Education is a devolved matter. It is therefore the responsibility of the Education Minister to work with relevant bodies to ensure that all pupils in Northern Ireland are able to receive high quality education which is sufficiently wide-ranging to prepare them for the future.

The requested data can be found in the tables below

Total number of pupils entering GCSE French, German, and Russian
Coverage: England (all schools)
Academic years: 2018/19 to 2022/23

(1) All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision

(2) Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance

(3) Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified

(4) Figures include attempts and achievements by these pupils in previous academic years where discounting has been applied

(5) In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. From 2020 onwards all GCSEs are now reformed and use the 9-1 grading scale.
(6) For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.

Total number of pupils entering A level French, German, and Russian
Coverage: England
Academic years: 2018/19 to 2022/23

(1) Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards

(2) A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particular within the vocational and technical cohorts. A full impact analysis can be found in the methodology document (https://explore-education-statistics.service.gov.uk/methodology/a-level-and-other-16-to-18-results).

Information on specific courses offered by higher education (HE) providers in 2010 and 2022 is not held by the department.

Information on specific courses offered by higher education (HE) providers in 2010 and 2022 is not held by the department.

In 2010, 40% of pupils in English state-funded schools at the end of Key Stage 4 entered a GCSE in a modern foreign language, and this has increased to 46% in 2020. Over the same period, the proportion of pupils at the end of Key Stage 4 entering GCSE German reduced from 10% to 7%. German, however, remains the third most popular language in secondary schools, with nearly 41,000 pupils entering a GCSE in this subject in 2020.

Studying a foreign language can be very rewarding, provide an insight into other cultures and open the door to travel and enhance future employment opportunities. We know that languages are increasingly important to equip young people in business and trade to make sure we can compete in the global market. A government-commissioned study by Foreman-Peck and Wang published in 2014 states that poor language skills in businesses was holding back UK trade performance. The report can be found at: https://www.gov.uk/government/publications/the-costs-to-the-uk-of-language-deficiencies-as-a-barrier-to-uk-engagement-in-exporting.

To improve take-up in German and other languages at GCSE, we have funded the £4.8 million MFL Pedagogy Pilot which commenced in in December 2018. The pilot is managed by the National Centre for Excellence in Language Pedagogy (NCELP) and run through 9 school-led hubs. The pilot is developing fully resourced schemes of work for schools in key stage 3 in French, German and Spanish, as well as disseminating best practice and training to support language teachers. The aim is to increase both pupil take-up and teaching quality in French, German and Spanish.

We have recently extended the programme to December 2022 and, during its last year, the NCELP will extend its reach to deliver training to at least 1,350 modern foreign language teachers and will develop fully resourced schemes of work for Key Stage 4. Information on the NCELP can be found at: https://ncelp.org.

We also commissioned a review of modern foreign language GCSEs in French, German and Spanish to make them more accessible and motivating for students. Our ambition is to produce a subject content that aligns more closely with the Teaching Schools Council’s 2016 MFL pedagogy review and, in doing so, ensure that subject content reflects research in language curriculum and teaching and makes language GCSEs more accessible and motivating for students. Consultation on this opened on 10 March and closes on 19 May. Details can be found at: www.gov.uk/government/consultations/gcse-modern-foreign-languages-mfl-subject-content-review.

English universities are independent, autonomous institutions and are therefore free to choose which courses they run. Quality is assessed by the Office for Students, the regulator of higher education providers in England. Whilst the government firmly supports the teaching of German and other modern foreign languages in English universities, the government plays no role in the delivery of these specific schemes.

In terms of immigration arrangements, the government has been clear that all EU, EEA, and Swiss citizens must be resident in the UK by 31 December 2020 to be eligible for settled or pre-settled status in the UK under the EU Settlement Scheme. All EU, EEA, and Swiss nationals arriving in the UK from 1 January 2021 will be required to apply for a visa under the new points-based immigration system. People wanting to come into the UK to work from 1 January 2021 will be awarded points for a job offer at the appropriate skill level if they speak English, and if they meet the appropriate salary threshold.

The points-based immigration system is a global system which treats EU and non-EU citizens equally, prioritising individuals’ skills and talent over where a person happens to come from. The UK’s Points Based Immigration System has been designed with huge consideration given to businesses and employers, including the UK higher education sector, which has been consulted by the government throughout.

English universities are independent, autonomous institutions and are therefore free to choose which courses they run. Quality is assessed by the Office for Students, the regulator of higher education providers in England. Whilst the government firmly supports the teaching of German and other modern foreign languages in English universities, the government plays no role in the delivery of these specific schemes.

In terms of immigration arrangements, the government has been clear that all EU, EEA, and Swiss citizens must be resident in the UK by 31 December 2020 to be eligible for settled or pre-settled status in the UK under the EU Settlement Scheme. All EU, EEA, and Swiss nationals arriving in the UK from 1 January 2021 will be required to apply for a visa under the new points-based immigration system. People wanting to come into the UK to work from 1 January 2021 will be awarded points for a job offer at the appropriate skill level if they speak English, and if they meet the appropriate salary threshold.

The points-based immigration system is a global system which treats EU and non-EU citizens equally, prioritising individuals’ skills and talent over where a person happens to come from. The UK’s Points Based Immigration System has been designed with huge consideration given to businesses and employers, including the UK higher education sector, which has been consulted by the government throughout.

Following the decision by the previous government in 2004 to make modern foreign languages non-compulsory at Key Stage 4, uptake at GCSE for languages decreased significantly.

We want more pupils to study languages, which unlock huge opportunities in life. That is why we made languages compulsory at Key Stage 2, and included them as part of the English Baccalaureate set of subjects. Under the current government, the decline has reversed and the proportion of pupils taking languages has risen from 40% in 2010 to 47% in 2019.

However, we know there is more to do. That is why we are investing millions of pounds in a range of programmes, including the MFL pedagogy pilot, a digi-mentoring scheme, and the Mandarin Excellence Programme. We will continue to listen to stakeholders and review other ways to improve take up of these important subjects, including but not limited to German.

Q5

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Matt Western (Warwick and Leamington) (Lab):

My 18-year-old constituent Sian and several of her fellow students have just completed their German A-level. Sadly, due to cuts to the school’s teaching staff, they had to teach themselves for the last two terms. By contrast, the local private schools still have German teachers in place. At a time when some would turn their backs on Europe, does this not also suggest that the injustices that exist in this country are burning brighter than ever in our education system?

As the hon. Gentleman knows, we have been putting more funding into our schools and ensuring that the distribution of that funding is fairer—fairer—across the country. As I just said in response to my right hon. Friend the Member for South Northamptonshire (Andrea Leadsom), I want to ensure that every young person can get as far in life as their talents and hard work will take them,

The time series for the number of GCSE entries in Spanish, German and French for the last 5 years in England is published in the GCSE and equivalent results: 2015 to 2016 (provisional) statistical first release (SFR)[1].

The time series for the number of A and AS level entries in Spanish, German or French for the last 5 years in England is published in the “A level and other 16 to 18 results: 2015 to 2016 (provisional)” SFR[2].

[1] https://www.gov.uk/government/statistics/gcse-and-equivalent-results-2015-to-2016-provisional (Subject time series tables)

[2] https://www.gov.uk/government/statistics/a-level-and-other-level-3-results-2015-to-2016-provisional (Subject time series tables)

Time series information on the number of A Level entries for the requested subjects in the years requested is published in the Statistical First Release “Provisional A level and other level 3 results in England: 2014 to 2015” and presented in the following table:

[1] Includes French, German, Spanish and other Modern Foreign Languages

[2] 2014/15 figures are based on provisional data. Figures for all other years are final.