Sustainability and Climate Change (National Curriculum)

Philip Dunne Excerpts

Wednesday 27th October 2021 Westminster Hall

[Nadia Whittome (Nottingham East) (Lab)]

I beg to move,

That this House has considered the inclusion of sustainability and climate change in the national curriculum.

It is a pleasure to serve under your chairship, Ms Ghani. I thank Mr Speaker for granting this debate, and I welcome the Minister to his place. I also thank colleagues for being present, including those who have long been staunch advocates on the issue of climate and ecology, and particularly the chair of the Environmental Audit Committee, the right hon. Member for Ludlow (Philip Dunne).

To stop runaway climate change, we have to reduce our emissions by half every decade. The world needs to reach net zero by 2050. That requires sustained political pressure on our leaders and huge changes to every part of our economy—changes that the Climate Change Committee has described as

“unprecedented in their overall scale”.

It requires that we build an economy based on clean energy, creating secure, sustainable jobs through investment in green industry, transitioning away from sectors with high emissions, and restoring our natural world. It requires a public who are informed and knowledgeable about the climate, and a shift in emphasis when it comes to the skills that are valued and taught in our society. Does the Minister agree that teaching students knowledge and practical skills relating to climate change and green technology is a key component in transitioning to a low-carbon society?

Even if the world is on track to limit the overall rise in temperature to 1.5°—that is a big if—there will still be repercussions for us environmentally, socially and economically. The climate crisis is already here, and we must be prepared to adapt and mitigate its effects in our changing world. A child who started primary school last month will not yet have turned 35 in 2050— the year in which the Government intend to reach net zero carbon emissions—but our current education system does not acknowledge how different our society will be by then, and it will not equip that child with the tools they will need to live and work in it. As Greta Thunberg said when people questioned why she was not at school and was instead striking for the climate,

“Why should I be studying for a future that soon may be no more”?

If our education system is not preparing and empowering young people to help prevent climate change and deal with its consequences, it is failing them. As it stands, climate change barely features on the national curriculum. It is confined to small parts of science GCSE, or optional subjects such as horticulture and environmental science, which few institutions have the financial capacity to host. Due to academisation of our education system, many schools are also not required to teach climate change directly.

We need to put climate change at the heart of education. In practice, this would mean that properly taught climate change education would be integrated into subject areas across the curriculum—not just physics, chemistry and geography, but economics, history, arts and food technology. It would be integrated into vocational training courses as well, with plumbing courses teaching how to install low-carbon heating systems and catering colleges covering sustainable diets. Climate change would be a thread woven into every part of our education system, just as it impacts every part of our lives.

[Philip Dunne (Ludlow) (Con)]

I am very grateful to the hon. Lady for allowing me to intervene so early in her remarks, but she has already got to the crux of the issue. I congratulate her on securing the debate and on her role on the Environmental Audit Committee, where she has made a significant contribution, not least to the report on green jobs that we published on Monday. The recommendation in paragraph 102 of that report specifically addresses the point she makes, stating that we need to embed environmental sustainability, including it across all subjects in primary and secondary schools and, obviously, in the vocational curriculum.

[Nadia Whittome]

I thank the right hon. Gentleman for his intervention and wholeheartedly agree with his comments. I again thank him for all the work he has done as the Chair of the Environmental Audit Committee in progressing not just this issue but the need for green jobs across society and in all our communities.

The UN is championing the need for climate education in the national curriculum. Also firmly on board are all the major teaching unions, but at the forefront of this campaign is the youth climate strike movement, some members of which are here today. They have made climate education a clear key demand of their campaign. I thank Scarlett, Yasmin, Charlie, Tess and Stella who have joined us from Teach the Future. They have been driving this debate forward and are of the generation—my generation—that forced our Parliament to declare a climate and ecological emergency almost two and a half years ago.

These young people are still in school, too young to vote or stand for elections, but they have led the way in driving the climate crisis up the political agenda. They have shown this House how change is won. As Parliament’s youngest MP, I feel pride in being part of their generation and a particular responsibility to represent them, but they need representation from the whole House. For decades, huge corporations have polluted our planet with impunity, and the Governments of previous generations have let them off far too lightly. That must end. My generation, young people, and those yet to be born will have to deal with and live with the consequences.

Does the Minister agree that the very least older generations can do is equip young people with the skills they need to clean up the mess that was not of their making? Will the Minister find time to meet with me and the school students here today to discuss the campaign and how we can progress it through Government?

Next week we will host world leaders at COP26. This is our last and best chance of stopping runaway climate change. I want us to show the world that we are serious, that we are listening to young people’s calls, and that we are not just inspired by them but inspired to act.