CfSA is delighted to announce the publication of a curriculum policy proposal for the school curriculum in England Monday September 8th! Developed in partnership with University College London, Global Action Plan and the National Association of Environmental Education, the proposal sets out a realistic way to embed more climate change and nature education into the school curriculum as part of the current Curriculum and Assessment Review (CAR). In particular, the proposal asks that:
1. One of the overarching aims of the national curriculum should respond to the climate and nature crisis.
2. The aims of every subject in the national curriculum should include a reference to their distinctive contributions to climate change and nature education.
The proposal includes an overarching curriculum aim to illustrate the potential power of such a statement. It goes on to feature a short aims statement, written in collaboration with subject associations and learned societies, for every subject. These aims – in part or in full – could easily be integrated into the revised curriculum and would legitimise and encourage teachers’ efforts to respond to the climate and nature crisis in their classrooms. Importantly, they shift attention to the lenses through which existing content can be explored and they highlight the crucial role of skills and values alongside knowledge. Dr Alison Kitson, Programme Director at CCCSE, emphasises the pragmatic approach taken in the proposal: ‘We know that that CAR panel is looking to reduce rather than increase the amount of prescribed content on the revised curriculum. However, we also know that there is an urgent need for the curriculum to reflect the climate and nature crisis in ways that are meaningful, constructive and empowering. This proposal is an effort to achieve both at the same time.’
Professor Nicola Walshe, Executive Director of CCCSE, welcomes the publication of the proposal, calling it ‘a timely and important contribution to the Curriculum and Assessment Review at a critical time for our planet. We were delighted to work with a number of partners on this proposal. The enthusiasm shown by subject associations and learned societies is a reminder that these issues are rising up everyone’s agenda.’
The proposal ends with a reference to teachers: ‘We know that many teachers would value more commitment from policymakers to support them in their desire to make young people’s education fully fit for purpose. To ignore the wishes of those people responsible for educating the youth of today would be a missed opportunity’.
To access the report: https://discovery.ucl.ac.uk/id/eprint/10212236/