Capitalising on greater climate change, nature and sustainability education in the national curriculum will need a detailed programme of support to make the changes a reality, according to a new report published today (Wednesday, 4 March).
The report, produced following discussions with more than 40 professional bodies and teaching organisations, sets out ten priority areas for improving climate education following the government's Curriculum and Assessment Review.
The experts argue that while the curriculum review is a welcome step, real change will require coordinated support across the whole education system. It also urges Ofsted to incorporate schools' sustainability actions and climate change, nature and sustainability education into their inspection framework.
Professor Andrew Charlton-Perez, climate scientist at the University of Reading and chair of the National Climate Education Action Plan, said: "Climate change touches every part of our lives, so it makes sense that it should touch every part of the education young people receive. The reforms to the Science, Geography and Design and Technology curriculum are really welcome, but what our workshop highlighted is the distance still left to travel to ensure that the education system can deliver on these reforms. We highlighted ten priority areas we think need attention to make a real difference.”
The ten priority areas are:
The report ends by setting out a vision for what successful reform of the education system would look like by 2031. 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.