How do teachers make sense of the decisions emerging from COP26? Alan Kinder says clear curriculum thinking will be required and offers ideas for ensuring a robust approach to climate change education

Despite on-going problems with supply chains in the UK, there is currently no shortage of news and information about the climate change negotiations taking place in and around COP26 in Glasgow (November 1 to 12, 2021).

This is a globally significant event, which some have billed as the last realistic chance for the nations of the world to agree a course of action to avert dangerous levels of global heating.

Coming so soon after October’s UN meeting on the biodiversity crisis, held in Kunming, China (to considerably less publicity than COP26), this autumn may come to be regarded as a pivotal period for our planet’s environment, and the sense of opportunity and urgency across the education sector reflects this. In the last few weeks:

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