Sustainability and Climate Change (National Curriculum)

Kerry McCarthy Excerpts

Wednesday 27th October 2021 Westminster Hall

[Derek Thomas]

I agree, and I welcome the intervention. When I was on the Environmental Audit Committee, we looked at various plans to decarbonise the public estate by 2032. That is a massive challenge and hugely expensive, but it is right that we should prioritise the places where our children learn. We know that in many places, our school estates are not fit for purpose in terms of the best learning experience, let alone the right thing for the environment. That is just one of the many significant challenges we face as we grapple with this vital issue.

Education on climate change is also about the opportunities available for the future. Cornwall offers a particular opportunity for our national and global efforts to decarbonise and switch to renewable ways of living. We have one of the world’s most important supplies of lithium. We have copper and tin-rich rock beneath our homes. In my constituency, we are led to believe, we have the third-richest tin and copper mine in the world. We have geothermal possibilities, allowing us to extract heat from the ground, and we are doing that at Jubilee Pool in Penzance. We are leaders in renewable energy and we produce some of the most sustainable food crops, dairy and meat. We have some of the most exciting potential for carbon sequestration on land and on the ocean floor, and we have the potential for a large but sustainable fishing fleet. Lack of education in schools on this presents a challenge to our ambitions.

Education should address how we shift to a greener way of living without costing the Earth. There is an interesting debate taking place in Cornwall, because as we consider extracting copper and tin once again and extracting lithium from dormant mines, and at geothermal, we are trying to understand whether the immediate environmental impact of carrying out this important work is worth the result of extracting the minerals that we need in all our devices and in renewable-energy batteries, and so on. There is a real argument that we need the education and the learning in our schools, as well as among the public, about the environmental impact of digging up the ground. What exactly is it? Is it worth it? Or is it better—I say this tongue in cheek—to just get things from China or elsewhere, where we have no control over how the stuff is extracted? Education in schools could really help understanding of how we balance getting to a greener living with the impact that we have to spend right now.

[Kerry McCarthy (Bristol East) (Lab)]

The hon. Gentleman is making a very good speech. I had a debate on this in December 2017, and the response I got from the Minister was very bitty, saying “You learn a little about this in citizenship, a little bit in science, a bit in geography, and when T-levels come on board, they might have a bit.” Is the hon. Member arguing that there ought to be a GCSE in environmental science, or environmental studies, or whatever he would wish to call it? Making this a strong part of the curriculum, rather than popping up here and there and not having that overview, is the way forward.

[Derek Thomas]

Again, that is a great intervention. I met with the Secretary of State and eight head teachers from my constituency a couple of years ago, and we had that very discussion about how we could actually do this in schools. Interestingly, half of the heads said, “Let’s just use what we have now to get it through every part of our education and curriculum,” and the other half said “No, we need a specific resource and tool to be able to teach it,” as the hon. Lady said, potentially as a GCSE.

I am not an education expert, although I have three children going through the system at the moment. I would argue that, particularly in primary school, we should just look at every pot of learning and attach it to how we live on the planet. The connection is then how we care for the planet. We can do that in everything we teach in primary school. In secondary school, I think there should be an opportunity to continue that, but also the opportunity for students to learn and to take a particular interest.

I am trying to demonstrate that this is about the skills need across the country to deliver what we have committed to, and that must start with preparing children and young people for the work they will do when they leave. Education in schools should address the link between our demands and the carbon in the supply chain. We often talk about wanting to take the necessary measures in our own lives to reduce our carbon footprints but we quickly find that we go and order stuff online without necessarily knowing where it comes from or the carbon footprint attached to that item. If we helped our young people to understand that better, when they look at their careers, they will look at how they can be involved in the food chain, in clothing and in all of those things that we need, but where carbon miles can be reduced.

I appreciate that you are trying to get me to shut up, Ms Ghani; I will be very quick now. We must look at what skills are needed to meet the higher skilled job opportunities in renewable energy, construction, mining, technology, agriculture and environmental and marine management. A tip from a meeting I went to this morning is that if we want our children to have great careers, we should send them down the heat engineer route. We have an opportunity, not just to enable our young people to deal with the great challenges facing them as they grow up and the challenges we should be addressing now, but to seize the opportunity, and to have the high-paid, high-skill jobs that we talk about. That means that the choices we make to do the right thing for the planet are actually choices that are good for us.

Choices in the interests of the environment are rarely negative or sacrificial choices set against their positive aspects, such as better homes, healthier air, high-skilled jobs, and so on. This is a timely debate. It is critical to get this right. I support getting education in the curriculum across every school, so that every child is equipped to live, flourish, and embrace the world that we have been given, which we are privileged to have.