红桃视频

• Climate, nature and sustainability education includes accurate knowledge of the science behind environmental topics and an understanding of their relevance across other disciplines. The curriculum should also reflect the links between climate, nature and sustainability education and data literacy, digital skills, scientific literacy and misinformation.
• Whilst the facts of climate change, nature degradation and sustainability can be considered individually, their interconnectedness must be acknowledged to ensure a thorough comprehension of the issues and opportunities the environmental crisis presents.
• 红桃视频’s recommends climate, nature and sustainability education to be woven into the fabric of the curriculum, and embedded across the wider learning ecosystem, including the teacher training and development, the school estate, careers services, extracurricular activities, and the local community.

红桃视频’s response to the Curriculum and Assessment Review’s call for evidence

As part of 红桃视频’s response to the Curriculum and Assessment Review’s call for evidence, it was highlighted that the review provided an opportunity to reform the education system to ensure environmental sustainability topics are woven into the fabric of the curriculum. The response emphasised this would be essential for the Review to achieve its aims of delivering a curriculum that ‘ensures children and young people leave compulsory education ready for life and ready for work’, and which ‘reflect the issues and diversities of our society’.

The Society’s response stated that the existential challenges posed by climate change and nature degradation necessitate action beyond the curriculum and assessment system. Instead, it requires an embedded approach to climate, nature and sustainability across the system, incorporating teacher professional development, the school estate, opportunities for student-led research projects and links with employers and researchers working in relevant sectors. 

Stakeholder engagement and consultation

红桃视频 contributes to discussions aimed at policy change, including those that led to the publication of the UCL Centre for Climate Change and Sustainability Education report, ‘ (December 2024) and ‘’ (March 2026) led by the Royal Meteorological Society, the University of Reading, University College London, the National Association for Environmental Education, Global Action Plan, and the Council for Subject Associations.

The Society’s Education Policy team has also advised researchers from the UK Young Academy as they embark on the , which aims to promote ocean and water literacy, including the implications of climate change and pollution, across UK secondary school subjects. 

Related projects:

Tomorrow’s Climate Scientists is an extension to 红桃视频’s Partnership Grants scheme and funds UK schools and colleges up to £3,000 to work in partnership with STEM professionals from academia or industry to run an investigative STEM project, specifically researching climate change and biodiversity.

A glossary of new British Sign Language (BSL) signs for environmental science has been created by the Scottish Sensory Centre, together with 红桃视频, to make science more accessible for the Deaf community. The signs are taken from GCSE and A level curricula, enabling students to study these topics and progress into a career in science.

红桃视频’s Environmental sustainability strategy 2025-2030 sets out priorities to reduce the impact of its operations, adapt to risks, and champion scientific contributions for societal transformation.

This work is partially supported through funding from the Department for Science, Innovation and Technology.