#601: Nature Discovery Week - 29th June - 3rd July

Nature Discovery Week is going to take place at the end of June.

It's organised through the National Education Nature Park.

#600: Spoonbill Cam

“By making the best use of technology, we are able to bring unseen nature directly into people’s homes, allowing them to witness the secret lives of some of our most iconic wetland birds. Following a wide range of species through the breeding season promises to provide truly compelling viewing.”

Jake Fiennes

Holkham Estate, and the work of Jake Fiennes (as featured in his book 'Land Healer') will be the focus for a resource that I'm planning as part of a suite of resources to support teachers when the draft specification launches.

The estate has a range of habitats and some of those have webcams to track the wildlife.

This one is a first: a spoonbill cam.

#599: SISI Invasive Species Images

If you are after images of invasive species, the SISI Flickr page has plenty for you to use.

They cover a few plant species, and also some work to control mink and other animals as well.

It is likely that the impact of invasive species on a range of environments will form part of the investigative work of the new specification as it is an example of where humans and nature overlap.

Invasive species can often cause problems for ecosystems, competing with local species or even damaging properties in the case of Japanese knotweed or out competing the natural residents e.g. red squirrels.

What invasive species might students be introduced to in the new specification?

Here's perhaps one of the most famous pieces of music about invasive species. A classic from early Genesis, with Peter Gabriel on vocals.

#598: Biodiversity Heritage Library - an amazing resource

The Biodiversity Heritage Library was featured in The Guardian yesterday.

There is a very large Flickr library of images which are scanned from the original documents and arranged in albums. These are from expeditions such as Erebus, and into the Antarctic.

There are some excellent images from historical manuscripts.

As well as published biodiversity literature and journals, there are letters, illustrations, climate records, field diaries, ecosystem profiles, distribution records and manuscripts containing the original collecting stories of a particular species or detailing voyages of discovery.

The story was linked to a suggestion that AI might help save endangered plants.

Check the website of the library for more details.

What are your favourite albums in the collection?

#597: More responses to the proposed subject content

I've been keeping an eye on the response to the confirmation that the GCSE Natural History will go ahead, and the publication of proposed subject content for the awarding bodies to work with after a period of consultation.

Steve Backshall was involved in the publicity around the launch and said...

"I’ve spent my life exploring the furthest reaches of the globe – from ocean depths to mountain summits – and the natural world never stops surprising me. That sense of discovery is something every young person deserves to feel, and this GCSE could be the thing that sparks it.

Getting students outside for real fieldwork – studying everything from urban parks to coastal salt marshes – is exactly how you build a genuine connection with nature. That hands-on experience isn’t just brilliant for the soul, it builds the kind of scientific and analytical skills that will serve them well in future life.

We’re asking this generation to confront some of the biggest challenges humanity has ever faced – biodiversity loss, climate change, species extinction. This qualification gives them the knowledge and the tools to not just understand those challenges, but to be part of the solution."

It's described in The Manc as a "landmark moment for education".

Elena Lengthorn appeared in the local paper.

Elena Lengthorn, University Lead Mentor for PGCE Geography at the University of Worcester, who has played a key role in shaping the qualification as part of national advisory panels, said: "This is a once-in-a-generation opportunity to shape a qualification that could transform how young people engage with the natural world.

"This qualification will not only deepen understanding of the natural world but also develop practical and analytical skills that are essential for the fast-growing green economy."

There's also been a welcome from the Wildlife Trusts. Their Head of Health and Education, Dom Higgins is quoted in this piece.

He says:

There is a biodiversity layer that lives in and on the human body, including the gut, skin and airways. We are learning more and more every day that health is linked to surroundings – and so to the ecological health of what's around us. The first thousand days of human life – when the brain and body are most rapidly developing – are crucial.’

Being outdoors in nature stimulates changes in our bodies – the "feel-good" chemicals start to fire – specifically increasing the production of endorphins, dopamine, oxytocin, and serotonin.

There is also that very 'human' factor in terms of triggering memories. Experiencing beauty in nature can trigger a sense of "wonder". This emotional response grounds us in the present moment, making experiences feel more significant and memorable.


He also provides some good examples of how educators can re-connect young people with nature.

‘Listen to and then use children's interests to link to nature. They're into gaming? Ask what they have built in Minecraft or Roblox; bring the conversation round to nature.’

‘They're into football? Ask how they wind down after a match; what's the place like where they play – can they see trees? Ever spent time with them after a match? Try it!’

‘Find the links to what you are teaching that day,’ he says. ‘There are science, maths and stories out there; relive history through the rings in trees, count the bugs and flowers in squares of grass, hear a story and recreate it outside, talk about different religions' views of nature and the importance of caring for it.’

Where possible, a whole-school approach can secure parent and carer permission for local off-site walks, cutting administrative burdens and including families in decision-making and activities, if they are able to.

Higgins concludes: ‘You would be amazed where you can create nature in school grounds where there is none. Get in touch with your local Wildlife Trust to see what can be done.’

#596: Thoughts on the proposed subject content

Last Friday saw the document that we had been waiting for for a long time: proposed subject content for the GCSE Natural History.

I've been looking through it to make a sort of 'to do' list ahead of the next stage of the process and have scribbled all over a copy of the document below - and started collating some comments for the consultation.

There's still a lot of thinking to do.

There are some other perspectives from a Labour MP for example...

This piece from Seirian Summer in Phys.org / The Conversation made some interesting points.

The education system has done little to nurture curiosity and understanding of nature in real life.

They like the ecology aspects:

This curriculum serves the field of ecology pretty well. Students will learn to identify native species found in grasslands, woodlands, urban and marine environments. They will learn about the dynamic relationships between species and the implications of human influence (including climate change) for habitats, ecosystems and species. This helps equip the next generation as effective stewards of the natural world, and it complements other subjects such as biology and geography.

On the idea of plant blindness"

We have become a nature-blind society: "plant blindness" is a term used to describe how we fail to see the most common wildlife (plants) under our noses. We need to relearn the innate ability we all had as toddlers to notice the tiny creatures beneath our feet or the fractal patterns emanating through sunlit leaves.

On the 20 hours of fieldwork that the course requires, they say it's not enough - GCSE PE includes 45 hours of practical time... (which may not take place outside of course).

Twenty hours is an average of 15 minutes a week over a two-year GCSE. Hardly time to step outside, let alone find something that catches your eye, make notes about its appearance and behavior, then find the right identification key to name it. In a time-stressed world, noticing nature—really observing it closely, not just ticking species off a list—offers an excuse to slow down, be mindful and spark your curiosity.

They also mention something that I think should form part of the assessment: a nature journal, with observations, leaves and other related ephemera, sketches, sound recordings, images and drawings and clippings from newspapers and other sources, plus tickets of places visited and events attended.

A short course on nature journalling may be an option for teachers, providing guidance on fieldwork observation, recording and methods used in ecology. There are 17 bullet points in that section of the proposed content.

More to come over the next year...

#595: Greening the Curriculum

"It's not good enough that sustainability is restricted to a few subjects and that most of our teachers and lecturers don’t know enough about it. Our education system must teach the truth and prepare us for the future, because we are the future."

Teach the Future – A youth led campaign sponsored by the NUS

Produced by OCR as part of the preparations for the development of the new qualification.

Greening the Curriculum.

#594: UK Species

The Natural History Museum has a page on the UK's species.

The museum is working on bringing all of the standard reference names for all species of flora and fauna in the UK, together in one place.

Over 70,000 species of animals, plants, fungi and single-celled organisms are found in the UK.

A SEARCH function is available for this inventory.

#593: Wild Isles

The recently released proposed subject content references a BBC series called 'Wild Isles', which was made in association with the Open University.

This inspired the 

There was an associated book published and I've bought a cheap second hand copy so that I have it as reference for whatever resources I get involved in creating.

Wild Isles is a celebration of the wildlife found on a relatively modest collection of islands positioned at a latitude so northerly to be unattractive to many animals and plants. Despite these unpromising foundations, the islands of Britain and Ireland, together with more than 6,000 lesser islets that make up our archipelago, contain some of the most diverse, beautiful and wildlife-rich landscapes and seas on our planet. This book will explore the fascinating relationships within and between species who make their home on our beautiful isles.

Each chapter focuses on a particular kind of wild space. Britain and Ireland are dominated by a wide variety of grasslands from lowland water meadows to upland moors, and we will see how these human-shaped, semi-natural landscapes thrum with insect, bird and mammal life. Life requires water to flourish, and streams and rivers carry freshwater through our landscape, creating unique ecosystems and interrelations within and beside these waters, which are revealed in a third section. While Britain and Ireland's woodlands are comparatively thin on the ground compared with most of continental Europe, we will see some of the forests and trees that remain are unusually ancient and, great repositories of life. Finally, of course, we are surrounded by sea, and our position on the continental shelf before it plunges into the depths of the Atlantic Ocean gives rise to an often overlooked plenty of marine life. A glorious richness divided into five breathtaking sections.

The book has inspired the choice of habitats in the proposed subject content, from which awarding bodies will have to develop worked examples and sample wildlife (flora and fauna) for students to engage with.

The series can be viewed on BBC iPlayer.

There was also a separate OU booklet which I requested at the time, and is added to my list of resources.

As well as the main series, there's a documentary exploring how to protect the Wild Isles.

#592: Life after Death

Another article from 'The Conversation' which will be a useful resource to mine for suitable inspiration for some of the proposed curriculum content for the GCSE Natural History.

It explores how things that have died pass on their nutrient to new life...

The term "ecological memory" is used here.

#591: More coverage of the draft subject content conultation

More coverage of today's announcement in a few other places.

The TES covered the announcement.

Education secretary Bridget Phillipson said: “As we move into a world where careers are being increasingly shaped by science, technology and environmental change, it’s crucial young people have the skills for the jobs of tomorrow.

“This new GCSE will help students build a strong understanding of the natural world, alongside the knowledge, skills and hands-on experience to access careers in some of the UK’s fastest growing sectors.”

She added: “With extensive fieldwork built in, the GCSE will also get young people out and about exploring local parks, rivers and more - a critical part of childhood as more and more of our worlds are taken up by screens.”

Dr Doug Gurr, director of the Natural History Museum, said there was a “strong demand” from young people for learning more about nature.

He believes the new qualification could help “equip a generation with the knowledge, skills and confidence to create a future in which people and planet thrive”.

Doug Gurr, the director of the Natural History Museum wrote in the 'Daily Telegraph'.

Bridget Phillipson visited the Natural History Museum today to launch the consultation.

We've had a good surge of new members on the GCSE Natural History Facebook group - and are now up over 900 members.

#590: Finally!

We have finally got some progress on the next stage of the GCSE Natural History, with a consultation on draft / proposed subject content.

The DfE has shared this on their website.

We have worked with experts and stakeholders to develop proposed subject content for a new GCSE in natural history. The GCSE will allow students to engage with and study specific organisms, including plants or animals and the contexts in which they live, and their complex interactions and dependencies.

It will develop students’ skills of observation, description, recording and analysis, through sustained and structured field study.

Findings from this consultation will be taken into account when finalising the subject content.

Ofqual will consult on assessment arrangements later this year.

We will be taking a look at this over the weekend and sharing some initial thoughts and ideas, and will be responding to the consultation as well.

There are also almost 600 posts on the blog to dig into for resource creation.

Also in the Guardian this piece, featuring Steve Backshall.

Not so sure about the Guardian headline here... the course will hopefully teach a lot more than that...

#589: Encounter Edu Live Lessons

Jamie Buchanan Dunlop has shared details of the latest Encounter Edu  live lesson for older students coming up for the end of term. This will happen on the 2nd of July 2026.

Learn from three leading climate scientists in this live lesson from the Exeter Climate Forum. This is an opportunity to hear about three different perspectives on the climate challenge, with plenty of time for discussion afterwards.

Students will hear from Dr Mike O'Sullivan on the global carbon budget, Professor Peter Mumby on the impact of warming oceans on coral, and Dr Tom Powell on positive tipping points and the road to action and hope.

The format will be a quick introduction that frames the importance of climate change, followed by each speaker making a brief presentation in turn. The rest of the live lesson will be given to questions from the audience.

This session is designed for A-level students and senior secondary students with an interest in climate science, environmental policy, or related fields. Teachers and other related professionals are also welcome to attend.

More details and booking link here.

#588: UK wildlife on British banknotes - the shortlist.

The shortlisted animals which may appear on bank notes from the Bank of England have been revealed.

The replacement of historical characters, particularly Sir Winston Churchill, with British wildlife sent political leaders into a frenzy of condemnation earlier this year.

But now people have a month to offer their views about which species of wildlife should be honoured on the £5, £10, £20 and £50 notes.

The shortlist, chosen by a panel of wildlife experts, excluded household pets. People will be able to vote for up to six of their favourites from the shortlist, external.

The mammals are: the bottlenose dolphin, the brown hare, the European hedgehog, the grey seal, the pine marten and the red fox.

The second category of birds feature: the Atlantic puffin, the barn owl, the common kingfisher, the Eurasian curlew, the great spotted woodpecker, and the white-tailed eagle.

The final section of amphibians, insects and fish, has: the Atlantic salmon, the basking shark, the buff-tailed bumblebee, the common frog, the Emperor dragonfly, and the marsh fritillary butterfly.

Vote here before the 3rd of July.