The Curriculum and Assessment Review interim report: what it means for climate education

Big news! The first publication to come out of the UK government’s ongoing Curriculum and Assessment Review has just been released in the form of the interim report. From the outset, the introduction of this Review has been a huge win for the Teach the Future campaign and represents our strongest chance of mandatory, integrated and solutions-centered climate education being included in the national curriculum. We engaged heavily in the consultation process, supporting young people to attend roadshow events and to submit to the call for evidence.  Whilst sustainability and climate science is briefly mentioned, the report is disappointingly lacking substance in this area.

‍

Is climate and sustainability mentioned in the report?

Out of a 45 page report, there is only one sentence, under the heading ‘Addressing global and social change’, which directly references sustainability and climate change. It suggests that the curriculum should place ‘a greater focus on sustainability and climate science’. Unlike the new curriculum for Wales, which has the aim of creating “ethical, informed citizens of Wales and the world”, none of the ‘ambitions for a refreshed national curriculum’ reference the idea that the curriculum should foster social responsibility and young people who feel empowered to make a difference. 

‍

What are our concerns and hopes?

From years of conversations and research with students about climate education, we know that for many students, it is not that climate science isn’t covered in their lessons, but rather the way it is covered that is problematic: it is treated as a siloed topic primarily in chemistry and the optional geography, during which only the large-scale problems, such as sea-level rise and climate change are discussed. This is not only often unengaging to students, but can also lead to enormous climate anxiety. Through the current curriculum, climate change is often presented as a natural phenomenon, disconnected from our daily lives. Representatives from Teach the Future participated in the Youth Shadow Panel’s recent roadshow events, where these experiences were again shared and emphasised by more students, and also highlighted in their interim report.

‍

What the report seems to be implying is that all that is needed is a slight expansion of the content taught in these siloed subjects. However, what truly needs to happen is for the climate and ecological crises, along with sustainability more broadly, to be thoroughly integrated into all subjects. Young people should feel empowered to act through content which allows them to connect with the problem and feel a part of the solution. They should learn not just about the problems, but also about what can be done to address them. They should learn about the climate and ecological crises not just as standalone concerns, but as issues deeply intertwined with other current and historical issues such as social injustice and colonialism. Most importantly, no matter the subjects they choose to take, every student should be given the opportunity to engage with the full breadth of sustainability.

‍

Teach the Future has already shown through our Curriculum for A Changing Climate project, which we commissioned from expert academics, that it is not only possible but highly achievable to effectively integrate these issues throughout the national curriculum. These documents highlight, for all subjects at all levels, specific changes that could be made to the existing national curriculum to allow sustainability in its broad sense to be covered effectively.

‍

What is clear throughout the report is that sustainability or even ideas of social responsibility are an afterthought, which is simply unacceptable. Despite our research showing this to be a top priority among students, parents and teachers, it is clearly not viewed as such by the Review Panel. Teach the Future are therefore calling for an expert sub-committee to be created within the panel focussed on climate change and sustainability, and believe this is the only way to ensure such a vital topic in curriculum reform is given the attention it deserves.

We will also continue to campaign on this issue through the Youth Shadow Panel, as well as any further mechanisms for input with the official government Review Panel, and will keep you updated with ways to get involved.