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The long-awaited Curriculum and Assessment Review was published by the UK Department for Education on 5th November. The final report provides conclusions and recommendations of an independent review of the curriculum, assessment and qualifications system in England. The inclusion of climate science and teaching for sustainability is certainly cause for optimism. But does it go far enough in embedding climate education across all Key Stages?

Where We Are Now

The review confirms what many teachers already know: climate education in the national curriculum is limited and often out of date. A 2022 poll by Public First found that while teachers want to teach about climate change, they lack time, training, and leadership support to do so effectively.

It’s no surprise, then, that many commentators and school leaders were looking to see this being corrected within this review, as well as the explicit recommendation for teacher training and support for new qualifications in this area.

Progress—But Not Yet Enough

Encouragingly, the review connects climate education to green skills and future jobs, recognising that understanding climate is vital for economic, not just environmental, reasons. The report tells us that:

“Climate education is critically important to the economy and for providing learners with the knowledge they need for future work. The solutions to the climate crisis require the expansion of green technology, and this in turn is creating new industries and jobs, and affecting nearly all sectors of the economy. If young people are to make the most of these opportunities, it is crucial that they acquire the knowledge and skills necessary to do so.”

This is an important step, as amongst other competing issues for curriculum time, the emphasis on an outcome – namely for industry and jobs – should mean that support for schools can be found with employers, colleges and universities.

However, whilst it talks about sustainability and technologies in Design and Tech, and includes some mention of citizenship education, most of the responsibility for Climate Education still falls to Science and Geography. To truly prepare young people for the world they’ll inherit, every subject needs to apply a climate lens. That means upskilling teachers and embedding sustainability into school culture – something Carbon Literacy training already supports. Our Schools Toolkit equips every member of staff within a school setting with vital knowledge and skills to be able to support a push towards decarbonisation and sustainability.

The Missing Ingredient: Urgency

While the recommendations are positive, they lack the pace that the climate emergency demands. Certainly, there are other pressures on schools, but we can’t wait for a slow, optional roll-out of gradual changes to the curriculum. We need clarity, resources, and commitment – now.

How Carbon Literacy Fits In

The review highlights the importance of oracy, critical thinking, and recognising misinformation – skills that are practised within every Carbon Literacy course through discussion, reflection, considering case studies and exploring the perspective of others.

And this is before committing to concrete change to reduce emissions with group and individual pledges. Our Carbon Literacy courses reflect the latest policy changes and share case studies from schools to inspire staff and students to understand the science, act with confidence, and lead change in their communities.

What Next?

To turn good intentions into action, we need:

• Statutory guidance for schools
• Funding for teacher training
• Curriculum changes across all Key Stages
• Clear targets and timelines

At The Carbon Literacy Project, our aim remains clear: Every pupil leaving school Carbon Literate.

Because understanding the problem is just the start – empowering young people to be part of the solution is what really counts.

To find out more about bringing Carbon Literacy to your school, get in touch with us at [email protected].