Can I thank Jenny Rathbone for her support with regard to these two very important parts of the curriculum? I would point all Members to page 38 of the document, where we explain in some detail that:

'Children begin to learn about relationships long before they start school. As soon as they enter the social world they will be encountering and interacting with complex and often contradictory messages'.

Just think about the messages that both young men and young women are bombarded with about how they should look, how they should act in a relationship. I think it was last week or the week before last we had a very powerful debate in this very Chamber about rape and instances of rape. It's absolutely vital that we teach all of our children about principles of consent and how to be a loving, respectful partner in a relationship.

We have long debated the scourge of domestic violence in our society. Again, we need to teach our children about what a healthy relationship looks like. This Government is doing a lot of work with its 'This is Not Love' campaign, but it is a damning condemnation of us as a society that we need to do that. If we're to radically change some of these issues that are facing women and men in our community, then our best hope of doing that is via education, and ensuring that our children, from the youngest age, understand their role, their rights and their responsibilities as part of a relationship.

Now, clearly, that has to be done in an age-appropriate way. How you will talk about these issues with a primary school child is very different to how you will talk about these issues to a 16-year-old. But if we don't, and if we don't provide this space and this opportunity for young people, they will find other ways of finding this information out—or should I say other ways of finding out disinformation; information that can frighten and confuse them, information that can make them feel unsafe and unworthy. Like the young man who spoke to me about his addiction to porn and how that made him feel as a young man and what he thought was expected of him as a young man. If we're concerned about our children's mental health, if we're concerned about our children's well-being, then we have to do these lessons. And all children have a fundamental right to access the full curriculum, and I believe that very, very strongly.

Now, you're right: we're changing religious studies to religion, values and ethics, to better reflect the nature of that part of the curriculum. But if we're to have ethical, informed citizens of the world, how can we not teach children about religion? How can we not teach them about the right to hold religious views and to be respectful of that, even if your views are different? The Member makes a very good point, the horror of the Holocaust and the horror of Srebrenica are perfect examples of how we can work across the curriculum. Not learning about that simply in a history lesson, but learning it in a lesson about religion, values and ethics; learning about it in literature as well as in humanities; expressing the horror of that through our expressive arts: drama, dance, art itself. Those topics are perfect enablers and symbols and important points in the history of the world where we can reinforce that importance of rights, human rights and respect, which again runs through the entirety of the curriculum.