Our Statement on the Natural History GCSE
The fact that the UK Government is developing a new Natural History GCSE is HUGE. It is an incredibly encouraging sign that nature connectedness and knowledge of the natural world is being recognised as an essential component of education and development. It could play an integral role in developing a culture in which the UK’s nature is celebrated, and citizens are empowered to protect it. We are particularly excited to see the inclusion of 20 hours of outdoor fieldwork, which is unique to this GCSE and will give many children the chance to spend time in nature, who may otherwise lack the opportunity to do so.
However, we feel it does not reflect the modern, interdisciplinary notion of a natural historian, and focusses on traditional ideas of natural history as an observational science based in classification. While the GCSE offers a brilliant opportunity understand how species and habitats are studied, it has comparatively little focus on how to play an active part in their conservation or the importance of communication and collaboration. It therefore does not make the most of the chance to support the diverse skills and green careers which will be essential for nature recovery, and could go much further in empowering students to be active citizens. Our recommendations are below.
Current content ➡ our recommendation
Focus on theory and observations, not practical solutions ➡ Students will be able to study habitats and species, but they also need to know how to use this data to protect nature. They must be empowered to design solutions – for example, by using the data they have collected as evidence for conserving the habitat they studied, designing their own environmental projects at school, and studying real-world examples of successful conservation. They should complete the course feeling empowered to take meaningful action for the planet in their own lives and careers, in ways that are accessible to them, and understand how these actions tie into the larger, UK-wide picture of conservation and climate.
Biased towards species classifications and phylogeny ➡ Explain that species do not exist in organised isolation, but are interconnected with their ecosystems and us through an array of complex symbioses, and how fragile these are to human disturbance. Use a broader ecosystem and evolution focus to understand species diversity, and learn how nature can be studied and observed in different ways, not just with western classification.
Accessibility of fieldwork not addressed ➡ For some students, 20 hours of outdoor fieldwork may present a barrier to completing this GCSE, such as disabled children or those from low socioeconomic backgrounds. However, this could be tackled by providing schools with guidance, bursaries and flexibility to make it work for their students.
No mention of green careers ➡ Huge potential for skills-based learning throughout the GCSE, to develop essential skills for the growing green careers sector and helping to tackle the NEETs crisis. For example, learning how to design habitat protection plans; how to clearly communicate science to different audiences so that people listen; how to manage a community project and balance stakeholder interests.
Science-heavy without interdisciplinary content ➡ Our understanding of nature and our connection to it comes also from a broad range of sources; linking conservation to art, communication, societal engagement, education and writing would help this to broaden from a science GCSE to one that engages more students, and explains the interdisciplinary nature of ecology and conservation. As a humanity, the course should also recognise that the nature crisis is also a climate and social justice issue.
