Page 3 - Copy of Climate Change and Sustainability Education report

EXECUTIVE SUMMARY

Background and Context
Climate Change and Sustainability Education (CCSE) is a mandatory requirement within
the Curriculum for Wales (CfW), aligning with UN Sustainable Development Goals. However,
delivery across Wales remains inconsistent, depending heavily on individual teacher
expertise and confidence. CCSE in additional learning needs (ALN) and alternative
provision settings is particularly challenging due to a lack of tailored resources and
specialised teacher training, and the complexity of learners’ needs.
For many ALN learners, who lack access to outdoor experiences or environmental

education at home, ensuring engaging and appropriately levelled CCSE
becomes not just an educational priority but a matter of social justice.

Key Findings
The research was conducted through qualitative interviews and

questionnaires with 26 settings across Wales, including:

Special Schools
Specialist Teaching Facilities (STFs)
Pupil Referral Units (PRUs)
Learning Pathway Centres (LPCs)
Education Otherwise Than At School (EOTAS) provisions
Moderate Learning Difficulties (MLD) provision
Complex Needs Resource Base (CNRB)

Four critical areas requiring immediate attention
have been identified. The following findings were validated
through a micro-Delphi study with 16 participants,

confirming high consensus on identified needs:

1. Critical Resource Gap
Lack of appropriate materials: There are no readily available CCSE
resources specifically for ALN learners with complex needs.

Teacher burden: Educators are creating resources from scratch due to
curriculum requirements, leading to increased preparation time, guilt,
and burnout.
Differentiation challenges: All lessons require ad hoc differentiation by the
teacher to suit the needs of the learners in front of them, however outdoor
learning resources in particular require significant adaptation.
Age-stage disconnect: Resources either exceed learners' cognitive abilities
or are age-inappropriate e.g. nursery age children depicted in a resource
used by teenagers.
Micro-Delphi validation: 13 of 16 participants rated resource needs as urgent, with
age-appropriate content for older learners identified as the top priority.

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