Teach the Future has a new Adult Advisory Board. This is a small group of adult volunteers who will advise on campaign strategy. It had its first meeting last week. NAEE’s chair of trustees is a member. Teach the Future has written to the House of Commons Education Select Committee, encouraging them to run an inquiry into how…
Volume 124 of NAEE’s journal, Environmental Education, has now been published. Here’s a selection of the articles in it: Lockdown reflections – NAEE members Studying biomes – Brigitta Varga Mapping the wild side of London – Kabir Kaul Teach the Future: students campaigning for curriculum change – Isobel Cammish, Patrick Kirwan, Rachel Musson The impact of nature on children’s wellbeing – Richard…
NAEE’s most recent blog was written by Ben Ballin. What’s the big idea? is a follow-up to a post post by Ben and Richard Dawson which took a wide-ranging look at the content and purpose of a ‘green curriculum’. What’s the big idea? picks up on that question and considers the related question of ‘curriculum intent’. This is…
Today’s blog is written by Ben Ballin. As with all our authored contributions, what follows are Ben’s views which are not necessarily shared by NAEE. What’s the big idea? Back in April, Richard Dawson and I wrote a blog for NAEE taking a wide-ranging look at the content and purpose of a ‘green curriculum’. This blog picks…
Teach the Future’s open letter to the Chancellor calling for fiscal stimulus to be spent on retrofitting schools to net-zero, was signed by 53 environmental and educational NGOs and trade unions. The letter is here along with a blog. NAEE was pleased to support this. ∫∫∫ . The government announced plans to invest £1bn into a ten-year school retrofit and…
Late last year, the Blagrave Trust published a report on Youth led change in the UK – Understanding the landscape and the opportunities. The purpose was “To inform future strategy and future investment decisions, the Blagrave Trust is looking to understand better how it can effectively support young people to lead change … The Trust is looking to…
In the next few weeks Teach the Future Scotland will be launched. This will be led by a group of students across Scotland and supported by Scottish Youth Climate Strike (SYCS) and NUS Scotland. Meanwhile, they have written to John Swinney MSP the cabinet secretary for Education in the Scottish Parliament asking for an economic recovery that creates green jobs and improves the mental…
Every edition of Green Teacher comes with a number of open-access articles in addition to those that are restricted to members. The February 2020 edition [ Vol 122 ] contained the following two articles: Changing the Face of Science — Shattering Stereotypes and Inspiring the Next Generation of STEM. By Kyle Walsh This begins: The…
CJS, the Countryside Jobs Service, has published a focus on environmental education and outdoor activities. This sets out accounts of the work of a wide variety of organisations, including NAEE, and is downloadable as a pdf. ∫∫∫ . Teach the Future is organising an open letter to the Chancellor from its organisational supporters. The letter in support of its case for education to…
Today’s blog comes from the Wild Awake project which is a not for profit social enterprise. Its purpose is to develop and provide learning which inspires change towards a more sustainable planet, and support people to live healthy and happy lives which respect natural limits. It achieves this through providing learning which reconnects people with the natural…
NAEE has worked with COBIS – the Council of British International Schools – over the past few months to develop and then judge the 2020 COBIS Eco Film Awards. This encouraged students in COBIS member schools to make videos about the work they were doing in their schools [i] to learn about environmental and sustainability issues, and [ii]…
NAEE worked with COBIS – the Council of British International Schools – over the past few months to develop and then judge the 2020 COBIS Eco Film Awards. This encouraged students in COBIS member schools to make videos about the work they were doing in their schools [i] to learn about environmental and sustainability issues, and [ii] to…