Blog Climate Change Curriculum maths Teaching

New Maths Lessons with Climate Contexts

We are delighted to have collaborated with the resource team at Dr Frost Learning to create new maths lessons which include contexts such as weather, climate science, and renewable energy. 

Dr Frost Learning are working to explicitly interweave the applications of various mathematical ideas to climate change in order that students gain a better understanding from their studies.

This work follows research we published in 2022  in partnership with Ipsos, showing the need and want for better climate education in schools. The study revealed that just under half of pupils in Year 11 could not recall being taught about climate change in the past year, with 20% believing that they have never been taught about it. Over 60% of students stated they feel very concerned about the impact of climate change in their lifetimes, but many of them showed limited understanding of the science and its impacts.

Our 2023 report demonstrated the opportunities for including climate change across the secondary  school curriculum in England and we are delighted to have worked with Dr Frost Learning to turn some of the recommendations from this report into classroom resources. 

The resources demonstrate to students that the maths skills they are learning are relevant to their understanding of climate change, without increasing curriculum load. 

Article Blog Climate Change Curriculum Teaching

Climate Change and the Natural History GCSE

Last month, Sylvia Knight, Head of Education at the RMetS, talked to the OCR about the proposed Natural History GCSE. 

“Whilst the Natural History GCSE is not and should not be a ‘climate change GCSE’ (in my opinion, the Statistics GCSE is actually best placed to be delivered entirely within a context of climate change), the inherent and intrinsic links between climate change and the natural world, in terms of impacts, adaptation and mitigation, are too numerous for climate change not to be near the core of the new qualification.”

Read the full article here


Blog Climate Change CPD Curriculum Teaching

Climate Change Concept Association Tool

This exciting new interactive tool is for curriculum developers and other communicators to explore the diverse range of concepts associated with climate change and the links between them.

Which aspects of climate change are well covered by a proposed curriculum, where are there gaps, missed links, duplication or inadequate progression?

We’d love to hear back from you if you use the tool, or if you spot missing concepts or links – please email the Society.

There is a glossary of all the terms in the tool, and we have started tagging all the climate change teaching resources on MetLink so that they link well to the terms and concepts in the tool.

It’s a work in progress and we look forward to further developing the functionality and support through 2024.

For example, you could start with the term action, which serves as the primary catalyst for change. Action, in this context, depends on normative feedbackreflecting social influences based on expectations and values. This relationship leads us to the concept of society where communities influence and are influenced by actions, policies and norms. At the heart of society are individuals, whose actions are shaped by factors like scepticism or indifferenceThe collective actions of individuals drive societal changerepresenting a transformation in norms, values and behaviours. Importantly, this change can yield co-benefits extending beyond climate stability and delivering broader social and ecological benefits. These concepts are all rooted in the overarching goal of sustainabilityaiming to improve well-being for current and future generations.

However, much of society and industry is bogged down in greenwashing where claims of responsibility don’t align with actions. To achieve meaningful change, we must identify solutions including innovations and guidelines that promote positive action while discouraging harmful practices.These solutions are intricately linked to policy encompassing regulations, laws, and taxes that steer societal change. Effective policies and actions depend on individuals, organisations, and governments taking responsibility for the future. The success of our collective efforts hinges on effective communication compelling the world to recognise the necessity for change. Additionally, we must acknowledge and engage with barriers to action spanning cultural, social, political, economic, technical and legal obstacles.

These concepts represent just one interconnected web of issues.