Morning, Thursday, 30th April 2026
Online
This conference will focus on the future for climate change and sustainability education in England.
It will bring together stakeholders and policymakers to discuss the way forward for strengthening the place of climate change and sustainability within the national curriculum, following aims outlined the the Curriculum and Assessment Review: Final Report and the Government’s endorsement of its recommendations.
Sessions will discuss strategic and practical implications for schools, education staff, suppliers and qualifications bodies of the review’s recommendations for introducing climate change education earlier within the curriculum - including within the citizenship curriculum and design and technology programme at primary level - and for embedding climate and sustainability education across the secondary curriculum with revisions to subjects including science, geography and D&T.
Delegates will look at what will be needed by schools and system leaders to provide sufficient clarity, flexibility and support to enable them to effectively embed climate and sustainability learning consistently across key stages and settings.
We also expect discussion on sustainable policies within school operations. Strategies will be discussed for developing and implementing climate action plans, alongside sustainability leadership development - with Teacher Tapp polling reporting a lack of progress in the establishment of sustainability leads.
Primary, secondary & cross-curriculum implementation
The agenda will consider key issues for implementing plans across different key stages.
Looking at introduction at primary level, area for discussion include climate curriculum content, knowledge assessment and the integration of climate-related topics across different subject areas - as well as access to outdoor spaces.
At secondary level, sessions will assess expectations for existing course enhancement, including updated curricula for sciences and geography, as well as integration into D&T. Approaches to teacher training and professional development in preparation for delivery will also be explored.
Support for teachers, access across settings & outdoor learning
Further discussion will assess next steps for supporting the teaching workforce to enable equitable access to high-quality climate and sustainability learning across different school settings and regions, including issues of school capacity and subject-specialist availability. Consideration will be given to priorities for targeted professional development, strengthening teacher confidence, expertise and resourcing, and approaches to addressing uneven implementation.
Sessions will also look at the role of collaboration in supporting delivery, including networks between schools and external partners, and the use of shared resources and platforms - such as Oak National Academy - to support consistency and access.
Attendees will consider the contribution of the National Education Nature Park and wider outdoor learning, including how greater connection with the natural environment and access to green space might be utilised moving forward, and how these approaches could support engagement, wellbeing and attainment. Discussion will also address practical constraints including timetable pressures, safeguarding, transport, and access in urban or high-density areas - and what targeted support or flexibility may be required to ensure outdoor learning approaches are accessible and sustainable across different contexts.
Natural history GCSE development
The conference will look at curriculum and qualification pathways, including the design and development of the natural history GCSE, considering the alignment of the qualification with wider curriculum and assessment reform, as well as implications for credibility, take-up and progression. Expected timelines for delivery of the qualification will also be explored following delays to initial rollout, looking at provider preparedness, options for supporting teachers and raising awareness for learners, as well as how practical and fieldwork elements can be integrated into wider curriculum and assessment.
Post-16 progression, guidance & career pathways
The potential impact of the removal of the English Baccalaureate on anticipated uptake will be assessed. We expect discussion on implementation considerations - for facilities, teaching resources and workforce readiness - alongside options for strengthening post-16 provision, including the role of green qualifications and collaboration between schools, further education providers and employers to support progression into green industries through curriculum co-design and access to work placements.
Further sessions consider the role of careers guidance in supporting access to green skills pathways, including how service providers, schools and colleges can help learners navigate routes into sustainable industries. Discussion will explore the alignment of qualifications with local and national skills priorities, next steps for embedding green skills across technical and vocational education, and the potential for emerging post-16 routes - including V Levels - to foster engagement into sectors such as clean energy and agriculture.
Strategies for sustaining employer engagement in green and sustainable industries at scale will be discussed, including priorities for strengthening access to high-quality work placements for learners from diverse backgrounds, industry-informed curricula in line with wider government policy such as the Clean Energy Jobs Plan, and pathways that respond to regional and national labour market needs.
All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those already due to attend include officials from the Department for Education; Department for Energy Security and Net Zero; and Department for Transport.
