6. What plans does the Minister have to improve pupils’ understanding of politics and current affairs in schools? OAQ(5)0015(EDU)

Can I thank the Member for that timely question? Learners currently study politics and current affairs through the personal and social education framework and the newly revamped Welsh baccalaureate. The new curriculum is being designed with four purposes at its heart and will help all young people to develop into ethical, informed citizens of Wales and, indeed, the world.

I thank the Cabinet Secretary for that response. In the recent EU referendum, 73 per cent of 18 to 24-year-olds voted to remain in the EU. However, only 43 per cent of those eligible to vote actually voted, and that’s compared to the overall turnout of 72 per cent. Actually, during the Assembly elections, I met the only voter in Cardiff who turned 18 on the day of the election, and she went to vote. But she told me that she and her friends just felt they didn’t have enough information about politics and choices, and what you could do via democracy, in schools. So, is there anything further that she thinks could be done to encourage young people to recognise how important the voting process is, and what sort of decisions can be made?

I thank the Member for those observations. As I said, this is already contained within the existing curriculum, and Estyn have a role in ensuring that the delivery of that curriculum, as it currently stands, is giving children and students the information that they need to be able to participate in all aspects of Welsh life.

With regard to the new curriculum, which, as I said, has as one of its four key objectives the development of ethical and informed citizens, practitioners, through the pioneer schools network, are at the heart of developing that new curriculum, and the assessment arrangements around it, which will give schools settings and practitioners more responsibility for determining how these subjects will be taught. But they are a fundamental aspect of the kind of education that we expect our young people to receive, both now and in the future.

I am tempted, given the events of the past few weeks, to say that it’s not young people who need to improve their understanding of politics, but perhaps older people. But, certainly, we as parties are duty bound to disseminate information and to encourage people to participate in democracy.

But, specifically on this point, you’ve already mentioned the purpose of the new curriculum, and the way that will make provision that is different to past provision. Are you therefore still clear that this is the best way forward? That is, as the new Cabinet Secretary, are you going to implement those four new purposes of the proposed Donaldson curriculum? Where now do you stand on the particular section of the curriculum decided upon by Huw Lewis, namely to replace religious education with a new set of principles turning around philosophy and ethics?

Can I agree with the Member wholeheartedly on perhaps it’s not young people who we needed to have given better information to in the run-up to the referendum result? And, in expressing my sadness and disappointment with that result, it is those young people who will actually be affected by this decision more than anybody else in our nature. And it has been a source of great dismay to me, at this early stage, to continue to see MAs come to me as Minister that are dependent on the funding that we receive from the European Union—everything from projects to support the development of coding skills in our schools, through to free school milk. And I hope that those who advocated a ‘leave’ vote will ensure that none of those schemes that are funded by European money in my department will have to be lost because they cannot keep their promise. And I expect not a penny less for the education of Welsh children arising out of EU funds from those people who made those promises.

I am absolutely committed to pursuing the recommendations of the Donaldson review. The current curriculum is rooted in the 1988 national curriculum and, let’s face it, it was written before the fall of the Berlin Wall, before mobile phones and before the worldwide web, and it actually talks about floppy disks, in what it expects teachers to teach our children. We have to move on, and I am completely committed to pursuing the recommendations by Donaldson. Our pioneer schools are working very hard on it; we’re making good progress, for instance, on the digital competency frameworks, which will be available from this September. I know that the issue around religious education has caused some concerns, and, at this point, I have no plans to change the decision that was made by the previous Minister with that regard—no plans.

Are floppy disks really out of date, Cabinet Secretary? I must keep up with the times, mustn’t I? You’ll tell me next that phones haven’t got wires, but there we go. [Laughter.]

We’ve had a number of debates in this Chamber over the years, Cabinet Secretary, about lowering the voting age, and part of that debate has often involved the need to try an improved understanding of politics with younger people. And I agree with that objective. That’s not being condescending: when I visit schools in my constituency, young people tell me, ‘We would like to have more knowledge about politics and about the political systems, and even about things as simple as how you vote, where the votes are counted, and how that is taken into account.’ I listened with interest to you, and I agreed with your answers to both Simon Thomas and Julie Morgan. Will you please apply yourself to getting a better education of politics in school, so that young people do feel equipped when they go out and vote, at whatever age that might be in the future?

Yes, indeed, and, as I said, the new Welsh baccalaureate, which was first introduced for teaching in September of last year, includes global citizenship as one of its four core challenges. There is existing provision within the current curriculum, but as we develop our new curriculum, via our pioneer schools, there will be, as I said, a strong focus of ensuring that our children, when they leave education, will be ethical, informed citizens, able to play a full part in all aspects of our community and our society.