Learn why we need to embed climate change education across the curriculum and take age-appropriate approaches to teaching key concepts, with Andrew Cowley.
Climate change is real. Though some might deny it, scientific consensus and the experience of global citizens confirms that climate change is happening and is primarily caused by human activities, including the burning of fossil fuels, industrial processes, deforestation and some agricultural processes. As a result, heat-trapping gases, primarily carbon dioxide, enhance the natural greenhouse effect of our atmosphere. For the last 11 years, there has been a record-breaking trend of extraordinary global temperatures. 2025, for example, was ranked in some data sets as the second warmest (and others as the third warmest) in the 176-year record of average global surface temperature.
In response to the Curriculum and Assessment Review, the Government has said it will enhance the current climate change education in geography, science and citizenship, and that it will include sustainability in the DT programme of study. For primary school children, climate change education and sustainable practices will be included in the citizenship curriculum. It also specifically notes changes to address a lack of ‘scientific principles leading to climate change’ in the current curriculum, explaining that they will: “review this and update the content so that the greenhouse effect, as well as carbon emissions, burning of fossil fuels and deforestation are more explicitly understood in the curriculum as contributing factors towards effects such as rising sea levels and extreme weather events.”
However, the question is: will enough be done to extend and meaningfully integrate climate change into the wider curriculum?
The big picture
The ‘Big Picture’ for government and society, both nationally and globally, is that climate change is affecting human health and wellbeing, with lifelong consequences. Where there are cities in the UK that are suspectable to flooding, such as York; there are countries such as Tuvalu, whose government is planning land purchases and relocation because of the threat of rising sea levels. When, there are very low levels of rainfall you might see hosepipe bans and drought orders in the UK ; but elsewhere in the world these droughts can lead to devastating wildfires, causing significant harm. Heatwaves driven by climate change is also a serious issue. For example, in 2025, summer heatwaves contributed to an estimated 16,500 additional deaths across Europe, 1147 of which were in the UK. The aging population are particularly vulnerable to this risk as are those living in highly populated areas.
We cannot sit passively and let this continue, as this will affect our children’s futures. Education must be the starting point to raise awareness of what climate change is and what could and should be done to address it.
We need to teach the facts of climate change and the evidence which proves its existence and impact. We need to talk about issues such as rising sea levels, the melting of polar and glacial ice, ocean warming, and the devastation to natural environments, people and property caused by climate disasters.
The top six emitters are responsible for 50% of greenhouse gas emissions: China, USA, Russia, India, Indonesia and the EU (as reported by Columbia University). The same report has found that the 45 least developed nations contribute only 3% of global emissions. Although the UK is not among the countries with the highest level of global emissions, our contribution to the global voice on climate change awareness and action is essential.
Age-appropriate approaches to teaching about climate change
EYFS and Key Stage 1
Focus on nature appreciation by simply being outside, getting into green spaces, appreciating the silence, listening to bird song and feeling the textures of tree bark, leaves and grass. Simple actions, such as planting seeds or feeding birds, create a sense of awe. Developing a knowledge of recycling is a good habit to start early so it becomes second nature. Create nature-themed art, using the styles of Georgia O’Keefe or Andy Goldsworthy for inspiration.
Key Stage 2
Introduce more complex concepts like renewable energy and the greenhouse effect. Encourage responsible activism, such as setting up an Eco Council and environmental monitors. This may lead to the organisation of litter picking around the school site or a child-led response to recycling and overuse of paper. Another activity is to investigate food miles and seasonality of fruits and vegetables. If the school has a garden or even raised beds, these can be used for activities as well.
Key Stage 3
Encourage deeper engagement with climate science. Look with more depth at the statistics offered both by activists and by those denying that climate change is happening or is not important. Start thinking about the politics and policy of climate change. Though schools shouldn’t be promoting any political belief, there is a learning opportunity in seeing how different groups discuss and promote their thoughts. A student-led youth climate group may want to lead discussions about issues and solutions. Any careers programme should include careers where environmental impact is a focus.
Key concepts and activities for all age groups
- The greenhouse effect – you can explain this using analogies like a car with closed windows or a steaming shower in a closed bathroom. If the school has a garden, there may be access to an actual greenhouse or polytunnel that you can go into with your pupils.
- Habitats matter – teach pupils that forests, oceans, and peatlands absorb carbon. Explain why protecting these habitats is crucial.
- Create opportunities for hands-on science – you could, for example, build a closed terrarium to model ecosystems or create a rain gauge to track local weather changes.
- Support local Action – focus on what can be done at home, such as reducing waste, turning off lights, and walking or cycling (instead of driving). Write persuasive letters to your local council, as a class, if there is an issue about traffic, air quality or fly tipping.
- Help pupils understand the ‘why’ – explain the reasoning behind sustainable choices, such as how bringing a reusable cup reduces pollution, or how plastic bottles can be reused and repurposed in many ways – from pencils to school uniform fleeces.
- Use project-based learning – for older children, engaging in projects about renewable energy or waste management can make complex environmental issues more tangible.
- Use credible sources – educational resources from organisations like The Wildlife Trust and UNICEF, can help support understanding and engagement.
Skills for the future
If we can empower pupils through a solutions-focussed approach, we can help ease the overwhelm of what may feel like an insurmountable challenge. Helping pupils to develop persuasive language, have a reasoned and balanced debate and develop active empathetic listening skills, will not only support their confidence in addressing climate change but also help them build essential life skills. We should also be encouraging children to share their own ideas for helping the planet and support their initiatives in school and in the community.
Teaching about climate change can show our children that even the small amount they might do is part of a wider jigsaw of environmental awareness which will be for the benefit of everyone’s futures.
References
- World Meteorological Organization (2026) ‘WMO confirms 2025 was one of warmest years on record’. Available at: https://wmo.int/news/media-centre/wmo-confirms-2025-was-one-of-warmest-years-record (Accessed: 11 March 2026)
- UK Gov (2025) ‘Government response to the Curriculum and Assessment Review’. Available at: https://assets.publishing.service.gov.uk/media/690b2a4a14b040dfe82922ea/Government_response_to_the_Curriculum_and_Assessment_Review.pdf (Accessed: 11 March 2026)
- The Week (2025) ‘Tuvalu is being lost to climate change. Other countries will likely follow.’ Available at: https://theweek.com/environment/tuvalu-climate-change-evacuate-rising-sea-levels (Accessed: 11 March 2026)
- Our World in Data (2026) ‘Annual number of wildfires, 2025’. Available: https://ourworldindata.org/grapher/annual-number-of-fires (Accessed: 11 March 2026)
- London School of Hygiene & Tropical Medicine (2025) ‘Climate change-driven summer heat caused 16,500 additional deaths across Europe, study estimates’. Available at: https://www.lshtm.ac.uk/newsevents/news/2025/climate-change-driven-summer-heat-caused-16500-additional-deaths-across-europe (Accessed: 11 March 2026)
Author
Andrew Cowley is an experienced former primary school teacher and DHT. He now coaches mental health leaders for Carnegie Centre of Excellence at Leeds Beckett University and is the author of 'The Wellbeing Toolkit', 'The Wellbeing Curriculum' and the forthcoming 'The School Mental Health Toolkit'.
