FEED Validator

Congratulations!

This is a valid RSS feed.

Recommendations

This feed is valid, but interoperability with the widest range of feed readers could be improved by implementing the following recommendations.

• line 160, column 0: content:encoded should not contain fetchpriority attribute [help]

  			<div class="vc_single_image-wrapper   vc_box_border_grey"><img fetchprior ...
  

• line 160, column 0: content:encoded should not contain decoding attribute (3 occurrences) [help]

  			<div class="vc_single_image-wrapper   vc_box_border_grey"><img fetchprior ...
  

• line 160, column 0: content:encoded should not contain sizes attribute (3 occurrences) [help]

  			<div class="vc_single_image-wrapper   vc_box_border_grey"><img fetchprior ...
  

• line 160, column 0: content:encoded should not contain data-dt-location attribute (3 occurrences) [help]

  			<div class="vc_single_image-wrapper   vc_box_border_grey"><img fetchprior ...
  

• line 212, column 0: content:encoded should not contain style tag (8 occurrences) [help]

  <style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode- ...
  

• line 365, column 0: content:encoded should not contain data-vc-action attribute (3 occurrences) [help]

  <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_ge ...
  

• line 365, column 0: content:encoded should not contain data-vc-content attribute (14 occurrences) [help]

  <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_ge ...
  

• line 365, column 0: content:encoded should not contain data-vc-accordion attribute (14 occurrences) [help]

  <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_ge ...
  

• line 365, column 0: content:encoded should not contain data-vc-container attribute (14 occurrences) [help]

  <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_ge ...
  

• line 451, column 3: content:encoded should not contain relative URL references: #1736846655635-a01a35ef-71da (14 occurrences) [help]

  ]]></content:encoded>
     ^

Source: https://naee.org.uk/feed/

1. <?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
2. xmlns:content="http://purl.org/rss/1.0/modules/content/"
3. xmlns:wfw="http://wellformedweb.org/CommentAPI/"
4. xmlns:dc="http://purl.org/dc/elements/1.1/"
5. xmlns:atom="http://www.w3.org/2005/Atom"
6. xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
7. xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
8. >
9.  
10. <channel>
11. <title>UK NAEE</title>
12. <atom:link href="https://naee.org.uk/feed/" rel="self" type="application/rss+xml" />
13. <link>https://naee.org.uk/</link>
14. <description>Supporting education for sustainable development</description>
15. <lastBuildDate>Sat, 05 Apr 2025 12:06:13 +0000</lastBuildDate>
16. <language>en-US</language>
17. <sy:updatePeriod>
18. hourly </sy:updatePeriod>
19. <sy:updateFrequency>
20. 1 </sy:updateFrequency>
21. <generator>https://wordpress.org/?v=6.7.2</generator>
22. <item>
23. <title>NAEE Blog</title>
24. <link>https://naee.org.uk/naee-blog/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-blog</link>
25. <comments>https://naee.org.uk/naee-blog/#respond</comments>
27. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
28. <pubDate>Sat, 05 Apr 2025 12:05:33 +0000</pubDate>
29. <category><![CDATA[Blog]]></category>
30. <category><![CDATA[Webwatch]]></category>
31. <guid isPermaLink="false">https://naee.org.uk/?p=22154</guid>
32.  
33. <description><![CDATA[<p>&#8230;.. By Professor Justin Dillon, President NAEE &#8230;.. The Curriculum and Assessment Review Interim Report In July of last year, fresh from its election success, the newly-formed Labour Government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct a Curriculum and Assessment Review. The committee’s interim report was published&#8230;</p>
34. <p>The post <a href="https://naee.org.uk/naee-blog/">NAEE Blog</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
35. ]]></description>
36. <content:encoded><![CDATA[
37. <p>&#8230;.. By Professor Justin Dillon, President NAEE &#8230;.. </p>
38.  
39.  
40.  
41. <p><strong>The Curriculum and Assessment Review Interim Report</strong> </p>
42.  
43.  
44.  
45. <p>In July of last year, fresh from its election success, the newly-formed Labour Government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct a Curriculum and Assessment Review. The committee’s interim report was published on March 18 (DfE, 2025a). As a reminder, the review was set up to deliver:</p>
46.  
47.  
48.  
49. <ul class="wp-block-list">
50. <li>An excellent foundation in the core subjects of reading, writing and maths.</li>
51.  
52.  
53.  
54. <li>A broader curriculum, so that children and young people don’t miss out on subjects such as music, art, sport and drama, as well as vocational subjects.</li>
55.  
56.  
57.  
58. <li>A curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes young people need to thrive.</li>
59. </ul>
60.  
61.  
62.  
63. <ul class="wp-block-list">
64. <li>A curriculum that reflects the issues and diversities of our society, ensuring all children and young people are represented.</li>
65.  
66.  
67.  
68. <li>An assessment system that captures the full strengths of every child and young person and the breadth of curriculum.</li>
69. </ul>
70.  
71.  
72.  
73. <p>The Interim Report was accompanied by a “conceptual position paper” which attempts to put an academic underpinning to the review (DfE, 2025b). The review’s philosophy is encapsulated in this sentence taken from the original terms-of-reference and repeated in the conceptual position paper: “The Review will support the innovation and professionalism of teachers, enabling them to adapt how they teach the curriculum to their students’ lives and life experiences” (p. 5).</p>
74.  
75.  
76.  
77. <p>A starring role in the paper goes to Joseph Schwab (1909-1998), a US professor of education and natural sciences who studied and then worked at University of Chicago for almost 50 years, after entering it at the age of 15. Schwab’s main contribution to education is his conception of&nbsp;<em>The Practical</em>&nbsp;which involves curriculum revision being undertaken by a group consisting of representatives of teachers, learners, subject matter specialists, the sociocultural milieux and curriculum specialists. Schwab had no time for ‘theory-instigated’ reform – “reform based on a theory of new persons, new knowledge, or a new society” (DfE, 2025b, p. 6).</p>
78.  
79.  
80.  
81. <p>The position paper rams the message home: “Theory-instigated reform, often driven by elite elements in society, involves crafting an ideal curriculum at the policy level, out of touch with the realities of schools and classrooms, ignoring what has worked and what hasn’t in the system.&nbsp;Indeed, a significant body of research has repeatedly shown that radical, theory (vision)-driven reforms have little to no impact on the work and practice of schools and classrooms” (p. 6).&nbsp;So, this is the rationale for the statement in the Terms of Reference that “the Review will seek evolution not revolution”. Those of us driven by a radical vision of a transformed society are left waiting at the bus stop of history.&nbsp;</p>
82.  
83.  
84.  
85. <p>At least there is some recognition that there is a climate and environment emergency in the Interim Report. On page 7 we are told that “global social and environmental challenges require attention to scientific and cultural knowledge and skills that can equip young people to meet the challenges of the future” and on page 26 we are told that “Rapid social, environmental and technological change necessitates that the curriculum keep pace; including a renewed focus on digital and media literacy, and a greater focus on sustainability and climate science”. On the next page there is an acknowledgement that “society is rapidly changing, and bringing new opportunities and challenges, including those presented by AI, and those relating to global political developments and climate change”.</p>
86.  
87.  
88.  
89. <p>This is only the interim report and there is much more work to be done in terms of influencing the committee’s thinking. At worst, we might see climate change take a greater role in the science curriculum whatever that might look like. But that would be a small victory that would betray all those young people in school now and future generations to come.</p>
90.  
91.  
92.  
93. <p><strong>References</strong></p>
94.  
95.  
96.  
97. <p>Department for Education (DfE) (2024).&nbsp;<em>What is the Curriculum and Assessment Review and how will it impact my child&#8217;s education?&nbsp;</em>Education Hub Blog. DfE. https://educationhub.blog.gov.uk/2024/11/what-is-the-national-curriculum-and-why-is-it-being-reviewed/</p>
98.  
99.  
100.  
101. <p>DfE. (2025a).&nbsp;<em>Curriculum and Assessment Review. Interim Report.</em>&nbsp;DfE.</p>
102.  
103.  
104.  
105. <p>DfE (2025b).&nbsp;<em>Curriculum and Assessment Review: a conceptual position paper</em>. DfE.</p>
106.  
107.  
108.  
109. <p>Professor Justin Dillon, President NAEE</p>
110.  
111.  
112.  
113. <p>April 4, 2025</p>
114. <p>The post <a href="https://naee.org.uk/naee-blog/">NAEE Blog</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
115. ]]></content:encoded>
117. <wfw:commentRss>https://naee.org.uk/naee-blog/feed/</wfw:commentRss>
118. <slash:comments>0</slash:comments>
121. </item>
122. <item>
123. <title>Environmental Lunacy Project: Ēostre Moon</title>
124. <link>https://naee.org.uk/environmental-lunacy-project-eostre-moon/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=environmental-lunacy-project-eostre-moon</link>
125. <comments>https://naee.org.uk/environmental-lunacy-project-eostre-moon/#respond</comments>
127. <dc:creator><![CDATA[NAEEadmin]]></dc:creator>
128. <pubDate>Mon, 31 Mar 2025 14:03:38 +0000</pubDate>
129. <category><![CDATA[Blog]]></category>
130. <category><![CDATA[Environmental Lunacy]]></category>
131. <guid isPermaLink="false">https://naee.org.uk/?p=22141</guid>
132.  
133. <description><![CDATA[<p>The post <a href="https://naee.org.uk/environmental-lunacy-project-eostre-moon/">Environmental Lunacy Project: Ēostre Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
134. ]]></description>
135. <content:encoded><![CDATA[<div class="wpb-content-wrapper"><div class="vc_row wpb_row vc_row-fluid"><div class="wpb_column vc_column_container vc_col-sm-12"><div class="vc_column-inner"><div class="wpb_wrapper">
136. <div class="wpb_text_column wpb_content_element " >
137. <div class="wpb_wrapper">
138. <h3>Moon cycle:</h3>
139. <ul>
140. <li><strong>New Moon:</strong> 29th March 2025</li>
141. <li><strong>Full Moon:</strong> 13th April 2025</li>
142. <li><strong>New Moon:</strong> 27th April 2025</li>
143. </ul>
144.  
145. </div>
146. </div>
147.  
148. <div class="wpb_text_column wpb_content_element " >
149. <div class="wpb_wrapper">
150. <h3>Pink Moon / Egg Moon</h3>
151. <p>April&#8217;s full moon is known in North America as ‘Pink Moon’ after an early blooming pink wildflower native to parts of the continent &#8211; the ‘Creeping phlox’ or ‘Moss phlox’ (Phlox subulate). An appropriate name for this month in the UK might be after one of many UK wildflowers that to bloom at this time – ‘Bluebell Moon’?</p>
152. <p>Other traditional names for the April full moon include ‘Sprouting Grass Moon’, ‘Egg Moon’, and ‘Fish Moon’. So what might be an appropriate name for this time of year in the UK?</p>
153.  
154. </div>
155. </div>
156.  
157. <div  class="wpb_single_image wpb_content_element vc_align_left">
159. <figure class="wpb_wrapper vc_figure">
160. <div class="vc_single_image-wrapper   vc_box_border_grey"><img fetchpriority="high" decoding="async" width="1024" height="729" src="https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-1024x729.jpg" class="vc_single_image-img attachment-large" alt="" title="Ēostre’s Moon" srcset="https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-1024x729.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-300x214.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-768x547.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-1536x1093.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon.jpg 1600w" sizes="(max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-eostre-moon/eostres-moon/" /></div>
161. </figure>
162. </div>
163.  
164. <div class="wpb_text_column wpb_content_element " >
165. <div class="wpb_wrapper">
166. <h3>Ēostre’s Moon</h3>
167. <p>The Venerable Bede in his 8th-century text <em>De temporum ratione</em> (<em>The Reckoning of Time</em>) describes the Anglo-Saxon names of each month.  April was named <em>Ēosturmōnaþ</em>, the month of <em>Ēostre</em>. (Listen to <a href="https://www.youtube.com/watch?v=XvCM1LteTmU" target="_blank" rel="noopener">Ēostre pronunciation here</a>.)</p>
168. <p><em>Ēostre</em> was a pagan spring goddess of the Germanic peoples, including Anglo-Saxon England. She presided over new growth, wildflowers, crops and animals. She was specifically associated with the hare and with eggs, both symbols of fertility (it was previously thought that hares laid eggs, as they shared habitat with ground nesting birds!) These associations have long been appropriated into the Christian festive of ‘Easter’ (derived from <em>Ēostre</em>) and with chocolate eggs and Easter ‘bunnies’.</p>
169. <p><em>Ēostre</em>’s Moon provides an opportunity to focus on spring flowering. Sadly, plants are often the poor relatives in our contemplation of nature. Some educationists have described the lack of focus on vegetation as ‘plant blindness’ or ‘Plant Awareness Disparity’ (PAD), and this includes loss of nature words. What you cannot name, you cannot really know, love or nurture. Robert Macfarlane and Jackie Morris’ book ‘<em>The Lost Words’</em> has done much to bring this loss to people’s attention.  The book followed an outcry after removal of many nature words from the 2007 edition of the <em>Oxford Junior Dictionary</em> (aimed at seven-year-olds). Many of the lost words are directly linked to April flowering – ‘Bluebell’, ‘Buttercup’, ‘Cowslip’, ‘Dandelion’.</p>
170.  
171. </div>
172. </div>
173.  
174. <div  class="wpb_single_image wpb_content_element vc_align_left">
176. <figure class="wpb_wrapper vc_figure">
177. <div class="vc_single_image-wrapper   vc_box_border_grey"><img decoding="async" width="854" height="1024" src="https://naee.org.uk/wp-content/uploads/2025/03/Eostre-854x1024.jpg" class="vc_single_image-img attachment-large" alt="" title="Eostre" srcset="https://naee.org.uk/wp-content/uploads/2025/03/Eostre-854x1024.jpg 854w, https://naee.org.uk/wp-content/uploads/2025/03/Eostre-250x300.jpg 250w, https://naee.org.uk/wp-content/uploads/2025/03/Eostre-768x921.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/03/Eostre-1281x1536.jpg 1281w, https://naee.org.uk/wp-content/uploads/2025/03/Eostre.jpg 1404w" sizes="(max-width: 854px) 100vw, 854px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-eostre-moon/eostre/" /></div>
178. </figure>
179. </div>
180.  
181. <div class="wpb_text_column wpb_content_element " >
182. <div class="wpb_wrapper">
183. <h3>Noticing plants</h3>
184. <p>Wildflowers are not hard to ‘see’ you just have to bring them into focus, not simply to regard vegetation as ‘backdrop’ to the active life of people and other animals.</p>
185. <p>Plants and their flowers have a very long relationship with people, from the practical as food and medicine, to a wide range of folk associations. As we have become more detached from the natural world, these uses and understandings fade. Who today makes dandelion wine or daisy-chains?</p>
186. <p>Folk names and traditions can make the story of plants more meaningful to young children. Richard Mabey has done much to bring plants back to our attention, through his wonderful ‘<em>Flora Britannica’</em>, an encyclopaedic guide to British plants, their names and folklore. Developing a narrative around plants invests them with meaning.</p>
187. <p>Many plants that begin to flower under <em>Ēostre</em>’s Moon provide opportunities to explore a range of questions. How do non-native species affect native vegetation? What counts as a native in the UK? What is a ‘weed’? Why do some flowers vary in colour? What do their names tell us? Here just three plants are explored in a little detail.</p>
188. <p>The ‘bluebell’ (<em>Hyacinthoides non-scripta</em>), ‘wood bells’, ‘fairy flowers’, are the quintessential flower of spring, carpeting the woodland floor. It is an example of a species well-beloved but under threat from an ‘invasive species’, the Spanish bluebell (<em>E. hispanicus</em>), a garden escapee. The latter is more robust and competitive than the native and less delicate in colour. As well as displacing our bluebell it hybridises with it, diluting the native’s classic shape.</p>
189. <p>The common dandelion (<em>Taraxacum officinale) </em>by contrast is generally regarded as a ‘weed’. What constitutes a ‘weed’ is a good starting point for discussion. Dandelions, like ivy, are a ‘marmite’ plant, some people love them, and others hate them. Both are very important sources of nectar and pollen. Dandelions bloom in early spring and are a key nectar source for bees and butterflies when other flowers have yet to bloom. Ivy flowers late in the year after plants have stopped. The dandelion’s name &#8211; ‘dent-de-lion’ (French) – is derived from the jagged tooth-like shape leaves, which are commonly eaten as a salad item.</p>
190. <p>One of the most magical of <em>Ēostre</em>’s flowers is our arum lily ‘lords and Ladies’ (<em>Arum maculatum</em>). Found in woodland, but also in parks, churchyards, hedgerows and verges the arum is dramatic. It consists of broad, glossy, arrow-shaped leaves, and when in flower it is immediately distinguishable by its ‘spathe’, a large pale-green cowl-like structure which surrounds the plant’s tiny flowers. The flowers, which sit at the base of the spathe, are topped by a conspicuous rod-like ‘spadix’, which can vary from deep purple to buttery yellow in colour. The spadix becomes warm at certain times and this together with the colour lures tiny flies to its flowers.</p>
191. <p>Variation in leaf and flower makes this an interesting plant to study. The leaves come in a spotted and un-spotted form, which appears to vary geographically, with fewer spotted plants westward and northward in the UK, but may vary locally, for example under dense cover and in more open places. Similarly, the wide variation in the spadix from dark purple via dull reds to buttery yellow could be explored. It does have its downside however, as all parts of the plant can cause an allergic reaction, (the berries are the most poisonous part). All fieldwork with plants should, however, be very carefully planned and warnings given as necessary.</p>
192. <p>The arum, widely known as ‘lords-and-Ladies’ or ‘cuckoo pint’ (pint to rhyme with mint), has well over a hundred folk-names recorded across Britain, including one of the longest – ‘Kitty-come-down-the-lane-jump-up-and-kiss-me’ (Kent). ‘Cuckoo pint’ is derived from ‘pintle’ (or penis) and is just one of several ribald folk-names associated with the spadix, including ‘dog’s dibble’, ‘priest’s pintle’ and ‘willy-lily’.</p>
193.  
194. </div>
195. </div>
196.  
197. <div class="wpb_text_column wpb_content_element  vc_custom_1743432802474" >
198. <div class="wpb_wrapper">
199. <h4>What’s happening where you are?</h4>
200. <p>At this time of year many more flowers starting to bloom. This will also mean that you start to see many more insects, like bees and butterflies that are attracted to these flowers to harvest nectar and pollen. Keep a log of when local plants come into bloom. Climate change is causing UK plants to flower almost a month earlier on average, according to the Woodland Trust. What’s happening where you live? Your class can help track change by submitting data to <a href="https://naturescalendar.woodlandtrust.org.uk/" target="_blank" rel="noopener">Nature’s Calendar.</a></p>
201.  
202. </div>
203. </div>
204.  
205. <div class="wpb_text_column wpb_content_element " >
206. <div class="wpb_wrapper">
207. <h3>Share your stories!</h3>
208. <p>What stories do your children have about flowers, do they still make daisy chains, or check if people like butter by holding a buttercup under their chin? Do they use folk-names for flowers? Get them to ask their parents and grandparents about folk-names and traditions. We invite you to share your suggested Moon names and explain how this reflects nature events where you live. Please tag us in your stories or pictures using the hashtag #EnvironmentalLunacy.</p>
209.  
210. </div>
211. </div>
212. <style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons.soc-icons-cb68014edf1faece5dcac95c19426bc0 a {
213.  margin-right: 10px;
214. }
215. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0 {
216.  margin-right: 10px;
217. }
218. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0:last-child {
219.  margin-right: 0;
220. }
221. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0:before,
222. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0:after {
223.  padding: inherit;
224. }
225. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0.dt-icon-border-on:before {
226.  border:  solid ;
227. }
228. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0.dt-icon-hover-border-on:after {
229.  border:  solid ;
230. }
231. </style><div class="dt-shortcode-soc-icons  soc-icons-cb68014edf1faece5dcac95c19426bc0 soc-icons-left " ><style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1 {
232.  min-width: 39px;
233.  min-height: 39px;
234.  font-size: 25px;
235.  border-radius: 100px;
236. }
237. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:last-child {
238.  margin-right: 0;
239. }
240. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:before,
241. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:after {
242.  min-width: 39px;
243.  min-height: 39px;
244.  padding: inherit;
245. }
246. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1.dt-icon-border-on:before {
247.  border: 0px solid ;
248. }
249. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1.dt-icon-hover-border-on:after {
250.  border: 0px solid ;
251. }
252. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover {
253.  font-size: 25px;
254. }
255. #page .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover .soc-font-icon,
256. #phantom .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover .soc-font-icon,
257. #page .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover .soc-icon,
258. #phantom .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover .soc-icon {
259.  color: rgba(255,255,255,0.75);
260.  background: none;
261. }
262. #page .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:not(:hover) .soc-font-icon,
263. #phantom .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:not(:hover) .soc-font-icon,
264. #page .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:not(:hover) .soc-icon,
265. #phantom .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:not(:hover) .soc-icon {
266.  color: #ffffff;
267.  background: none;
268. }
269. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1 .soc-font-icon,
270. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1 .soc-icon {
271.  font-size: 25px;
272. }
273. </style><a title="X" href="https://twitter.com/naee_uk" target="_blank" class="twitter single-soc-icon-6c71c8ac3ac05813389a421879cc87d1 dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-twitter"></i><span class="screen-reader-text">X</span></a><style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea {
274.  min-width: 39px;
275.  min-height: 39px;
276.  font-size: 25px;
277.  border-radius: 100px;
278. }
279. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:last-child {
280.  margin-right: 0;
281. }
282. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:before,
283. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:after {
284.  min-width: 39px;
285.  min-height: 39px;
286.  padding: inherit;
287. }
288. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea.dt-icon-border-on:before {
289.  border: 0px solid ;
290. }
291. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea.dt-icon-hover-border-on:after {
292.  border: 0px solid ;
293. }
294. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover {
295.  font-size: 25px;
296. }
297. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-font-icon,
298. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-font-icon,
299. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-icon,
300. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-icon {
301.  color: rgba(255,255,255,0.75);
302.  background: none;
303. }
304. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-font-icon,
305. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-font-icon,
306. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-icon,
307. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-icon {
308.  color: #ffffff;
309.  background: none;
310. }
311. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea .soc-font-icon,
312. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea .soc-icon {
313.  font-size: 25px;
314. }
315. </style><a title="Facebook" href="https://www.facebook.com/NAEE-National-Association-for-Environmental-Education-110006950786793" target="_blank" class="facebook single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-facebook"></i><span class="screen-reader-text">Facebook</span></a><style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 {
316.  min-width: 39px;
317.  min-height: 39px;
318.  font-size: 25px;
319.  border-radius: 100px;
320. }
321. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:last-child {
322.  margin-right: 0;
323. }
324. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:before,
325. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:after {
326.  min-width: 39px;
327.  min-height: 39px;
328.  padding: inherit;
329. }
330. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389.dt-icon-border-on:before {
331.  border: 0px solid ;
332. }
333. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389.dt-icon-hover-border-on:after {
334.  border: 0px solid ;
335. }
336. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover {
337.  font-size: 25px;
338. }
339. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-font-icon,
340. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-font-icon,
341. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-icon,
342. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-icon {
343.  color: rgba(255,255,255,0.75);
344.  background: none;
345. }
346. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-font-icon,
347. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-font-icon,
348. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-icon,
349. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-icon {
350.  color: #ffffff;
351.  background: none;
352. }
353. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 .soc-font-icon,
354. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 .soc-icon {
355.  font-size: 25px;
356. }
357. </style><a title="Instagram" href="https://www.instagram.com/NAEEUK/" target="_blank" class="instagram single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-instagram"></i><span class="screen-reader-text">Instagram</span></a></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white vc_custom_1736847939585 wpb_content_element  vc_custom_1736847939585 wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
358. </div>
359. <div class="wpb_text_column wpb_content_element " >
360. <div class="wpb_wrapper">
361. <h3>Related activity ideas</h3>
362.  
363. </div>
364. </div>
365. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1736846655635-a01a35ef-71da" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846655635-a01a35ef-71da" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Flower facts</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
366. <div class="wpb_text_column wpb_content_element " >
367. <div class="wpb_wrapper">
368. <p>What wildflowers can children name? Which have they seen any on their journey to school and around the school grounds? Create a class fact file and map. This can be revised as the season change.</p>
369.  
370. </div>
371. </div>
372. </div></div><div class="vc_tta-panel" id="1736846683389-4256ef6c-ecb0" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846683389-4256ef6c-ecb0" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Flower names and words</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
373. <div class="wpb_text_column wpb_content_element " >
374. <div class="wpb_wrapper">
375. <p>Lots of flowers have animal names or body parts, ask students to name some or imagine how these have come about using photographs to provide clues; ‘Foxglove’, ‘Bee-orchid’, ‘Bladderwort’, ‘Navelwort’, ‘Chickweed’, ‘Harebell’, ‘Horsetail’ etc. Some names are obscure – see note on Dandelion above!</p>
376.  
377. </div>
378. </div>
379. </div></div><div class="vc_tta-panel" id="1736846709470-406dbecf-ffc9" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846709470-406dbecf-ffc9" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Living places</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
380. <div class="wpb_text_column wpb_content_element " >
381. <div class="wpb_wrapper">
382. <p>Even if your school is in a town of city there are plenty of opportunities to study wildflowers. In fact, some of the more interesting sites are ‘ruderal habitats’, waste ground, walls and paving, as well as edges of arable fields. These habitats give children a chance to evaluate what ‘life-form’ a plant needs to survive – for example plantains, daisies etc. found on heavily trodden playing fields, have rosettes of tough leaves flat to the ground. Other plants protect themselves with thorns and other devices (e.g. stinging-nettles).</p>
383.  
384. </div>
385. </div>
386. </div></div><div class="vc_tta-panel" id="1736846725464-41cbd81f-9b86" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846725464-41cbd81f-9b86" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Colour Palette</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
387. <div class="wpb_text_column wpb_content_element " >
388. <div class="wpb_wrapper">
389. <p>Notice and record different flower colours you can find in your local area. Draw the flowers and colour with crayons or take photos. What are the most common flower colours? Which species show most variation in colour? Worth noting that bees and other pollinators do not see what we see. Many flowers have ‘nectar guides’, directional lines to help bees to find nectar that are only visible in ultraviolet! Photos taken using ultraviolet sensitive cameras are available on-line – search ‘nectar guides ultraviolet’.</p>
390.  
391. </div>
392. </div>
393. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
394. </div>
395. <div class="wpb_text_column wpb_content_element " >
396. <div class="wpb_wrapper">
397. <h3>General activity ideas</h3>
398.  
399. </div>
400. </div>
401. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1743429166140-6b9585f6-f431" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1743429166140-6b9585f6-f431" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Curriculum</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
402. <div class="wpb_text_column wpb_content_element " >
403. <div class="wpb_wrapper">
404. <p>Children are expected learn to use a variety of approaches to answer scientific questions; enquiry should include observing over time; pattern seeking; identifying, classifying and grouping. Wildflowers provide an excellent resource for field-based enquiry. Plants are static but change through time (flowering, seed setting, etc.), and species composition can vary in only a short distance (e.g. ground flora in the open and under heavy shade).</p>
405.  
406. </div>
407. </div>
408. </div></div><div class="vc_tta-panel" id="1743429194029-e7c55b98-6448" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1743429194029-e7c55b98-6448" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Biodiversity</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
409. <div class="wpb_text_column wpb_content_element " >
410. <div class="wpb_wrapper">
411. <p>&#8216;The variety of living things in a given place&#8217;. Using quadrats (typically one square metre) have children count the number of different plant species rooted within it. A better measure, but more difficult, is to count the number of individuals of each species. A quadrat with 14 species in it may appear more diverse on that simple measure than one with only 10, but one species might dominate the first quadrat in terms of numbers of individuals, and in time may dominate entirely. Children can also compare their findings of diversity along a transect from wet to dry, or open to shady (does deep shade suppress ground flora?)</p>
412.  
413. </div>
414. </div>
415. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
416. </div>
417. <div class="wpb_text_column wpb_content_element " >
418. <div class="wpb_wrapper">
419. <h3>Resources and useful websites</h3>
420. <ul>
421. <li>There are many good wildflower guides on the market but try to use a guide with illustrations rather than photographs. One of the best guides to wildflowers is Fitter, R., Fitter, A., and Blamey, M. (1978) <a href="https://www.abebooks.co.uk/book-search/title/the-wild-flowers-of-britain-and-northern-europe/author/fitter-richard-alastair-blamey-marjorie-fitter-alastair-blamey-marjorie/" target="_blank" rel="noopener">Wild Flowers of Britain and Northern Europe, Collins</a>. It has a simple but effective pictorial key, and the illustrations are excellent, and copies can be obtained cheaply on-line and in charity shops (photo guides are much less easy to use).</li>
422. <li>The Field Studies Council publish <a href="https://www.field-studies-council.org/product-category/publications/?fwp_publication_type=fold-out-guide" target="_blank" rel="noopener">excellent fold out guides</a> that focus on wildflowers in specific habitats.</li>
423. <li>A range of ID apps exist that allow you to photograph a flower for identification. While helpful to confirm identification it is still better to use a guidebook as the starting point.</li>
424. <li><a href="https://bsbi.org/" target="_blank" rel="noopener">Botanical Society of Britain and Ireland</a> &#8211; the BSBI map site provides an introduction to <a href="https://bsbi.org/identification" target="_blank" rel="noopener">plant identification</a> and <a href="https://bsbi.org/maps" target="_blank" rel="noopener">distribution maps</a> for individual species of plant.</li>
425. <li>There are various sites to help schools develop wildflower plots on the grounds, e.g. Eden Project – ‘<a href="https://www.edenproject.com/learn/schools/wildflowers-in-schools" target="_blank" rel="noopener">Wildflowers in Schools</a>’.</li>
426. </ul>
427.  
428. </div>
429. </div>
430.  
431. <div class="wpb_text_column wpb_content_element " >
432. <div class="wpb_wrapper">
433. <h3>References</h3>
434. <ul>
435. <li>Mabey, R. (1996) <em>Flora Britannica</em>, Chatto &amp; Windus.</li>
436. <li>Mabey, R. (2012) <em>Weeds: The Story of Outlaw Plants</em>, Profile Books.</li>
437. <li>Macfarlane, R and Morris, J. (2017) <em>The Lost Words</em>, UK Hamish Hamilton, Penguin Random House.</li>
438. </ul>
439.  
440. </div>
441. </div>
442.  
443. <div class="wpb_text_column wpb_content_element " >
444. <div class="wpb_wrapper">
445. <p><em>Authored by Peter Vujakovic, </em><em>Emeritus Professor of Geography at Canterbury Christ Church University</em></p>
446.  
447. </div>
448. </div>
449. </div></div></div></div>
450. </div><p>The post <a href="https://naee.org.uk/environmental-lunacy-project-eostre-moon/">Environmental Lunacy Project: Ēostre Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
451. ]]></content:encoded>
453. <wfw:commentRss>https://naee.org.uk/environmental-lunacy-project-eostre-moon/feed/</wfw:commentRss>
454. <slash:comments>0</slash:comments>
457. </item>
458. <item>
459. <title>NAEE e-News for 23.3.2025</title>
460. <link>https://naee.org.uk/naee-newsletter-23-03-2025/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-newsletter-23-03-2025</link>
461. <comments>https://naee.org.uk/naee-newsletter-23-03-2025/#respond</comments>
463. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
464. <pubDate>Mon, 31 Mar 2025 08:33:36 +0000</pubDate>
465. <category><![CDATA[Blog]]></category>
466. <category><![CDATA[News]]></category>
467. <guid isPermaLink="false">https://naee.org.uk/?p=22137</guid>
468.  
469. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news&#8230; Walk Under Trees with LEEF in London&#160; Poppy tells us that LEEF (London Environmental Educators Forum) has just set up the event page for a &#8216;Walk Under Trees&#8217; that she is organising on&#160;Sat 26 April&#160;in Springfield Park, Hackney.&#160; It is free for LEEF and NAEE members and you&#8230;</p>
470. <p>The post <a href="https://naee.org.uk/naee-newsletter-23-03-2025/">NAEE e-News for 23.3.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
471. ]]></description>
472. <content:encoded><![CDATA[
473.  
474.  
475. <ul class="wp-block-list">
476. <li><strong>NAEE&#8217;s latest round-up of news </strong></li>
477.  
478.  
479.  
480. <li><strong>News and in the papers </strong></li>
481.  
482.  
483.  
484. <li><strong>News about schools, Further Education, Highter Education and Initial/Teacher Education</strong></li>
485.  
486.  
487.  
488. <li><strong>Employment opportunities </strong></li>
489.  
490.  
491.  
492. <li><strong>And to it wrap up&#8230; </strong></li>
493.  
494.  
495.  
496. <li><strong>Sharing news and contact details</strong></li>
497. </ul>
498.  
499.  
500.  
501. <p><strong>Here is NAEE&#8217;s latest round-up of news&#8230;</strong></p>
502.  
503.  
504.  
505. <p>Walk Under Trees with LEEF in London&nbsp;</p>
506.  
507.  
508.  
509. <p>Poppy tells us that LEEF (London Environmental Educators Forum) has just set up the event page for a &#8216;Walk Under Trees&#8217; that she is organising on&nbsp;<strong>Sat 26 April&nbsp;</strong>in Springfield Park, Hackney.&nbsp;</p>
510.  
511.  
512.  
513. <p>It is free for LEEF and NAEE members and you can&nbsp;<a href="https://www.eventbrite.co.uk/e/walk-under-the-trees-tickets-1291121712799?aff=affiliatePF">register your interest here</a>.</p>
514.  
515.  
516.  
517. <p><strong>News, in the papers and new resources&nbsp;</strong></p>
518.  
519.  
520.  
521.  
522.  
523. <p><strong>A new four-lane highway cutting through tens of thousands of acres of protected Amazon rainforest is being built for COP30 climate summit in the Brazilian city of Bel</strong><strong>é</strong><strong>m BBC reports.&nbsp;</strong></p>
524.  
525.  
526.  
527. <p>The Brazilian president and environment minister say this will be a historic summit because it is &#8220;a COP in the Amazon, not a COP about the Amazon&#8221; but Prof Sardinha says that while these conversations will happen &#8220;at a very high level, among business people and government officials&#8221;, those living in the Amazon are &#8220;not being heard&#8221;.&nbsp;</p>
528.  
529.  
530.  
531. <p>The impacts of building such a highway show the complex trade-offs between environmental, social and economical dimensions and raises the question of who are sustainable initiatives for?&nbsp;</p>
532.  
533.  
534.  
535. <p>Read more about it&nbsp;<a href="https://www.bbc.co.uk/news/articles/c9vy191rgn1o">here</a></p>
536.  
537.  
538.  
539.  
540.  
541. <p><strong>Kemi Badenoch has dropped the conservative&#8217;s parties commitment to Net Zero.&nbsp;</strong>Last Tuesday, the Tory leader gave a speech stating that the target was &#8216;impossible&#8217;.&nbsp;</p>
542.  
543.  
544.  
545. <p>Whilst it could be said there is some truth to Badenoch&#8217;s speech, for example that the transition to net zero could disproportionately affect working-class communities and businesses, it arguably instead calls for us to not back down from reducing carbon emissions, but to push for the centering of equity and fairness in our approach. Another interesting point is that Badenoch made is that: &#8216;<em>Even if we hit absolute zero, we will not have net zero around the world, if other countries are not following us.&#8217;&nbsp;</em>&nbsp;Badenoch is not wrong, though arguably this could be attributed to deeper undercurrents at play: carbon colonialism.&nbsp;&nbsp;</p>
546.  
547.  
548.  
549. <p>Carbon colonialism&nbsp;is the unequal distribution of the burdens and benefits associated with addressing climate change and the transition to a low-carbon economy.&nbsp;This refers to not only the responsibility for historical greenhouse gases, but the power imbalances and exploitation that remain predominantly between the Global North and South today.&nbsp;</p>
550.  
551.  
552.  
553. <p>From a critical perspective, Kemi Badenoch&#8217;s speech perhaps raises some important questions over the legitimacy of Net Zero but differentiating from her argument, it instead is a reminder of the importance of just transition. Lucie Middlemiss et al. (2023), offer an interesting research paper on conceptualising a just transition in the UK, which can be accessed&nbsp;<a href="https://doi.org/10.1017/S1474746423000180">here</a>.</p>
554.  
555.  
556.  
557. <p><strong>News about Schools, Further Education, Higher Education and Initial/Teacher Education</strong></p>
558.  
559.  
560.  
561.  
562.  
563. <p><strong>Good news on the Natural History GCSE</strong></p>
564.  
565.  
566.  
567. <p>In answer to a question from the Green Party, Catherine McKinnell MP has confirmed that the Government will be&nbsp;“moving ahead with a new GCSE in natural history.”&nbsp;The plan is to consult and finalise subject content after the independent Curriculum and Assessment Review has concluded.&nbsp;<a href="https://questions-statements.parliament.uk/written-questions/detail/2025-03-10/36968">Find the full answer here.&nbsp;</a></p>
568.  
569.  
570.  
571. <p><strong>Curriculum and Assessment Review &#8211; Interim Reports and announcements of upcoming Road Trips for the Shadow CAR&nbsp;&nbsp;</strong></p>
572.  
573.  
574.  
575. <p><strong>Curriculum and Assessment Review Interim Report Published</strong></p>
576.  
577.  
578.  
579. <p>Whether you’re excited that climate change and environmental issues get mentioned or disappointed that this happens just once, it seems there is everything to play for.<a href="https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report">&nbsp;<strong>Get your copy of the interim report here</strong></a></p>
580.  
581.  
582.  
583. <p>Interestingly, the&nbsp;<a href="https://shadowpanel.uk/about/interim-report"><strong>Youth Shadow Curriculum and Assessment Review Interim Report</strong></a>&nbsp;&nbsp;was published well before and has been in the public domain a while now &#8211; it is well worth a read alongside the official one.</p>
584.  
585.  
586.  
587. <p><strong>And in addition rom&nbsp;</strong><strong><em>Liv Marshall, TTF Rep on the Youth Shadow Panel announcing upcoming Road Trips&nbsp;</em></strong></p>
588.  
589.  
590.  
591. <p>&#8216;The&nbsp;<strong>Shadow Curriculum and Assessment Review</strong>&nbsp;is hitting the road next month, and it’s super important that children and young people participate in their regional roadshow! We need to make sure that&nbsp;<strong>climate and nature education</strong>&nbsp;is at the forefront of the conversations held at these fun and interactive workshops, and to do this, we need your help. Here’s some information about the roadshow workshops:</p>
592.  
593.  
594.  
595. <ul class="wp-block-list">
596. <li><strong>Online</strong> &#8211; 31st of March from 6pm-7pm, open to those aged 11-20 (under 13s with a parent/guardian registering on their behalf) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354Y4XB6Gx5vvcYE9gZxAq1XsvZuEGuu75yQivbfkpvB3EbCLJtsrOBDZ9bqQTjx91q7PBLVoBLwhLBTDxAMlALpkgddmpnFVmLTbLu5kls_X6feHFi2MEGSJadFtitYTuAP6Fqo46y2-ByQxRznMrr_SokCyjQQBBv8240LL_lXxSdRwmyx3I9jaUkft_-Fehq-dlySt8hggOZJJ8uY3pnziaLE-4gIGGF0LO9g70EUSeWjFuGV7Otp6JR-jVEVcBBDyuJ6qtw-bvuUo31JEvRBDifYqIsqO8Ts_Xqt1wAIiAc9cvAtXBSGesnSDilmY4ZgA9HsD-XVEzUvRddFrELmQw%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh2%2Fh001.Xj4oVbq8lI1jNl-f2PXGiDy-IAa5C3DQ4YGVRBy5HuA&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613923138|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=%2BEzo%2BtqyURkw%2BdB1%2B7%2B%2BdlIAGYaj%2BwNtcFfsT43uJAw%3D&amp;reserved=0">sign up here!</a></li>
597.  
598.  
599.  
600. <li><strong>Online</strong> &#8211; 5th of April from 11am-12pm, open to those aged 11-20 (under 13s with a parent/guardian registering on their behalf) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354Y4XB6Gx5vvcYE9gZxAq1XsvZuEGuu75yQivbfkpvB3EZEfXqh5Jjcbl449DqMS-wOxxsGQbThxtmg3vO1UeUYrMYuOLK3HyNSYByAokhffL59bWRo2XAI8DvkBO7JUWNhu5IHpQ2fCfWDvzUK-abZ15kGxd0DEi16_lar6Bn1qDgJUjHRA1dvBcgVq-iiaa0jBjvrh-ja86D89tsB4BIkn7p6pVPy7dXnZyjLktkf4Bk6dpkZHhBuVhUugYuWef8xobF0zTTEgglLWKpPg6Dd1wWiRpej-yX1NSPEQ0hTJ-0ICA25Uy1wTtxY2Q5UcDBShQT_Ry1PlAj7QdDpjP-8tA%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh3%2Fh001.dSCOyWO48RscAX9u7QdoX75sJWwvOiI5nCGEBcfsZrc&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613938897|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=nl4Rc2wfFu3xfR2Vjhf5AO3sjaCqOXuuUkfwollCQDc%3D&amp;reserved=0">sign up here!</a></li>
601. </ul>
602.  
603.  
604.  
605. <p>The events will be youth-led and welcoming, with a quiet space and a prayer room accessible and free pizza for the in-person roadshow workshops.&nbsp;</p>
606.  
607.  
608.  
609. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtYHShHbWCb6J7P7H8GWvFC1pZqd6Ay_SR-yvdTqs_lFbb7ovnYYWEOllR4aEFyb-t-DyhwczaY3ocbA-ihTzOf9pZ-0IC5bev_zaKKV3Zb6EZfuTvYW4KyeJODJ0gQY6Akz5epQHj5oWFy854gLpyorv92MvlOKROzUzjRBv8LdVtfF5jzN96cpPI882XMblX19OmBE3LJT4OxNIQx7XlTnAebPuhvsm_1UBwUIhAFNqDDBHdb5Q9Q3cbvhYETLQXFcdSDqwnW45kx8vGpAyutR_QM8tFBsNzxPJSTL08Nyc8uF-PdnJ9-3PYnIZy0M50F1-wayPMwqjcCEA4xfyVpJU_cGrrlq2s8chDNdHeVNv%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh4%2Fh001.HXwQsKTqA94PoPElZs6eooHEsm9YK_Iy915nQENtO9c&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867614071647|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=PNSmlnmqK9%2F3SCZS%2Bcc%2F7g8gll0udh1YTlWDBsUwoJY%3D&amp;reserved=0"><strong>SIGN UP TO AN EVENT HERE</strong></a></p>
610.  
611.  
612.  
613. <p>Please sign up to a workshop and support young people to attend to ensure we get climate and nature education included in the Shadow Curriculum and Assessment review report!</p>
614.  
615.  
616.  
617. <p>I’ll be at the London and Bristol events so hope to see you there!</p>
618.  
619.  
620.  
621. <p><strong><em>PS. Help promote the roadshow using the Youth Shadow Panel</em></strong><strong><em>’</em></strong><strong><em>s</em></strong><strong><em>&nbsp;</em></strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.yjJN_MEbNx94PLaWzZ6hW1GJm7fH52LAiTq9C8yR9M9NI6iSV9M1Ntw8FxReVFlVgW8oB9hhmojN-i9PWCuY2BET80r2uO5wLYu2dJs2K86jsQQ_P4LzXkbZyVObHnogRl7Mg5mJZXzEPBhvBeifNCzuUJBJ6bNC-Zy2NDW1MIISMdiJbJ8Siw-CiboQeZCZUSFUJkIL4r25_F1doylfSoxzI7688bTIfJP-zbwYL3TJxXNWHeemgyYaL6Jy6F5WYGozUMXijc1vpVRa8qjVkC2cmc1keXh3B-O2ee8K3WxnX6xA_KwIOgHBwoiopGkOm4a8j_FKhoN6-Ay85Zexpccl0u_GQeM6n3OoXfPnONMxLKGeIMiTX-8ptHGCgmbX9Yu6egNEuUsSsv41F-Vvd4yNog0bj_zylaSkg4C9jP8%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh5%2Fh001.mrpQAxC4Dq-2naFvZNgFcdMam2g5DvZGk3PIkvx8dhI&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867614087114|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=iY0Y%2BDeNlPb%2BdHmPY9a0upgfs0T5JQNQP5%2B1n5FRg6A%3D&amp;reserved=0"><strong><em>comms kit</em></strong></a><strong><em>.&#8217;</em></strong></p>
622.  
623.  
624.  
625. <p><strong>How to get Permaculture into every school in England</strong></p>
626.  
627.  
628.  
629. <p>There is a&nbsp;<strong>free live event</strong>&nbsp;on&nbsp;<strong>March 27, 2025, at 12:30 PM (Online)</strong>&nbsp;to learn how you can help bring&nbsp;<strong>Permaculture Design into every school in England.</strong></p>
630.  
631.  
632.  
633. <p>With new government sustainability requirements for schools, now is the time to take action! This event is perfect for&nbsp;<strong>educators, sustainability leads, and our wider community</strong>&nbsp;who want to make a real impact.</p>
634.  
635.  
636.  
637. <p><strong>What You</strong><strong>’</strong><strong>ll Gain:</strong></p>
638.  
639.  
640.  
641. <p>✅&nbsp;Expert insights on climate action in schools</p>
642.  
643.  
644.  
645. <p>✅&nbsp;Actionable strategies &amp; resources for your local school</p>
646.  
647.  
648.  
649. <p>✅&nbsp;Live Q&amp;A with education and sustainability experts</p>
650.  
651.  
652.  
653. <p>✅&nbsp;Ways to support and expand this initiative in your region</p>
654.  
655.  
656.  
657. <p>Be part of the movement to empower schools with regenerative system design.&nbsp;<strong>Secure your spot today!</strong></p>
658.  
659.  
660.  
661. <p><strong>Click the link&nbsp;</strong><a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fpermacultureassociation.cmail20.com%2Ft%2Fy-l-cihlhky-hyedddrt-y%2F&amp;data=05|02|ee21a2p%40leeds.ac.uk|471419c13c984ff3a62208dd5d56ed35|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638769350109552862|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=jI%2FLEjtI7IAt37fmTnNXKcVl%2BChJGekB26MsjF%2Fi9KE%3D&amp;reserved=0">here</a><strong>&nbsp;to register.&nbsp;</strong></p>
662.  
663.  
664.  
665. <p><strong>Sustrans Big Walk and Wheel &#8211; 24th March&nbsp;</strong></p>
666.  
667.  
668.  
669. <p>Sustrans Big Walk and Wheel 2025, runs from the&nbsp;<strong>Monday 24th March to Friday 4th April,&nbsp;</strong>where pupils across the UK leave their cars at home and walk, wheel, scoot and cycle to school.</p>
670.  
671.  
672.  
673. <p>An active journey to school is a healthy alternative to car journeys and it has been proven to improve students&#8217; behaviour and concentration.</p>
674.  
675.  
676.  
677. <p>Active journeys like walking and cycling are great ways for kids to stay active, which is good for children&#8217;s physical and mental health.</p>
678.  
679.  
680.  
681. <p>Get your school involved&nbsp;<a href="https://bigwalkandwheel.org.uk/resources">here.</a></p>
682.  
683.  
684.  
685. <p><strong>Resource on Bees by Earth Cubs&nbsp;</strong></p>
686.  
687.  
688.  
689.  
690.  
691. <p>Reception and KS1 teachers can explore and use the Earth Cubs resources free. Their latest video &#8211;&nbsp;<strong>Bee Brilliant!</strong>&nbsp;&#8211; covers the importance of bees, and is tailored for 3 &#8211; 7 year olds.&nbsp;</p>
692.  
693.  
694.  
695. <p>Earth Cobs creates content about the environment, sustainability and climate change, inspired by Global Goals. Entertaining and educating kids with videos, bookazines, podcasts, socials and learning resources.&nbsp;<strong>Free to access</strong>&nbsp;and use in your classroom!&nbsp;</p>
696.  
697.  
698.  
699. <p>To use the resources and find out more, click&nbsp;<a href="https://earthcubs.com/resources/videos/bee-brilliant/">here.</a></p>
700.  
701.  
702.  
703. <p><strong>Calling on Schools: Bring Green Football&#8217;s Great Save into your classroom!&nbsp;</strong></p>
704.  
705.  
706.  
707. <p>Use the power of football to inspire your class to score green goals, win prizes and take action to help tackle climate change.&nbsp;</p>
708.  
709.  
710.  
711. <p>Three easy ways to get involved:&nbsp;</p>
712.  
713.  
714.  
715. <p><strong>In the classroom:&nbsp;</strong></p>
716.  
717.  
718.  
719. <ul class="wp-block-list">
720. <li>Incorporate sustainability into your lessons with free worksheets for KS1, KS2 and KS3. Log your activities on the website to enter a prize draw and sore green goals for your school&#8217;s favourite football team! Download <a href="https://greenfootball.org/">here.</a></li>
721. </ul>
722.  
723.  
724.  
725. <p><strong>Sew it to Save it</strong></p>
726.  
727.  
728.  
729. <ul class="wp-block-list">
730. <li>Host a sewing workshop in your class or after-school club! Be inspired by this vide featuring Leeds Forward Patrick Bamford testing out his own sewing skills and teach students a lifelong skill while giving old sports kits a new life</li>
731. </ul>
732.  
733.  
734.  
735. <p><strong>Ginormous Jumble Sale&nbsp;</strong></p>
736.  
737.  
738.  
739. <ul class="wp-block-list">
740. <li>Declutter your lost property and unused sports kit. Organise a school-wide jumble sale or swap shop to raise funds for your school. Donate non-uniform leftovers through The Salvation Army&#8217;s &#8216;Recycle With Michael&#8217; scheme. Sign up here: <a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftransform-our-world.us16.list-manage.com%2Ftrack%2Fclick%3Fu%3D806a1249ac4cf82c43096e23b%26id%3D965cbc9223%26e%3Dd85471df13&amp;data=05|02|ee21a2p%40leeds.ac.uk|cfeed9f9be754ec9707808dd6312fa16|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638775655334689348|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=qBC6H8ny6LnDGg2BUXxLEvXLnSD37EHkqY0mpHHeFHY%3D&amp;reserved=0"><strong>Recycle with Michael</strong></a></li>
741. </ul>
742.  
743.  
744.  
745. <p>Find out more&nbsp;<a href="https://greenfootball.org/">here.</a></p>
746.  
747.  
748.  
749. <p><strong>Learning for Peace: A toolkit for peace education in primary schools</strong></p>
750.  
751.  
752.  
753.  
754.  
755. <p>An invitation to the launch of the new improved edition of&nbsp;<em>Learning for Peace.&nbsp;</em>This peace education resource for primary schols is packed with activites, games and approaches that can be built into any school or classroom.&nbsp;</p>
756.  
757.  
758.  
759. <p>In schools when there is learning for peace, children and young people understand and communicate their emotions and needs. They get along, work and play together better in class and the playground, and they navigate the complex issues they face as they grow up and become more engaged in the world around them.</p>
760.  
761.  
762.  
763. <p>Come to the online launch event on the&nbsp;<strong>8th April, 4pm</strong>&nbsp;to:&nbsp;</p>
764.  
765.  
766.  
767. <ul class="wp-block-list">
768. <li>Find out the four levels of peace and how they intersect and support each other to build peace in the school as a whole as well as in individuals. </li>
769.  
770.  
771.  
772. <li>Get a taster of games and activities and how you can introduce them into your setting now. </li>
773.  
774.  
775.  
776. <li>Hear from schools who have used this approach and the difference it has made.</li>
777.  
778.  
779.  
780. <li>See how activities can be planned across a school curriculum.</li>
781.  
782.  
783.  
784. <li>Hear our offer of free training to schools to embed this work,</li>
785. </ul>
786.  
787.  
788.  
789. <p>This work has been part funded by the Sir James Reckitt Trust.</p>
790.  
791.  
792.  
793. <p>To order the book, Learning for Peace and to find out more follow the link&nbsp;<a href="https://peacemakers.org.uk/resources-old/learning-for-peace-book/">here.</a></p>
794.  
795.  
796.  
797. <p><strong>From one classroom to another; youngsters in the UK interacting with children from the Kambeba indigenous community in the heat of the Amazon as part of our last week-long initiative</strong></p>
798.  
799.  
800.  
801.  
802.  
803. <p>It was an quite an ambitious week-long initiative for Step into the Amazon, with five schools and more than 420 Key Stage 2 Pupils and their teachers on board! It was an opportunity to challenge any misconceptions pupils have, determine the extent and location of the Amazon rainforest, discover more about this incredible biome, consider why it is so important and contemplate some of the issues facing it.&nbsp;</p>
804.  
805.  
806.  
807. <p>Afterwards, it zoomed in on the Kambeba indigenous community within the heart of the Amazon with whom we have developed a strong rapport over the past couple of years. They considered how they will live in in harmony with the forest and find out more about their beliefs and values.&nbsp;</p>
808.  
809.  
810.  
811. <p>Find out more about what this entailed&nbsp;<a href="https://stepintotheamazon.co.uk/2025/03/03/a-full-house/">here.</a></p>
812.  
813.  
814.  
815. <p>The cost for a virtual school workshop is&nbsp;£250, whilst the charge to participate in one of the scheduled virtual multi-school events is&nbsp;£125 (you can include as many teachers and Key Stage 2 Pupils as you can feasibly accommodate your end).&nbsp;</p>
816.  
817.  
818.  
819. <p>The next virtual multi-schools initiative will be held on Monday 31st March 9 &#8211; 12, and Friday 4th April 2 &#8211; 2:30.&nbsp;</p>
820.  
821.  
822.  
823. <p>&nbsp;For further details or to reserve a place, please contact Emma Espley:&nbsp;<a href="mailto:emma.espley@gmail.com">emma.espley@gmail.com</a>&nbsp;&nbsp;</p>
824.  
825.  
826.  
827. <p><strong>Schools&#8217; Climate Action Plans &#8211; support from the National Education Nature Park&nbsp;</strong></p>
828.  
829.  
830.  
831.  
832.  
833. <p><strong>By 2025, every school will need a Climate Action Plan to lead the way in tackling climate change. This plan will integrate sustainability into every aspect of school life, empowering students to create a sustainable future, and is part of the</strong><strong>&nbsp;</strong><a href="https://www.gov.uk/government/publications/sustainability-and-climate-change-strategy">Department for Education&#8217;s Sustainability and Climate Change Strategy</a><strong>.</strong></p>
834.  
835.  
836.  
837. <p>The National Education Nature Park can help with Climate Action Plans, along with the Department for Education&#8217;s other free support programmes:&nbsp;<a href="https://www.sustainabilitysupportforeducation.org.uk/">Sustainability Support for Education</a>,<a href="https://climateambassadors.org.uk/">&nbsp;Climate Ambassadors</a>&nbsp;and&nbsp;<a href="https://letsgozero.org/climate-action-advisors/">Climate Action Advisors</a>.</p>
838.  
839.  
840.  
841. <p>What should school’s plan include?&nbsp;</p>
842.  
843.  
844.  
845. <ul class="wp-block-list">
846. <li>Boost biodiversity across England</li>
847.  
848.  
849.  
850. <li>Transform climate education</li>
851.  
852.  
853.  
854. <li>Improve air quality, reduce carbon emissions, and protect against extreme weather</li>
855.  
856.  
857.  
858. <li>Promote nature-based solutions </li>
859. </ul>
860.  
861.  
862.  
863. <p><strong>For further&nbsp;</strong><a href="https://www.educationnaturepark.org.uk/news">information about and news from the National Education Nature Park, do follow this link.&nbsp;</a></p>
864.  
865.  
866.  
867. <p><strong>And please note&nbsp;</strong>that they are holding an&nbsp;<strong>end of term webinar</strong>&nbsp;on&nbsp;<strong>Wednesday 26th March (16.00-16.40)</strong>where they will be sharing the latest updates from the programme, what to get involved with next term and also hearing from students at a school who are taking part.&nbsp;</p>
868.  
869.  
870.  
871. <p><a href="https://events.teams.microsoft.com/event/76a6c6b2-1c4c-40f3-9f03-8014d1ea6ade@73a29c01-4e78-437f-a0d4-c8553e1960c1">You can register for the webinar here.&nbsp;</a></p>
872.  
873.  
874.  
875. <p><strong>Free CPD from the Historic Towns Trust &#8211; 25th March (09.00 &#8211; 15.30) in Bath &#8211; next week!</strong></p>
876.  
877.  
878.  
879. <p><strong>Place Detectives through Geography and History</strong></p>
880.  
881.  
882.  
883. <p>There are just a few places left on a free CPD opportunity for primary teachers in geography and history. The day includes a fieldwork trip for KS2 teachers in Bath with Dr Paula Owens and Professor Peter Vujakovic on Tuesday 25th&nbsp;March and participants will go away with a copy of the new Bath map from the Historic Towns’Trust and a pack of electronic resources linked to the national curriculum. They will also be invited to collaborate in resource creation and article writing.&nbsp;&nbsp;</p>
884.  
885.  
886.  
887. <p>Just bring a packed lunch!</p>
888.  
889.  
890.  
891. <p>Book your place here:&nbsp;&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.eventbrite.com%2Fe%2Fplace-detectives-through-geography-and-history-tickets-1145607636279%3Faff%3Debdssbdestsearch%26keep_tld%3D1&amp;data=05|02|tessa.willy%40ucl.ac.uk|981736d4492244c6da4808dd5d6cfafd|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638769444840042668|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=itphsVurfvh0m6Hzlz%2FmIWsRoqfO59ViZcpONfLWN2I%3D&amp;reserved=0">Place Detectives through Geography and History Tickets, Tue, Mar 25, 2025 at 9:00 AM | Eventbrite</a></p>
892.  
893.  
894.  
895.  
896.  
897.  
898.  
899. <p><strong>Employment, education and training opportunities&nbsp;</strong></p>
900.  
901.  
902.  
903. <p><a href="https://mailchi.mp/5x15stories.com/5x15greenbankearthconventionlive2025?e=9e93e56b47"><strong>The Earth Convention Live</strong></a></p>
904.  
905.  
906.  
907. <p><strong><em>The</em></strong><strong><em>&nbsp;</em></strong><strong><em>Earth Convention</em></strong><em>&nbsp;</em><em>webinars</em><em>&nbsp;</em><em>have been run by 5&#215;15 and Greenbank&nbsp;&nbsp;for the last</em><em>&nbsp;</em><em>five years,</em><em>&nbsp;</em>and announce a new&nbsp;<em>&nbsp;series of speakers,&nbsp;&nbsp;including&nbsp;</em><strong><em>Peter Frankopan, George Monbiot</em></strong><strong><em>&nbsp;</em></strong><em>and</em><strong><em>&nbsp;</em></strong><strong><em>Isabella Tree</em></strong><em>.</em></p>
908.  
909.  
910.  
911. <p><em>They will run the</em><em>&nbsp;</em><strong><em>Royal Geographical Society</em></strong><em>&nbsp;</em><em>and you can see below for more information on the sessions. There is</em><em>&nbsp;</em><strong><em>a season ticket available</em></strong><em>&nbsp;</em><em>for&nbsp;</em><em>£</em><em>30 for all three!</em></p>
912.  
913.  
914.  
915. <p>The first session in April is on the broad theme of&nbsp;<strong>Energy and Finance&nbsp;</strong>reflecting on the future of energy and the role of finance, including world-leading historian&nbsp;<strong>Peter Frankopan</strong>, author of&nbsp;<em>The Earth Transformed;</em>&nbsp;esteemed writer and researcher&nbsp;<strong>Mike Berners-Lee;</strong>&nbsp;Greenbank&#8217;s Stewardship &amp; Engagement Lead,&nbsp;<strong>Sophie Lawrence;</strong>&nbsp;and natural capital expert&nbsp;<strong>Siddarth Shrikanth</strong>.</p>
916.  
917.  
918.  
919. <p>They will be hosted by 5&#215;15 co-founder&nbsp;<strong>Rosie Boycott</strong>.</p>
920.  
921.  
922.  
923. <p><a href="https://www.eventbrite.co.uk/e/5x15-greenbank-present-the-earth-convention-live-energy-and-finance-tickets-1232686551659?aff=oddtdtcreator">BUY TICKETS HERE FOR THIS SESSION&nbsp;</a></p>
924.  
925.  
926.  
927. <p><strong>Together in Nature &#8211; Trauma-informed Nature-based Training- 24-30th March</strong>, Malvern, Worcestershire<strong>&nbsp;</strong><strong>and 6-10th May</strong>, Aberdeenshire.&nbsp;</p>
928.  
929.  
930.  
931. <p>For people working with children, young people and adults, those interested in their personal development and are curious about the power of connection with the more than human world. The key elements of the 5 days include &#8211; holding space; storying our story with nature-based metaphors and more; attuning and resonance with each other and the natural world; creating coherence from separation. To book your space and find out more information, follow this&nbsp;<a href="https://subscribepage.io/TinNature2025">link</a>.&nbsp;&nbsp;</p>
932.  
933.  
934.  
935. <p><strong>Lead Teacher in Outdoor Learning &#8211; 22nd &#8211; 22rd April</strong>,&nbsp;<strong>Stirling University</strong>.</p>
936.  
937.  
938.  
939. <p>Aimed at teachers who would like to develop the outdoor learning culture in their school. The two-day course aims to equip practitioners with practical skills, knowledge and understanding to embed outdoor learning across their setting or whole school community. Conducted by&nbsp;<strong>Learning Through Landscapes.</strong></p>
940.  
941.  
942.  
943. <p><strong>Step up your game as a campaigner</strong>&nbsp;&#8211;&nbsp;<strong>Online</strong>,&nbsp;<strong>Shelia McKechnie Foundation.&nbsp;</strong></p>
944.  
945.  
946.  
947. <p>Explore various specialist workshops designed to provide advice, tools and information to help you succeed in campaigning. They work for those who are new to campaigning or who want to hone their skills in a particular specialist area. They offer a series of three-hour online workshops with a focus on active learning.&nbsp;To find out more information and book, check out the website&nbsp;<a href="https://smk.org.uk/what-we-do/support/campaign-training/open-training/?mc_cid=8c27326519&amp;mc_eid=b3ccaf47a3">here.</a></p>
948.  
949.  
950.  
951. <p><strong>Some exciting job opportunities available:</strong> &nbsp;</p>
952.  
953.  
954.  
955. <p><a href="https://environmentjob.co.uk/jobs/104664-regional-coordinator-north-west"><strong>Regional Coordinator &#8211; Climate Ed</strong></a>&nbsp;(North West) (Deadline 28th March). Climate Ed is a charity with provides carbon literacy to children across the UK.</p>
956.  
957.  
958.  
959. <p><a href="https://www.cse.org.uk/jobs-volunteering/future-generations-programme-lead/"><strong>Future Generations Programme Lead &#8211; Centre for Sustainable Energy</strong></a>&nbsp;(Bristol) (Deadline 7th April)&nbsp;</p>
960.  
961.  
962.  
963. <p><a href="https://www.thecrownestate.co.uk/careers/marine-internship-programmes">Marine Futures Internship</a>&nbsp;&#8211; The Wildlife Trusts (Cumbria, Lincolnshire or North Wales) (Deadline 11th April). The Marines Futures Interns will gain skills, knowledge and experience across a variety of sectors in this exciting field to help direct and shape their future career ambitions.&nbsp;</p>
964.  
965.  
966.  
967. <p><a href="https://www.froglife.org/who-we-are/job-vacancies/">Fundraiser &#8211; Froglife&nbsp;</a>(Location: flexible &#8211; likely around Yorkshire) (Deadline 14th April) Project: Coalface to Wildspace: Yorkshire</p>
968.  
969.  
970.  
971. <p><a href="https://norfolkriverstrust.org/head-of-programmes/"><strong>Head of Programmes&nbsp;</strong></a>(Norfolk River Trust) (Deadline 14th April) Lead and oversee the wide range of progammes and development of new opportunities for funding and partnerships.&nbsp;</p>
972.  
973.  
974.  
975. <p>For a <strong>wide range of further opportunities</strong>, do look at: &nbsp;</p>
976.  
977.  
978.  
979. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
980. https://www.environmentjob.co.uk/updates/last_update
981. </div></figure>
982.  
983.  
984.  
985. <p><strong>And to wrap it up&#8230;&nbsp;</strong></p>
986.  
987.  
988.  
989. <p>The Inaugural Climate Fiction Prize&nbsp;</p>
990.  
991.  
992.  
993. <p>Find out more about the&nbsp;£10,000 award, for inspiring ways to&nbsp;‘rise to the challenges of the climate crisis with hope and inventiveness’&nbsp;<a href="https://www.theguardian.com/books/2025/mar/19/climate-fiction-prize-samantha-harvey-tea-obreht-abi-dare-roz-dineen-kaliane-bradley?CMP=Share_iOSApp_Other">here&#8230;..</a></p>
994.  
995.  
996.  
997.  
998.  
999. <p><strong>Sharing News and Contact Details&nbsp;</strong></p>
1000.  
1001.  
1002.  
1003. <p>Please do <strong>share</strong>&nbsp;our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fjoin-naee%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367950239|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=lQ0BSazO9bF55wnv%2BQYKH65lN1Ri10R62r0zv4Zw7vo%3D&amp;reserved=0">here</a><em>.</em> </p>
1004.  
1005.  
1006.  
1007. <p><strong>National Association for Environmental Education (UK)</strong> &nbsp;</p>
1008.  
1009.  
1010.  
1011. <p>Email:  <a href="mailto:info@naee.org.uk">info@naee.org.uk</a>        &nbsp;Web:  <a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnaee.org.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367966488|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=K2okyauT75rGz13b9fsI6GYB5CgiVsv7658RuyT6NOc%3D&amp;reserved=0">http://naee.org.uk</a> &nbsp;</p>
1012. <p>The post <a href="https://naee.org.uk/naee-newsletter-23-03-2025/">NAEE e-News for 23.3.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
1013. ]]></content:encoded>
1015. <wfw:commentRss>https://naee.org.uk/naee-newsletter-23-03-2025/feed/</wfw:commentRss>
1016. <slash:comments>0</slash:comments>
1019. </item>
1020. <item>
1021. <title>NAEE e-News for 3.3.2025</title>
1022. <link>https://naee.org.uk/naee-e-news-for-3-3-2025/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-e-news-for-3-3-2025</link>
1023. <comments>https://naee.org.uk/naee-e-news-for-3-3-2025/#respond</comments>
1025. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
1026. <pubDate>Tue, 04 Mar 2025 12:53:47 +0000</pubDate>
1027. <category><![CDATA[Blog]]></category>
1028. <category><![CDATA[News]]></category>
1029. <guid isPermaLink="false">https://naee.org.uk/?p=22132</guid>
1030.  
1031. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news&#8230; The Plough Moon Don&#8217; forget to visit Environmental Lunacy&#160;https://naee.org.uk/a-year-of-environmental-lunacy/&#160;as the new Moon, the Plough Moon on the 28th&#160;February will be the start of another lunar cycle. There will be a new Blog to celebrate this by Nina Hatch, the&#160;&#160;Teacher/Centre Manager at Mount Pleasant School Farm who is also&#8230;</p>
1032. <p>The post <a href="https://naee.org.uk/naee-e-news-for-3-3-2025/">NAEE e-News for 3.3.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
1033. ]]></description>
1034. <content:encoded><![CDATA[
1035. <p><strong>Here is NAEE&#8217;s latest round-up of news&#8230;</strong></p>
1036.  
1037.  
1038.  
1039. <p>The Plough Moon</p>
1040.  
1041.  
1042.  
1043. <p>Don&#8217; forget to visit Environmental Lunacy&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fa-year-of-environmental-lunacy%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|d0e11841bd0443c6a63308dd56bba067|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638762086037988359|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=Qqiq%2BnTbT%2Fx878aSnju4po3UggzWuhGWgzJeFGHHb08%3D&amp;reserved=0">https://naee.org.uk/a-year-of-environmental-lunacy/</a>&nbsp;as the new Moon, the Plough Moon on the 28th&nbsp;February will be the start of another lunar cycle. There will be a new Blog to celebrate this by Nina Hatch, the&nbsp;&nbsp;Teacher/Centre Manager at Mount Pleasant School Farm who is also NAEE Director.</p>
1044.  
1045.  
1046.  
1047. <p><strong>News, in the papers and new resources&nbsp;</strong></p>
1048.  
1049.  
1050.  
1051.  
1052.  
1053. <p>In a worrying shift in big energy company focus, the BBC reports:&nbsp;</p>
1054.  
1055.  
1056.  
1057. <p><strong>&#8216;BP shuns renewables in return to oil and gas&#8217;</strong></p>
1058.  
1059.  
1060.  
1061. <p>BP has announced&nbsp;it will cut its renewable energy investments and instead focus on increasing oil and gas production.</p>
1062.  
1063.  
1064.  
1065. <p>The energy giant revealed the shift in strategy on Wednesday following pressure from some investors unhappy its profits and share price have been lower than its rivals.</p>
1066.  
1067.  
1068.  
1069. <p>BP said it would increase its investments in oil and gas by about 20% to $10bn (£7.9bn) a year, while decreasing previously planned funding for renewables by more than $5bn (£3.9bn).&#8217;&nbsp;</p>
1070.  
1071.  
1072.  
1073. <p>You can&nbsp;<a href="https://www.bbc.co.uk/news/articles/c3374ekd11po">read the rest of the story here.&nbsp;</a></p>
1074.  
1075.  
1076.  
1077.  
1078.  
1079. <p><strong>The Climate Change Committee,&nbsp;</strong>an advisory body to the UK government, has just released&nbsp;<strong>The Seventh Carbon Budget.&nbsp;</strong>They have identified 5 routes for Net Zero in the UK: electricity, low-carbon fuels, carbon capture and storage (CCS), nature, engineered removals, and demand. It recommends a reduction of our emissions by 87% by 2040 (compared to 1990 levels).&nbsp;</p>
1080.  
1081.  
1082.  
1083. <p><strong>Tourism&#8217;s carbon footprint</strong>&nbsp;&#8211; a new post from Neil Kitching&#8217;s Carbon Choices blog. Kitching explores if tourism can be green, using the example of Exodus Adventure travels. To find out more look at the blog&nbsp;<a href="http://www.carbonchoices.uk/index.php/blog/blog-68">here.</a></p>
1084.  
1085.  
1086.  
1087. <p><strong>How Trump&#8217;s pledge to &#8216;drill, baby, drill&#8217;, is impacting other countries.&nbsp;</strong>An article from the BBC explores the implications of Trump&#8217;s stance on fossil fuels, with a fear that we may be losing momentum globally. Argentina withdrew from COP29 days after Trump gained presidency, and Indonesia has hinted it may follow suit. Further, Trump plans to export &#8216;American energy&#8217;, with foreign buyers already lining up, threatening the attempted global energy transition. Read more about it&nbsp;<a href="https://www.bbc.co.uk/news/articles/ce85709xdk4o">here.</a></p>
1088.  
1089.  
1090.  
1091. <p>The&nbsp;&nbsp;latest COP on the&nbsp;<strong>UN Convention on Biodiversity&nbsp;</strong>finished this week in Rome. On the 28th February, Governments agreed on the strategy to raise the funds needed to protect biodiversity and achieve the action targets of the Kunming-Montreal Global Biodiversity Framework (KMGBF),which is aimed to be&nbsp;<strong>200 billion dollars a year by 2030</strong>. The CBD is an international treaty for the conservation of biodiversity, the sustainable use of the components of biodiversity, and the equitable sharing of the benefits derived from the use of genetic resources. To find out more read their press release&nbsp;<a href="https://www.cbd.int/doc/press/2025/pr-2025-02-27-cop16-en.pdf">here.</a></p>
1092.  
1093.  
1094.  
1095.  
1096.  
1097. <p><strong>News about Schools, Further Education, Higher Education and Initial/Teacher Education</strong></p>
1098.  
1099.  
1100.  
1101.  
1102.  
1103. <p><strong>British Science Week and teaching STEM outdoors</strong></p>
1104.  
1105.  
1106.  
1107.  
1108.  
1109. <p>British Science Week is taking place on the&nbsp;<strong>7-16th March</strong>. Ahead of this Emma Brown, from Learning through Landscapes, explains the&nbsp;<strong>benefits of teaching STEM outdoors</strong>, including developing critical thinking and building environmental awareness. read more from the blog&nbsp;<a href="https://ltl.org.uk/news/stem-outdoors-how-to-teach/">here.</a></p>
1110.  
1111.  
1112.  
1113. <p><strong>University of Sussex to launch the UK&#8217;s first undergraduate climate justice degree&nbsp;</strong></p>
1114.  
1115.  
1116.  
1117. <p>The Guardian reports that the university is to launch a BA course, called&nbsp;“climate justice, sustainability and development”, which will begin in 2026. It comes after a Future Forum survey found that 72% of 14- 18-year-olds want more relevant and rigorous climate change education, with a demand for more humanities and social sciences-based climate education. The course will also use different modes of assessment, including a podcast. Read more about it&nbsp;<a href="https://www.theguardian.com/education/2025/feb/27/sussex-to-launch-uks-first-climate-justice-undergraduate-degree">here.</a></p>
1118.  
1119.  
1120.  
1121. <p><strong>Restoring Childhood&nbsp;</strong><strong>–</strong><strong>&nbsp;The Future of School Grounds in Scotland</strong></p>
1122.  
1123.  
1124.  
1125. <p>An event on the&nbsp;<strong>21st March&nbsp;</strong>supported and hosted by Queen Margaret University, Landscape Institute, Learning through Landscapes. It envisions transforming over 4000 hectares of Scottish school grounds into sustainable, safe havens that foster social connection, play and engagement with nature, alongside academic growth. The driver for this change is the needs of our children and young people in a rapidly changing world.</p>
1126.  
1127.  
1128.  
1129. <p><strong>Why the new government needs to take climate change and sustainability education seriously</strong></p>
1130.  
1131.  
1132.  
1133. <p>In this blog from UCL&#8217;s Centre for Climate Change and Sustainability Education (CCCSE), Prof Nicola Walshe and Dr Alison Kitson explore how reforming the education system could provide an opportunity to tackle the climate crisis while ensuring children receive a meaningful education about sustainability and climate change.&nbsp;</p>
1134.  
1135.  
1136.  
1137. <p>You can&nbsp;<a href="https://www.ucl.ac.uk/policy-lab/news/2025/feb/why-new-government-needs-take-climate-change-and-sustainability-education-seriously">read the blog here</a></p>
1138.  
1139.  
1140.  
1141. <p><strong>From Teach the Future: Shadow Curriculum and Assessment Review Interim Report and announcements of upcoming Road Trips&nbsp;</strong></p>
1142.  
1143.  
1144.  
1145. <p>&#8216;Last year the government launched a&nbsp;<strong>Curriculum and Assessment Review</strong>. However, feeling that young people were not given enough opportunities to engage with the review meaningfully, we helped form the&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtYc0ihtpaXXFmCKskUKi7sx7sGn8cxS-FHAcRisS4zfbZPRKe8UELAElJFtp24tWPgs4KBG4ZTSDZJV7d1ZGlyHenYsRIqgS8lWd2BZAchJbeli6X0p2bN7ustZe7UaabAUlWJOaOhFcgrOETvKLHOJrhuk3pf8hlKvVWkJdrjSNykwhUxNCU7SvwIwQB7RSewFzc4OZLgwWERzCh9Mk7YlAZYGfboZVJcHID9WYC8349ucNMZDro3OXQc5oNBgSDWETFnum0MjsMLuKqt6oMgUF-svH-siDKynPn1UubKjWIxrB7MIQQ2L7Yzbt2kAs1w%2F4e5%2FaiuwC4cjTyCWHeC9u4Mo1A%2Fh0%2Fh001.60XFB_9gsDWHQuBF42fqRfIMi884Fb2jNEXSGdzLpV8&amp;data=05|02|tessa.willy%40ucl.ac.uk|cddea6c8a120400375c208dd50b9939c|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638755480170146150|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=pXH5EyUmq%2B7NdrLT%2FjkWoeUoO21TRTfviU4blhiQExQ%3D&amp;reserved=0">Shadow review</a>&nbsp;to ensure that young people’s voices on education are heard.&nbsp;</p>
1146.  
1147.  
1148.  
1149. <p>The youth shadow panel just published their&nbsp;<strong>interim report</strong>, showing that young people are overwhelmingly calling for a more relevant curriculum with a<strong>&nbsp;</strong><strong>greater focus on climate and nature.</strong></p>
1150.  
1151.  
1152.  
1153. <p>Teach the Future representative on the youth shadow panel, Liv, has written&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMSGPQ6UJ9busKbJBJvbXHTSUAjzzTXMG0FBhlXmo3kcQqP1fualrgrd3BPg1BI3O2C_biAkZowXT4nQxW295GIZ3ygb2E2XXsOCG6_0GyIb5dwkNNPUuTGjyhO1AwsETswwDgYHlflWq6Koz1-uz4FggOq-DrGRIR94uw3gVJq3-PWlgv-Frzj_s2KCTDVl5OgI-tDOpUVZ4YEMctgcoHAKrc70Wep2NjyDq_BiYVTyox6ngZfsxHajSi-UZs7kYZxUDJWlpN0xSDqz3tj-rWFyZjxs1y7K0e-7vIwszlunf3b35rV38SMGgBpDlpyRz-W3FvgoLt2U0Iovpwn9-70lIEjWK_4ntT2sh4KI6Y_fOtwGpqapRt8tToxyt8stznP35SY671aXtnMDIMQk4aJGbsJIAIs89tZe-RmCzSOwF%2F4e5%2FaiuwC4cjTyCWHeC9u4Mo1A%2Fh1%2Fh001.CoED0j1LeXwRPWqfN2gDc9TuJtAWq556Xf7lDu6ewKs&amp;data=05|02|tessa.willy%40ucl.ac.uk|cddea6c8a120400375c208dd50b9939c|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638755480170179259|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=GBMK9AqYX7ESJh64DtmRcQEMXRXC8ffmfWldxZXzZDc%3D&amp;reserved=0"><strong>this blog post</strong></a>&nbsp;to reveal more on the findings related to climate education and has sent a message below about&nbsp;<strong>getting involved in the shadow CAR &#8216;Roadshows&#8217; over the next month&#8230;.&nbsp;</strong></p>
1154.  
1155.  
1156.  
1157. <p><strong>Climate education recommendations from the youth shadow panel:</strong></p>
1158.  
1159.  
1160.  
1161. <p>🌍 Climate and nature integrated across all subject curricula&nbsp;</p>
1162.  
1163.  
1164.  
1165. <p>⚙️&nbsp;Solutions-focused education with more focus on climate resilience&nbsp;</p>
1166.  
1167.  
1168.  
1169. <p>🌱 Hands-on experiential learning outdoors in nature&nbsp;</p>
1170.  
1171.  
1172.  
1173. <p>🎓 Training for teachers to deliver sustainability education&nbsp;</p>
1174.  
1175.  
1176.  
1177. <p>📖 Up-to-date textbooks</p>
1178.  
1179.  
1180.  
1181. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtd1RyWNsV-Va9_sU5XGfRIA70Y61qddKdoCvuiHXzao9y70hGRaSOeE2Nic-wvWWu-7C-jz4Wx-thitX5S0KB78kkNBt1C6exCPhBQkErEsfzR81TxNZAwOqC-47tGJeLlgXVTjO8zaiSRPcWf2hOh7QK-TJmt1CHaJgo9hQugSkv3uHgn5BAh6hS3Y5aipquEzNuUwSShvPpNA2ouhK121Wl-RYTuxh82naSZncwwGGUGnCw4bvJ2MThuUejDXNAokN5GoE9OUASRAmntYFogV76iXa7fEJYEywvJ2OBcdXN2TzACj65WrbGn_AdzAD-EMTXq9gEDjuu7A3TIZDs4o%2F4e5%2FaiuwC4cjTyCWHeC9u4Mo1A%2Fh2%2Fh001.7bo6juOaXReakLgGTnlSUZpRjKQjIn530KkQbPFE3zI&amp;data=05|02|tessa.willy%40ucl.ac.uk|cddea6c8a120400375c208dd50b9939c|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638755480170205528|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=541ytWnWBZ04WHUAMORMQ6ETVbucLuwDL60i%2FsCXQFA%3D&amp;reserved=0"><strong>READ AND SHARE THE REPORT</strong></a></p>
1182.  
1183.  
1184.  
1185. <p>The more we get the message out there, the sooner we can build a curriculum that&nbsp;<strong>truly reflects the needs and wants of young people!</strong><strong>’</strong></p>
1186.  
1187.  
1188.  
1189. <p><strong>AN IMPORTANT MESSAGE from&nbsp;</strong><strong><em>Liv Marshall, TTF Rep on the Youth Shadow Panel&nbsp;&nbsp;announcing upcoming Road Trips&nbsp;</em></strong></p>
1190.  
1191.  
1192.  
1193. <p>&#8216;The&nbsp;<strong>Shadow Curriculum and Assessment Review</strong>&nbsp;is hitting the road next month, and it’s super important that children and young people participate in their regional roadshow! We need to make sure that&nbsp;<strong>climate and nature education</strong>&nbsp;is at the forefront of the conversations held at these fun and interactive workshops, and to do this, we need your help. Here’s some information about the roadshow workshops:</p>
1194.  
1195.  
1196.  
1197. <ul class="wp-block-list">
1198. <li><strong>London</strong> &#8211; 14th of March from 11am-13:30pm, open to those aged 11-18 (under 16s with a parent/guardian present) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtbCpbbIQt9vMHaukwe9SbdhqtntzDviJt_CdHrCJrscHEcUakuUO4egt1MrhkUGpJxM0CmQ3Enjy-FejGgFgtM3xsohtpBh6kD-w_AsJZClmONg6FIRlLfOKvY_mVsqjhVexSo7CBzzN9mRRnUbd1Y4XbSVadtdB7PgJWShbTStEmDosrffdBKSGj6opCQ8d9UzZ-hNmVxUiVqwkALIEr1rQfVDkMCI2wsOa1zyKyrEzueKBU2YdNwGkAKSr_ckM05DmSFWu85for6cWiIYf4PyPHw2KNl-nhQhp3OK0h2_K74li5Ce17ekVUauwwOMcCA%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh0%2Fh001.azpUuv59pSjbRzudDf6hB9sVuJSLSh9XaHkbuDSTzi4&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613888243|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=%2FxwCEgpyMRMOlJjhiszn%2BuKf5OCAtkYzp4kDLmslwhg%3D&amp;reserved=0">sign up here!</a></li>
1199.  
1200.  
1201.  
1202. <li><strong>Bristol</strong> &#8211; 15th of March from 12:30pm-3pm, open to those aged 11-20 (under 16s with a parent/guardian present) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354YvJCk_8pvAUtNfPbDCR_-tc5TDTas8NH04f1wNiKeN4TvIbiK1TCk3rlUqLi19CNL7KadTbUeo8arHAwJeFA0_IJ1up7Jxyuw-63wXJMghFhZ4Yqjx4jvV0HepfFcHweKX59mS54Eu53sHC0H77fRk15nx-icEw_Ykbg74BxEQbOi0_saWuXLehUG3iDmRxF226nlUxfbfPmVtyPkxkcrNfTs1lSHpX_wAJdUWeudyxofh37WU9BVesREIgHiInIGS-uN-QMLcz8aoXPQJ8vxNsZMnlXxWoiOniPTfBiKLiaCMmu_vBFQOjcdx7xkj7YOlOUFpmso0UWwv8Gyf-tFaD1QwcvCLChoP1kPVnyorlE%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh1%2Fh001.27ZIMQpvriLGG0Pmh9jNKuXhdZgLZEuigTYGqUnMg2c&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613907384|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=XSGT5ADVv9v08EM2DW8gg6oPLF2JUniR4jQeitWNRiA%3D&amp;reserved=0">sign up here!</a></li>
1203.  
1204.  
1205.  
1206. <li><strong>Online</strong> &#8211; 31st of March from 6pm-7pm, open to those aged 11-20 (under 13s with a parent/guardian registering on their behalf) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354Y4XB6Gx5vvcYE9gZxAq1XsvZuEGuu75yQivbfkpvB3EbCLJtsrOBDZ9bqQTjx91q7PBLVoBLwhLBTDxAMlALpkgddmpnFVmLTbLu5kls_X6feHFi2MEGSJadFtitYTuAP6Fqo46y2-ByQxRznMrr_SokCyjQQBBv8240LL_lXxSdRwmyx3I9jaUkft_-Fehq-dlySt8hggOZJJ8uY3pnziaLE-4gIGGF0LO9g70EUSeWjFuGV7Otp6JR-jVEVcBBDyuJ6qtw-bvuUo31JEvRBDifYqIsqO8Ts_Xqt1wAIiAc9cvAtXBSGesnSDilmY4ZgA9HsD-XVEzUvRddFrELmQw%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh2%2Fh001.Xj4oVbq8lI1jNl-f2PXGiDy-IAa5C3DQ4YGVRBy5HuA&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613923138|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=%2BEzo%2BtqyURkw%2BdB1%2B7%2B%2BdlIAGYaj%2BwNtcFfsT43uJAw%3D&amp;reserved=0">sign up here!</a></li>
1207.  
1208.  
1209.  
1210. <li><strong>Online</strong> &#8211; 5th of April from 11am-12pm, open to those aged 11-20 (under 13s with a parent/guardian registering on their behalf) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354Y4XB6Gx5vvcYE9gZxAq1XsvZuEGuu75yQivbfkpvB3EZEfXqh5Jjcbl449DqMS-wOxxsGQbThxtmg3vO1UeUYrMYuOLK3HyNSYByAokhffL59bWRo2XAI8DvkBO7JUWNhu5IHpQ2fCfWDvzUK-abZ15kGxd0DEi16_lar6Bn1qDgJUjHRA1dvBcgVq-iiaa0jBjvrh-ja86D89tsB4BIkn7p6pVPy7dXnZyjLktkf4Bk6dpkZHhBuVhUugYuWef8xobF0zTTEgglLWKpPg6Dd1wWiRpej-yX1NSPEQ0hTJ-0ICA25Uy1wTtxY2Q5UcDBShQT_Ry1PlAj7QdDpjP-8tA%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh3%2Fh001.dSCOyWO48RscAX9u7QdoX75sJWwvOiI5nCGEBcfsZrc&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613938897|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=nl4Rc2wfFu3xfR2Vjhf5AO3sjaCqOXuuUkfwollCQDc%3D&amp;reserved=0">sign up here!</a></li>
1211. </ul>
1212.  
1213.  
1214.  
1215. <p>The events will be youth-led and welcoming, with a quiet space and a prayer room accessible and free pizza for the in-person roadshow workshops.&nbsp;</p>
1216.  
1217.  
1218.  
1219. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtYHShHbWCb6J7P7H8GWvFC1pZqd6Ay_SR-yvdTqs_lFbb7ovnYYWEOllR4aEFyb-t-DyhwczaY3ocbA-ihTzOf9pZ-0IC5bev_zaKKV3Zb6EZfuTvYW4KyeJODJ0gQY6Akz5epQHj5oWFy854gLpyorv92MvlOKROzUzjRBv8LdVtfF5jzN96cpPI882XMblX19OmBE3LJT4OxNIQx7XlTnAebPuhvsm_1UBwUIhAFNqDDBHdb5Q9Q3cbvhYETLQXFcdSDqwnW45kx8vGpAyutR_QM8tFBsNzxPJSTL08Nyc8uF-PdnJ9-3PYnIZy0M50F1-wayPMwqjcCEA4xfyVpJU_cGrrlq2s8chDNdHeVNv%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh4%2Fh001.HXwQsKTqA94PoPElZs6eooHEsm9YK_Iy915nQENtO9c&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867614071647|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=PNSmlnmqK9%2F3SCZS%2Bcc%2F7g8gll0udh1YTlWDBsUwoJY%3D&amp;reserved=0"><strong>SIGN UP TO AN EVENT HERE</strong></a></p>
1220.  
1221.  
1222.  
1223. <p>Please sign up to a workshop and support young people to attend to ensure we get climate and nature education included in the Shadow Curriculum and Assessment review report!</p>
1224.  
1225.  
1226.  
1227. <p>I’ll be at the London and Bristol events so hope to see you there!</p>
1228.  
1229.  
1230.  
1231. <p><strong><em>PS. Help promote the roadshow using the Youth Shadow Panel</em></strong><strong><em>’</em></strong><strong><em>s</em></strong><strong><em>&nbsp;</em></strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.yjJN_MEbNx94PLaWzZ6hW1GJm7fH52LAiTq9C8yR9M9NI6iSV9M1Ntw8FxReVFlVgW8oB9hhmojN-i9PWCuY2BET80r2uO5wLYu2dJs2K86jsQQ_P4LzXkbZyVObHnogRl7Mg5mJZXzEPBhvBeifNCzuUJBJ6bNC-Zy2NDW1MIISMdiJbJ8Siw-CiboQeZCZUSFUJkIL4r25_F1doylfSoxzI7688bTIfJP-zbwYL3TJxXNWHeemgyYaL6Jy6F5WYGozUMXijc1vpVRa8qjVkC2cmc1keXh3B-O2ee8K3WxnX6xA_KwIOgHBwoiopGkOm4a8j_FKhoN6-Ay85Zexpccl0u_GQeM6n3OoXfPnONMxLKGeIMiTX-8ptHGCgmbX9Yu6egNEuUsSsv41F-Vvd4yNog0bj_zylaSkg4C9jP8%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh5%2Fh001.mrpQAxC4Dq-2naFvZNgFcdMam2g5DvZGk3PIkvx8dhI&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867614087114|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=iY0Y%2BDeNlPb%2BdHmPY9a0upgfs0T5JQNQP5%2B1n5FRg6A%3D&amp;reserved=0"><strong><em>comms kit</em></strong></a><strong><em>.&#8217;</em></strong></p>
1232.  
1233.  
1234.  
1235. <p><strong>Leading Academics Urge Education Secretary to Revise National Curriculum to Address Climate and Nature Emergency</strong></p>
1236.  
1237.  
1238.  
1239. <p><em>Over 150 academics co-sign open letter calling for expert sub-group on sustainability education as part of the Francis review&nbsp;</em><strong>London, Feb 27th 2025</strong></p>
1240.  
1241.  
1242.  
1243. <p>Ahead of the imminent publication of the interim report of The Francis Review of Curriculum and Assessment, over 150 leading academics have co-signed&nbsp;<a href="https://www.globalactionplan.org.uk/news/open-letter-to-the-secretary-of-state-for-educationsustainability-and-climate-change-education-in-the-national-curriculum">an open letter urging Bridget Phillipson MP, the Secretary of State for Education, to ensure that the new National Curriculum adequately prepares young people for the challenges of the climate and nature emergency.</a></p>
1244.  
1245.  
1246.  
1247. <p>This powerful joint statement adds to the growing calls on Prof. Becky Francis, chair of Curriculum and Assessment review, to establish a formal expert sub-group on sustainability education and to include relevant expertise in any subject-specific sub-groups.</p>
1248.  
1249.  
1250.  
1251. <p>The letter, which will remain open to others who wish to sign it, highlights the urgent need for the National Curriculum to reflect the reality of our rapidly changing world, where climate and environmental crises will directly impact future generations. In the context of these challenges, the letter calls for a curriculum that equips young people not only with the knowledge and skills to understand the crisis but also with the tools to actively engage in building a climate resilient sustainable future. With climate and nature issues now fundamental to the future of society, ensuring that sustainability education is woven throughout the curriculum is essential.</p>
1252.  
1253.  
1254.  
1255. <p><strong>How to talk to children about the climate crisis&nbsp;</strong></p>
1256.  
1257.  
1258.  
1259.  
1260.  
1261. <p>A free guide for&nbsp;<strong>parents and carers</strong>&nbsp;provided by Greenpeace and climate psychologist Caroline Hickman. This guide explores why, how and when to have conversations with your children to support them emotionally and build their resilience in a climate-changed world. To download the resources (you will need to provide your name and email address, follow this&nbsp;<a href="https://action.greenpeace.org.uk/how-to-talk-with-kids-about-climate?source=UN&amp;subsource=GOFRNAOAUN01QA&amp;utm_source=Native&amp;utm_medium=Thank%20You%20Page%20Mobile%20Share&amp;utm_campaign=Climate-changed%20childhoods%20Lead%20Gen%20OA%2020240601">link.</a></p>
1262.  
1263.  
1264.  
1265. <p><strong>SEEd event &#8211; Our Shared World Learning Lunch: Ethical Leadership</strong></p>
1266.  
1267.  
1268.  
1269.  
1270.  
1271. <p>This event, hosted by SEEd on the 6th March, features Professor Arran Stibbe who explores the question&nbsp;<em>What is Econarrative and how does it connect to ethical leadership?&nbsp;</em>Join OSW members in discussing your views and ideas! You can get your free ticket&nbsp;<a href="https://www.eventbrite.com/e/our-shared-world-learning-lunch-with-professor-arran-stibbe-tickets-1237176661699?aff=oddtdtcreator">here.</a></p>
1272.  
1273.  
1274.  
1275. <p><strong>Free CPD from the Historic Towns Trust &#8211; 25th March in Bath&nbsp;</strong></p>
1276.  
1277.  
1278.  
1279. <p><strong>Place Detectives through Geography and History</strong></p>
1280.  
1281.  
1282.  
1283. <p>The Historic Towns Trust is offering free CPD to encourage teachers to take children outdoors. The session will be run at Bath University and focuses on KS2 geography and history.&nbsp;</p>
1284.  
1285.  
1286.  
1287. <p>You can find more information here.&nbsp;</p>
1288.  
1289.  
1290.  
1291.  
1292.  
1293.  
1294.  
1295. <p><strong>Employment, education and training opportunities&nbsp;</strong></p>
1296.  
1297.  
1298.  
1299. <p><strong>Climate Leaders Conference&nbsp;</strong><strong>–&nbsp;</strong><strong>6th March</strong>, Sheffield Hallam University.&nbsp;&nbsp;</p>
1300.  
1301.  
1302.  
1303. <p>This one-day conference will support education settings, schools and trust leaders to understand the benefits of a sustainability leadership and climate action plans, support to develop a plan and identify opportunities to support their settings in&nbsp;taking action&nbsp;on climate change, sustainability and biodiversity.&nbsp;</p>
1304.  
1305.  
1306.  
1307. <p>For more information, have a look&nbsp;<a href="https://research.shu.ac.uk/sustainability/2024/11/25/climate-leaders-conference/">here</a>&nbsp;and to sign up, follow this&nbsp;<a href="https://forms.office.com/pages/responsepage.aspx?id=ofZoiROsL0e4mfcxbkOfQx4BAl4tMlpDpS-CV6i-gl1UQkM3QzlCWEJENk1VRjY3OTlKMkU4TzAzQy4u&amp;route=shorturl">link</a>.&nbsp;&nbsp;</p>
1308.  
1309.  
1310.  
1311. <p><strong>Climate and Energy Summit 2025</strong>,&nbsp;<strong>18th&nbsp;</strong><strong>–</strong><strong>&nbsp;19th March</strong>, Chatham House, London.&nbsp;</p>
1312.  
1313.  
1314.  
1315. <p>On the road towards COP30, this annual conference will gather senior leaders and decision-makers from the business community, multilateral organizations, government agencies, academia and NGOs. Two days of high-level panel dialogues, networking sessions and an interactive workshop under the Chatham House Rule will focus on multi-stakeholder collaboration for increased ambition, action and impact. For more information and to sign up, have a look on their&nbsp;<a href="https://www.chathamhouse.org/events/all/conference/climate-and-energy-summit-2025">website.</a>&nbsp;&nbsp;&nbsp;</p>
1316.  
1317.  
1318.  
1319. <p><strong>5th Annual South Yorkshire Schools</strong><strong>’</strong><strong>&nbsp;Climate Conference 2025&nbsp;</strong><strong>–</strong><strong>&nbsp;20th March</strong>, AESSEAL Rotherham United Football Stadium, Rotherham.&nbsp;</p>
1320.  
1321.  
1322.  
1323. <p>All schools in South Yorkshire are invited to register an expression of interest for groups of up to 6 primary pupils (Y4-Y6) or up to 5 secondary students (Y7-Y11) with 2 adults. It will be a jam-packed day of interactive workshops and speakers exploring the Green Skills and Careers theme. Attending the conference is also a great way to gain more knowledge to boost your school&#8217;s Climate Action Plan. For more information, access their website&nbsp;<a href="https://www.scesy.org.uk/conference/conference-2025/">here</a>&nbsp;and to sign up, use this&nbsp;<a href="https://docs.google.com/forms/d/e/1FAIpQLSfzMUuYliG0ee_44LbQGHWQwlglSRlBRbJsyYm-wfCsudKvgA/viewform">link</a>.&nbsp;&nbsp;</p>
1324.  
1325.  
1326.  
1327. <p><strong>Together in Nature &#8211; Trauma-informed Nature-based Training- 24-30th March</strong>, Malvern, Worcestershire<strong>&nbsp;</strong><strong>and 6-10th May</strong>, Aberdeenshire.&nbsp;</p>
1328.  
1329.  
1330.  
1331. <p>For people working with children, young people and adults, those interested in their personal development and are curious about the power of connection with the more than human world. The key elements of the 5 days include &#8211; holding space; storying our story with nature-based metaphors and more; attuning and resonance with each other and the natural world; creating coherence from separation. To book your space and find out more information, follow this&nbsp;<a href="https://subscribepage.io/TinNature2025">link</a>.&nbsp;&nbsp;</p>
1332.  
1333.  
1334.  
1335. <p><strong>Lead Teacher in Outdoor Learning &#8211; 22nd &#8211; 22rd April</strong>,&nbsp;<strong>Stirling University</strong>.&nbsp;</p>
1336.  
1337.  
1338.  
1339. <p>Aimed at teachers who would like to develop the outdoor learning culture in their school. The two-day course aims to equip practitioners with practical skills, knowledge and understanding to embed outdoor learning across their setting or whole school community. Conducted by&nbsp;<strong>Learning Through Landscapes.</strong></p>
1340.  
1341.  
1342.  
1343. <p><strong>Step up your game as a campaigner</strong>&nbsp;&#8211;&nbsp;<strong>Online</strong>, Shelia McKechnie Foundation.&nbsp;</p>
1344.  
1345.  
1346.  
1347. <p>Explore various specialist workshops designed to provide advice, tools and information to help you succeed in campaigning. They work for those who are new to campaigning or who want to hone their skills in a particular specialist area. They offer a series of three-hour online workshops with a focus on active learning.&nbsp;To find out more information and book, check out the website&nbsp;<a href="https://smk.org.uk/what-we-do/support/campaign-training/open-training/?mc_cid=8c27326519&amp;mc_eid=b3ccaf47a3">here.</a></p>
1348.  
1349.  
1350.  
1351. <p><strong>Some exciting job opportunities available:</strong> &nbsp;</p>
1352.  
1353.  
1354.  
1355. <p><a href="https://www.environmentjob.co.uk/jobs/104737-biodiversity-officer"><strong>Biodiversity Officer</strong></a>&nbsp;&#8211; Oxfordshire County Council (Deadline 9th March)&nbsp;</p>
1356.  
1357.  
1358.  
1359. <p><a href="https://sway.cloud.microsoft/ioc9hDmmScGubaNQ">Student Engagement Manager&nbsp;</a>(Cambridge Zero) &#8211; University of Cambridge (Deadline 14th March)</p>
1360.  
1361.  
1362.  
1363. <p><a href="https://app.vacancy-filler.co.uk/salescrm/Careers/CareersPage.aspx?e=LMo8nnTwYNa8gp8S6JL1PHE0inPcSK_YkRQjMu2GCdJ3QgT5oCePn9iaveEjlsol3hpXoJ0cRSM&amp;iframe=True">Part-Time Climate FORTH Project Assistant</a>&nbsp;&#8211; RSBP (Inner forth, Scotland) (Deadline 17th March)</p>
1364.  
1365.  
1366.  
1367. <p><a href="https://environmentjob.co.uk/jobs/104664-regional-coordinator-north-west"><strong>Regional Coordinator &#8211; Climate Ed</strong></a>&nbsp;(North West) (Deadline 28th March). Climate Ed is a charity with provides carbon literacy to children across the UK.</p>
1368.  
1369.  
1370.  
1371. <p><a href="https://ltl.org.uk/work-for-us/training-and-development-officer-south-west-england/">Learning through Landscapes</a>&nbsp;&#8211; Chief Executive Officer (Deadline 14th March) and Training and Development Officer&nbsp;–&nbsp;South West England (Deadline 17th March)/</p>
1372.  
1373.  
1374.  
1375. <p>For a <strong>wide range of further opportunities</strong>, do look at: &nbsp;</p>
1376.  
1377.  
1378.  
1379. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
1380. https://www.environmentjob.co.uk/updates/last_update
1381. </div></figure>
1382.  
1383.  
1384.  
1385. <p>Kyoto &#8211; Saving the Earth is a filthy business&#8230;</p>
1386.  
1387.  
1388.  
1389. <p>A new play currently running in London, dramatising the Climate Summit of 1997.&nbsp;</p>
1390.  
1391.  
1392.  
1393. <p><em>Welcome to the Kyoto Conference Centre, 11 December 1997. The nations of the world are in deadlock and 11 hours have passed since the UN</em><em>’</em><em>s landmark climate conference should have ended. Time is running out and agreement feels a world away. The greatest obstacle: American oil lobbyist and master strategist, Don Pearlman</em><em>…</em></p>
1394.  
1395.  
1396.  
1397. <p><a href="https://www.rsc.org.uk/kyoto/">Find out more about it here</a>&nbsp;and we would love to hear reviews from our readers&nbsp;</p>
1398.  
1399.  
1400.  
1401.  
1402.  
1403. <p><strong>And to wrap it up&#8230;&nbsp;</strong></p>
1404.  
1405.  
1406.  
1407. <p>Visit Fables of Our Time&nbsp;</p>
1408.  
1409.  
1410.  
1411.  
1412.  
1413. <p>Visit the exhibition in the Design Museum, Kensington, London. The free exhibition offers a triptych of stories about environmental urgencies using folktales and a new collection of emoji to examine humanity’s relationship with the natural environment.</p>
1414.  
1415.  
1416.  
1417. <p><strong>Sharing News and Contact Details&nbsp;</strong></p>
1418.  
1419.  
1420.  
1421. <p>Please do <strong>share</strong>&nbsp;our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fjoin-naee%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367950239|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=lQ0BSazO9bF55wnv%2BQYKH65lN1Ri10R62r0zv4Zw7vo%3D&amp;reserved=0">here</a><em>.</em> </p>
1422.  
1423.  
1424.  
1425. <p><strong>National Association for Environmental Education (UK)</strong> &nbsp;</p>
1426.  
1427.  
1428.  
1429. <p>Email:  <a href="mailto:info@naee.org.uk">info@naee.org.uk</a>        &nbsp;Web:  <a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnaee.org.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367966488|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=K2okyauT75rGz13b9fsI6GYB5CgiVsv7658RuyT6NOc%3D&amp;reserved=0">http://naee.org.uk</a> &nbsp;</p>
1430.  
1431.  
1432.  
1433. <p></p>
1434. <p>The post <a href="https://naee.org.uk/naee-e-news-for-3-3-2025/">NAEE e-News for 3.3.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
1435. ]]></content:encoded>
1437. <wfw:commentRss>https://naee.org.uk/naee-e-news-for-3-3-2025/feed/</wfw:commentRss>
1438. <slash:comments>0</slash:comments>
1441. </item>
1442. <item>
1443. <title>Environmental Lunacy Project: Plough Moon</title>
1444. <link>https://naee.org.uk/environmental-lunacy-project-plough-moon/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=environmental-lunacy-project-plough-moon</link>
1445. <comments>https://naee.org.uk/environmental-lunacy-project-plough-moon/#respond</comments>
1447. <dc:creator><![CDATA[NAEEadmin]]></dc:creator>
1448. <pubDate>Sat, 01 Mar 2025 08:57:39 +0000</pubDate>
1449. <category><![CDATA[Blog]]></category>
1450. <category><![CDATA[Environmental Lunacy]]></category>
1451. <guid isPermaLink="false">https://naee.org.uk/?p=22125</guid>
1452.  
1453. <description><![CDATA[<p>The Plough, or Worm Moon, is the last full moon of the winter season and first of the spring in the Northern hemisphere. </p>
1454. <p>The post <a href="https://naee.org.uk/environmental-lunacy-project-plough-moon/">Environmental Lunacy Project: Plough Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
1455. ]]></description>
1456. <content:encoded><![CDATA[<div class="wpb-content-wrapper"><div class="vc_row wpb_row vc_row-fluid"><div class="wpb_column vc_column_container vc_col-sm-12"><div class="vc_column-inner"><div class="wpb_wrapper">
1457. <div class="wpb_text_column wpb_content_element " >
1458. <div class="wpb_wrapper">
1459. <h3>Moon cycle:</h3>
1460. <ul>
1461. <li><strong>New Moon:</strong> 28th February 2025</li>
1462. <li><strong>Full Moon:</strong> 14th March 2025</li>
1463. <li><strong>New Moon:</strong> 29th March 2025</li>
1464. </ul>
1465.  
1466. </div>
1467. </div>
1468.  
1469. <div class="wpb_text_column wpb_content_element " >
1470. <div class="wpb_wrapper">
1471. <h3>Plough Moon / Worm Moon</h3>
1472. <p>The Plough, or Worm Moon, is the <a href="https://naee.org.uk/a-year-of-environmental-lunacy/">last full moon of the winter season</a> and first of the spring in the Northern hemisphere. Ever since people moved from living as hunter-gatherers to establish settled communities, they have needed to prepare their land so that they could grow plants to feed themselves and their animals. That means turning over the soil so nutrients come nearer to the surface and moisture can get in for seeds to be planted &#8211; the origin of ploughing.</p>
1473.  
1474. </div>
1475. </div>
1476.  
1477. <div  class="wpb_single_image wpb_content_element vc_align_left">
1479. <figure class="wpb_wrapper vc_figure">
1480. <div class="vc_single_image-wrapper   vc_box_border_grey"><img decoding="async" width="1024" height="680" src="https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-1024x680.jpg" class="vc_single_image-img attachment-large" alt="" title="Plough Moon" srcset="https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-1024x680.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-300x199.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-768x510.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-1536x1020.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon.jpg 1600w" sizes="(max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-plough-moon/plough-moon/" /></div>
1481. </figure>
1482. </div>
1483.  
1484. <div class="wpb_text_column wpb_content_element " >
1485. <div class="wpb_wrapper">
1486. <p>Farming is possibly the oldest industry in the world. The first ‘scratch’ ploughs were invented over 4,000 years ago and had to be pulled through the ground, first by hand, and then by animals. That was the situation for many centuries and there are images from Ancient Egyptian tombs of ploughing. The Egyptians made major advances in the way that a plough pushed soil away to either side rather than inverting it and in doing this, grew an increasing range of crops. Before the River Nile was dammed, in modern times, the black Nile soil brought in by annual flooding was used as a natural, environmentally sound, fertiliser to improve soil fertility. Now around the world, industrially produced fertiliser often has to be applied instead.</p>
1487. <p>In the Northern hemisphere, ploughing is often done in early autumn after the previous year’s crops have been harvested. This process gives seeds a chance to establish in the ground and send down roots and start shoots before the cold of winter sets in. These crops have a good start, growing again as soon as the warmer weather arrives. But early spring is the time when earthworms come out of from deep underground as soil warms up. Hence this full moon was called the Worm Moon by some ancient communities. In North America it was known as the Crow Moon, being the time when the crows returned.</p>
1488. <p>Planting crops is certainly easier as days lengthen and the ground temperature rises. Some UK farmers still follow this pattern. So, the Plough Moon occurs when more light and increasing warmth mean work on the land can prepare it for planting. In ancient times many cultures simply had to plan their farming year by the phases of the moon and some communities still do this.</p>
1489. <p>The development of steam then fossil fuel power during the Industrial Revolution, plus innovations in agricultural technology, have drastically changed ploughing techniques. Since the 1950’s the conventional plough has been superseded by the reversible plough that can work in either direction to produce level fields. That is the type of plough, pulled by a tractor, turning over a number of furrows (rows) at once, that we see in UK fields.</p>
1490. <p>For both commercial and environmental reasons, many UK farmers have turned away from deep ploughing to minimum, non-invasive tillage systems. This means that the soil is only disturbed to a depth of 15cm to improve its structure. Some gardeners have adapted this approach to the ‘no dig’ style of growing vegetables and flowers. With encouragement from the farming industry, direct drilling has been advocated without a plough.</p>
1491. <p>Drilling directly into the stubble (stalks left after harvesting a crop) in fields without turning over the soil, reduces the use of fossil fuels as there is no tractor gobbling up diesel. It also keeps down cultivation and labour costs. This method can avoid creating ruts across a field caused by carting a previous crop and ensures a level surface for the seed drill, but as with any form of cultivation, a moist, but not too moist, friable and workable soil is needed. Climate change means more intensive and sudden rainfall. If soil is worked when it is too wet it is can become like plastic and compacts into chunks. Then it is not suitable for seeds to develop and grow.</p>
1492. <p>There are environmental advantages in disturbing as little soil as possible, allowing worms and other creatures living in the ground to carry on working. Other insects beneficial to a farmer include predatory ground beetles and parasitic wasps. This method can be acceptable to farmers who want to be organic in caring for the land. Yet, there is a downside, with an increased risk of slugs who will eat a new crop, as they are left in the stubble and residue of a previous harvest. Some farmers use chemicals to stop weeds spreading rapidly and control slugs before the new seeds are drilled in.</p>
1493. <p>These developments remain a divisive subject for farmers and environmentalists. Although the plough is not used as much as in the past, the necessity for such a tool will surely continue. We can find new ways to produce food, but we still will have to continue to manage the soil needed to grow the food to feed our rapidly expanding world population.</p>
1494.  
1495. </div>
1496. </div>
1497.  
1498. <div class="wpb_text_column wpb_content_element " >
1499. <div class="wpb_wrapper">
1500. <h3>Share your stories!</h3>
1501. <p>We hope you will join in noticing the changing year of nature in closer detail. We invite you to share your suggested Moon names and explain how this reflects nature events where you live. Please tag us in your stories or pictures using the hashtag #EnvironmentalLunacy.</p>
1502.  
1503. </div>
1504. </div>
1505. <style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons.soc-icons-cb68014edf1faece5dcac95c19426bc0 a {
1506.  margin-right: 10px;
1507. }
1508. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0 {
1509.  margin-right: 10px;
1510. }
1511. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0:last-child {
1512.  margin-right: 0;
1513. }
1514. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0:before,
1515. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0:after {
1516.  padding: inherit;
1517. }
1518. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0.dt-icon-border-on:before {
1519.  border:  solid ;
1520. }
1521. .dt-shortcode-soc-icons a.soc-icons-cb68014edf1faece5dcac95c19426bc0.dt-icon-hover-border-on:after {
1522.  border:  solid ;
1523. }
1524. </style><div class="dt-shortcode-soc-icons  soc-icons-cb68014edf1faece5dcac95c19426bc0 soc-icons-left " ><style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1 {
1525.  min-width: 39px;
1526.  min-height: 39px;
1527.  font-size: 25px;
1528.  border-radius: 100px;
1529. }
1530. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:last-child {
1531.  margin-right: 0;
1532. }
1533. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:before,
1534. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:after {
1535.  min-width: 39px;
1536.  min-height: 39px;
1537.  padding: inherit;
1538. }
1539. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1.dt-icon-border-on:before {
1540.  border: 0px solid ;
1541. }
1542. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1.dt-icon-hover-border-on:after {
1543.  border: 0px solid ;
1544. }
1545. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover {
1546.  font-size: 25px;
1547. }
1548. #page .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover .soc-font-icon,
1549. #phantom .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover .soc-font-icon,
1550. #page .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover .soc-icon,
1551. #phantom .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:hover .soc-icon {
1552.  color: rgba(255,255,255,0.75);
1553.  background: none;
1554. }
1555. #page .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:not(:hover) .soc-font-icon,
1556. #phantom .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:not(:hover) .soc-font-icon,
1557. #page .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:not(:hover) .soc-icon,
1558. #phantom .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1:not(:hover) .soc-icon {
1559.  color: #ffffff;
1560.  background: none;
1561. }
1562. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1 .soc-font-icon,
1563. .dt-shortcode-soc-icons a.single-soc-icon-6c71c8ac3ac05813389a421879cc87d1 .soc-icon {
1564.  font-size: 25px;
1565. }
1566. </style><a title="X" href="https://twitter.com/naee_uk" target="_blank" class="twitter single-soc-icon-6c71c8ac3ac05813389a421879cc87d1 dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-twitter"></i><span class="screen-reader-text">X</span></a><style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea {
1567.  min-width: 39px;
1568.  min-height: 39px;
1569.  font-size: 25px;
1570.  border-radius: 100px;
1571. }
1572. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:last-child {
1573.  margin-right: 0;
1574. }
1575. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:before,
1576. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:after {
1577.  min-width: 39px;
1578.  min-height: 39px;
1579.  padding: inherit;
1580. }
1581. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea.dt-icon-border-on:before {
1582.  border: 0px solid ;
1583. }
1584. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea.dt-icon-hover-border-on:after {
1585.  border: 0px solid ;
1586. }
1587. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover {
1588.  font-size: 25px;
1589. }
1590. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-font-icon,
1591. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-font-icon,
1592. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-icon,
1593. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-icon {
1594.  color: rgba(255,255,255,0.75);
1595.  background: none;
1596. }
1597. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-font-icon,
1598. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-font-icon,
1599. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-icon,
1600. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-icon {
1601.  color: #ffffff;
1602.  background: none;
1603. }
1604. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea .soc-font-icon,
1605. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea .soc-icon {
1606.  font-size: 25px;
1607. }
1608. </style><a title="Facebook" href="https://www.facebook.com/NAEE-National-Association-for-Environmental-Education-110006950786793" target="_blank" class="facebook single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-facebook"></i><span class="screen-reader-text">Facebook</span></a><style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 {
1609.  min-width: 39px;
1610.  min-height: 39px;
1611.  font-size: 25px;
1612.  border-radius: 100px;
1613. }
1614. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:last-child {
1615.  margin-right: 0;
1616. }
1617. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:before,
1618. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:after {
1619.  min-width: 39px;
1620.  min-height: 39px;
1621.  padding: inherit;
1622. }
1623. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389.dt-icon-border-on:before {
1624.  border: 0px solid ;
1625. }
1626. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389.dt-icon-hover-border-on:after {
1627.  border: 0px solid ;
1628. }
1629. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover {
1630.  font-size: 25px;
1631. }
1632. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-font-icon,
1633. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-font-icon,
1634. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-icon,
1635. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-icon {
1636.  color: rgba(255,255,255,0.75);
1637.  background: none;
1638. }
1639. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-font-icon,
1640. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-font-icon,
1641. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-icon,
1642. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-icon {
1643.  color: #ffffff;
1644.  background: none;
1645. }
1646. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 .soc-font-icon,
1647. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 .soc-icon {
1648.  font-size: 25px;
1649. }
1650. </style><a title="Instagram" href="https://www.instagram.com/NAEEUK/" target="_blank" class="instagram single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-instagram"></i><span class="screen-reader-text">Instagram</span></a></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white vc_custom_1736847939585 wpb_content_element  vc_custom_1736847939585 wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
1651. </div>
1652. <div class="wpb_text_column wpb_content_element " >
1653. <div class="wpb_wrapper">
1654. <h3>Related activity ideas</h3>
1655.  
1656. </div>
1657. </div>
1658. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1736846655635-a01a35ef-71da" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846655635-a01a35ef-71da" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Soil up close</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
1659. <div class="wpb_text_column wpb_content_element " >
1660. <div class="wpb_wrapper">
1661. <p>Soil is made from a mix of minerals (silt, sand and clay), and rotted plant or organic material and generally falls into one of three categories: sandy soil, silty soil or  clay soil. What kind of soil do you have? What does it look like under a microscope? What kinds of things grow?</p>
1662.  
1663. </div>
1664. </div>
1665. </div></div><div class="vc_tta-panel" id="1736846683389-4256ef6c-ecb0" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846683389-4256ef6c-ecb0" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Soil temperature</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
1666. <div class="wpb_text_column wpb_content_element " >
1667. <div class="wpb_wrapper">
1668. <p>Use a data logger to investigate surface soil temperature during this period and compare data with other schools north and south of where you are. Is the ground soft enough for worms to break through? How do you know?</p>
1669.  
1670. </div>
1671. </div>
1672. </div></div><div class="vc_tta-panel" id="1736846709470-406dbecf-ffc9" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846709470-406dbecf-ffc9" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Seed multiplier</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
1673. <div class="wpb_text_column wpb_content_element " >
1674. <div class="wpb_wrapper">
1675. <p>Soil can grow about 50 – 60 grains of wheat from every grain sown. How could you test this yourself? Plan an experiment and the materials needed<em>.</em></p>
1676.  
1677. </div>
1678. </div>
1679. </div></div><div class="vc_tta-panel" id="1736846725464-41cbd81f-9b86" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846725464-41cbd81f-9b86" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Soil loss</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
1680. <div class="wpb_text_column wpb_content_element " >
1681. <div class="wpb_wrapper">
1682. <p>It is estimated that globally, a hectare of productive land is lost to settlement or land degradation every 7.5seconds! Discuss how can we better look after and manage this valuable, ultra-thin layer of our planet so that we can feed nearly 9 billion people.</p>
1683.  
1684. </div>
1685. </div>
1686. </div></div><div class="vc_tta-panel" id="1738082649110-63e9937d-fc30" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1738082649110-63e9937d-fc30" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Patterns of land use</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
1687. <div class="wpb_text_column wpb_content_element " >
1688. <div class="wpb_wrapper">
1689. <p>Investigate land use patterns where you are using maps from past and present to see what has changed. Carry out fieldwork in the local area to identify and map agricultural activity.</p>
1690.  
1691. </div>
1692. </div>
1693. </div></div><div class="vc_tta-panel" id="1738082674510-54776a52-5b49" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1738082674510-54776a52-5b49" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Ask a farmer</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
1694. <div class="wpb_text_column wpb_content_element " >
1695. <div class="wpb_wrapper">
1696. <p>Investigate land use patterns where you are using maps from past and present to see what has changed. Carry out fieldwork in the local area to identify and map agricultural activity.</p>
1697.  
1698. </div>
1699. </div>
1700. </div></div><div class="vc_tta-panel" id="1740818920556-7b8561f5-8332" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1740818920556-7b8561f5-8332" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Wildlife audit</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
1701. <div class="wpb_text_column wpb_content_element " >
1702. <div class="wpb_wrapper">
1703. <p>What other wildlife can you spot in February? Look out for tracks and other evidence. Keep a daily diary and have a rota of paired observation  &#8211; either outside during lunch break, or quietly watching from a classroom window. Pupils could even build an outdoor hide.</p>
1704.  
1705. </div>
1706. </div>
1707. </div></div><div class="vc_tta-panel" id="1740818939326-e64d1938-1f71" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1740818939326-e64d1938-1f71" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Sound Maps</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
1708. <div class="wpb_text_column wpb_content_element " >
1709. <div class="wpb_wrapper">
1710. <p>What other natural sounds might you hear at different times of the day? Take a compass outside and orient yourself facing north. Listen carefully and ask pupils to map the sounds they hear and the direction they come from. Can they identify different birdsong? Download the Merlin App and record birdsong – it will tell you what bird you are listening to.</p>
1711.  
1712. </div>
1713. </div>
1714. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
1715. </div>
1716. <div class="wpb_text_column wpb_content_element " >
1717. <div class="wpb_wrapper">
1718. <h3>Resources and useful websites</h3>
1719. <ul>
1720. <li><a href="http://www.countrysideclassroom.org.uk/" target="_blank" rel="noopener">Countryside Classroom</a> &#8211; particularly the resources section which include a variety of downloadable educational materials relating farming to environmental issues at all key stages and curriculum areas</li>
1721. <li><a href="http://www.nfuonline.com/" target="_blank" rel="noopener">NFU Online</a> &#8211; has free educational materials including farmvention and farmingSTEMterprise</li>
1722. <li><a href="https://www.ploughmen.co.uk/about-us/history-of-the-plough" target="_blank" rel="noopener">Society of ploughmen</a> &#8211; a brief history of the plough</li>
1723. <li><a href="https://soils.org.uk/education/educational-materials/" target="_blank" rel="noopener">British Society of Soil Education</a> &#8211; educational materials</li>
1724. </ul>
1725.  
1726. </div>
1727. </div>
1728.  
1729. <div class="wpb_text_column wpb_content_element " >
1730. <div class="wpb_wrapper">
1731. <p><em>Authored by Nina Hatch Teacher/Centre Manager at Mount Pleasant School Farm/NAEE Director</em></p>
1732.  
1733. </div>
1734. </div>
1735. </div></div></div></div>
1736. </div><p>The post <a href="https://naee.org.uk/environmental-lunacy-project-plough-moon/">Environmental Lunacy Project: Plough Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
1737. ]]></content:encoded>
1739. <wfw:commentRss>https://naee.org.uk/environmental-lunacy-project-plough-moon/feed/</wfw:commentRss>
1740. <slash:comments>0</slash:comments>
1743. </item>
1744. <item>
1745. <title>Teaching Wisdom? Part 3: Revisiting Nova Renascentia</title>
1746. <link>https://naee.org.uk/teaching-wisdom-part-3-revisiting-nova-renascentia/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=teaching-wisdom-part-3-revisiting-nova-renascentia</link>
1747. <comments>https://naee.org.uk/teaching-wisdom-part-3-revisiting-nova-renascentia/#respond</comments>
1749. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
1750. <pubDate>Thu, 27 Feb 2025 10:04:28 +0000</pubDate>
1751. <category><![CDATA[Blog]]></category>
1752. <guid isPermaLink="false">https://naee.org.uk/?p=22120</guid>
1753.  
1754. <description><![CDATA[<p>Today’s post is by regular contributor, Richard Jurin. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.  His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.&#8230;</p>
1755. <p>The post <a href="https://naee.org.uk/teaching-wisdom-part-3-revisiting-nova-renascentia/">Teaching Wisdom? Part 3: Revisiting Nova Renascentia</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
1756. ]]></description>
1757. <content:encoded><![CDATA[
1758. <p>Today’s post is by regular contributor, <strong><em>Richard Jurin</em></strong>. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.  His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.</p>
1759.  
1760.  
1761.  
1762. <p>My blog posts for NEEE since late 2020 have all focused primarily on getting humanity to think differently (a new Worldview) rather than which technologies or processes within the current globalized system will better serve the transition to a sustainable society.  This transition must involve a radical transformation of how we think about everything, and not, as I frequently say, a tweaking of the existing economic and consumer systems to force fit what isn’t working into a world governed by different natural laws and a unique natural economic system from the ones that humanity has adopted.   The natural world exists with a ‘natural intelligence’ that on reflection exhibits a ‘natural wisdom’ of collective interaction in which all live thrives in harmony, even when it looks harsh on the surface (e.g., Lions hunting Gazelles).  Only modern humans believe themselves separate from this global system and inadvertently (or deliberately) disrupt it to their chagrin.     </p>
1763.  
1764.  
1765.  
1766. <p>When I talk of this Nova Renascentia, I envision it as transformative as the Medieval Renaissance was to the Dark Ages.  I frequently hear and read of people hoping and then complaining for change that will resolve our global problems.  How many feel saddened by the state of the world.  All too often people cling to the notion that the hierarchies running the world will facilitate the changes that will make a better world.  But why would they?  The hierarchies thrive on the problems of the world as a means of gaining more power and economic wealth at the expense of the masses.  We still structure ourselves with the same hierarchical structures that Empire civilizations began over 6000 years ago.  There is an exponential transfer of monetary wealth to the financial elites of the world that is barely trickling down to the masses.  This <a href="https://www.youtube.com/watch?v=QPKKQnijnsM">wealth distribution YouTube</a> from 2012 is about the USA but is similar for every country in the world.  Indeed, as I said in an earlier post to this site (March 2022), when we measure social outcomes rather than financial ones, everything will change.  Money is a tool and not an outcome in itself as it has become.     </p>
1767.  
1768.  
1769.  
1770. <p>I have also talked about two aspects – social hierarchy and social wisdom – that we can control to facilitate the needed transformation.&nbsp; Indigenous cultures show us alternate options (how all humanity once lived in relative harmony) for living,&nbsp;such as how we structure our societies (not hierarchically) and within the natural world in order to thrive.&nbsp; It’s not the lifestyle indigenous peoples lived per se, but how they perceived the world through an Ecological Wisdom based worldview.&nbsp;&nbsp; Our main goal for the future ought to be about more than avoiding ‘collapse’ – it must be about preparing for regeneration and finding resiliency and adaptability to whatever ecological conditions we find ourselves living within.&nbsp;</p>
1771.  
1772.  
1773.  
1774. <p>&nbsp;We talk about harmony but barely rank it within the existing economic paradigm that dominates our lives.&nbsp; In 2010, then Prince of Wales, Charles Windsor, wrote his&nbsp;<em>Harmony</em>&nbsp;book and video (2012) to mixed reviews and criticisms.&nbsp; Rather than stimulate global discussions, it has largely been ignored as antithetical to modern economics.&nbsp; &nbsp;</p>
1775.  
1776.  
1777.  
1778. <p>I keep hearing about the next COP meeting and many other international meetings (WEF, Bilderberg, Club of Rome, etc.) that promise to discuss global problems, but how are citizens included?&nbsp; We are so disempowered that outside of a few NGO activists, we hope that these hierarchical groups will actually find solutions that could actually be implemented.&nbsp; In a Gadarene rush to standardize the world for economic expediency we have lost local ability to adapt.&nbsp; Food security is merely one of the many systems that has suffered.&nbsp; Examples such as the loss of the Cornish Cauliflower to the demands of the European Common Market is but one stark reminder of what happens when we fail to recognize the need for local resiliency.&nbsp; &nbsp;Globally, our uniquely adapted heirloom crops have now been diminished to a mere 3-5% of desired strains.&nbsp; Seed banks offer us hope in case of catastrophe, but meeting global needs is not a quick solution – it would take years to rebuild.&nbsp; The film ‘<em>Interstella</em>r’ offers a grim view of relying on monocultures.&nbsp; &nbsp;&nbsp;</p>
1779.  
1780.  
1781.  
1782. <p>We have many alternate options for fuel in transportation but we have no substitute for oil.&nbsp; Limited fossil fuel oil is such a precious resource for more than 6000 things in our everyday lives, that burning it for propulsion and/or electrical energy should be considered an obscene act of wastefulness.&nbsp; Yet immediate global economic expediency still rules our hierarchical decisions.&nbsp; We need new values and ethics to make wise decisions, yet still consider war and hate as necessary for safety.&nbsp; Many of us know that a spiritual path is required, but still defer to economic paradigms that cannot factor Love and Compassion as alternate solutions.</p>
1783.  
1784.  
1785.  
1786. <p>There is no superman to save us.&nbsp; We all are the ones we are waiting for!&nbsp; If we do not facilitate the changes we wish to see, the hierarchies for certain will not do it.&nbsp; I quoted economist, John Ikerd, in my NAEE post (May, 2024),&nbsp;<em>“<strong>Change never comes from the powerful and proud [the hierarchy]– they have too much to lose and too little to gain.&nbsp; Change always comes from the common and humble – we have little to lose and much to gain.</strong>”</em>&nbsp;&nbsp;&nbsp;It is up to us to make these choices for Sustainability locally.&nbsp; Self-sufficiency starts at the local level, and hoping for a fragile set of systems managed by a global hierarchy to find solutions is a dubious path at best.&nbsp;&nbsp;</p>
1787.  
1788.  
1789.  
1790. <p>I often feel like ‘<em>The Man of la Mancha’</em>&nbsp;offering ideas about our individual identities, resilience, and the power of imagination that encourages individuals to embrace their aspirations even in the face of adversity.&nbsp; One man tilting his lance at a windmill seems ridiculous, but tens of millions of us doing it together is a different matter – that is my dream of a Nova Renascentia.&nbsp; My definition of Sustainability, ‘<strong><em>Living within the limits of nature’s ecosystem services; and to live together in communities that are equitable, regenerative, resilient and adaptive’&nbsp;</em></strong>is a goal we can achieve, but it is a we have to do it together, not leave it in the hierarchical hands of those with different agendas and who will not immediately suffer the consequences of being wrong. &nbsp;&nbsp;&nbsp;</p>
1791.  
1792.  
1793.  
1794. <p>&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..</p>
1795.  
1796.  
1797.  
1798. <p>Richard can be contacted at: richardjurin@gmail.com</p>
1799. <p>The post <a href="https://naee.org.uk/teaching-wisdom-part-3-revisiting-nova-renascentia/">Teaching Wisdom? Part 3: Revisiting Nova Renascentia</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
1800. ]]></content:encoded>
1802. <wfw:commentRss>https://naee.org.uk/teaching-wisdom-part-3-revisiting-nova-renascentia/feed/</wfw:commentRss>
1803. <slash:comments>0</slash:comments>
1806. </item>
1807. <item>
1808. <title>NAEE e-News for 15.02.2025</title>
1809. <link>https://naee.org.uk/naee-e-news-for-15-02-2025/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-e-news-for-15-02-2025</link>
1810. <comments>https://naee.org.uk/naee-e-news-for-15-02-2025/#respond</comments>
1812. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
1813. <pubDate>Tue, 18 Feb 2025 08:57:11 +0000</pubDate>
1814. <category><![CDATA[News]]></category>
1815. <guid isPermaLink="false">https://naee.org.uk/?p=22116</guid>
1816.  
1817. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news&#8230; Keep ?Teaching Wisdom? Part 2&#160;–&#160;Resilience An NAEE blog post from Richard Jurin, a regular contributor, explores resilience beyond economic frameworks, advocating for a balance between human and ecological systems. He critiques the reductionist mindset that separates humans from nature, emphasising the need for systems thinking to address complex&#8230;</p>
1818. <p>The post <a href="https://naee.org.uk/naee-e-news-for-15-02-2025/">NAEE e-News for 15.02.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
1819. ]]></description>
1820. <content:encoded><![CDATA[
1821. <p><strong>Here is NAEE&#8217;s latest round-up of news&#8230;</strong></p>
1822.  
1823.  
1824.  
1825. <p>Keep ?Teaching Wisdom? Part 2&nbsp;–&nbsp;Resilience</p>
1826.  
1827.  
1828.  
1829.  
1830.  
1831. <p>An NAEE blog post from Richard Jurin, a regular contributor, explores resilience beyond economic frameworks, advocating for a balance between human and ecological systems. He critiques the reductionist mindset that separates humans from nature, emphasising the need for systems thinking to address complex environmental challenges. To read the blog post in full, click&nbsp;<a href="https://naee.org.uk/teaching-wisdom-part-2-resilience/">here.</a></p>
1832.  
1833.  
1834.  
1835. <p>NEW Outdoor Learning Conference 2025 &#8211; Exeter&nbsp;</p>
1836.  
1837.  
1838.  
1839. <p><strong>NEW Professor Justin Dillon&nbsp;</strong>will be speaking at the Outdoor Learning Conference 2025 on&nbsp;<strong>February 24th in Exeter&nbsp;</strong></p>
1840.  
1841.  
1842.  
1843. <p>The conference will:</p>
1844.  
1845.  
1846.  
1847. <p><em>&#8220;Teach us how to increase the enjoyment of lessons by providing a refreshing change of environment, making lessons more engaging and enjoyable for students.</em></p>
1848.  
1849.  
1850.  
1851. <p><em>Show us how to improve engagement with learning outdoors, by stimulating curiosity and creativity, and enhancing social and behavioural development:</em><em>&nbsp;</em><em>&nbsp;Outdoor learning encourages teamwork, communication, and collaboration.</em><em>&nbsp;</em><em>&nbsp;Students interact with their peers in a different context, fostering social skills and positive behaviour.</em><em>&nbsp;</em><em>&nbsp;Additionally, exposure to nature can reduce stress and anxiety, promoting better mental health.</em></p>
1852.  
1853.  
1854.  
1855. <p><em>Land Physical Wellbeing:</em><em>&nbsp;</em><em>&nbsp;Spending time outdoors has proven health benefits.</em><em>&nbsp;</em><em>&nbsp;Fresh air, physical activity, and exposure to natural light contribute to improved physical fitness and overall wellbeing.</em><em>&nbsp;</em><em>&nbsp;Students who engage in outdoor learning tend to be happier and more motivated.&#8221;</em></p>
1856.  
1857.  
1858.  
1859. <p>You can find out more and book tickets here:&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.outdoorsgroup.co.uk%2Foutdoor-learning-conference-2025%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|8f4ab2a237394143c95d08dd4851fee4|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638746239177842058|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=k7pJZTytFl4zy%2BMsIzeM%2FSqvI7JFgsKfuU2s5b0sUoQ%3D&amp;reserved=0">Outdoor Learning Conference 2025 &#8211; The Outdoors Group</a></p>
1860.  
1861.  
1862.  
1863. <p><strong>News, in the papers and new resources&nbsp;</strong></p>
1864.  
1865.  
1866.  
1867.  
1868.  
1869. <p>NEW: Its official, the world just experienced the&nbsp;<strong>hottest January on record</strong>. Last month was&nbsp;<strong>1.75 degrees Celsius above</strong>&nbsp;the pre-industrial level. It was the&nbsp;<strong>18th month in the last 19&nbsp;</strong>where the global-average surface air temperature was more than 1.5°C above the pre-industrial level. Read more about it&nbsp;<a href="https://news.un.org/en/story/2025/02/1159846">here</a>&nbsp;from the UN.&nbsp;&nbsp;</p>
1870.  
1871.  
1872.  
1873. <p>NEW : A&nbsp;<strong>new study&nbsp;</strong>looks at the the&nbsp;<strong>underprotection of peatlands&nbsp;</strong>and its&nbsp;<strong>threat to the global climate.&nbsp;</strong>Peatlands store more carbon that all of the world&#8217;s forests combined, yet they only make up 3% of the Earth&#8217;s surface. The study found that only&nbsp;<strong>17%&nbsp;</strong>of all peatlands are protected, threatening the carbon sink. The study suggests that one way to protect the peatlands is through&nbsp;<strong>improving the land rights of Indigenous peoples</strong>, with almost of quarter of peatlands on Idengenious lands. The study can be accessed&nbsp;<a href="https://conbio.onlinelibrary.wiley.com/doi/10.1111/conl.13080">here.</a></p>
1874.  
1875.  
1876.  
1877. <p><strong>NEW Connecting with Nature in London, last chance to complete the National Park City survey</strong></p>
1878.  
1879.  
1880.  
1881. <p>London National Park City recognise the importance of connecting people with urban nature and to find out how best to do that, they are conducting a survey that will help influence and shape City Hall&#8217;s plans and policies in this area.</p>
1882.  
1883.  
1884.  
1885. <p>Almost a&nbsp;<strong>1,000 Londoners</strong>&nbsp;have already had their say in the survey&nbsp;<em>Connecting with nature in London</em><em>&nbsp;</em>and it remains open until&nbsp;&nbsp;the end of&nbsp;<strong>Sunday 16th February</strong>&nbsp;to do the same.</p>
1886.  
1887.  
1888.  
1889. <p>Any Londoner aged 16+ can take part. To do so, you first need to create an account so City Hall know who they&#8217;re hearing from. Then, you can take the&nbsp;<strong>4-minute survey</strong>&nbsp;and join in the related discussions.</p>
1890.  
1891.  
1892.  
1893. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.convertkit-mail2.com%2Fk0u76pvqk9t6h5dpx6otlhovpz777t8%2Fowhkhqhrzxkv4piq%2FaHR0cHM6Ly93d3cubG9uZG9uLmdvdi51ay90YWxrLWxvbmRvbi90b3BpY3MvZW52aXJvbm1lbnQvY29ubmVjdGluZy1uYXR1cmUtbG9uZG9uL3N1cnZleXMvMTE4Nz91dG1fY2FtcGFpZ249bmF0dXJlMDEyMDI1JnV0bV9jb250ZW50PW5hdGlvbmFscGFya2NpdHkmdXRtX21lZGl1bT1vcmdhbmljc29jaWFsJnV0bV9zb3VyY2U9cGFydG5lcnMjY2FtcGFpZ24%3D&amp;data=05|02|tessa.willy%40ucl.ac.uk|c921ba373e2d48f2801608dd4b930710|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638749817034373030|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=xofJX1cPDAsiwS8ugFvXp64Bq1hBFLq8eHkQBQ0Xs9g%3D&amp;reserved=0"><strong>Go to the survey</strong></a></p>
1894.  
1895.  
1896.  
1897.  
1898.  
1899.  
1900.  
1901. <p><strong>News about Schools, Further Education, Higher Education and Initial/Teacher Education</strong></p>
1902.  
1903.  
1904.  
1905.  
1906.  
1907. <p>Local Schools Nature Grant&nbsp;</p>
1908.  
1909.  
1910.  
1911. <p>Open to schools and early years settings in England, Scotland and Wales, this outdoor learning grant fund has four elements&nbsp;—&nbsp;an outdoor learning training course for your staff, a school grounds climate survey, a Climate Curriculum Kit (valued at&nbsp;£150) and&nbsp;£500 of outdoor equipment chosen from a catalogue of over 100 items.</p>
1912.  
1913.  
1914.  
1915. <p>Applications are open until&nbsp;<strong>4th April&nbsp;</strong></p>
1916.  
1917.  
1918.  
1919. <p>To find out more and apply, click&nbsp;<a href="https://ltl.org.uk/projects/local-school-nature-grants/">here</a></p>
1920.  
1921.  
1922.  
1923.  
1924.  
1925. <p>UCL&#8217;s Centre for Climate Change and Sustainability Education&nbsp;</p>
1926.  
1927.  
1928.  
1929. <p>UCL&#8217;s CCCSE has a host of related events, reports and news in their&nbsp;<a href="https://mailchi.mp/ace9350ef85b/cccse-update-february-2025?e=3e257e4e34">newsletter that can be accessed here,&nbsp;</a>including;</p>
1930.  
1931.  
1932.  
1933. <p>New report exploring the role of&nbsp;<strong>subject associations in climate change &amp; sustainability education</strong></p>
1934.  
1935.  
1936.  
1937. <p><strong>Young People</strong><strong>’</strong><strong>s Voices on Climate Education:</strong>&nbsp;Ministerial Event and Policy Briefing</p>
1938.  
1939.  
1940.  
1941. <p>Bringing to Life the&nbsp;</p>
1942.  
1943.  
1944.  
1945. <p><strong>Event:</strong>&nbsp;<em>Ka ara ake te akoranga i tewhenua:</em><em>&nbsp;</em>climate action and history teaching in Aotearoa (New Zealand) with Michael Harcourt and Haimana Hirini: 27 February, 1630-1730 GMT</p>
1946.  
1947.  
1948.  
1949. <p><strong>Event</strong>: Eco Ed London at Camley Street Natural Park, Kings Cross, London: 28 February, 1230-1630GMT</p>
1950.  
1951.  
1952.  
1953. <p>Climate Literacy Survey&nbsp;</p>
1954.  
1955.  
1956.  
1957. <p>The Royal Meteorological Society is looking for schools to participate in this year’s Climate Literacy Survey, which is open to schools in Scotland, N. Ireland, Wales and England.</p>
1958.  
1959.  
1960.  
1961. <p><strong>If you are in a school which teaches year 11 (England/ Wales), year 12 (N Ireland) or S4 (Scotland) please take part and share the request with your networks</strong>.&nbsp;</p>
1962.  
1963.  
1964.  
1965. <p>For Wales, England and N. Ireland they will be collecting data until the end of March 2025.&nbsp;</p>
1966.  
1967.  
1968.  
1969. <p>For students in Scotland, the survey will remain open until the end of June 2025.&nbsp;</p>
1970.  
1971.  
1972.  
1973. <p>The survey and further information can be accessed via this&nbsp;<a href="https://www.surveymonkey.com/r/ClimateLiteracySurvey25">link</a></p>
1974.  
1975.  
1976.  
1977. <p>Reboot the Future: Message in a Bottle&nbsp;</p>
1978.  
1979.  
1980.  
1981. <p>Water is essential, yet the UK faces serious challenges: pollution, shortages, and poor management.&nbsp;</p>
1982.  
1983.  
1984.  
1985. <p>Clive Lewis MP is bringing a vital&nbsp;<strong>Water Bill</strong>&nbsp;to Parliament on 28th March, but&nbsp;<strong>we need MPs to show up and listen.</strong></p>
1986.  
1987.  
1988.  
1989. <p>We’re asking&nbsp;<strong>students to write letters to their MPs</strong>, expressing their concerns and hopes for the future of water, and deliver them in plastic bottles, a creative SOS calling for change.</p>
1990.  
1991.  
1992.  
1993. <p><strong>The deadline is Friday 28th February!</strong></p>
1994.  
1995.  
1996.  
1997. <p>Let’s flood MPs&#8217; desks with messages and make water a priority.</p>
1998.  
1999.  
2000.  
2001. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Frebootthefuture.us5.list-manage.com%2Ftrack%2Fclick%3Fu%3D55c07cb9ea0ffbd3387355808%26id%3Ded62920a3b%26e%3D471cfae33b&amp;data=05|02|tessa.willy%40ucl.ac.uk|ce068c41ac5a445d017408dd4754feeb|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638745152572974294|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=KjYPXXOJEFbdG27T41PkPjEO1RLVvvrMdtUJV%2BJiD9s%3D&amp;reserved=0">Get involved #MessageInABottle</a></p>
2002.  
2003.  
2004.  
2005.  
2006.  
2007. <p><strong>Employment, education and training opportunities&nbsp;</strong></p>
2008.  
2009.  
2010.  
2011. <p><strong>Climate Leaders Conference&nbsp;</strong><strong>–&nbsp;</strong><strong>6th March</strong>, Sheffield Hallam University.&nbsp;&nbsp;</p>
2012.  
2013.  
2014.  
2015. <p>&nbsp;This one-day conference will support education settings, schools and trust leaders to understand the benefits of a sustainability leadership and climate action plans, support to develop a plan and identify opportunities to support their settings in&nbsp;taking action&nbsp;on climate change, sustainability and biodiversity.&nbsp;</p>
2016.  
2017.  
2018.  
2019. <p>For more information, have a look&nbsp;<a href="https://research.shu.ac.uk/sustainability/2024/11/25/climate-leaders-conference/">here</a>&nbsp;and to sign up, follow this&nbsp;<a href="https://forms.office.com/pages/responsepage.aspx?id=ofZoiROsL0e4mfcxbkOfQx4BAl4tMlpDpS-CV6i-gl1UQkM3QzlCWEJENk1VRjY3OTlKMkU4TzAzQy4u&amp;route=shorturl">link</a>.&nbsp;&nbsp;</p>
2020.  
2021.  
2022.  
2023. <p><strong>Climate and Energy Summit 2025</strong>,&nbsp;<strong>18th&nbsp;</strong><strong>–</strong><strong>&nbsp;19th March</strong>, Chatham House, London.&nbsp;</p>
2024.  
2025.  
2026.  
2027. <p>On the road towards COP30, this annual conference will gather senior leaders and decision-makers from the business community, multilateral organizations, government agencies, academia and NGOs. Two days of high-level panel dialogues, networking sessions and an interactive workshop under the Chatham House Rule will focus on multi-stakeholder collaboration for increased ambition, action and impact. For more information and to sign up, have a look on their&nbsp;<a href="https://www.chathamhouse.org/events/all/conference/climate-and-energy-summit-2025">website.</a>&nbsp;&nbsp;&nbsp;</p>
2028.  
2029.  
2030.  
2031. <p><strong>5th Annual South Yorkshire Schools</strong><strong>’</strong><strong>&nbsp;Climate Conference 2025&nbsp;</strong><strong>–</strong><strong>&nbsp;20th March</strong>, AESSEAL Rotherham United Football Stadium, Rotherham.&nbsp;</p>
2032.  
2033.  
2034.  
2035. <p>&nbsp;All schools in South Yorkshire are invited to register an expression of interest for groups of up to 6 primary pupils (Y4-Y6) or up to 5 secondary students (Y7-Y11) with 2 adults. It will be a jam-packed day of interactive workshops and speakers exploring the Green Skills and Careers theme. Attending the conference is also a great way to gain more knowledge to boost your school&#8217;s Climate Action Plan. For more information, access their website&nbsp;<a href="https://www.scesy.org.uk/conference/conference-2025/">here</a>&nbsp;and to sign up, use this&nbsp;<a href="https://docs.google.com/forms/d/e/1FAIpQLSfzMUuYliG0ee_44LbQGHWQwlglSRlBRbJsyYm-wfCsudKvgA/viewform">link</a>.&nbsp;&nbsp;</p>
2036.  
2037.  
2038.  
2039. <p><strong>Together in Nature &#8211; Trauma-informed Nature-based Training- 24-30th March</strong>, Malvern, Worcestershire<strong>&nbsp;</strong><strong>and 6-10th May</strong>, Aberdeenshire.&nbsp;</p>
2040.  
2041.  
2042.  
2043. <p>For people working with children, young people and adults, those interested in their personal development and are curious about the power of connection with the more than human world. The key elements of the 5 days include &#8211; holding space; storying our story with nature-based metaphors and more; attuning and resonance with each other and the natural world; creating coherence from separation. To book your space and find out more information, follow this&nbsp;<a href="https://subscribepage.io/TinNature2025">link</a>.&nbsp;&nbsp;</p>
2044.  
2045.  
2046.  
2047. <p><strong>Lead Teacher in Outdoor Learning</strong>&#8211;&nbsp;&nbsp;<strong>22nd &#8211; 22rd April</strong>,&nbsp;<strong>Stirling University</strong>.&nbsp;</p>
2048.  
2049.  
2050.  
2051. <p>Aimed at teachers who would like to develop the outdoor learning culture in their school. The two-day course aims to equip practitioners with practical skills, knowledge and understanding to embed outdoor learning across their setting or whole school community. Conducted by&nbsp;<strong>Learning Through Landscapes.</strong></p>
2052.  
2053.  
2054.  
2055. <p><strong>Step up your game as a campaigner</strong>&nbsp;&#8211;&nbsp;<strong>Online</strong>, Shelia McKechnie Foundation.&nbsp;</p>
2056.  
2057.  
2058.  
2059. <p>Explore various specialist workshops designed to provide advice, tools and information to help you succeed in campaigning. They work for those who are new to campaigning or who want to hone their skills in a particular specialist area. They offer a series of three-hour online workshops with a focus on active learning.&nbsp;To find out more information and book, check out the website&nbsp;<a href="https://smk.org.uk/what-we-do/support/campaign-training/open-training/?mc_cid=8c27326519&amp;mc_eid=b3ccaf47a3">here.</a></p>
2060.  
2061.  
2062.  
2063. <p><strong>Some exciting job opportunities available:</strong> &nbsp;</p>
2064.  
2065.  
2066.  
2067. <p><a href="https://smk.org.uk/get-involved/join-our-team/?mc_cid=9d97f24fc7&amp;mc_eid=b3ccaf47a3"><strong>Programmes Support and Communications Officer</strong></a><strong>:&nbsp;</strong>Sheila McKechnie Foundation (London) (Deadline 24th February)</p>
2068.  
2069.  
2070.  
2071. <p><a href="https://www.wiltshirewildlife.org/jobs/care-farm-education-and-wellbeing-officer-30-hours"><strong>Care farm Education and Wellbeing Officer</strong></a>&nbsp;&#8211; Wiltshire Wildlife Trust (Oaksey) (Deadline 24th February)&nbsp;</p>
2072.  
2073.  
2074.  
2075. <p><a href="https://docs.google.com/forms/d/e/1FAIpQLScgMbRbczf9tm-4PmFEZG5wbF6VzCYzM6tiEq6Vb6c-5z6diw/viewform">Apply to be a Project Ambassador&nbsp;</a><strong>&nbsp;</strong>Back The Future is a one year project looking for six young adult Project Ambassadors (2 young farmers, 2 FLAME members, and 2 students), experience includes influencing decision makers about&nbsp;food and farming issues and much more</p>
2076.  
2077.  
2078.  
2079. <p><a href="https://www.environmentjob.co.uk/jobs/104737-biodiversity-officer"><strong>Biodiversity Officer</strong></a>&nbsp;&#8211; Oxfordshire County Council (Deadline 9th March)&nbsp;</p>
2080.  
2081.  
2082.  
2083. <p>For a <strong>wide range of further opportunities</strong>, do look at: &nbsp;</p>
2084.  
2085.  
2086.  
2087. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
2088. https://www.environmentjob.co.uk/updates/last_update
2089. </div></figure>
2090.  
2091.  
2092.  
2093. <p><strong>And to wrap it up&#8230;&nbsp;</strong></p>
2094.  
2095.  
2096.  
2097. <p>Black Snow&nbsp;</p>
2098.  
2099.  
2100.  
2101.  
2102.  
2103. <p>An interesting documentary that came out last year, Black Snow follows a Siberian mother&#8217;s uncovering of a coal scandal. Directed by Alina Simone, it explores Natalia Zubkova fight for the truth and justice, whilst conflicting with governmental authorities. Follow this&nbsp;<a href="https://mubi.com/en/films/black-snow-2024/trailer">link</a>&nbsp;to watch the trailer.&nbsp;</p>
2104.  
2105.  
2106.  
2107. <p><strong>Sharing News and Contact Details&nbsp;</strong></p>
2108.  
2109.  
2110.  
2111. <p>Please do <strong>share</strong>&nbsp;our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fjoin-naee%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367950239|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=lQ0BSazO9bF55wnv%2BQYKH65lN1Ri10R62r0zv4Zw7vo%3D&amp;reserved=0">here</a><em>.</em> </p>
2112.  
2113.  
2114.  
2115. <p><strong>National Association for Environmental Education (UK)</strong> &nbsp;</p>
2116.  
2117.  
2118.  
2119. <p>Email:  <a href="mailto:info@naee.org.uk">info@naee.org.uk</a>        &nbsp;Web:  <a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnaee.org.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367966488|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=K2okyauT75rGz13b9fsI6GYB5CgiVsv7658RuyT6NOc%3D&amp;reserved=0">http://naee.org.uk</a> &nbsp;</p>
2120. <p>The post <a href="https://naee.org.uk/naee-e-news-for-15-02-2025/">NAEE e-News for 15.02.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
2121. ]]></content:encoded>
2123. <wfw:commentRss>https://naee.org.uk/naee-e-news-for-15-02-2025/feed/</wfw:commentRss>
2124. <slash:comments>0</slash:comments>
2127. </item>
2128. <item>
2129. <title>NAEE eNewsletter for 9.2.2025</title>
2130. <link>https://naee.org.uk/naee-enews-for-9-2-2025/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-enews-for-9-2-2025</link>
2131. <comments>https://naee.org.uk/naee-enews-for-9-2-2025/#respond</comments>
2133. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
2134. <pubDate>Sun, 09 Feb 2025 03:09:29 +0000</pubDate>
2135. <category><![CDATA[Blog]]></category>
2136. <category><![CDATA[News]]></category>
2137. <guid isPermaLink="false">https://naee.org.uk/?p=22112</guid>
2138.  
2139. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news&#8230; Teaching Wisdom? Part 2&#160;–&#160;Resilience An NAEE blog post from Richard Jurin, a regular contributor, explores resilience beyond economic frameworks, advocating for a balance between human and ecological systems. He critiques the reductionist mindset that separates humans from nature, emphasising the need for systems thinking to address complex environmental&#8230;</p>
2140. <p>The post <a href="https://naee.org.uk/naee-enews-for-9-2-2025/">NAEE eNewsletter for 9.2.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
2141. ]]></description>
2142. <content:encoded><![CDATA[
2143. <p><strong>Here is NAEE&#8217;s latest round-up of news&#8230;</strong></p>
2144.  
2145.  
2146.  
2147. <p>Teaching Wisdom? Part 2&nbsp;–&nbsp;Resilience</p>
2148.  
2149.  
2150.  
2151.  
2152.  
2153. <p>An NAEE blog post from Richard Jurin, a regular contributor, explores resilience beyond economic frameworks, advocating for a balance between human and ecological systems. He critiques the reductionist mindset that separates humans from nature, emphasising the need for systems thinking to address complex environmental challenges. To read the blog post in full, click&nbsp;<a href="https://naee.org.uk/teaching-wisdom-part-2-resilience/">here.</a></p>
2154.  
2155.  
2156.  
2157. <p><strong>News, in the papers and new resources&nbsp;</strong></p>
2158.  
2159.  
2160.  
2161.  
2162.  
2163. <p>The UK has submitted a&nbsp;<strong>new action plan</strong>&nbsp;to the UN ahead of the next COP. It aims to reduce its emissions of planet-warming greenhouse gases by 81% by 2035, but has not explained how it will achieve the goal. The government also signed up to global goals to triple renewable energy capacity by 2030. However, it has not set targets for sectors like farming, aviation or energy to address those sectors&#8217; contributions to climate change. To find out more read the article from the BBC&nbsp;<a href="https://www.bbc.co.uk/news/articles/cyv4g7000m4o">here</a>, or take a look at the NDC report yourself&nbsp;<a href="https://unfccc.int/sites/default/files/2025-01/UK's%202035%20NDC%20ICTU.pdf">here</a>.</p>
2164.  
2165.  
2166.  
2167. <p>Trump&#8217;s administration has&nbsp;<a href="https://www.theguardian.com/us-news/2025/feb/04/trump-climate-change-federal-websites"><strong>started to remove or downgrade mentions of the climate crisis</strong></a>&nbsp;across the US government,&nbsp;including the scrapping of a major climate&nbsp;portal&nbsp;on the Department of Defense’s website and&nbsp;&nbsp;the main&nbsp;climate change section&nbsp;on the site of the Department of State.</p>
2168.  
2169.  
2170.  
2171. <p>This comes amongst a wide range of new policies, including an executive order aimed at&nbsp;<strong>withdrawing the US from the WHO,</strong>&nbsp;the signing of an order to recognise&nbsp;<a href="https://www.bbc.co.uk/news/articles/czx84en1yp4o"><strong>two sexes only</strong></a>&nbsp;and the suggestion the&nbsp;<a href="https://www.theguardian.com/world/2025/feb/06/israel-tells-army-to-prepare-plan-for-palestinians-to-voluntarily-leave-gaza"><strong>US take over the Gaza&nbsp;</strong></a>and resettle its residents in other countries.&nbsp;</p>
2172.  
2173.  
2174.  
2175. <p><strong>Micro-plastics are growing again</strong>&nbsp;(there should be an acronym for that); among a flurry of executive orders, Trump also found time to remove the ban on&nbsp;<a href="https://www.independent.co.uk/politics/trump-straws-plastic-paper-b2694325.html"><strong>plastic</strong></a>&nbsp;drinking straws.</p>
2176.  
2177.  
2178.  
2179. <p><strong>How to Beat Ultra Processed Foods</strong></p>
2180.  
2181.  
2182.  
2183. <p>How do we improve our dietary health, and decrease our environmental footprint?&nbsp;That is the question&nbsp;tackled by Neil Kitching in his most recent blog on the&nbsp;<em>Carbon Choices</em>&nbsp;website.&nbsp;</p>
2184.  
2185.  
2186.  
2187. <p>You can read all about Neil’s&nbsp;radical idea to reduce the dominance of ultra processed foods in supermarkets&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.carbonchoices.uk%2Findex.php%2Fblog%2Fblog-67&amp;data=05|02|tessa.willy%40ucl.ac.uk|868d8314bbe74cd7def708dd41f55618|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638739244160122856|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=eEzoIKDkwgWgqGiLF5cnxjV3xZtkzjvB7RPvWQFVICw%3D&amp;reserved=0">here</a>.&nbsp;</p>
2188.  
2189.  
2190.  
2191.  
2192.  
2193. <p><a href="https://twomoorspinemartens.org/">Pine Martens Bounce Back in Devon&nbsp;</a>&#8211; find out more here about what happened to 15 pine martens released into the wild&#8230;.&nbsp;</p>
2194.  
2195.  
2196.  
2197. <p><strong>InterClimate Network 2024</strong>&nbsp;share their&nbsp;highlights from 2024, and offer a &#8216;refreshingly positive perspective amidst the often-disheartening climate narratives dominating the world today:&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fmailchi.mp%2Fbc303803eff9%2Fjoinicn-2025%3Fe%3D7c7e8940ae&amp;data=05|02|tessa.willy%40ucl.ac.uk|dfb9d77274be4fc9143908dd45cc3f21|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638743465729567137|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=oXBMrk6cPqRc2sMZPhOu83vAN2591pEeVwX2oI%2FEREA%3D&amp;reserved=0">News and opportunities from InterClimate Network</a><strong>&#8216;</strong></p>
2198.  
2199.  
2200.  
2201. <p>If you would like further news,&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Finterclimate.us11.list-manage.com%2Fsubscribe%3Fu%3D10fe4a951f17bd59b815b5475%26id%3Da582bd93c5&amp;data=05|02|tessa.willy%40ucl.ac.uk|dfb9d77274be4fc9143908dd45cc3f21|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638743465729590649|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=f5ko78hKbLGxu3GSeKgITgV7oBngbaZi8WhBUIU0Ok8%3D&amp;reserved=0">please use this sign-up&nbsp;link</a>&nbsp;to receive other updates later this year.&nbsp;</p>
2202.  
2203.  
2204.  
2205. <p>If you would like to find out more about their work, please contact&nbsp;<a href="mailto:Schools@interclimate.org">Schools@interclimate.org</a>&nbsp;&nbsp;&nbsp;</p>
2206.  
2207.  
2208.  
2209. <p><strong>Making the most of a meanwhile space</strong></p>
2210.  
2211.  
2212.  
2213. <p>A former central London coffee shop is now the home of London National Park City!</p>
2214.  
2215.  
2216.  
2217.  
2218.  
2219. <p><strong>News from London, the first National Park City:</strong></p>
2220.  
2221.  
2222.  
2223. <p>The&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.convertkit-mail2.com%2Fgku2wvrox5i5hld4l42arh8gom999tm%2Fg3hnh5h3v37w05b3%2FaHR0cHM6Ly9uYXRpb25hbHBhcmtjaXR5LmxvbmRvbi92aXNpdA%3D%3D&amp;data=05|02|tessa.willy%40ucl.ac.uk|7206685da4b040d7eb9508dd46d2dea3|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638744593675353819|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=en0e8m0LByoWeraWCP9pnjfjD4qc%2FFm2yNdgVAf5kmQ%3D&amp;reserved=0">Visitor Centre</a>&nbsp;at 80 Mortimer Street, close to Oxford Circus, is now open. Several events &#8211; including an exciting upcoming film screening from one of our supporter organisations &#8211; will be hosted there so watch this space for more details!&nbsp;</p>
2224.  
2225.  
2226.  
2227. <p>You can get to know more about the&nbsp;<strong>London National Park City</strong>&nbsp;team, purchase a copy of their&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.convertkit-mail2.com%2Fgku2wvrox5i5hld4l42arh8gom999tm%2Fn2hohvh3d3w0l7i0%2FaHR0cHM6Ly9uYXRpb25hbHBhcmtjaXR5LmxvbmRvbi9tYXA%3D&amp;data=05|02|tessa.willy%40ucl.ac.uk|7206685da4b040d7eb9508dd46d2dea3|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638744593675374482|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=ALfaGDUSRX4Ns5ePS9pvbzwnLRejm88Sl0SxLKw8QrM%3D&amp;reserved=0">London Urban Nature Map</a>&nbsp;and pick up a copy of their&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.convertkit-mail2.com%2Fgku2wvrox5i5hld4l42arh8gom999tm%2Fwnh2hghwzw96ldtl%2FaHR0cHM6Ly9uYXRpb25hbHBhcmtjaXR5LmxvbmRvbi9tYWtlci1wYXBlcg%3D%3D&amp;data=05|02|tessa.willy%40ucl.ac.uk|7206685da4b040d7eb9508dd46d2dea3|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638744593675390234|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=8R4t55O8cCeIqh70pkN5Nwy3Td6IBbOXfXgiR8TCkvs%3D&amp;reserved=0">Maker Paper</a>&nbsp;&#8211; version two of which will be hot off the press by the end of the month. Spaces within the Visitor Centre will also be available for hire (free for community groups).</p>
2228.  
2229.  
2230.  
2231. <p><strong>News about Schools, Further Education, Higher Education and Initial/Teacher Education</strong></p>
2232.  
2233.  
2234.  
2235.  
2236.  
2237. <p>Local Schools Nature Grant&nbsp;</p>
2238.  
2239.  
2240.  
2241. <p>Open to schools and early years settings in England, Scotland and Wales, this outdoor learning grant fund has four elements&nbsp;—&nbsp;an outdoor learning training course for your staff, a school grounds climate survey, a Climate Curriculum Kit (valued at&nbsp;£150) and&nbsp;£500 of outdoor equipment chosen from a catalogue of over 100 items.</p>
2242.  
2243.  
2244.  
2245. <p>Applications are open until&nbsp;<strong>4th April&nbsp;</strong></p>
2246.  
2247.  
2248.  
2249. <p>To find out more and apply, click&nbsp;<a href="https://ltl.org.uk/projects/local-school-nature-grants/">here</a></p>
2250.  
2251.  
2252.  
2253.  
2254.  
2255. <p>UCL&#8217;s Centre for Climate Change and Sustainability Education&nbsp;</p>
2256.  
2257.  
2258.  
2259. <p>UCL&#8217;s CCCSE has a host of related events, reports and news in their&nbsp;<a href="https://mailchi.mp/ace9350ef85b/cccse-update-february-2025?e=3e257e4e34">newsletter that can be accessed here,&nbsp;</a>including;</p>
2260.  
2261.  
2262.  
2263. <p>New report exploring the role of&nbsp;<strong>subject associations in climate change &amp; sustainability education</strong></p>
2264.  
2265.  
2266.  
2267. <p><strong>Young People</strong><strong>’</strong><strong>s Voices on Climate Education:</strong>&nbsp;Ministerial Event and Policy Briefing</p>
2268.  
2269.  
2270.  
2271. <p>Bringing to Life the&nbsp;</p>
2272.  
2273.  
2274.  
2275. <p><strong>Event:</strong>&nbsp;<em>Ka ara ake te akoranga i tewhenua:</em><em>&nbsp;</em>climate action and history teaching in Aotearoa (New Zealand) with Michael Harcourt and Haimana Hirini: 27 February, 1630-1730 GMT</p>
2276.  
2277.  
2278.  
2279. <p><strong>Event</strong>: Eco Ed London at Camley Street Natural Park, Kings Cross, London: 28 February, 1230-1630GMT</p>
2280.  
2281.  
2282.  
2283. <p>Funding for School Climate and Biodiversity Projects and from the National Education Nature Park&nbsp;</p>
2284.  
2285.  
2286.  
2287. <p><strong>Two major school funding projects</strong></p>
2288.  
2289.  
2290.  
2291. <p>1. Starting last week, UK primary and secondary schools can apply for grants up to<strong>&nbsp;</strong><strong>£</strong><strong>3,000</strong>&nbsp;for projects tackling climate change and biodiversity. This funding is provided by the&nbsp;<strong>Royal Society&#8217;s Tomorrow&#8217;s Climate Scientists Programme</strong>, an extension of their Partnership Grants Programme, which aims to engage students in environmental challenges while promoting STEM education. To qualify, schools must&nbsp;<strong>partner with a STEM professional from academia or industry</strong>. The grants are primarily intended to cover the cost of necessary equipment for these projects. The application process for the Partnership Grants scheme involves two stages, with the first stage applications due by the&nbsp;<strong>30th April 2025.</strong></p>
2292.  
2293.  
2294.  
2295. <p>Find more information click the link&nbsp;<a href="https://royalsociety.org/grants/partnership-grants/unique-scheme-benefits/tomorrows-climate-scientists/">here.</a></p>
2296.  
2297.  
2298.  
2299. <p>2. There is&nbsp;<strong>£</strong><strong>10,000 available</strong>&nbsp;to schools in disadvantaged areas for work related to the&nbsp;<strong>National Education Nature Park funding</strong>&nbsp;to increase biodiversity in the school grounds and those schools already involved are now eligible for the next round of funding.&nbsp;</p>
2300.  
2301.  
2302.  
2303. <p>Click&nbsp;<a href="https://www.gov.uk/government/publications/nature-park-and-climate-action-awards-funding-allocations/national-education-nature-park-funding-guide">here</a>&nbsp;for more information.&nbsp;</p>
2304.  
2305.  
2306.  
2307. <p>Online safety for primary schools through the BBC&nbsp;</p>
2308.  
2309.  
2310.  
2311. <p><strong>The BBC writes about new online safety resources for</strong><strong>&nbsp;</strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bbc.co.uk%2Fteach%2Ftopics%2Fcp440njz78zt&amp;data=05|02|tessa.willy%40ucl.ac.uk|6880c97c78124f4925f008dd46a9a510|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638744416629381686|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=MyiiEErDvIQXdXj3IDH8zTxrtDIo2DJ6wMPYkIelptA%3D&amp;reserved=0"><strong>primary schools</strong></a><strong>.</strong></p>
2312.  
2313.  
2314.  
2315. <p>&#8216;We now have more than 100 teaching resources&nbsp;–&nbsp;including a new Live Lesson&nbsp;–&nbsp;to help you and your colleagues teach online safety. These include both existing BBC video content and newly commissioned films and teaching resources, which we’ve curated in collections mapped to the Education for a Connected World framework set out by the UK Council for Internet Safety.</p>
2316.  
2317.  
2318.  
2319. <p>&nbsp;On&nbsp;<strong>Safer Internet Day (11 February 2025), we</strong><strong>’</strong><strong>re also broadcasting a</strong><strong>&nbsp;</strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bbc.co.uk%2Fteach%2Flive-lessons%2Farticles%2Fzm9vwsg&amp;data=05|02|tessa.willy%40ucl.ac.uk|6880c97c78124f4925f008dd46a9a510|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638744416629404470|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=Db2Lw8%2BdhvCFtQCpRR1pVdcgkhbLmJcho%2BOzSuwFuGs%3D&amp;reserved=0"><strong>Live Lesson</strong></a>&nbsp;which you can watch live with your pupils. The lesson is set inside the virtual world of&nbsp;‘Scam Smashers,’&nbsp;where your class will become players in a video game alongside presenters Maddie Moate (<em>Maddie</em><em>’</em><em>s Do You Know</em>) and Joel Mawhinney (<em>Blue Peter</em>).&nbsp;&nbsp;</p>
2320.  
2321.  
2322.  
2323. <p>&nbsp;Children will be challenged to outsmart digital tricksters to protect their personal information. Newsround’s Emma-Louise Amanshia and Jules Hardy from Game on Grandparents will also be on hand with online safety advice. I promise it will be great fun and that your pupils will take away valuable lessons about spotting scams.&nbsp;</p>
2324.  
2325.  
2326.  
2327. <p>Produced in partnership with&nbsp;<strong>Childnet, the Live Lesson will broadcast on BBC Teach and CBBC at 11am on Tuesday 11 February.</strong>&nbsp;It will be available on-demand on BBC Teach and BBC iPlayer afterwards, so you can try it at any time if you can’t make it on the 11th. Activity sheets and a teaching guide are already available.&#8217;</p>
2328.  
2329.  
2330.  
2331. <p>Environmental Education and Democracy&nbsp;</p>
2332.  
2333.  
2334.  
2335.  
2336.  
2337. <p><strong>Environmental Education &amp; Democracy Two-part online discussions: Feb 12, 2025 at 4pm ET (Eastern Time) and Feb 26, 2025 at 4pm ET</strong></p>
2338.  
2339.  
2340.  
2341. <p>Join us for a two-part exploration of how environmental education can foster democratic participation and decision-making for a sustainable future. These sessions are designed for educators eager to enhance democratic environmental governance, and help students and communities influence sustainability practices, policies, and institutions.</p>
2342.  
2343.  
2344.  
2345. <p><strong>February 12, 2025, at 4:00pm-5:00am Eastern Time February 26, 2025, at 4:00pm-5:00pm Eastern Time</strong></p>
2346.  
2347.  
2348.  
2349. <p><strong>Learn more and register:&nbsp;</strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.civicecology.org%2Feed&amp;data=05|02|tessa.willy%40ucl.ac.uk|47252d0fbbc64759e05b08dd3c78a864|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638733211108670674|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=QU%2BZ2Ls6HerdZDI9fRQ5rp5AkVfPlj4jnQQLUzGRLF8%3D&amp;reserved=0"><strong>https://www.civicecology.org/eed</strong></a></p>
2350.  
2351.  
2352.  
2353. <p>Climate Literacy Survey&nbsp;</p>
2354.  
2355.  
2356.  
2357. <p>The Royal Meteorological Society is looking for schools to participate in this year’s Climate Literacy Survey, which is open to schools in Scotland, N. Ireland, Wales and England.</p>
2358.  
2359.  
2360.  
2361. <p><strong>If you are in a school which teaches year 11 (England/ Wales), year 12 (N Ireland) or S4 (Scotland) please take part and share the request with your networks</strong>.&nbsp;</p>
2362.  
2363.  
2364.  
2365. <p>For Wales, England and N. Ireland they will be collecting data until the end of March 2025.&nbsp;</p>
2366.  
2367.  
2368.  
2369. <p>For students in Scotland, the survey will remain open until the end of June 2025.&nbsp;</p>
2370.  
2371.  
2372.  
2373. <p>The survey and further information can be accessed via this&nbsp;<a href="https://www.surveymonkey.com/r/ClimateLiteracySurvey25">link</a></p>
2374.  
2375.  
2376.  
2377. <p>Classroom activities on challenging consumerism available from Good Life Schools&nbsp;</p>
2378.  
2379.  
2380.  
2381. <p>In a world where there is increasing pressure to buy lots of &#8216;stuff&#8217;, young changemakers from the Global Action Plan National Lottery-funded&nbsp;Good Life Schools programme&nbsp;are challenging the pressure to consume and showing that low-impact lifestyles are possible. Through a series of Key Stage 3 and 4 activities, this resource offers the chance to explore how choices we make impact people and planet, and helps raise young people&#8217;s awareness of (and build their resilience to) marketing tactics that impact their wellbeing.</p>
2382.  
2383.  
2384.  
2385. <p>Click&nbsp;<a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftransform-our-world.us16.list-manage.com%2Ftrack%2Fclick%3Fu%3D806a1249ac4cf82c43096e23b%26id%3D0d97a644df%26e%3D349801c5bc&amp;data=05|02|ee21a2p%40leeds.ac.uk|fa45ec6102a64444512408dd3c8b3289|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638733292225589887|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|80000|||&amp;sdata=YDIEOuVAUSQ4ZjJzdRo%2BTLCOYqQBsHUF92ii14ffL1g%3D&amp;reserved=0">here</a>&nbsp;to download their resources.&nbsp;</p>
2386.  
2387.  
2388.  
2389. <p>Give the colours back to the Earth</p>
2390.  
2391.  
2392.  
2393.  
2394.  
2395. <p>A new publication from Dr Yasemin Allsop,&nbsp;<em>Give the Colours back to the Earth,&nbsp;</em>has lots of ideas and activities to engage young children and support them in making connections with the wonders of the world around them.&nbsp;</p>
2396.  
2397.  
2398.  
2399. <p>Find our more on&nbsp;&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fyaseminallsop.co.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|aa9548bf77da4515d15b08dd057be409|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638672751849063288|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=k86%2B7UeKc6yO06If6tJzCryvmn0YZTDXvnk3rhlZWls%3D&amp;reserved=0">Yasemin’s website</a>&nbsp;and the myriad activities that accompany the book.</p>
2400.  
2401.  
2402.  
2403.  
2404.  
2405. <p>LAST WEEK for the Schools&#8217; Big Garden Birdwatch</p>
2406.  
2407.  
2408.  
2409.  
2410.  
2411. <p>The&nbsp;<a href="https://www.rspb.org.uk/whats-happening/get-ready-for-big-schools-birdwatch">Schools&#8217; Big Garden Birdwatch&nbsp;</a>runs until 14 February and is a great way to connect children with nature while supporting curriculum learning. Schools can still register here&nbsp;<a href="https://action.rspb.org.uk/page/154721/subscribe/1?ea.tracking.id=rspb_web">now</a></p>
2412.  
2413.  
2414.  
2415. <p>Virtual Week-long Amazon-themed Initiative for pupils</p>
2416.  
2417.  
2418.  
2419.  
2420.  
2421. <p>Emma Espley and Marcella Haddad are offering a virtual workshop aimed to connect pupils with the Amazon rainforest and the Kameba indigenous community in real time.&nbsp;</p>
2422.  
2423.  
2424.  
2425. <p>An insight into the format and content of previous, similar events can be gained by visiting their blog:&nbsp;<a href="https://stepintotheamazon.co.uk/blog/">https://stepintotheamazon.co.uk/blog/</a></p>
2426.  
2427.  
2428.  
2429. <p>Cost: The fee for a virtual single school workshop is&nbsp;£250, whilst the charge to participate in one of our scheduled virtual multi-schools events is just&nbsp;£125 (you can include as many teachers and Key Stage 2 pupils as you can feasibly accommodate your end).</p>
2430.  
2431.  
2432.  
2433. <p>The next virtual multi-schools initiative will be held on Monday 3rd March 2025, from 9.30am until 12.00 noon, and Friday 7th March 2025, from 2.00 pm to 2.30 pm approx.</p>
2434.  
2435.  
2436.  
2437. <p>For further details or to reserve a place, please contact Emma Espley: emma.espley@gmail.com</p>
2438.  
2439.  
2440.  
2441. <p>West Midlands Air Quality&nbsp;&nbsp;&#8211; looking for local schools&nbsp;&nbsp;to engage&nbsp;</p>
2442.  
2443.  
2444.  
2445. <p>West Midlands Air Quality Sensor network is now live;&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcleanair.wmca.org.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|64fd54904e5a4eeef59c08dd47562080|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638745158308391998|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=hlIa74QlC2xB2fRvoPykh%2F9PWKTUQALLrscEb5plwd8%3D&amp;reserved=0">https://cleanair.wmca.org.uk/</a>&nbsp;The website will allow schools to view the air quality by their schools and see the data update every hour</p>
2446.  
2447.  
2448.  
2449. <p>Schools are able to download the 30-day average for the sensor located nearest to their school and have a toolkit available to communicate with parents and the community.&nbsp;</p>
2450.  
2451.  
2452.  
2453. <p>They will be creating additional classroom based resources this year and are keen to co-create these with teachers and schools. If you are able to support us in engaging with schools across the region, we would appreciate your support.</p>
2454.  
2455.  
2456.  
2457.  
2458.  
2459. <p>Reboot the Future: Message in a Bottle&nbsp;</p>
2460.  
2461.  
2462.  
2463. <p>Water is essential, yet the UK faces serious challenges: pollution, shortages, and poor management.&nbsp;</p>
2464.  
2465.  
2466.  
2467. <p>Clive Lewis MP is bringing a vital&nbsp;<strong>Water Bill</strong>&nbsp;to Parliament on 28th March, but&nbsp;<strong>we need MPs to show up and listen.</strong></p>
2468.  
2469.  
2470.  
2471. <p>We’re asking&nbsp;<strong>students to write letters to their MPs</strong>, expressing their concerns and hopes for the future of water, and deliver them in plastic bottles, a creative SOS calling for change.</p>
2472.  
2473.  
2474.  
2475. <p><strong>The deadline is Friday 28th February!</strong></p>
2476.  
2477.  
2478.  
2479. <p>Let’s flood MPs&#8217; desks with messages and make water a priority.</p>
2480.  
2481.  
2482.  
2483. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Frebootthefuture.us5.list-manage.com%2Ftrack%2Fclick%3Fu%3D55c07cb9ea0ffbd3387355808%26id%3Ded62920a3b%26e%3D471cfae33b&amp;data=05|02|tessa.willy%40ucl.ac.uk|ce068c41ac5a445d017408dd4754feeb|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638745152572974294|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=KjYPXXOJEFbdG27T41PkPjEO1RLVvvrMdtUJV%2BJiD9s%3D&amp;reserved=0">Get involved #MessageInABottle</a></p>
2484.  
2485.  
2486.  
2487.  
2488.  
2489. <p><strong>Employment, education and training opportunities&nbsp;</strong></p>
2490.  
2491.  
2492.  
2493. <p><strong>Sustainability in Education Conference&nbsp;</strong>&#8211;&nbsp;<strong>12th February,</strong>&nbsp;University of Bedfordshire.&nbsp;</p>
2494.  
2495.  
2496.  
2497. <p>“By 2025, all education settings will have nominated a sustainability lead and put in place a climate action plan.&#8221; The Department for Education&#8217;s (DfE)’s sustainability and climate change strategy. Whether you have an existing sustainability action plan in place or are just getting started, this one-day course will provide Primary, Secondary and Further Education Sustainability Leads, Teachers, School Improvement Directors, Operations/Facilities Directors and Governors with the tools to develop and progress their school’s climate action plan and put that plan into action. For more information and to sign up, click&nbsp;<a href="https://www.eventbrite.co.uk/e/sustainability-in-education-conference-beds-tickets-944948094187">here.</a></p>
2498.  
2499.  
2500.  
2501. <p><strong>Free Peace Education Workshop for Educators &#8211; 12th February</strong>, Online</p>
2502.  
2503.  
2504.  
2505. <p>Online workshop introducing&nbsp;<em>Principles &amp; Practices of Peace Education</em>. This interactive session will explore ways to build peace in educational settings, drawing inspiration from the course content. Learn with experts and contributors to the course and gain valuable insights and ideas on fostering a culture of peace. Whether you&#8217;re a teacher, student, or simply passionate about peace, this workshop is for you. Don&#8217;t miss out on this opportunity to enhance your understanding of peace education!</p>
2506.  
2507.  
2508.  
2509. <p>For more information and to sign up, click this&nbsp;<a href="https://www.eventbrite.co.uk/e/launch-workshop-principles-practices-of-peace-education-registration-1107089547639?aff=oddtdtcreator">link.</a></p>
2510.  
2511.  
2512.  
2513. <p><strong>We Rise &#8211; 15th February,</strong>&nbsp;Sussex University, Brighton.&nbsp;</p>
2514.  
2515.  
2516.  
2517. <p><strong>How can we organise collectively for a better world?</strong>&nbsp;Free event organised by Global Justice Now, for anyone under 30. Subsidised travel and accommodation are also available. Expect interactive and lively workshops, exploring a range of topics including,&nbsp;‘From Trump to Reform: Are we creeping towards fascism?&#8217; and climate justice economics.&nbsp;</p>
2518.  
2519.  
2520.  
2521. <p><strong>Climate Leaders Conference&nbsp;</strong><strong>–&nbsp;</strong><strong>6th March</strong>, Sheffield Hallam University.&nbsp;&nbsp;</p>
2522.  
2523.  
2524.  
2525. <p>&nbsp;This one-day conference will support education settings, schools and trust leaders to understand the benefits of a sustainability leadership and climate action plans, support to develop a plan and identify opportunities to support their settings in&nbsp;taking action&nbsp;on climate change, sustainability and biodiversity.&nbsp;</p>
2526.  
2527.  
2528.  
2529. <p>For more information, have a look&nbsp;<a href="https://research.shu.ac.uk/sustainability/2024/11/25/climate-leaders-conference/">here</a>&nbsp;and to sign up, follow this&nbsp;<a href="https://forms.office.com/pages/responsepage.aspx?id=ofZoiROsL0e4mfcxbkOfQx4BAl4tMlpDpS-CV6i-gl1UQkM3QzlCWEJENk1VRjY3OTlKMkU4TzAzQy4u&amp;route=shorturl">link</a>.&nbsp;&nbsp;</p>
2530.  
2531.  
2532.  
2533. <p><strong>Climate and Energy Summit 2025</strong>,&nbsp;<strong>18th&nbsp;</strong><strong>–</strong><strong>&nbsp;19th March</strong>, Chatham House, London.&nbsp;</p>
2534.  
2535.  
2536.  
2537. <p>On the road towards COP30, this annual conference will gather senior leaders and decision-makers from the business community, multilateral organizations, government agencies, academia and NGOs. Two days of high-level panel dialogues, networking sessions and an interactive workshop under the Chatham House Rule will focus on multi-stakeholder collaboration for increased ambition, action and impact. For more information and to sign up, have a look on their&nbsp;<a href="https://www.chathamhouse.org/events/all/conference/climate-and-energy-summit-2025">website.</a>&nbsp;&nbsp;&nbsp;</p>
2538.  
2539.  
2540.  
2541. <p><strong>5th Annual South Yorkshire Schools</strong><strong>’</strong><strong>&nbsp;Climate Conference 2025&nbsp;</strong><strong>–</strong><strong>&nbsp;20th March</strong>, AESSEAL Rotherham United Football Stadium, Rotherham.&nbsp;</p>
2542.  
2543.  
2544.  
2545. <p>&nbsp;All schools in South Yorkshire are invited to register an expression of interest for groups of up to 6 primary pupils (Y4-Y6) or up to 5 secondary students (Y7-Y11) with 2 adults. It will be a jam-packed day of interactive workshops and speakers exploring the Green Skills and Careers theme. Attending the conference is also a great way to gain more knowledge to boost your school&#8217;s Climate Action Plan. For more information, access their website&nbsp;<a href="https://www.scesy.org.uk/conference/conference-2025/">here</a>&nbsp;and to sign up, use this&nbsp;<a href="https://docs.google.com/forms/d/e/1FAIpQLSfzMUuYliG0ee_44LbQGHWQwlglSRlBRbJsyYm-wfCsudKvgA/viewform">link</a>.&nbsp;&nbsp;</p>
2546.  
2547.  
2548.  
2549. <p><strong>Together in Nature &#8211; Trauma-informed Nature-based Training- 24-30th March</strong>, Malvern, Worcestershire<strong>&nbsp;</strong><strong>and 6-10th May</strong>, Aberdeenshire.&nbsp;</p>
2550.  
2551.  
2552.  
2553. <p>For people working with children, young people and adults, those interested in their personal development and are curious about the power of connection with the more than human world. The key elements of the 5 days include &#8211; holding space; storying our story with nature-based metaphors and more; attuning and resonance with each other and the natural world; creating coherence from separation. To book your space and find out more information, follow this&nbsp;<a href="https://subscribepage.io/TinNature2025">link</a>.&nbsp;&nbsp;</p>
2554.  
2555.  
2556.  
2557. <p><strong>Lead Teacher in Outdoor Learning</strong>&#8211;&nbsp;&nbsp;<strong>22nd &#8211; 22rd April</strong>,&nbsp;<strong>Stirling University</strong>.&nbsp;</p>
2558.  
2559.  
2560.  
2561. <p>Aimed at teachers who would like to develop the outdoor learning culture in their school. The two-day course aims to equip practitioners with practical skills, knowledge and understanding to embed outdoor learning across their setting or whole school community. Conducted by&nbsp;<strong>Learning Through Landscapes.</strong></p>
2562.  
2563.  
2564.  
2565. <p><strong>Step up your game as a campaigner</strong>&nbsp;&#8211;&nbsp;<strong>Online</strong>, Shelia McKechnie Foundation.&nbsp;</p>
2566.  
2567.  
2568.  
2569. <p>Explore various specialist workshops designed to provide advice, tools and information to help you succeed in campaigning. They work for those who are new to campaigning or who want to hone their skills in a particular specialist area. They offer a series of three-hour online workshops with a focus on active learning.&nbsp;To find out more information and book, check out the website&nbsp;<a href="https://smk.org.uk/what-we-do/support/campaign-training/open-training/?mc_cid=8c27326519&amp;mc_eid=b3ccaf47a3">here.</a></p>
2570.  
2571.  
2572.  
2573. <p><strong>Some exciting job opportunities available:</strong> &nbsp;</p>
2574.  
2575.  
2576.  
2577. <p>Remove&nbsp;<a href="https://greenactiontrust.org/about-us/careers/"><strong>Programme Manager</strong></a>&nbsp;&#8211; Green Action Trust (Hybrid, North Lanarkshire) (Deadline 10th February)&nbsp;</p>
2578.  
2579.  
2580.  
2581. <p><a href="https://smk.org.uk/get-involved/join-our-team/?mc_cid=9d97f24fc7&amp;mc_eid=b3ccaf47a3"><strong>Programmes Support and Communications Officer</strong></a><strong>:&nbsp;</strong>Sheila McKechnie Foundation (London) (Deadline 24th February)</p>
2582.  
2583.  
2584.  
2585. <p><a href="https://docs.google.com/forms/d/e/1FAIpQLScgMbRbczf9tm-4PmFEZG5wbF6VzCYzM6tiEq6Vb6c-5z6diw/viewform">Apply to be a Project Ambassador&nbsp;</a><strong>&nbsp;</strong>Back The Future is a one year project looking for six young adult Project Ambassadors (2 young farmers, 2 FLAME members, and 2 students), experience includes influencing decision makers about&nbsp;food and farming issues and much more</p>
2586.  
2587.  
2588.  
2589. <p><a href="https://www.arc-trust.org/vacancies">Hot Spots Development Phase Officer&nbsp;</a>&#8211; Amphibian and Reptile Conservation (Bournemouth) (Deadline 26th February)</p>
2590.  
2591.  
2592.  
2593. <p><a href="https://www.friendsofthelakedistrict.org.uk/engagement-trainee"><strong>Engagement Trainee</strong></a>&nbsp;&#8211; Friends of the Lake District (Cumbria) (Deadline 16th March)&nbsp;</p>
2594.  
2595.  
2596.  
2597. <p><a href="https://www.environmentjob.co.uk/jobs/104383-head-of-research-policy">Head of Research and Policy</a><strong>&nbsp;</strong>&#8211; Sustainable Fibre Alliance (Remote)&nbsp;</p>
2598.  
2599.  
2600.  
2601. <p>For a <strong>wide range of further opportunities</strong>, do look at: &nbsp;</p>
2602.  
2603.  
2604.  
2605. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
2606. https://www.environmentjob.co.uk/updates/last_update
2607. </div></figure>
2608.  
2609.  
2610.  
2611. <p><strong>And to wrap it up&#8230;&nbsp;</strong></p>
2612.  
2613.  
2614.  
2615. <p>Podcast: How big oil is holding back progress on the Paris Climate Agreement&nbsp;</p>
2616.  
2617.  
2618.  
2619.  
2620.  
2621. <p>An interesting podcast from&nbsp;<strong>Outrage and Optimism</strong>. Christiana Figueres, a key figure in the Paris Climate Agreement, reflects on the negotiations that shaped the global climate fight, marking its ten-year anniversary. She discusses the intense pushback from the fossil fuel industry and geopolitical challenges that threaten progress. Co-hosts Paul Dickinson and Tom Rivett-Carnac share their experiences from the final hours of the agreement and offer predictions on how business and politics will evolve under new leadership. They also discuss the increasing displacement due to climate change, projected to affect over a billion people by 2050, and the potential existential crisis for the insurance industry due to climate-related disasters</p>
2622.  
2623.  
2624.  
2625. <p><strong>Sharing News and Contact Details&nbsp;</strong></p>
2626.  
2627.  
2628.  
2629. <p>Please do <strong>share</strong>&nbsp;our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fjoin-naee%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367950239|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=lQ0BSazO9bF55wnv%2BQYKH65lN1Ri10R62r0zv4Zw7vo%3D&amp;reserved=0">here</a><em>.</em> </p>
2630.  
2631.  
2632.  
2633. <p><strong>National Association for Environmental Education (UK)</strong> &nbsp;</p>
2634.  
2635.  
2636.  
2637. <p>Email:  <a href="mailto:info@naee.org.uk">info@naee.org.uk</a>        &nbsp;Web:  <a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnaee.org.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367966488|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=K2okyauT75rGz13b9fsI6GYB5CgiVsv7658RuyT6NOc%3D&amp;reserved=0">http://naee.org.uk</a> &nbsp;</p>
2638.  
2639.  
2640.  
2641. <p></p>
2642. <p>The post <a href="https://naee.org.uk/naee-enews-for-9-2-2025/">NAEE eNewsletter for 9.2.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
2643. ]]></content:encoded>
2645. <wfw:commentRss>https://naee.org.uk/naee-enews-for-9-2-2025/feed/</wfw:commentRss>
2646. <slash:comments>0</slash:comments>
2649. </item>
2650. <item>
2651. <title>NAEE eNewsletter 2.2.2025</title>
2652. <link>https://naee.org.uk/naee-enewsletter-2-2-2025/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-enewsletter-2-2-2025</link>
2653. <comments>https://naee.org.uk/naee-enewsletter-2-2-2025/#respond</comments>
2655. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
2656. <pubDate>Sun, 02 Feb 2025 14:09:48 +0000</pubDate>
2657. <category><![CDATA[Blog]]></category>
2658. <category><![CDATA[News]]></category>
2659. <guid isPermaLink="false">https://naee.org.uk/?p=22109</guid>
2660.  
2661. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news&#8230; Squirrel Moon The Squirrel Moon Have you been following our Year of Environmental Lunacy&#160;https://naee.org.uk/a-year-of-environmental-lunacy/&#160;&#160;project? Each lunar month we bring you a new Blogger who offers their thoughts about an appropriate lunar name based on what we might be noticing around us in nature during this time. We have&#8230;</p>
2662. <p>The post <a href="https://naee.org.uk/naee-enewsletter-2-2-2025/">NAEE eNewsletter 2.2.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
2663. ]]></description>
2664. <content:encoded><![CDATA[
2665. <p><strong>Here is NAEE&#8217;s latest round-up of news&#8230;</strong></p>
2666.  
2667.  
2668.  
2669. <p>Squirrel Moon</p>
2670.  
2671.  
2672.  
2673.  
2674.  
2675. <p><strong>The Squirrel Moon</strong></p>
2676.  
2677.  
2678.  
2679. <p>Have you been following our Year of Environmental Lunacy&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fa-year-of-environmental-lunacy%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|d7e4b828fea34e4f4f7808dd3f3cf6bf|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638736253265118302|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=JWWPnY150yRLiDaBlSfVxxGUF2xRsFrEjE33n23vETg%3D&amp;reserved=0">https://naee.org.uk/a-year-of-environmental-lunacy/</a>&nbsp;&nbsp;project? Each lunar month we bring you a new Blogger who offers their thoughts about an appropriate lunar name based on what we might be noticing around us in nature during this time.</p>
2680.  
2681.  
2682.  
2683. <p>We have just come to the end of the so named&nbsp;‘Fox Moon’&nbsp;and now as February takes hold, a new lunar cycle has begun and the next full moon is already waxing.&nbsp;<strong>Our</strong>&nbsp;<strong>guest Blogger is Professor Justin Dillon</strong>, President of NAEE,&nbsp;who makes the case for a&nbsp;‘<strong>Squirrel Moon</strong><strong>’</strong><strong>.</strong></p>
2684.  
2685.  
2686.  
2687. <p>Find out why and&nbsp;<a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fenvironmental-lunacy-project-squirrel-moon%2F&amp;data=05|02|ee21a2p%40leeds.ac.uk|7cd31f65e64d43062e8408dd405b1434|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638737482127144268|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=XgA%2Fec7gqe5NB2v9nCg0lJLkWkZvYs4YfdO4YYR86pU%3D&amp;reserved=0">discover more about the Squirrel Moon here&nbsp;</a>and view suggested teaching activities at the end of the blog.</p>
2688.  
2689.  
2690.  
2691. <p>National Astronomy Week 1 &#8211; 9 February&nbsp;</p>
2692.  
2693.  
2694.  
2695.  
2696.  
2697. <p>It&#8217;s&nbsp;<strong>national astronomy week&nbsp;</strong>this week and there are resources and storytelling that link with a&nbsp;<strong>Year of Environmental Literacy</strong>.&nbsp;<a href="https://astronomyweek.org.uk/storytelling/">You can find further details, inspiration and information here.&nbsp;</a></p>
2698.  
2699.  
2700.  
2701. <p><strong>News, in the papers and new resources&nbsp;</strong></p>
2702.  
2703.  
2704.  
2705.  
2706.  
2707. <p>In a speech on Wednesday 29th January, Rachael Reeves announced the&nbsp;<strong>government&#8217;s backing of the Heathrow expansion,</strong>&nbsp;stating it is &#8216;badly needed&#8217; as part of the plan to &#8216;kickstart economic growth&#8217;. A full assessment of the plans will not take place till summer. Friends of the Earth have a petition to&nbsp;<strong>stop the airport expansion</strong>&nbsp;which can be accessed&nbsp;<a href="https://friendsoftheearth.uk/climate/stop-airport-expansions">here</a>.</p>
2708.  
2709.  
2710.  
2711. <p><strong>The National Trust&#8217;s 10-year plan to restore 250,000 hectares of nature in the UK.&nbsp;</strong>The Trust vows to take action against the catastrophic decline of nature in the UK and the growing threat of climate change as part of their 130th anniversary. Read more from their press release&nbsp;<a href="https://www.nationaltrust.org.uk/services/media/director-general-marks-national-trusts-130th-birthday-by-unveiling-ambitious-plans-for-the-next-decade">here.</a></p>
2712.  
2713.  
2714.  
2715. <p><strong>Two good news stories about trees&#8230;.&nbsp;</strong></p>
2716.  
2717.  
2718.  
2719. <p><a href="https://www.theguardian.com/environment/2025/jan/29/thousands-of-trees-planted-in-devon-to-start-creation-of-celtic-rainforest?CMP=Share_iOSApp_Other">Thousands of trees planted in Devon to start creation of Celtic rainforest</a>; the Guardian reports on the planting of over 2,500 trees in Devon to form a temperate rainforest in years to come.&nbsp;</p>
2720.  
2721.  
2722.  
2723. <p>And north of London, significant planting and conservation has been going on in&nbsp;<strong>Heartwood Forest</strong>, to restore native woodland to a large area that was once open, arable cropland. It started a few years ago and is really changing the landscape. All different types of native British trees have been planted there. It’s claimed to be&nbsp;<strong>the largest continuous new native forest in England</strong>.&nbsp;<a href="https://heartwood.woodlandtrust.org.uk/">You can find out more here</a></p>
2724.  
2725.  
2726.  
2727.  
2728.  
2729. <p><strong>To mark</strong><strong>&nbsp;</strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fmail.webfx.co%2Ft%2Fi-l-fiitytl-tjsjldrlk-r%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|2bdb286abfc14a18baf308dd41ddded1|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638739143378836768|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=voc95TfFMXOri3TxjcCEFjimBmKKZfZTI2PFxQanC7c%3D&amp;reserved=0"><strong>Children</strong><strong>’</strong><strong>s Mental Health Week</strong></a><strong>&nbsp;</strong><strong>(3rd</strong><strong>&nbsp;</strong><strong>&#8211; 9th</strong><strong>&nbsp;</strong><strong>February 2025)</strong></p>
2730.  
2731.  
2732.  
2733. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fmail.webfx.co%2Ft%2Fi-l-fiitytl-tjsjldrlk-y%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|868d8314bbe74cd7def708dd41f55618|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638739244160348136|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=JjLGhXnC0ixf%2FQJ4DhZ3Z7aXt%2BKR6gIb%2FJBHvQ5DcPQ%3D&amp;reserved=0"><strong>Percussion Play</strong></a>, the world-leading designer and manufacturer of outdoor musical instruments, highlights how music-making in the great outdoors can benefit children&#8217;s mental health.</p>
2734.  
2735.  
2736.  
2737. <p><strong>How to Beat Ultra Processed Foods</strong></p>
2738.  
2739.  
2740.  
2741. <p>How do we improve our dietary health, and decrease our environmental footprint?&nbsp;That is the question&nbsp;tackled by Neil Kitching in his most recent blog on the&nbsp;<em>Carbon Choices</em>&nbsp;website.&nbsp;</p>
2742.  
2743.  
2744.  
2745. <p>You can read all about Neil’s&nbsp;radical idea to reduce the dominance of ultra processed foods in supermarkets&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.carbonchoices.uk%2Findex.php%2Fblog%2Fblog-67&amp;data=05|02|tessa.willy%40ucl.ac.uk|868d8314bbe74cd7def708dd41f55618|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638739244160122856|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=eEzoIKDkwgWgqGiLF5cnxjV3xZtkzjvB7RPvWQFVICw%3D&amp;reserved=0">here</a>.&nbsp;</p>
2746.  
2747.  
2748.  
2749. <p><strong>News about schools, Further Education, Higher Education and Initial/Teacher Education</strong></p>
2750.  
2751.  
2752.  
2753.  
2754.  
2755. <p>Free CPD from the Historic Towns Trust&nbsp;</p>
2756.  
2757.  
2758.  
2759. <p><strong>Place Detectives through Geography and History</strong></p>
2760.  
2761.  
2762.  
2763. <p>The Historic Towns Trust is offering free CPD to encourage teachers to take children outdoors. The session will be run at Bath University and focuses on KS2 geography and history.&nbsp;</p>
2764.  
2765.  
2766.  
2767. <p>You can find more information here.&nbsp;</p>
2768.  
2769.  
2770.  
2771.  
2772.  
2773.  
2774.  
2775. <p>Funding for School Climate and Biodiversity Projects and from the National Education Nature Park&nbsp;</p>
2776.  
2777.  
2778.  
2779. <p><strong>Two major school funding projects</strong></p>
2780.  
2781.  
2782.  
2783. <p>1. Starting from the 3rd February 2025, UK primary and secondary schools can apply for grants up to<strong>&nbsp;</strong><strong>£</strong><strong>3,000</strong>for projects tackling climate change and biodiversity. This funding is provided by the&nbsp;<strong>Royal Society&#8217;s Tomorrow&#8217;s Climate Scientists Programme</strong>, an extension of their Partnership Grants Programme, which aims to engage students in environmental challenges while promoting STEM education. To qualify, schools must&nbsp;<strong>partner with a STEM professional from academia or industry</strong>. The grants are primarily intended to cover the cost of necessary equipment for these projects. The application process for the Partnership Grants scheme involves two stages, with the first stage applications due by the&nbsp;<strong>30th April 2025.</strong></p>
2784.  
2785.  
2786.  
2787. <p>Find more information click the link&nbsp;<a href="https://royalsociety.org/grants/partnership-grants/unique-scheme-benefits/tomorrows-climate-scientists/">here.</a></p>
2788.  
2789.  
2790.  
2791. <p>2. There is&nbsp;<strong>£</strong><strong>10,000 available</strong>&nbsp;to schools in disadvantaged areas for work related to the&nbsp;<strong>National Education Nature Park funding</strong>&nbsp;to increase biodiversity in the school grounds and those schools already involved are now eligible for the next round of funding.&nbsp;</p>
2792.  
2793.  
2794.  
2795. <p>Click&nbsp;<a href="https://www.gov.uk/government/publications/nature-park-and-climate-action-awards-funding-allocations/national-education-nature-park-funding-guide">here</a>&nbsp;for more information.&nbsp;</p>
2796.  
2797.  
2798.  
2799. <p>Environmental Education and Democracy &#8211; online discussions in February organised by Civic Ecology Lab (Cornell University) and North American Association for Environmental Education</p>
2800.  
2801.  
2802.  
2803.  
2804.  
2805. <p><strong>Environmental Education &amp; Democracy Two-part online discussions: Feb 12, 2025 at 4pm ET (Eastern Time) and Feb 26, 2025 at 4pm ET</strong></p>
2806.  
2807.  
2808.  
2809. <p>Join us for a two-part exploration of how environmental education can foster democratic participation and decision-making for a sustainable future. These sessions are designed for educators eager to enhance democratic environmental governance, and help students and communities influence sustainability practices, policies, and institutions.</p>
2810.  
2811.  
2812.  
2813. <p><strong>February 12, 2025, at 4:00pm-5:00am Eastern Time February 26, 2025, at 4:00pm-5:00pm Eastern Time</strong></p>
2814.  
2815.  
2816.  
2817. <p><strong>Learn more and register:&nbsp;</strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.civicecology.org%2Feed&amp;data=05|02|tessa.willy%40ucl.ac.uk|47252d0fbbc64759e05b08dd3c78a864|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638733211108670674|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=QU%2BZ2Ls6HerdZDI9fRQ5rp5AkVfPlj4jnQQLUzGRLF8%3D&amp;reserved=0"><strong>https://www.civicecology.org/eed</strong></a></p>
2818.  
2819.  
2820.  
2821. <p>Climate Literacy Survey&nbsp;</p>
2822.  
2823.  
2824.  
2825. <p>The Royal Meteorological Society is looking for schools to participate in this year’s Climate Literacy Survey, which is open to schools in Scotland, N. Ireland, Wales and England.</p>
2826.  
2827.  
2828.  
2829. <p><strong>If you are in a school which teaches year 11 (England/ Wales), year 12 (N Ireland) or S4 (Scotland) please take part and share the request with your networks</strong>.&nbsp;</p>
2830.  
2831.  
2832.  
2833. <p>For Wales, England and N. Ireland they will be collecting data until the end of March 2025.&nbsp;</p>
2834.  
2835.  
2836.  
2837. <p>For students in Scotland, the survey will remain open until the end of June 2025.&nbsp;</p>
2838.  
2839.  
2840.  
2841. <p>The survey and further information can be accessed via this&nbsp;<a href="https://www.surveymonkey.com/r/ClimateLiteracySurvey25">link</a></p>
2842.  
2843.  
2844.  
2845. <p>Classroom activities on challenging consumerism available from Good Life Schools&nbsp;</p>
2846.  
2847.  
2848.  
2849. <p>In a world where there is increasing pressure to buy lots of &#8216;stuff&#8217;, young changemakers from the Global Action Plan National Lottery-funded&nbsp;<a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftransform-our-world.us16.list-manage.com%2Ftrack%2Fclick%3Fu%3D806a1249ac4cf82c43096e23b%26id%3D36eb44597d%26e%3D349801c5bc&amp;data=05|02|ee21a2p%40leeds.ac.uk|fa45ec6102a64444512408dd3c8b3289|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638733292225575485|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|80000|||&amp;sdata=Bd7yMYIsVDhRK%2BBbQ6kKRIxXLigJ3i67Zh0nQ08YD%2FM%3D&amp;reserved=0">Good Life Schools programme</a>&nbsp;are challenging the pressure to consume and showing that low-impact lifestyles are possible. Through a series of Key Stage 3 and 4 activities, this resource offers the chance to explore how choices we make impact people and planet, and helps raise young people&#8217;s awareness of (and build their resilience to) marketing tactics that impact their wellbeing.</p>
2850.  
2851.  
2852.  
2853. <p>Click&nbsp;<a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftransform-our-world.us16.list-manage.com%2Ftrack%2Fclick%3Fu%3D806a1249ac4cf82c43096e23b%26id%3D0d97a644df%26e%3D349801c5bc&amp;data=05|02|ee21a2p%40leeds.ac.uk|fa45ec6102a64444512408dd3c8b3289|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638733292225589887|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|80000|||&amp;sdata=YDIEOuVAUSQ4ZjJzdRo%2BTLCOYqQBsHUF92ii14ffL1g%3D&amp;reserved=0">here</a>&nbsp;to download their resources.&nbsp;</p>
2854.  
2855.  
2856.  
2857. <p>Online event: Understanding the Values Perception Gap: Helping young people find their shared values&nbsp;</p>
2858.  
2859.  
2860.  
2861. <p><strong>Online zoom meeting</strong>&nbsp;organised by Music Mark,&nbsp;<strong>Tuesday 4th February 15:00 &#8211; 16:30</strong></p>
2862.  
2863.  
2864.  
2865. <p>We live in an uncertain world where change is constant, and global issues like climate change, nature loss, poverty, and injustice weigh heavily on both adults and young people. As awareness of these challenges grows, so does the desire to take action and create a fairer, greener world.<a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftransform-our-world.us16.list-manage.com%2Ftrack%2Fclick%3Fu%3D806a1249ac4cf82c43096e23b%26id%3Dfe21f46f9d%26e%3D349801c5bc&amp;data=05|02|ee21a2p%40leeds.ac.uk|fa45ec6102a64444512408dd3c8b3289|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638733292225715223|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|80000|||&amp;sdata=MBTLfDv%2FMFUIN%2FVdzjRMHKPuf%2BYPdFitaawTGd4R1GM%3D&amp;reserved=0">&nbsp;Research by Global Action Plan</a>&nbsp;found a&nbsp;‘Values Perception Gap’&nbsp;in young people: believing that others do not care about social and environmental issues when actually they do.&nbsp;</p>
2866.  
2867.  
2868.  
2869. <p>This session aims to help you understand this gap, how to close it, and its impact on young people’s well-being.</p>
2870.  
2871.  
2872.  
2873. <p>To find out more and register click the link&nbsp;<a href="https://www.musicmark.org.uk/events/understanding-the-values-perception-gap-helping-young-people-find-their-shared-values/">here</a></p>
2874.  
2875.  
2876.  
2877. <p>When We Go Green &#8211; An Eco-Kids Book&nbsp;</p>
2878.  
2879.  
2880.  
2881. <p>The children&#8217;s E-book &#8220;When We Go Green&#8221;, written by Denise Salmon, presents a holistic&nbsp;view of environmental solutions and their benefits. It was written to empower children so they can begin building environmental awareness in a simple way; with simplified environmental solutions and tips.</p>
2882.  
2883.  
2884.  
2885. <p>A link to buy the book is available&nbsp;<a href="https://www.bookfusion.com/books/4373506-when-">here</a></p>
2886.  
2887.  
2888.  
2889. <p>Schools&#8217; Big Garden Birdwatch continues to run for two more weeks &#8230;&nbsp;</p>
2890.  
2891.  
2892.  
2893.  
2894.  
2895. <p>The&nbsp;<a href="https://www.rspb.org.uk/whats-happening/get-ready-for-big-schools-birdwatch">Schools&#8217; Big Garden Birdwatch&nbsp;</a>runs until 14 February and is a great way to connect children with nature while supporting curriculum learning. Schools can still register here&nbsp;<a href="https://action.rspb.org.uk/page/154721/subscribe/1?ea.tracking.id=rspb_web">now</a></p>
2896.  
2897.  
2898.  
2899. <p>Growing the future!</p>
2900.  
2901.  
2902.  
2903. <p><strong>Growing the future &#8211; please participate!</strong></p>
2904.  
2905.  
2906.  
2907. <p>Inspired by ITE work with the RHS, teacher educators from the IOE, UCL&#8217;s Faculty for Education and Society are embarking on a piece of research on gardening and growing in primary schools with the aim of writing an open access publication for UCL press next year. The title of the book will be:</p>
2908.  
2909.  
2910.  
2911. <p><em>Growing the future&nbsp;</em><em>–</em><em>&nbsp;Connecting children with nature through school gardening and growing: starting and sustaining growing in primary and early years education</em></p>
2912.  
2913.  
2914.  
2915. <p>They hope to work with several schools, across England to gain an insight into teachers, children and their wider community’s approach to gardening and growing and the narrative around how it has developed, the challenges faced and the benefits gained.</p>
2916.  
2917.  
2918.  
2919. <p>To initiate the research, they are asking for volunteers to complete a short questionnaire (which should take no more than 10 minutes) on school gardening and growing in primary schools.&nbsp;</p>
2920.  
2921.  
2922.  
2923. <p>Please be assured of confidentiality at all times&nbsp;–&nbsp;all names will be anonymised in the writing up of the research and identity will be protected. You may withdraw your responses at any point in the process by contacting us and asking for your data to be deleted.&nbsp;&nbsp;Your consent to participate in the questionnaire will be given through completion and submission of the form.</p>
2924.  
2925.  
2926.  
2927. <p>The survey<em>, Primary Schools</em><em>’</em><em>&nbsp;engagement with school gardening and growing&nbsp;</em>can be found at the&nbsp;<a href="https://qualtrics.ucl.ac.uk/jfe/form/SV_1EUWODJ8ghxiWd8">following link here.&nbsp;</a></p>
2928.  
2929.  
2930.  
2931. <p>With many thanks for your time and please do contact them if you would like further information:</p>
2932.  
2933.  
2934.  
2935. <p>Tessa Willy (<a href="mailto:tessa.willy@ucl.ac.uk">tessa.willy@ucl.ac.uk</a>)</p>
2936.  
2937.  
2938.  
2939. <p>Janet Davies (<a href="mailto:janet.davies.citizengeographer@gmail.com">janet.davies.citizengeographer@gmail.com</a>)</p>
2940.  
2941.  
2942.  
2943. <p>Jane Tillin (<a href="mailto:j.tillin@ucl.ac.uk">j.tillin@ucl.ac.uk</a>)</p>
2944.  
2945.  
2946.  
2947. <p>IOE, UCL’s Faculty of Education and Society</p>
2948.  
2949.  
2950.  
2951. <p>&nbsp;Virtual Week-long Amazon-themed Initiative for pupils</p>
2952.  
2953.  
2954.  
2955.  
2956.  
2957. <p>Emma Espley and Marcella Haddad are offering a virtual workshop aimed to connect pupils with the Amazon rainforest and the Kameba indigenous community in real time.&nbsp;</p>
2958.  
2959.  
2960.  
2961. <p>An insight into the format and content of previous, similar events can be gained by visiting their blog:&nbsp;<a href="https://stepintotheamazon.co.uk/blog/">https://stepintotheamazon.co.uk/blog/</a></p>
2962.  
2963.  
2964.  
2965. <p>Cost: The fee for a virtual single school workshop is&nbsp;£250, whilst the charge to participate in one of our scheduled virtual multi-schools events is just&nbsp;£125 (you can include as many teachers and Key Stage 2 pupils as you can feasibly accommodate your end).</p>
2966.  
2967.  
2968.  
2969. <p>The next virtual multi-schools initiative will be held on Monday 3rd March 2025, from 9.30am until 12.00 noon, and Friday 7th March 2025, from 2.00 pm to 2.30 pm approx.</p>
2970.  
2971.  
2972.  
2973. <p>For further details or to reserve a place, please contact Emma Espley: emma.espley@gmail.com</p>
2974.  
2975.  
2976.  
2977. <p>The Harmony Project: Webinar&nbsp;‘<strong>Leadership for Sustainability in Science</strong>’on&nbsp;<strong>Thursday 6th February</strong>&nbsp;at&nbsp;<strong>4pm.</strong></p>
2978.  
2979.  
2980.  
2981. <p>The&nbsp;<strong>Harmony Project</strong>&nbsp;is leading a webinar on&nbsp;<strong>Leadership for Sustainability in Science on 6th February at 4pm.</strong></p>
2982.  
2983.  
2984.  
2985. <p>During this free to access webinar, The Harmony Project will offer guidance on how to put sustainability thinking at the heart of primary science curriculum design.</p>
2986.  
2987.  
2988.  
2989. <p>Here is a glimpse at the agenda:</p>
2990.  
2991.  
2992.  
2993. <p>•&nbsp;A brief overview of the recent work of The Harmony Project</p>
2994.  
2995.  
2996.  
2997. <p>•&nbsp;Discussion of the connection between Harmony Project resources and the development of Climate Action Plans</p>
2998.  
2999.  
3000.  
3001. <p>•&nbsp;Insights into practical starting points which will support the inclusion of sustainability within the primary science curriculum and beyond</p>
3002.  
3003.  
3004.  
3005. <p>•&nbsp;Next steps to join the free spring lesson plan resources pilot</p>
3006.  
3007.  
3008.  
3009. <p>This webinar is essential viewing for anyone looking for&nbsp;<strong>guidance and support to embed sustainability thinking through the lens of science curriculum design</strong>.&nbsp;&nbsp;</p>
3010.  
3011.  
3012.  
3013. <p>You can sign up using this&nbsp;<a href="https://www.eventbrite.co.uk/e/leadership-for-sustainability-in-science-tickets-1058929168649?aff=erelexpmlt">link&nbsp;</a></p>
3014.  
3015.  
3016.  
3017. <p><strong>Employment, education and training opportunities&nbsp;</strong></p>
3018.  
3019.  
3020.  
3021. <p><strong>Climate Nature and Action in Education&nbsp;</strong>&#8211;&nbsp;<strong>3rd February,</strong>&nbsp;Grafham Water Centre, Cambridgeshire.&nbsp;</p>
3022.  
3023.  
3024.  
3025. <p>This event is providing support for your education setting&#8217;s climate and nature action journey.&nbsp;&nbsp;The DfE has asked that all education settings are to have a Climate Action Plan and designated&nbsp;sustainability&nbsp;lead in place by 2025.&nbsp;&nbsp;Whilst the event is aimed at educational establishments, outdoor learning is very much an important part of that. To find out more click&nbsp;<a href="https://www.grafham-water-centre.co.uk/media/news/climate-and-nature-action-in-education">here</a>, and to sign up, use this&nbsp;<a href="https://forms.office.com/pages/responsepage.aspx?id=lYdfxj26UUOKBwhl5djwkPTerGaG4LxJkJEpOdaFOENUM0FEOVJLS1JYUVI3TFpDNkdQR0pET0dQRC4u&amp;route=shorturl">link</a>.</p>
3026.  
3027.  
3028.  
3029. <p><strong>The National Climate Change Conference 2025&nbsp;</strong><strong>–</strong><strong>&nbsp;4th February</strong>, online.&nbsp;&nbsp;</p>
3030.  
3031.  
3032.  
3033. <p>Hear the latest guidance and policies from the new Labour government, and their proposals to empower local government to reach their ambitious targets.&nbsp;A unique opportunity to hear from across all tiers of local and regional bodies as they discuss comprehensive strategies to deliver on climate change adaptation and resilience. Find out more&nbsp;<a href="https://www.governmentevents.co.uk/event/the-national-climate-change-conference/">here</a>, and sign up using this&nbsp;<a href="https://www.governmentevents.co.uk/booking/?event=29149&amp;date=47af51ac447c8c4e49b04fd000b417bb">link</a>.</p>
3034.  
3035.  
3036.  
3037. <p>The&nbsp;<strong>French Institute</strong>&nbsp;proudly presents the&nbsp;<strong>Night of Ideas</strong>&nbsp;on&nbsp;<strong>6 February</strong>, a free event featuring dynamic discussions on today’s most pressing topics.&nbsp;&nbsp;&nbsp;</p>
3038.  
3039.  
3040.  
3041. <p>You may find the panel&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnightofideas.co.uk%2Fwhats-on%2F%23activism-by-all-means&amp;data=05|02|tessa.willy%40ucl.ac.uk|31356c5f97064682b8c908dd40888742|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638737677324941794|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=uGfG2HpKQjMVlN4qTJnxZ61AYk7%2B5poSCQJwPq1jXng%3D&amp;reserved=0"><strong><em>Activism: By All Means</em></strong></a>&nbsp;(21.40) especially compelling, as it explores the balance between legal action and civil disobedience in driving social change. Featuring&nbsp;<strong>Lisa Vanhala,</strong><strong>&nbsp;</strong>Prof. of Political Science at UCL and&nbsp;<strong>Graeme Hayes</strong>, Prof. of Political Sociology at Aston University alongside activists&nbsp;<strong>Juliette Brown</strong>&nbsp;and&nbsp;<strong>Rosalie Mann</strong>, Founding President of No More Plastic, the discussion will examine how activists challenge systems and spotlight urgent issues through grassroots approaches, fostering dialogue on justice and advocacy.&nbsp;</p>
3042.  
3043.  
3044.  
3045. <p><a href="https://nightofideas.co.uk/whats-on/#activism-by-all-means">Find out more and book by clicking here.&nbsp;</a></p>
3046.  
3047.  
3048.  
3049.  
3050.  
3051. <p><strong>Sustainability in Education Conference&nbsp;</strong>&#8211;&nbsp;<strong>12th February,</strong>&nbsp;University of Bedfordshire.&nbsp;</p>
3052.  
3053.  
3054.  
3055. <p>“By 2025, all education settings will have nominated a sustainability lead and put in place a climate action plan.&#8221; The Department for Education&#8217;s (DfE)’s sustainability and climate change strategy. Whether you have an existing sustainability action plan in place or are just getting started, this one-day course will provide Primary, Secondary and Further Education Sustainability Leads, Teachers, School Improvement Directors, Operations/Facilities Directors and Governors with the tools to develop and progress their school’s climate action plan and put that plan into action. For more information and to sign up, click&nbsp;<a href="https://www.eventbrite.co.uk/e/sustainability-in-education-conference-beds-tickets-944948094187">here.</a></p>
3056.  
3057.  
3058.  
3059. <p><strong>Free Peace Education Workshop for Educators &#8211; 12th February</strong>, Online</p>
3060.  
3061.  
3062.  
3063. <p>Online workshop introducing&nbsp;<em>Principles &amp; Practices of Peace Education</em>. This interactive session will explore ways to build peace in educational settings, drawing inspiration from the course content. Learn with experts and contributors to the course and gain valuable insights and ideas on fostering a culture of peace. Whether you&#8217;re a teacher, student, or simply passionate about peace, this workshop is for you. Don&#8217;t miss out on this opportunity to enhance your understanding of peace education!</p>
3064.  
3065.  
3066.  
3067. <p>For more information and to sign up, click this&nbsp;<a href="https://www.eventbrite.co.uk/e/launch-workshop-principles-practices-of-peace-education-registration-1107089547639?aff=oddtdtcreator">link.</a></p>
3068.  
3069.  
3070.  
3071. <p><strong>Climate Leaders Conference&nbsp;</strong><strong>–&nbsp;</strong><strong>6th March</strong>, Sheffield Hallam University.&nbsp;&nbsp;</p>
3072.  
3073.  
3074.  
3075. <p>&nbsp;This one-day conference will support education settings, schools and trust leaders to understand the benefits of a sustainability leadership and climate action plans, support to develop a plan and identify opportunities to support their settings in&nbsp;taking action&nbsp;on climate change, sustainability and biodiversity.&nbsp;</p>
3076.  
3077.  
3078.  
3079. <p>For more information, have a look&nbsp;<a href="https://research.shu.ac.uk/sustainability/2024/11/25/climate-leaders-conference/">here</a>&nbsp;and to sign up, follow this&nbsp;<a href="https://forms.office.com/pages/responsepage.aspx?id=ofZoiROsL0e4mfcxbkOfQx4BAl4tMlpDpS-CV6i-gl1UQkM3QzlCWEJENk1VRjY3OTlKMkU4TzAzQy4u&amp;route=shorturl">link</a>.&nbsp;&nbsp;</p>
3080.  
3081.  
3082.  
3083. <p><strong>Climate and Energy Summit 2025</strong>,&nbsp;<strong>18th&nbsp;</strong><strong>–</strong><strong>&nbsp;19th March</strong>, Chatham House, London.&nbsp;</p>
3084.  
3085.  
3086.  
3087. <p>On the road towards COP30, this annual conference will gather senior leaders and decision-makers from the business community, multilateral organizations, government agencies, academia and NGOs. Two days of high-level panel dialogues, networking sessions and an interactive workshop under the Chatham House Rule will focus on multi-stakeholder collaboration for increased ambition, action and impact. For more information and to sign up, have a look on their&nbsp;<a href="https://www.chathamhouse.org/events/all/conference/climate-and-energy-summit-2025">website.</a>&nbsp;&nbsp;&nbsp;</p>
3088.  
3089.  
3090.  
3091. <p><strong>5th Annual South Yorkshire Schools</strong><strong>’</strong><strong>&nbsp;Climate Conference 2025&nbsp;</strong><strong>–</strong><strong>&nbsp;20th March</strong>, AESSEAL Rotherham United Football Stadium, Rotherham.&nbsp;</p>
3092.  
3093.  
3094.  
3095. <p>&nbsp;All schools in South Yorkshire are invited to register an expression of interest for groups of up to 6 primary pupils (Y4-Y6) or up to 5 secondary students (Y7-Y11) with 2 adults. It will be a jam-packed day of interactive workshops and speakers exploring the Green Skills and Careers theme. Attending the conference is also a great way to gain more knowledge to boost your school&#8217;s Climate Action Plan. For more information, access their website&nbsp;<a href="https://www.scesy.org.uk/conference/conference-2025/">here</a>&nbsp;and to sign up, use this&nbsp;<a href="https://docs.google.com/forms/d/e/1FAIpQLSfzMUuYliG0ee_44LbQGHWQwlglSRlBRbJsyYm-wfCsudKvgA/viewform">link</a>.&nbsp;&nbsp;</p>
3096.  
3097.  
3098.  
3099. <p><strong>Together in Nature &#8211; Trauma-informed Nature-based Training- 24-30th March</strong>, Malvern, Worcestershire<strong>&nbsp;</strong><strong>and 6-10th May</strong>, Aberdeenshire. For people working with children, young people and adults, those interested in their personal development and are curious about the power of connection with the more than human world. The key elements of the 5 days include &#8211; holding space; storying our story with nature-based metaphors and more; attuning and resonance with each other and the natural world; creating coherence from separation. To book your space and find out more information, follow this&nbsp;<a href="https://subscribepage.io/TinNature2025">link</a>.&nbsp;&nbsp;</p>
3100.  
3101.  
3102.  
3103. <p><strong>Step up your game as a campaigner</strong>&nbsp;&#8211;&nbsp;<strong>Online</strong>, Shelia McKechnie Foundation. Explore various specialist workshops designed to provide advice, tools and information to help you succeed in campaigning. They work for those who are new to campaigning or who want to hone their skills in a particular specialist area. They offer a series of three-hour online workshops with a focus on active learning.&nbsp;To find out more information and book, check out the website&nbsp;<a href="https://smk.org.uk/what-we-do/support/campaign-training/open-training/?mc_cid=8c27326519&amp;mc_eid=b3ccaf47a3">here.</a></p>
3104.  
3105.  
3106.  
3107. <p><strong>Some exciting job opportunities available:</strong> &nbsp;</p>
3108.  
3109.  
3110.  
3111. <p><a href="https://greenactiontrust.org/about-us/careers/"><strong>Programme Manager</strong></a>&nbsp;&#8211; Green Action Trust (Hybrid, North Lanarkshire) (Deadline 10th February)&nbsp;</p>
3112.  
3113.  
3114.  
3115. <p><a href="https://www.arc-trust.org/vacancies">Hot Spots Development Phase Officer&nbsp;</a>&#8211; Amphibian and Reptile Conservation (Bournemouth) (Deadline 26th February)</p>
3116.  
3117.  
3118.  
3119. <p><a href="https://www.friendsofthelakedistrict.org.uk/engagement-trainee"><strong>Engagement Trainee</strong></a>&nbsp;&#8211; Friends of the Lake District (Cumbria) (Deadline 16th March)&nbsp;</p>
3120.  
3121.  
3122.  
3123. <p><a href="https://www.environmentjob.co.uk/jobs/104383-head-of-research-policy">Head of Research and Policy</a><strong>&nbsp;</strong>&#8211; Sustainable Fibre Alliance (Remote)&nbsp;</p>
3124.  
3125.  
3126.  
3127. <p>For a <strong>wide range of further opportunities</strong>, do look at: &nbsp;</p>
3128.  
3129.  
3130.  
3131. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
3132. https://www.environmentjob.co.uk/updates/last_update
3133. </div></figure>
3134.  
3135.  
3136.  
3137. <p><strong>And to wrap it up&#8230;&nbsp;</strong></p>
3138.  
3139.  
3140.  
3141. <p>Help Wildlife and Ecosystems Recover from the LA Fires</p>
3142.  
3143.  
3144.  
3145.  
3146.  
3147. <p>The January 2025 Los Angeles wildfires have created a crisis for local wildlife and natural habitats, marking one of the most significant ecological disasters in the region’s recent history. To find out more information and how you can help, click on this link.</p>
3148.  
3149.  
3150.  
3151. <p>To Donate:&nbsp;</p>
3152.  
3153.  
3154.  
3155. <ul class="wp-block-list">
3156. <li>Resource Conservation District of the Santa Monica Mountains: <a href="https://www.rcdsmm.org/donate/">https://www.rcdsmm.org/donate/</a></li>
3157.  
3158.  
3159.  
3160. <li>Pasadena Humane: <a href="http://www.pasadenahumane.org/donate">www.pasadenahumane.org/donate</a></li>
3161.  
3162.  
3163.  
3164. <li>Wetlands and Wildlife Care Center: <a href="https://www.wwccoc.org/">https://www.wwccoc.org/</a></li>
3165.  
3166.  
3167.  
3168. <li>International Fund for Animal Welfare (IFAW): <a href="http://www.ifaw.org/donate">www.ifaw.org/donate</a></li>
3169. </ul>
3170.  
3171.  
3172.  
3173. <p><strong>Sharing News and Contact Details&nbsp;</strong></p>
3174.  
3175.  
3176.  
3177. <p>Please do <strong>share</strong>&nbsp;our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fjoin-naee%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367950239|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=lQ0BSazO9bF55wnv%2BQYKH65lN1Ri10R62r0zv4Zw7vo%3D&amp;reserved=0">here</a><em>.</em> </p>
3178.  
3179.  
3180.  
3181. <p><strong>National Association for Environmental Education (UK)</strong> &nbsp;</p>
3182.  
3183.  
3184.  
3185. <p>Email:  <a href="mailto:info@naee.org.uk">info@naee.org.uk</a>        &nbsp;Web:  <a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnaee.org.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367966488|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=K2okyauT75rGz13b9fsI6GYB5CgiVsv7658RuyT6NOc%3D&amp;reserved=0">http://naee.org.uk</a> &nbsp;</p>
3186. <p>The post <a href="https://naee.org.uk/naee-enewsletter-2-2-2025/">NAEE eNewsletter 2.2.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
3187. ]]></content:encoded>
3189. <wfw:commentRss>https://naee.org.uk/naee-enewsletter-2-2-2025/feed/</wfw:commentRss>
3190. <slash:comments>0</slash:comments>
3193. </item>
3194. <item>
3195. <title>Teaching Wisdom? Part 2 – Resilience</title>
3196. <link>https://naee.org.uk/teaching-wisdom-part-2-resilience/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=teaching-wisdom-part-2-resilience</link>
3197. <comments>https://naee.org.uk/teaching-wisdom-part-2-resilience/#respond</comments>
3199. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
3200. <pubDate>Fri, 31 Jan 2025 17:03:28 +0000</pubDate>
3201. <category><![CDATA[Blog]]></category>
3202. <guid isPermaLink="false">https://naee.org.uk/?p=22103</guid>
3203.  
3204. <description><![CDATA[<p>Today’s post is by regular contributor,&#160;Richard Jurin. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.&#160; His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.&#8230;</p>
3205. <p>The post <a href="https://naee.org.uk/teaching-wisdom-part-2-resilience/">Teaching Wisdom? Part 2 – Resilience</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
3206. ]]></description>
3207. <content:encoded><![CDATA[
3208. <p>Today’s post is by regular contributor,&nbsp;<strong><em>Richard Jurin</em></strong>. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.&nbsp; His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.</p>
3209.  
3210.  
3211.  
3212. <p><em>“<strong>It doesn’t matter how smart you are unless you stop and think … Intellect is not wisdom</strong>.”</em>&nbsp;Thomas Sowell.&nbsp;</p>
3213.  
3214.  
3215.  
3216. <p>When I hear urban and suburban leaders talking about resilience, inevitably it is about planning to maintain the status quo in times of economic change.&nbsp; Much like environmental education is seen as an addendum to most educational curricula, adaptation to changing ecological conditions and sustainable development is framed through an economic lens.&nbsp; True adaptation that builds resilience is occurring but is limited to small enclaves.&nbsp; Adaptation means building Harmony and Balance between the anthropocentric and ecological world.&nbsp; It also means recognizing how overall anthropocentric behaviors are barriers to true resilience.&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;</p>
3217.  
3218.  
3219.  
3220. <p>Back in 1962, Rachel Carson said; “<em>Mankind has gone very far into an artificial world of his own creation. He has sought to insulate himself, in his cities of steel and concrete, from the realities of earth and water and the growing seed. Intoxicated with a sense of his own power, he seems to be going farther and farther into more experiments for the destruction of himself and his world” and “</em>“<em>Now, to these people, apparently, the balance of nature was something that was repealed as soon as man came on the scene, when you might just as well assume that you could repeal the law of gravity. The balance of nature is built on a series of interrelation­ships between living things and between living things and their environment</em>.”</p>
3221.  
3222.  
3223.  
3224. <p>The major critic of Carson (Robert White-Stevens, Assistant Director of the Agricultural Research Division of American Cyanamid) exemplifies the discord between Caron’s observations and the dominance mindset that still exists; “<em>The crux, the fulcrum over which the argument chiefly rests, is that Miss Carson maintains that the balance of nature is a major force in the survival of man, whereas the modern chemist, the modern biologist, the modern scientist believes that man is steadily controlling nature.”&nbsp;&nbsp;</em>This discord exists today and is coupled with an unwillingness to see how complex systems are creating change for which human adaptations are essential, and that these adaptations are not technological in nature.&nbsp; The need for Systems Thinking on a larger scale is essential if we are to successfully adapt.&nbsp;</p>
3225.  
3226.  
3227.  
3228. <p>The reductionist way of looking at the world has worked for researchers to understand components of a system but is not suited to understanding how to build resilience.&nbsp; Systems thinking is a Wholistic way of making sense of the complexity of the world by looking at it in terms of wholes and relationships rather than by reducing it down into its parts.&nbsp;&nbsp;</p>
3229.  
3230.  
3231.  
3232. <p>Our modern world is reduced to and controlled by economic expediencies, and modern globalization has created industrialized systems and supply chains that are practically incapable of adapting to disruptive ecological conditions.&nbsp; Two of the most essential primary needs for modern human society are energy and food.&nbsp; Energy has always been the most restrictive aspect of human endeavor, but until relatively recently, food was not such a primary concern.&nbsp; Today, with growing urbanization, the majority of people in the developed world now rely on energy grid systems and the import of food over vast distances.&nbsp; In 1949, Leopold had a sage comment about these social systems, “<strong><em>There are two spiritual dangers in not owning a farm. One is the danger of supposing that breakfast comes from the grocery, and the other that heat comes from the furnace</em></strong>” Aldo Leopold,&nbsp;<em>A Sand County Almanac</em>.</p>
3233.  
3234.  
3235.  
3236. <p>Re-localizing energy and urban agriculture is a first step in building community resilience.&nbsp; A few examples of resilience can be seen as examples to study. Rob Hopkins for many years has championed &#8216;Transition Communities,” the Findhorn Foundation has steadily built a large global following from its early days as a spiritual ecovillage.&nbsp; Throughout the world, several small communities have built resiliency and wisdom into their social structure.&nbsp; For example, the small Dutch town of Oosterwold has required all residents to grow food on 50% of their property as a response to food resiliency.&nbsp; Examples in small enclaves exist everywhere, but do we have the collective wisdom to embrace them on larger scales up to large towns and cities.&nbsp; How do we as educators&nbsp;best reach out to teach these lessons of wisdom?&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;</p>
3237.  
3238.  
3239.  
3240. <p>Psychologists generally agree that wisdom involves an integration of knowledge, experience, and deep understanding that can embrace the uncertainties of life to think systemically and pragmatically.&nbsp; Psychologists Paul Baltes and others, define wisdom as “<em>expert knowledge in the fundamental pragmatics of life that permits exceptional insight, judgment, and advice about complex and uncertain matters</em>.” &nbsp;&nbsp;We all have innate expertise that communities can embrace for collective local decision-making that breaks out of the hierarchical trap of expecting political and financial leaders to have all the answers.&nbsp;</p>
3241.  
3242.  
3243.  
3244. <p>Building resiliency means empowering individuals to be involved and have primacy in local decision-making.&nbsp; I recall travelling with the late Geoff Fagan (CADISPA) as he showed me examples of how small rural Scottish communities sought to build sustainable communities and resiliency throughout the remote Highlands.&nbsp; When you live remotely, you are more aware of how fragile systems can be.&nbsp; Building resiliency requires wisdom in recognizing that larger urban communities can quickly feel very remote when large scale systems become disrupted. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>
3245.  
3246.  
3247.  
3248. <p>&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;.</p>
3249.  
3250.  
3251.  
3252. <p>Richard can be contacted at: richardjurin@gmail.com</p>
3253. <p>The post <a href="https://naee.org.uk/teaching-wisdom-part-2-resilience/">Teaching Wisdom? Part 2 – Resilience</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
3254. ]]></content:encoded>
3256. <wfw:commentRss>https://naee.org.uk/teaching-wisdom-part-2-resilience/feed/</wfw:commentRss>
3257. <slash:comments>0</slash:comments>
3260. </item>
3261. </channel>
3262. </rss>
3263.