The Life Geographic: A somewhat self-absorbed personal and professional development blog of an ex-Geography high-school teacher…
A new Natural History GCSE qualification for high school students in England could be more than another exam about nature. Here’s why I’m advocating for fieldwork, notebooks, inclusive access, climate literacy as safeguarding, and school climate action plans at the heart of the new qualification.
A personal reflection on GroundEd, a two-day regenerative education gathering at the Homestead in Northumberland. This post explores what happened when CPD moved outside, slowed down, made space for nature connection, climate action, teacher wellbeing, community, music, humour, and the messy but necessary work of imagining education differently.
The first letter in this series was written in frustration — in response to a school communication that seemed to confuse the effects of heat with the effects of relaxed uniform. This one comes from a different place. During the same spell of extreme weather, another school made the difficult decision to cancel an outdoor trip and postpone a community event during a red heat-health alert. For one parent, it stood out as an example of calm, child-centred leadership under pressure. What follows is a lightly anonymised version of the note they wrote in response.
A school in England, facing a run of very hot days and a national heat alert, wrote to parents to set out its expectations. There were some adjustments - small ones - but the overall message was clear: standards would hold, routines would remain, and any loosening of uniform would need to be carefully controlled. There was also an implication, lightly but unmistakably put, that where uniform had been relaxed in the past, behaviour had slipped. For one parent reading it, that last point stuck. So they wrote back....
In Episode 5 of the podcast, the I visit East Norfolk Sixth Form College in Great Yarmouth, emphasising sustainability as a cultural practice intertwined with education. Principal Dr. Catherine Richards discusses the college's role in the community, addressing local challenges while promoting climate literacy across all subjects, fostering a sense of belonging and optimism.
The final part of the "This isn't activism, it's duty of care". Here I propose five 'reasonable responsibilties' of educators regarding climate change and its impact on children. By combining the three reports explored, we recognise children's emotional connections to nature, school systems' contributions to environmental issues, and officially recognised ecological risks. Rather than advocating for heroic actions, I call for acknowledgment of climate-related concerns, careful language, and institutional honesty. The aim is to cultivate climate literacy without placing undue burden on students, grounding responsibilities in shared, reasonable actions rather than individual blame.
The start of a series of blog posts focusing on climate literacy and institutional responsibility, examining the complex issues children face. By analysing recent reports, the series aims to slow down the conversation and emphasise professional duties toward young people's wellbeing. It will challenge existing narratives and explore safeguarding implications.
The Department for Education's Curriculum and Assessment Review outlines potential educational reforms by 2028. While improvements are noted, significant gaps remain in curriculum time and assessment for climate education. Action steps for school leaders to mitigate shortfalls include embedding climate education into policies, assessing decolonial practices, and enhancing teacher training. A free subscription is required to read this post.
In my latest #GeogramblingsReacts video, I delve into the troubling removal of NOAA's Essential Principles for Climate Literacy guide by the current administration. This invaluable resource has been a cornerstone for climate education, and its censorship is a significant blow to our efforts. Discover why this guide matters, how you can still access it, and join me in supporting climate literacy.
I have long demonstrated that climate change should be included in school safeguarding policies, as it impacts children's well-being and education. As the East of England's Regional Hub Manager for the Climate Ambassadors scheme, I have began to assist schools in making safeguarding policies climate literate. Recent work with the Halcyon Federation focused on integrating climate action into safeguarding measures. Read how we got there.