Sustainability and Climate Change (National Curriculum)

Jim Shannon Excerpts

Wednesday 27th October 2021 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

I cannot match the exoticness of any of the three birds that the hon. Members for Brighton, Pavilion (Caroline Lucas) and for Brent North (Barry Gardiner) referred to; I am more of a pheasant man, and they do not fly all that far. In all honesty, I not only quite like them but also like eating them; I am unashamedly a rural country sports person and quite enjoy that.

Thank you for calling me to speak, Chair. I thank the hon. Member for Nottingham East (Nadia Whittome) for opening the debate and setting the scene so well. It is a pleasure to see the Minister in his place to respond on this new subject that he has responsibility for. We had a fond working relationship when he was the Minister of State for Northern Ireland. Northern Ireland Members enjoyed his time there, and I look forward to his time covering this subject matter.

The hon. Member for Brighton, Pavilion and I have a clear interest in environmental issues, as I think we all do, which is why we are here to speak in this debate. I receive emails and have conversations on this regularly. Ahead of COP26 next month, this is definitely a debate worthy of discussion. As I have indicated many times, young people—some young people are here today—in my constituency contact me so often on this issue, as others have as well. They look to the future, and the decisions that we make today are important because they will affect them. As a grandfather with five grandchildren, I am conscious of leaving them something they can enjoy and have pleasure in.

COP26 has been at the centre of media discussions in the last few weeks, and we have seen a rise in the number of young people who are passionate about climate change and our world—most notably Greta Thunberg, who I met in the House some years ago. I expect that there are differing opinions on her expression, but she is none the less someone who is passionate about the topic, and that passion cannot be ignored.

We do have some environmental teaching in our curriculum. Although it differs slightly in Scotland, Wales and Northern Ireland, the basics are taught. Back home in Northern Ireland, aspects of climate change are taught in both geography and science to children as young as those in key stage 3. This can continue up to and including individual study at A2 level, with a large section dedicated to the study of the environment and the world around us.

With geography, the statutory requirements state that students should investigate the impact of conflict between social, economic and environmental needs both locally and globally through the study of flooding, pollution—very much the subject matter of the last few weeks in this House—climate change and deforestation. In science, the study is focused on the effects of pollution, such as water, air, land and sound, as well as specific measures to improve and protect the environment—for instance, renewable energy, the efficient use of resources and waste minimisation.

We should look at the good things that have happened, for instance on renewable energy, to which this House and the Government are committed. There have been massive advances. I was at an all-party parliamentary group for energy studies event last night. It was good to be reminded of the advances in renewable energies of this great United Kingdom of Great Britain and Northern Ireland. We do not talk often enough of the good things we do, and we should do so more.

Many here will hold the opinion that there is not enough in our schools curriculum addressing the issue of climate change. While I can understand that it is a pressing issue, I feel that the focus needs to be on the pass rates of children studying core subjects such as maths and English. It is right that we focus on those subjects, which are essential for all employment. Figures show that in Northern Ireland, 13.3% of pupils on average leave school each year without a maths or English qualification. This has been correlated with geographical and ethnic factors. I believe there is more we can do to ensure that all pupils achieve their full potential through maths, English and science before we consider introducing more intense climate change learning.

I welcome the decision taken by schools to introduce climate change workshops, which are set up once or twice a month for those interested in the study of climate change. Will the Minister say what has been done to ensure that climate change is on the curriculum more regularly in schools? We must ensure that our children are prepared for the world. While some would argue that climate change and the environment are at the forefront, the basics lie with other subjects, which still need attention and will make us focus on climate change issues.

Climate justice, greener schools and learning is where education should start. I thank the Member for Nottingham East for raising the issue. I fully respect her commitment, as the youngest MP, to climate change teaching in our schools. Teach the Future has shown that 68% of pupils want to learn more about the environment, and 70% of teachers say that they have received no training on climate change teaching. There is an issue with green teaching. What has been done to address that?

I urge the Minister to engage with his counterparts in the devolved institutions to assess how climate change can be introduced to a greater extent in our schools, while ensuring that our core subjects are not ignored. I encourage the Minister to bear the issue in mind at COP26. I have always stated that education and our young people are at the forefront of the climate change debate, and we must not fail them in their education and teaching.