Driven by a commitment to integrating climate change into education, The Ferrers School applied to participate in Climate School 180, a national research initiative led by Learning Through Landscapes (LTL).
According to the National Education Nature Park, “If all education settings in the country took part, we could create a space twice the size of Birmingham for wildlife to thrive in.” Our application received particular interest, as climate change education (CCE) is often more challenging to implement in secondary schools. After successfully passing the initial submission and a gateway interview, The Ferrers School secured a place in the programme.
The project began with three hours of asynchronous training for all participating staff. Seven staff volunteers expressed interest in exploring areas beyond the curriculum, such as core studies and citizenship, while also linking their learning to the Meridian values, Learning Outside the Classroom, and Extending the Boundaries of Learning. The online training covered key modules on climate science, addressing eco-anxiety, and taking climate action within a school setting.
To build on this foundation, LTL expert Cindy Grant visited the school to conduct an environmental audit alongside site manager Jay Thurnham and seven sixth-form volunteers. Students assessed key aspects of the school grounds, including nature and sustainability, temperature management, water management, and air quality. Cindy encouraged both staff and students to recognise the site’s potential, discussing ways to enhance biodiversity, preserve nature, and mitigate climate change within the school environment.
The audit revealed that while we are already taking significant steps to promote climate change education, some areas have been overlooked and warrant further attention. According to the Climate Adapted Pathways for Education report, “Evidence suggests that the most impactful CCE includes a focus on localised issues, collaboration with community organisations, and integrated action elements.” We reflected on potential climate solutions for the school, considering ways to engage students in creating green spaces and making more purposeful use of the site. By reviewing case studies from other schools and evaluating our own context, we developed a clearer vision for prioritising CCE. This process reinforced our commitment to transforming the school grounds into a space where students can interact with nature and embrace outdoor learning.
Following the audit, we identified a designated area on-site to remain un-mowed, allowing for natural rewilding to support biodiversity. A structured plan has been developed for students to document and contribute to the space’s growth. To ensure this initiative is fully embedded in our curriculum, we are mapping out connections across various subjects. While the potential for science, geography, art, core studies, English, and drama is already evident, we are confident that meaningful links can be made across all areas of learning.
To any other school considering how to promote climate change education in their setting, we strongly recommend applying for future rounds of LTL’s Climate School 180 project. Further information can be found here.
