Natural History GCSE

[Geraint Davies in the Chair]

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

I beg to move,

That this House has considered the matter of introducing a Natural History GCSE.

It is a pleasure to serve under your chairmanship, Mr Davies. Young people today are caught up in an unhappy paradox. While their concern for the natural world is greater than ever before, their access to nature, to discover its magic and to marvel at its wonder, is much reduced. Earlier this year, a study by Bath University found that almost three quarters of young people in the UK are worried about the future of our planet. The findings from that landmark study highlighted the depth of anxiety felt by young people as a result of climate change and must inspire in us all—politicians, parents and teachers—an imperative to respond.

For me, like many colleagues, those findings reinforced what my parliamentary inbox tells me every week. I receive emails and letters from schoolchildren and young activists concerned about the future of our planet—from climate change and plastic pollution to deforestation and species decline. On Monday this week, I visited Parkland School in Hampden Park, and the very first question put to me by the school council was: what are we doing to address climate change? In fact, this year, messages and petitions from Eastbourne’s young people reached as far as Glasgow and COP26. Their words calling for action were inscribed on templates shaped as birds in flight. I have made it my mission to see those birds next land at No. 10 with the Prime Minister.

However, despite this heightened concern for the environment, many young people have grown up in the absence of nature, estranged from large parts of our precious natural inheritance. There are myriad reasons for this, but a fundamental truth still stands: we are born with an innate yearning for nature—what ecologist Edward Wilson dubbed biophilia. Consider the fascination of a toddler eyeing up a frog or the euphoria of children crunching through autumn leaves and splashing in puddles.

My hon. Friend makes a good point. Is that not why so many forest schools are starting to crop up all over the countryside?

I thank my hon. Friend for that most timely intervention. The forest school movement is to be greatly encouraged. It has inspired a raft of initiatives across the country, including in my constituency. It brings children into that natural environment, where learning is almost by osmosis; it is so natural and incidental. In that environment, children develop a great love of nature, which is so necessary to inspire that desire for further understanding and to learn about respect and protection.

I commend the hon. Lady on bringing the debate to the House. Forest schools were featured on “Countryfile” on Sunday past, which was incredibly encouraging. My constituency has something like that: Castle Gardens Primary School. When the Minister of State for Northern Ireland came over—he replaced this Minister in that role—we visited Castle Gardens to see what it was doing. Does the hon. Lady agree that there is a place for children understanding the world around them? For many, that will provide their future employment and livelihood, which is important. Does she further agree that we should work closely with Department for Environment, Food and Rural Affairs here and the Department of Agriculture, Environment and Rural Affairs back home to align environmental jobs with this exciting prospect of a GCSE?

I concur with all that the hon. Gentleman said. That love of nature that we want to inspire in the youngest children needs to find progression and continuity in every age and all the key stages of the curriculum. Ultimately, that will provide them with skills and insight for a future where, as we look to build the green economy, we need to build a green workforce, too. I welcome the hon. Gentleman’s contribution.

I congratulate the hon. Member for Eastbourne (Caroline Ansell) on securing this really important debate. I apologise that I cannot stay for all of it, due to a Select Committee happening simultaneously. Does she share my excitement that, since nature writer and producer Mary Colwell initiated this campaign in 2011, it has gathered more and more support, including among teachers and students? Does she agree that it would help to fill a critical gap in the curriculum by helping students understand the complexities of the natural world, with intensive field study of whole organisms in context, in a way that no other GCSE currently allows?

I thank the hon. Lady for her intervention; she is my near neighbour along the coast. I had the great pleasure and privilege to speak to Mary this week ahead of today’s debate. I am a huge admirer of her work and her passion to see the next generation equipped and empowered for the future that faces them, in terms of both protecting our natural environment and having a great love for that environment, which is important to their wellbeing.

I would like to focus on another point mentioned by the hon. Lady, which is what this unique qualification would bring to the curriculum. An important gap has been identified and worked on by OCR, not least around the knowledge of organisms in their context, as she described, but also around the mix of subject areas where this GCSE could bring such powerful learning. Some have raised concerns that this subject overlaps with other subjects, such as biology or geography, but we see overlap in the curriculum as it stands. We see overlap between economics and mathematics; we see overlap between history and English. Some say overlap, but I might say reinforcement and consolidation. I might say that this triangulates and makes learning more powerful through the experience of encountering common subject matter across different disciplines. So the hon. Lady is right to highlight this subject’s unique and distinct contribution, in both its mix and its content.

We have all become admirers of Mary Colwell, and perhaps the hon. Lady agrees with her when she said:

“A GCSE in natural history would reconnect our young people with the natural world around them. Not just because it’s fascinating, not just because it’s got benefits for mental health, but because we’ll need these young people to create a world we can all live in, a vibrant and healthy planet.”

That underlines what the natural history qualification the hon. Lady is trying to achieve could do for many of our children, while not in any way undermining the place of traditionally taught history, which has a role to play in the curriculum.

I thank the hon. Gentleman, whose point was well made. This is not an “instead of” qualification; it is potentially an “alongside” or an “as well as”. It complements study across several different disciplines, not least opening up employment prospects, as he described. I go back to that inherent truth that one cannot protect what one does not love. We need to connect with that great love of nature and then reinforce that with the knowledge, insight and skills required to bring conservation work forward. It will be such an important torch for this generation to carry forward.

We have all seen in our schools some of the work that is being done, either in the curriculum or extra-curriculum in the wider life of the school, alongside this heightened concern for the environment. The truth is that eight in 10 children who were interviewed by Natural England in its People and Nature survey agreed that being in nature made them very happy. This generation has not had the same opportunities as previous generations to enjoy our once rich natural environment. Almost half of UK species are in long-term decline, including key species such as the hedgehog, whose numbers are down 95% since the 1950s. We have ploughed up or concreted over large swathes of native habitat in the last century, including 97% of our wildflower meadows.

Access to nature is highly unequal. One in five children living in England’s most deprived areas spend no time at all in the natural environment. The consequence of this precipitous decline is what is known as the shifting baselines phenomenon, whereby successive generations simply become accustomed to ever lower levels of biodiversity, unaware of the greater abundance enjoyed by those who came before. The raucous dawn chorus of a century ago and the splattering of insects on the car windscreen, which were commonplace in our childhoods, are unknown to young people today. One survey found that 83% of five to 16-year-olds could not identify a bumblebee, one in four could not identify a badger or robin, and almost half could not identify brambles, blackberries or bluebells.

Is there any evidence from the people who responded that young people would take up natural history instead of science and geography? Would it be an alternative or an add-on? The number of GCSEs that most people can take is limited.

My hon. Friend is right to highlight one of the challenges around curriculum choices. Of course, with every choice there is an opportunity cost. However, this additional, optional GCSE would complement any choices, be they arts or science choices. The curriculum is designed to provide a broad and balanced education in the core, so there would be no learning loss—the science component is already guaranteed and safeguarded. This new GCSE would provide an opportunity for extended study into the natural world, with all the benefits that could bring. Of course, as I said earlier, it is quite a mix of a GCSE, in that it rests on several different disciplines, so it is a good all-round GCSE choice to complement any combination of subjects that students might choose.

I wonder if the hon. Lady has come across the statements from university lecturers about the fact that they see students come through the school system and arrive at university without having had the field study or the immersion in nature and the direct contact with it in terms of identifying, monitoring and recording the life around them. That is what the GCSE could do. It would give pupils a really intimate knowledge of nature and first-hand experience of working with nature in a very different way from something that is more usually desk based.

The hon. Lady is right to highlight the significance of that component of the proposed new GCSE. I think we would all agree that learning through doing and being active within that learning is a hugely powerful experience. The content is, of course, very important, but it is the real-time, real-place study that will make this proposal a particularly attractive and meaningful learning experience, and a brilliant springboard to further study, whether at A-level or at university. As the hon. Lady says, it is about active engagement.

A key component of the new course includes those practical field studies—as mentioned by the hon. Lady—to develop the skills of observing, describing, classifying and analysing wildlife. That bridges an important gap in the curriculum. Students would learn about the wildlife in their local area, engendering that important sense of place, wherever that place might be. They would develop an understanding of ecosystems and the interdependence of the organisms within them, as well as the forces that shape them, including human activity such as farming and urbanisation.

The OCR proposal contains unique skills and content, while reinforcing skills in biology and geography, which are complementary, in the same way as physics complements maths, and history geography. The skills developed by the course would support various academic and vocational post-16 pursuits, including in the biosciences, geography and land-based industry, helping to plug our green skills shortage. If the Government were minded to initiate further work on this, students could begin by taking the course from September 2024.

A number of challenges are involved, as with all innovations, but they are far from insurmountable. Do we have the expertise to teach and establish the course? The answer is yes. Biology and geography teachers would be the most likely to teach the course, but OCR has interest from teachers of all subjects. Teachers are by instinct and training hugely resourceful. We also have a world-leading non-governmental organisation community—from the Eden Project and the Wildlife Trust, to the Royal Society for the Protection of Birds—which sits on a wealth of knowledge, material and sites that can be deployed to support teachers. Indeed, many of those groups already do great work in providing educational visits for families and schools.

It is a pleasure to serve under your chairmanship, Mr Davies. I thank my hon. Friend the Member for Eastbourne (Caroline Ansell) for bringing this important debate to this Chamber, and I bow to her expertise as a former teacher and director of studies.

My hon. Friend may know that I never miss the opportunity to say that GCSEs no longer have any place in our assessment system. I think that we should have a 14-to-18 curriculum that could include the topic of natural history, as well as other subjects, giving skills and knowledge to young people. Employers, universities, parents and young people themselves are looking for a curriculum that sets them up for future careers. I believe that public examinations at 16, at which 49.9% of young people fail English and maths, are not acceptable.

I thought I was being bold in proposing the introduction of one GCSE, but my hon. Friend has taken that proposal and raised me a revolution. I am sure that teachers everywhere will admire the breadth of her ambition. I think that where she and I agree is that this would include a component or a topic dealing with natural history. Does she therefore agree that this needs to be given a greater profile, greater prominence and greater coverage, and that a greater emphasis needs to be placed on the field studies mentioned by the hon. Member for Brighton, Pavilion (Caroline Lucas), in order for this new, revolutionary education system to meet the needs of this generation of students?