Asked by: Afzal Khan (Labour - Manchester, Gorton)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 11 May 2020 to Question 43160 on Environment Protection: Education, what assessment his Department has made of the extent of children's knowledge of sustainability issues.
Answered by Nick Gibb
It is important for young people to learn about climate change and sustainability issues. That is why both are included as part of the science and geography curricula and qualifications.
For example, in primary science pupils are taught about how environments can change as a result of human actions. In secondary science, pupils are taught about the production of carbon dioxide by human activity and the effect this has on the climate. In GCSE science pupils consider the evidence for additional anthropogenic causes of climate change.
As part of GCSE geography pupils study the causes, consequences, and responses to extreme weather conditions and natural weather hazards. In 2017, the Department also introduced a new environmental science A level. This enables students to study topics that will support their understanding of climate change and sustainability.
Schools and teachers are free to go beyond the areas set out in the National Curriculum and can deliver more in-depth teaching of the topics. The curriculum deliberately gives teachers and schools the flexibility to decide how it should be taught. Pupils’ knowledge of these areas of the curriculum will be assessed through teacher and school assessment and relevant qualifications. The quality of education provided at a school, including curriculum coverage, is a central part of Ofsted’s inspection framework. The Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications (including GCSEs and A levels), examinations and assessments in England.
Sustainability content will also be included in T levels - the new post-16 technical study programmes. When designing outline course content for the technical qualifications, the T level panels of employers and industry experts must consider sustainability where relevant to their sector. For example, in the Construction and Engineering and Manufacturing routes, T level students will be required to learn about renewable energy and emerging technologies to support energy efficiency.
Asked by: Afzal Khan (Labour - Manchester, Gorton)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will take steps to introduce standards of learning for sustainability similar to those introduced by the General Teaching Council for Scotland.
Answered by Nick Gibb
It is important for young people to learn about climate change and sustainability issues. That is why both are included as part of the science and geography curricula and qualifications.
For example, in primary science pupils are taught about how environments can change as a result of human actions. In secondary science, pupils are taught about the production of carbon dioxide by human activity and the effect this has on the climate. In GCSE science pupils consider the evidence for additional anthropogenic causes of climate change.
As part of GCSE geography pupils study the causes, consequences, and responses to extreme weather conditions and natural weather hazards. In 2017, the Department also introduced a new environmental science A level. This enables students to study topics that will support their understanding of climate change and sustainability.
Schools and teachers are free to go beyond the areas set out in the National Curriculum and can deliver more in-depth teaching of the topics. The curriculum deliberately gives teachers and schools the flexibility to decide how it should be taught. Pupils’ knowledge of these areas of the curriculum will be assessed through teacher and school assessment and relevant qualifications. The quality of education provided at a school, including curriculum coverage, is a central part of Ofsted’s inspection framework. The Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications (including GCSEs and A levels), examinations and assessments in England.
Sustainability content will also be included in T levels - the new post-16 technical study programmes. When designing outline course content for the technical qualifications, the T level panels of employers and industry experts must consider sustainability where relevant to their sector. For example, in the Construction and Engineering and Manufacturing routes, T level students will be required to learn about renewable energy and emerging technologies to support energy efficiency.
Asked by: Richard Holden (Conservative - North West Durham)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Government plans to take to incorporate the Environment Bill and it's proposals into the teaching of STEM subjects in schools.
Answered by Nick Gibb
It is important that young people are taught about the issues addressed by the Environment Bill, including protecting the environment, climate change, and sustainability. Relevant topics are already included in both the science and geography curricula and qualifications.
In primary school science, pupils are taught about how environments can change as a result of human actions. They will learn about animals’ habitats, including that changes to the environment may pose dangers to living things. In secondary school science, pupils are taught about the production of carbon dioxide by human activity and the effect this has on the climate. They will also learn about the efficacy of recycling and the importance of biodiversity. In GCSE science, pupils will consider the evidence for anthropogenic causes of climate change. They will study the impact of increased levels of carbon dioxide and methane and how this can be mitigated, alongside other pollutant gases. Pupils will also learn about renewable and non-renewable energy sources.
In secondary school geography, pupils will be taught about how human and physical processes interact to influence and change landscapes, environments and the climate, and how human activity relies on the effective functioning of natural systems. As part of GCSE geography, pupils will look at the causes, consequences of and responses to extreme weather conditions and natural weather hazards. In 2017, the Department introduced a new environmental science A Level. This will enable students to further study topics that will support their understanding of climate change and how it can be tackled.
Sustainability content will also be included in T Levels – the new post-16 technical study programmes. In setting the content, the T Level panels of employers and industry experts must consider the inclusion of sustainability as relevant to their sector. In construction, T Level students will be required to learn about renewable energy and emerging technologies to support energy efficiency.
Asked by: Lord Bourne of Aberystwyth (Conservative - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what steps they are taking to ensure children are taught how climate change can be combatted.
Answered by Lord Agnew of Oulton
It is important that young people are taught about climate change and sustainability. Topics related to this are included in both the science and geography curricula and qualifications.
For example, in primary science pupils are taught about how environments can change as a result of human actions. In secondary science, pupils are taught about the production of carbon dioxide by human activity and the effect this has on the climate. They will also learn about the efficacy of recycling. This is expanded on in GCSE science where pupils will consider the evidence for anthropogenic causes of climate change. They will study the impact of increased levels of carbon dioxide and methane and how this can be mitigated. Pupils will also learn about renewable and non-renewable energy sources.
As part of GCSE geography pupils will look at the causes, consequences of and responses to extreme weather conditions and natural weather hazards. In 2017, the Department also introduced a new environmental science A-Level. This will enable students to further study topics that will support their understanding of climate change and how it can be tackled.
In addition, sustainability content will be included in T-Levels, new post-16 technical study programmes. In setting outline content, the T-Level panels of employers and industry experts must consider the inclusion of sustainability as relevant to their sector. For example, in construction, T-Level students will be required to learn about renewable energy and emerging technologies to support energy efficiency.
Asked by: Darren Jones (Labour - Bristol North West)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the effect of climate change on the work of his Department; and what steps he is taking in response to that effect.
Answered by Nick Gibb
The Department of Education is supporting sustainability both through the content taught to students, and through supporting our schools to become more sustainable institutions.
It is important that young people are taught about climate change and sustainability. Topics related to this are included in both the science and geography curriculum and qualifications. For example, in primary science pupils are taught about how environments can change as a result of human actions. In secondary science, pupils are taught about the production of carbon dioxide by human activity and the effect this has on the climate. This is expanded on in GCSE science where pupils will consider the evidence for additional anthropogenic causes of climate change. As part of GCSE geography pupils will look at the causes, consequences of and responses to extreme weather conditions and natural weather hazards. In 2017, we also introduced a new environmental science A level. This will enable students to study topics that will support their understanding of climate change and how it can be tackled.
In addition, sustainability content will be included in T levels, new post-16 technical study programs. In setting outline content, the T level panels of employers and industry experts must consider the inclusion of sustainability as relevant to their sector. For example, in Construction, T level students will be required to learn about renewable energy and emerging technologies to support energy efficiency.
The Department support sustainability through our capital funding and programmes, both to reduce carbon and save schools money on energy. Schools can use their condition funding to invest in improving energy efficiency. Furthermore, interest free loans for energy efficiency projects in maintained schools are available through the Government backed Salix finance scheme. Salix loans have also been made available to academies through an annual application process. More broadly, we are working with colleagues across the Government on carbon reduction and energy efficiency and developing thinking on how future capital programmes can contribute further.
During procurements, Department for Education considers how this might improve the economic, social and environmental well-being of the area, where this is relevant to the subject matter of the contract.
From April, the Department will begin implementation of new government guidance on Social Value, which requires central Government Departments to take account of social impact as part of the award criteria where this is linked to the subject matter of the contract and proportionate. This may include reducing environmental impacts.
Asked by: Rosena Allin-Khan (Labour - Tooting)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to ensure that the national curriculum includes the knowledge and skills needed for work in (a) the renewable energy sector and (b) green technology.
Answered by Nick Gibb
The National Curriculum aims to prepare pupils with the knowledge and skills needed to pursue a wide range of careers. This includes preparing students for further study in engineering and technology which supports careers in sectors such as green technology and renewable energy.
The primary science curriculum lays the foundation for the understanding of energy and mechanics through topics such as light, electricity and forces. This is built upon during Key Stage 3 and 4 physics which includes substantial teaching on topics including energy, electricity, forces and motion. This will be supported by the study of Mathematics. Students may also choose to study GCSEs in design and technology or engineering which teach students to understand technical and engineering processes respectively.
The National Curriculum also teaches pupils about topics such as climate change, use of natural resources and the impact of human actions on the environment in the science and geography programmes of study. This includes study of renewable and non-renewable energy sources in Key Stage 4 physics and the efficacy of recycling in Key Stage 3 chemistry. In 2017, the Department introduced a new environmental science A-Level. This enables students to study topics that will support their understanding of energy resources, including the impact of technology on developing sustainable sources of energy.
In addition, T-Levels are being introduced as part of the Government's commitment to reforming technical education, supporting future skills needs across the economy. In setting T-Level content, employers must consider the inclusion of knowledge and understanding of sustainability as relevant to their sector. For example, in construction, T-Level students will be required to learn about renewable energy and emerging technologies to support energy efficiency.
Asked by: Henry Smith (Conservative - Crawley)
Question to the Department for Business, Energy and Industrial Strategy:
To ask the Secretary of State for Business, Energy and Industrial Strategy, what steps his Department is taking to support scientific human-relevant research methods.
Answered by Chris Skidmore
As part of the Life Sciences Industrial Strategy and the Government’s commitment to maintaining the UK’s position as a world leader in research and innovation, we are investing in identifying better ways to treat and prevent disease and to advance the health of people worldwide.
Advances in biomedical science and technologies – including stem cell research, in vitro systems that mimic the function of human organs, imaging and new computer modelling techniques – are all providing new opportunities to support scientific human-relevant research.
Asked by: Henry Smith (Conservative - Crawley)
Question to the Home Office:
To ask the Secretary of State for the Home Department, if he will bring forward legislative proposals to support human-relevant science.
Answered by Ben Wallace
This Government promotes advances in biomedical science and technologies that include stem cell research, in vitro systems that mimic the function of human organs, imaging and new computer modelling techniques.
These advances are providing new opportunities to reduce reliance on the use of animals in research. Animals can only be used where there is no practicable alternatives and where the 3Rs (replacement, reduction and refinement) have been fully implemented. There are no plans to legislate for conducting human-relevant science.
Asked by: Lord Pendry (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government, following the Catholic Bishops’ Conference of England and Wales in 2002 and Pope Francis’ encyclical on climate change Laudato Si: On Care for Our Common Home, published in 2015, what assessment they have made of the priority that teaching on climate change has been given in Catholic schools; and what steps they are taking to give increased priority to the teaching of climate change in state schools.
Answered by Lord Agnew of Oulton
The government has not made any specific assessment of the priority that Catholic schools give to teaching about climate change. Like all schools, faith schools are required to teach a broad and balanced curriculum that includes science.
The government believes it is vital that all children are informed about climate change. For this reason, relevant topics are included throughout the geography and science national curriculum and qualifications. For example, as part of the science curriculum in secondary schools, pupils will consider the evidence for human causes of climate change. In addition, as part of GCSE geography they will study the spatial and temporal characteristics of climatic change and evidence for different causes, including human activity.
Asked by: Lord Field of Birkenhead (Crossbench - Life peer)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what steps he is taking to fund independent scientific research into hormone pregnancy tests.
Answered by Jackie Doyle-Price
The Commission on Human Medicines Expert Working Group on Hormone Pregnancy Tests was established in 2015 to consider all the available evidence on the possible association between exposure in pregnancy to hormone pregnancy tests and adverse outcomes in pregnancy. The Expert Working Group conducted a comprehensive, scientifically robust and independent review of all available scientific evidence relating to hormone pregnancy tests including the responses to a public call for evidence. In reaching its conclusion that, taking all aspects into consideration, the available evidence did not support a causal association between the use of hormone pregnancy tests during early pregnancy, the Expert Working Group made a number of forward-looking recommendations to further strengthen the scientific evidence which supports safety monitoring of medicines in pregnancy. The current focus of the Medicines and Healthcare products Regulatory Agency (MHRA) is on implementing these recommendations.
While there are no plans to fund independent scientific research into hormone pregnancy tests (which have not been available since 1978), should any further evidence emerge of direct relevance to hormone pregnancy tests the MHRA will evaluate this. In addition, certain of the Expert Working Group’s recommendations are anticipated to encourage relevant research into the safety of medicines in pregnancy.
The Government’s priority, as always, is the safety of patients. A comprehensive and independent review of the science has been done but the Government will continue to listen and keep all options for further investigation on the table.