King’s Speech

Baroness Caine of Kentish Town Excerpts

Tuesday 19th May 2026 Lords Chamber

[Baroness Caine of Kentish Town (Lab)]

My Lords, I too congratulate the noble Baroness, Lady Leaman; it is excellent to have another woman on our Benches. I also congratulate the noble Lords, Lord Hobby and Lord Blackwater, on their excellent speeches. We look forward to hearing much more from all of them as they move forward.

Three of the themes for today’s humble Address debate—education, culture and technology—offer the ideal context to highlight the benefits of aligning them more effectively in our work in schools. I declare my interest as chair of Camden STEAM. Central to the Children’s Wellbeing and Schools Act and the forthcoming SEND Bill, which together will do so much to improve opportunities for all, is the introduction of the new national curriculum. Its ambition—to be cutting edge and fit for purpose—is essential if we are to equip children and young people for their future lives and work. Digital and creative entitlements have emerged as priorities, as has the critical area of media literacy within that.

Officials are currently working on what that will mean in practice, at a time when the intersection between the national curriculum, creative digital skills and online safety continues to ever intertwine. Ofcom has a statutory regulatory duty regarding the national curriculum, which, in practice, is developmental and advisory and does not extend to curriculum design. However, Ofcom’s research, guidance and regulatory expectations for platforms have significant implications for what children need to learn to participate safely and creatively.

Ofcom defines media literacy as

“the ability to use, understand and create media and communications”

across a range of platforms. The Department for Education, while not using a specific definition, currently emphasises thinking critically, understanding and evaluating digital technologies and participating safely in civic life. The difference is striking. The DfE’s framing omits “using and creating”—activities children are already immersed in, and which make learning practical, relevant and come alive. I hope that my noble friend the Minister agrees that bringing together the best of both approaches and aligning them at this development stage is essential. Will the Minister act to help support positive progress in this area?

A further concern is that media literacy at post-16 was not addressed by the national curriculum review. There are currently A-levels in film and media arts, and other related qualifications. The answer may be that, within the national curriculum review, there was no definition of the arts used beyond the distinction between core and foundation subjects set out in the current legislation. As that did not include the GCSEs and A-levels in film and media, they were not considered. Why were they not included? Officials report that those decisions were taken as part of earlier curriculum reforms, with no detailed record as to why, although we may all have our thoughts on that—Mickey Mouse is wandering across my eye.

The latest review was asked to refresh the curriculum and address growth, innovation and the future of work. It has done that in many areas, yet on this issue it chose to look backwards rather than forward. At a time when these subjects are fundamental to creative and digital knowledge and the foundational skills that are needed both for media literacy and roles right across the economy, both now and in the future, they remain the only expressive arts sitting outside the curriculum and the remit of the National Centre for Arts and Music Education. That stands in stark contrast to much international practice.

I look forward to the urgent establishment of the advisory committee, recommended in the review of Arts Council England by the noble Baroness, Lady Hodge, to establish something that aligns the work between DfE, DCMS and anchor stakeholders. If it had been in place, perhaps we would not be in this position. I ask my noble friend the Minister to see if a deep dive exercise into film and media arts can now be commissioned to address this omission and find a positive way forward. I look forward to her reply.