This post updates an earlier one from July 2022 which focused on the teaching of climate change in schools, building on what we [NAEE] had already published. This update bring a focus on net zero into play. Additions are [ in square brackets ]; there have also been slight edits to the original text.
In terms of teaching in schools focused on climate change, it seems plausible to us to argue for five elements:
- What is climate?
- What’s the evidence for global heating and the changing climate?
- What might happen if we carry on with business as usual?
- What are we already doing to address the problem?
- Looking ahead: what might (or should) we now be doing?
[1] What is climate is the easy bit and it goes on in schools already. It’s uncontroversial, and there is lots of teacher experience and expertise.
[ a net zero reference here is not necessary ]
[2] What’s the evidence is more complex and challenging. There is less experience and expertise in relation to teaching this, and it’s not all mandated by the English national curriculum. There are good resources though, and it’s now largely uncontroversial. Both these are the province of geography and science teaching, although there is scope for other areas to get involved; maths is an obvious area, for example, in terms of data analysis. There is some reference to this in the national curriculum, but not in any comprehensive sense.
[ a net zero reference is not needed to establish the evidence, but would demonstrate international efforts to address the issues ]
[3] What might happen is even more complex in both its nature, and in terms of how to help students learn. It’s a difficult mix of clear science and scenario modelling – some of which set out awful possibilities for us all. There is a risk of slipping into gloom-mongering. It’s not in the national curriculum at all. There’s an obvious argument that this has to be a focus, but perhaps it’s not something to dwell on.
[ as 2 ]
[4] What are we already doing and [5] What might / should we do bring a new level of difficulty, because they are both inherently political, and values are in play. Although [4] might be thought of as factual, it will be impossible to focus sensibly on it without evaluating what is being done (and not done). Exploring this carries risk for a school but it’s what groups of young people say they want. The national curriculum is silent on it.
[ a net zero reference here is absolutely essential. Net zero policies come with deadlines, timetables and targets. To discuss the possibility, desirability and effectiveness of any carbon policy initiative without a reference to net zero would be to miss the point entirely. Indeed, the net zero requirements might be seen as the sensible framework within which to present both policies and practices. Given that these policies and their timing can both be controversial, appropriate pedagogues will be needed. ]
How sequential should these be experienced? Certainly [1] is needed for a study of [2], and this is what the English national curriculum sets out, although it defers a focus on [2] to secondary education which seems problematic given that it implies that primary school children should be taught about climate without any mention of climate change.
[3] needs [1] and [2] to be in place before it is tackled and then [4] & [5] might follow. Logically, [5] should come after [4] but it might make more sense, pedagogically, to address these in an integrated fashion. Indeed [3], [4] and [5] might best be integrated if a focus on [3] is to be leavened. [ Net zero would need to be integrated throughout all this. ]
Whilst all that might make broad sense, it say little about what gets focused on across the different key stages, and the lack of focus in the national curriculum on [3] to [5] does not help us. Nor does it address the key organisational questions about which subject(s) get to teach about which aspects. Whatever guidance is generated (there’s none yet) about any of this, it surely will have to be left to individual schools and academy trusts to determine operational matters.