Natural History GCSE

Debate between Caroline Lucas and Caroline Ansell

Wednesday 1st December 2021 Westminster Hall

[Caroline Ansell]

I concur with all that the hon. Gentleman said. That love of nature that we want to inspire in the youngest children needs to find progression and continuity in every age and all the key stages of the curriculum. Ultimately, that will provide them with skills and insight for a future where, as we look to build the green economy, we need to build a green workforce, too. I welcome the hon. Gentleman’s contribution.

[Caroline Lucas (Brighton, Pavilion) (Green)]

I congratulate the hon. Member for Eastbourne (Caroline Ansell) on securing this really important debate. I apologise that I cannot stay for all of it, due to a Select Committee happening simultaneously. Does she share my excitement that, since nature writer and producer Mary Colwell initiated this campaign in 2011, it has gathered more and more support, including among teachers and students? Does she agree that it would help to fill a critical gap in the curriculum by helping students understand the complexities of the natural world, with intensive field study of whole organisms in context, in a way that no other GCSE currently allows?

[Caroline Ansell]

I thank the hon. Lady for her intervention; she is my near neighbour along the coast. I had the great pleasure and privilege to speak to Mary this week ahead of today’s debate. I am a huge admirer of her work and her passion to see the next generation equipped and empowered for the future that faces them, in terms of both protecting our natural environment and having a great love for that environment, which is important to their wellbeing.

I would like to focus on another point mentioned by the hon. Lady, which is what this unique qualification would bring to the curriculum. An important gap has been identified and worked on by OCR, not least around the knowledge of organisms in their context, as she described, but also around the mix of subject areas where this GCSE could bring such powerful learning. Some have raised concerns that this subject overlaps with other subjects, such as biology or geography, but we see overlap in the curriculum as it stands. We see overlap between economics and mathematics; we see overlap between history and English. Some say overlap, but I might say reinforcement and consolidation. I might say that this triangulates and makes learning more powerful through the experience of encountering common subject matter across different disciplines. So the hon. Lady is right to highlight this subject’s unique and distinct contribution, in both its mix and its content.

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[Caroline Ansell]

My hon. Friend is right to highlight one of the challenges around curriculum choices. Of course, with every choice there is an opportunity cost. However, this additional, optional GCSE would complement any choices, be they arts or science choices. The curriculum is designed to provide a broad and balanced education in the core, so there would be no learning loss—the science component is already guaranteed and safeguarded. This new GCSE would provide an opportunity for extended study into the natural world, with all the benefits that could bring. Of course, as I said earlier, it is quite a mix of a GCSE, in that it rests on several different disciplines, so it is a good all-round GCSE choice to complement any combination of subjects that students might choose.

[Caroline Lucas]

I wonder if the hon. Lady has come across the statements from university lecturers about the fact that they see students come through the school system and arrive at university without having had the field study or the immersion in nature and the direct contact with it in terms of identifying, monitoring and recording the life around them. That is what the GCSE could do. It would give pupils a really intimate knowledge of nature and first-hand experience of working with nature in a very different way from something that is more usually desk based.

[Caroline Ansell]

The hon. Lady is right to highlight the significance of that component of the proposed new GCSE. I think we would all agree that learning through doing and being active within that learning is a hugely powerful experience. The content is, of course, very important, but it is the real-time, real-place study that will make this proposal a particularly attractive and meaningful learning experience, and a brilliant springboard to further study, whether at A-level or at university. As the hon. Lady says, it is about active engagement.

A key component of the new course includes those practical field studies—as mentioned by the hon. Lady—to develop the skills of observing, describing, classifying and analysing wildlife. That bridges an important gap in the curriculum. Students would learn about the wildlife in their local area, engendering that important sense of place, wherever that place might be. They would develop an understanding of ecosystems and the interdependence of the organisms within them, as well as the forces that shape them, including human activity such as farming and urbanisation.

The OCR proposal contains unique skills and content, while reinforcing skills in biology and geography, which are complementary, in the same way as physics complements maths, and history geography. The skills developed by the course would support various academic and vocational post-16 pursuits, including in the biosciences, geography and land-based industry, helping to plug our green skills shortage. If the Government were minded to initiate further work on this, students could begin by taking the course from September 2024.

A number of challenges are involved, as with all innovations, but they are far from insurmountable. Do we have the expertise to teach and establish the course? The answer is yes. Biology and geography teachers would be the most likely to teach the course, but OCR has interest from teachers of all subjects. Teachers are by instinct and training hugely resourceful. We also have a world-leading non-governmental organisation community—from the Eden Project and the Wildlife Trust, to the Royal Society for the Protection of Birds—which sits on a wealth of knowledge, material and sites that can be deployed to support teachers. Indeed, many of those groups already do great work in providing educational visits for families and schools.

Can we ensure that the qualification is accessible to all students? Again, the answer is yes. Field studies are deliberately designed to be applicable in both urban and rural settings. Government and civil society can play a role in encouraging take-up in deprived areas by facilitating trips and visits to nearby nature spots, as well as bringing wildlife into classroom study.

In short, introducing a natural history GCSE is feasible for schools and could be widely accessible to students from all backgrounds in all parts of the country. It would be part of the jigsaw to arrest the shifting baselines phenomenon by highlighting the change to our natural environment over time and the potential for restoration in the future. Committing to the new qualification would show young people that society values the environment. It would provide them with the tools to make a positive contribution towards solving the biodiversity and climate challenges. It would give them the opportunity to acquire a recognised qualification that reflects a deeper connection with and understanding of the natural world. Such learning and recognition will equip and empower this generation of students to rise to meet one of the principal challenges of our times. I commend its adoption to my hon. Friend the Minister.