Curriculum and Assessment Review

Lord Clement-Jones Excerpts

Thursday 26th March 2026 Grand Committee

[Lord Clement-Jones (LD)]

My Lords, I thank the noble Lord, Lord Freyberg, for securing this debate and so brilliantly illustrating the “arts dividend” in education—the phrase used by Darren Henley, CEO of the Arts Council England. The Francis review contains important proposals, but the response to it falls short on the issue that will hugely determine our economic and democratic future: AI literacy. Media and digital literacy is, in Internet Matters’ own words, “a postcode lottery”.

I have three specific concerns. The first is institutional agility. I welcome the media literacy action plan published just 10 days ago, in particular the £24 million TechFirst youth programme and the continued investment in the National Centre for Computing Education. But the plan confirms what we feared: curriculum consultation will not begin until later this year. The revised programmes of study will not be published until spring 2027 and they will not be taught until September 2028. The Government’s own foreword acknowledges that one in seven adults avoids the internet altogether due to safety concerns. They cannot simultaneously diagnose that level of digital anxiety and offer a curriculum solution that is nearly three years away. We need to establish an AI in education advisory board, as suggested by Policy Connect in its report, Skills in the Age of AI, to provide real-time expert guidance, ensuring that the curriculum becomes a living document and is not a decade behind the technology.

My second concern is curriculum philosophy. AI literacy must be a mandatory cross-curriculum competence from age seven to 18, prioritising ethical use, critical thinking and the human-centred skills that AI cannot replace. All this is, of course, to be found in the arts and humanities. There is a democratic dimension that the Government cannot ignore. They intend to extend the franchise to 16 and 17 year-olds. Research by Internet Matters, confirmed by the Electoral Commission, shows that digital literacy is directly linked to young people’s capacity to engage meaningfully in democracy. If the Government extend the franchise, they need to equip young people with the literacy to navigate the information environment.

My third concern is the teaching workforce. Teachers are the primary multiplier for these skills, yet 30% cite a lack of relevant training as a barrier and 21% cite a lack of up-to-date resources. AI literacy must be embedded in initial teacher training, the early career framework and national professional qualifications. The action plan’s commitments on teacher support are welcome but conspicuously vague.

I ask the Minister three questions. What provision will be made for children in school now, before 2028? Will the Government establish an AI in education advisory board? When will a funded plan to integrate AI competences into statutory teacher training be published? We cannot build an AI-ready economy on a digitally illiterate workforce. Education must come first, not last.