“Exploring ideas about teaching climate change and sustainability through history with primary children.”

TY - GEN

T1 - “Exploring ideas about teaching climate change and sustainability through history with primary children.”

AU - Doull, Karin

N1 - Conference code: 19

PY - 2023/8/31

Y1 - 2023/8/31

N2 - The new GCSE of Natural History provides government recognition of the relevance and importance of considering humans’ interactions with and responsibility for the planet (DfE 2022). Notwithstanding the complexity of the data and concepts encountered with the study of climate change and sustainability (Scoffham and Rawlinson 2022) it is possible to s consider this in other key phases of the curriculum. This has been anticipated by recent publications focussing on the primary sector (Dolan 2021, Doull and Ogier 2023, Scoffham and Rawlinson 2022). While Ofsted has recognised the need to promote education for sustainability and climate change this is mainly promoted through a small suite of subjects, citizenship, geography, occasionally design and technology, and science. It makes little reference to the contribution of other subjects (Ofsted 2022).Within the current iteration of the history national curriculum, climate change and sustainability are not mentioned - however, children are expected ‘know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day’ and understand aspects of ‘the nature of ancient civilisations; the expansion and dissolution of empires’ (DfE 2013:245). These two areas, British environmental history and societal collapse linked to environmental factors (or ecocide as Diamond calls it) present viable areas for investigation in a primary classroom (Diamond 2011).As with many areas with primary education, little research has been undertaken to understand children’s perception of the relevance of learning about climate change, particularly when linked to history education. A small research project was undertaken therefore to consider children’s perceptions. A simplified and child friendly questionnaire was used. This included both qualitative and quantitative elements. Open ended questions allowed children to respond with their own ideas. This provided clearer evidence of their understanding of terms and was used to validate the responses gained through the multiple choice sections. In addition, children selected phrases to represent their feelings about climate change. Linked to a subsequent history workshop this extended understanding of children’s responses to climate change.

AB - The new GCSE of Natural History provides government recognition of the relevance and importance of considering humans’ interactions with and responsibility for the planet (DfE 2022). Notwithstanding the complexity of the data and concepts encountered with the study of climate change and sustainability (Scoffham and Rawlinson 2022) it is possible to s consider this in other key phases of the curriculum. This has been anticipated by recent publications focussing on the primary sector (Dolan 2021, Doull and Ogier 2023, Scoffham and Rawlinson 2022). While Ofsted has recognised the need to promote education for sustainability and climate change this is mainly promoted through a small suite of subjects, citizenship, geography, occasionally design and technology, and science. It makes little reference to the contribution of other subjects (Ofsted 2022).Within the current iteration of the history national curriculum, climate change and sustainability are not mentioned - however, children are expected ‘know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day’ and understand aspects of ‘the nature of ancient civilisations; the expansion and dissolution of empires’ (DfE 2013:245). These two areas, British environmental history and societal collapse linked to environmental factors (or ecocide as Diamond calls it) present viable areas for investigation in a primary classroom (Diamond 2011).As with many areas with primary education, little research has been undertaken to understand children’s perception of the relevance of learning about climate change, particularly when linked to history education. A small research project was undertaken therefore to consider children’s perceptions. A simplified and child friendly questionnaire was used. This included both qualitative and quantitative elements. Open ended questions allowed children to respond with their own ideas. This provided clearer evidence of their understanding of terms and was used to validate the responses gained through the multiple choice sections. In addition, children selected phrases to represent their feelings about climate change. Linked to a subsequent history workshop this extended understanding of children’s responses to climate change.

KW - climate change

KW - primary

KW - sustainability

KW - environmental history

KW - ecocicde

M3 - Conference contribution

BT - none

T2 - History Educators International Research Network [HEIRNET] Conference 2023

Y2 - 31 August 2023 through 2 September 2023

ER -