Question to the Department for Education:

To ask the Secretary of State for Education, what her policy is on the relative value of a foreign language GCSE compared to a qualification in a creative or technical subject; and what the evidential basis for that policy is.

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