A number of constituents have contacted me as part of the campaign 'Climate emergency education'
Climate change is an important part of the national curriculum, with the fundamental concepts taught at primary school, before progressing to the causes and consequences at secondary school.
For instance, in primary school science, pupils are taught to observe changes across the seasons, including the weather, and they look at how environments can change as a result of human activities. In secondary school science, pupils are taught about biodiversity, ecosystems, the atmosphere and the carbon cycle, as well as about the production of carbon dioxide by human activity and the effect this has on the climate.
Science GCSE gives pupils the opportunity to consider the evidence for additional anthropogenic causes of climate change. Furthermore, a new environmental science A Level was introduced in 2017 which will enable young people to study topics that will enhance their understanding of climate change and how it can be addressed.
The geography curriculum at Key Stages 3 and 4 includes content designed to enable pupils to understand ways in which human and physical processes interact to influence and change the climate, as well as environments and landscapes. It also includes content on the change in climate from the Ice Age to the present day. GCSE geography gives pupils an opportunity to consider the causes, consequences of and responses to extreme weather conditions and natural weather hazards.
More broadly, I was pleased that the manifesto I stood on pledged further action on climate change, including a pledge to invest £9.2 billion in improving the energy efficiency of our homes, schools and hospitals.
UKSCN and SOS-UK have been planning a parliamentary reception for 26 February 2020 for our Teach the Future campaign. Will you be attending?
ReplyDeleteFurther for your information this is a more detailed summary of what the UKSCN are trying to change:
ReplyDeleteYes climate change is in the curriculum, but is in optional geography GCSE and also limited content in science. Having it siloed in specialist disciplines leads to it being perceived as something just for geographers and scientists, whereas the reality is it will shape the lives of every student. Our point is this is much more than just the curriculum, as that doesn’t cover academies, or universities. There is no continuous learning journey on the climate emergency or ecological crisis. We feel sustainably should be more like equality, which is a principle woven through all subject areas, not stuck in subject silos. The fact is that 75% of teachers feel they haven’t received adequate training to educate students about climate change, and only 4% of students feel they know a lot about climate change. We need a climate emergency education plan. Education needs to be a central pillar of the Government’s net zero plan. Teach the Future is asking for a review of how the education system is preparing young people for the climate emergency and ecological crisis, changes to teaching standards, retrofitting climate knowledge into existing teachers and lecturers, funding for youth-led climate social action in every school, college and university, and net zero educational buildings as a national infrastructure priority. Not just a tweak to the curriculum.