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.