Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to align apprenticeship standards, T Levels, and other vocational qualifications with future food system needs.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.
Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.
Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.
Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.
Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, how her Department is ensuring that young people gain practical, vocational skills in regenerative farming, agroecology, and sustainable horticulture.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.
Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.
Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.
Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.
Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to embed practical food, nature, and sustainability education across the national curriculum from EYFS to post-16, including T Levels.
Answered by Georgia Gould - Minister of State (Education)
The current national curriculum includes these topics, and there is a food preparation and nutrition GCSE, and science and geography are available at GCSE and A level.
In response to the Curriculum and Assessment Review, the department will enhance the identity of food education by clearly distinguishing cooking and nutrition, which will be renamed food and nutrition, as a distinct subject within design and technology.
The department will also enhance the focus on climate education and sustainability that already exists in subjects such as geography, science, and citizenship. We will also include sustainability within design and technology.
The national curriculum will be taught in academies when it is implemented.
At post-16, the department is continuing to support adults to retrain and reskill in line with the needs of the green economy. We have a range of qualifications for older learners that provide training in green skills including apprenticeships, T levels, Skills Bootcamps and higher technical qualifications.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of changing the national curriculum to increase awareness of cancer prevention amongst pupils in Yeovil constituency.
Answered by Georgia Gould - Minister of State (Education)
It is important to educate people about causes and symptoms of cancer, and we are supportive of efforts to do this at an early age.
Revised relationships, sex and health education statutory guidance was published on 15 July 2025. Cancer awareness and other specific cancer-related content is included. At secondary school, as part of their studies on health protection and prevention and understanding the healthcare system, pupils will be taught the importance of taking responsibility for their own health, including regular self-examination and screening.
Schools may teach about cancer awareness in other areas of the current national curriculum. The secondary science curriculum ensures pupils are taught about non-communicable diseases, such as cancer, and the impact of lifestyle factors. In design and food technology, schools should highlight the importance of nutrition. We are developing a new national curriculum with teachers, curriculum experts, pupils and parents, which schools will start teaching from September 2028.
Asked by: Lord Clement-Jones (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government at what stage of development is the Department for Education Content Store; what information, if any, it contains about pupils; who has access to it; for what purposes; and how ongoing developments will be reported to Parliament or made public.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The Education Content Store programme is currently preparing for public beta phase. This phase will provide access, on a test basis, to publicly available materials which have been optimised for use with artificial intelligence. This will not include pupil work.
The Education Content Store contains no information about pupils. A limited amount of anonymised pupil work was included in the pilot, with written permission from parents.
During the pilot phase, a small number of British educational technology companies had access to the content store. Some of these were selected through the Contracts for Innovation competition with UK Research and Innovation, and others were participating in non-commercial user testing activities. The pilot phase has now ended, and only those working on the development of the store, or related programmes across government, including the National Data Library, currently have access.
We will publish a full report on the content store pilot phase before the end of the academic year.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what steps he is taking to promote media literacy among child users.
Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
Supporting parents and children is central to our media literacy approach. On 10 February, DSIT launched a pilot media literacy communications campaign to give parents tools to help children build resilience and critical thinking skills online. A new Online Safety hub, developed with DfE, will provide everyone in the UK with clear guidance on media literacy and online safety.
Under the Online Safety Act, Ofcom has a media literacy strategy that prioritises support for children and families, especially those with additional needs.
In formal education, the Department for Education has committed to strengthening media literacy in the updated national curriculum.
Asked by: Andrew Mitchell (Conservative - Sutton Coldfield)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to support young people to pursue careers in tech start ups in the Midlands.
Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)
The Government is taking a range of steps to increase awareness among young people in the Midlands about the diverse and rewarding career opportunities available in the tech sector. The Department for Work and Pensions (DWP) has developed partnerships with local colleges to provide routes into digital content creation, social media, and other in-demand skills. We are working closely with the region’s four main universities through initiatives such as the Graduate Retune and HLSM+, offering tailored employability support, sector workshops and paid placements with local businesses.
The East and West Midlands Combined Authorities are two of eight areas delivering Youth Guarantee Trailblazers. These Trailblazers are testing innovative approaches to identify and deliver localised support to young people who are Not in Employment, Education or Training (NEET) or at risk of becoming NEET. This includes specialist digital boot camps delivered by providers such as Generation UK, Althaus and Birmingham Open Media. The Trailblazers will provide learning to inform the role of local areas in delivering the Youth Guarantee in the future.
The Department for Science, Innovation and Technology (DSIT) has launched TechFirst, an £187 million programme designed to build the tech skills pipeline and drive local growth. TechFirst has also launched TechLocal to address the challenges SMEs and start-ups face in investing in early-stage career roles. By funding innovation in local recruitment, TechLocal will connect young people in the Midlands directly to the region's growing frontier technology sectors. Further details of the grant competition can be found at TechLocal - GOV.UK.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the amount of technology required by state schools in England.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department monitors the level of technology required by state schools in England through the Technology in Schools Survey 2025, which captures evidence on digital infrastructure, devices and connectivity.
To support schools, the department has published clear digital and technology standards, covering broadband, wireless networks, filtering and monitoring, cyber security, cloud storage, devices and digital leadership. These standards help schools make informed decisions about the technology required for safe and effective teaching.
We continue to invest in programmes such as Connect the Classroom and the Plan Technology for Your School service to ensure all schools can meet these expectations by 2030.
Asked by: Will Forster (Liberal Democrat - Woking)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what discussions she has had with the Secretary of State for Health and Social Care on the potential impact of social media use on children’s mental health.
Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
I share the worries of parents and many of those in the medical profession; the question is not whether the government will act, but how. These are nuanced issues on which there are a diverse range of views; that is why we are launching a consultation and national conversation on next steps. We are also working closely across government on these topics, with DHSC, as well as Ofcom, DfE, and the Home Office. Furthermore, the Department for Education will be producing guidance on screentime.
Asked by: Alex Brewer (Liberal Democrat - North East Hampshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of school policies that restrict mobile‑phone use on pupil's health and safety.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department’s new, stronger guidance on mobile phones in schools is clear that all schools should be mobile phone-free by default. Pupils should not have access to their devices during lessons, break times, lunch times, or between lessons.
The guidance is clear that exceptions to a mobile phones policy may be required for children with specific special educational needs, disabilities or medical conditions. This includes users of health tech or assistive technology.
Where school leaders need to make additional exceptions or flexibilities to their policies based on a child’s individual needs, we trust them to do so.