In implementing the EBacc, the Government remains fully committed to ensuring all pupils receive a well-rounded education. All state-funded schools are required to provide a broad and balanced curriculum that promotes the spiritual, moral, cultural, mental and physical development of pupils. We expect all schools to continue to offer a wide range of options beyond the EBacc, so that pupils have opportunities to study subjects that reflect their individual interests and strengths.

The EBacc has been designed to be limited in size to provide a rigorous academic core whilst leaving space in the curriculum for other subjects. On average, pupils in state-funded schools enter nine GCSEs and equivalent qualifications, rising to more than ten for more able pupils.[1] For many pupils, taking the EBacc will mean taking seven GCSEs; and for those taking triple science, it will mean taking eight. This means that there will continue to be room for pupils to study other subjects.

We set out our EBacc proposals in our consultation on implementing the English Baccalaureate. We will respond to the consultation in due course.

[1] https://www.compare-school-performance.service.gov.uk/schools-by-type?step=phase&geographic=all®ion=0&phase=secondary&for=Key%20stage%204%20performance&basedon=Exam%20entries&show=All%20pupils&&schoolTypeFilter=allSchools

The number and percentage of pupils in English state-funded schools who were entered for a foreign language GCSE in the 2014/15 academic year is published as part of the key stage 4 school performance tables.[1]

To enter the EBacc, pupils must enter an approved qualification at key stage 4 in either an ancient or a modern foreign language. This means that when 90% of pupils are taking the EBacc, at least 90% of pupils will enter at least one language qualification.

[1] https://www.compare-school-performance.service.gov.uk/download-data?currentstep=datatypes®iontype=all&la=0&downloadYear=2014-2015&datatypes=ks4

The figure to which I referred on 4 July was derived from a survey by the Confederation of British Industry’s Education and Skills Survey 2015[1] which found that only 23% of businesses said they had no need for foreign language skills among their employees.

[1] http://news.cbi.org.uk/reports/education-and-skills-survey-2015/

The consultation on implementing the EBacc set out our ambition that at least 90% of pupils in mainstream secondary schools will enter GCSEs in the core academic subjects – English, maths, science, history or geography and a language. These subjects are all facilitating at A level, and help to keep options open for future work or study. The consultation, which finished on 29 January 2016, can be found at: https://www.gov.uk/government/consultations/implementing-the-english-baccalaureate

The Government strongly believes that study of a foreign language provides an opening to other cultures, fosters pupils’ curiosity, and helps pupils to develop intellectually. It also equips pupils to study and work in other countries. Language skills are in demand from employers. These are all reasons why a language forms part of the core academic curriculum. Between 2000 and 2010 the proportion of pupils taking a modern foreign language at GCSE declined from 76% to just 43%.[1] It is right that the Government is acting to address this.

In implementing the EBacc, the Government remains fully committed to ensuring all pupils receive a well-rounded education. All state-funded schools are required to provide a broad and balanced curriculum that promotes the spiritual, moral, cultural, mental and physical development of pupils. We expect all schools to continue to offer a wide range of options outside of the EBacc, so that pupils have opportunities to study subjects that reflect their individual interests and strengths.

We have extensively reformed GCSEs to ensure that they are the gold standard qualification at 16 and in particular to bring them into line with expected standards in countries with the highest performing education systems. Ensuring that the qualifications that our young people hold are rigorous and stand comparison with the best in the world is vital if we are to give them the best opportunity to succeed in life.

[1] https://www.gov.uk/government/collections/statistics-gcses-key-stage-4

[holding answer 5 July 2012]: English for speakers of other languages (ESOL) adult basic skills certificates at entry, level 1 and level 2 remain in place for 2012/2013. This Department is currently considering the future shape and content for English for speakers of other languages (ESOL) qualifications for 2013/2014 and beyond. This includes the intention to consult with key stakeholders including FE colleges and training providers who deliver ESOL training.

English for Speakers of Other Languages (ESOL) Adult Basic Skills Certificates at Entry, Level 1 and Level 2 remain in place for 2012/13. This Department is currently considering the future shape and content for ESOL qualifications for 2013/14 and beyond. This includes the intention to consult with key stakeholders including associations who represent ESOL teachers.