New report outlines priority areas for improving climate education
Capitalising on greater climate and nature education in the national curriculum will need a detailed programme of support, according to a new report published today.
Following the government's recent Curriculum and Assessment Review, the report sets out 10 priority areas for improving climate education in schools. Lead by the University of Reading, it follows discussions with more than 40 professional bodies and teaching organisations, including EngineeringUK.
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 every school to meet government policy ambitions to appoint a dedicated Sustainability Lead, and for Ofsted to incorporate schools' sustainability actions 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 10 priority areas we think need attention to make a real difference.”
Mike Hardisty, Head of Environmental Sustainability at EngineeringUK, comments:
“We are pleased to have contributed to this important piece of work and we fully support the report recommendations. We know young people are concerned about climate change. However many are unaware of the role engineering and technology plays in creating solutions for this, and the associated career opportunities available to them.
“We are therefore particularly pleased with the recommendation around there needing to be more emphasis on solutions and careers in the classroom. This includes renewable and sustainable energy generation, energy efficiency and nature-based solutions in science, geography and D&T. Plus, there needs to be clear links to the range of careers associated with these solutions in support of Gatsby Benchmark 4 and aligned to market need.
“We hope the recommendations help inform and inspire young people from all backgrounds about engineering and technology, and the diverse range of careers on offer.”
The 10 priority areas highlighted in the report are:
- 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 – making sure 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.
Through EUK Education we run a free Climate Schools Programme which helps students explore solutions to tackling climate change and discover how engineering and technology play a key role in this.
We are pleased to have contributed to this important piece of work and we fully support the report recommendations. We know young people are concerned about climate change, however many are unaware of the role engineering and technology plays in creating solutions for this, and the associated career opportunities available to them.
— Mike Hardisty, Head of Environmental Sustainability at EngineeringUK
