The decline of languages education in England is a familiar and depressing story. Take-up of French at GCSE is down from 25% in 2009-10 to 18% in 2024-25. German has halved in the same period from 10% to 5%.

There is also a significant gap in take-up at GCSE by disadvantaged pupils (34%) compared with those from more privileged backgrounds (50%).

In March 2025, the interim report of a review of England’s national curriculum diagnosed languages as a particular problem area. Languages education was deemed to be furthest away from the principles set out by the review panel. These included an engaging, coherent, knowledge-rich and inclusive curriculum, and the involvement of teachers in its design and testing.

The review’s final report, now published, recommends a much sharper focus on the provision of languages in primary schools. It encourages a smoother transition from primary to secondary, which has been shown to improve languages take-up even in areas with relatively high numbers of pupils from disadvantaged backgrounds.

Its proposal of the introduction of new “stepped” qualifications, where learners can build up and bank their progress over time, is promising. This has been embraced by the government response to the review and organisations such as the UK Association for Language........

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