Natural History GCSE

Geraint Davies Excerpts

Wednesday 1st December 2021 Westminster Hall

[Geraint Davies (in the Chair)]

Before we begin, I remind hon. Members that they are expected to wear face coverings when not speaking in the debate, in line with current Government guidance and that of the House of Commons Commission. I also remind Members that they are asked by the House to take a covid lateral flow test twice a week if they are coming on to the parliamentary estate. This can be done either at the testing centre in the House or at home. Please also give each other and members of staff space when seated and when entering and leaving the room.

[Caroline Ansell (Eastbourne) (Con)]

I beg to move,

That this House has considered the matter of introducing a Natural History GCSE.

It is a pleasure to serve under your chairmanship, Mr Davies. Young people today are caught up in an unhappy paradox. While their concern for the natural world is greater than ever before, their access to nature, to discover its magic and to marvel at its wonder, is much reduced. Earlier this year, a study by Bath University found that almost three quarters of young people in the UK are worried about the future of our planet. The findings from that landmark study highlighted the depth of anxiety felt by young people as a result of climate change and must inspire in us all—politicians, parents and teachers—an imperative to respond.

For me, like many colleagues, those findings reinforced what my parliamentary inbox tells me every week. I receive emails and letters from schoolchildren and young activists concerned about the future of our planet—from climate change and plastic pollution to deforestation and species decline. On Monday this week, I visited Parkland School in Hampden Park, and the very first question put to me by the school council was: what are we doing to address climate change? In fact, this year, messages and petitions from Eastbourne’s young people reached as far as Glasgow and COP26. Their words calling for action were inscribed on templates shaped as birds in flight. I have made it my mission to see those birds next land at No. 10 with the Prime Minister.

However, despite this heightened concern for the environment, many young people have grown up in the absence of nature, estranged from large parts of our precious natural inheritance. There are myriad reasons for this, but a fundamental truth still stands: we are born with an innate yearning for nature—what ecologist Edward Wilson dubbed biophilia. Consider the fascination of a toddler eyeing up a frog or the euphoria of children crunching through autumn leaves and splashing in puddles.

--- Later in debate ---

[Mrs Drummond]

That is true, but the reality is that fewer people are doing IT at GCSE, probably because it permeates through all the other subjects. That again illustrates why natural history needs to be part of the curriculum. Perhaps examination boards could design better examinations and curriculums rather than bring in a new GCSE that I believe would lead to young people missing out on much knowledge covered by science and geography courses.

Of course, I would much prefer to incorporate environmental literacy into a 14-to-18 curriculum, which would allow for a greater depth of study and development of skills. However, I am incredibly grateful to my hon. Friend for bringing forward this important debate.

[Geraint Davies (in the Chair)]

I invite Tulip Siddiq to respond on behalf of the official Opposition.