The Royal Meteorological Society in the UK has put together a position statement regarding climate education to underpin a response to Curriculum Review and calls for evidence.
Their full statement, with evidence: https://www.metlink.org/curriculum/curriculum-review/
Report https://static.reading.ac.uk/content/PDFs/files/Planet/climate-education-in-curriculum.pdf
Key Messages From the Blog Post
All students should leave school with some climate literacy
Students should leave school with the ability to apply their knowledge, understanding and skills to the real world as it changes and develops as well as their personal situations and careers.
The curriculum should be flexible enough to adapt as understanding, technology, relevance and situation changes.
Climate education should make students concerned about climate change but hopeful, focussing on solutions and careers
Students should be able to synthesise their learning in different topics and subjects.
Climate change is a multi-disciplinary problem, impacting on all lives and careers, that requires a multidisciplinary approach to both solutions and learning. It should therefore be integrated, where appropriate, throughout the curriculum in all subjects which is holistic, strengthens and progresses, broadens learning and is not repetitive.
Maths, data and statistical skills underpin high quality climate education.
Teacher support and subject specific professional development is critical to develop both subject knowledge and subject pedagogy amongst the current and future teaching community.
All teachers should be able to access training to improve their climate literacy as well as their understanding of how to appropriately deliver climate education in their teaching.