announced in the Statement are additional to published plans. They are all based on firm allocations from the Treasury. We have the cheque and it has been cashed. I assure the noble Baroness that there is no danger of the investments being clawed back....
My Lords, the investments that I announced in the Statement are additional to published plans. They are all based on firm allocations from the Treasury. We have the cheque and it has been cashed. I assure the noble Baroness that there is no danger of the investments being clawed back....
Member
Lord Adonis
(Labour)
Type
Proceeding contributions
Subjects
Children; Assessments; Curriculum; Discipline; Design; Finance; Information; Languages; Qualifications; Parents; Pre-school education; Pupils; Primary education; Playgrounds; Mental health services; Schools; Teachers; Special educational needs; Young offenders; Youth services; Literacy; Numeracy
Date
11 December 2007
Reference
697 c149-50
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, the Government are pursuing the recommendations of the noble Lord, Lord Dearing, to improve the take-up of languages. We are introducing an entitlement to learn a modern language in primary school. We have trained more than 2,000 primary school language teachers. The new languages ladder attracted 160,000 entries in 2006-07 in 21 languages with further languages to be added. Next year we are publishing GCSE success rates school by school to encourage schools to promote take-up rates.
My Lords, the Government are pursuing the recommendations of the noble Lord, Lord Dearing, to improve the take-up of languages. We are introducing an entitlement to learn a modern language in primary school. We have trained more than 2,000 primary school language teachers. The new languages ladder attracted 160,000 entries in 2006-07 in 21 languages with further languages to be added. Next year we are publishing GCSE success rates school by school to encourage schools to promote take-up rates.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Howe of Idlicote
(Crossbench)
Type
Oral answers to questions
What is their reaction to the fall in the number of secondary school pupils achieving GCSE success in modern languages.
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c653-4
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, it is not the case that obligatory language learning does not apply in secondary school. It is very important that I correct that point of the noble Baroness’s.
The learning of languages remains compulsory in key stage 3—that is, ages 11 to 14; it is is optional at key stage 4—ages 14 to 16—where students may opt not to study a modern language. As the noble Baroness will know, we have given guidance to schools that we expect them to set targets of between 90 per cent and 50 per cent for children taking a language. Why did we make this an option? We did so for all the reasons set out in the report of the noble Lord, Lord Dearing, on this issue to ensure that there is a full range of choice for young people as they approach GCSE to take courses which best suit their aptitudes in terms of where they intend to go in employment and higher education routes beyond. I would like to see most students taking a language, but we recognise that it is right for this choice to be there. The noble Lord, Lord Dearing, concluded in his report that the course we have taken, which is inviting schools to set these targets, was our preferred course because it, "““gives schools scope to develop learning programmes for each child that best fit him/her for life, and best motivates many more of our young people to stay in learning after the age of sixteen. This must be a major objective of education policy””."
Accepting that there are conflicting pressures here, we endorse the views of the noble Lord, Lord Dearing.
My Lords, it is not the case that obligatory language learning does not apply in secondary school. It is very important that I correct that point of the noble Baroness’s.
The learning of languages remains compulsory in key stage 3—that is, ages 11 to 14; it is is optional at key stage 4—ages 14 to 16—where students may opt not to study a modern language. As the noble Baroness will know, we have given guidance to schools that we expect them to set targets of between 90 per cent and 50 per cent for children taking a language. Why did we make this an option? We did so for all the reasons set out in the report of the noble Lord, Lord Dearing, on this issue to ensure that there is a full range of choice for young people as they approach GCSE to take courses which best suit their aptitudes in terms of where they intend to go in employment and higher education routes beyond. I would like to see most students taking a language, but we recognise that it is right for this choice to be there. The noble Lord, Lord Dearing, concluded in his report that the course we have taken, which is inviting schools to set these targets, was our preferred course because it, "““gives schools scope to develop learning programmes for each child that best fit him/her for life, and best motivates many more of our young people to stay in learning after the age of sixteen. This must be a major objective of education policy””."
Accepting that there are conflicting pressures here, we endorse the views of the noble Lord, Lord Dearing.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Howe of Idlicote
(Crossbench)
Type
Oral answers to questions
My Lords, I am sure that many of your Lordships acknowledge the real benefit of improved access to foreign language learning at primary level and moving across into secondary level. Does the Minister agree that that benefit at primary level sadly remains more than offset by the Government's mistaken decision to end obligatory language learning at secondary school and by the resultant sharp—and apparently continuing—decline in pupils taking a language at GCSE from 80 per cent seven years ago to a mere 50 per cent today? What further do the Government plan to do to reverse the serious decline with all its implications for British global business competitiveness?
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c654
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, part of the function of the languages colleges, which we heard about earlier, is to ensure that there is significant joint curriculum development between primary schools and secondary schools. As the noble Baroness rightly says, that joint curriculum development will ensure that the languages introduced into primary school provide a solid grounding for the courses being followed beyond the age of 11.
My Lords, part of the function of the languages colleges, which we heard about earlier, is to ensure that there is significant joint curriculum development between primary schools and secondary schools. As the noble Baroness rightly says, that joint curriculum development will ensure that the languages introduced into primary school provide a solid grounding for the courses being followed beyond the age of 11.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Shephard of Northwold
(Conservative)
Type
Oral answers to questions
My Lords, the Minister has rightly spoken of the Government's enthusiasm for teaching languages in primary school. There is of course no point in teaching languages in primary school unless the curriculum that the children have followed in primary school is very accurately dovetailed with what they will then learn in secondary school. Will the Minister explain to the House what arrangements are made for that dovetailing?
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c656
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, we are meeting the targets for recruitment of language teachers for secondary schools, so I do not believe that there is the dearth that the noble Baroness mentioned.
My Lords, we are meeting the targets for recruitment of language teachers for secondary schools, so I do not believe that there is the dearth that the noble Baroness mentioned.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Falkner of Margravine
(Liberal Democrat)
Type
Oral answers to questions
My Lords, the Minister tells us of the success that the Government are having in recruiting foreign language teachers for primary schools but, as we understand it, the problem is really that there is a dearth of foreign language teachers for secondary schools. What progress are the Government making in recruiting greater numbers of teachers?
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c655
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, the golden hello payments to which the noble Baroness referred put modern languages at an advantage compared with most subjects in the secondary curriculum. We do not intend to increase that payment at the moment. On students proceeding to university, as she said, take-up rates at A-level are the key determinant there and we are glad to see that the take-up rate of all languages at A-level increased this year.
My Lords, the golden hello payments to which the noble Baroness referred put modern languages at an advantage compared with most subjects in the secondary curriculum. We do not intend to increase that payment at the moment. On students proceeding to university, as she said, take-up rates at A-level are the key determinant there and we are glad to see that the take-up rate of all languages at A-level increased this year.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Coussins
(Crossbench)
Type
Oral answers to questions
My Lords, the decline in languages at A-level seems to have stabilised for the time being, but more teachers of languages will not be produced unless we can also reverse the decline in applications to university to read modern languages. What specific measures do the Government intend to take to help with that? Will they increase the golden hello payments to newly qualified modern language teachers from £2,500 to £5,000, in line with the payments for new maths and science teachers?
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c655-6
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, I entirely agree with my noble friend; that opportunity is there. That is part of the reason why we have developed the languages ladder, which allows achievement in languages to be recognised in forms other than the conventional GCSE and A-level.
My Lords, I entirely agree with my noble friend; that opportunity is there. That is part of the reason why we have developed the languages ladder, which allows achievement in languages to be recognised in forms other than the conventional GCSE and A-level.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Billingham
(Labour)
Type
Oral answers to questions
My Lords, will my noble friend speculate on whether the potential is there, when we extend the school leaving age to 18, for students to come back to learning languages, and to learn a second language when they have the opportunity to do so?
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c655
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, every four years, specialist language schools come up for redesignation and their success in meeting the objectives set out by the noble Lord is a key criterion for their redesignation.
My Lords, every four years, specialist language schools come up for redesignation and their success in meeting the objectives set out by the noble Lord is a key criterion for their redesignation.
Answered by
Lord Adonis
(Labour)
Asked by
Lord Quirk
(Crossbench)
Type
Oral answers to questions
My Lords, 223 schools are given special funding in order to enhance and, indeed, specialise in modern languages. What measures are in place to assure us that the secondary schools concerned are fulfilling their mission by, first, increasing the take-up of modern languages; secondly, diversifying that take up; and, thirdly, encouraging their neighbouring schools to do likewise?
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c655
Chamber / Committee
House of Lords chamber
House
House of Lords
My Lords, that is almost a worthless question, if I may say so. The idea that very few children emerge from our schools with a good command of English is simply so far removed from the reality that it is very difficult for me to respond to that question.
My Lords, that is almost a worthless question, if I may say so. The idea that very few children emerge from our schools with a good command of English is simply so far removed from the reality that it is very difficult for me to respond to that question.
Answered by
Lord Adonis
(Labour)
Asked by
Baroness Oppenheim-Barnes
(Conservative)
Type
Oral answers to questions
My Lords, does the Minister agree that it would be a very good idea for schools to make sure that pupils learn their own language? There is widespread evidence that very few children are emerging through school with the use of English.
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c654-5
Chamber / Committee
House of Lords chamber
House
House of Lords
What is their reaction to the fall in the number of secondary school pupils achieving GCSE success in modern languages.
What is their reaction to the fall in the number of secondary school pupils achieving GCSE success in modern languages.
Asked by
Baroness Howe of Idlicote
(Crossbench)
Answered by
Lord Adonis
(Labour)
Oral questions - Lead
Status
Answered
For answer on
19 November 2007
Answered on
19 November 2007
My Lords, the Government are pursuing the recommendations of the noble Lord, Lord Dearing, to improve the take-up of languages. We are introducing an entitlement to learn a modern language in primary school. We have trained more than 2,000 primary school language teachers. The new languages ladder attracted 160,000 entries in 2006-07 in 21 languages with further languages to be added. Next year we are publishing GCSE success rates school by school to encourage schools to promote take-up rates.
Subjects
Languages; Pupils; Standards; GCSE
Date
19 November 2007
Reference
696 c653-4
Chamber / Committee
House of Lords chamber
House
House of Lords