How to Save the Planet: Teaching the Climate Emergency in Primary Schools

Back when I had long hair, I studied geography in Cornwall and spent a few years organising live music and events. It was here that I experienced diy (do-it-yourself) culture and community and learnt what was possible when you combined creativity, action and a group of willing and supportive people. I soon trained as a geography teacher at Cambridge before working for a company making educational videos for schools. I went on to teach in a variety of schools from all girls to state and even boarding schools across the south of England. Whilst teaching I always sought to explore wider education opportunities, working with charities such as The Equality Trust, Royal Geographical Society and Geography Association to organise events for young people and teachers. Covid happened and like many people it prompted me to change my circumstances. Life is too short, so I decided I wanted to have an impact beyond a single classroom and support teachers across the country. I took up a role engaging young people with ideas of air pollution and active travel as part of the walking and cycling charity, Sustrans. Soon after I found myself leading the Ministry of Eco Education, funded by the environmentalist Dale Vince. I continue to author innovative curriculum, often based on the premise of taking radical books like Trespass and Who Owns England? and turning them into dynamic learning journeys for teachers to inspire young people. Although I learned about climate change when I was 15, my environmental awareness was really sparked by the Exxon Valdez oil spill in 1989. I gained a PhD in environmental geochemistry in 1995 and completed post-doctoral research at the Natural History Museum. After leaving academia, I worked in IT before discovering, at 40, that my true calling was teaching. I entered education just as sustainability and climate topics were being removed from the national curriculum under Michael Gove′s reforms. Seeking greater autonomy, I found my home in middle school education, where meaningful learning could take precedence over exam preparation. A pivotal moment came in 2016 during time off following a cancer diagnosis, when I read Article 12 of the Paris Agreement highlighting the critical importance of climate change education. This inspired me to integrate the UN Sustainable Development Goals across all my KS2 and KS3 science teaching. Alongside taking part in peaceful protest, I became a Teach SDG ambassador and later achieved UN Accredited Climate Change Teacher status. During my time in school my students and I won several awards for our sustainability projects, reinforcing my belief in education′s power to create change. Now focused on climate and nature education beyond the classroom, I serve as education lead for TerraLigo, providing STEM outreach into schools with a focus on nature-based solutions, while also contributing as a regional coordinator for the Ministry of Eco Education and the North East regional lead for the Young Green Briton Challenge. I also write regularly, occasionally under the pseudonym Melody Bird, on the urgent need for educational reform and practice what I teach by tending my smallholding, growing food sustainably, and breaking bread with friends and fellow educators.

• Chapter 1: What is the climate emergency?Chapter 2: How are we affecting nature?Chapter 3: How can teachers help?Chapter 4: How can we communicate effectively?Chapter 5: SocietyChapter 6: EnergyChapter 7: FoodChapter 8: WaterChapter 9: TransportChapter 10: WasteChapter 11: NatureChapter 12: What next?