Dear Rt. Hon. Bridget Phillipson MP, Secretary of State for Education,
Few national priorities are more critical than how we equip the next generations for the future. This is especially urgent today, when our need to scale up efforts to combat the climate and environmental crises may be compromised by growing skill shortages and talent gaps. Preparing our young people to meet these challenges is essential to building the needed workforce of tomorrow.
We therefore welcome the government’s review of the National Curriculum. In its Terms of Reference, we are promised a curriculum that is ‘fit for purpose’, supports young people’s ‘future life and work’, has ‘relevance’ and which builds ‘the knowledge, skills and attributes young people need to thrive’. We fully endorse these aims.
As such, we welcome the reference, in the review’s subsequent call for evidence, to the rapidly changing environmental conditions young people face and we urge the Review Panel to make climate change and environmental sustainability a key part of its recommendations, and to call on external expertise when necessary. In the current context of the rapidly changing climate system, which will affect the lives of every child alive today, recommending the best ways to support our young people for this uncertain future seems to us one of the most critical tasks the Review Panel has.
The inadequacies of the current National Curriculum make this task doubly essential. Prescribed relevant content is minimal and is restricted to science and geography (which is not statutory beyond age 14). Whilst these subjects play a significant role in helping young people to understand the realities and potential impacts of climate and environmental change, it is through the whole curriculum that they can envision more sustainable futures, discover a full range of ‘green’ careers, develop a closer connection to nature, and achieve agency.
More comprehensive inclusion of climate and environmental sustainability in the National Curriculum will ensure that all schools are required to educate young people on these issues and to ensure that they leave school prepared for the future.
Dr. Morgan Phillips – Global Action Plan
Professor Nicola Walshe – University College London
Prof Andrew Charlton-Perez, University of Reading
Prof Chris Rapley CBE, University College London
Prof Daniella Tilbury, Hon. Fellow, University of Cambridge
Prof Danny Dorling, University of Oxford
Prof Emily Shuckburgh OBE, University of Cambridge
Prof Emma McCoy, London School of Economics
Prof Hugh Montgomery, University College London
Prof Kate Pickett OBE, University of York
Prof Kate Raworth, Amsterdam University of Applied Sciences
Prof Keri Facer, University of Bristol
Prof Kevin Anderson, University of Manchester
Prof Kirsten Shepherd Barr, University of Oxford
Prof Lee Elliot Major OBE, University of Exeter
Prof Lorraine Whitmarsh MBE, University of Bath
Prof Mark Maslin, University College London
Prof Mike Berners-Lee, Lancaster University
Prof Lord Nicholas Stern CH London School of Economics
Prof Nicola Walshe, University College London
Prof Paul Ekins OBE, University College London
Prof Sir Brian Hoskins CBE, Imperial College London
Prof Sir David King, Climate Crisis Advisory Group
Prof Stephen Chan OBE, School of Oriental & African Studies - University of London
Prof Tim Jackson, University of Surrey
Prof Vanessa Kind, University of Leeds
Dr Cat Scutt MBE, Chartered College of Teaching
Dr Hilary Cottam OBE, University College London
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