Research-informed teaching of climate change and sustainability education

Researchers from the University of York Science Education Group will describe new climate change and sustainability learning and teaching resources they developed for the Oak National Academy science curriculum and explain how they conceived, sequenced and incorporated these into the national curriculum for science and GCSE exam specification requirements for England. At key stage four, this includes reworking of lessons to teach climate science ideas more effectively: by shifting focus, taking account of misconceptions, and improved sequencing of key concepts. They also explore three synoptic key stage three research-informed synoptic topics created as exemplar teaching units for a reformed future curriculum. These units systematically address the development of those key concepts needed to develop understanding of GCSE climate science later. They develop understanding of climate science and sustainability, focus on positive actions and achievements in reducing greenhouse gas emissions, and support learners in understanding and processing climate measurements and data to support scientific conclusions.