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  23. <title>The Jumpers’ Moon</title>
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  28. <pubDate>Tue, 24 Jun 2025 09:12:35 +0000</pubDate>
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  30. <category><![CDATA[Environmental Lunacy]]></category>
  31. <guid isPermaLink="false">https://naee.org.uk/?p=22202</guid>
  32.  
  33. <description><![CDATA[<p>To the east the moon is rising, over the farmland where the haymaking of high summer gave it its name. Those fields of seeding grass and flowers, their corncrakes, yellow hammers, clouds of sparrows and hunting barn owls are long gone.</p>
  34. <p>The post <a href="https://naee.org.uk/the-jumpers-moon/">The Jumpers’ Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  35. ]]></description>
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  39. <h3>Moon cycle:</h3>
  40. <ul>
  41. <li><strong>New Moon:</strong> 25th June 2025</li>
  42. <li><strong>Full Moon:</strong> 10th July 2025</li>
  43. <li><strong>New Moon:</strong> 24th July 2025</li>
  44. </ul>
  45.  
  46. </div>
  47. </div>
  48.  
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  51. <p><em>Once known as the ‘Hay Moon,’ <a href="https://nicola-davies.com" target="_blank" rel="noopener">Nicola Davies</a> suggests a new name for this lunar cycle.</em></p>
  52. <p>Dusk in mid-July, the sun just gone, dissolved into the blue-grey mist on the horizon. A calm sea here off Ramsey; a rarity as the next stop West from this little hunk of rock, is America. Waves have the whole of the Atlantic to grow before they throw themselves against this island. But right now the sea breathes low and deep, like a sleeping creature with a silky skin, at the foot of the cliffs.</p>
  53. <p>On the water, close to the rocks there are guillemots. The chocolate and cream of their feathers still neat, the angle of their beaks still elegant, even after the hard work of the breeding season. It’s not unusual for them to float here, gathering themselves before another fishing trip, flying off to dive and find food a hundred feet down. But this evening is different, they aren’t  looking out to sea, but up and back to the crazy precipitousness of their nesting places, high above.</p>
  54. <p>They call, the sound not much different from the usual throaty rasp of guillemot calls but there’s an urgency in the sounds, a kind of pleading. And from right up there, so high you’d have to crick your neck to see just where it came from, there are answering squeaks; first one, then two then twenty, then fifty. Rasps and squeaks sound like a chorus to us, but to the guillemots each voice is distinct. These are individuals, fathers calling to their children, summoning this year’s offspring to a dramatic start to their life at sea.</p>
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  62. <div class="vc_single_image-wrapper   vc_box_border_grey"><img fetchpriority="high" decoding="async" width="1024" height="768" src="https://naee.org.uk/wp-content/uploads/2025/06/Guilliemot-©-Falcon-Boats-1024x768.jpg" class="vc_single_image-img attachment-large" alt="" title="Guilliemot © Falcon Boats" srcset="https://naee.org.uk/wp-content/uploads/2025/06/Guilliemot-©-Falcon-Boats-1024x768.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/06/Guilliemot-©-Falcon-Boats-300x225.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/06/Guilliemot-©-Falcon-Boats-768x576.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/06/Guilliemot-©-Falcon-Boats-1536x1152.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/06/Guilliemot-©-Falcon-Boats.jpg 1800w" sizes="(max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/the-jumpers-moon/konica-minolta-digital-camera/" /></div>
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  68. <p><em style="font-size: 12px;">Photo © <a href="https://www.falconboats.co.uk/pembrokeshire-wildlife/auks/" target="_blank" rel="noopener">Falcon Boats</a></em></p>
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  75. <p>In the failing light you can just make out the chicks, creeping from the sheltered crevices at the back of the ledges. They are dark above and pale below just like their parents. Not yet such an elegant shape perhaps, and small, half the adults height, a third of their weight. A little fluffy too. Some of them flex their wings and you can see that they are much too small yet for proper flight. Yet the tiny birds teeter at the very edge about to take off? About to fall.</p>
  76. <p>Rasp and  squeak, rasp and squeak.</p>
  77. <p>The call and response builds to a crescendo.</p>
  78. <p>And then, the first chick jumps, a body small as a teacup and just as fragile hurtles through the darkening air. Its minuscule wings flail madly, and the one part of it that’s grown up sized, its feet splay out. The cliff, its ledges, streaks of guano blur behind it as the chick falls, and falls, and falls. Its death seems absolutely certain, but wing flaps and big feet are just enough. They parachute the chick so that it plops into the water. A final flurry of rasp and squeak and the child and father are together on the water. The chick is paddle and dive ready with its big feet, and the pair head out to sea at once. Soon they’ve vanished in the darkness. By dawn they’ll be miles away from land. Out on the ocean they will ride like corks and dive from danger. Food will be close by so father can feed his child without commuting miles by air.</p>
  79. <p>To the east the moon is rising, over the farmland where the haymaking of high summer gave it its name. Those fields of seeding grass and flowers, their corncrakes, yellow hammers, clouds of sparrows and hunting barn owls are long gone. Farmers cut grass green now and four times a year, for silage. No time for anything to seed, or nest, or fledge.</p>
  80. <p>But in the moon-shadow of the Ramsey cliffs guillemots are leaving the nest as they always have: as flightless jumpers. The tiny para-gliders drop from three hundred feet into the sea and paddle away, out into the sea and moonlight. Pairs of little birds, bobbing on the vast silver sea. Perhaps this lunar cycle needs another name, the Jumper’s Moon?</p>
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  94. <p><em style="font-size: 12px;">Photo © <a href="https://www.falconboats.co.uk/pembrokeshire-wildlife/auks/" target="_blank" rel="noopener">Falcon Boats</a></em></p>
  95.  
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  101. <h3>Activities</h3>
  102. <p>There is always something to see in nature but you need to look and listen to what might be around you, at your feet, in the sky above you. Looking and listening can be hard when you live in a noisy city or if you are distracted by your phone; it’s easy to get into the habit of NOT looking, NOT listening. The good news is that habits can be changed! Here is one way to build new habits of taking time to notice…</p>
  103. <p>One your way to school in the morning pick a spot to stop and look &#8211; it could be a tree, it could be a place where you get a clear view of the sky, it could be a view over a park, or a rooftop where pigeons tend to sit in the morning. Look and listen, stay still for just a minute and notice one thing, write it in your mind and carry it to school. When you get there scribble it down in words or a quick sketch before you forget it. Do this for a few weeks, and then look at what you have collected &#8211; little snapshots that change over time. You may find you have a ready -made poem and you will certainly find that your ability to pay attention, to notice, to look to listen has improved.</p>
  104. <p>You can do the same thing with any part of your day that follows the same route or the same pattern &#8211; stop in the same place at roughly the same time and look at what’s there.</p>
  105.  
  106. </div>
  107. </div>
  108.  
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  111. <h3>Share your stories!</h3>
  112. <p>How far from the coast are you? Where is the nearest place you might see guillemots? What’s happening where <em>you</em> live this month? Tag us in your pictures and comments here.</p>
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  222. <div class="wpb_wrapper">
  223. <h3>Resources and useful websites</h3>
  224. <p>One of the best ways to start to engage with Nature is to learn to identify what is around you… birds, plants, mammals. There are lots of free APPS that will help you to do this. I particularly like <strong>Merlin Bird ID</strong> which can identify birds from their calls. You will be amazed what you hear AND how quickly you learn to identify birds by their calls. You will soon start to feel as if you have a superpower!</p>
  225. <ul>
  226. <li><a href="https://www.wildlifetrusts.org/wildlife-explorer/birds/seabirds/guillemot" target="_blank" rel="noopener">Guillemots and the Wildlife Trust</a></li>
  227. <li><a href="https://www.falconboats.co.uk/pembrokeshire-wildlife/auks" target="_blank" rel="noopener">Guillemots and other wildlife on the Pembrokeshire coast</a></li>
  228. <li><a href="https://www.rspb.org.uk/birds-and-wildlife/guillemot" target="_blank" rel="noopener">Guillemots and the RSPB</a></li>
  229. </ul>
  230.  
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  232. </div>
  233.  
  234. <div class="wpb_text_column wpb_content_element " >
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  236. <p><em>Authored by Nicola Davies. Nicola is an acclaimed children’s author, zoologist and wildlife advocate, she was a presenter for The Really Wild Show and the BBC Natural History Unit. She also does wildlife guiding one day a week in the Summer for Falcon Boats. You can find out more about her work by <a href="https://nicola-davies.com/" target="_blank" rel="noopener">visiting her website</a>.</em></p>
  237.  
  238. </div>
  239. </div>
  240. </div></div></div></div>
  241. </div><p>The post <a href="https://naee.org.uk/the-jumpers-moon/">The Jumpers’ Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  242. ]]></content:encoded>
  244. <wfw:commentRss>https://naee.org.uk/the-jumpers-moon/feed/</wfw:commentRss>
  245. <slash:comments>0</slash:comments>
  248. </item>
  249. <item>
  250. <title>Environmental Lunacy Project: Strawberry Rose Moon</title>
  251. <link>https://naee.org.uk/environmental-lunacy-project-strawberry-rose-moon/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=environmental-lunacy-project-strawberry-rose-moon</link>
  253. <dc:creator><![CDATA[NAEEadmin]]></dc:creator>
  254. <pubDate>Tue, 03 Jun 2025 08:09:57 +0000</pubDate>
  255. <category><![CDATA[Blog]]></category>
  256. <category><![CDATA[Environmental Lunacy]]></category>
  257. <guid isPermaLink="false">https://naee.org.uk/?p=22190</guid>
  258.  
  259. <description><![CDATA[<p>We are naming this lunar month the ‘Strawberry Rose Moon’ in recognition of the value of simple, natural food coupled with the importance of peace and harmony, especially between humans and the rest of the natural world. </p>
  260. <p>The post <a href="https://naee.org.uk/environmental-lunacy-project-strawberry-rose-moon/">Environmental Lunacy Project: Strawberry Rose Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  261. ]]></description>
  262. <content:encoded><![CDATA[<div class="wpb-content-wrapper"><div class="vc_row wpb_row vc_row-fluid"><div class="wpb_column vc_column_container vc_col-sm-12"><div class="vc_column-inner"><div class="wpb_wrapper">
  263. <div class="wpb_text_column wpb_content_element " >
  264. <div class="wpb_wrapper">
  265. <h3>Moon cycle:</h3>
  266. <ul>
  267. <li><strong>New Moon:</strong> 27th May 2025</li>
  268. <li><strong>Full Moon:</strong> 11th June 2025</li>
  269. <li><strong>New Moon:</strong> 25th June 2025</li>
  270. </ul>
  271.  
  272. </div>
  273. </div>
  274.  
  275. <div class="wpb_text_column wpb_content_element " >
  276. <div class="wpb_wrapper">
  277. <h3>Strawberry Moon</h3>
  278. <p>The full Moon in June is often known as a ‘Strawberry Moon’ &#8211; a name used by the Algonquin and other native peoples of North America to signify the time of the year when wild strawberries could be picked and eaten. The Potawatomi people of the Great Plains of America are said to have called these berries the ‘heart berry’. Deep red and heart shaped, these wild fruits are much smaller than the cultivated varieties of strawberry we are familiar with. Storyteller and author Allison Galbraith <a href="http://naee.org.uk/wp-content/uploads/2025/06/A-Legend-of-the-First-Strawberry-AG-2025.pdf" target="_blank" rel="noopener">adapts a traditional tale from North America for us</a>, about the origin of wild strawberries.</p>
  279.  
  280. </div>
  281. </div>
  282.  
  283. <div class="wpb_text_column wpb_content_element " >
  284. <div class="wpb_wrapper">
  285. <h3>Strawberries in the UK</h3>
  286. <p>Wild strawberries can be found ripening this month across the UK too, although they are less common in the far north of Scotland. These berries can provide a tasty snack, though as The Wildlife Trusts remind us, it is an offence to totally uproot a wild plant, and as with any foraged food, only eat it if you are completely sure you know what it is. The wild strawberry provides food for slugs, mice and birds and is valued by the caterpillars of the grizzled skipper butterfly, and the strawberry tortrix moth, while insects such as bumblebees, solitary bees and hoverflies drink from the flowers.</p>
  287. <p>Yet, worryingly, wild strawberry plants are now classed as ‘near threatened’ because of  the rapid loss of unimproved wildflower meadows. A staggering 97% of wildflower meadows have been lost since the 1930s, according to the Woodland Trust, due to the loss of traditional grazing, the switch from hay cutting to silage harvesting, and an increased use of fertilisers. We need a more harmonious approach!</p>
  288. <p>Today, people are more familiar with eating cultivated strawberries. Homegrown varieties peak in the UK this month and strawberries are famously part of the traditional food served at the annual Wimbledon Tennis Tournament. However, weather changes due to climate change are having an impact on ripening dates: a warm, dry spring brought an early crop of the fruit this year whereas a wet spring last year delayed the growth period. So, while the name Strawberry Moon is arguably appropriate for us in the UK at the moment, it is a reminder that climate change is very much a threat to the timing of food availability we may take for granted.</p>
  289.  
  290. </div>
  291. </div>
  292.  
  293. <div  class="wpb_single_image wpb_content_element vc_align_left  vc_custom_1748937567318">
  295. <figure class="wpb_wrapper vc_figure">
  296. <div class="vc_single_image-wrapper   vc_box_border_grey"><img decoding="async" width="1024" height="685" src="https://naee.org.uk/wp-content/uploads/2025/06/Wild-Strawberry-1024x685.jpg" class="vc_single_image-img attachment-large" alt="" title="Wild Strawberry" srcset="https://naee.org.uk/wp-content/uploads/2025/06/Wild-Strawberry-1024x685.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/06/Wild-Strawberry-300x201.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/06/Wild-Strawberry-768x514.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/06/Wild-Strawberry-1536x1028.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/06/Wild-Strawberry.jpg 1600w" sizes="(max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/wild-strawberry/" /></div>
  297. </figure>
  298. </div>
  299.  
  300. <div class="wpb_text_column wpb_content_element " >
  301. <div class="wpb_wrapper">
  302. <h3>Summer Solstice</h3>
  303. <p>There are so many events of note this month in the flora and fauna calendar, that there are several other contenders for this month’s Moon name. June is a month brimming with wildlife, and so it should be, as we head towards the longest day and the shortest night of the Summer Solstice in the northern hemisphere. Midsummer’s Day this year falls on June 21st (June 20–21), 10 days after the full Moon.</p>
  304.  
  305. </div>
  306. </div>
  307.  
  308. <div class="wpb_text_column wpb_content_element " >
  309. <div class="wpb_wrapper">
  310. <h3>Honey Moon</h3>
  311. <p>An old English and medieval European name for this lunar month was the Honey Moon. It was a time for harvesting honey from hives and making mead, a traditional drink used at celebrations, especially weddings or hand-fasting, often a feature of the solstice celebrations.</p>
  312.  
  313. </div>
  314. </div>
  315.  
  316. <div class="wpb_text_column wpb_content_element " >
  317. <div class="wpb_wrapper">
  318. <h3>Batty Moon</h3>
  319. <p>Did you know that bats make up more than a quarter of all mammal life in the UK?  The increased warmth and lighter evenings means we are more likely to see bats as they become more active, catching thousands of insects a night. This is the month when bats are likely to give birth to and nurse their ‘pup’ – they usually only have one. The adults might feast on the plentiful insects but the pups feed on their mother’s milk. Look out for bats emerging at dusk from crevices, especially where they have access to roofs and old buildings.</p>
  320.  
  321. </div>
  322. </div>
  323.  
  324. <div class="wpb_text_column wpb_content_element " >
  325. <div class="wpb_wrapper">
  326. <h3>Nightjar Moon</h3>
  327. <p>This month is a good opportunity to look out for and spot the elusive nightjar, a summer visiting bird from deep inside the continent of Africa. They are only here for a short while, returning to their winter grounds at the end of August, and are so well camouflaged that they can blend into the shades of bark on a tree. Nightjars have a distinctive ‘churring’ sound that you are most likely to hear on June evenings.</p>
  328.  
  329. </div>
  330. </div>
  331.  
  332. <div class="wpb_text_column wpb_content_element " >
  333. <div class="wpb_wrapper">
  334. <h3>Rose Moon</h3>
  335. <p>However, another Moon name for this lunar month with European/Anglo-Saxon origins is the Rose Moon, signifying the widespread blooming of roses in the UK. The dog rose is a widespread, native, wild rose, easily spotted in hedgerows and woodland settings this month with its pink and white fragrant flowers, an important nectar source for insects. The rose fruit or rosehip is an important source of food for birds and some small mammals in the autumn. It is a humble, common plant but an important part of nature’s web.</p>
  336. <p>There are many varieties of rose and many meanings associated with this iconic flower. Historically, the Tudor rose was adopted by Henry VII as England&#8217;s emblem of peace at the end of the War of the Roses, the civil wars between the royal house of Lancashire, who wore a red rose, and the royal house of York, who wore white. The Tudor rose combined both to symbolise peace.</p>
  337.  
  338. </div>
  339. </div>
  340.  
  341. <div  class="wpb_single_image wpb_content_element vc_align_left  vc_custom_1748938541009">
  343. <figure class="wpb_wrapper vc_figure">
  344. <div class="vc_single_image-wrapper   vc_box_border_grey"><img loading="lazy" decoding="async" width="1024" height="683" src="https://naee.org.uk/wp-content/uploads/2025/06/Dog-Rose-UK-1024x683.jpg" class="vc_single_image-img attachment-large" alt="" title="Dog Rose UK" srcset="https://naee.org.uk/wp-content/uploads/2025/06/Dog-Rose-UK-1024x683.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/06/Dog-Rose-UK-300x200.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/06/Dog-Rose-UK-768x512.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/06/Dog-Rose-UK-1536x1024.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/06/Dog-Rose-UK.jpg 1600w" sizes="auto, (max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-strawberry-rose-moon/dog-rose-uk/" /></div>
  345. </figure>
  346. </div>
  347.  
  348. <div class="wpb_text_column wpb_content_element " >
  349. <div class="wpb_wrapper">
  350. <h3>Strawberry Rose Moon</h3>
  351. <p>The name ‘Rose Moon’ is a reminder of the beauty in the everyday, and also how the Tudor rose came to signify the end of a cycle of conflict and the beginning of a new, more unified era. The name ‘Strawberry Moon’ reminds us of nature’s treats and bounty. We are naming this lunar month the ‘<strong>Strawberry Rose Moon’</strong> in recognition of the value of simple, natural food coupled with the importance of peace and harmony, especially between humans and the rest of the natural world.</p>
  352.  
  353. </div>
  354. </div>
  355.  
  356. <div class="wpb_text_column wpb_content_element " >
  357. <div class="wpb_wrapper">
  358. <h3>Share your stories!</h3>
  359. <p>Do you like strawberries? Are there any grown near you? Perhaps in your garden or in a window box at school? Have you spotted any roses this month? What else is happening? What would you call this Moon?. Please tag us in your stories or pictures using the hashtag #EnvironmentalLunacy.</p>
  360.  
  361. </div>
  362. </div>
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  509. </div>
  510. <div class="wpb_text_column wpb_content_element " >
  511. <div class="wpb_wrapper">
  512. <h3>Related activity ideas</h3>
  513.  
  514. </div>
  515. </div>
  516. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1736846655635-a01a35ef-71da" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846655635-a01a35ef-71da" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Strawberry Fields</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  517. <div class="wpb_text_column wpb_content_element " >
  518. <div class="wpb_wrapper">
  519. <p>Do you have any commercial strawberry growing near you? Where is your nearest farm? Arrange a visit to see how the fruit is grown. Investigate your school grounds to see where you could plant strawberries. This might involve the creation of raised beds, or use of window boxes, hanging baskets and planters. Research the best varieties to grow.</p>
  520.  
  521. </div>
  522. </div>
  523. </div></div><div class="vc_tta-panel" id="1736846683389-4256ef6c-ecb0" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846683389-4256ef6c-ecb0" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Fruitful Weather?</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  524. <div class="wpb_text_column wpb_content_element " >
  525. <div class="wpb_wrapper">
  526. <p>Investigate a weather summary for spring and compare it with previous spring weather data where you live. Predict or explain how it might, or has, impacted on soft fruit growing near you.</p>
  527.  
  528. </div>
  529. </div>
  530. </div></div><div class="vc_tta-panel" id="1736846709470-406dbecf-ffc9" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846709470-406dbecf-ffc9" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Wild Strawberries</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  531. <div class="wpb_text_column wpb_content_element " >
  532. <div class="wpb_wrapper">
  533. <p>What do wild strawberry plants look like? Using an app like Google Lens, walk around the school and local area, mapping where they occur. Create some annotated sketches of where they grow and the kind of habitat they thrive in. Note other insects and flowers seen nearby.</p>
  534.  
  535. </div>
  536. </div>
  537. </div></div><div class="vc_tta-panel" id="1736846725464-41cbd81f-9b86" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846725464-41cbd81f-9b86" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Strawberry Thief</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  538. <div class="wpb_text_column wpb_content_element " >
  539. <div class="wpb_wrapper">
  540. <p>It is said that the illustrator William Morris created this famous textile design after watching thrushes steal strawberries from his garden. If you have access to a patch of strawberries watch what comes along to eat them or leave a camera trap. Use strawberries on a bird table and watch to see which birds like them best. Create your own repeating patterns inspired by strawberries.</p>
  541.  
  542. </div>
  543. </div>
  544. </div></div><div class="vc_tta-panel" id="1745917355575-503cf2a6-8177" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1745917355575-503cf2a6-8177" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Strawberry Slushy</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  545. <div class="wpb_text_column wpb_content_element " >
  546. <div class="wpb_wrapper">
  547. <p>This time of year can be quite warm. Plan a trip to your local shop where you can buy seasonal, locally grown fruit like strawberries to make a slushy. <a href="https://www.bbcgoodfood.com/recipes/watermelon-strawberry-slushie" target="_blank" rel="noopener">Research recipes</a> and create your own.</p>
  548.  
  549. </div>
  550. </div>
  551. </div></div><div class="vc_tta-panel" id="1745917405133-90efc4dc-abf3" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1745917405133-90efc4dc-abf3" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Dog Rose</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  552. <div class="wpb_text_column wpb_content_element " >
  553. <div class="wpb_wrapper">
  554. <p>Can you spot dog roses in the hedgerows and verges? Map where they are and note the date of the first blooms spotted. Keep the dates in a diary to be added to in subsequent years.</p>
  555.  
  556. </div>
  557. </div>
  558. </div></div><div class="vc_tta-panel" id="1748937784049-0ea70ac5-53a4" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1748937784049-0ea70ac5-53a4" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Rose Chafer</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  559. <div class="wpb_text_column wpb_content_element " >
  560. <div class="wpb_wrapper">
  561. <p>The rose chafer is a bright, shiny green beetle  with little white streaks on its wing cases. It loves to feed on flowers, especially dog roses. Watch, photograph, or sketch the insects that visit roses on warm June days where you are and you may be lucky enough to catch a glimpse of this widespread, but uncommon creature.</p>
  562.  
  563. </div>
  564. </div>
  565. </div></div><div class="vc_tta-panel" id="1748937803302-e19ef3e0-500b" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1748937803302-e19ef3e0-500b" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Rose Garden</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  566. <div class="wpb_text_column wpb_content_element " >
  567. <div class="wpb_wrapper">
  568. <p>If you don’t grow roses already in your school garden, research a site, then design and plant a rose garden. Select colours and scents that will catch the eye and delight the senses as midsummer draws near.</p>
  569.  
  570. </div>
  571. </div>
  572. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  573. </div>
  574. <div class="wpb_text_column wpb_content_element " >
  575. <div class="wpb_wrapper">
  576. <h3>Resources and useful websites</h3>
  577. <ul>
  578. <li>Bats &#8211; <a href="https://www.bats.org.uk/about-bats/a-year-in-the-life-of-a-bat" target="_blank" rel="noopener">Bat Conservation Trust</a></li>
  579. <li>Dog Rose &#8211; <a href="https://www.woodlandtrust.org.uk/trees-woods-and-wildlife/plants/wild-flowers/dog-rose/" target="_blank" rel="noopener">The Woodland Trust</a></li>
  580. <li>Nightjar &#8211; <a href="https://www.rspb.org.uk/birds-and-wildlife/nightjar" target="_blank" rel="noopener">RSBP</a></li>
  581. <li>Will 2025 be a sweet year for strawberry growers and consumers? &#8211; <a href="https://www.bbc.co.uk/news/articles/c3rpn41wxdqo" target="_blank" rel="noopener">BBC</a></li>
  582. <li>Wild Strawberry &#8211; <a href="https://www.wildlifetrusts.org/wildlife-explorer/wildflowers/wild-strawberry" target="_blank" rel="noopener">Wildlife Trusts</a></li>
  583. <li>Wildlife in June &#8211; <a href="https://www.rspb.org.uk/birds-and-wildlife/natures-calendar/natures-calendar-june" target="_blank" rel="noopener">RSPB</a></li>
  584. </ul>
  585.  
  586. </div>
  587. </div>
  588.  
  589. <div class="wpb_text_column wpb_content_element " >
  590. <div class="wpb_wrapper">
  591. <p><em>Authored by Lola O’Brien and Paula Owens. Lola is a school student in Year 10. She co-wrote and researched this Blog as part of her school work experience. Paula Owens is an independent education consultant, and a Trustee of NAEE.</em></p>
  592.  
  593. </div>
  594. </div>
  595. </div></div></div></div>
  596. </div><p>The post <a href="https://naee.org.uk/environmental-lunacy-project-strawberry-rose-moon/">Environmental Lunacy Project: Strawberry Rose Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  597. ]]></content:encoded>
  601. </item>
  602. <item>
  603. <title>Becoming Sustainable: Item two &#8211; New Economics – Part 1.</title>
  604. <link>https://naee.org.uk/becoming-sustainable-item-two-new-economics-part-1/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=becoming-sustainable-item-two-new-economics-part-1</link>
  605. <comments>https://naee.org.uk/becoming-sustainable-item-two-new-economics-part-1/#respond</comments>
  607. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  608. <pubDate>Sun, 01 Jun 2025 10:02:01 +0000</pubDate>
  609. <category><![CDATA[Blog]]></category>
  610. <guid isPermaLink="false">https://naee.org.uk/?p=22181</guid>
  611.  
  612. <description><![CDATA[<p>Today’s post is by regular contributor, Richard Jurin. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.  His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.&#8230;</p>
  613. <p>The post <a href="https://naee.org.uk/becoming-sustainable-item-two-new-economics-part-1/">Becoming Sustainable: Item two &#8211; New Economics – Part 1.</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  614. ]]></description>
  615. <content:encoded><![CDATA[
  616. <p>Today’s post is by regular contributor, <strong><em>Richard Jurin</em></strong>. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.  His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.</p>
  617.  
  618.  
  619.  
  620. <p><strong><em>“Ecological harm, and hence human harm, by its corporate perpetrators and their political abettors is done in the name of the free market and free enterprise…&nbsp; By default, this creates freedom that makes greed the dominant economic virtue, and it destroys the freedom of other people along with their communities and livelihoods</em></strong><strong>”&nbsp;</strong>Wendell Berry.</p>
  621.  
  622.  
  623.  
  624. <p>Our current economic model is just that – a model &#8211; an artificial construct based on both faith and fear.&nbsp; Faith in that we believe that a piece of paper with 100 printed upon it is worth 100 times a similar piece of paper with just 1 printed upon it.&nbsp; And fear because we believe that resources, and even money, are scarce and we have to compete aggressively to ensure we all have enough for our needs.&nbsp; Most market economists and business leaders expound the myth of a free-market, but there is no such thing.&nbsp; All markets have rules and restrictions in order to function.&nbsp; Our current global market-economic system was first conjured up centuries ago by merchants and hierarchy leaders seeking to gain control and competitive advantage.&nbsp; They rigged the rules to fit their needs and convinced the rest of us that this was the only way to live and hope to gain prosperity, which could come only from acquisition of money and material goods. &nbsp;Mention ‘Return-on-Investment’ and most people think of economic returns and not socio-cultural ones; yet social benefits are more primary than economic ones when health, happiness, true prosperity, and community benefit are considered.&nbsp;&nbsp;</p>
  625.  
  626.  
  627.  
  628. <p>Since the 1980s, the world has been caught in a whirlwind of economic transformation called ‘Globalization.’&nbsp; While it has had many benefits, one major consequence has been the erosion of local economic systems, local knowledge, and local supply chains (i.e., The Walmart Effect).&nbsp; We’ve come too far technologically to go back to the mythical days of a self-sufficient agrarian society where simple technology and poor energy options were limiting factors to technological progress.&nbsp; Yet, if we aspire to a sustainable world where true resilience and adaptation are primary factors, then we have to take-back local control of food, energy, and yes, even the economy as local considerations, and not think solely of them as national-international ones.&nbsp; To be in a truly sustainable world, we have to rebuild the local systems as partners of the global systems, not one or the other.&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;</p>
  629.  
  630.  
  631.  
  632. <p>We first need to stop thinking that a top-down market-driven economic system, which focuses primarily on monetary profit, is the only way to live.&nbsp; The key is to find balance between self-sufficient local systems and those requiring regional, national or international scale of production.&nbsp; &nbsp;One of our greatest barriers is to break through dominant beliefs that current systems are unalterable.&nbsp; Most of our lifestyles are based on mental constructs: we have complete control of how we manage them.&nbsp;&nbsp;</p>
  633.  
  634.  
  635.  
  636. <p>We don’t have to wait for global economic collapse to begin rebuilding these local systems.&nbsp; Indeed, considering the problems of global market-economic control and its inherent consequence of being unable to deal with ecological systems – its very design is to destroy such systems – rebuilding the local economic systems may be the only solution we have to resolving them and thereby, nearly all our ecological problems.&nbsp; The question therefore is what could a local economy look like that serves a community’s ability to thrive, and also preserves the integrity of the natural systems that support&nbsp;life?&nbsp;&nbsp;</p>
  637.  
  638.  
  639.  
  640. <p>We can locally change the economic rules to benefit the community by first changing expectations.&nbsp; In a market-economy, we are accustomed to commodifying everything and owning everything we need or want.&nbsp; Most people were once monetarily poor and before they became more affluent and materialistic they battered for almost everything &#8211; goods and services. &nbsp;&nbsp;&nbsp;&nbsp;</p>
  641.  
  642.  
  643.  
  644. <p>Materialistic consumerism is the big problem. &nbsp;&nbsp;One aspect that makes consumerism within the market economy so attractive is convenience.&nbsp; At home, with items you use every day (e.g., cups, plates, food preparation utensils, pots and pans, etc.), it makes sense you own them, but consider how many items you use only occasionally.&nbsp; For example, in a neighborhood of 50 homes with lawns, each home probably has its own lawn mower that is used maybe once a week for 4-5 months of the year.&nbsp; Cars, on average, are in use only 5% of the time – the rest of the time they sit idle in garages or parking lots.&nbsp; Now expand this to almost everything in your life.&nbsp;&nbsp;</p>
  645.  
  646.  
  647.  
  648. <p>The idea of sharing or borrowing was once normal in most communities.&nbsp; Most people accept libraries as an information and computer connectivity system.&nbsp; In essence it is a &#8211; central storage resource &#8211; that houses shared books, digital resources and computers that anyone can borrow and use.&nbsp;&nbsp;Imagine a central resource where you can check out a multitude of items when you need them by booking them for use at specific times.&nbsp; This is the concept of the Library-Economy – community owned and run goods and services.&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>
  649.  
  650.  
  651.  
  652. <p>Before you discount the expanded library-economy idea, imagine expanding this idea to everything you might need only on a more occasional basis.  Instead of every homeowner with a lawn owning a lawnmower, they merely booked one out once a week and then returned it.  Imagine that when you needed a car, you could just go and book one out and then return it.  Many cities now have community bicycles/scooter racks where registered users can check out a bike, ride it to a destination, where they then return it to a rack to be used by other people.  A library economy is not new, but it can be expanded to provide almost any item that you need.  And it can run alongside a highly-modified kind of capitalist economy where desirable goods can still be included within the business world.           </p>
  653.  
  654.  
  655.  
  656. <p>As library-economy advocate, Chirs Agnos, says,<strong> “<em>After years of exploring the root causes behind inequality, environmental destruction, social upheaval and disconnection, it&#8217;s the market itself—with its foundations in competition, ownership, and profit— that is driving the very crises we’re trying to solve.  Whether it&#8217;s high food prices, war, corruption, housing affordability, it all goes back to market design</em></strong>.”   </p>
  657.  
  658.  
  659.  
  660. <p>How do we get to that kind of library model while living within the current system?&nbsp; In many places around the world in smaller enclaves, it is happening where mindful individuals come together and make it happen.&nbsp; That all sounds very noble, but for a lot of people, I think a royal kick up the butt may be the triggering agent – probably an economic collapse that drives it out of necessity.&nbsp; Whether by choice or necessity, I envision a huge community centered warehouse managed like a current book library. It will be driven by a non-market economy that is non-transactional and managed by those unsung community heroes – librarians, in the broadest sense.&nbsp;&nbsp;&nbsp;So how could a non-transactional, non-market economy function, especially within the economic mindsets that currently dominate?</p>
  661.  
  662.  
  663.  
  664. <p>&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;..</p>
  665.  
  666.  
  667.  
  668. <p>Richard can be contacted at: richardjurin@gmail.com</p>
  669. <p>The post <a href="https://naee.org.uk/becoming-sustainable-item-two-new-economics-part-1/">Becoming Sustainable: Item two &#8211; New Economics – Part 1.</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  670. ]]></content:encoded>
  672. <wfw:commentRss>https://naee.org.uk/becoming-sustainable-item-two-new-economics-part-1/feed/</wfw:commentRss>
  673. <slash:comments>0</slash:comments>
  676. </item>
  677. <item>
  678. <title>Becoming Sustainable: Item one &#8211; Civic Agency to Build Sustainable Community</title>
  679. <link>https://naee.org.uk/becoming-sustainable-item-one-civic-agency-to-build-sustainable-community/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=becoming-sustainable-item-one-civic-agency-to-build-sustainable-community</link>
  680. <comments>https://naee.org.uk/becoming-sustainable-item-one-civic-agency-to-build-sustainable-community/#respond</comments>
  682. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  683. <pubDate>Fri, 02 May 2025 08:09:00 +0000</pubDate>
  684. <category><![CDATA[Blog]]></category>
  685. <guid isPermaLink="false">https://naee.org.uk/?p=22172</guid>
  686.  
  687. <description><![CDATA[<p>Today’s post is by regular contributor,&#160;Richard Jurin. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.&#160; His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.&#8230;</p>
  688. <p>The post <a href="https://naee.org.uk/becoming-sustainable-item-one-civic-agency-to-build-sustainable-community/">Becoming Sustainable: Item one &#8211; Civic Agency to Build Sustainable Community</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  689. ]]></description>
  690. <content:encoded><![CDATA[
  691. <p>Today’s post is by regular contributor,&nbsp;<strong><em>Richard Jurin</em></strong>. Before his retirement, Richard led the Environmental Studies programme at the University of Northern Colorado, where he launched a degree in Sustainability Studies.&nbsp; His academic interests are environmental worldviews and understanding barriers to sustainability. As ever, with our blogs, the views expressed are not necessarily shared by NAEE.</p>
  692.  
  693.  
  694.  
  695. <p>“<strong><em>Personal empowerment means deconditioning yourself from the values and the programs of the [corporate] society and putting your own values and programs in place”&nbsp;</em></strong>Terence McKenna<strong><em>.</em></strong>&nbsp;&nbsp;</p>
  696.  
  697.  
  698.  
  699. <p>A friend of mine recently lamented that only a massive kick up the rear end from some form of massive social collapse would promulgate needed changes.&nbsp; I disagree.&nbsp; I believe that many of us working locally, can work within the existing systems to build better societies locally that are so resilient and adaptable, the old systems will naturally and quickly fade away.</p>
  700.  
  701.  
  702.  
  703. <p>I have submitted many posts to this blog using many arguments about the need to become sustainable.&nbsp; I know that too many people want a bulleted list of things to do to get a sustainable future, but there is no ‘one size fits all’ list.&nbsp; That is why I titled my 2012 book ‘<em>Principles of Sustainable Living</em>.’&nbsp; Yet, if an abbreviated list of some kind is necessary then let me begin the first of five basic essential items that foster a self-sufficiency that describes community resiliency and adaptability.</p>
  704.  
  705.  
  706.  
  707. <p><strong>item number one</strong>: Mindfulness.  We must start being mindful and conscious of every thought and action.  A question to ask yourself every day, “What will the world look like when we are all enlightened, and practice mindfulness.” (Enlightenment &#8211; <em>Showing understanding and wisdom in dealing with others.  Being open to new ideas and facts based on reason and science.  Tolerant of alternative opinions.  Guided by rational thought.  Having an understanding of people&#8217;s needs that is not based on old-fashioned attitudes and prejudice.  Free from ignorance, prejudice, or superstition.  Receiving spiritual or religious revelation for mindfulness.</em>  Cambridge online dictionary.)   This is the ‘Spiritual Path’ I have often stated as an absolute for a truly sustainable society.  Mindfulness is perhaps the simplest one that will transform our world, yet, it is possibly the hardest in that it isn’t technological – it’s changing the human mind.  If we don’t change, then all the other items will be unlikely to change – it’s why we are in the state we are now.     </p>
  708.  
  709.  
  710.  
  711. <p>Tim Kasser (<em>The High Price of Materialism)&nbsp;</em>and Tibor Scitovsky (The Joyless Economy) both argue that materialist consumerism is really a barrier to our desire for Health, happiness and overall well-being in a sustainable world.&nbsp; Materialistic values never have, and never can, solve our global problems because they force us to focus on the wrong things.&nbsp; What Kasser, Scitovsky and many others have shown repeatedly is that the accumulation of ‘stuff’ is self-defeating for a better world.&nbsp; Simpler living and minimalism are the only cures that will allow a global population to thrive.&nbsp; As Norwegian YouTube Vlogger Seve (<em>Sunny Kind Journey</em>) teaches, ‘minimalism,’ “<em>It’s the only thing that really matters when you think about it.&nbsp; What else is there, except how we connect.&nbsp; How we listen.&nbsp; How we love.&nbsp; How we forgive.&nbsp; How we treat each other</em>.“</p>
  712.  
  713.  
  714.  
  715. <p>We must train ourselves to be empathic to be able to adapt and be willing to help others.&nbsp; This is when we mirror ourselves into each-others experiences.&nbsp; Currently, antipathy and apathy are the most common emotions that cause us to ‘fear others’ and feel powerlessness to promote change.&nbsp; Empathy is seen when we mirror others; learn about them, becoming familiar with them and who they are; share experiences that are salient and relevant; enhance a group’s ability to thrive; and; that motivate group action and build alliances.&nbsp; &nbsp;&nbsp;&nbsp;</p>
  716.  
  717.  
  718.  
  719. <p><strong><em>“There is a purpose behind distorting history to make it seem like only great men achieve significant things. It teaches people to believe they are powerless and must wait for a great man to act”&nbsp;</em></strong>Noam Chomsky<strong><em>.</em></strong></p>
  720.  
  721.  
  722.  
  723. <p>Public Work and Civic Engagement philosopher, Harry Boyte, emphasizes that communities develop, not in political halls of power, but on the ‘Main Streets’ of every community.&nbsp; This is where the cultural commons exist that bind people within a uniquely local learning environment.&nbsp; Functional communities have ‘meeting places’ where local citizens gather.&nbsp; These may be the local post office, pharmacy, church meeting hall, the public house, even a garden center cafeteria.&nbsp; What sets these places apart is that they are locations where people dialogue and understand each other more clearly than any external technocrat merely providing services can understand.&nbsp; &nbsp;Problems continue to occur when local citizens are seen only as ‘clients’ and not as co-creators of the ‘public good.’&nbsp;&nbsp;</p>
  724.  
  725.  
  726.  
  727. <p>In fostering positive change for true community, it is critical that civic engagement be established that promotes community building and not just ‘place enhancement.’  Community building develops around building ‘Capacity’ around community ‘Plurality.’  The aim is to encourage all local citizens as agents working together for a shared regenerative community purpose with ethical perspectives of all represented.  When I travelled through the North West highlands of Scotland with the late Geoff Fagan (CADISPA) I saw first-hand how isolated communities felt themselves increasingly drifting apart.  Post offices/Grocery stores everywhere were closing as centralized consolidation from Edinburgh, because of political and financial considerations only, were diminishing what were once tight communities.   Whether an isolated Scottish community or a large development in a large town, civic agency is a process of helping neighbourhoods become communities by getting the community to empower itself.     </p>
  728.  
  729.  
  730.  
  731. <p>Geoff never went in as a technocrat.&nbsp;&nbsp; He was only the guide and not as a central community educator leader.&nbsp; Once a group decided they wanted to do something to help their community, they contacted Geoff.&nbsp; He would interview the active community agents to determine the connections in order to analyze the assumptions and desires inherent within the community.&nbsp; Next was the mapping of power and interests within a community to understand the key players and that all relationships within that community were represented.&nbsp; Next the local leaders would hold meetings to consider proposals and plans for community development to map shared goals and expectations.&nbsp; Rob Hopkins of Totnes’s ‘Transition Movement’ offers a similar kind of community building structure. &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p>
  732.  
  733.  
  734.  
  735. <p>What we all desire is more harmony, with purpose and anticipation for what can be when we choose to create it.&nbsp; It won’t happen all at once, but if we begin the process, it will grow organically.&nbsp; Too many people are fearful of making these choices because they fear leaving the dystopian system they know, for an unknown but probable and better future.&nbsp; Yet, if done with a mindful approach, the possibilities are immense.&nbsp; No more waiting for ‘Superman’ or a great leader to save us, just a faith in ourselves and our cadre of people around us.&nbsp; Letting go of expectations of some perfect Utopia, yet knowing that this kind of anticipated change can only be a better path than the promised dystopian corporate-technocratic path.&nbsp; While future communities might have serious disagreements, they are unlikely to have armed militaristic confrontations to resolve their differences. Mindful awareness of interconnectivity dispels that kind of aggressive thinking.&nbsp;</p>
  736.  
  737.  
  738.  
  739. <p>True sustainable change begins at the grassroots; and in small conclaves around the world; it is happening already. Once we reach critical mass it will spill over to occur within towns and cities.&nbsp; Cities will be seen no more as metropolises but rather as conglomerates of smaller autonomous enclaves interacting and cooperating with neighboring enclaves.&nbsp; We have to foster personal sovereignty and well-being and also embrace collective cooperation for community well-being.&nbsp; Dumas’s cry of the Musketeers back in 1844 has captured this idea nicely.</p>
  740.  
  741.  
  742.  
  743. <p>&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;&#8230;</p>
  744.  
  745.  
  746.  
  747. <p>Richard can be contacted at: richardjurin@gmail.com</p>
  748. <p>The post <a href="https://naee.org.uk/becoming-sustainable-item-one-civic-agency-to-build-sustainable-community/">Becoming Sustainable: Item one &#8211; Civic Agency to Build Sustainable Community</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  749. ]]></content:encoded>
  751. <wfw:commentRss>https://naee.org.uk/becoming-sustainable-item-one-civic-agency-to-build-sustainable-community/feed/</wfw:commentRss>
  752. <slash:comments>0</slash:comments>
  755. </item>
  756. <item>
  757. <title>Environmental Lunacy Project: May Moon</title>
  758. <link>https://naee.org.uk/environmental-lunacy-project-may-moon/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=environmental-lunacy-project-may-moon</link>
  759. <comments>https://naee.org.uk/environmental-lunacy-project-may-moon/#respond</comments>
  761. <dc:creator><![CDATA[NAEEadmin]]></dc:creator>
  762. <pubDate>Tue, 29 Apr 2025 09:21:24 +0000</pubDate>
  763. <category><![CDATA[Blog]]></category>
  764. <category><![CDATA[Environmental Lunacy]]></category>
  765. <guid isPermaLink="false">https://naee.org.uk/?p=22157</guid>
  766.  
  767. <description><![CDATA[<p>The May Moon is also called the Flower Moon. This is because many of the spring flowers are at their best at this time of year.</p>
  768. <p>The post <a href="https://naee.org.uk/environmental-lunacy-project-may-moon/">Environmental Lunacy Project: May Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  769. ]]></description>
  770. <content:encoded><![CDATA[<div class="wpb-content-wrapper"><div class="vc_row wpb_row vc_row-fluid"><div class="wpb_column vc_column_container vc_col-sm-12"><div class="vc_column-inner"><div class="wpb_wrapper">
  771. <div class="wpb_text_column wpb_content_element " >
  772. <div class="wpb_wrapper">
  773. <h3>Moon cycle:</h3>
  774. <ul>
  775. <li><strong>New Moon:</strong> 27th April 2025</li>
  776. <li><strong>Full Moon:</strong> 12th May 2025</li>
  777. <li><strong>New Moon:</strong> 27th May 2025</li>
  778. </ul>
  779.  
  780. </div>
  781. </div>
  782.  
  783. <div class="wpb_text_column wpb_content_element " >
  784. <div class="wpb_wrapper">
  785. <h3>Ancient Wisdom</h3>
  786. <p>We often refer to First Nations’ North American names for the monthly moons and with good reason. Although these people were systematically persecuted and nearly wiped out by European settlers, their strong cultures have persisted. Within these are stories and ways of living passed down orally through multiple generations that reveal a perception of the planet which is very different to those of ‘modern’ people such as most of us who live in the UK.</p>
  787. <p>First Nation and other indigenous people across the world pay daily attention to constellations, the sun, moon phases and the changing seasons and see them as part of the rich tapestry of life which interacts with and influences the land, flora and fauna. They respect and venerate this view of life and develop wisdom from it in conjunction with that gleaned from their ancestors. In effect this guides them along a path of sustainable living which is in harmony with nature rather than trying to exploit it for short-term material gains for the sake of ‘progress’ and economic growth. They see themselves as custodians of the planet and as part of its systems due to an imperative to nurture and regenerate for the sake of future generations.</p>
  788.  
  789. </div>
  790. </div>
  791.  
  792. <div  class="wpb_single_image wpb_content_element vc_align_left  vc_custom_1745943141152">
  794. <figure class="wpb_wrapper vc_figure">
  795. <div class="vc_single_image-wrapper   vc_box_border_grey"><img loading="lazy" decoding="async" width="1024" height="768" src="https://naee.org.uk/wp-content/uploads/2025/04/Bluebell-1-1024x768.jpg" class="vc_single_image-img attachment-large" alt="" title="Bluebell" srcset="https://naee.org.uk/wp-content/uploads/2025/04/Bluebell-1-1024x768.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/04/Bluebell-1-300x225.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/04/Bluebell-1-768x576.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/04/Bluebell-1-1536x1152.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/04/Bluebell-1.jpg 1600w" sizes="auto, (max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-may-moon/bluebell-2/" /></div>
  796. </figure>
  797. </div>
  798.  
  799. <div class="wpb_text_column wpb_content_element  vc_custom_1745918152890" >
  800. <div class="wpb_wrapper">
  801. <p><em style="font-size: 12px;">Photo © David Dixon</em></p>
  802.  
  803. </div>
  804. </div>
  805.  
  806. <div class="wpb_text_column wpb_content_element " >
  807. <div class="wpb_wrapper">
  808. <h3>Milk Moon</h3>
  809. <p>With all this in mind, it’s interesting to delve into our own indigenous cultures which have largely been obliterated by technological progress and the accompanying damage to people and planet. Consequently, the following information about the May Moon is based upon Germanic and Anglo Saxon cultures dating back over a thousand years. Some of these have survived and are present in modern day English in certain country areas. For example, the Anglo Saxons referred to the Thrimilce Moon, meaning cows could start to be milked three times a day due to the May grass growing faster. This is where we get the ‘Milk Moon’ name. In old high German the May Moon is called ‘Wunnemanoth’ (‘Merry Moon’), although ‘Wunne’ might also mean pasture which fits the Milk Moon scenario.</p>
  810.  
  811. </div>
  812. </div>
  813.  
  814. <div class="wpb_text_column wpb_content_element " >
  815. <div class="wpb_wrapper">
  816. <h3>Cuckoo Moon</h3>
  817. <p>In old Norse, this moon is called ‘<a href="https://www.aldsidu.com/post/the-old-saxon-heathen-calendar#:~:text=Three%20historical%20Heathen%20calendars%20from%20the%208th%2C%209th%2C,Moon%29%2C%20Yule%2C%20Sigurblot%20%28or%20Anglish%20Eostre%29%2C%20and%20Mid-summer" target="_blank" rel="noopener">Gaukmanather</a>’ (month of the Cuckoo) or Sathtith (time of sowing).</p>
  818. <p>These old names can be quite revealing when it comes to tracking climate change and biodiversity loss. For example, the ‘Cuckoo Moon’ descriptor is becoming redundant in many areas of the UK and Europe because there are fewer cuckoos these days. This has been linked to their different wintering routes to and from Africa. They are also suffering due to habitat loss in Europe where they need to reproduce each spring. An old country poem goes like this:</p>
  819. <p style="padding-left: 40px;"><em>The Cuckoo comes in April</em><br />
  820. <em>Sings in the month of May</em><br />
  821. <em>Changes its tune in the middle of June</em><br />
  822. <em>And in July he flies away.</em></p>
  823. <p>Rudyard Kipling also wrote a famous poem about the cuckoo. Wouldn’t it be a pity if future generations never experienced hearing or seeing this magnificent bird. If it disappeared all the prose and poetry associated with it would soon become redundant, thus dealing another blow to our shared culture.</p>
  824. <p>Another indicator of climate change can be seen in seasons becoming less distinct or coming earlier. For example, an old lady who has a 51 year old daughter born on the 16th May 1973, relates that she used to always associate her daughter’s birthday with the ‘candle blossom’ of the horse chestnut trees where she lived in north London. These days this blossom has often come and gone well before the 16th which makes her very sad. Happily, in the north of England this is not the case and horse chestnut blossom is still in its prime at this time of year.</p>
  825.  
  826. </div>
  827. </div>
  828.  
  829. <div  class="wpb_single_image wpb_content_element vc_align_left  vc_custom_1745918194146">
  831. <figure class="wpb_wrapper vc_figure">
  832. <div class="vc_single_image-wrapper   vc_box_border_grey"><img loading="lazy" decoding="async" width="1024" height="768" src="https://naee.org.uk/wp-content/uploads/2025/04/Alkanets-1024x768.jpg" class="vc_single_image-img attachment-large" alt="" title="Alkanets" srcset="https://naee.org.uk/wp-content/uploads/2025/04/Alkanets-1024x768.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/04/Alkanets-300x225.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/04/Alkanets-768x576.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/04/Alkanets-1536x1152.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/04/Alkanets.jpg 1600w" sizes="auto, (max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-may-moon/alkanets/" /></div>
  833. </figure>
  834. </div>
  835.  
  836. <div class="wpb_text_column wpb_content_element  vc_custom_1745918152890" >
  837. <div class="wpb_wrapper">
  838. <p><em style="font-size: 12px;">Photo © David Dixon</em></p>
  839.  
  840. </div>
  841. </div>
  842.  
  843. <div class="wpb_text_column wpb_content_element " >
  844. <div class="wpb_wrapper">
  845. <h3>Flower moon</h3>
  846. <p>The May Moon is also called the Flower Moon. This is because many of the spring flowers are at their best at this time of year. Although daffodils are waning and snow drops and crocuses are long gone, this is the best time to see alkanets, borage, bluebells, cowslips, dandelions, oxeye daisies and wild garlic. Once again, it depends upon where you live in the country as to whether these emerge sooner or later. As a rule of thumb, it appears that northern England is about two weeks behind areas to the south and the south west is the earliest of all. What are the best May flowers in your area? Look carefully because many of them are tiny. Many of these flowering plants can be seen in woodland and they only have a limited window of opportunity because they need to reproduce before all the tree leaves come out and start shading the wood and forest floors. In monoculture pine woods planted deliberately for timber harvesting, there are never spring flowers because there is always shade and the needles acidify the soils which flowering plants often don’t like.</p>
  847.  
  848. </div>
  849. </div>
  850.  
  851. <div  class="wpb_single_image wpb_content_element vc_align_left  vc_custom_1745918203402">
  853. <figure class="wpb_wrapper vc_figure">
  854. <div class="vc_single_image-wrapper   vc_box_border_grey"><img loading="lazy" decoding="async" width="1024" height="768" src="https://naee.org.uk/wp-content/uploads/2025/04/Dandelion-1024x768.jpg" class="vc_single_image-img attachment-large" alt="" title="Dandelion" srcset="https://naee.org.uk/wp-content/uploads/2025/04/Dandelion-1024x768.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/04/Dandelion-300x225.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/04/Dandelion-768x576.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/04/Dandelion-1536x1152.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/04/Dandelion.jpg 1600w" sizes="auto, (max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-may-moon/dandelion/" /></div>
  855. </figure>
  856. </div>
  857.  
  858. <div class="wpb_text_column wpb_content_element  vc_custom_1745918152890" >
  859. <div class="wpb_wrapper">
  860. <p><em style="font-size: 12px;">Photo © David Dixon</em></p>
  861.  
  862. </div>
  863. </div>
  864.  
  865. <div class="wpb_text_column wpb_content_element " >
  866. <div class="wpb_wrapper">
  867. <h3>Medical Plants</h3>
  868. <p>As well as identifying May flowers you can also unearth (pun intended) some more of our lost indigenous culture by finding out what they and the rest of the plant were used for. For example, amongst other things dandelion stem sap was thought to stimulate digestion, heal minor skin injuries and support liver health. Many native plants were used in medicine and some of the active compounds have been scientifically proved to work. It’s becoming fashionable to forage for medicinal plants and others that can be eaten. If you do this you are in effect taking part in an ancient UK indigenous practice. <em>Ensure you are familiar though with poisonous plants and warn children not to eat anything without checking.</em> How many May flowers can you identify? Try using <a href="https://lens.google/" target="_blank" rel="noopener">Google Lens</a> to help. All you need do is take a picture with a phone and the app does the rest.</p>
  869. <p>So, it’s a merry <strong>May Moon</strong> from me. Let’s keep noticing the wonders of nature and doing our best to protect and improve it for future generations.</p>
  870.  
  871. </div>
  872. </div>
  873.  
  874. <div class="wpb_text_column wpb_content_element  vc_custom_1743432802474" >
  875. <div class="wpb_wrapper">
  876. <h4>What’s happening where you are?</h4>
  877. <p>At this time of year many more flowers starting to bloom. This will also mean that you start to see many more insects, like bees and butterflies that are attracted to these flowers to harvest nectar and pollen. Keep a log of when local plants come into bloom. Climate change is causing UK plants to flower almost a month earlier on average, according to the Woodland Trust. What’s happening where you live? Your class can help track change by submitting data to <a href="https://naturescalendar.woodlandtrust.org.uk/" target="_blank" rel="noopener">Nature’s Calendar.</a></p>
  878.  
  879. </div>
  880. </div>
  881.  
  882. <div class="wpb_text_column wpb_content_element " >
  883. <div class="wpb_wrapper">
  884. <h3>Share your stories!</h3>
  885. <p>What stories do children know about May festivals and flowers? What do their parents and grandparents remember about this time of year in their childhood? We invite you to share your suggested Moon names and explain how this reflects nature events where you live. Please tag us in your stories or pictures using the hashtag #EnvironmentalLunacy.</p>
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  1034. </style><a title="Instagram" href="https://www.instagram.com/NAEEUK/" target="_blank" class="instagram single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-instagram"></i><span class="screen-reader-text">Instagram</span></a></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white vc_custom_1736847939585 wpb_content_element  vc_custom_1736847939585 wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  1035. </div>
  1036. <div class="wpb_text_column wpb_content_element " >
  1037. <div class="wpb_wrapper">
  1038. <h3>Related activity ideas</h3>
  1039.  
  1040. </div>
  1041. </div>
  1042. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1736846655635-a01a35ef-71da" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846655635-a01a35ef-71da" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Cuckoo Calling!</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1043. <div class="wpb_text_column wpb_content_element " >
  1044. <div class="wpb_wrapper">
  1045. <p>Have any cuckoos arrived back in the UK yet from their long migration? Track the progress of cuckoos and <a href="https://www.bto.org/cuckoos" target="_blank" rel="noopener">see a map of their journey here</a>.</p>
  1046.  
  1047. </div>
  1048. </div>
  1049. </div></div><div class="vc_tta-panel" id="1736846683389-4256ef6c-ecb0" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846683389-4256ef6c-ecb0" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">What’s that bird?</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1050. <div class="wpb_text_column wpb_content_element " >
  1051. <div class="wpb_wrapper">
  1052. <p>You can use a <a href="https://merlin.allaboutbirds.org/" target="_blank" rel="noopener">birdsong app like Merlin</a> to identify birds you hear. They are at their most vocal at this time of year due to maintaining territories, mating rituals and protecting nesting sites.</p>
  1053.  
  1054. </div>
  1055. </div>
  1056. </div></div><div class="vc_tta-panel" id="1736846709470-406dbecf-ffc9" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846709470-406dbecf-ffc9" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Growing Experiments</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1057. <div class="wpb_text_column wpb_content_element " >
  1058. <div class="wpb_wrapper">
  1059. <p>As the soil has started to warm up, <a href="https://livetoplant.com/exploring-the-best-times-to-plant-seeds-using-the-moon/" target="_blank" rel="noopener">May is also a good time to sow directly</a> into the soil rather than having to start off plants in a greenhouse or window-sill. Some people believe that this can be done best if you use the phases of the moon and there is increasing scientific evidence to back this up. What do you think?</p>
  1060.  
  1061. </div>
  1062. </div>
  1063. </div></div><div class="vc_tta-panel" id="1736846725464-41cbd81f-9b86" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846725464-41cbd81f-9b86" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Hare Moon</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1064. <div class="wpb_text_column wpb_content_element " >
  1065. <div class="wpb_wrapper">
  1066. <p>The moon in May can also be called the ‘Hare Moon’. This is because hares become more visible, particularly the males who can be seen ‘boxing’ in open fields as they compete for mates. Visit the <a href="https://www.woodlandtrust.org.uk/blog/2023/03/why-do-hares-box/" target="_blank" rel="noopener">Woodland Trust website</a> for more details about this animal and create a fact file.</p>
  1067.  
  1068. </div>
  1069. </div>
  1070. </div></div><div class="vc_tta-panel" id="1745917355575-503cf2a6-8177" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1745917355575-503cf2a6-8177" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Map May Blossom</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1071. <div class="wpb_text_column wpb_content_element " >
  1072. <div class="wpb_wrapper">
  1073. <p>Hawthorn blossom is called ‘May blossom’ after the month in which it usually blooms,  though in some areas of the UK this can be sooner. Learn to identify the hawthorn tree and <a href="https://www.countryfile.com/wildlife/trees-plants/hawthorn" target="_blank" rel="noopener">map where and when this May Blossom</a> is out near you.</p>
  1074.  
  1075. </div>
  1076. </div>
  1077. </div></div><div class="vc_tta-panel" id="1745917405133-90efc4dc-abf3" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1745917405133-90efc4dc-abf3" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Visit a Physic Garden</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1078. <div class="wpb_text_column wpb_content_element " >
  1079. <div class="wpb_wrapper">
  1080. <p>Research what a ‘Physic Garden’ is and find out  if there is one near you. Plan a visit if possible. The most famous of these gardens is at <a href="https://www.chelseaphysicgarden.co.uk/" target="_blank" rel="noopener">Chelsea</a>, London, but there are several others; including <a href="https://dilstonphysicgarden.com/" target="_blank" rel="noopener">Dilston</a>.</p>
  1081.  
  1082. </div>
  1083. </div>
  1084. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  1085. </div>
  1086. <div class="wpb_text_column wpb_content_element " >
  1087. <div class="wpb_wrapper">
  1088. <h3>General activity ideas</h3>
  1089.  
  1090. </div>
  1091. </div>
  1092. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1743429166140-6b9585f6-f431" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1743429166140-6b9585f6-f431" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Curriculum</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1093. <div class="wpb_text_column wpb_content_element " >
  1094. <div class="wpb_wrapper">
  1095. <p>Children are expected learn to use a variety of approaches to answer scientific questions; enquiry should include observing over time; pattern seeking; identifying, classifying and grouping. Wildflowers provide an excellent resource for field-based enquiry. Plants are static but change through time (flowering, seed setting, etc.), and species composition can vary in only a short distance (e.g. ground flora in the open and under heavy shade).</p>
  1096.  
  1097. </div>
  1098. </div>
  1099. </div></div><div class="vc_tta-panel" id="1743429194029-e7c55b98-6448" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1743429194029-e7c55b98-6448" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Biodiversity</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1100. <div class="wpb_text_column wpb_content_element " >
  1101. <div class="wpb_wrapper">
  1102. <p>&#8216;The variety of living things in a given place&#8217;. Using quadrats (typically one square metre) have children count the number of different plant species rooted within it. A better measure, but more difficult, is to count the number of individuals of each species. A quadrat with 14 species in it may appear more diverse on that simple measure than one with only 10, but one species might dominate the first quadrat in terms of numbers of individuals, and in time may dominate entirely. Children can also compare their findings of diversity along a transect from wet to dry, or open to shady (does deep shade suppress ground flora?)</p>
  1103.  
  1104. </div>
  1105. </div>
  1106. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  1107. </div>
  1108. <div class="wpb_text_column wpb_content_element " >
  1109. <div class="wpb_wrapper">
  1110. <h3>Resources and useful websites</h3>
  1111. <ul>
  1112. <li>There are many good wildflower guides on the market but try to use a guide with illustrations rather than photographs. One of the best guides to wildflowers is Fitter, R., Fitter, A., and Blamey, M. (1978) <a href="https://www.abebooks.co.uk/book-search/title/the-wild-flowers-of-britain-and-northern-europe/author/fitter-richard-alastair-blamey-marjorie-fitter-alastair-blamey-marjorie/" target="_blank" rel="noopener">Wild Flowers of Britain and Northern Europe, Collins</a>. It has a simple but effective pictorial key, and the illustrations are excellent, and copies can be obtained cheaply on-line and in charity shops (photo guides are much less easy to use).</li>
  1113. <li>The Field Studies Council publish <a href="https://www.field-studies-council.org/product-category/publications/?fwp_publication_type=fold-out-guide" target="_blank" rel="noopener">excellent fold out guides</a> that focus on wildflowers in specific habitats.</li>
  1114. <li>A range of ID apps exist that allow you to photograph a flower for identification. While helpful to confirm identification it is still better to use a guidebook as the starting point.</li>
  1115. <li><a href="https://bsbi.org/" target="_blank" rel="noopener">Botanical Society of Britain and Ireland</a> &#8211; the BSBI map site provides an introduction to <a href="https://bsbi.org/identification" target="_blank" rel="noopener">plant identification</a> and <a href="https://bsbi.org/maps" target="_blank" rel="noopener">distribution maps</a> for individual species of plant.</li>
  1116. <li>There are various sites to help schools develop wildflower plots on the grounds, e.g. Eden Project – ‘<a href="https://www.edenproject.com/learn/schools/wildflowers-in-schools" target="_blank" rel="noopener">Wildflowers in Schools</a>’.</li>
  1117. <li>A year in the life of a hawthorn tree &#8211; <a href="https://www.woodlandtrust.org.uk/trees-woods-and-wildlife/british-trees/a-z-of-british-trees/hawthorn/" target="_blank" rel="noopener">The Woodland Trust</a></li>
  1118. <li>Find out more about unusual medicinal plants found across Britain &#8211; <a href="https://www.countryfile.com/how-to/unusual-medicinal-plants-found-across-britain" target="_blank" rel="noopener">Countryfile</a></li>
  1119. <li>Information from the <a href="https://www.rhs.org.uk/education-learning/school-gardening/resources/wellbeing/the-healing-power-of-plants" target="_blank" rel="noopener">Royal Horticultural Societ</a>y about the healing properties of plants.</li>
  1120. <li>More cuckoo information can be on the <a href="https://www.bto.org/understanding-birds/birdfacts/cuckoo" target="_blank" rel="noopener">British Trust for Ornithology</a> and <a href="https://www.scottishfield.co.uk/scotland-travel/theres-more-to-the-cuckoo-than-its-famous-call/" target="_blank" rel="noopener">Scottish Field</a> websites.</li>
  1121. </ul>
  1122.  
  1123. </div>
  1124. </div>
  1125.  
  1126. <div class="wpb_text_column wpb_content_element " >
  1127. <div class="wpb_wrapper">
  1128. <p><em>Authored by Dr David Dixon, author and consultant on sustainable schools and leadership for sustainability.</em></p>
  1129.  
  1130. </div>
  1131. </div>
  1132. </div></div></div></div>
  1133. </div><p>The post <a href="https://naee.org.uk/environmental-lunacy-project-may-moon/">Environmental Lunacy Project: May Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1134. ]]></content:encoded>
  1136. <wfw:commentRss>https://naee.org.uk/environmental-lunacy-project-may-moon/feed/</wfw:commentRss>
  1137. <slash:comments>0</slash:comments>
  1140. </item>
  1141. <item>
  1142. <title>NAEE Blog</title>
  1143. <link>https://naee.org.uk/naee-blog/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-blog</link>
  1144. <comments>https://naee.org.uk/naee-blog/#comments</comments>
  1146. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  1147. <pubDate>Sat, 05 Apr 2025 12:05:33 +0000</pubDate>
  1148. <category><![CDATA[Blog]]></category>
  1149. <category><![CDATA[Webwatch]]></category>
  1150. <guid isPermaLink="false">https://naee.org.uk/?p=22154</guid>
  1151.  
  1152. <description><![CDATA[<p>&#8230;.. By Professor Justin Dillon, President NAEE &#8230;.. The Curriculum and Assessment Review Interim Report In July of last year, fresh from its election success, the newly-formed Labour Government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct a Curriculum and Assessment Review. The committee’s interim report was published&#8230;</p>
  1153. <p>The post <a href="https://naee.org.uk/naee-blog/">NAEE Blog</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1154. ]]></description>
  1155. <content:encoded><![CDATA[
  1156. <p>&#8230;.. By Professor Justin Dillon, President NAEE &#8230;.. </p>
  1157.  
  1158.  
  1159.  
  1160. <p><strong>The Curriculum and Assessment Review Interim Report</strong> </p>
  1161.  
  1162.  
  1163.  
  1164. <p>In July of last year, fresh from its election success, the newly-formed Labour Government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct a Curriculum and Assessment Review. The committee’s interim report was published on March 18 (DfE, 2025a). As a reminder, the review was set up to deliver:</p>
  1165.  
  1166.  
  1167.  
  1168. <ul class="wp-block-list">
  1169. <li>An excellent foundation in the core subjects of reading, writing and maths.</li>
  1170.  
  1171.  
  1172.  
  1173. <li>A broader curriculum, so that children and young people don’t miss out on subjects such as music, art, sport and drama, as well as vocational subjects.</li>
  1174.  
  1175.  
  1176.  
  1177. <li>A curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes young people need to thrive.</li>
  1178. </ul>
  1179.  
  1180.  
  1181.  
  1182. <ul class="wp-block-list">
  1183. <li>A curriculum that reflects the issues and diversities of our society, ensuring all children and young people are represented.</li>
  1184.  
  1185.  
  1186.  
  1187. <li>An assessment system that captures the full strengths of every child and young person and the breadth of curriculum.</li>
  1188. </ul>
  1189.  
  1190.  
  1191.  
  1192. <p>The Interim Report was accompanied by a “conceptual position paper” which attempts to put an academic underpinning to the review (DfE, 2025b). The review’s philosophy is encapsulated in this sentence taken from the original terms-of-reference and repeated in the conceptual position paper: “The Review will support the innovation and professionalism of teachers, enabling them to adapt how they teach the curriculum to their students’ lives and life experiences” (p. 5).</p>
  1193.  
  1194.  
  1195.  
  1196. <p>A starring role in the paper goes to Joseph Schwab (1909-1998), a US professor of education and natural sciences who studied and then worked at University of Chicago for almost 50 years, after entering it at the age of 15. Schwab’s main contribution to education is his conception of&nbsp;<em>The Practical</em>&nbsp;which involves curriculum revision being undertaken by a group consisting of representatives of teachers, learners, subject matter specialists, the sociocultural milieux and curriculum specialists. Schwab had no time for ‘theory-instigated’ reform – “reform based on a theory of new persons, new knowledge, or a new society” (DfE, 2025b, p. 6).</p>
  1197.  
  1198.  
  1199.  
  1200. <p>The position paper rams the message home: “Theory-instigated reform, often driven by elite elements in society, involves crafting an ideal curriculum at the policy level, out of touch with the realities of schools and classrooms, ignoring what has worked and what hasn’t in the system.&nbsp;Indeed, a significant body of research has repeatedly shown that radical, theory (vision)-driven reforms have little to no impact on the work and practice of schools and classrooms” (p. 6).&nbsp;So, this is the rationale for the statement in the Terms of Reference that “the Review will seek evolution not revolution”. Those of us driven by a radical vision of a transformed society are left waiting at the bus stop of history.&nbsp;</p>
  1201.  
  1202.  
  1203.  
  1204. <p>At least there is some recognition that there is a climate and environment emergency in the Interim Report. On page 7 we are told that “global social and environmental challenges require attention to scientific and cultural knowledge and skills that can equip young people to meet the challenges of the future” and on page 26 we are told that “Rapid social, environmental and technological change necessitates that the curriculum keep pace; including a renewed focus on digital and media literacy, and a greater focus on sustainability and climate science”. On the next page there is an acknowledgement that “society is rapidly changing, and bringing new opportunities and challenges, including those presented by AI, and those relating to global political developments and climate change”.</p>
  1205.  
  1206.  
  1207.  
  1208. <p>This is only the interim report and there is much more work to be done in terms of influencing the committee’s thinking. At worst, we might see climate change take a greater role in the science curriculum whatever that might look like. But that would be a small victory that would betray all those young people in school now and future generations to come.</p>
  1209.  
  1210.  
  1211.  
  1212. <p><strong>References</strong></p>
  1213.  
  1214.  
  1215.  
  1216. <p>Department for Education (DfE) (2024).&nbsp;<em>What is the Curriculum and Assessment Review and how will it impact my child&#8217;s education?&nbsp;</em>Education Hub Blog. DfE. https://educationhub.blog.gov.uk/2024/11/what-is-the-national-curriculum-and-why-is-it-being-reviewed/</p>
  1217.  
  1218.  
  1219.  
  1220. <p>DfE. (2025a).&nbsp;<em>Curriculum and Assessment Review. Interim Report.</em>&nbsp;DfE.</p>
  1221.  
  1222.  
  1223.  
  1224. <p>DfE (2025b).&nbsp;<em>Curriculum and Assessment Review: a conceptual position paper</em>. DfE.</p>
  1225.  
  1226.  
  1227.  
  1228. <p>Professor Justin Dillon, President NAEE</p>
  1229.  
  1230.  
  1231.  
  1232. <p>April 4, 2025</p>
  1233. <p>The post <a href="https://naee.org.uk/naee-blog/">NAEE Blog</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1234. ]]></content:encoded>
  1236. <wfw:commentRss>https://naee.org.uk/naee-blog/feed/</wfw:commentRss>
  1237. <slash:comments>1</slash:comments>
  1240. </item>
  1241. <item>
  1242. <title>Environmental Lunacy Project: Ēostre Moon</title>
  1243. <link>https://naee.org.uk/environmental-lunacy-project-eostre-moon/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=environmental-lunacy-project-eostre-moon</link>
  1244. <comments>https://naee.org.uk/environmental-lunacy-project-eostre-moon/#respond</comments>
  1246. <dc:creator><![CDATA[NAEEadmin]]></dc:creator>
  1247. <pubDate>Mon, 31 Mar 2025 14:03:38 +0000</pubDate>
  1248. <category><![CDATA[Blog]]></category>
  1249. <category><![CDATA[Environmental Lunacy]]></category>
  1250. <guid isPermaLink="false">https://naee.org.uk/?p=22141</guid>
  1251.  
  1252. <description><![CDATA[<p>The post <a href="https://naee.org.uk/environmental-lunacy-project-eostre-moon/">Environmental Lunacy Project: Ēostre Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1253. ]]></description>
  1254. <content:encoded><![CDATA[<div class="wpb-content-wrapper"><div class="vc_row wpb_row vc_row-fluid"><div class="wpb_column vc_column_container vc_col-sm-12"><div class="vc_column-inner"><div class="wpb_wrapper">
  1255. <div class="wpb_text_column wpb_content_element " >
  1256. <div class="wpb_wrapper">
  1257. <h3>Moon cycle:</h3>
  1258. <ul>
  1259. <li><strong>New Moon:</strong> 29th March 2025</li>
  1260. <li><strong>Full Moon:</strong> 13th April 2025</li>
  1261. <li><strong>New Moon:</strong> 27th April 2025</li>
  1262. </ul>
  1263.  
  1264. </div>
  1265. </div>
  1266.  
  1267. <div class="wpb_text_column wpb_content_element " >
  1268. <div class="wpb_wrapper">
  1269. <h3>Pink Moon / Egg Moon</h3>
  1270. <p>April&#8217;s full moon is known in North America as ‘Pink Moon’ after an early blooming pink wildflower native to parts of the continent &#8211; the ‘Creeping phlox’ or ‘Moss phlox’ (Phlox subulate). An appropriate name for this month in the UK might be after one of many UK wildflowers that to bloom at this time – ‘Bluebell Moon’?</p>
  1271. <p>Other traditional names for the April full moon include ‘Sprouting Grass Moon’, ‘Egg Moon’, and ‘Fish Moon’. So what might be an appropriate name for this time of year in the UK?</p>
  1272.  
  1273. </div>
  1274. </div>
  1275.  
  1276. <div  class="wpb_single_image wpb_content_element vc_align_left">
  1278. <figure class="wpb_wrapper vc_figure">
  1279. <div class="vc_single_image-wrapper   vc_box_border_grey"><img loading="lazy" decoding="async" width="1024" height="729" src="https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-1024x729.jpg" class="vc_single_image-img attachment-large" alt="" title="Ēostre’s Moon" srcset="https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-1024x729.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-300x214.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-768x547.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon-1536x1093.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/03/Eostres-Moon.jpg 1600w" sizes="auto, (max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-eostre-moon/eostres-moon/" /></div>
  1280. </figure>
  1281. </div>
  1282.  
  1283. <div class="wpb_text_column wpb_content_element " >
  1284. <div class="wpb_wrapper">
  1285. <h3>Ēostre’s Moon</h3>
  1286. <p>The Venerable Bede in his 8th-century text <em>De temporum ratione</em> (<em>The Reckoning of Time</em>) describes the Anglo-Saxon names of each month.  April was named <em>Ēosturmōnaþ</em>, the month of <em>Ēostre</em>. (Listen to <a href="https://www.youtube.com/watch?v=XvCM1LteTmU" target="_blank" rel="noopener">Ēostre pronunciation here</a>.)</p>
  1287. <p><em>Ēostre</em> was a pagan spring goddess of the Germanic peoples, including Anglo-Saxon England. She presided over new growth, wildflowers, crops and animals. She was specifically associated with the hare and with eggs, both symbols of fertility (it was previously thought that hares laid eggs, as they shared habitat with ground nesting birds!) These associations have long been appropriated into the Christian festive of ‘Easter’ (derived from <em>Ēostre</em>) and with chocolate eggs and Easter ‘bunnies’.</p>
  1288. <p><em>Ēostre</em>’s Moon provides an opportunity to focus on spring flowering. Sadly, plants are often the poor relatives in our contemplation of nature. Some educationists have described the lack of focus on vegetation as ‘plant blindness’ or ‘Plant Awareness Disparity’ (PAD), and this includes loss of nature words. What you cannot name, you cannot really know, love or nurture. Robert Macfarlane and Jackie Morris’ book ‘<em>The Lost Words’</em> has done much to bring this loss to people’s attention.  The book followed an outcry after removal of many nature words from the 2007 edition of the <em>Oxford Junior Dictionary</em> (aimed at seven-year-olds). Many of the lost words are directly linked to April flowering – ‘Bluebell’, ‘Buttercup’, ‘Cowslip’, ‘Dandelion’.</p>
  1289.  
  1290. </div>
  1291. </div>
  1292.  
  1293. <div  class="wpb_single_image wpb_content_element vc_align_left">
  1295. <figure class="wpb_wrapper vc_figure">
  1296. <div class="vc_single_image-wrapper   vc_box_border_grey"><img loading="lazy" decoding="async" width="854" height="1024" src="https://naee.org.uk/wp-content/uploads/2025/03/Eostre-854x1024.jpg" class="vc_single_image-img attachment-large" alt="" title="Eostre" srcset="https://naee.org.uk/wp-content/uploads/2025/03/Eostre-854x1024.jpg 854w, https://naee.org.uk/wp-content/uploads/2025/03/Eostre-250x300.jpg 250w, https://naee.org.uk/wp-content/uploads/2025/03/Eostre-768x921.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/03/Eostre-1281x1536.jpg 1281w, https://naee.org.uk/wp-content/uploads/2025/03/Eostre.jpg 1404w" sizes="auto, (max-width: 854px) 100vw, 854px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-eostre-moon/eostre/" /></div>
  1297. </figure>
  1298. </div>
  1299.  
  1300. <div class="wpb_text_column wpb_content_element " >
  1301. <div class="wpb_wrapper">
  1302. <h3>Noticing plants</h3>
  1303. <p>Wildflowers are not hard to ‘see’ you just have to bring them into focus, not simply to regard vegetation as ‘backdrop’ to the active life of people and other animals.</p>
  1304. <p>Plants and their flowers have a very long relationship with people, from the practical as food and medicine, to a wide range of folk associations. As we have become more detached from the natural world, these uses and understandings fade. Who today makes dandelion wine or daisy-chains?</p>
  1305. <p>Folk names and traditions can make the story of plants more meaningful to young children. Richard Mabey has done much to bring plants back to our attention, through his wonderful ‘<em>Flora Britannica’</em>, an encyclopaedic guide to British plants, their names and folklore. Developing a narrative around plants invests them with meaning.</p>
  1306. <p>Many plants that begin to flower under <em>Ēostre</em>’s Moon provide opportunities to explore a range of questions. How do non-native species affect native vegetation? What counts as a native in the UK? What is a ‘weed’? Why do some flowers vary in colour? What do their names tell us? Here just three plants are explored in a little detail.</p>
  1307. <p>The ‘bluebell’ (<em>Hyacinthoides non-scripta</em>), ‘wood bells’, ‘fairy flowers’, are the quintessential flower of spring, carpeting the woodland floor. It is an example of a species well-beloved but under threat from an ‘invasive species’, the Spanish bluebell (<em>E. hispanicus</em>), a garden escapee. The latter is more robust and competitive than the native and less delicate in colour. As well as displacing our bluebell it hybridises with it, diluting the native’s classic shape.</p>
  1308. <p>The common dandelion (<em>Taraxacum officinale) </em>by contrast is generally regarded as a ‘weed’. What constitutes a ‘weed’ is a good starting point for discussion. Dandelions, like ivy, are a ‘marmite’ plant, some people love them, and others hate them. Both are very important sources of nectar and pollen. Dandelions bloom in early spring and are a key nectar source for bees and butterflies when other flowers have yet to bloom. Ivy flowers late in the year after plants have stopped. The dandelion’s name &#8211; ‘dent-de-lion’ (French) – is derived from the jagged tooth-like shape leaves, which are commonly eaten as a salad item.</p>
  1309. <p>One of the most magical of <em>Ēostre</em>’s flowers is our arum lily ‘lords and Ladies’ (<em>Arum maculatum</em>). Found in woodland, but also in parks, churchyards, hedgerows and verges the arum is dramatic. It consists of broad, glossy, arrow-shaped leaves, and when in flower it is immediately distinguishable by its ‘spathe’, a large pale-green cowl-like structure which surrounds the plant’s tiny flowers. The flowers, which sit at the base of the spathe, are topped by a conspicuous rod-like ‘spadix’, which can vary from deep purple to buttery yellow in colour. The spadix becomes warm at certain times and this together with the colour lures tiny flies to its flowers.</p>
  1310. <p>Variation in leaf and flower makes this an interesting plant to study. The leaves come in a spotted and un-spotted form, which appears to vary geographically, with fewer spotted plants westward and northward in the UK, but may vary locally, for example under dense cover and in more open places. Similarly, the wide variation in the spadix from dark purple via dull reds to buttery yellow could be explored. It does have its downside however, as all parts of the plant can cause an allergic reaction, (the berries are the most poisonous part). All fieldwork with plants should, however, be very carefully planned and warnings given as necessary.</p>
  1311. <p>The arum, widely known as ‘lords-and-Ladies’ or ‘cuckoo pint’ (pint to rhyme with mint), has well over a hundred folk-names recorded across Britain, including one of the longest – ‘Kitty-come-down-the-lane-jump-up-and-kiss-me’ (Kent). ‘Cuckoo pint’ is derived from ‘pintle’ (or penis) and is just one of several ribald folk-names associated with the spadix, including ‘dog’s dibble’, ‘priest’s pintle’ and ‘willy-lily’.</p>
  1312.  
  1313. </div>
  1314. </div>
  1315.  
  1316. <div class="wpb_text_column wpb_content_element  vc_custom_1743432802474" >
  1317. <div class="wpb_wrapper">
  1318. <h4>What’s happening where you are?</h4>
  1319. <p>At this time of year many more flowers starting to bloom. This will also mean that you start to see many more insects, like bees and butterflies that are attracted to these flowers to harvest nectar and pollen. Keep a log of when local plants come into bloom. Climate change is causing UK plants to flower almost a month earlier on average, according to the Woodland Trust. What’s happening where you live? Your class can help track change by submitting data to <a href="https://naturescalendar.woodlandtrust.org.uk/" target="_blank" rel="noopener">Nature’s Calendar.</a></p>
  1320.  
  1321. </div>
  1322. </div>
  1323.  
  1324. <div class="wpb_text_column wpb_content_element " >
  1325. <div class="wpb_wrapper">
  1326. <h3>Share your stories!</h3>
  1327. <p>What stories do your children have about flowers, do they still make daisy chains, or check if people like butter by holding a buttercup under their chin? Do they use folk-names for flowers? Get them to ask their parents and grandparents about folk-names and traditions. We invite you to share your suggested Moon names and explain how this reflects nature events where you live. Please tag us in your stories or pictures using the hashtag #EnvironmentalLunacy.</p>
  1328.  
  1329. </div>
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  1459. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-font-icon,
  1460. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-icon,
  1461. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-icon {
  1462.  color: rgba(255,255,255,0.75);
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  1466. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-font-icon,
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  1472. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 .soc-font-icon,
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  1474.  font-size: 25px;
  1475. }
  1476. </style><a title="Instagram" href="https://www.instagram.com/NAEEUK/" target="_blank" class="instagram single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-instagram"></i><span class="screen-reader-text">Instagram</span></a></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white vc_custom_1736847939585 wpb_content_element  vc_custom_1736847939585 wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  1477. </div>
  1478. <div class="wpb_text_column wpb_content_element " >
  1479. <div class="wpb_wrapper">
  1480. <h3>Related activity ideas</h3>
  1481.  
  1482. </div>
  1483. </div>
  1484. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1736846655635-a01a35ef-71da" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846655635-a01a35ef-71da" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Flower facts</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1485. <div class="wpb_text_column wpb_content_element " >
  1486. <div class="wpb_wrapper">
  1487. <p>What wildflowers can children name? Which have they seen any on their journey to school and around the school grounds? Create a class fact file and map. This can be revised as the season change.</p>
  1488.  
  1489. </div>
  1490. </div>
  1491. </div></div><div class="vc_tta-panel" id="1736846683389-4256ef6c-ecb0" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846683389-4256ef6c-ecb0" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Flower names and words</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1492. <div class="wpb_text_column wpb_content_element " >
  1493. <div class="wpb_wrapper">
  1494. <p>Lots of flowers have animal names or body parts, ask students to name some or imagine how these have come about using photographs to provide clues; ‘Foxglove’, ‘Bee-orchid’, ‘Bladderwort’, ‘Navelwort’, ‘Chickweed’, ‘Harebell’, ‘Horsetail’ etc. Some names are obscure – see note on Dandelion above!</p>
  1495.  
  1496. </div>
  1497. </div>
  1498. </div></div><div class="vc_tta-panel" id="1736846709470-406dbecf-ffc9" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846709470-406dbecf-ffc9" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Living places</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1499. <div class="wpb_text_column wpb_content_element " >
  1500. <div class="wpb_wrapper">
  1501. <p>Even if your school is in a town of city there are plenty of opportunities to study wildflowers. In fact, some of the more interesting sites are ‘ruderal habitats’, waste ground, walls and paving, as well as edges of arable fields. These habitats give children a chance to evaluate what ‘life-form’ a plant needs to survive – for example plantains, daisies etc. found on heavily trodden playing fields, have rosettes of tough leaves flat to the ground. Other plants protect themselves with thorns and other devices (e.g. stinging-nettles).</p>
  1502.  
  1503. </div>
  1504. </div>
  1505. </div></div><div class="vc_tta-panel" id="1736846725464-41cbd81f-9b86" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846725464-41cbd81f-9b86" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Colour Palette</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1506. <div class="wpb_text_column wpb_content_element " >
  1507. <div class="wpb_wrapper">
  1508. <p>Notice and record different flower colours you can find in your local area. Draw the flowers and colour with crayons or take photos. What are the most common flower colours? Which species show most variation in colour? Worth noting that bees and other pollinators do not see what we see. Many flowers have ‘nectar guides’, directional lines to help bees to find nectar that are only visible in ultraviolet! Photos taken using ultraviolet sensitive cameras are available on-line – search ‘nectar guides ultraviolet’.</p>
  1509.  
  1510. </div>
  1511. </div>
  1512. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  1513. </div>
  1514. <div class="wpb_text_column wpb_content_element " >
  1515. <div class="wpb_wrapper">
  1516. <h3>General activity ideas</h3>
  1517.  
  1518. </div>
  1519. </div>
  1520. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1743429166140-6b9585f6-f431" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1743429166140-6b9585f6-f431" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Curriculum</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1521. <div class="wpb_text_column wpb_content_element " >
  1522. <div class="wpb_wrapper">
  1523. <p>Children are expected learn to use a variety of approaches to answer scientific questions; enquiry should include observing over time; pattern seeking; identifying, classifying and grouping. Wildflowers provide an excellent resource for field-based enquiry. Plants are static but change through time (flowering, seed setting, etc.), and species composition can vary in only a short distance (e.g. ground flora in the open and under heavy shade).</p>
  1524.  
  1525. </div>
  1526. </div>
  1527. </div></div><div class="vc_tta-panel" id="1743429194029-e7c55b98-6448" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1743429194029-e7c55b98-6448" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Biodiversity</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  1528. <div class="wpb_text_column wpb_content_element " >
  1529. <div class="wpb_wrapper">
  1530. <p>&#8216;The variety of living things in a given place&#8217;. Using quadrats (typically one square metre) have children count the number of different plant species rooted within it. A better measure, but more difficult, is to count the number of individuals of each species. A quadrat with 14 species in it may appear more diverse on that simple measure than one with only 10, but one species might dominate the first quadrat in terms of numbers of individuals, and in time may dominate entirely. Children can also compare their findings of diversity along a transect from wet to dry, or open to shady (does deep shade suppress ground flora?)</p>
  1531.  
  1532. </div>
  1533. </div>
  1534. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  1535. </div>
  1536. <div class="wpb_text_column wpb_content_element " >
  1537. <div class="wpb_wrapper">
  1538. <h3>Resources and useful websites</h3>
  1539. <ul>
  1540. <li>There are many good wildflower guides on the market but try to use a guide with illustrations rather than photographs. One of the best guides to wildflowers is Fitter, R., Fitter, A., and Blamey, M. (1978) <a href="https://www.abebooks.co.uk/book-search/title/the-wild-flowers-of-britain-and-northern-europe/author/fitter-richard-alastair-blamey-marjorie-fitter-alastair-blamey-marjorie/" target="_blank" rel="noopener">Wild Flowers of Britain and Northern Europe, Collins</a>. It has a simple but effective pictorial key, and the illustrations are excellent, and copies can be obtained cheaply on-line and in charity shops (photo guides are much less easy to use).</li>
  1541. <li>The Field Studies Council publish <a href="https://www.field-studies-council.org/product-category/publications/?fwp_publication_type=fold-out-guide" target="_blank" rel="noopener">excellent fold out guides</a> that focus on wildflowers in specific habitats.</li>
  1542. <li>A range of ID apps exist that allow you to photograph a flower for identification. While helpful to confirm identification it is still better to use a guidebook as the starting point.</li>
  1543. <li><a href="https://bsbi.org/" target="_blank" rel="noopener">Botanical Society of Britain and Ireland</a> &#8211; the BSBI map site provides an introduction to <a href="https://bsbi.org/identification" target="_blank" rel="noopener">plant identification</a> and <a href="https://bsbi.org/maps" target="_blank" rel="noopener">distribution maps</a> for individual species of plant.</li>
  1544. <li>There are various sites to help schools develop wildflower plots on the grounds, e.g. Eden Project – ‘<a href="https://www.edenproject.com/learn/schools/wildflowers-in-schools" target="_blank" rel="noopener">Wildflowers in Schools</a>’.</li>
  1545. </ul>
  1546.  
  1547. </div>
  1548. </div>
  1549.  
  1550. <div class="wpb_text_column wpb_content_element " >
  1551. <div class="wpb_wrapper">
  1552. <h3>References</h3>
  1553. <ul>
  1554. <li>Mabey, R. (1996) <em>Flora Britannica</em>, Chatto &amp; Windus.</li>
  1555. <li>Mabey, R. (2012) <em>Weeds: The Story of Outlaw Plants</em>, Profile Books.</li>
  1556. <li>Macfarlane, R and Morris, J. (2017) <em>The Lost Words</em>, UK Hamish Hamilton, Penguin Random House.</li>
  1557. </ul>
  1558.  
  1559. </div>
  1560. </div>
  1561.  
  1562. <div class="wpb_text_column wpb_content_element " >
  1563. <div class="wpb_wrapper">
  1564. <p><em>Authored by Peter Vujakovic, </em><em>Emeritus Professor of Geography at Canterbury Christ Church University</em></p>
  1565.  
  1566. </div>
  1567. </div>
  1568. </div></div></div></div>
  1569. </div><p>The post <a href="https://naee.org.uk/environmental-lunacy-project-eostre-moon/">Environmental Lunacy Project: Ēostre Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1570. ]]></content:encoded>
  1572. <wfw:commentRss>https://naee.org.uk/environmental-lunacy-project-eostre-moon/feed/</wfw:commentRss>
  1573. <slash:comments>0</slash:comments>
  1576. </item>
  1577. <item>
  1578. <title>NAEE e-News for 23.3.2025</title>
  1579. <link>https://naee.org.uk/naee-newsletter-23-03-2025/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-newsletter-23-03-2025</link>
  1580. <comments>https://naee.org.uk/naee-newsletter-23-03-2025/#respond</comments>
  1582. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  1583. <pubDate>Mon, 31 Mar 2025 08:33:36 +0000</pubDate>
  1584. <category><![CDATA[Blog]]></category>
  1585. <category><![CDATA[News]]></category>
  1586. <guid isPermaLink="false">https://naee.org.uk/?p=22137</guid>
  1587.  
  1588. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news&#8230; Walk Under Trees with LEEF in London&#160; Poppy tells us that LEEF (London Environmental Educators Forum) has just set up the event page for a &#8216;Walk Under Trees&#8217; that she is organising on&#160;Sat 26 April&#160;in Springfield Park, Hackney.&#160; It is free for LEEF and NAEE members and you&#8230;</p>
  1589. <p>The post <a href="https://naee.org.uk/naee-newsletter-23-03-2025/">NAEE e-News for 23.3.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  1590. ]]></description>
  1591. <content:encoded><![CDATA[
  1592.  
  1593.  
  1594. <ul class="wp-block-list">
  1595. <li><strong>NAEE&#8217;s latest round-up of news </strong></li>
  1596.  
  1597.  
  1598.  
  1599. <li><strong>News and in the papers </strong></li>
  1600.  
  1601.  
  1602.  
  1603. <li><strong>News about schools, Further Education, Highter Education and Initial/Teacher Education</strong></li>
  1604.  
  1605.  
  1606.  
  1607. <li><strong>Employment opportunities </strong></li>
  1608.  
  1609.  
  1610.  
  1611. <li><strong>And to it wrap up&#8230; </strong></li>
  1612.  
  1613.  
  1614.  
  1615. <li><strong>Sharing news and contact details</strong></li>
  1616. </ul>
  1617.  
  1618.  
  1619.  
  1620. <p><strong>Here is NAEE&#8217;s latest round-up of news&#8230;</strong></p>
  1621.  
  1622.  
  1623.  
  1624. <p>Walk Under Trees with LEEF in London&nbsp;</p>
  1625.  
  1626.  
  1627.  
  1628. <p>Poppy tells us that LEEF (London Environmental Educators Forum) has just set up the event page for a &#8216;Walk Under Trees&#8217; that she is organising on&nbsp;<strong>Sat 26 April&nbsp;</strong>in Springfield Park, Hackney.&nbsp;</p>
  1629.  
  1630.  
  1631.  
  1632. <p>It is free for LEEF and NAEE members and you can&nbsp;<a href="https://www.eventbrite.co.uk/e/walk-under-the-trees-tickets-1291121712799?aff=affiliatePF">register your interest here</a>.</p>
  1633.  
  1634.  
  1635.  
  1636. <p><strong>News, in the papers and new resources&nbsp;</strong></p>
  1637.  
  1638.  
  1639.  
  1640.  
  1641.  
  1642. <p><strong>A new four-lane highway cutting through tens of thousands of acres of protected Amazon rainforest is being built for COP30 climate summit in the Brazilian city of Bel</strong><strong>é</strong><strong>m BBC reports.&nbsp;</strong></p>
  1643.  
  1644.  
  1645.  
  1646. <p>The Brazilian president and environment minister say this will be a historic summit because it is &#8220;a COP in the Amazon, not a COP about the Amazon&#8221; but Prof Sardinha says that while these conversations will happen &#8220;at a very high level, among business people and government officials&#8221;, those living in the Amazon are &#8220;not being heard&#8221;.&nbsp;</p>
  1647.  
  1648.  
  1649.  
  1650. <p>The impacts of building such a highway show the complex trade-offs between environmental, social and economical dimensions and raises the question of who are sustainable initiatives for?&nbsp;</p>
  1651.  
  1652.  
  1653.  
  1654. <p>Read more about it&nbsp;<a href="https://www.bbc.co.uk/news/articles/c9vy191rgn1o">here</a></p>
  1655.  
  1656.  
  1657.  
  1658.  
  1659.  
  1660. <p><strong>Kemi Badenoch has dropped the conservative&#8217;s parties commitment to Net Zero.&nbsp;</strong>Last Tuesday, the Tory leader gave a speech stating that the target was &#8216;impossible&#8217;.&nbsp;</p>
  1661.  
  1662.  
  1663.  
  1664. <p>Whilst it could be said there is some truth to Badenoch&#8217;s speech, for example that the transition to net zero could disproportionately affect working-class communities and businesses, it arguably instead calls for us to not back down from reducing carbon emissions, but to push for the centering of equity and fairness in our approach. Another interesting point is that Badenoch made is that: &#8216;<em>Even if we hit absolute zero, we will not have net zero around the world, if other countries are not following us.&#8217;&nbsp;</em>&nbsp;Badenoch is not wrong, though arguably this could be attributed to deeper undercurrents at play: carbon colonialism.&nbsp;&nbsp;</p>
  1665.  
  1666.  
  1667.  
  1668. <p>Carbon colonialism&nbsp;is the unequal distribution of the burdens and benefits associated with addressing climate change and the transition to a low-carbon economy.&nbsp;This refers to not only the responsibility for historical greenhouse gases, but the power imbalances and exploitation that remain predominantly between the Global North and South today.&nbsp;</p>
  1669.  
  1670.  
  1671.  
  1672. <p>From a critical perspective, Kemi Badenoch&#8217;s speech perhaps raises some important questions over the legitimacy of Net Zero but differentiating from her argument, it instead is a reminder of the importance of just transition. Lucie Middlemiss et al. (2023), offer an interesting research paper on conceptualising a just transition in the UK, which can be accessed&nbsp;<a href="https://doi.org/10.1017/S1474746423000180">here</a>.</p>
  1673.  
  1674.  
  1675.  
  1676. <p><strong>News about Schools, Further Education, Higher Education and Initial/Teacher Education</strong></p>
  1677.  
  1678.  
  1679.  
  1680.  
  1681.  
  1682. <p><strong>Good news on the Natural History GCSE</strong></p>
  1683.  
  1684.  
  1685.  
  1686. <p>In answer to a question from the Green Party, Catherine McKinnell MP has confirmed that the Government will be&nbsp;“moving ahead with a new GCSE in natural history.”&nbsp;The plan is to consult and finalise subject content after the independent Curriculum and Assessment Review has concluded.&nbsp;<a href="https://questions-statements.parliament.uk/written-questions/detail/2025-03-10/36968">Find the full answer here.&nbsp;</a></p>
  1687.  
  1688.  
  1689.  
  1690. <p><strong>Curriculum and Assessment Review &#8211; Interim Reports and announcements of upcoming Road Trips for the Shadow CAR&nbsp;&nbsp;</strong></p>
  1691.  
  1692.  
  1693.  
  1694. <p><strong>Curriculum and Assessment Review Interim Report Published</strong></p>
  1695.  
  1696.  
  1697.  
  1698. <p>Whether you’re excited that climate change and environmental issues get mentioned or disappointed that this happens just once, it seems there is everything to play for.<a href="https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report">&nbsp;<strong>Get your copy of the interim report here</strong></a></p>
  1699.  
  1700.  
  1701.  
  1702. <p>Interestingly, the&nbsp;<a href="https://shadowpanel.uk/about/interim-report"><strong>Youth Shadow Curriculum and Assessment Review Interim Report</strong></a>&nbsp;&nbsp;was published well before and has been in the public domain a while now &#8211; it is well worth a read alongside the official one.</p>
  1703.  
  1704.  
  1705.  
  1706. <p><strong>And in addition rom&nbsp;</strong><strong><em>Liv Marshall, TTF Rep on the Youth Shadow Panel announcing upcoming Road Trips&nbsp;</em></strong></p>
  1707.  
  1708.  
  1709.  
  1710. <p>&#8216;The&nbsp;<strong>Shadow Curriculum and Assessment Review</strong>&nbsp;is hitting the road next month, and it’s super important that children and young people participate in their regional roadshow! We need to make sure that&nbsp;<strong>climate and nature education</strong>&nbsp;is at the forefront of the conversations held at these fun and interactive workshops, and to do this, we need your help. Here’s some information about the roadshow workshops:</p>
  1711.  
  1712.  
  1713.  
  1714. <ul class="wp-block-list">
  1715. <li><strong>Online</strong> &#8211; 31st of March from 6pm-7pm, open to those aged 11-20 (under 13s with a parent/guardian registering on their behalf) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354Y4XB6Gx5vvcYE9gZxAq1XsvZuEGuu75yQivbfkpvB3EbCLJtsrOBDZ9bqQTjx91q7PBLVoBLwhLBTDxAMlALpkgddmpnFVmLTbLu5kls_X6feHFi2MEGSJadFtitYTuAP6Fqo46y2-ByQxRznMrr_SokCyjQQBBv8240LL_lXxSdRwmyx3I9jaUkft_-Fehq-dlySt8hggOZJJ8uY3pnziaLE-4gIGGF0LO9g70EUSeWjFuGV7Otp6JR-jVEVcBBDyuJ6qtw-bvuUo31JEvRBDifYqIsqO8Ts_Xqt1wAIiAc9cvAtXBSGesnSDilmY4ZgA9HsD-XVEzUvRddFrELmQw%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh2%2Fh001.Xj4oVbq8lI1jNl-f2PXGiDy-IAa5C3DQ4YGVRBy5HuA&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613923138|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=%2BEzo%2BtqyURkw%2BdB1%2B7%2B%2BdlIAGYaj%2BwNtcFfsT43uJAw%3D&amp;reserved=0">sign up here!</a></li>
  1716.  
  1717.  
  1718.  
  1719. <li><strong>Online</strong> &#8211; 5th of April from 11am-12pm, open to those aged 11-20 (under 13s with a parent/guardian registering on their behalf) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354Y4XB6Gx5vvcYE9gZxAq1XsvZuEGuu75yQivbfkpvB3EZEfXqh5Jjcbl449DqMS-wOxxsGQbThxtmg3vO1UeUYrMYuOLK3HyNSYByAokhffL59bWRo2XAI8DvkBO7JUWNhu5IHpQ2fCfWDvzUK-abZ15kGxd0DEi16_lar6Bn1qDgJUjHRA1dvBcgVq-iiaa0jBjvrh-ja86D89tsB4BIkn7p6pVPy7dXnZyjLktkf4Bk6dpkZHhBuVhUugYuWef8xobF0zTTEgglLWKpPg6Dd1wWiRpej-yX1NSPEQ0hTJ-0ICA25Uy1wTtxY2Q5UcDBShQT_Ry1PlAj7QdDpjP-8tA%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh3%2Fh001.dSCOyWO48RscAX9u7QdoX75sJWwvOiI5nCGEBcfsZrc&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613938897|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=nl4Rc2wfFu3xfR2Vjhf5AO3sjaCqOXuuUkfwollCQDc%3D&amp;reserved=0">sign up here!</a></li>
  1720. </ul>
  1721.  
  1722.  
  1723.  
  1724. <p>The events will be youth-led and welcoming, with a quiet space and a prayer room accessible and free pizza for the in-person roadshow workshops.&nbsp;</p>
  1725.  
  1726.  
  1727.  
  1728. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtYHShHbWCb6J7P7H8GWvFC1pZqd6Ay_SR-yvdTqs_lFbb7ovnYYWEOllR4aEFyb-t-DyhwczaY3ocbA-ihTzOf9pZ-0IC5bev_zaKKV3Zb6EZfuTvYW4KyeJODJ0gQY6Akz5epQHj5oWFy854gLpyorv92MvlOKROzUzjRBv8LdVtfF5jzN96cpPI882XMblX19OmBE3LJT4OxNIQx7XlTnAebPuhvsm_1UBwUIhAFNqDDBHdb5Q9Q3cbvhYETLQXFcdSDqwnW45kx8vGpAyutR_QM8tFBsNzxPJSTL08Nyc8uF-PdnJ9-3PYnIZy0M50F1-wayPMwqjcCEA4xfyVpJU_cGrrlq2s8chDNdHeVNv%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh4%2Fh001.HXwQsKTqA94PoPElZs6eooHEsm9YK_Iy915nQENtO9c&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867614071647|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=PNSmlnmqK9%2F3SCZS%2Bcc%2F7g8gll0udh1YTlWDBsUwoJY%3D&amp;reserved=0"><strong>SIGN UP TO AN EVENT HERE</strong></a></p>
  1729.  
  1730.  
  1731.  
  1732. <p>Please sign up to a workshop and support young people to attend to ensure we get climate and nature education included in the Shadow Curriculum and Assessment review report!</p>
  1733.  
  1734.  
  1735.  
  1736. <p>I’ll be at the London and Bristol events so hope to see you there!</p>
  1737.  
  1738.  
  1739.  
  1740. <p><strong><em>PS. Help promote the roadshow using the Youth Shadow Panel</em></strong><strong><em>’</em></strong><strong><em>s</em></strong><strong><em>&nbsp;</em></strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.yjJN_MEbNx94PLaWzZ6hW1GJm7fH52LAiTq9C8yR9M9NI6iSV9M1Ntw8FxReVFlVgW8oB9hhmojN-i9PWCuY2BET80r2uO5wLYu2dJs2K86jsQQ_P4LzXkbZyVObHnogRl7Mg5mJZXzEPBhvBeifNCzuUJBJ6bNC-Zy2NDW1MIISMdiJbJ8Siw-CiboQeZCZUSFUJkIL4r25_F1doylfSoxzI7688bTIfJP-zbwYL3TJxXNWHeemgyYaL6Jy6F5WYGozUMXijc1vpVRa8qjVkC2cmc1keXh3B-O2ee8K3WxnX6xA_KwIOgHBwoiopGkOm4a8j_FKhoN6-Ay85Zexpccl0u_GQeM6n3OoXfPnONMxLKGeIMiTX-8ptHGCgmbX9Yu6egNEuUsSsv41F-Vvd4yNog0bj_zylaSkg4C9jP8%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh5%2Fh001.mrpQAxC4Dq-2naFvZNgFcdMam2g5DvZGk3PIkvx8dhI&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867614087114|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=iY0Y%2BDeNlPb%2BdHmPY9a0upgfs0T5JQNQP5%2B1n5FRg6A%3D&amp;reserved=0"><strong><em>comms kit</em></strong></a><strong><em>.&#8217;</em></strong></p>
  1741.  
  1742.  
  1743.  
  1744. <p><strong>How to get Permaculture into every school in England</strong></p>
  1745.  
  1746.  
  1747.  
  1748. <p>There is a&nbsp;<strong>free live event</strong>&nbsp;on&nbsp;<strong>March 27, 2025, at 12:30 PM (Online)</strong>&nbsp;to learn how you can help bring&nbsp;<strong>Permaculture Design into every school in England.</strong></p>
  1749.  
  1750.  
  1751.  
  1752. <p>With new government sustainability requirements for schools, now is the time to take action! This event is perfect for&nbsp;<strong>educators, sustainability leads, and our wider community</strong>&nbsp;who want to make a real impact.</p>
  1753.  
  1754.  
  1755.  
  1756. <p><strong>What You</strong><strong>’</strong><strong>ll Gain:</strong></p>
  1757.  
  1758.  
  1759.  
  1760. <p>✅&nbsp;Expert insights on climate action in schools</p>
  1761.  
  1762.  
  1763.  
  1764. <p>✅&nbsp;Actionable strategies &amp; resources for your local school</p>
  1765.  
  1766.  
  1767.  
  1768. <p>✅&nbsp;Live Q&amp;A with education and sustainability experts</p>
  1769.  
  1770.  
  1771.  
  1772. <p>✅&nbsp;Ways to support and expand this initiative in your region</p>
  1773.  
  1774.  
  1775.  
  1776. <p>Be part of the movement to empower schools with regenerative system design.&nbsp;<strong>Secure your spot today!</strong></p>
  1777.  
  1778.  
  1779.  
  1780. <p><strong>Click the link&nbsp;</strong><a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fpermacultureassociation.cmail20.com%2Ft%2Fy-l-cihlhky-hyedddrt-y%2F&amp;data=05|02|ee21a2p%40leeds.ac.uk|471419c13c984ff3a62208dd5d56ed35|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638769350109552862|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=jI%2FLEjtI7IAt37fmTnNXKcVl%2BChJGekB26MsjF%2Fi9KE%3D&amp;reserved=0">here</a><strong>&nbsp;to register.&nbsp;</strong></p>
  1781.  
  1782.  
  1783.  
  1784. <p><strong>Sustrans Big Walk and Wheel &#8211; 24th March&nbsp;</strong></p>
  1785.  
  1786.  
  1787.  
  1788. <p>Sustrans Big Walk and Wheel 2025, runs from the&nbsp;<strong>Monday 24th March to Friday 4th April,&nbsp;</strong>where pupils across the UK leave their cars at home and walk, wheel, scoot and cycle to school.</p>
  1789.  
  1790.  
  1791.  
  1792. <p>An active journey to school is a healthy alternative to car journeys and it has been proven to improve students&#8217; behaviour and concentration.</p>
  1793.  
  1794.  
  1795.  
  1796. <p>Active journeys like walking and cycling are great ways for kids to stay active, which is good for children&#8217;s physical and mental health.</p>
  1797.  
  1798.  
  1799.  
  1800. <p>Get your school involved&nbsp;<a href="https://bigwalkandwheel.org.uk/resources">here.</a></p>
  1801.  
  1802.  
  1803.  
  1804. <p><strong>Resource on Bees by Earth Cubs&nbsp;</strong></p>
  1805.  
  1806.  
  1807.  
  1808.  
  1809.  
  1810. <p>Reception and KS1 teachers can explore and use the Earth Cubs resources free. Their latest video &#8211;&nbsp;<strong>Bee Brilliant!</strong>&nbsp;&#8211; covers the importance of bees, and is tailored for 3 &#8211; 7 year olds.&nbsp;</p>
  1811.  
  1812.  
  1813.  
  1814. <p>Earth Cobs creates content about the environment, sustainability and climate change, inspired by Global Goals. Entertaining and educating kids with videos, bookazines, podcasts, socials and learning resources.&nbsp;<strong>Free to access</strong>&nbsp;and use in your classroom!&nbsp;</p>
  1815.  
  1816.  
  1817.  
  1818. <p>To use the resources and find out more, click&nbsp;<a href="https://earthcubs.com/resources/videos/bee-brilliant/">here.</a></p>
  1819.  
  1820.  
  1821.  
  1822. <p><strong>Calling on Schools: Bring Green Football&#8217;s Great Save into your classroom!&nbsp;</strong></p>
  1823.  
  1824.  
  1825.  
  1826. <p>Use the power of football to inspire your class to score green goals, win prizes and take action to help tackle climate change.&nbsp;</p>
  1827.  
  1828.  
  1829.  
  1830. <p>Three easy ways to get involved:&nbsp;</p>
  1831.  
  1832.  
  1833.  
  1834. <p><strong>In the classroom:&nbsp;</strong></p>
  1835.  
  1836.  
  1837.  
  1838. <ul class="wp-block-list">
  1839. <li>Incorporate sustainability into your lessons with free worksheets for KS1, KS2 and KS3. Log your activities on the website to enter a prize draw and sore green goals for your school&#8217;s favourite football team! Download <a href="https://greenfootball.org/">here.</a></li>
  1840. </ul>
  1841.  
  1842.  
  1843.  
  1844. <p><strong>Sew it to Save it</strong></p>
  1845.  
  1846.  
  1847.  
  1848. <ul class="wp-block-list">
  1849. <li>Host a sewing workshop in your class or after-school club! Be inspired by this vide featuring Leeds Forward Patrick Bamford testing out his own sewing skills and teach students a lifelong skill while giving old sports kits a new life</li>
  1850. </ul>
  1851.  
  1852.  
  1853.  
  1854. <p><strong>Ginormous Jumble Sale&nbsp;</strong></p>
  1855.  
  1856.  
  1857.  
  1858. <ul class="wp-block-list">
  1859. <li>Declutter your lost property and unused sports kit. Organise a school-wide jumble sale or swap shop to raise funds for your school. Donate non-uniform leftovers through The Salvation Army&#8217;s &#8216;Recycle With Michael&#8217; scheme. Sign up here: <a href="https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftransform-our-world.us16.list-manage.com%2Ftrack%2Fclick%3Fu%3D806a1249ac4cf82c43096e23b%26id%3D965cbc9223%26e%3Dd85471df13&amp;data=05|02|ee21a2p%40leeds.ac.uk|cfeed9f9be754ec9707808dd6312fa16|bdeaeda8c81d45ce863e5232a535b7cb|0|0|638775655334689348|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=qBC6H8ny6LnDGg2BUXxLEvXLnSD37EHkqY0mpHHeFHY%3D&amp;reserved=0"><strong>Recycle with Michael</strong></a></li>
  1860. </ul>
  1861.  
  1862.  
  1863.  
  1864. <p>Find out more&nbsp;<a href="https://greenfootball.org/">here.</a></p>
  1865.  
  1866.  
  1867.  
  1868. <p><strong>Learning for Peace: A toolkit for peace education in primary schools</strong></p>
  1869.  
  1870.  
  1871.  
  1872.  
  1873.  
  1874. <p>An invitation to the launch of the new improved edition of&nbsp;<em>Learning for Peace.&nbsp;</em>This peace education resource for primary schols is packed with activites, games and approaches that can be built into any school or classroom.&nbsp;</p>
  1875.  
  1876.  
  1877.  
  1878. <p>In schools when there is learning for peace, children and young people understand and communicate their emotions and needs. They get along, work and play together better in class and the playground, and they navigate the complex issues they face as they grow up and become more engaged in the world around them.</p>
  1879.  
  1880.  
  1881.  
  1882. <p>Come to the online launch event on the&nbsp;<strong>8th April, 4pm</strong>&nbsp;to:&nbsp;</p>
  1883.  
  1884.  
  1885.  
  1886. <ul class="wp-block-list">
  1887. <li>Find out the four levels of peace and how they intersect and support each other to build peace in the school as a whole as well as in individuals. </li>
  1888.  
  1889.  
  1890.  
  1891. <li>Get a taster of games and activities and how you can introduce them into your setting now. </li>
  1892.  
  1893.  
  1894.  
  1895. <li>Hear from schools who have used this approach and the difference it has made.</li>
  1896.  
  1897.  
  1898.  
  1899. <li>See how activities can be planned across a school curriculum.</li>
  1900.  
  1901.  
  1902.  
  1903. <li>Hear our offer of free training to schools to embed this work,</li>
  1904. </ul>
  1905.  
  1906.  
  1907.  
  1908. <p>This work has been part funded by the Sir James Reckitt Trust.</p>
  1909.  
  1910.  
  1911.  
  1912. <p>To order the book, Learning for Peace and to find out more follow the link&nbsp;<a href="https://peacemakers.org.uk/resources-old/learning-for-peace-book/">here.</a></p>
  1913.  
  1914.  
  1915.  
  1916. <p><strong>From one classroom to another; youngsters in the UK interacting with children from the Kambeba indigenous community in the heat of the Amazon as part of our last week-long initiative</strong></p>
  1917.  
  1918.  
  1919.  
  1920.  
  1921.  
  1922. <p>It was an quite an ambitious week-long initiative for Step into the Amazon, with five schools and more than 420 Key Stage 2 Pupils and their teachers on board! It was an opportunity to challenge any misconceptions pupils have, determine the extent and location of the Amazon rainforest, discover more about this incredible biome, consider why it is so important and contemplate some of the issues facing it.&nbsp;</p>
  1923.  
  1924.  
  1925.  
  1926. <p>Afterwards, it zoomed in on the Kambeba indigenous community within the heart of the Amazon with whom we have developed a strong rapport over the past couple of years. They considered how they will live in in harmony with the forest and find out more about their beliefs and values.&nbsp;</p>
  1927.  
  1928.  
  1929.  
  1930. <p>Find out more about what this entailed&nbsp;<a href="https://stepintotheamazon.co.uk/2025/03/03/a-full-house/">here.</a></p>
  1931.  
  1932.  
  1933.  
  1934. <p>The cost for a virtual school workshop is&nbsp;£250, whilst the charge to participate in one of the scheduled virtual multi-school events is&nbsp;£125 (you can include as many teachers and Key Stage 2 Pupils as you can feasibly accommodate your end).&nbsp;</p>
  1935.  
  1936.  
  1937.  
  1938. <p>The next virtual multi-schools initiative will be held on Monday 31st March 9 &#8211; 12, and Friday 4th April 2 &#8211; 2:30.&nbsp;</p>
  1939.  
  1940.  
  1941.  
  1942. <p>&nbsp;For further details or to reserve a place, please contact Emma Espley:&nbsp;<a href="mailto:emma.espley@gmail.com">emma.espley@gmail.com</a>&nbsp;&nbsp;</p>
  1943.  
  1944.  
  1945.  
  1946. <p><strong>Schools&#8217; Climate Action Plans &#8211; support from the National Education Nature Park&nbsp;</strong></p>
  1947.  
  1948.  
  1949.  
  1950.  
  1951.  
  1952. <p><strong>By 2025, every school will need a Climate Action Plan to lead the way in tackling climate change. This plan will integrate sustainability into every aspect of school life, empowering students to create a sustainable future, and is part of the</strong><strong>&nbsp;</strong><a href="https://www.gov.uk/government/publications/sustainability-and-climate-change-strategy">Department for Education&#8217;s Sustainability and Climate Change Strategy</a><strong>.</strong></p>
  1953.  
  1954.  
  1955.  
  1956. <p>The National Education Nature Park can help with Climate Action Plans, along with the Department for Education&#8217;s other free support programmes:&nbsp;<a href="https://www.sustainabilitysupportforeducation.org.uk/">Sustainability Support for Education</a>,<a href="https://climateambassadors.org.uk/">&nbsp;Climate Ambassadors</a>&nbsp;and&nbsp;<a href="https://letsgozero.org/climate-action-advisors/">Climate Action Advisors</a>.</p>
  1957.  
  1958.  
  1959.  
  1960. <p>What should school’s plan include?&nbsp;</p>
  1961.  
  1962.  
  1963.  
  1964. <ul class="wp-block-list">
  1965. <li>Boost biodiversity across England</li>
  1966.  
  1967.  
  1968.  
  1969. <li>Transform climate education</li>
  1970.  
  1971.  
  1972.  
  1973. <li>Improve air quality, reduce carbon emissions, and protect against extreme weather</li>
  1974.  
  1975.  
  1976.  
  1977. <li>Promote nature-based solutions </li>
  1978. </ul>
  1979.  
  1980.  
  1981.  
  1982. <p><strong>For further&nbsp;</strong><a href="https://www.educationnaturepark.org.uk/news">information about and news from the National Education Nature Park, do follow this link.&nbsp;</a></p>
  1983.  
  1984.  
  1985.  
  1986. <p><strong>And please note&nbsp;</strong>that they are holding an&nbsp;<strong>end of term webinar</strong>&nbsp;on&nbsp;<strong>Wednesday 26th March (16.00-16.40)</strong>where they will be sharing the latest updates from the programme, what to get involved with next term and also hearing from students at a school who are taking part.&nbsp;</p>
  1987.  
  1988.  
  1989.  
  1990. <p><a href="https://events.teams.microsoft.com/event/76a6c6b2-1c4c-40f3-9f03-8014d1ea6ade@73a29c01-4e78-437f-a0d4-c8553e1960c1">You can register for the webinar here.&nbsp;</a></p>
  1991.  
  1992.  
  1993.  
  1994. <p><strong>Free CPD from the Historic Towns Trust &#8211; 25th March (09.00 &#8211; 15.30) in Bath &#8211; next week!</strong></p>
  1995.  
  1996.  
  1997.  
  1998. <p><strong>Place Detectives through Geography and History</strong></p>
  1999.  
  2000.  
  2001.  
  2002. <p>There are just a few places left on a free CPD opportunity for primary teachers in geography and history. The day includes a fieldwork trip for KS2 teachers in Bath with Dr Paula Owens and Professor Peter Vujakovic on Tuesday 25th&nbsp;March and participants will go away with a copy of the new Bath map from the Historic Towns’Trust and a pack of electronic resources linked to the national curriculum. They will also be invited to collaborate in resource creation and article writing.&nbsp;&nbsp;</p>
  2003.  
  2004.  
  2005.  
  2006. <p>Just bring a packed lunch!</p>
  2007.  
  2008.  
  2009.  
  2010. <p>Book your place here:&nbsp;&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.eventbrite.com%2Fe%2Fplace-detectives-through-geography-and-history-tickets-1145607636279%3Faff%3Debdssbdestsearch%26keep_tld%3D1&amp;data=05|02|tessa.willy%40ucl.ac.uk|981736d4492244c6da4808dd5d6cfafd|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638769444840042668|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=itphsVurfvh0m6Hzlz%2FmIWsRoqfO59ViZcpONfLWN2I%3D&amp;reserved=0">Place Detectives through Geography and History Tickets, Tue, Mar 25, 2025 at 9:00 AM | Eventbrite</a></p>
  2011.  
  2012.  
  2013.  
  2014.  
  2015.  
  2016.  
  2017.  
  2018. <p><strong>Employment, education and training opportunities&nbsp;</strong></p>
  2019.  
  2020.  
  2021.  
  2022. <p><a href="https://mailchi.mp/5x15stories.com/5x15greenbankearthconventionlive2025?e=9e93e56b47"><strong>The Earth Convention Live</strong></a></p>
  2023.  
  2024.  
  2025.  
  2026. <p><strong><em>The</em></strong><strong><em>&nbsp;</em></strong><strong><em>Earth Convention</em></strong><em>&nbsp;</em><em>webinars</em><em>&nbsp;</em><em>have been run by 5&#215;15 and Greenbank&nbsp;&nbsp;for the last</em><em>&nbsp;</em><em>five years,</em><em>&nbsp;</em>and announce a new&nbsp;<em>&nbsp;series of speakers,&nbsp;&nbsp;including&nbsp;</em><strong><em>Peter Frankopan, George Monbiot</em></strong><strong><em>&nbsp;</em></strong><em>and</em><strong><em>&nbsp;</em></strong><strong><em>Isabella Tree</em></strong><em>.</em></p>
  2027.  
  2028.  
  2029.  
  2030. <p><em>They will run the</em><em>&nbsp;</em><strong><em>Royal Geographical Society</em></strong><em>&nbsp;</em><em>and you can see below for more information on the sessions. There is</em><em>&nbsp;</em><strong><em>a season ticket available</em></strong><em>&nbsp;</em><em>for&nbsp;</em><em>£</em><em>30 for all three!</em></p>
  2031.  
  2032.  
  2033.  
  2034. <p>The first session in April is on the broad theme of&nbsp;<strong>Energy and Finance&nbsp;</strong>reflecting on the future of energy and the role of finance, including world-leading historian&nbsp;<strong>Peter Frankopan</strong>, author of&nbsp;<em>The Earth Transformed;</em>&nbsp;esteemed writer and researcher&nbsp;<strong>Mike Berners-Lee;</strong>&nbsp;Greenbank&#8217;s Stewardship &amp; Engagement Lead,&nbsp;<strong>Sophie Lawrence;</strong>&nbsp;and natural capital expert&nbsp;<strong>Siddarth Shrikanth</strong>.</p>
  2035.  
  2036.  
  2037.  
  2038. <p>They will be hosted by 5&#215;15 co-founder&nbsp;<strong>Rosie Boycott</strong>.</p>
  2039.  
  2040.  
  2041.  
  2042. <p><a href="https://www.eventbrite.co.uk/e/5x15-greenbank-present-the-earth-convention-live-energy-and-finance-tickets-1232686551659?aff=oddtdtcreator">BUY TICKETS HERE FOR THIS SESSION&nbsp;</a></p>
  2043.  
  2044.  
  2045.  
  2046. <p><strong>Together in Nature &#8211; Trauma-informed Nature-based Training- 24-30th March</strong>, Malvern, Worcestershire<strong>&nbsp;</strong><strong>and 6-10th May</strong>, Aberdeenshire.&nbsp;</p>
  2047.  
  2048.  
  2049.  
  2050. <p>For people working with children, young people and adults, those interested in their personal development and are curious about the power of connection with the more than human world. The key elements of the 5 days include &#8211; holding space; storying our story with nature-based metaphors and more; attuning and resonance with each other and the natural world; creating coherence from separation. To book your space and find out more information, follow this&nbsp;<a href="https://subscribepage.io/TinNature2025">link</a>.&nbsp;&nbsp;</p>
  2051.  
  2052.  
  2053.  
  2054. <p><strong>Lead Teacher in Outdoor Learning &#8211; 22nd &#8211; 22rd April</strong>,&nbsp;<strong>Stirling University</strong>.</p>
  2055.  
  2056.  
  2057.  
  2058. <p>Aimed at teachers who would like to develop the outdoor learning culture in their school. The two-day course aims to equip practitioners with practical skills, knowledge and understanding to embed outdoor learning across their setting or whole school community. Conducted by&nbsp;<strong>Learning Through Landscapes.</strong></p>
  2059.  
  2060.  
  2061.  
  2062. <p><strong>Step up your game as a campaigner</strong>&nbsp;&#8211;&nbsp;<strong>Online</strong>,&nbsp;<strong>Shelia McKechnie Foundation.&nbsp;</strong></p>
  2063.  
  2064.  
  2065.  
  2066. <p>Explore various specialist workshops designed to provide advice, tools and information to help you succeed in campaigning. They work for those who are new to campaigning or who want to hone their skills in a particular specialist area. They offer a series of three-hour online workshops with a focus on active learning.&nbsp;To find out more information and book, check out the website&nbsp;<a href="https://smk.org.uk/what-we-do/support/campaign-training/open-training/?mc_cid=8c27326519&amp;mc_eid=b3ccaf47a3">here.</a></p>
  2067.  
  2068.  
  2069.  
  2070. <p><strong>Some exciting job opportunities available:</strong> &nbsp;</p>
  2071.  
  2072.  
  2073.  
  2074. <p><a href="https://environmentjob.co.uk/jobs/104664-regional-coordinator-north-west"><strong>Regional Coordinator &#8211; Climate Ed</strong></a>&nbsp;(North West) (Deadline 28th March). Climate Ed is a charity with provides carbon literacy to children across the UK.</p>
  2075.  
  2076.  
  2077.  
  2078. <p><a href="https://www.cse.org.uk/jobs-volunteering/future-generations-programme-lead/"><strong>Future Generations Programme Lead &#8211; Centre for Sustainable Energy</strong></a>&nbsp;(Bristol) (Deadline 7th April)&nbsp;</p>
  2079.  
  2080.  
  2081.  
  2082. <p><a href="https://www.thecrownestate.co.uk/careers/marine-internship-programmes">Marine Futures Internship</a>&nbsp;&#8211; The Wildlife Trusts (Cumbria, Lincolnshire or North Wales) (Deadline 11th April). The Marines Futures Interns will gain skills, knowledge and experience across a variety of sectors in this exciting field to help direct and shape their future career ambitions.&nbsp;</p>
  2083.  
  2084.  
  2085.  
  2086. <p><a href="https://www.froglife.org/who-we-are/job-vacancies/">Fundraiser &#8211; Froglife&nbsp;</a>(Location: flexible &#8211; likely around Yorkshire) (Deadline 14th April) Project: Coalface to Wildspace: Yorkshire</p>
  2087.  
  2088.  
  2089.  
  2090. <p><a href="https://norfolkriverstrust.org/head-of-programmes/"><strong>Head of Programmes&nbsp;</strong></a>(Norfolk River Trust) (Deadline 14th April) Lead and oversee the wide range of progammes and development of new opportunities for funding and partnerships.&nbsp;</p>
  2091.  
  2092.  
  2093.  
  2094. <p>For a <strong>wide range of further opportunities</strong>, do look at: &nbsp;</p>
  2095.  
  2096.  
  2097.  
  2098. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
  2099. https://www.environmentjob.co.uk/updates/last_update
  2100. </div></figure>
  2101.  
  2102.  
  2103.  
  2104. <p><strong>And to wrap it up&#8230;&nbsp;</strong></p>
  2105.  
  2106.  
  2107.  
  2108. <p>The Inaugural Climate Fiction Prize&nbsp;</p>
  2109.  
  2110.  
  2111.  
  2112. <p>Find out more about the&nbsp;£10,000 award, for inspiring ways to&nbsp;‘rise to the challenges of the climate crisis with hope and inventiveness’&nbsp;<a href="https://www.theguardian.com/books/2025/mar/19/climate-fiction-prize-samantha-harvey-tea-obreht-abi-dare-roz-dineen-kaliane-bradley?CMP=Share_iOSApp_Other">here&#8230;..</a></p>
  2113.  
  2114.  
  2115.  
  2116.  
  2117.  
  2118. <p><strong>Sharing News and Contact Details&nbsp;</strong></p>
  2119.  
  2120.  
  2121.  
  2122. <p>Please do <strong>share</strong>&nbsp;our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fjoin-naee%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367950239|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=lQ0BSazO9bF55wnv%2BQYKH65lN1Ri10R62r0zv4Zw7vo%3D&amp;reserved=0">here</a><em>.</em> </p>
  2123.  
  2124.  
  2125.  
  2126. <p><strong>National Association for Environmental Education (UK)</strong> &nbsp;</p>
  2127.  
  2128.  
  2129.  
  2130. <p>Email:  <a href="mailto:info@naee.org.uk">info@naee.org.uk</a>        &nbsp;Web:  <a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnaee.org.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367966488|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=K2okyauT75rGz13b9fsI6GYB5CgiVsv7658RuyT6NOc%3D&amp;reserved=0">http://naee.org.uk</a> &nbsp;</p>
  2131. <p>The post <a href="https://naee.org.uk/naee-newsletter-23-03-2025/">NAEE e-News for 23.3.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  2132. ]]></content:encoded>
  2134. <wfw:commentRss>https://naee.org.uk/naee-newsletter-23-03-2025/feed/</wfw:commentRss>
  2135. <slash:comments>0</slash:comments>
  2138. </item>
  2139. <item>
  2140. <title>NAEE e-News for 3.3.2025</title>
  2141. <link>https://naee.org.uk/naee-e-news-for-3-3-2025/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=naee-e-news-for-3-3-2025</link>
  2142. <comments>https://naee.org.uk/naee-e-news-for-3-3-2025/#respond</comments>
  2144. <dc:creator><![CDATA[NAEE Web Team]]></dc:creator>
  2145. <pubDate>Tue, 04 Mar 2025 12:53:47 +0000</pubDate>
  2146. <category><![CDATA[Blog]]></category>
  2147. <category><![CDATA[News]]></category>
  2148. <guid isPermaLink="false">https://naee.org.uk/?p=22132</guid>
  2149.  
  2150. <description><![CDATA[<p>Here is NAEE&#8217;s latest round-up of news&#8230; The Plough Moon Don&#8217; forget to visit Environmental Lunacy&#160;https://naee.org.uk/a-year-of-environmental-lunacy/&#160;as the new Moon, the Plough Moon on the 28th&#160;February will be the start of another lunar cycle. There will be a new Blog to celebrate this by Nina Hatch, the&#160;&#160;Teacher/Centre Manager at Mount Pleasant School Farm who is also&#8230;</p>
  2151. <p>The post <a href="https://naee.org.uk/naee-e-news-for-3-3-2025/">NAEE e-News for 3.3.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  2152. ]]></description>
  2153. <content:encoded><![CDATA[
  2154. <p><strong>Here is NAEE&#8217;s latest round-up of news&#8230;</strong></p>
  2155.  
  2156.  
  2157.  
  2158. <p>The Plough Moon</p>
  2159.  
  2160.  
  2161.  
  2162. <p>Don&#8217; forget to visit Environmental Lunacy&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fa-year-of-environmental-lunacy%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|d0e11841bd0443c6a63308dd56bba067|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638762086037988359|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=Qqiq%2BnTbT%2Fx878aSnju4po3UggzWuhGWgzJeFGHHb08%3D&amp;reserved=0">https://naee.org.uk/a-year-of-environmental-lunacy/</a>&nbsp;as the new Moon, the Plough Moon on the 28th&nbsp;February will be the start of another lunar cycle. There will be a new Blog to celebrate this by Nina Hatch, the&nbsp;&nbsp;Teacher/Centre Manager at Mount Pleasant School Farm who is also NAEE Director.</p>
  2163.  
  2164.  
  2165.  
  2166. <p><strong>News, in the papers and new resources&nbsp;</strong></p>
  2167.  
  2168.  
  2169.  
  2170.  
  2171.  
  2172. <p>In a worrying shift in big energy company focus, the BBC reports:&nbsp;</p>
  2173.  
  2174.  
  2175.  
  2176. <p><strong>&#8216;BP shuns renewables in return to oil and gas&#8217;</strong></p>
  2177.  
  2178.  
  2179.  
  2180. <p>BP has announced&nbsp;it will cut its renewable energy investments and instead focus on increasing oil and gas production.</p>
  2181.  
  2182.  
  2183.  
  2184. <p>The energy giant revealed the shift in strategy on Wednesday following pressure from some investors unhappy its profits and share price have been lower than its rivals.</p>
  2185.  
  2186.  
  2187.  
  2188. <p>BP said it would increase its investments in oil and gas by about 20% to $10bn (£7.9bn) a year, while decreasing previously planned funding for renewables by more than $5bn (£3.9bn).&#8217;&nbsp;</p>
  2189.  
  2190.  
  2191.  
  2192. <p>You can&nbsp;<a href="https://www.bbc.co.uk/news/articles/c3374ekd11po">read the rest of the story here.&nbsp;</a></p>
  2193.  
  2194.  
  2195.  
  2196.  
  2197.  
  2198. <p><strong>The Climate Change Committee,&nbsp;</strong>an advisory body to the UK government, has just released&nbsp;<strong>The Seventh Carbon Budget.&nbsp;</strong>They have identified 5 routes for Net Zero in the UK: electricity, low-carbon fuels, carbon capture and storage (CCS), nature, engineered removals, and demand. It recommends a reduction of our emissions by 87% by 2040 (compared to 1990 levels).&nbsp;</p>
  2199.  
  2200.  
  2201.  
  2202. <p><strong>Tourism&#8217;s carbon footprint</strong>&nbsp;&#8211; a new post from Neil Kitching&#8217;s Carbon Choices blog. Kitching explores if tourism can be green, using the example of Exodus Adventure travels. To find out more look at the blog&nbsp;<a href="http://www.carbonchoices.uk/index.php/blog/blog-68">here.</a></p>
  2203.  
  2204.  
  2205.  
  2206. <p><strong>How Trump&#8217;s pledge to &#8216;drill, baby, drill&#8217;, is impacting other countries.&nbsp;</strong>An article from the BBC explores the implications of Trump&#8217;s stance on fossil fuels, with a fear that we may be losing momentum globally. Argentina withdrew from COP29 days after Trump gained presidency, and Indonesia has hinted it may follow suit. Further, Trump plans to export &#8216;American energy&#8217;, with foreign buyers already lining up, threatening the attempted global energy transition. Read more about it&nbsp;<a href="https://www.bbc.co.uk/news/articles/ce85709xdk4o">here.</a></p>
  2207.  
  2208.  
  2209.  
  2210. <p>The&nbsp;&nbsp;latest COP on the&nbsp;<strong>UN Convention on Biodiversity&nbsp;</strong>finished this week in Rome. On the 28th February, Governments agreed on the strategy to raise the funds needed to protect biodiversity and achieve the action targets of the Kunming-Montreal Global Biodiversity Framework (KMGBF),which is aimed to be&nbsp;<strong>200 billion dollars a year by 2030</strong>. The CBD is an international treaty for the conservation of biodiversity, the sustainable use of the components of biodiversity, and the equitable sharing of the benefits derived from the use of genetic resources. To find out more read their press release&nbsp;<a href="https://www.cbd.int/doc/press/2025/pr-2025-02-27-cop16-en.pdf">here.</a></p>
  2211.  
  2212.  
  2213.  
  2214.  
  2215.  
  2216. <p><strong>News about Schools, Further Education, Higher Education and Initial/Teacher Education</strong></p>
  2217.  
  2218.  
  2219.  
  2220.  
  2221.  
  2222. <p><strong>British Science Week and teaching STEM outdoors</strong></p>
  2223.  
  2224.  
  2225.  
  2226.  
  2227.  
  2228. <p>British Science Week is taking place on the&nbsp;<strong>7-16th March</strong>. Ahead of this Emma Brown, from Learning through Landscapes, explains the&nbsp;<strong>benefits of teaching STEM outdoors</strong>, including developing critical thinking and building environmental awareness. read more from the blog&nbsp;<a href="https://ltl.org.uk/news/stem-outdoors-how-to-teach/">here.</a></p>
  2229.  
  2230.  
  2231.  
  2232. <p><strong>University of Sussex to launch the UK&#8217;s first undergraduate climate justice degree&nbsp;</strong></p>
  2233.  
  2234.  
  2235.  
  2236. <p>The Guardian reports that the university is to launch a BA course, called&nbsp;“climate justice, sustainability and development”, which will begin in 2026. It comes after a Future Forum survey found that 72% of 14- 18-year-olds want more relevant and rigorous climate change education, with a demand for more humanities and social sciences-based climate education. The course will also use different modes of assessment, including a podcast. Read more about it&nbsp;<a href="https://www.theguardian.com/education/2025/feb/27/sussex-to-launch-uks-first-climate-justice-undergraduate-degree">here.</a></p>
  2237.  
  2238.  
  2239.  
  2240. <p><strong>Restoring Childhood&nbsp;</strong><strong>–</strong><strong>&nbsp;The Future of School Grounds in Scotland</strong></p>
  2241.  
  2242.  
  2243.  
  2244. <p>An event on the&nbsp;<strong>21st March&nbsp;</strong>supported and hosted by Queen Margaret University, Landscape Institute, Learning through Landscapes. It envisions transforming over 4000 hectares of Scottish school grounds into sustainable, safe havens that foster social connection, play and engagement with nature, alongside academic growth. The driver for this change is the needs of our children and young people in a rapidly changing world.</p>
  2245.  
  2246.  
  2247.  
  2248. <p><strong>Why the new government needs to take climate change and sustainability education seriously</strong></p>
  2249.  
  2250.  
  2251.  
  2252. <p>In this blog from UCL&#8217;s Centre for Climate Change and Sustainability Education (CCCSE), Prof Nicola Walshe and Dr Alison Kitson explore how reforming the education system could provide an opportunity to tackle the climate crisis while ensuring children receive a meaningful education about sustainability and climate change.&nbsp;</p>
  2253.  
  2254.  
  2255.  
  2256. <p>You can&nbsp;<a href="https://www.ucl.ac.uk/policy-lab/news/2025/feb/why-new-government-needs-take-climate-change-and-sustainability-education-seriously">read the blog here</a></p>
  2257.  
  2258.  
  2259.  
  2260. <p><strong>From Teach the Future: Shadow Curriculum and Assessment Review Interim Report and announcements of upcoming Road Trips&nbsp;</strong></p>
  2261.  
  2262.  
  2263.  
  2264. <p>&#8216;Last year the government launched a&nbsp;<strong>Curriculum and Assessment Review</strong>. However, feeling that young people were not given enough opportunities to engage with the review meaningfully, we helped form the&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtYc0ihtpaXXFmCKskUKi7sx7sGn8cxS-FHAcRisS4zfbZPRKe8UELAElJFtp24tWPgs4KBG4ZTSDZJV7d1ZGlyHenYsRIqgS8lWd2BZAchJbeli6X0p2bN7ustZe7UaabAUlWJOaOhFcgrOETvKLHOJrhuk3pf8hlKvVWkJdrjSNykwhUxNCU7SvwIwQB7RSewFzc4OZLgwWERzCh9Mk7YlAZYGfboZVJcHID9WYC8349ucNMZDro3OXQc5oNBgSDWETFnum0MjsMLuKqt6oMgUF-svH-siDKynPn1UubKjWIxrB7MIQQ2L7Yzbt2kAs1w%2F4e5%2FaiuwC4cjTyCWHeC9u4Mo1A%2Fh0%2Fh001.60XFB_9gsDWHQuBF42fqRfIMi884Fb2jNEXSGdzLpV8&amp;data=05|02|tessa.willy%40ucl.ac.uk|cddea6c8a120400375c208dd50b9939c|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638755480170146150|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=pXH5EyUmq%2B7NdrLT%2FjkWoeUoO21TRTfviU4blhiQExQ%3D&amp;reserved=0">Shadow review</a>&nbsp;to ensure that young people’s voices on education are heard.&nbsp;</p>
  2265.  
  2266.  
  2267.  
  2268. <p>The youth shadow panel just published their&nbsp;<strong>interim report</strong>, showing that young people are overwhelmingly calling for a more relevant curriculum with a<strong>&nbsp;</strong><strong>greater focus on climate and nature.</strong></p>
  2269.  
  2270.  
  2271.  
  2272. <p>Teach the Future representative on the youth shadow panel, Liv, has written&nbsp;<a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMSGPQ6UJ9busKbJBJvbXHTSUAjzzTXMG0FBhlXmo3kcQqP1fualrgrd3BPg1BI3O2C_biAkZowXT4nQxW295GIZ3ygb2E2XXsOCG6_0GyIb5dwkNNPUuTGjyhO1AwsETswwDgYHlflWq6Koz1-uz4FggOq-DrGRIR94uw3gVJq3-PWlgv-Frzj_s2KCTDVl5OgI-tDOpUVZ4YEMctgcoHAKrc70Wep2NjyDq_BiYVTyox6ngZfsxHajSi-UZs7kYZxUDJWlpN0xSDqz3tj-rWFyZjxs1y7K0e-7vIwszlunf3b35rV38SMGgBpDlpyRz-W3FvgoLt2U0Iovpwn9-70lIEjWK_4ntT2sh4KI6Y_fOtwGpqapRt8tToxyt8stznP35SY671aXtnMDIMQk4aJGbsJIAIs89tZe-RmCzSOwF%2F4e5%2FaiuwC4cjTyCWHeC9u4Mo1A%2Fh1%2Fh001.CoED0j1LeXwRPWqfN2gDc9TuJtAWq556Xf7lDu6ewKs&amp;data=05|02|tessa.willy%40ucl.ac.uk|cddea6c8a120400375c208dd50b9939c|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638755480170179259|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=GBMK9AqYX7ESJh64DtmRcQEMXRXC8ffmfWldxZXzZDc%3D&amp;reserved=0"><strong>this blog post</strong></a>&nbsp;to reveal more on the findings related to climate education and has sent a message below about&nbsp;<strong>getting involved in the shadow CAR &#8216;Roadshows&#8217; over the next month&#8230;.&nbsp;</strong></p>
  2273.  
  2274.  
  2275.  
  2276. <p><strong>Climate education recommendations from the youth shadow panel:</strong></p>
  2277.  
  2278.  
  2279.  
  2280. <p>🌍 Climate and nature integrated across all subject curricula&nbsp;</p>
  2281.  
  2282.  
  2283.  
  2284. <p>⚙️&nbsp;Solutions-focused education with more focus on climate resilience&nbsp;</p>
  2285.  
  2286.  
  2287.  
  2288. <p>🌱 Hands-on experiential learning outdoors in nature&nbsp;</p>
  2289.  
  2290.  
  2291.  
  2292. <p>🎓 Training for teachers to deliver sustainability education&nbsp;</p>
  2293.  
  2294.  
  2295.  
  2296. <p>📖 Up-to-date textbooks</p>
  2297.  
  2298.  
  2299.  
  2300. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtd1RyWNsV-Va9_sU5XGfRIA70Y61qddKdoCvuiHXzao9y70hGRaSOeE2Nic-wvWWu-7C-jz4Wx-thitX5S0KB78kkNBt1C6exCPhBQkErEsfzR81TxNZAwOqC-47tGJeLlgXVTjO8zaiSRPcWf2hOh7QK-TJmt1CHaJgo9hQugSkv3uHgn5BAh6hS3Y5aipquEzNuUwSShvPpNA2ouhK121Wl-RYTuxh82naSZncwwGGUGnCw4bvJ2MThuUejDXNAokN5GoE9OUASRAmntYFogV76iXa7fEJYEywvJ2OBcdXN2TzACj65WrbGn_AdzAD-EMTXq9gEDjuu7A3TIZDs4o%2F4e5%2FaiuwC4cjTyCWHeC9u4Mo1A%2Fh2%2Fh001.7bo6juOaXReakLgGTnlSUZpRjKQjIn530KkQbPFE3zI&amp;data=05|02|tessa.willy%40ucl.ac.uk|cddea6c8a120400375c208dd50b9939c|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638755480170205528|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=541ytWnWBZ04WHUAMORMQ6ETVbucLuwDL60i%2FsCXQFA%3D&amp;reserved=0"><strong>READ AND SHARE THE REPORT</strong></a></p>
  2301.  
  2302.  
  2303.  
  2304. <p>The more we get the message out there, the sooner we can build a curriculum that&nbsp;<strong>truly reflects the needs and wants of young people!</strong><strong>’</strong></p>
  2305.  
  2306.  
  2307.  
  2308. <p><strong>AN IMPORTANT MESSAGE from&nbsp;</strong><strong><em>Liv Marshall, TTF Rep on the Youth Shadow Panel&nbsp;&nbsp;announcing upcoming Road Trips&nbsp;</em></strong></p>
  2309.  
  2310.  
  2311.  
  2312. <p>&#8216;The&nbsp;<strong>Shadow Curriculum and Assessment Review</strong>&nbsp;is hitting the road next month, and it’s super important that children and young people participate in their regional roadshow! We need to make sure that&nbsp;<strong>climate and nature education</strong>&nbsp;is at the forefront of the conversations held at these fun and interactive workshops, and to do this, we need your help. Here’s some information about the roadshow workshops:</p>
  2313.  
  2314.  
  2315.  
  2316. <ul class="wp-block-list">
  2317. <li><strong>London</strong> &#8211; 14th of March from 11am-13:30pm, open to those aged 11-18 (under 16s with a parent/guardian present) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtbCpbbIQt9vMHaukwe9SbdhqtntzDviJt_CdHrCJrscHEcUakuUO4egt1MrhkUGpJxM0CmQ3Enjy-FejGgFgtM3xsohtpBh6kD-w_AsJZClmONg6FIRlLfOKvY_mVsqjhVexSo7CBzzN9mRRnUbd1Y4XbSVadtdB7PgJWShbTStEmDosrffdBKSGj6opCQ8d9UzZ-hNmVxUiVqwkALIEr1rQfVDkMCI2wsOa1zyKyrEzueKBU2YdNwGkAKSr_ckM05DmSFWu85for6cWiIYf4PyPHw2KNl-nhQhp3OK0h2_K74li5Ce17ekVUauwwOMcCA%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh0%2Fh001.azpUuv59pSjbRzudDf6hB9sVuJSLSh9XaHkbuDSTzi4&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613888243|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=%2FxwCEgpyMRMOlJjhiszn%2BuKf5OCAtkYzp4kDLmslwhg%3D&amp;reserved=0">sign up here!</a></li>
  2318.  
  2319.  
  2320.  
  2321. <li><strong>Bristol</strong> &#8211; 15th of March from 12:30pm-3pm, open to those aged 11-20 (under 16s with a parent/guardian present) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354YvJCk_8pvAUtNfPbDCR_-tc5TDTas8NH04f1wNiKeN4TvIbiK1TCk3rlUqLi19CNL7KadTbUeo8arHAwJeFA0_IJ1up7Jxyuw-63wXJMghFhZ4Yqjx4jvV0HepfFcHweKX59mS54Eu53sHC0H77fRk15nx-icEw_Ykbg74BxEQbOi0_saWuXLehUG3iDmRxF226nlUxfbfPmVtyPkxkcrNfTs1lSHpX_wAJdUWeudyxofh37WU9BVesREIgHiInIGS-uN-QMLcz8aoXPQJ8vxNsZMnlXxWoiOniPTfBiKLiaCMmu_vBFQOjcdx7xkj7YOlOUFpmso0UWwv8Gyf-tFaD1QwcvCLChoP1kPVnyorlE%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh1%2Fh001.27ZIMQpvriLGG0Pmh9jNKuXhdZgLZEuigTYGqUnMg2c&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613907384|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=XSGT5ADVv9v08EM2DW8gg6oPLF2JUniR4jQeitWNRiA%3D&amp;reserved=0">sign up here!</a></li>
  2322.  
  2323.  
  2324.  
  2325. <li><strong>Online</strong> &#8211; 31st of March from 6pm-7pm, open to those aged 11-20 (under 13s with a parent/guardian registering on their behalf) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354Y4XB6Gx5vvcYE9gZxAq1XsvZuEGuu75yQivbfkpvB3EbCLJtsrOBDZ9bqQTjx91q7PBLVoBLwhLBTDxAMlALpkgddmpnFVmLTbLu5kls_X6feHFi2MEGSJadFtitYTuAP6Fqo46y2-ByQxRznMrr_SokCyjQQBBv8240LL_lXxSdRwmyx3I9jaUkft_-Fehq-dlySt8hggOZJJ8uY3pnziaLE-4gIGGF0LO9g70EUSeWjFuGV7Otp6JR-jVEVcBBDyuJ6qtw-bvuUo31JEvRBDifYqIsqO8Ts_Xqt1wAIiAc9cvAtXBSGesnSDilmY4ZgA9HsD-XVEzUvRddFrELmQw%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh2%2Fh001.Xj4oVbq8lI1jNl-f2PXGiDy-IAa5C3DQ4YGVRBy5HuA&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613923138|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=%2BEzo%2BtqyURkw%2BdB1%2B7%2B%2BdlIAGYaj%2BwNtcFfsT43uJAw%3D&amp;reserved=0">sign up here!</a></li>
  2326.  
  2327.  
  2328.  
  2329. <li><strong>Online</strong> &#8211; 5th of April from 11am-12pm, open to those aged 11-20 (under 13s with a parent/guardian registering on their behalf) &#8211; <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.XaF8mXqsA6b2dSPmhsleMfmlNIJNf2HTQL6f_0MMwrzwNm1LAMoCErxBozpVKXYvqs-qulGD6hq38xLY5CVaI-OgFV694X-BYQnV1kd5r61HxqNMA18_1B_uko4h354Y4XB6Gx5vvcYE9gZxAq1XsvZuEGuu75yQivbfkpvB3EZEfXqh5Jjcbl449DqMS-wOxxsGQbThxtmg3vO1UeUYrMYuOLK3HyNSYByAokhffL59bWRo2XAI8DvkBO7JUWNhu5IHpQ2fCfWDvzUK-abZ15kGxd0DEi16_lar6Bn1qDgJUjHRA1dvBcgVq-iiaa0jBjvrh-ja86D89tsB4BIkn7p6pVPy7dXnZyjLktkf4Bk6dpkZHhBuVhUugYuWef8xobF0zTTEgglLWKpPg6Dd1wWiRpej-yX1NSPEQ0hTJ-0ICA25Uy1wTtxY2Q5UcDBShQT_Ry1PlAj7QdDpjP-8tA%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh3%2Fh001.dSCOyWO48RscAX9u7QdoX75sJWwvOiI5nCGEBcfsZrc&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867613938897|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=nl4Rc2wfFu3xfR2Vjhf5AO3sjaCqOXuuUkfwollCQDc%3D&amp;reserved=0">sign up here!</a></li>
  2330. </ul>
  2331.  
  2332.  
  2333.  
  2334. <p>The events will be youth-led and welcoming, with a quiet space and a prayer room accessible and free pizza for the in-person roadshow workshops.&nbsp;</p>
  2335.  
  2336.  
  2337.  
  2338. <p><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.iIBo0N5fSFzEFL40Tn-vtYHShHbWCb6J7P7H8GWvFC1pZqd6Ay_SR-yvdTqs_lFbb7ovnYYWEOllR4aEFyb-t-DyhwczaY3ocbA-ihTzOf9pZ-0IC5bev_zaKKV3Zb6EZfuTvYW4KyeJODJ0gQY6Akz5epQHj5oWFy854gLpyorv92MvlOKROzUzjRBv8LdVtfF5jzN96cpPI882XMblX19OmBE3LJT4OxNIQx7XlTnAebPuhvsm_1UBwUIhAFNqDDBHdb5Q9Q3cbvhYETLQXFcdSDqwnW45kx8vGpAyutR_QM8tFBsNzxPJSTL08Nyc8uF-PdnJ9-3PYnIZy0M50F1-wayPMwqjcCEA4xfyVpJU_cGrrlq2s8chDNdHeVNv%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh4%2Fh001.HXwQsKTqA94PoPElZs6eooHEsm9YK_Iy915nQENtO9c&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867614071647|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=PNSmlnmqK9%2F3SCZS%2Bcc%2F7g8gll0udh1YTlWDBsUwoJY%3D&amp;reserved=0"><strong>SIGN UP TO AN EVENT HERE</strong></a></p>
  2339.  
  2340.  
  2341.  
  2342. <p>Please sign up to a workshop and support young people to attend to ensure we get climate and nature education included in the Shadow Curriculum and Assessment review report!</p>
  2343.  
  2344.  
  2345.  
  2346. <p>I’ll be at the London and Bristol events so hope to see you there!</p>
  2347.  
  2348.  
  2349.  
  2350. <p><strong><em>PS. Help promote the roadshow using the Youth Shadow Panel</em></strong><strong><em>’</em></strong><strong><em>s</em></strong><strong><em>&nbsp;</em></strong><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fclick.actionnetwork.org%2Fss%2Fc%2Fu001.yjJN_MEbNx94PLaWzZ6hW1GJm7fH52LAiTq9C8yR9M9NI6iSV9M1Ntw8FxReVFlVgW8oB9hhmojN-i9PWCuY2BET80r2uO5wLYu2dJs2K86jsQQ_P4LzXkbZyVObHnogRl7Mg5mJZXzEPBhvBeifNCzuUJBJ6bNC-Zy2NDW1MIISMdiJbJ8Siw-CiboQeZCZUSFUJkIL4r25_F1doylfSoxzI7688bTIfJP-zbwYL3TJxXNWHeemgyYaL6Jy6F5WYGozUMXijc1vpVRa8qjVkC2cmc1keXh3B-O2ee8K3WxnX6xA_KwIOgHBwoiopGkOm4a8j_FKhoN6-Ay85Zexpccl0u_GQeM6n3OoXfPnONMxLKGeIMiTX-8ptHGCgmbX9Yu6egNEuUsSsv41F-Vvd4yNog0bj_zylaSkg4C9jP8%2F4ec%2Fwv4axSbXRFKmNb1lMh4ceA%2Fh5%2Fh001.mrpQAxC4Dq-2naFvZNgFcdMam2g5DvZGk3PIkvx8dhI&amp;data=05|02|tessa.willy%40ucl.ac.uk|d657bc40a92e4294e0f808dd5688c5ab|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638761867614087114|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=iY0Y%2BDeNlPb%2BdHmPY9a0upgfs0T5JQNQP5%2B1n5FRg6A%3D&amp;reserved=0"><strong><em>comms kit</em></strong></a><strong><em>.&#8217;</em></strong></p>
  2351.  
  2352.  
  2353.  
  2354. <p><strong>Leading Academics Urge Education Secretary to Revise National Curriculum to Address Climate and Nature Emergency</strong></p>
  2355.  
  2356.  
  2357.  
  2358. <p><em>Over 150 academics co-sign open letter calling for expert sub-group on sustainability education as part of the Francis review&nbsp;</em><strong>London, Feb 27th 2025</strong></p>
  2359.  
  2360.  
  2361.  
  2362. <p>Ahead of the imminent publication of the interim report of The Francis Review of Curriculum and Assessment, over 150 leading academics have co-signed&nbsp;<a href="https://www.globalactionplan.org.uk/news/open-letter-to-the-secretary-of-state-for-educationsustainability-and-climate-change-education-in-the-national-curriculum">an open letter urging Bridget Phillipson MP, the Secretary of State for Education, to ensure that the new National Curriculum adequately prepares young people for the challenges of the climate and nature emergency.</a></p>
  2363.  
  2364.  
  2365.  
  2366. <p>This powerful joint statement adds to the growing calls on Prof. Becky Francis, chair of Curriculum and Assessment review, to establish a formal expert sub-group on sustainability education and to include relevant expertise in any subject-specific sub-groups.</p>
  2367.  
  2368.  
  2369.  
  2370. <p>The letter, which will remain open to others who wish to sign it, highlights the urgent need for the National Curriculum to reflect the reality of our rapidly changing world, where climate and environmental crises will directly impact future generations. In the context of these challenges, the letter calls for a curriculum that equips young people not only with the knowledge and skills to understand the crisis but also with the tools to actively engage in building a climate resilient sustainable future. With climate and nature issues now fundamental to the future of society, ensuring that sustainability education is woven throughout the curriculum is essential.</p>
  2371.  
  2372.  
  2373.  
  2374. <p><strong>How to talk to children about the climate crisis&nbsp;</strong></p>
  2375.  
  2376.  
  2377.  
  2378.  
  2379.  
  2380. <p>A free guide for&nbsp;<strong>parents and carers</strong>&nbsp;provided by Greenpeace and climate psychologist Caroline Hickman. This guide explores why, how and when to have conversations with your children to support them emotionally and build their resilience in a climate-changed world. To download the resources (you will need to provide your name and email address, follow this&nbsp;<a href="https://action.greenpeace.org.uk/how-to-talk-with-kids-about-climate?source=UN&amp;subsource=GOFRNAOAUN01QA&amp;utm_source=Native&amp;utm_medium=Thank%20You%20Page%20Mobile%20Share&amp;utm_campaign=Climate-changed%20childhoods%20Lead%20Gen%20OA%2020240601">link.</a></p>
  2381.  
  2382.  
  2383.  
  2384. <p><strong>SEEd event &#8211; Our Shared World Learning Lunch: Ethical Leadership</strong></p>
  2385.  
  2386.  
  2387.  
  2388.  
  2389.  
  2390. <p>This event, hosted by SEEd on the 6th March, features Professor Arran Stibbe who explores the question&nbsp;<em>What is Econarrative and how does it connect to ethical leadership?&nbsp;</em>Join OSW members in discussing your views and ideas! You can get your free ticket&nbsp;<a href="https://www.eventbrite.com/e/our-shared-world-learning-lunch-with-professor-arran-stibbe-tickets-1237176661699?aff=oddtdtcreator">here.</a></p>
  2391.  
  2392.  
  2393.  
  2394. <p><strong>Free CPD from the Historic Towns Trust &#8211; 25th March in Bath&nbsp;</strong></p>
  2395.  
  2396.  
  2397.  
  2398. <p><strong>Place Detectives through Geography and History</strong></p>
  2399.  
  2400.  
  2401.  
  2402. <p>The Historic Towns Trust is offering free CPD to encourage teachers to take children outdoors. The session will be run at Bath University and focuses on KS2 geography and history.&nbsp;</p>
  2403.  
  2404.  
  2405.  
  2406. <p>You can find more information here.&nbsp;</p>
  2407.  
  2408.  
  2409.  
  2410.  
  2411.  
  2412.  
  2413.  
  2414. <p><strong>Employment, education and training opportunities&nbsp;</strong></p>
  2415.  
  2416.  
  2417.  
  2418. <p><strong>Climate Leaders Conference&nbsp;</strong><strong>–&nbsp;</strong><strong>6th March</strong>, Sheffield Hallam University.&nbsp;&nbsp;</p>
  2419.  
  2420.  
  2421.  
  2422. <p>This one-day conference will support education settings, schools and trust leaders to understand the benefits of a sustainability leadership and climate action plans, support to develop a plan and identify opportunities to support their settings in&nbsp;taking action&nbsp;on climate change, sustainability and biodiversity.&nbsp;</p>
  2423.  
  2424.  
  2425.  
  2426. <p>For more information, have a look&nbsp;<a href="https://research.shu.ac.uk/sustainability/2024/11/25/climate-leaders-conference/">here</a>&nbsp;and to sign up, follow this&nbsp;<a href="https://forms.office.com/pages/responsepage.aspx?id=ofZoiROsL0e4mfcxbkOfQx4BAl4tMlpDpS-CV6i-gl1UQkM3QzlCWEJENk1VRjY3OTlKMkU4TzAzQy4u&amp;route=shorturl">link</a>.&nbsp;&nbsp;</p>
  2427.  
  2428.  
  2429.  
  2430. <p><strong>Climate and Energy Summit 2025</strong>,&nbsp;<strong>18th&nbsp;</strong><strong>–</strong><strong>&nbsp;19th March</strong>, Chatham House, London.&nbsp;</p>
  2431.  
  2432.  
  2433.  
  2434. <p>On the road towards COP30, this annual conference will gather senior leaders and decision-makers from the business community, multilateral organizations, government agencies, academia and NGOs. Two days of high-level panel dialogues, networking sessions and an interactive workshop under the Chatham House Rule will focus on multi-stakeholder collaboration for increased ambition, action and impact. For more information and to sign up, have a look on their&nbsp;<a href="https://www.chathamhouse.org/events/all/conference/climate-and-energy-summit-2025">website.</a>&nbsp;&nbsp;&nbsp;</p>
  2435.  
  2436.  
  2437.  
  2438. <p><strong>5th Annual South Yorkshire Schools</strong><strong>’</strong><strong>&nbsp;Climate Conference 2025&nbsp;</strong><strong>–</strong><strong>&nbsp;20th March</strong>, AESSEAL Rotherham United Football Stadium, Rotherham.&nbsp;</p>
  2439.  
  2440.  
  2441.  
  2442. <p>All schools in South Yorkshire are invited to register an expression of interest for groups of up to 6 primary pupils (Y4-Y6) or up to 5 secondary students (Y7-Y11) with 2 adults. It will be a jam-packed day of interactive workshops and speakers exploring the Green Skills and Careers theme. Attending the conference is also a great way to gain more knowledge to boost your school&#8217;s Climate Action Plan. For more information, access their website&nbsp;<a href="https://www.scesy.org.uk/conference/conference-2025/">here</a>&nbsp;and to sign up, use this&nbsp;<a href="https://docs.google.com/forms/d/e/1FAIpQLSfzMUuYliG0ee_44LbQGHWQwlglSRlBRbJsyYm-wfCsudKvgA/viewform">link</a>.&nbsp;&nbsp;</p>
  2443.  
  2444.  
  2445.  
  2446. <p><strong>Together in Nature &#8211; Trauma-informed Nature-based Training- 24-30th March</strong>, Malvern, Worcestershire<strong>&nbsp;</strong><strong>and 6-10th May</strong>, Aberdeenshire.&nbsp;</p>
  2447.  
  2448.  
  2449.  
  2450. <p>For people working with children, young people and adults, those interested in their personal development and are curious about the power of connection with the more than human world. The key elements of the 5 days include &#8211; holding space; storying our story with nature-based metaphors and more; attuning and resonance with each other and the natural world; creating coherence from separation. To book your space and find out more information, follow this&nbsp;<a href="https://subscribepage.io/TinNature2025">link</a>.&nbsp;&nbsp;</p>
  2451.  
  2452.  
  2453.  
  2454. <p><strong>Lead Teacher in Outdoor Learning &#8211; 22nd &#8211; 22rd April</strong>,&nbsp;<strong>Stirling University</strong>.&nbsp;</p>
  2455.  
  2456.  
  2457.  
  2458. <p>Aimed at teachers who would like to develop the outdoor learning culture in their school. The two-day course aims to equip practitioners with practical skills, knowledge and understanding to embed outdoor learning across their setting or whole school community. Conducted by&nbsp;<strong>Learning Through Landscapes.</strong></p>
  2459.  
  2460.  
  2461.  
  2462. <p><strong>Step up your game as a campaigner</strong>&nbsp;&#8211;&nbsp;<strong>Online</strong>, Shelia McKechnie Foundation.&nbsp;</p>
  2463.  
  2464.  
  2465.  
  2466. <p>Explore various specialist workshops designed to provide advice, tools and information to help you succeed in campaigning. They work for those who are new to campaigning or who want to hone their skills in a particular specialist area. They offer a series of three-hour online workshops with a focus on active learning.&nbsp;To find out more information and book, check out the website&nbsp;<a href="https://smk.org.uk/what-we-do/support/campaign-training/open-training/?mc_cid=8c27326519&amp;mc_eid=b3ccaf47a3">here.</a></p>
  2467.  
  2468.  
  2469.  
  2470. <p><strong>Some exciting job opportunities available:</strong> &nbsp;</p>
  2471.  
  2472.  
  2473.  
  2474. <p><a href="https://www.environmentjob.co.uk/jobs/104737-biodiversity-officer"><strong>Biodiversity Officer</strong></a>&nbsp;&#8211; Oxfordshire County Council (Deadline 9th March)&nbsp;</p>
  2475.  
  2476.  
  2477.  
  2478. <p><a href="https://sway.cloud.microsoft/ioc9hDmmScGubaNQ">Student Engagement Manager&nbsp;</a>(Cambridge Zero) &#8211; University of Cambridge (Deadline 14th March)</p>
  2479.  
  2480.  
  2481.  
  2482. <p><a href="https://app.vacancy-filler.co.uk/salescrm/Careers/CareersPage.aspx?e=LMo8nnTwYNa8gp8S6JL1PHE0inPcSK_YkRQjMu2GCdJ3QgT5oCePn9iaveEjlsol3hpXoJ0cRSM&amp;iframe=True">Part-Time Climate FORTH Project Assistant</a>&nbsp;&#8211; RSBP (Inner forth, Scotland) (Deadline 17th March)</p>
  2483.  
  2484.  
  2485.  
  2486. <p><a href="https://environmentjob.co.uk/jobs/104664-regional-coordinator-north-west"><strong>Regional Coordinator &#8211; Climate Ed</strong></a>&nbsp;(North West) (Deadline 28th March). Climate Ed is a charity with provides carbon literacy to children across the UK.</p>
  2487.  
  2488.  
  2489.  
  2490. <p><a href="https://ltl.org.uk/work-for-us/training-and-development-officer-south-west-england/">Learning through Landscapes</a>&nbsp;&#8211; Chief Executive Officer (Deadline 14th March) and Training and Development Officer&nbsp;–&nbsp;South West England (Deadline 17th March)/</p>
  2491.  
  2492.  
  2493.  
  2494. <p>For a <strong>wide range of further opportunities</strong>, do look at: &nbsp;</p>
  2495.  
  2496.  
  2497.  
  2498. <figure class="wp-block-embed"><div class="wp-block-embed__wrapper">
  2499. https://www.environmentjob.co.uk/updates/last_update
  2500. </div></figure>
  2501.  
  2502.  
  2503.  
  2504. <p>Kyoto &#8211; Saving the Earth is a filthy business&#8230;</p>
  2505.  
  2506.  
  2507.  
  2508. <p>A new play currently running in London, dramatising the Climate Summit of 1997.&nbsp;</p>
  2509.  
  2510.  
  2511.  
  2512. <p><em>Welcome to the Kyoto Conference Centre, 11 December 1997. The nations of the world are in deadlock and 11 hours have passed since the UN</em><em>’</em><em>s landmark climate conference should have ended. Time is running out and agreement feels a world away. The greatest obstacle: American oil lobbyist and master strategist, Don Pearlman</em><em>…</em></p>
  2513.  
  2514.  
  2515.  
  2516. <p><a href="https://www.rsc.org.uk/kyoto/">Find out more about it here</a>&nbsp;and we would love to hear reviews from our readers&nbsp;</p>
  2517.  
  2518.  
  2519.  
  2520.  
  2521.  
  2522. <p><strong>And to wrap it up&#8230;&nbsp;</strong></p>
  2523.  
  2524.  
  2525.  
  2526. <p>Visit Fables of Our Time&nbsp;</p>
  2527.  
  2528.  
  2529.  
  2530.  
  2531.  
  2532. <p>Visit the exhibition in the Design Museum, Kensington, London. The free exhibition offers a triptych of stories about environmental urgencies using folktales and a new collection of emoji to examine humanity’s relationship with the natural environment.</p>
  2533.  
  2534.  
  2535.  
  2536. <p><strong>Sharing News and Contact Details&nbsp;</strong></p>
  2537.  
  2538.  
  2539.  
  2540. <p>Please do <strong>share</strong>&nbsp;our news round-up with colleagues who might be interested. If someone has shared it with you and you would like to join NAEE to support our work, you can do so <a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnaee.org.uk%2Fjoin-naee%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367950239|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=lQ0BSazO9bF55wnv%2BQYKH65lN1Ri10R62r0zv4Zw7vo%3D&amp;reserved=0">here</a><em>.</em> </p>
  2541.  
  2542.  
  2543.  
  2544. <p><strong>National Association for Environmental Education (UK)</strong> &nbsp;</p>
  2545.  
  2546.  
  2547.  
  2548. <p>Email:  <a href="mailto:info@naee.org.uk">info@naee.org.uk</a>        &nbsp;Web:  <a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnaee.org.uk%2F&amp;data=05|02|tessa.willy%40ucl.ac.uk|b36c3b2cc28348e99b2908dd109f79d5|1faf88fea9984c5b93c9210a11d9a5c2|0|0|638684999367966488|Unknown|TWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D|0|||&amp;sdata=K2okyauT75rGz13b9fsI6GYB5CgiVsv7658RuyT6NOc%3D&amp;reserved=0">http://naee.org.uk</a> &nbsp;</p>
  2549.  
  2550.  
  2551.  
  2552. <p></p>
  2553. <p>The post <a href="https://naee.org.uk/naee-e-news-for-3-3-2025/">NAEE e-News for 3.3.2025</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  2554. ]]></content:encoded>
  2556. <wfw:commentRss>https://naee.org.uk/naee-e-news-for-3-3-2025/feed/</wfw:commentRss>
  2557. <slash:comments>0</slash:comments>
  2560. </item>
  2561. <item>
  2562. <title>Environmental Lunacy Project: Plough Moon</title>
  2563. <link>https://naee.org.uk/environmental-lunacy-project-plough-moon/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=environmental-lunacy-project-plough-moon</link>
  2564. <comments>https://naee.org.uk/environmental-lunacy-project-plough-moon/#respond</comments>
  2566. <dc:creator><![CDATA[NAEEadmin]]></dc:creator>
  2567. <pubDate>Sat, 01 Mar 2025 08:57:39 +0000</pubDate>
  2568. <category><![CDATA[Blog]]></category>
  2569. <category><![CDATA[Environmental Lunacy]]></category>
  2570. <guid isPermaLink="false">https://naee.org.uk/?p=22125</guid>
  2571.  
  2572. <description><![CDATA[<p>The Plough, or Worm Moon, is the last full moon of the winter season and first of the spring in the Northern hemisphere. </p>
  2573. <p>The post <a href="https://naee.org.uk/environmental-lunacy-project-plough-moon/">Environmental Lunacy Project: Plough Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  2574. ]]></description>
  2575. <content:encoded><![CDATA[<div class="wpb-content-wrapper"><div class="vc_row wpb_row vc_row-fluid"><div class="wpb_column vc_column_container vc_col-sm-12"><div class="vc_column-inner"><div class="wpb_wrapper">
  2576. <div class="wpb_text_column wpb_content_element " >
  2577. <div class="wpb_wrapper">
  2578. <h3>Moon cycle:</h3>
  2579. <ul>
  2580. <li><strong>New Moon:</strong> 28th February 2025</li>
  2581. <li><strong>Full Moon:</strong> 14th March 2025</li>
  2582. <li><strong>New Moon:</strong> 29th March 2025</li>
  2583. </ul>
  2584.  
  2585. </div>
  2586. </div>
  2587.  
  2588. <div class="wpb_text_column wpb_content_element " >
  2589. <div class="wpb_wrapper">
  2590. <h3>Plough Moon / Worm Moon</h3>
  2591. <p>The Plough, or Worm Moon, is the <a href="https://naee.org.uk/a-year-of-environmental-lunacy/">last full moon of the winter season</a> and first of the spring in the Northern hemisphere. Ever since people moved from living as hunter-gatherers to establish settled communities, they have needed to prepare their land so that they could grow plants to feed themselves and their animals. That means turning over the soil so nutrients come nearer to the surface and moisture can get in for seeds to be planted &#8211; the origin of ploughing.</p>
  2592.  
  2593. </div>
  2594. </div>
  2595.  
  2596. <div  class="wpb_single_image wpb_content_element vc_align_left">
  2598. <figure class="wpb_wrapper vc_figure">
  2599. <div class="vc_single_image-wrapper   vc_box_border_grey"><img loading="lazy" decoding="async" width="1024" height="680" src="https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-1024x680.jpg" class="vc_single_image-img attachment-large" alt="" title="Plough Moon" srcset="https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-1024x680.jpg 1024w, https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-300x199.jpg 300w, https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-768x510.jpg 768w, https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon-1536x1020.jpg 1536w, https://naee.org.uk/wp-content/uploads/2025/03/Plough-Moon.jpg 1600w" sizes="auto, (max-width: 1024px) 100vw, 1024px"  data-dt-location="https://naee.org.uk/environmental-lunacy-project-plough-moon/plough-moon/" /></div>
  2600. </figure>
  2601. </div>
  2602.  
  2603. <div class="wpb_text_column wpb_content_element " >
  2604. <div class="wpb_wrapper">
  2605. <p>Farming is possibly the oldest industry in the world. The first ‘scratch’ ploughs were invented over 4,000 years ago and had to be pulled through the ground, first by hand, and then by animals. That was the situation for many centuries and there are images from Ancient Egyptian tombs of ploughing. The Egyptians made major advances in the way that a plough pushed soil away to either side rather than inverting it and in doing this, grew an increasing range of crops. Before the River Nile was dammed, in modern times, the black Nile soil brought in by annual flooding was used as a natural, environmentally sound, fertiliser to improve soil fertility. Now around the world, industrially produced fertiliser often has to be applied instead.</p>
  2606. <p>In the Northern hemisphere, ploughing is often done in early autumn after the previous year’s crops have been harvested. This process gives seeds a chance to establish in the ground and send down roots and start shoots before the cold of winter sets in. These crops have a good start, growing again as soon as the warmer weather arrives. But early spring is the time when earthworms come out of from deep underground as soil warms up. Hence this full moon was called the Worm Moon by some ancient communities. In North America it was known as the Crow Moon, being the time when the crows returned.</p>
  2607. <p>Planting crops is certainly easier as days lengthen and the ground temperature rises. Some UK farmers still follow this pattern. So, the Plough Moon occurs when more light and increasing warmth mean work on the land can prepare it for planting. In ancient times many cultures simply had to plan their farming year by the phases of the moon and some communities still do this.</p>
  2608. <p>The development of steam then fossil fuel power during the Industrial Revolution, plus innovations in agricultural technology, have drastically changed ploughing techniques. Since the 1950’s the conventional plough has been superseded by the reversible plough that can work in either direction to produce level fields. That is the type of plough, pulled by a tractor, turning over a number of furrows (rows) at once, that we see in UK fields.</p>
  2609. <p>For both commercial and environmental reasons, many UK farmers have turned away from deep ploughing to minimum, non-invasive tillage systems. This means that the soil is only disturbed to a depth of 15cm to improve its structure. Some gardeners have adapted this approach to the ‘no dig’ style of growing vegetables and flowers. With encouragement from the farming industry, direct drilling has been advocated without a plough.</p>
  2610. <p>Drilling directly into the stubble (stalks left after harvesting a crop) in fields without turning over the soil, reduces the use of fossil fuels as there is no tractor gobbling up diesel. It also keeps down cultivation and labour costs. This method can avoid creating ruts across a field caused by carting a previous crop and ensures a level surface for the seed drill, but as with any form of cultivation, a moist, but not too moist, friable and workable soil is needed. Climate change means more intensive and sudden rainfall. If soil is worked when it is too wet it is can become like plastic and compacts into chunks. Then it is not suitable for seeds to develop and grow.</p>
  2611. <p>There are environmental advantages in disturbing as little soil as possible, allowing worms and other creatures living in the ground to carry on working. Other insects beneficial to a farmer include predatory ground beetles and parasitic wasps. This method can be acceptable to farmers who want to be organic in caring for the land. Yet, there is a downside, with an increased risk of slugs who will eat a new crop, as they are left in the stubble and residue of a previous harvest. Some farmers use chemicals to stop weeds spreading rapidly and control slugs before the new seeds are drilled in.</p>
  2612. <p>These developments remain a divisive subject for farmers and environmentalists. Although the plough is not used as much as in the past, the necessity for such a tool will surely continue. We can find new ways to produce food, but we still will have to continue to manage the soil needed to grow the food to feed our rapidly expanding world population.</p>
  2613.  
  2614. </div>
  2615. </div>
  2616.  
  2617. <div class="wpb_text_column wpb_content_element " >
  2618. <div class="wpb_wrapper">
  2619. <h3>Share your stories!</h3>
  2620. <p>We hope you will join in noticing the changing year of nature in closer detail. We invite you to share your suggested Moon names and explain how this reflects nature events where you live. Please tag us in your stories or pictures using the hashtag #EnvironmentalLunacy.</p>
  2621.  
  2622. </div>
  2623. </div>
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  2697.  min-height: 39px;
  2698.  padding: inherit;
  2699. }
  2700. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea.dt-icon-border-on:before {
  2701.  border: 0px solid ;
  2702. }
  2703. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea.dt-icon-hover-border-on:after {
  2704.  border: 0px solid ;
  2705. }
  2706. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover {
  2707.  font-size: 25px;
  2708. }
  2709. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-font-icon,
  2710. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-font-icon,
  2711. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-icon,
  2712. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:hover .soc-icon {
  2713.  color: rgba(255,255,255,0.75);
  2714.  background: none;
  2715. }
  2716. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-font-icon,
  2717. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-font-icon,
  2718. #page .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-icon,
  2719. #phantom .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea:not(:hover) .soc-icon {
  2720.  color: #ffffff;
  2721.  background: none;
  2722. }
  2723. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea .soc-font-icon,
  2724. .dt-shortcode-soc-icons a.single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea .soc-icon {
  2725.  font-size: 25px;
  2726. }
  2727. </style><a title="Facebook" href="https://www.facebook.com/NAEE-National-Association-for-Environmental-Education-110006950786793" target="_blank" class="facebook single-soc-icon-2cfe8aa3fee94e301da654ac89f645ea dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-facebook"></i><span class="screen-reader-text">Facebook</span></a><style type="text/css" data-type="the7_shortcodes-inline-css">.dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 {
  2728.  min-width: 39px;
  2729.  min-height: 39px;
  2730.  font-size: 25px;
  2731.  border-radius: 100px;
  2732. }
  2733. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:last-child {
  2734.  margin-right: 0;
  2735. }
  2736. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:before,
  2737. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:after {
  2738.  min-width: 39px;
  2739.  min-height: 39px;
  2740.  padding: inherit;
  2741. }
  2742. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389.dt-icon-border-on:before {
  2743.  border: 0px solid ;
  2744. }
  2745. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389.dt-icon-hover-border-on:after {
  2746.  border: 0px solid ;
  2747. }
  2748. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover {
  2749.  font-size: 25px;
  2750. }
  2751. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-font-icon,
  2752. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-font-icon,
  2753. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-icon,
  2754. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:hover .soc-icon {
  2755.  color: rgba(255,255,255,0.75);
  2756.  background: none;
  2757. }
  2758. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-font-icon,
  2759. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-font-icon,
  2760. #page .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-icon,
  2761. #phantom .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389:not(:hover) .soc-icon {
  2762.  color: #ffffff;
  2763.  background: none;
  2764. }
  2765. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 .soc-font-icon,
  2766. .dt-shortcode-soc-icons a.single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 .soc-icon {
  2767.  font-size: 25px;
  2768. }
  2769. </style><a title="Instagram" href="https://www.instagram.com/NAEEUK/" target="_blank" class="instagram single-soc-icon-9f2dfe34819e0d987ab7d7b67cd39389 dt-icon-bg-on dt-icon-border-on dt-icon-hover-border-on dt-icon-hover-bg-on"><i class="soc-icon soc-font-icon dt-icon-instagram"></i><span class="screen-reader-text">Instagram</span></a></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white vc_custom_1736847939585 wpb_content_element  vc_custom_1736847939585 wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  2770. </div>
  2771. <div class="wpb_text_column wpb_content_element " >
  2772. <div class="wpb_wrapper">
  2773. <h3>Related activity ideas</h3>
  2774.  
  2775. </div>
  2776. </div>
  2777. <div class="vc_tta-container" data-vc-action="collapseAll"><div class="vc_general vc_tta vc_tta-accordion vc_tta-color-grey vc_tta-style-modern vc_tta-shape-square vc_tta-o-shape-group vc_tta-controls-align-default vc_tta-o-all-clickable"><div class="vc_tta-panels-container"><div class="vc_tta-panels"><div class="vc_tta-panel" id="1736846655635-a01a35ef-71da" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846655635-a01a35ef-71da" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Soil up close</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  2778. <div class="wpb_text_column wpb_content_element " >
  2779. <div class="wpb_wrapper">
  2780. <p>Soil is made from a mix of minerals (silt, sand and clay), and rotted plant or organic material and generally falls into one of three categories: sandy soil, silty soil or  clay soil. What kind of soil do you have? What does it look like under a microscope? What kinds of things grow?</p>
  2781.  
  2782. </div>
  2783. </div>
  2784. </div></div><div class="vc_tta-panel" id="1736846683389-4256ef6c-ecb0" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846683389-4256ef6c-ecb0" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Soil temperature</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  2785. <div class="wpb_text_column wpb_content_element " >
  2786. <div class="wpb_wrapper">
  2787. <p>Use a data logger to investigate surface soil temperature during this period and compare data with other schools north and south of where you are. Is the ground soft enough for worms to break through? How do you know?</p>
  2788.  
  2789. </div>
  2790. </div>
  2791. </div></div><div class="vc_tta-panel" id="1736846709470-406dbecf-ffc9" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846709470-406dbecf-ffc9" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Seed multiplier</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  2792. <div class="wpb_text_column wpb_content_element " >
  2793. <div class="wpb_wrapper">
  2794. <p>Soil can grow about 50 – 60 grains of wheat from every grain sown. How could you test this yourself? Plan an experiment and the materials needed<em>.</em></p>
  2795.  
  2796. </div>
  2797. </div>
  2798. </div></div><div class="vc_tta-panel" id="1736846725464-41cbd81f-9b86" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1736846725464-41cbd81f-9b86" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Soil loss</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  2799. <div class="wpb_text_column wpb_content_element " >
  2800. <div class="wpb_wrapper">
  2801. <p>It is estimated that globally, a hectare of productive land is lost to settlement or land degradation every 7.5seconds! Discuss how can we better look after and manage this valuable, ultra-thin layer of our planet so that we can feed nearly 9 billion people.</p>
  2802.  
  2803. </div>
  2804. </div>
  2805. </div></div><div class="vc_tta-panel" id="1738082649110-63e9937d-fc30" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1738082649110-63e9937d-fc30" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Patterns of land use</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  2806. <div class="wpb_text_column wpb_content_element " >
  2807. <div class="wpb_wrapper">
  2808. <p>Investigate land use patterns where you are using maps from past and present to see what has changed. Carry out fieldwork in the local area to identify and map agricultural activity.</p>
  2809.  
  2810. </div>
  2811. </div>
  2812. </div></div><div class="vc_tta-panel" id="1738082674510-54776a52-5b49" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1738082674510-54776a52-5b49" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Ask a farmer</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  2813. <div class="wpb_text_column wpb_content_element " >
  2814. <div class="wpb_wrapper">
  2815. <p>Investigate land use patterns where you are using maps from past and present to see what has changed. Carry out fieldwork in the local area to identify and map agricultural activity.</p>
  2816.  
  2817. </div>
  2818. </div>
  2819. </div></div><div class="vc_tta-panel" id="1740818920556-7b8561f5-8332" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1740818920556-7b8561f5-8332" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Wildlife audit</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  2820. <div class="wpb_text_column wpb_content_element " >
  2821. <div class="wpb_wrapper">
  2822. <p>What other wildlife can you spot in February? Look out for tracks and other evidence. Keep a daily diary and have a rota of paired observation  &#8211; either outside during lunch break, or quietly watching from a classroom window. Pupils could even build an outdoor hide.</p>
  2823.  
  2824. </div>
  2825. </div>
  2826. </div></div><div class="vc_tta-panel" id="1740818939326-e64d1938-1f71" data-vc-content=".vc_tta-panel-body"><div class="vc_tta-panel-heading"><h5 class="vc_tta-panel-title vc_tta-controls-icon-position-left"><a href="#1740818939326-e64d1938-1f71" data-vc-accordion data-vc-container=".vc_tta-container"><span class="vc_tta-title-text">Sound Maps</span><i class="vc_tta-controls-icon vc_tta-controls-icon-plus"></i></a></h5></div><div class="vc_tta-panel-body">
  2827. <div class="wpb_text_column wpb_content_element " >
  2828. <div class="wpb_wrapper">
  2829. <p>What other natural sounds might you hear at different times of the day? Take a compass outside and orient yourself facing north. Listen carefully and ask pupils to map the sounds they hear and the direction they come from. Can they identify different birdsong? Download the Merlin App and record birdsong – it will tell you what bird you are listening to.</p>
  2830.  
  2831. </div>
  2832. </div>
  2833. </div></div></div></div></div></div><div class="vc_separator wpb_content_element vc_separator_align_center vc_sep_width_100 vc_sep_pos_align_center vc_separator_no_text vc_sep_color_white wpb_content_element  wpb_content_element" ><span class="vc_sep_holder vc_sep_holder_l"><span class="vc_sep_line"></span></span><span class="vc_sep_holder vc_sep_holder_r"><span class="vc_sep_line"></span></span>
  2834. </div>
  2835. <div class="wpb_text_column wpb_content_element " >
  2836. <div class="wpb_wrapper">
  2837. <h3>Resources and useful websites</h3>
  2838. <ul>
  2839. <li><a href="http://www.countrysideclassroom.org.uk/" target="_blank" rel="noopener">Countryside Classroom</a> &#8211; particularly the resources section which include a variety of downloadable educational materials relating farming to environmental issues at all key stages and curriculum areas</li>
  2840. <li><a href="http://www.nfuonline.com/" target="_blank" rel="noopener">NFU Online</a> &#8211; has free educational materials including farmvention and farmingSTEMterprise</li>
  2841. <li><a href="https://www.ploughmen.co.uk/about-us/history-of-the-plough" target="_blank" rel="noopener">Society of ploughmen</a> &#8211; a brief history of the plough</li>
  2842. <li><a href="https://soils.org.uk/education/educational-materials/" target="_blank" rel="noopener">British Society of Soil Education</a> &#8211; educational materials</li>
  2843. </ul>
  2844.  
  2845. </div>
  2846. </div>
  2847.  
  2848. <div class="wpb_text_column wpb_content_element " >
  2849. <div class="wpb_wrapper">
  2850. <p><em>Authored by Nina Hatch Teacher/Centre Manager at Mount Pleasant School Farm/NAEE Director</em></p>
  2851.  
  2852. </div>
  2853. </div>
  2854. </div></div></div></div>
  2855. </div><p>The post <a href="https://naee.org.uk/environmental-lunacy-project-plough-moon/">Environmental Lunacy Project: Plough Moon</a> appeared first on <a href="https://naee.org.uk">UK NAEE</a>.</p>
  2856. ]]></content:encoded>
  2858. <wfw:commentRss>https://naee.org.uk/environmental-lunacy-project-plough-moon/feed/</wfw:commentRss>
  2859. <slash:comments>0</slash:comments>
  2862. </item>
  2863. </channel>
  2864. </rss>
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