Sustainability and Climate Change (National Curriculum)

Nusrat Ghani Excerpts

Wednesday 27th October 2021 Westminster Hall

[Ms Nusrat Ghani (in the Chair)]

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

--- Later in debate ---

[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.

[Ms Nusrat Ghani (in the Chair)]

To ensure that we can incorporate all speakers, could they please be mindful of keeping their speeches to around five minutes?

--- Later in debate ---

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

It is a pleasure to serve under you, Ms Ghani. I, too, congratulate the hon. Member for Nottingham East (Nadia Whittome) on securing this really important debate. I am grateful for the opportunity to contribute to it.

This topic has long been very close to my heart. In March 2013, I tabled an early-day motion to oppose the Government’s plan at that time to remove climate change from the national curriculum guidelines for key stages 1 to 3. That EDM cited the former chief scientific adviser, Professor Sir David King, who maintained that the exclusion of such issues represents an abdication of our duty to future generations. It is with that duty to current and future generations in mind that I will make the case for not just defending and strengthening the existing curriculum but, as others have argued for, going further, particularly with a natural history GCSE.

Lots of the focus so far this morning has, understandably, been on the climate. I will focus a little more on nature. Nearly half of all species in Britain are in decline. Species vital to our survival, such as the bee, are in catastrophic decline. In the past decade alone, we have lost a quarter of our hedgehogs and 30% of my favourite birds, swifts. How many people know that a single swift can fly up to 4 million miles in its life? How extraordinary is that? It can stay on the wing for two years; it does everything on the wing until it stops to mate and start a family. I could wax lyrical about the swift for the rest of my time, but I will not. It is that kind of love of nature that is so crucial for young people, both in its own right and because, as the wonderful writer Richard Louv said, “We won’t protect what we don’t love and we won’t love what we don’t know”. Here is an opportunity to really get to love the nature that we have around us.

The scale of the destruction of our wildlife is terrifying, and it is accelerating. Scientists warn that the sixth mass extinction of life on Earth is happening right now, bringing with it the real risk of a collapse of civilisation. A new GCSE in natural history, first proposed by the writer and naturalist, Mary Colwell, in 2011, will clearly not turn that around on its own, but it is a start.

I have quoted Richard Louv’s words, but many children today do not necessarily know nature. A survey in 2018 found that more than half of UK children are unable to identify a stinging nettle, and earlier research showed that nearly 10% had not visited a park, a forest or a beach for 12 months or more. With half of all species in the UK in moderate or serious decline, there is a real danger that many of the next generation will grow up unable to recognise the wildlife on our doorsteps until it is gone, so there is no doubt in my mind that bringing climate and natural history to the school curriculum is long overdue.

At the same time, there is a growing awareness of the nature and climate crises among many children and young people and I believe that many of them would seize this opportunity if it was provided on the curriculum. Indeed, the hugely inspiring youth climate strikers are demanding that the education system is reformed so that every child can learn about the urgency, severity and scientific basis for the climate emergency, with a whole-school approach that mainstreams that through education. I do not see any contradiction between, on the one hand, mainstreaming this through all subjects on the curriculum and, at the same time, having a dedicated GCSE in natural history. I think those two things are complementary.

The early feedback from teachers to a worked-up proposal from the examination board, OCR is full of enthusiasm. There is interest from schools in remote rural areas and inner cities, as well as from schools with cultural backgrounds. Studying natural history is not about a sentimental preoccupation with a bucolic past; it is about engaging with the realities of an environment under intense pressure, how different species are responding and how nature plays out in urban settings, so it is hugely welcome that the Department for Education is considering that as an option. I urge it to work with us to make that a reality.

When the natural world on which we depend is facing such catastrophic loss, it is vital that the school curriculum gives young people the tools to understand what is happening so that we can act before it is too late. The OCR examination board has developed a course focusing on field study that also includes an exploration of our relationship with nature and how it has shaped our culture, art, literature and music. It would foster scientific, practical and emotional connections to the natural world and thus provide a unique contribution to the GCSE offering. It would teach children to name, record, monitor and collect data on the wildlife all around them and relate that wildlife to the wider countryside and internationally. It will teach vital field skills on how to process and evaluate data. In short, it will teach young people to be naturalists.

Earlier this year at the launch of Professor Dasgupta’s review on the contribution of nature to global economies, he ended with a plea to put nature into the heart of education and he highlighted the need for naturalists of the future. Re-engaging future generations with the natural world has never felt more important. As the Chair of the Environmental Audit Committee, the right hon. Member for Ludlow (Philip Dunne), said, that Committee has also unanimously supported the idea of a far greater focus on climate and nature education, including the GCSE.

In this crucial year of COP15 on biological diversity and, of course, COP26 on climate change, as Mary Colwell said:

“The establishment of a GCSE in natural history is far more than just another subject to choose. It signals an intent to take the nature of Britain seriously and to put into practice what we believe to be the right way to live on this earth, and this could inspire others to do the same.”

I urge the Minister to respond favourably to our points this morning. This really is a cross-party priority, as he can see, that can only bring about positive outcomes. There is huge enthusiasm for this from young people and schools; all we are waiting for is a green light from the Government. I urge the Minister to give it to us.

[Ms Nusrat Ghani (in the Chair)]

I do not doubt that if you called for a debate on the swift, that would be just as well attended.

--- Later in debate ---

[Barry Gardiner (Brent North) (Lab)]

It is a great pleasure to serve under your chairmanship, Ms Ghani. I congratulate my hon. Friend the Member for Nottingham East (Nadia Whittome) on the way she introduced this debate and on her good fortune in securing it. I also congratulate young people—not just the young people that are here, but young people everywhere, in that they are not angrier. They seem remarkably good-humoured, yet they should be extremely angry with the way that successive generations have left them a world that they are going to have to cope with. The problems that we have created are the problems that they will have to deal with. Certainly, if I look back to the things that angered me when I was in my teens and early 20s, had I been facing the sort of climate and environmental catastrophe that young people now are facing, I think I would have been even angrier than I was then.

What is good is that this debate has been cross-party and consensual. Nobody has stood up and said that there no need for us to teach about climate as an integral part of the curriculum. I echo what my right hon. Friend the Member for Islington North (Jeremy Corbyn) said about the need for this to be holistic and to become an integrated way of teaching, not just a tick-box exercise within schools. It is vital that the relevance to people’s lives is made apparent.

Today we have the Budget, and I want to look to one element of hope, which is that the Treasury has finally come up with the Dasgupta review. This is an economic review commissioned by the Treasury to look into the integration of biodiversity and the natural world with economics—something that is long overdue. The report speaks about the way that we treat the environment as an “asset management problem”. What is perhaps most extraordinary about the Dasgupta review, apart from its length—at 605 pages, it is quite dense, with lots of formulae—is that, as an economist, having gone through all the economics and asset management problems and used all the formulae, he concluded that the oppressing issue was education. It is a Treasury report, yet Dasgupta concluded that the important issue was education: educating our children and educating the public. He talked about education on nature stretching from early years to university, with all universities mandating students to attend a basic course in ecology, and extending it beyond schools to adult workplaces and organisations, as everyone needs to recognise their role in restoring the natural world, and about a new GCSE in natural history, which was first proposed way back in 2012.

We must not treat the need for education about climate and the environment as separate from everything else the Government do. If it is seen in the Treasury as a driving force of our economy, then that is how we, as politicians, should regard it. That is why it is so important to integrate it into all that we do.

The right hon. Member for Ludlow (Philip Dunne)—who, as my hon. Friend the Member for Nottingham East said, has guided the Environmental Audit Committee so brilliantly as its Chairman—has said that the Government have not yet stepped up to the plate in terms of the necessary skills. We know that the Government’s 25-year environment plan and the measures in the Environment Bill will need much greater ecological expertise at a local authority level. Biodiversity net gain for new developments and the creation of local nature recovery networks are good steps, but they cannot be delivered without the necessary in-house ecological expertise.

As chair of the all-party parliamentary group for nature, I wrote earlier this year to all local council chief executives to ask for their assessment of their in-house ecological expertise. I am afraid that, based on the overwhelming response we received, local authority leaders do not believe they can deliver on the Government’s ambitions. The situation has not changed significantly since 2013, when a study by the Association of Local Government Ecologists, ALGE, found that only one in three councils had access to the necessary expertise.

We need to develop the education and skills necessary for that expertise. The Government cannot impose obligations on local authorities and in the planning system without the capacity to deliver on those targets. If we do not train the necessary people, those targets will be meaningless and we will fail. It is vital that we see education as the pump-priming part in the delivery of the targets set in the Environment Bill and the net zero strategy.

In the Government’s response to the Dasgupta review, they mentioned the newly established sustainability and climate change unit under the Department for Education. However, as the chairman of the EAC said, the Committee’s latest inquiry on green jobs was quite clear that the Government are not grappling with the skills gap needed to achieve net zero. I hope the Minister prioritises the new unit and that it will be able to bridge the gap between the skills shortage and the demand, including through education and retraining of the current workforce, who will be affected by the changes, and where we need a just transition.

I cannot pass up the opportunity to meet the swift mentioned by the hon. Member for Brighton, Pavilion (Caroline Lucas) and the skylark that my right hon. Friend the Member for Islington North mentioned, and to raise them with an Arctic tern, which of course flies from the Arctic summer to the Antarctic summer. It actually traverses the globe once a year, flying 55,900, and in a lifetime flies many times the distance to the moon and back. It would be good to debate the amazing function of our birdlife and the loss of birdlife that we have seen in this country.

To pick up on something that my right hon. Friend the Member for Islington North said, many of us remember as children being able to go into the countryside and see so many different species. In a sense, we have raised a generation of battery-reared children who have been cosseted and protected, with parents afraid to let their children go out and play on their own. That is a great loss to the world. An environmental premium for schools, as spoken about by the hon. Member for Twickenham (Munira Wilson), is a really good idea.

Teach the Future asks for a Government-commissioned review of how the whole English formal education system is preparing students for the climate emergency and ecological crisis, the inclusion of the climate emergency and ecological crisis in teacher training and a new professional teaching qualification, and an English climate emergency education Act. I hope the Minister will respond to those three asks.

[Ms Nusrat Ghani (in the Chair)]

We have the Arctic tern, the skylark and the swift. Mr Jim Shannon, it is over to you now.

--- Later in debate ---

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

I should just say that I am not the shadow Minister on this subject, but the shadow Schools Minister, my hon. Friend the Member for Hove (Peter Kyle), is on a Bill Committee, which is why I am covering today. I want to thank him and the shadow Secretary of State for Education, my hon. Friend the Member for Stretford and Urmston (Kate Green), for their help in preparing for this debate. I will pass back any points made today, so hon. Members can rest assured that everyone’s comments have been heard and noted.

I thank my hon. Friend the Member for Nottingham East (Nadia Whittome) for securing this important debate, which is also very timely, as everyone has mentioned. I pay tribute to her for the work she has done to highlight the importance of embedding climate change and sustainability in everything we do, including education, and for all the organisational work she has done for this campaign, not least bringing a delegation of young, bright people from the Teach the Future campaign to Parliament yesterday. I am delighted that some of them are in the Public Gallery: Scarlett, Stella, Tess, Yasmin and Charlie are very welcome to Parliament, but we also need them to educate us, as many Members have said during today’s debate.

My hon. Friend made many good points, but I particularly want to pick up on one of them, which was about how the education system is not preparing children for climate change. It is failing them, which is a damning verdict on the education system that we are living with, and of what the future holds for a lot of our children. I also want to take a minute to say that my hon. Friend may be generation Z, she may be the youngest Member of the House, and she only joined in 2019, but we can already see the impact of all the work she has undertaken. When Opposition Members start paying tribute to her for her work on the Environmental Audit Committee—that does not always happen in this House—we realise the strength of her capabilities, so I give her a huge “Well done” for having secured this important debate.

My fellow millennial Member, my hon. Friend the Member for Sheffield, Hallam (Olivia Blake), talked about the importance of teaching not just young people, but adults as well, about climate change and sustainability. That point was echoed by the hon. Member for Twickenham (Munira Wilson), who said that a lot of adults do not even know what we are talking about—I know that I could do a crash course on this topic as well.

Turning to the topic at hand, many Members from both sides of the House who spoke today talked about how we need to do more to embed climate change within the curriculum. When I go to my local schools, teachers and school leaders are already aware of that need, and some amazing work is going on around the country to engage with pupils about climate change. However, the onus cannot just be on them, which is another point that has been made in the debate. The Government, and we as politicians, have to help them.

One example of that is the Eco-Schools green flag programme, which many schools, nurseries and colleges are a part of. It consists of seven steps that education institutions can take to focus their communities of pupils and staff on the climate emergency, including putting environmental issues in learning plans and choosing texts in subjects such as English that will explore those issues. That work has been supported by education unions, who to their enormous credit have been pushing the Government to recognise that we are in a climate emergency, and that we have to pay more attention to it and put it at the top of our agenda. I pay tribute to the National Education Union, the National Union of Students and the University and College Union in particular for all their hard work on this issue, including promoting Climate Learning Month in the run-up to COP26, which as we all know starts next week.

There was a lot of talk about schools in this debate, and how they are being innovative in their teaching of environmental issues. From school veg patches that teach children about sustainability as well as healthy eating, to planting trees to mark achievements and celebrations, our schools are leading the way in creating a more sustainable, greener future. Our curriculum should empower that work, and we should be supporting those schools. The right hon. Member for Islington North (Jeremy Corbyn) talked about local gardening projects in schools in his constituency. I join him in paying tribute to Islington Council, which is doing an enormous amount of work on this, as well as the councils in my constituency, Brent and Camden Councils, which are doing similarly impressive work.

At the risk of this debate sounding like a north London takeover, I also pay tribute to my hon. Friend the Member for Brent North (Barry Gardiner), who talked about taking a holistic approach to this issue. I wholeheartedly agree: we cannot just have a box-ticking exercise, but have to look at this properly and make sure there is an integrated way of teaching. I also pay tribute to him for his important work on the APPG for nature, which does not get recognised so much in this House, but is a crucial part of the work we do in Parliament.

If we are going to transform education, we must support our educators to do so. Embedding climate change within the curriculum will mean new training for teachers and teaching assistants. At Labour conference, the shadow Education Secretary, my hon. Friend the Member for Stretford and Urmston, announced that we would give all teachers a right to continuing professional development, with £210 million extra per year for CPD, which could certainly be used to deliver this kind of training. I would like the Minister to pick up on this issue and say whether that proposal is something his Government might consider.

However, we have to recognise that this is not just about the curriculum. We should be looking to make our school estate and all our school environments eco-friendly and fit for the future. That point was eloquently made by my hon. Friend the Member for Norwich South (Clive Lewis), and my right hon. Friend the Member for Islington North (Jeremy Corbyn) also spoke about young people demanding that their school buildings be sustainable. If any Members have been to speak in schools, they will recognise young people’s passion about that.

What does concern me—I wonder whether the Minister will answer this—is that at a time when we need to be upgrading our school buildings as part of our national effort to get to net zero carbon emissions, since 2010 the capital spending on schools has been cut by 44%. That worries us. As my hon. Friend the Member for Salford and Eccles (Rebecca Long Bailey) said, our education system must prepare children and young people for the jobs of the future, which will be shaped by our transition to net zero.

The Labour party has announced plans for 400,000 green jobs. It is essential that we equip young people to develop the skills for those employment opportunities as we go into the future. That cannot happen only in schools, but it does require climate education and green skills to be embedded in further and higher education. That is why we welcome the new report from the Association of Colleges, “The Green College Commitment”, which recognises the need to go much further to embed those skills across courses. Will the Minister consider that carefully?

The leader of the Labour party has described climate change as

“the biggest long term threat we face”,

and from this debate it sounds like many Members agree. Tackling climate change is at the heart of our agenda and our manifesto as we move forward. However, the reality is that those who are most affected by the impact of climate change are those who are going through schools, colleges, nursery and early years education right now. We must act more strongly if we are to stem the tide of climate decline and protect the younger generations from catastrophic consequences. I really hope that the warm words we are hearing from the Government are finally translated into tangible progress at COP26 next week.

My hon. Friend the Member for Salford and Eccles also spoke about the brutal cost that young people will bear. There is a harsh reality to that. The hon. Member for Strangford (Jim Shannon) talked about leaving something behind for his five grandchildren. That is how I feel about my children; I feel that we need to leave something of the planet behind, and to prepare our children and young people for the challenges of the future.

That is why embedding learning about climate change and sustainability into our curriculum and our education system is vital; that is why this debate is vital; that is why we must equip young people with the skills they need to work in the green industries of the future. Far more innovation is needed from the Government when it comes to education and skills. It is crucial if we, as a country, want to leave the world in a transition to net zero. I hope that the Minister has been listening to the many important points raised in this very good debate. I also hope that the Minister will meet my hon. Friend the Member for Nottingham East, as she requested.

[Ms Nusrat Ghani (in the Chair)]

May I remind colleagues that for any messages that need to be shared with other Members, it is best to do so through the doorkeepers or the Parliamentary Private Secretaries rather than the Clerks.