Asked by: Charlotte Nichols (Labour - Warrington North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether young people from Hong Kong on the extended British National (Overseas) visa will be able to immediately access apprenticeship schemes in the UK without having to wait for three years of residence.
Answered by Andrea Jenkyns
Hong Kong British National (Overseas) visa holders are required to meet the same residency requirements as most other non-UK nationals. The residency requirements ensure that public funding for apprenticeships is targeted at those with established ties to the United Kingdom.
They are able to live, work and study in the UK, but will not have access to public funds.
They may start an apprenticeship, and access government funds for training and assessment, once they meet the residency requirement, and can do so before they are able to apply for indefinite leave to remain or citizenship.
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Foreign, Commonwealth & Development Office:
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, if his Department has made an assessment of the benefits of establishing cultural exchange programs with the British Overseas Territories.
Answered by Amanda Milling - Government Whip, Lord Commissioner of HM Treasury
The UK maintains strong cultural links with the Territories and our continuing partnerships bring benefits to the UK and to the Territories.
Currently, young people in the Overseas Territories have access to programmes such as the FCDO-funded Chevening Scholarships, which offers opportunities to develop professionally and academically, experience UK culture, and build lasting positive relationships with the UK. Inhabitants of our Overseas Territories are usually British Overseas Territory Citizens under British Nationality law. Often these British Overseas Territory Citizens also qualify for British citizenship and thus have access to institutions for further and higher education in the UK.
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to help ensure that schools teach young people about (a) British veterans and (b) the Armed Forces Covenant.
Answered by Robin Walker
We want all children to leave school with the knowledge, skills and values that will prepare them to be active citizens in modern Britain.
Teaching about the British constitutional system, political issues, different viewpoints and the way in which pupils can engage in our democratic society form an essential part of a broad and balanced curriculum, and are covered within citizenship education. Citizenship education is mandatory in secondary maintained schools as part of the national curriculum. Primary maintained schools and all academies are encouraged to cover citizenship as part of their duty to deliver a broad and balanced curriculum.
In citizenship, pupils will learn about the role of Parliament and how citizens can take part in democratic and electoral processes to influence decisions locally, nationally and beyond. They will also learn about the role of police, courts and justice, free press, human rights and international law, as well as the governments of other countries.
Whilst we do not direct schools to teach about British veterans and the Armed Forces Covenant, schools are free to do so in the context of their citizenship curriculum. Teachers are also able to teach about Britain’s constitutional system, British veterans and the armed forces within other subjects. For instance, the history curriculum can cover political and social movements past and present, as can other subjects such as English when the context is right.
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to help ensure that schools teach young people about the history of the British constitutional system.
Answered by Robin Walker
We want all children to leave school with the knowledge, skills and values that will prepare them to be active citizens in modern Britain.
Teaching about the British constitutional system, political issues, different viewpoints and the way in which pupils can engage in our democratic society form an essential part of a broad and balanced curriculum, and are covered within citizenship education. Citizenship education is mandatory in secondary maintained schools as part of the national curriculum. Primary maintained schools and all academies are encouraged to cover citizenship as part of their duty to deliver a broad and balanced curriculum.
In citizenship, pupils will learn about the role of Parliament and how citizens can take part in democratic and electoral processes to influence decisions locally, nationally and beyond. They will also learn about the role of police, courts and justice, free press, human rights and international law, as well as the governments of other countries.
Whilst we do not direct schools to teach about British veterans and the Armed Forces Covenant, schools are free to do so in the context of their citizenship curriculum. Teachers are also able to teach about Britain’s constitutional system, British veterans and the armed forces within other subjects. For instance, the history curriculum can cover political and social movements past and present, as can other subjects such as English when the context is right.
Asked by: Lord McCrea of Magherafelt and Cookstown (Democratic Unionist Party - Life peer)
Question to the Department for Digital, Culture, Media & Sport:
To ask Her Majesty's Government what steps they will take to stop children aged 11 to 16 from becoming gambling addicts.
Answered by Lord Parkinson of Whitley Bay - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)
All gambling operators providing facilities to British customers must comply with the conditions of their Gambling Commission licences, including measures to protect children and vulnerable people. It is an offence to allow children to participate in most forms of commercial gambling and there are strict requirements to verify age. All operators advertising in the UK must also abide by the advertising codes issued by the Broadcast Committee of Advertising Practice (BCAP) and the Committee of Advertising Practice (CAP) in which a wide range of provisions are designed to protect children. CAP has consulted on tightening these rules further.
As part of the statutory Relationships, Sex and Health Education curriculum in England, young people are taught about the risks relating to gambling, including the accumulation of debt. To support teachers to deliver these topics safely and with confidence, the Department for Education has also developed a series of training modules, one of which has a specific section on gambling. Other curriculum subjects, such as citizenship, mathematics and computing, can also help develop young people’s financial literacy and highlight the risks associated with gambling.
As part of its broad scope, the Gambling Act Review is looking at the effectiveness of existing measures to ensure the protection of young and vulnerable people from the risks associated with all types of gambling. We are considering the evidence carefully and will publish a white paper outlining conclusions and next steps in due course.
Asked by: Kim Leadbeater (Labour - Batley and Spen)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment his Department has made of the societal value for young people of religious education; and if he will make a statement.
Answered by Robin Walker
The government firmly believes that religious education (RE) is important. Good quality RE is essential in developing children’s knowledge of British values and traditions, and those of other countries. RE is a vital part of fostering understanding among different faiths and beliefs, which is why it is a compulsory subject for all state-funded schools up to the age of 18.
Department officials engage regularly with key RE stakeholders, including the National Association of Teachers of Religious Education as the main subject association for RE in England.
When teaching RE, schools should consider how their curriculum can develop social skills and empathy, as well as equip children and young people with the skills for living and working in a diverse society. For older pupils, RE should also focus on developing skills that are useful in a wide range of careers and adult life, and in particular the skills of critical enquiry, creative problem-solving and communication in a variety of media.
In school life, RE can develop and nuance the skills required for other parts of the school curriculum such as history, citizenship, and personal, social, health and economic education.
RE is an important subject, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society, as well as serving to inform their own values and behaviour. RE can also contribute to pupils’ personal development and well-being by promoting mutual respect and tolerance in a diverse society. It is an important contributor to the spiritual, moral, social and cultural development of pupils, which schools are required to facilitate as per the Education Act 2002.
Studying RE can also serve to improve community cohesion, providing a key context to develop young people’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination.
Asked by: Kim Leadbeater (Labour - Batley and Spen)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the potential merits of the value offered in terms of skills for young people by the subject matter of religious education; and if he will make a statement.
Answered by Robin Walker
The government firmly believes that religious education (RE) is important. Good quality RE is essential in developing children’s knowledge of British values and traditions, and those of other countries. RE is a vital part of fostering understanding among different faiths and beliefs, which is why it is a compulsory subject for all state-funded schools up to the age of 18.
Department officials engage regularly with key RE stakeholders, including the National Association of Teachers of Religious Education as the main subject association for RE in England.
When teaching RE, schools should consider how their curriculum can develop social skills and empathy, as well as equip children and young people with the skills for living and working in a diverse society. For older pupils, RE should also focus on developing skills that are useful in a wide range of careers and adult life, and in particular the skills of critical enquiry, creative problem-solving and communication in a variety of media.
In school life, RE can develop and nuance the skills required for other parts of the school curriculum such as history, citizenship, and personal, social, health and economic education.
RE is an important subject, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society, as well as serving to inform their own values and behaviour. RE can also contribute to pupils’ personal development and well-being by promoting mutual respect and tolerance in a diverse society. It is an important contributor to the spiritual, moral, social and cultural development of pupils, which schools are required to facilitate as per the Education Act 2002.
Studying RE can also serve to improve community cohesion, providing a key context to develop young people’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination.
Asked by: Kim Leadbeater (Labour - Batley and Spen)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions officials in his Department have held with representatives of teachers of religious education regarding the value offered in terms of skills for young people by that subject; and if he will make a statement.
Answered by Robin Walker
The government firmly believes that religious education (RE) is important. Good quality RE is essential in developing children’s knowledge of British values and traditions, and those of other countries. RE is a vital part of fostering understanding among different faiths and beliefs, which is why it is a compulsory subject for all state-funded schools up to the age of 18.
Department officials engage regularly with key RE stakeholders, including the National Association of Teachers of Religious Education as the main subject association for RE in England.
When teaching RE, schools should consider how their curriculum can develop social skills and empathy, as well as equip children and young people with the skills for living and working in a diverse society. For older pupils, RE should also focus on developing skills that are useful in a wide range of careers and adult life, and in particular the skills of critical enquiry, creative problem-solving and communication in a variety of media.
In school life, RE can develop and nuance the skills required for other parts of the school curriculum such as history, citizenship, and personal, social, health and economic education.
RE is an important subject, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society, as well as serving to inform their own values and behaviour. RE can also contribute to pupils’ personal development and well-being by promoting mutual respect and tolerance in a diverse society. It is an important contributor to the spiritual, moral, social and cultural development of pupils, which schools are required to facilitate as per the Education Act 2002.
Studying RE can also serve to improve community cohesion, providing a key context to develop young people’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination.
Asked by: Lord Storey (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what steps they are taking to ensure that Black history is a mandatory part of the curriculum in all schools, including those which are not required to teach the National Curriculum.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department is committed to an inclusive education system which recognises and embraces diversity. We support all pupils and students in tackling racism and to have the knowledge and tools to do so.
The government believes that all children and young people should acquire a firm grasp of history, including how different events and periods relate to each other. That is why it is compulsory for maintained schools from key stages 1 to 3, and why academies are expected to teach a curriculum which is as broad and ambitious as the national curriculum. This expectation is set out in the Ofsted school inspection handbook, as part of their education inspection framework introduced in September 2019.
The national curriculum is a framework setting out the content of what the department expects schools to cover in each subject. The curriculum does not set out how curriculum subjects, or topics within the subjects, should be taught. The department believes teachers should be able to use their own knowledge and expertise to determine how they teach their pupils, and to make choices about what they teach.
As part of a broad and balanced curriculum, pupils should be taught about different societies, and how different groups have contributed to the development of Britain, and this can include the voices and experience of Black people. The flexibility within the history curriculum means that there is the opportunity for teachers to teach about Black history across the spectrum of themes and eras set out in the curriculum. For example, at key stage 1, schools can teach about the lives of key Black historical figures such as Mary Seacole, Rosa Parks, or others. At key stage 3, schools can cover the development and end of the British Empire and Britain’s transatlantic slave trade, its effects and eventual abolition. The teaching of Black history need not be limited to these examples. There is scope to include Black history and experience in other national curriculum subjects such as English and citizenship, and in the non-statutory subject personal, social, health and economics (PSHE) education.
It is positive that teachers and schools are responding directly to the renewed attention on history teaching to ensure knowledge-based subject teaching. More history teachers reflected commitments in the most recent survey of history teachers by the Historical Association to develop more content in their teaching on Black and diverse histories. This change will provide pupils with more breadth and depth in their understanding of history.
Asked by: Stuart Anderson (Conservative - Wolverhampton South West)
Question to the Department for Education:
To ask the Secretary of State for Education, if his Department will take steps to ensure that young people leave school with an effective education in (a) democratic processes, (b) the rule of law and (c) respect for others.
Answered by Nick Gibb
All schools must offer a curriculum which is broad and balanced, and which prepares pupils for the opportunities, responsibilities and experiences of later life. The Department expects all schools to promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance.
Through citizenship, which is a statutory subject at Key Stages 3 and 4 of the National Curriculum, pupils are taught about Parliament, voting and elections, the legal system in the United Kingdom, different sources of law and how the law helps society deal with complex problems. The subject helps to prepare pupils to play a full and active part in society and teaches them how to explore political and social issues, to weigh up evidence, to debate, and to make reasoned arguments. Pupils should also be taught about the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.
Pupils are also taught about respect and tolerance through relationships education, which is compulsory for all school-aged pupils. The statutory guidance on relationships, sex and health education sets out the content to be covered for each subject, which includes teaching about treating everyone with respect regardless of their background and characteristics: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education. Pupils are also taught about their legal rights and responsibilities regarding equality, particularly with reference to the protected characteristics, as defined in the Equality Act 2010.
As with other aspects of the curriculum, schools have flexibility over how they deliver these subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils.