#566: A new OCR Blog on Nature Education in School

This is an excellent blog by Kim Polgreen and Joe Boyle of the University of Oxford. 

It was written for the OCR Blog and relates to the continuing preparations for the GCSE Natural History.

There's a focus on what Secondary schools can do in their own grounds and at low cost to offer potential for students to develop their thinking around natural history and its value.

They say:

From what we see in our own community in Oxfordshire, the fact that the GCSE has been mooted and now been confirmed has changed the conversation. Natural History is now a legitimate subject for teenagers to study at school.

And while we wait and prepare for the GCSE, there is a growing recognition of a more urgent set of “business drivers” for secondary schools to engage with nature and promote nature education. Student stress and mental health problems, student absence, teacher retention, inequality of attainment, parent stress, and even excess building heat and outdoor heat in the summer – these are all becoming overwhelming challenges for school leaders that can be helped by nature.

The blog refers to some research they have done on the way that young people relate to nature. The research is linked to here.

It finishes with 7 principles for working with young people...

These aim to help teachers and schools take advantage of cited opportunities: for wellbeing, skills development, brain development, alternative settings for learning and community building.

These are excellent and the emboldened bits are the the bits I like the most. I think some resources which relate to these would be very useful going forward.

We await the first draft specification for further consultation.

1. Experience nature first-hand. Hands-on is much much better than pictures. Contact with soil and plants supports gut health. Different outdoor spaces support different students.
2. Address key school issues. Thoughtfully-designed nature engagement activities can be used to build confidence, resilience, community, attendance and attainment, with benefits resonating through the school community.
3. Work close to school. Nature is everywhere. Lack of funds for a big trip doesn’t preclude getting out into nature locally or in school grounds. There are lichens on the school walls, a huge variety of species on playing fields and verges, and birds everywhere. A pile of dead wood or a small pond creates a mini ecosystem. Visiting areas near school, within the students’ own environment, cultivates place-based connection.
4. Diversify views of nature. nature can be studied through science and geography, but also through art, literature, history, drama, religion, philosophy, economics and maths. Examining the varied interrelationships between humans and nature through human history offers many entry points.
5. Embrace co-learning. Teachers don’t need to be experts, they can become learning coaches, discovering with and from their students, using the many tools available. Nature is such an immense topic that we’re all learning all the time.
6. Mediate with care. nature engagement is best when it’s led thoughtfully: managing expectations, involving students in risk assessments, accepting variable behaviour and remaining calm and confident will build students’ confidence and enjoyment, and support their ability to learn.
7. Work together and celebrate difference. People approach nature in different ways. Some are quiet observers, others are active workers. Nature spaces can help collaboration, allow individuals to thrive, and develop mutual appreciation and respect.

Read more here.

And check out the wider work of the Leverhulme Centre for Nature Recovery.

#532: Lichens: a Curious Geographer Podcast

A really useful podcast recorded and shared by Ellie, the Curious Geographer.

Stones might seem lifeless — but what if they’re not? All around us, from monuments to buildings, stones are quietly alive, inhabited and transformed by lichens. As these organisms grow, they merge with the stone itself, blurring the line between what is living (biotic) and what is not (abiotic). 

In this episode, I’m joined by Dr Nicholas Carter, biogeomorphologist and Lecturer & Subject Lead in Geography at Christ Church College, University of Oxford, to explore what lichens are, how they interact with stone and challenge the way we understand the world around us. 

This interview is ideal for A Level and GCSE Geography students, especially those studying Ecosystems and Geomorphology (including coasts) — and for anyone fascinated by the hidden connections between organisms, place, and environment.

Also would be a great resource for the new GCSE Natural History - I'm assuming lichens will be one of the things explored in the specification and possibly assessments.

#318: LEAP - our diet and the environment

LEAP was involved in the creation of the Meat the Future exhibition at the Oxford University Museum of Natural History in 2022.

The LEAP project (Livestock, Environment and People) at Oxford University studies the health, environmental, social and economic impacts of meat and dairy production and consumption.

The LEAP website includes an excellent image... Check the tabs to see more. 

The proposed specification was originally down to include something on the impact of our dietary choices on the environment e.g. meat eating has a high carbon footprint.

Image copyright: LEAP 

#305: The Laboratory with Leaves

A documentary on Fenland - part of a series of films.

#232: What makes a good bird name?

An interesting piece on bird-naming (and the field of ethno-ornithology.

This was written by Andrew Gosler, a Professor at the University of Oxford.

It explores the decision by the American Ornithological Society, which recently announced it would replace all bird species named after people in North America. This is part of the idea of decolonising nature. The article talks about the process by which birds gain their name, and some of the other local vernacular variations which they also acquire. 

Very few British bird species are actually named after people.