The Wildlife Trusts have serious concerns about the Government’s proposed changes to the planning system, and have identified some key principles which, when adopted, will ensure wildlife recovery and easy access to nature for people are at the heart of reforms. They say “Help us put nature back into planning and back our principles by…
Nicola Simpson, Urban Wildlife Manager at Gloucester Wildlife Trust Gloucestershire is often considered to be a rural county, full of countryside and nature. So many people might be confused to find out that Gloucestershire Wildlife Trust (GWT) has an urban programme of work. The county has two major settlements and only one city, Gloucester, which…
Beautifully written and illustrated with clear photographic instructions throughout, Naomi Walmsley and Dan Westall have brought together all of the key elements of forest school into an accessible and easy read. The book encompasses all that is needed to lead successful sessions across the primary age range and beyond, with its abundance of natural crafts,…
Dr Beth Christie is a Lecturer in Education in the Outdoor and Environmental Education Section of the Moray House School of Education at the University of Edinburgh. She is Programme Director for the MSc Learning for Sustainability, and a member of the Childhood and Youth Studies research group. Beth has a particular interest in climate…
Click here for an update on the Youth Climate Summit that’s being held from November 9 to 13. Co-ordinated by the charity Global Action Plan and a team of dedicated teachers, the Youth Climate Summit will be a week-long virtual festival of themed discussions and activities. GAP is inviting schools, teachers and organisations all over…
Is it Silent Spring, perhaps? Or Walden? The Natural History of Selbourne, maybe, or A Sand County Almanac? Then there’s Last Child in the Woods, Small is Beautiful or The Web of Life. The Prelude, perchance, The Deserted Village, or The Mores? Or Emile. Is it Bedford 2046, Marx’s Ecology, The Child in the City, or Streetwise? Or Deep Ecology: living as if nature mattered, Ariadne’s Thread, Environmentalism, or After Sustainability? Is it The Skeptical Environmentalist, or Capitalism as if the World Matters. Or Collapse: how societies choose…
Joe Brindle, a member of the Teach the Future leadership team, writes about the organisation’s new tactics, having failed to engage English school education ministers in serious conversations about the changes they are seeking to the student experience of schools. NAEE is a core supporter of Teach the Future and its aim of curriculum reform.…
Teach the Future has a blog and post of the posts are contributed by its young supporters and members. Here are links to a few recent posts: Serena Murdoch writes about the language we use to talk (or not talk) about climate issues. Serena compares this with learning a new language: Voulez-vous parler du changement…
A UK citizens climate assembly on the climate issue and net zero emissions by 2050 has just ended. After meeting for six weekends with climate experts and energy specialists, and discussing the issues, the assembly report emerged a couple of weeks ago. Many of its proposals were largely uncontroversial and many were already national policy. The assembly…
Today’s blog is the first of a series by Jade Fabian who is a family support worker based in Birmingham. As ever with our blogs, the views expressed are Jade’s, and are not necessarily shared by NAEE The world is settling into its new version of ‘normal’; many people are returning to the office, students…
An international team of researchers is conducting a survey about national and international participation in environmental education conferences. Particularly, it is looking to find out what barriers to participation exist for environmental education society members. The survey will take about 15 minutes and your responses are anonymous. It is here and the deadline for doing…
Ann McGuire, Baskerville School, Birmingham This project involved five Birmingham schools: one primary for hearing impaired, two all-age special schools, one secondary autistic specific school and one small group of students from a mainstream secondary boys’ school (44 students in all). We wanted to make Global Learning especially meaningful and practical to our cohort of…