This week it was reported by those who like to over bake the cake, that climate change is no longer part of the curriculum for children under 15 years of age.
The outrage comes as the words ‘climate change’ are no longer specifically written as part of the curriculum for children under the age of 15. Many groups have reacted to this by stating that it is important for young children to be aware of the environmental impact of climate change before choosing their exam subjects. Also that they are aware of what climate change means and how it could affect our lives and what we can do to take action.
Although it is very important that we all understand climate change from a global perspective but also an individual one, the headlines about it being dropped from the curriculum could be seen as an over reaction. Saying that, the children themselves have started a petition to reinstate the words to the syllabus and many teachers are at a deadlock both for and against.
Having read, what I considered to be a very balanced article in the Guardian on this matter, I have to say that I felt the backlash to be somewhat excessive. Looking at the specific wording in the proposed Keystage curriculum, there seemed to be plenty of scope for the teaching of climate change both from an environmental and social perspective. Although the words themselves were omitted, there were many references to environment, recycling, sustainability etc… All of the guidelines are there to direct teachers towards particular subject matters and there is certainly room for interpretation for classes which focus on climate change within the syllabus remit.
On the flip side, reading through more recent articles, children are very much in support of including the words ‘Climate Change’, to the tune of 12,000 who have signed a petition so far. The concerns mainly focus on the Keystage 3 syllabus for geography which have dramatically reduced the emphasis on climate change.
Tim Oates who is in charge of assessing the current curriculum has defended his position by stating it is up to individual schools to decide on the level of detail they teach pupils when it comes to climate change. He stressed the importance of returning back to the knowledge of science rather than the issues of science. In addition he has also called for an earlier introduction of algebra to children under the age of 11.
My humble opinion on this matter is one of caution. For me, climate change is one of the biggest challenges both scientifically and politically to affect the world, as a whole, over the last 50 years and it can not be ignored. Looking at some of the language in the curriculum, it does leave plenty of scope for the subject to be fully addressed at every level. The difficulty comes with individual schools and teachers and their view of how important the teaching of this subject should be. This is perhaps where there will be a discrepancy in the level of knowledge and education that children will receive across the UK.
So on balance, should the words be included – yes they should. Let’s be clear, climate change will be an ongoing problem for many years to come. It is both essential for everyone, no matter what age, to understand the science behind it and the social issues too.