Sustainability and Climate Change (National Curriculum)

Jeremy Corbyn Excerpts

Wednesday 27th October 2021 Westminster Hall

[Jeremy Corbyn (Islington North) (Ind)]

I congratulate my hon. Friend the Member for Nottingham East (Nadia Whittome) on securing this debate. I also congratulate the young people who made sure it happened—Scarlett Westbrook and others who are here today. They invited us to Old Palace Yard yesterday to be photographed alongside banners calling for climate education in our schools. The fact that demand is coming from young people in schools who want to green their own buildings and ensure that school buildings are sustainable is something we should bear in mind, because the demand for better climate education from young people is very powerful indeed.

I represent a small, highly urbanised constituency. Geographically it is probably the smallest constituency in the country, and probably one of the most densely populated, if not the most densely populated. That means environmental concerns are more difficult than in an area where there is obviously a greater interaction with the natural world and nature. I am impressed with the number of teachers in the community who are absolutely determined to make sure our young people are brought up to understand the natural world and their interactions with it. I pay an enormous compliment to my local authority, Islington Council, and the schools for the work that they do to ensure that there are gardening projects in every school, however small the space, and that all our young people get a chance to go to parks and on school journeys to begin to understand their interaction with nature.

Although I understand the point of the debate in ensuring there is a proper place in the curriculum for climate education, I do not want us to just promote another tick-box exercise where we say, “We will put this, this and this into the curriculum, and we will tick that box so that that bit is done.” It would be yet another subject alongside, in the case of secondary schools, science, economics and everything else. The philosophy around our interactions with the natural world, nature and the environment is more important. If, by putting something in the national curriculum, we start to change the mindset in those that plan education, we will have done a very good job indeed.

I hope that when the Minister replies to the debate, he will recognise the need to significantly change the way in which our primary schools, secondary schools, colleges and universities approach the natural world and the environment, and that energy policy, transport policy, food policies and so on—every issue—are debated in relation to the effect on the natural world and the environment in which we live. Too many of our young people are brought up with the idea that everything is consumable and that what happens in the environment and the rest of the world simply does not matter; that is all somewhere else. There is a huge divide between the environmentally conscious within our society and what, frankly, probably the majority think about it. They are vaguely in favour of a better world and environment, but they do not see that they have a role to play within it. It is about empowering young people in a thought process that will bring about a better education system.

I try to visit every primary school in my constituency once a year. Over the years the discussions about the environment have changed dramatically. I remember about 10 or 15 years ago giving a year 6 group what I thought was an absolutely brilliant talk about the environment. After a while, they began to yawn and look out the window. One boy said, “Okay, sir, what is the best and most important animal in the world?” I thought, “There’s a question,” and said, “Well, the earthworm.” He said, “What did you say the earthworm for?” I said, “Without earthworms, the world would be covered in concrete.” We then got into a discussion about insects, insect life and biodiversity, and the children became interested and excited by that, whereas if I had given the lecture that we are all accustomed to giving or hearing, that does not work. The good news is that I went to the same school last year or the year before, and they gave me a lecture on global warming, CO₂, environmental changes and everything else, as part of year 5 teaching year 6 how to understand the environment. The school has achieved massive advances, including growing projects in the school. The subject can be made interesting and exciting.

Bringing up children in an environment in which they understand human interaction with the natural world, the need to maintain biodiversity and how things grow is very important. In my area, probably two thirds of children live in flats. They have no access to open space at all. Many do not even have a balcony. It is very easy for us to say, “Get involved in gardening,” but if someone is in a third-floor flat above a shop in private rented accommodation with no open space whatsoever, it is not so simple. It requires a superhuman effort from teachers and the rest of the community to involve children. I hope when the Minister replies, he will be able to give us some news on the way in which schools will be encouraged to have growing and gardening projects in their schools, to help children get involved and get their hands mucky, playing around with the earth and all the rest of it. Those key early formative years are so important in our understanding of the natural world.

There is so much inspiration that comes from interaction with nature, animal life and poetry and so much else. The hon. Member for Brighton, Pavilion (Caroline Lucas) was just talking about the beautiful, wonderful swift. If we hunt through references in poetry, it is the skylark that appears most often. Sadly, if we went to many schools and asked children to identify particular birds, they would not know what we were talking about. Birds such as the sparrow, which used to be so common, have disappeared, and many children are completely unable to identify any bird or animal whatsoever.

I had the joy of growing up in the countryside. Children used to talk about the birds they had seen that weekend. They talked about them with real love and affection. This is about inspiring our children and giving them that space. I hope that this debate takes inspiration from the young people that have done so much and moves forward into changing not just the curriculum but the mindset in the curriculum about our natural world. If we do not interact with and understand our relationship with nature, the future is going to be pretty grim, with more pollution, more damage to people’s lives and the loss of our natural world.