The Natural History GCSE: A Win for Nature Education, But More to Be Done

The Natural History GCSE has been a long time coming. A dedicated array of people, led by the naturalist Mary Colwell, started campaigning for the subject in 2011. Since then, the subject has been agreed upon by the previous government, rejected by the new one, and now, revived once again - with education minister Catherine McKinnell making the announcement in parliament last Friday. We commend the tireless campaigners and environmentalists that have been championing the GCSE - this result is a massive testament to their persistence and passion.

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A Powerful Opportunity - But Only If It’s Accessible

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There is no doubt that the GCSE will offer students a powerful opportunity to reconnect with nature, exploring in detail its complexities, and the role we can play in safeguarding it. But we need to ensure that this opportunity is available to all young people, not just those in a handful of well-resourced schools. And more importantly, the GCSE must not become a substitute for embedding climate and nature education across the wider school curriculum.

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We urge the Department for Education to ensure that the Natural History GCSE, when adopted, is as widely accessible as possible - not a niche subject confined to a minority of schools with the resources and teacher capacity to deliver it. Connection to the natural world is a fundamental right for all young people - and accessible, comprehensive education can be one of the most powerful tools in empowering young people to rekindle this connection.

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The GCSE Alone Is Not Enough

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At the same time, we cannot allow this GCSE to be treated by the government as a standalone fix for the glaring gaps in climate and nature education. While many young people - myself included - would have leapt at the chance to dive deeper into these fascinating topics, as an optional subject, it risks being overlooked by students who may not already feel connected to nature. Not all schools will have the capacity to offer it, and even in those that do, young people who wouldn’t actively seek out the opportunity may miss out entirely. The danger is, then, that the very young people most in need of this education could be the least likely to receive it.

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The Need for a Broader Curriculum Transformation

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That’s why we believe the GCSE must be complemented by a broader transformation of the curriculum - hopefully as a result of the current Curriculum and Assessment Review - where nature and the climate are woven into every school subject. This would highlight their relevance to all aspects of society, as well as the interdisciplinary and interconnected nature of these issues. Whether it’s through studying ecological literature in English, exploring the cultural roots of our disconnect with nature in History, using equations and formulae to help us understand nature’s processes in Maths, or harnessing the power of creative subjects such as Music, Art and Drama to inspire cultural change, every subject can help young people deepen their relationship with the natural world. Embedding nature across the curriculum can empower them to connect their individual skills and interests to the challenges we face, so that they can make a difference in a way that is truly relevant to their lives and to society - not just to their exams.

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A Step Forward - But More Work to Do

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The Natural History GCSE is a huge step forwards in the battle for nature and climate education - but there’s still more work to be done. The GCSE offers an undeniably brilliant opportunity for a deep dive into the wonders of nature, and we hope it will be accessible to as many young people as possible. But in order to truly prepare all young people for the challenges ahead, we need an entire education system that ensures all students - regardless of background, learning ability, or academic interests - develop a lifelong connection to nature.

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By embedding climate and nature across the curriculum, we can ultimately create a culture where the natural world is widely recognised as fundamental to our future - and where every young person is equipped with the knowledge, skills, and motivation to protect it.