Climate expertise helps shape new school curriculum

Expertise across education, languages, literature, maths and climate change at the University of Reading is helping to influence the government's plans for a refreshed national curriculum for schools in England.

The University's detailed submission to the Department for Education's Curriculum and Assessment Review, including evidence on the importance of climate education and technology skills, was reflected in the review's Interim Report, published this week.

The report, which sets out initial findings from the government's comprehensive review of the school curriculum in England, highlights the need for education to better respond to social and technological change – a key theme in the University of Reading's submission.

Led by Professor Elizabeth McCrum, Pro-Vice-Chancellor for Education and Student Experience, the University's submission provided evidence across multiple subject areas, with a particular focus on ensuring young people develop the skills needed to navigate a rapidly changing world.

Professor McCrum said: "We're encouraged to see our evidence on the importance of climate education and digital skills reflected in the interim report. 

"The University of Reading has been at the forefront of research into how education can prepare young people for the challenges and opportunities of the future, particularly in relation to climate change, and also through developing numeracy, literacy, languages and the skills for independent learning. 

"In a world facing multiple challenges, and with policies put forward to deal with them often bent out of shape by misinformation, these are the skills young people need to develop now more than ever."

Action plan

The interim report specifically acknowledges that "rapid social, environmental and technological change necessitates that the curriculum keep pace; including a renewed focus on digital and media literacy, and a greater focus on sustainability and climate science." This reflects many of the recommendations made by the University of Reading, which has played a leading role in advancing climate education through its research.

The University's submission highlighted work in the National Climate Education Action Plan ‘Climate Education in the Curriculum’ report, which provides practical suggestions for incorporating climate education across different subject areas. This aligns with the government's commitment at COP28 to the Greening Education Partnership Declaration, which aims to make every learner "climate ready."

The University also provided evidence on the need for more interdisciplinary learning across all age phases, suggesting that connecting education to the needs of society would enhance both teaching and learning outcomes.

The interim report indicates that the government review will continue to consider "how best to equip children and young people with the essential knowledge and skills which will enable them to adapt and thrive in a rapidly changing and AI-enabled world," an area where the University's submission provided valuable insights.

The final Curriculum and Assessment Review report is expected in autumn 2025, with the University planning to continue its engagement with the process to ensure the refreshed curriculum equips young people with the knowledge and skills they need for the future.