A blog providing ideas and resources for those teachers hoping to teach the new GCSE Specification, first announced in April 2022. Draft subject content released for consultation in June 2026 - for first teaching from 2028 or 2029.
When the GCSE Natural History was confirmed as going ahead... several years ago now, Anthony Bennett and I set up a few things including a Facebook group, and a blog. The blog has almost 700 posts on it now, with plenty of ideas and links to return to when we start creating resources for the new specification.
And the Facebook Group has 997 members at the time of posting. Could you (or someone you know if you're already a member) help us get over 1000.
We have had the latest consultation on the proposed subject content - I presume we are now waiting for a final document sometime in 2027.
Join the group and follow the blog to be ready should your school be one that decides to offer the new GCSE, and also offer you the chance to teach it should you wish.
Spell Songs’ third studio album: In Thin Air, forms a musical companion piece to Robert and Jackie’s book The Book of Birds - a book that is a love letter to the splendours and mysteries of birdlife, and a clarion call to halt the loss of birds from land, sea and sky.
The music was created within the contemplative green oak roundhouse of Ty Sanctaidd (Sacred House) in the grounds of Ty Trefacwn in South West Wales, and recorded at Castle Sound Studio in Pencaitland, East Lothian. As with our other albums In Thin Air has been recorded and produced by Andy Bell of Hudson Records.
Throughout The Book of Birds there runs a gentle mantra – “Nest, Egg, Beak, Song, Feather, Flight, Migration — these are the Seven Wonders that together conjure the miracle of Bird”.
Intrigued by this concept, the seven musicians have created an intricate new album that has an overarching narrative, capturing the remarkable world of birds from birth to flight.
In Thin Air was released into the wild on 4th September 2026
This TES piece includes some elements of the responses to the consultation on the proposed subject content of the new GCSE Natural History from the RGS and the GA.
These include concerns over the shortage of teachers who might teach the new specification, and the fieldwork elements of the course. The fieldwork may be difficult for some schools due to their location, but may also adversely affect the habitats that students are being asked to investigate.
BBC's Countryfile yesterday came from the Westacre Estate. It sits in the Nar valley in West Norfolk, just a few miles from where I live. The River Nar is a chalk stream and flows within a few hundred metres of my house.
Henry Birkbeck - used the estate for shooting and with farming and agriculture over one hundred years ago. Alex Birkbeck showed the presenters around the estate. He is the estate Manager. He took over when he was about thirty.
Rewilding efforts are taking place in the wet woodland areas of the estate. The drought affected this activity. There are lots of ponds on the estate (over 250) which help with water management and the biodiversity of the estate, particularly invertrebrates and amphibians.
Plants are left to grow on the south side of the pond to create shade for the pond during the summer months.
The estate runs a permanent glamping and festival site within the woods near the village of West Acre.
I have visited that in the past for a birthday party and it's a great venue with fire pit, and space for food and also music.
Eggs are also produced on the estate - the wild eggs mentioned on the website. Poultry are kept, and free range turkeys and outdoor geese, along with some pigs. These are run by tenants, who hire the land off the estate. This is a good way of increasing activity without additional cost.
Straw is given free of charge to the tenants, which then comes back to the estate as manure and is put onto the arable fields. A bale of straw can cost £40-50. There are limits to how much chicken manure can be put on the fields to avoid eutrophification through high nitrogen levels in the manure. This is then used on fields where oil seed rape has been drilled for the following year. This saves on purchasing fertiliser, the price of which has gone up. There is also the rent from the tenants to add an income.
There is also a brewery - Duration. This is one of my favourite breweries and they have a great range of beers, plus a tap room and sales counter. On a hot day, sitting outside the old barn with a cold beer is very pleasant.
Waste grain from the brewing process is collected and used to feed wagyu beef cattle and pigs at local farms.
The cows are subsequently turned into meat, some of which is then sold as an ingredient in the pies at the brewery's events. This helps to create a more 'circular' flow of resources.
Beer is sold to local pubs - about 60% stays in county, but I have found it in London and further afield in cans.
The brewery puts on events most weekends in the summer, with food trucks providing additional food without the brewery needing their own kitchen.
The owners try to position it as a destination brewery. It has to draw people to it as it is in a rural area.
Blueberries were described as the 'biggest gamble'. A field was planted six years ago.
"It decreases the carbon footprint, prevents non-native invasion, provides certified healthy trees and promotes the maintenance and restoration of native woodlands."
The GCSE Natural History will probably ask for a study of an area to look at rewilding and sustainability efforts, and there are some good elements of that in this area.
They also organise occasional walks and visits to the estate. Keep an eye out for those if you are in the local area.
One of the most likely places for teachers (particularly in London) to take students for the GCSE Natural History course will be the Natural History Museum.
I've blogged about it before and will do again numerous times I imagine.
The main room in the museum is the Hintze Hall. This was previously home to 'Dippy the dinosaur' between 1905 and 2017 (if you want to see him, he's currently - at the time of blogging - in Coventry).
It is currently home to Hope, the Blue Whale.
Beyond the whale though is the amazing ceiling. The site explains its depiction of natural history and there is a hugely detailed photo that can be explored.
The soaring vault is a golden cover for a spectacular natural treasure trove, adorned with 162 illustrated panels showing plants from across the world. A gleaming canopy has been created with paintings set against wood, glass and metal, fashioning a roof that complements the splendour of the specimens below.
Each panel tells a story - of emerging and fallen empires, prosperity and slavery, and explorers pushing the boundaries of the known world.
Alfred Waterhouse, who designed the Museum, almost certainly dreamt up the ceiling's concept and probably sketched the original designs.
Each lecture will take one of the four classical elements as its focus:
The first lecture, Earth: The Ladder and the Web, traces the rise and consolidation of the ‘human superiority complex’ –– the belief we are perched atop a ladder of life, rather than entangled in a web –– beginning with one of the earliest works of world literature, The Epic of Gilgamesh.
The second lecture, Air: The Great Thinning, uses birds to examine some of the consequences of human exceptionalism, and shows how recent scientific breakthroughs are disclosing the superpowers of other life-forms, thereby challenging the paradigm of our uniqueness.
The third lecture, Fire: Deep-Time Thinking, argues for ‘deep-time’ perspectives in both our politics and our story-telling, such that we can become better ancestors to future generations.
The final lecture, Water: The Geography of Hope, takes rivers and water as its focus, exploring some of the extraordinary ways in which law and democratic structures are being radically re-imagined in order to give voices, votes and even rights to rivers, oceans, whales and mountains.
At a time of ecological crisis, extreme weather events and a rapidly heating climate, Robert Macfarlane’s Reith Lectures will examine what is in his view one of the most consequential stories humans tell themselves: that our species stands above and apart from the rest of nature.
Throughout the series, titled The Human Superiority Complex, Macfarlane will argue that this belief has become deeply rooted in Western thought, and has helped bring the planet to the brink of catastrophe.
Drawing on inspiring examples from around the world, the four lectures will also highlight the scientists, artists, activists, lawmakers and communities who are challenging this worldview and opening the possibility of different, more just futures for life on Earth.
One of our most influential writers on landscape, language and the living world, Macfarlane brings more than two decades of acclaimed work to the lectures. A bestselling author, his books have reached readers around the world, while his collaborations across art, film, music and performance connect ideas from literature, science, culture and public life.
The 2026 lectures will be recorded in front of live audiences in London, Bangor, Aberdeen and Amsterdam. They will be broadcast on BBC Radio 4 and the BBC World Service later this year and will be available to listen to on BBC Sounds.
Audiences can apply for free tickets to the recordings from late September, via the BBC website. I’ll try and let you know when they become available.
The Festival features a whole range of events broadly on the theme of landscape, connected to North Norfolk. This includes art, literature, and field events.
They mostly take place in and around the Norfolk town of Wells next the Sea, including some boat trips on the marshes and a few events outside of the town.
Here's some of the events on Saturday
There is an exhibition of paintings including some from one of my favourite contemporary artists: Fred Ingrams, who frequently paints in the Fens.I have the catalogue of one of his exhibitions of Fenland paintings which has a great introduction and description of the landscape from Jonathan Meades.
“There’s a real experience behind each of my paintings. They say I have stood in this landscape, been bitten alive by midges, drenched by massive storm clouds. You can’t fake it.”
Fred’s work connects him with the deep history of the landscapes he paints – the strange stories and myths of places that exist on the outside of a world beyond the horizon.
Spending time in these fragile ecosystems he also sees how threatened they are – by natural processes or well-meant schemes, from crumbling coastlines to drainage to conifer plantations to massive wind farms encroaching into a pristine wilderness.
There are some excellent additional trips running:
several boat trips through the marshes
a tour of Holkham Estate including some of the management of the different landscapes that it has
The interesting bit is that 75% of young people want to take the proposed Natural History GCSE – and they want real, practical experience. They are calling for hands-on fieldwork, habitat restoration and practical tools to respond to climate change.
I hunted out the original survey.
Interestingly the Lost Gardens of Heligan has shared the response they made for the consultation, which is now closed.
Lost Gardens of Heligan have submitted a consultation response calling on the Department for Education to name the qualification GCSE Natural Futures, rather than Natural History.
The name matters. 'History' signals fossils and museums; 'Futures' reflects the living planet, environmental stewardship and the critical role this generation will play in protecting it.
The research was conducted online by Walr on behalf of The Lost Gardens of Heligan among 1,004 matched parent-child pairs in England. All participating adults were parents or legal guardians of at least one child aged 11 to 14. Parents and children answered separate sections of the questionnaire, with some questions asked of both audiences to allow comparison.
The sample included respondents from every English region. Fieldwork was conducted in August 2026. Percentages have been rounded to the nearest whole number and may not total 100%. For multiple-choice questions, respondents could select more than one answer. The executive summary and underlying data tables are available on request.
I've visited quite a few times over the years, and have also visited quite a few centres including Juniper Hall, Slapton Ley, Malham Tarn, Preston Montford (including for a job interview at the FSC many years back - I was unsuccessful) and the centre in East London ahead of the 2012 Olympics.
The area is linked with the famous painting 'The Haywain'.
In this talk Professor Gemma Harvey will share insights from projects on rewilding, restoration and natural flood management to explore how working with natural processes can support nature recovery and the delivery of ecosystem services including the mitigation of floods and droughts. Such approaches are necessary to drive transformative change in societal responses to climate change and biodiversity loss.
Working with natural processes to reduce environmental harm and drive nature recovery are essential to responses to the interconnected emergencies of climate change, biodiversity loss and pollution.
Biological energy influences Earth surface processes because many species are ‘ecosystem engineers’, capable of transforming habitats and modulating ecosystem resource flows. Such interactions between life and landscapes influence environmental restoration, resilience and hazards.
Research has demonstrated how trees and plants can assist the geomorphic and ecological recovery of degraded rivers and revealed that the contribution animals make to shaping the Earth’s surface is far more significant than historically recognised.
Gemma Harvey is Professor of Physical Geography at Queen Mary University of London. Her research explores feedbacks between plants and animals and Earth surface processes, and how these influence landscape restoration and management.
Another location which will feature in the list of possible places to visit for those schools that choose to offer the new specification and want a fieldtrip or field visit as part of the course, perhaps to draw in some experts, or introduce students to some of the key habitats that the draft subject content has suggested should be the focus for student learning.
Welney was the second reserve created by Sir Peter Scott for the Wildfowl and Wetlands Trust.
Sir Peter Markham Scottwas the son of Antarctic explorer Captain Scott who, in his dying letter, urged Peter’s mother to “make the boy interested in natural history”. He was only two years old when his father died
Another potential fieldwork activity idea, particularly for those who are fortunate to teach within easy reach of a beach - particularly one with a reasonable tidal range - is to go beachcombing.
Image: Alan Parkinson, shared under CC license.
There are some health and safety implications here. Some of the things that are found on the beach are not particularly healthy. Care needs to be taken. Observations is better than picking things up.
I have copies of a very useful guide to 'Beachcombing' which includes images of what you might expect to find on a typical beach.
I've also blogged about his book 'Land Healer', which I think is an excellent book - and should be part of a library of books for those teaching GCSE Natural History.
The dictionary definition of wonder is ‘a feeling of amazement, admiration or awe, caused by something beautiful, remarkable, or unfamiliar.’
We believe Holkham is remarkable, somewhere more than a million people visit each year to admire and enjoy. It is also a place vulnerable to the effects of climate change, associated sea level rises and risk of flooding. So, our drive to be more sustainable is a very real one.
We need to ensure we work towards improving our practices and cherishing our environment for the benefit of future generations. It is by sustainability becoming an instinctive and natural behaviour that we will succeed.
I think it would make sense to connect with Jake and his work as case studies of land management, habitat restoration and other related themes which are part of the proposed subject content.
I'm going to put together a case study of Holkham - I've already made a start on a StoryMap.
I'm going to be using Norfolk as a located example for quite a few elements of the course, including some of the habitats and flora and fauna along with other elements of the subject content.
I've already started creating some of those. Some of them will take the form of StoryMaps.
Who Owns Norfolk? This project sought to provide more detailed local landownership data in Norfolk in support of Who Owns England? Particular focus was given to Norfolk's large land estates, and how these were managing their environmental and social responsibilities.
The landownership research started in 2020 and concluded in 2024. Part way through the project, due to time and resource constraints, it shifted to focusing on the West Norfolk district only. At the time of its conclusion, the project had mapped the owners of 70% of West Norfolk's land area.
From 2024 onwards, the project is seeking to map the areas of Norfolk that have been protected for nature - see Rewilding Norfolk.
Taxonomy is a system of classification of living things.
An early draft subject content document for the GCSE Natural History said that students need to know about this process: to "gain knowledge of classification and taxonomy and enable them to identify plants, animals and fungi found in the UK, both native and alien (non-native, including invasive)."
The proposed subject content (currently up for consultation until early September) says that the specification:
must require students to extend the knowledge of the natural world acquired at key stage 3 of the national curriculum, to gain knowledge of classification and taxonomy and enable them to identify plants, animals and fungi found in the UK, both native and alien (non-native, including invasive).
Taxonomy is described by the Natural History Museum as "the science that attempts to categorise the many millions of species on Earth."
Here's how humans are classified:
It is defined as: "the study and classification of living and extinct forms of life".
It works by dividing all life into groups known as taxa, where a single taxon represents a particular way of dividing up nature.
Carl Linnaeus (1707–1778) was a Swedish naturalist who became known as the father of taxonomy.
A PPT and other resources connected to this will be created, including some activities testing understanding of the different levels of taxonomy that can be used to identify something.
Students also (according to the proposed subject content) must be required:
to know and understand the main groupings and characteristics of each of the following wildlife groupings generally, as well as each of the specified sub-groupings: invertebrates (including insects, arachnids, crustaceans, molluscs, and worms), vertebrates (including mammals, birds, amphibians, reptiles, and fish), flowering and non-flowering plants (including vascular plants, trees, ferns, bryophytes), lichens and fungi. Awarding organisations must select an appropriate number of characteristics to effectively distinguish between each of the groupings.
A global focus, whereas a UK focus is more likely for the GCSE.
At the seventeenth session of the Conference of the Parties to the UN Convention to Combat Desertification (UNCCD COP17) in Ulaanbaatar, Mongolia, the United Nations has recognised three new UN World Restoration Flagships.
From Brazil's Cerrado savannah to the Sahel and the vast lands of Saudi Arabia, these initiatives join a movement now restoring nearly 20 million hectares worldwide, with 75 million hectares committed by 2030 and over 800,000 jobs created along the way. Land degradation is not irreversible, and these three winners prove it.
The Cerrado Savannah, Brazil
This initiative takes on the Cerrado, a savannah that has already lost over half its native vegetation to land conversion. More than 180 organizations, Indigenous Peoples, farmers and researchers are restoring land across nine states through natural regeneration, direct seeding and agroforestry. Over 27,000 hectares are already mapped under restoration, with seeds from more than 150 native species collected to build a lasting restoration supply chain. By 2030, the initiative aims to restore 2 million hectares — part of Brazil's national commitment to restore 12 million.
Since 2018, the Sahel Integrated Resilience Initiative has strengthened food security and livelihoods for more than four million people, rehabilitating over 335,000 hectares through stone bunds, zai pits, wetland restoration and water-harvesting infrastructure. This work matters most now, as 7.4 million people across the region face crisis-level food insecurity this lean season. In Chad alone, more than a million people were reached in 2025 across 313 villages.
By 2030, the initiative aims to restore 470,000 hectares and lock away up to 20 million tons of CO₂.
159 million trees and counting: Saudi Arabia's National Greening Program is restoring degraded landscapes — rangelands, forests, deserts, urban areas and coastal mangroves. By June 2026, the programme had planted more than 159 million trees and brought 1 million hectares under restoration, reintroducing species including the Arabian oryx, gazelles and ibex. By 2030, the programme aims to restore 2.5 million hectares and plant 215 million trees, part of a national goal of 40 million hectares and 10 billion trees.
A film which was made a few years ago, and is now available to view on YouTube.
Hope Rewilded is a documentary exploring rewilding in Britain — what it means, why it matters, and whether giving nature the freedom to recover could help reverse the dramatic decline of our wildlife.
Across Britain, landscapes that have been shaped and depleted over generations are being given the chance to recover. Species are returning, habitats are regenerating and people are beginning to rethink what our countryside could look like.
But what does it really mean to rewild a country like Britain?
How much nature have we lost?
What should we bring back?
And how wild are we prepared to let Britain become?
Hope Rewilded explores these questions through some of the people at the forefront of rewilding, conservation and nature recovery in Britain. Featuring interviews with:
George Monbiot — environmental journalist, author and campaigner, and co-founder of Rewilding Britain. His books include Feral, an influential exploration of rewilding and ecological restoration.
Isabella Tree — award-winning author and co-owner of the Knepp Estate in West Sussex, home to one of Britain’s best-known rewilding projects. She is the author of Wilding: The Return of Nature to a British Farm.
Simon Roper — zoologist, conservationist and co-founder and Director of Ambios, an organisation working in nature recovery, conservation training and species reintroductions.
Prof. Alastair Driver — ecologist and leading UK rewilding specialist, former Director of Rewilding Britain and former National Conservation Manager for the Environment Agency, with more than four decades of experience in conservation and nature recovery.
At its heart, Hope Rewilded is not simply a film about what Britain has lost. It is about what we could get back. What happens when we give nature another chance?
