Climate change education in primary schools: using arts-based methods to access student voice and examine the English National Curriculum.
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| Title: | Climate change education in primary schools: using arts-based methods to access student voice and examine the English National Curriculum. |
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| Authors: | Banks, Kia I.1 (AUTHOR) kiainez271@gmail.com, Taylor, Carol A.1 (AUTHOR) |
| Source: | Environmental Education Research. Dec2025, Vol. 31 Issue 12, p2552-2572. 21p. |
| Subject Terms: | *Climate change education, *National Curriculum (Great Britain), *Student participation, *Primary schools, *Curriculum change, *Early childhood education, Climate justice, Artistic style |
| Geographic Terms: | United Kingdom |
| Abstract: | Education plays a critical role in shaping national responses to the climate crisis. Research on climate change education (CCE) promotes its integration into national curricula, with calls for it to be prioritised by policymakers, researchers, and practitioners, and for effective teaching to be extended beyond science and geography. This article contributes to the ways in which these calls can be answered. Drawing on a case study of a Climate Change Club in a UK maintained infant school (a state, local authority owned school for children aged four to seven), it explores how learning through arts-based methods enables access to student voice in ways which can inform pedagogic practice and generate ideas for curriculum change. Theoretically informed by critical climate justice praxis, the article's main findings indicate the need to integrate CCE in Foundation Stage 2 (students aged 4 to 5) and Key Stage 1 (students aged 5 to 7) curricula; that climate change should be approached through a topic-based curriculum; and the importance of incorporating student voice into curriculum design. While the study is small-scale, it offers important insights on some ways of addressing students' climate change learning in Key Stage 1. [ABSTRACT FROM AUTHOR] |
| Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189849521 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Climate change education in primary schools: using arts-based methods to access student voice and examine the English National Curriculum. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Banks%2C+Kia+I%2E%22">Banks, Kia I.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kiainez271@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Taylor%2C+Carol+A%2E%22">Taylor, Carol A.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Dec2025, Vol. 31 Issue 12, p2552-2572. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Climate+change+education%22">Climate change education</searchLink><br />*<searchLink fieldCode="DE" term="%22National+Curriculum+%28Great+Britain%29%22">National Curriculum (Great Britain)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+participation%22">Student participation</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+justice%22">Climate justice</searchLink><br /><searchLink fieldCode="DE" term="%22Artistic+style%22">Artistic style</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Education plays a critical role in shaping national responses to the climate crisis. Research on climate change education (CCE) promotes its integration into national curricula, with calls for it to be prioritised by policymakers, researchers, and practitioners, and for effective teaching to be extended beyond science and geography. This article contributes to the ways in which these calls can be answered. Drawing on a case study of a Climate Change Club in a UK maintained infant school (a state, local authority owned school for children aged four to seven), it explores how learning through arts-based methods enables access to student voice in ways which can inform pedagogic practice and generate ideas for curriculum change. Theoretically informed by critical climate justice praxis, the article's main findings indicate the need to integrate CCE in Foundation Stage 2 (students aged 4 to 5) and Key Stage 1 (students aged 5 to 7) curricula; that climate change should be approached through a topic-based curriculum; and the importance of incorporating student voice into curriculum design. While the study is small-scale, it offers important insights on some ways of addressing students' climate change learning in Key Stage 1. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13504622.2025.2460718 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 2552 Subjects: – SubjectFull: Climate change education Type: general – SubjectFull: National Curriculum (Great Britain) Type: general – SubjectFull: Student participation Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Climate justice Type: general – SubjectFull: Artistic style Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Climate change education in primary schools: using arts-based methods to access student voice and examine the English National Curriculum. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Banks, Kia I. – PersonEntity: Name: NameFull: Taylor, Carol A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13504622 Numbering: – Type: volume Value: 31 – Type: issue Value: 12 Titles: – TitleFull: Environmental Education Research Type: main |
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