04 March 2026
Capitalising on greater climate change, nature and sustainability education in the national curriculum will need a detailed programme of support to make the changes a reality, according to a new report published today (Wednesday, 4 March).
The report, produced following discussions with more than 40 professional bodies and teaching organisations, sets out ten priority areas for improving climate education following the government's Curriculum and Assessment Review.
The experts argue that while the curriculum review is a welcome step, real change will require coordinated support across the whole education system. It also urges Ofsted to incorporate schools' sustainability actions and climate change, nature and sustainability education into their inspection framework.
Professor Andrew Charlton-Perez, climate scientist at the University of Reading and chair of the National Climate Education Action Plan, said: "Climate change touches every part of our lives, so it makes sense that it should touch every part of the education young people receive. The reforms to the Science, Geography and Design and Technology curriculum are really welcome, but what our workshop highlighted is the distance still left to travel to ensure that the education system can deliver on these reforms. We highlighted ten priority areas we think need attention to make a real difference.”
1. Quality-controlling classroom resources — making sure materials from major publishers are accurate, up to date and adaptable for local use
2. Reforming exam specifications — ensuring climate and nature are examined across multiple subjects, with specifications that can be updated as the science develops
3. Expanding enrichment opportunities — ensuring all students have equal access to climate-related activities outside the classroom
4. Supporting teachers — better training and resources across all subjects, including guidance on handling controversial issues in the classroom
5. Defining essential content — making the basics of climate change causes, consequences and solutions compulsory for every student
6. Keeping the focus on solutions — more emphasis on renewable energy, nature restoration and green careers in lessons, training and exams
7. Improving coherence and sequencing — clearer links between subjects and year groups to avoid repetition and build on prior learning
8. Embedding green skills — weaving data, digital and critical thinking skills into climate and nature teaching across all subjects
9. Strengthening the wider community — closer working between publishers, subject experts, industry and young people
10. Applying a climate lens to every subject — bringing climate and nature into subjects beyond the obvious ones, and ensuring it is covered in teacher training from the start
The report ends by setting out a vision for what successful reform of the education system would look like by 2031. Contributors include the Royal Meteorological Society, the University of Reading, University College London, the National Association for Environmental Education, Global Action Plan, the Council for Subject Associations, the Royal Geographical Society and Cambridge University Press & Assessment.
Contact the University of Reading Press Office on 0118 378 5757 or pressoffice@reading.ac.uk.
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