Curriculum and Assessment Review

Question

14:55:00

Asked by

To ask His Majesty’s Government whether the Curriculum and Assessment Review led by Professor Becky Francis will seek to prioritise digital literacy, artificial intelligence literacy, media literacy and financial literacy, alongside reading, writing and mathematics.

I beg leave to ask the Question standing in my name on the Order Paper, and declare my technology and financial services interests as set out in the register.

My Lords, the curriculum and assessment review is independent. The review will make recommendations to the Government based on evidence and widespread sector engagement. The ambition in the review’s terms of reference is for “a curriculum that ensures … young people leave compulsory education ready for life and ready for work”, with digital skills. This may include the other areas that the noble Lord mentions, but it will be for the review to consider that in the context of its overall recommendations.

Does the Minister agree that we need not only to significantly increase the levels and quantity of digital, AI, media and financial education but to ensure that it is personalised, flexible, relevant and responsive? One reason alone is that low levels of financial literacy currently cost the country £20 billion and individuals at the sharp end almost £500 a year. Does she agree that if we enable the levels of literacy we need, this will deliver immeasurable benefits to individual flourishing, levels of innovation and economic, social and psychological growth, for the benefit of us all?

The noble Lord makes an important point about the breadth that we need in the teaching that goes on in our schools and in the skills, attributes and knowledge that young people have when they leave school to enter into life and into work, as I said. That is why this Government set up the curriculum and assessment review: to use the evidence being gained from the wider engagement to make recommendations about how we can improve on providing skills in all those areas, and particularly ensure that the curriculum supports students with special educational needs and those from disadvantaged backgrounds, to close some of the gaps in pupils’ learning.

My Lords, I declare an interest as a state secondary schoolteacher. Does the Minister agree that it is ridiculous that our children leave school now with a very good knowledge of the religions and their gods but cannot have a working knowledge of Microsoft Office?

I do not think it is strictly true that large numbers of young people do not have a working knowledge of important areas of digital skills and computing. Of course, increasing numbers of them take GCSEs and A-levels in computing, but the noble Lord makes an important point about it being important to have the necessary skills for life. The curriculum and assessment review will consider that, and this Government will take decisions on it when we receive that review.

My Lords, does my noble friend the Minister agree that, whatever the outcome of the curriculum review, a pedagogical focus on oracy would assist in the teaching of all the important skills that young people clearly need as they enter the world of work, and in being able to discuss issues such as anti-racism?

My noble friend is absolutely right. We need to make sure that young people are able to express themselves and to engage in discussion and debate. That is why we welcome, for example, the work that Geoff Barton and his Oracy Commission have carried out in this important area. It is also why developing language skills is vital in early years to enable children to thrive. We are funding evidence-based early language interventions, targeting children who need extra support with their speech and language development.

My Lords, these Benches support the prioritisation talked about in this Question. There have long been calls to include this on the school curriculum. But young people are generally digitally savvy, and the problem is often the older generations, who struggle with everything going online and are not digitally literate in many cases. What are the Government doing to encourage local authority libraries to offer free courses on digital education to older adults?

I make no judgment about the digital skills of Members of this House, but the noble Baroness makes an important point about the need to ensure that adults can also access digital skills. In referring to libraries, she is also talking, I think, about the importance of being able to access the hardware as well to do that. We continue to fund the essential skills legal entitlement through the adult skills fund, which will enable an opportunity for fully funded study for eligible adults who are 19 years and over and who do not have either essential English and maths skills up to level 2 or digital skills up to level 1. This will ensure that, alongside what is happening in schools, adults have the crucial basic digital skills that they need to access the modern world.

My Lords, one of the early themes coming out of the curriculum review is that teachers feel that there has been overstipulation about the content that they have been required to teach. The Government having a review after 10 years is entirely appropriate. We are encouraged by Professor Francis’s remarks about her concern that, “by alleviating accountability and prescription, we risk facilitating poor practices that further marginalise disadvantaged young people”. Can the noble Baroness be clear with the House that there will be no slippage in the academic rigour in the curriculum, particularly focusing on closing the attainment gap in school and post 16?

I can, I hope, reassure the noble Baroness that this Government are absolutely committed to ensuring higher standards in our schools—particularly with respect to English and maths, for example, which are fundamental and important skills—and that we do more to close the attainment gap in both English and maths. In recent years, this has grown between those who achieve the highest levels and those who do not achieve so well, and between those who are advantaged and those who are disadvantaged. Everybody in our schools needs access to the most rigorous and effective curriculum and teaching, which is what this Government are committed to delivering.

My Lords—

My Lords—

We will hear from the Cross Benches, then the Conservative Benches.

My Lords, in addition to the subjects being considered, will the review look at the provision of the infrastructure behind them—for example, libraries for books and, for music, peripatetic teachers, instruments and music itself?

Notwithstanding the very difficult financial situation that this Government inherited, we are committed—

Oh!

I am sorry, but I am tempted by murmurs opposite to remind noble Lords that we have inherited a considerable fiscal challenge—in fact, a £22 billion black hole that we have had to close. Notwithstanding that, the noble Lord makes an important point about the importance of continued funding and particularly capital funding, where we have already made some progress in the most recent spending review, and where this Government will continue to prioritise the needs of our children—both the teachers and the equipment they need to learn.

Is the Minister aware that, of the students this year taking GCSE, fewer than 20% took computer science? That is appalling. At the same time, a report from 6,000 companies up and down the land, big and small, showed that the biggest thing restricting their growth in profit was their inability to appoint data analysts. Does she not accept that she has responsibility in this matter, and that children leaving school at 18 should be trained in artificial intelligence, data analysis, virtual reality and cyber security? If she does not introduce these changes next year, the Government she supports will not reach the economic growth that they hope for.

I am sure the noble Lord will know that, in its first report, Skills England identified a lack of digital skills as one of the key areas holding back productivity, and where we need to make progress. I assure him that, whether in schools or later on in life, we will put a priority on the skills that are so important to ensure growth in our economy—and, therefore, future investment in further skills development.