#640: Greenlightenment

Another post which came from my Google Alert for "GCSE Natural History"

For the last week, Steve Backshall has been presenting his Wild Heligan event at the 'Lost' Gardens of Heligan in Cornwall.

This Cornish Times article explains how he and Tim Smit (creator of the Eden Project) are calling for a "greenlightenment".

Sir Tim said: “The launch of the government consultation is a seismic moment for British education and we must recognise that a deep understanding of the natural world is fundamental to humanity’s future.
For too long, natural history has been seen by some as a folly – the domain of tweed-jacketed professors hoarding specimens in glass cases – but the reality is that so many of the problems in our education system can be solved by putting natural history at the centre of the curriculum. We need young people to realise that natural history is for everyone, not just the privileged few, and that nature surrounds us wherever we live. It is our responsibility to equip the next generation with the tools to protect nature so it doesn’t become history.”

#622: Sierian Sumner on eco-literacy

Sierian Sumner has written a useful post for 'The Conversation'.

She works at UCL.

The article makes some useful points about the GCSE Natural History and its draft subject content which is up for consultation.

#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...

#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...

100 000 page views

A nice little milestone for this blog, which I hope has not been produced - and populated with hundreds of ideas to be of potential help to teachers of a new GCSE Specification - for nothing.

The recent Curriculum and Assessment Review did prompt a DfE response that they were looking to move ahead with the GCSE Natural History, although what shape may take remains uncertain. I look forward to seeing what comes next...

#512: Curriculum and Assessment Review - final report

The final report of Becky Francis' Curriculum and Assessment Review was published today.

The DfE's official response to the recommendations in that review can be seen here.

It includes this text.

Equipping children and young people to thrive in a rapidly changing world therefore means enabling them to understand and meet the global challenge that climate change presents. We will take the opportunity to enhance the climate education content which is already present in the national curriculum, in the subjects of geography, science and citizenship. We will also include sustainability within the design and technology (D&T) programme of study and sustainable practices within the citizenship primary curriculum. We agree with the Review that key concepts on climate education should be introduced earlier in the curriculum and will ensure that the relevant programmes of study contain this at primary level. 

We also want to go further on this and ensure that more people can engage with and develop respect for the natural world. 

We will therefore consult on the subject content for the natural history GCSE, as confirmed earlier this year. 

The Review noted that changes to curriculum content are only part of the picture and that teaching also has an important part to play through the use of climate-related examples and resources to teach existing curriculum content. The National Education Nature Park, funded by DfE, has a website which hosts free resources and activities for all education phases across a wide range of subjects. These are aligned to the curriculum and quality assured by experts, giving educators trusted information that allows them to teach about sustainability and climate change with confidence, in subjects where climate education is a core part of the curriculum content and in other subjects.

They also make some recommendations for Geography.

This is important as the subject content they will be consulting on has to be markedly different from that of the geography curriculum to avoid duplication.

We agree with the Review that the subject does not need significant change, and we will update and refine the programme of study and GCSE subject content with modest changes, to support pupils and teachers. As recommended, changes will support a better understanding of the disciplinary requirements in the national curriculum and in the GCSE, ensure the content is updated where needed, including in relation to climate education, and clarify and integrate the fieldwork requirements. We will also improve the GCSE subject content to support better progression, deepen understanding and remove unnecessary repetition across topics.

#437: Well, now we are finally getting somewhere... maybe...

Well, it took a while, but there was some news from Parliament today....

Here was the question in Parliament.

It was asked by Ellie Chowns of the Green Party.

And here was the answer from Cathrine McKinnell.

Let's see what happens next...

According to The Guardian:

The government will consult on the GCSE’s subject content later this year. According to Colwell, the criteria drafted under the previous government would need to be revised to ensure the GCSE provided young people in England, Wales and Northern Ireland with fieldwork opportunities to learn about the wildlife in their local neighbourhoods.

#406: Important update and story in 'The Guardian'

“We need nature education at the heart of school life so everyone has access to it, not just middle-class people who go to the countryside at the weekend and have big gardens. 

It’s the kids in very urban areas who I had in mind because the whole idea of the GCSE is to make natural history on your doorstep something you are fascinated by. 

We have such a crisis in the mental health of our young people and nature is known to be a very healing thing.”

Mary Colwell

The Guardian has a piece from its Environment reporter on the continued delay.

It's a great pity if this is seen as 'political' and something that the new Government can't get behind and move to the next phase with. It has the potential to offer something distinctively different from other curriculum offerings.

As Mary says at the end of the piece:

"Nature can’t afford to be a political football. We need future generations to understand or care for the natural world.”

#394: Wildlife Trusts blog 'statement' on the GCSE Natural History's stalled progress

The Wildlife Trusts have called on the government to take action to keep the GCSE Natural History on course. 

The Natural History GCSE would bring young people closer to nature through hands-on learning, but delays are holding it back. 📚 🌳

The Wildlife Trusts urge @GOVUK to move forward, empowering students to engage with our natural world!

Read morehttps://t.co/Wm0F6DBO8j

— The Wildlife Trusts (@WildlifeTrusts) November 13, 2024

You can read the blog post from Jen Davis by clicking the link.

 It ends with these words

The Natural History GCSE claims to prioritise nature connection and bringing theory and experiential learning together to support our future leaders. Surely, it’s worth exploring.

Now, a small army of new ministers and advisors – new not only to their roles, but to the legacy left by their predecessors, hold the potential of the GCSE in their hands. 

The next step is for the DfE to release the long overdue public consultation, where you can have your say. What do you want to see in the GCSE? How can we ensure that this becomes a truly accessible way for students to both learn about, and connect with the natural world? 

Without the consultation, this opportunity will simply pass us by. We strongly urge the Government to take the next step and instruct DfE to launch the public consultation, unlocking the GCSE for the next stage of development.

#363: Schools Week 'confirmation' of 2026 delay

Given that the next stage of consultation on the curriculum and other statutory steps have not yet been taken and it's September 2024, first teaching from 2025 was not going to happen, but the date has apparently been changed on OCR's timeline, according to this Schools Week post.

#327: Teaching Times article from Mary Colwell gives an update

A new article in 'Teaching Times' by Mary Colwell gives a bit of an update into the state of the GCSE Natural History, and its possible introduction in 2026.

She mentions the assessment as being based on coursework and fieldwork - I think that is very unlikely.

The Subject Criteria have now been written and were signed off by Damien Hinds, who is the current Minister of State for Schools. However, it became mired in the political process before the general election was called, and it has not yet gone to public consultation. We wait to see if the next government will revive it and make it a reality for first teaching in 2026 (at the earliest). 

There is a long way to go still; the public consultation will need to be taken on board, Ofqual will need to produce its requirements and the exam boards will need to write their exam content, which must be approved again by Ofqual. Textbooks will need to be written and teacher training and resource provisions put in place. 

There is a lot to do even for a 2026 introduction.

Natural history requires specialist knowledge and support must be found for schools that want to train teachers or take on new staff. Resources must also be available to help schools with trips and equipment.

#310: A small 'update' (or mention at least)

I regularly search through a number of media to see if there are any relevant details on the development of the new specification and the need to have another round of consultations on content and assessment models.

Earlier today there was a bit of a mention during a meeting of an all-party Parliamentary group on the Environment...

.@CarolineLucas asked for an update on the consultation for the new Natural History GCSE, which is due to start in Sept 2025.

This is in write round, taking longer than planned, and the 2025 start may be challenging. pic.twitter.com/mIgbDiwzTX

— All-Party Parliamentary Group on the Environment (@EnvironmentAPPG) May 15, 2024

#293: Our diet and Climate Change

Our food has a dramatic impact on natural history at both local and national scales... and global too...

Elon Musk tweets, "Farming has no material effect on climate change."

This is wrong. If you look at the data, you find that a quarter of the world’s greenhouse gas emissions are due to food production, the majority of these from farming.https://t.co/D7X9tu5Pyg

— Max Roser (@MaxCRoser) February 12, 2024

How high our emissions from food production are depends primarily on what we eat.

If you would like to see the data on this, you can find it
— here: https://t.co/cdxtINqHzI
— and much more here: https://t.co/nxmzE3lAVK pic.twitter.com/yoXgrtyFUR

— Max Roser (@MaxCRoser) February 12, 2024

What we choose to eat has an impact because of the water and energy required to produce certain items, and the amount of land that is put aside for its production.

Food should be more of a priority than it is for the government - as should water... we can get by without most things, but not food and water. 

The original draft specification for the GCSE Natural History mentioned the impact of our diet on the countryside. Choices such as organic food, vegetarian diets and alternatives to milk from cows all have an impact on the landscape...

Image: Jersey Royals, Alan Parkinson - shared under CC license