This new report sets out additional work needed to ensure that the recommendations of the recent Curriculum and Assessment Review, and the government’s response, lead to the sort of whole system approach needed to deliver high quality climate change, nature and sustainability education for all.
Whilst it’s primary focus is compulsory education, many of it’s conclusions can be read across to the FE sector too.
It identifies ten priority areas:
- Quality-controlling classroom resources — making sure materials from major publishers are accurate, up to date and adaptable for local use
- Reforming exam specifications — ensuring climate and nature are examined across multiple subjects, with specifications that can be updated as the science develops
- Expanding enrichment opportunities — ensuring all students have equal access to climate-related activities outside the classroom
- Supporting teachers — better training and resources across all subjects, including guidance on handling controversial issues in the classroom
- Defining essential content — making the basics of climate change causes, consequences and solutions compulsory for every student
- Keeping the focus on solutions — more emphasis on renewable energy, nature restoration and green careers in lessons, training and exams
- Improving coherence and sequencing — clearer links between subjects and year groups to avoid repetition and build on prior learning
- Embedding green skills — weaving data, digital and critical thinking skills into climate and nature teaching across all subjects
- Strengthening the wider community — closer working between publishers, subject experts, industry and young people
- Applying a climate lens to every subject — bringing climate and nature into subjects beyond the obvious ones, and ensuring it is covered in teacher training from the start
The report ends by setting out a vision for what successful reform of the education system would look like by 2031, viewed from the perspective of students, teachers, education leaders, those responsible for accountability in education and Civil Servants.
The report was produced following discussions with more than 40 professional bodies and teaching organisations, with contributors include the Royal Meteorological Society, the University of Reading, University College London, the National Association for Environmental Education, Global Action Plan, the Council for Subject Associations, the Royal Geographical Society and Cambridge University Press & Assessment.
Read the University of Reading press release: Ten-point plan to deliver climate education unveiled by experts – University of Reading
Download the full report: Delivering high quality climate change, nature and sustainability education for all
