# data[].attributes.body
Explore the colourful corner of the ocean and the marine wildlife found here in the UK with the Biodiversity lesson.

# data[].attributes.attachment_link.description
Join the Marine Conservation Society and help recover our oceans

# data[].attributes.body
Find out more about humans' impact on our seas in Threats to the ocean

# data[].attributes.attachment_link.description
Teach core curriculum topics to your class through ocean exploration. Our lesson plans are activity focused and have been designed for students aged 14-16.

# data[].attributes.body
Climate adaptions for a school yard (School grounds) 9-13 years old

# data[].attributes.attachment_link.description
Teach core curriculum topics to your class through ocean exploration. Our lesson plans are activity focused and have been designed for students aged 14-16.

# data[].attributes.attachment_link.readable_text
The Ellen MacArthur Foundation aims to inspire and empower the next generation to solve global challenges such as climate change, biodiversity loss, and pollution. We do this by creating learning resources focused on the circular economy - a new way to design, make, and use things within the limits of our planet. The circular economy is an interdisciplinary topic with strong connections across Design & Technology, Geography, Economics, Business Studies, and the Sciences.

# data[].attributes.attachment_link.description
The Ellen MacArthur Foundation aims to inspire and empower the next generation to solve global challenges such as climate change, biodiversity loss, and pollution. We do this by creating learning resources focused on the circular economy - a new way to design, make, and use things within the limits of our planet.

# data[].attributes.headline
Achieving Awards In, Through & For Nature

# data[].attributes.subject
Achieving Awards In, Through & For Nature

# data[].attributes.body
This new collaborative resource helps practitioners navigate and connect diverse nature-based award opportunities.

# data[].attributes.attachment_link.readable_text
New collaborative resource helps practitioners navigate learner journeys and progression through nature-based national awards.

The John Muir Trust and partners* have created a resource to inspire practitioners, including teachers and youth workers, to navigate and connect diverse award opportunities available in Scotland, and realise the benefits of nature-based awards for people and places.

The Achieving Awards in, through and for Nature resource demonstrates how awards contribute towards national agendas such as building skills for life, learning and work, and inspiring people about the benefits of wild places and nature connection in tackling the climate crisis and reversing biodiversity loss.

Finally, it highlights the strength and impact of the Awards Network - a forum championing the equitable value between non-formal learning awards and formal learning qualifications as evidence of attainment and achievement.
* Led by the John Muir Trust, this collaborative resource has been supported by NatureScot, the Awards Network, RSPB Scotland, Scottish Forestry, Scottish Countryside Ranger Association and the Duke of Edinburgh's Award.

# data[].attributes.attachment_link.description
New collaborative resource helps practitioners navigate learner journeys and progression through nature-based national awards. The John Muir Trust and partners* have created a resource to inspire practitioners, including teachers and youth workers, to navigate and connect diverse award opportunities available in Scotland, and realise the benefits of nature-based awards for people and places.

# data[].attributes.body
How Environment Based Education Boosts Student Engagement and Academic Achievement in Science, Technology, Engineering and Math.

# data[].attributes.attachment_link.title
Publications Archives - Field Studies Council

# data[].attributes.attachment_link.description
Looking for wildlife in July and August? This children's activity pack contains the Countryside Spotters book, Garden bugs and beasties fold-out guide, lots of activity cards and pencil, crayons and magnifier.

# data[].attributes.attachment_link.provider_name
Loch Lomond & The Trossachs National Park

# data[].attributes.attachment_link.readable_text
Learn about the importance of healthy peatlands with this simple experiment.

This education activity is a great way to learn about peatlands in the National Park and why they are so important for the climate emergency.

You'll need a few props, including:

Two 2-litre plastic bottles with the sides cut off.

A small watering can, or another plastic bottle with some holes carefully cut into the lid to let the water run out.

The bottom cut from a further two plastic bottles.

String.

Peat and sphagnum moss / grassy turf and soil.

Sphagnum moss © RJ Cooper

Our Ranger Adam demonstrates how to carry out this activity in the video below. For the full instructions and list of helpful links to further education resources, click to download the Blanket Bog in a Bottle activity sheet at the bottom of this page.

# data[].attributes.attachment_link.title
Lochdown Learning: Peatlands | Lochdown Learning

# data[].attributes.attachment_link.description
Learn about the importance of healthy peatlands with this simple experiment. This education activity is a great way to learn about peatlands in the National Park and why they are so important for the climate emergency. You'll need a few props, including: Two 2-litre plastic bottles with the sides cut off.

# data[].attributes.headline
Biodiversity and Climate Change Education Pack 

# data[].attributes.subject
Biodiversity and Climate Change Education Pack 

# data[].attributes.attachment_link.provider_name
Loch Lomond & The Trossachs National Park

# data[].attributes.attachment_link.readable_text
This new resource contains background information on Loch Lomond & The Trossachs National Park, its special qualities, the main land uses, and provides examples of habitats and biodiversity, highlighting the role of the National Park Authority in mitigating the impacts of climate change.

'Biodiversity & Climate Change in Loch Lomond & The Trossachs National Park' has been developed to support the Environmental Science curriculum - National 4/5 and Higher: Living Environment, Earths resources and Sustainability.

It contains background information on Loch Lomond & The Trossachs National Park, its special qualities, the main land uses, and provides examples of habitats and biodiversity, highlighting the role of the National Park Authority in mitigating the impacts of climate change.

Through using this resource students will learn about the effects of climate change on a National Park and the important habitats and biodiversity these special places provide. Each case study provides additional references and web links to encourage further reading and research, and makes suggestions for field visits to the National Park. The final section highlights other resources available to support learning and visits to Loch Lomond & The Trossachs National Park. The resource can be used by both educators and by students.

Download the Biodiversity & Climate Change Education Pack

Case Studies

# data[].attributes.attachment_link.title
Biodiversity & Climate Change Education Pack | Resources

# data[].attributes.attachment_link.description
This new resource contains background information on Loch Lomond & The Trossachs National Park, its special qualities, the main land uses, and provides examples of habitats and biodiversity, highlighting the role of the National Park Authority in mitigating the impacts of climate change.

# data[].attributes.body
11 learning modules linked to urban sustainability.

# data[].attributes.attachment_link.readable_text
Here you will find eleven learning modules. Each addresses one linked aspect of urban sustainability.

Each module is linked with the curriculum and support delivery of a Required Practical. They provide opportunities for Working Scientifically.

Before using any of the modules below, check the health and safety guidance using the link in the side panel.

All the modules below have been piloted with schools in the UK or Europe. Based on teacher feedback each module has been adapted and improved.

If you have comments and feedback when using any of the modules, get in touch via the contact page.

Modules

Introduction - climate change

This lesson provides an introduction to climate change, and provides basic understanding to prepare students for the Urban Science modules. The module is accompanied by a presentation which can be found by clicking 'Read more'.
Read more
Introduction - systems thinking

This lesson offers an introduction to urban sustainability issues and how they inter-link with each other.
Read more
Grow Wild

This module explores questions about biodiversity linked to students local city environment.
Read more
In the Shade

In this module the effects of UV light are investigated and results used to design safer spaces for recreation.
Read more
Zero Waste

Students investigate how cities might look if they achieve zero waste. They explore different ways cities are working towards zero waste and create their own plans to present.
Read more
The City Beneath Our Feet

Students investigate the characteristics of soils, their role in role in urban environments and how soils can be preserved. They use their knowledge of the properties of soils to explore how to reduce flooding in cities.
Read more
Sounds in the City

How do cities sound? You might be surprised what is out there. This module tunes in to how sound affects out daily lives.
Read more
Move It

Students investigate the impact the way we travel has on the urban environment. They explore possible solutions including calculating the amount of carbon emissions trees can sequestrate and alternative forms of travel. They understand how tackling transport can have a range of wider benefits.
Read more
Living Walls

Students investigate issues surrounding the conservation of energy and calculating energy efficiency. They explore these using the context of a living wall and how these can be used in contemporary school buildings to reduce carbon emissions.
Read more
Plastics

Schools investigate how plastic impacts on the quality of the environment. Students explore how plastic has become a common part of everyday life and a range of ways plastic pollution can be addressed.
Read more
Breathless

Air pollution is still an issue which blights many cities. Students will interrogate data to understand this key issue, and work with friends and family to present science-based solutions.
Read more

With the support of the Erasmus+ programme of the European Union

The European Commission support for the production of this website does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

# data[].attributes.attachment_link.description
Here you will find eleven learning modules. Each addresses one linked aspect of urban sustainability. Each module is linked with the curriculum and support delivery of a Required Practical. They provide opportunities for Working Scientifically. Before using any of the modules below, check the health and safety guidance using the link in the side panel.

# data[].attributes.body
The City Beneath our feet module

# data[].attributes.attachment_link.readable_text
Learning Modules
Students investigate the characteristics of soils, their role in role in urban environments and how soils can be preserved. They use their knowledge of the properties of soils to explore how to reduce flooding in cities.

Soils can be a good starting point to investigate ecosystems and biodiversity. Soils play a vital role in sustaining human welfare, agricultural productivity and environmental stability. The study of soil as a science has provided us with a basic understanding of the physical, chemical, and biological properties and processes essential to such a complex ecosystem.

Soil represents an essential and limited resource from which 95% of our food production is dependent and a home for living systems. Soils are increasingly under pressure from intensive agriculture resulting in reduced fertility, erosion and biodiversity loss; and if soil is unable to provide food for us?

But soils do not only provide food, they are part of ecosystems which provide ecosystem functions from flood prevention to carbon sequestration; vital in mitigating the climate crisis.
The City Beneath Our Feet module

With the support of the Erasmus+ programme of the European Union

The European Commission support for the production of this website does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

# data[].attributes.attachment_link.description
Learning Modules Students investigate the characteristics of soils, their role in role in urban environments and how soils can be preserved. They use their knowledge of the properties of soils to explore how to reduce flooding in cities. Soils can be a good starting point to investigate ecosystems and biodiversity.

# data[].attributes.body
Climate Change module

# data[].attributes.attachment_link.readable_text
Learning Modules
This lesson provides an introduction to climate change, and provides basic understanding to prepare students for the Urban Science modules. The module is accompanied by a presentation which can be found by clicking 'Read more'.

In the lesson students clarify their key 'basic' knowledge and terminology. For example, what does the term 'sustainability' mean? What is the greenhouse effect? These ideas are explored in more depth by analysing a graphical presentation by Bloomberg which checks the evience for climate change against reasons presented by skeptics.

The lesson ends with learning more about each other through sharing personal experiences, knowledge and feelings concerning climate change through a 'climate change people search'.
iChange - carbon and me iChange presentation

With the support of the Erasmus+ programme of the European Union

The European Commission support for the production of this website does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

# data[].attributes.attachment_link.description
Learning Modules This lesson provides an introduction to climate change, and provides basic understanding to prepare students for the Urban Science modules. The module is accompanied by a presentation which can be found by clicking 'Read more'. In the lesson students clarify their key 'basic' knowledge and terminology.

# data[].attributes.body
Making the most of the UK's natural spaces for our mental health and wellbeing.

# data[].attributes.attachment_link.readable_text
Nature's the best way for me to relax and get back in touch with my inner self, who tends to be calmer in dealing with life! Walking in the woods or by the sea, simply listening to nature's soundtrack whilst watching my four-legged friend play, always helps put me in a better frame of mind.

Sitting outside, in nature, calms me so much, gardening makes me feel healthier, inspired, the rain calms me, the smell and sounds of birds, animals, flowers, the wind, watching clouds float by, calms me.

Supporter on Instagram

Nature has this calming and enchanting effect. Walking in the woods, smelling the fresh forest air, or sitting on a rock watching the ocean waves and sea birds hunting for fish. Magical.

How do I look after my mental health?

Looking after our mental health and well-being is important for everyone, and there are things that each of us can do in our day-to-day lives that can help to support good mental health, including connecting to nature.

Many of us live a fast-paced urban life, with long working days and long, crowded commutes. In these environments there are many pressures that affect our mental health.

This is why it is worth making the time for nature, in whatever way works for you, even when things get busy and other priorities feel more important.

How can nature help?

There are lots of ways in which spending time in nature can be positive for our mental health and well-being. From gaining a sense of peace and a boost to our self-esteem, to improved concentration and the psychological restoration. New and exciting research is happening all the time that adds to our understanding of how our natural environment affects the health of our bodies and minds. The reasons why time in nature has this effect on us are complex and still being understood. The benefits are often related to how our senses connect us to the environment around us, from the shapes in nature we see to the scents that trees give off and the soft fascination that nature can stimulate which helps our minds rest.

Here are some of the many ways that spending time outdoors can help support good mental health and well-being.

Time in green spaces

Across multiple studies, researchers have found a fascinating link between access to green space, such as fields, forests, parks and gardens, and a reduced risk of mental health problems, improved mood, and increased life satisfaction. ²⁻⁶ Other benefits include reduced stress, increased physical activity, and better physical health. 4,7

Finding nature in the city

Green spaces are a little more difficult to find in big cities. At first glance nature can appear to be lost in the urban jungle, but if you pause, and take in your surroundings, you might notice that nature can pop up in even the most unlikely places. Signs of nature are threaded throughout the city.

It is worthwhile seeking out these natural spaces, such as parks, canals or courtyards. Research suggests that taking advantage of urban green spaces is also positive for your mood and life satisfaction. 3,8

We have also included in this guide things you can do in your own garden or outdoor space.

Staying active

An important link has been found between spending time outdoors and how physically active we are. ⁸⁻¹⁰

Besides the benefits for our physical health, exercising and staying active is also good for our mental health. We know that physical activity may reduce the risk of mental health problems, like anxiety or depression ¹¹, and exercising in green spaces can have an extra added benefit.

Walking or running seems to give us an extra boost when done in natural environments rather than indoors, reducing feelings of anger, fatigue and sadness. 12

We don't even need to do it for long! Exercising in green spaces for as little as five minutes was found to improve mood and feelings of self-esteem. ¹³

"Getting out for a walk when I'm feeling down is a must. Even if it's just 10 minutes. Consciously making an effort to take in my surroundings and remembering to take a deep breath. I always come back feeling better for it!" Supporter on Instagram

Relaxation and mindfulness

Taking quiet time to reflect on our natural surroundings can be positive for mental health and well-being. There is evidence that 'forest therapy' or 'forest bathing' (famously known as Shinrin Yoku in Japan) may lead to improved mental health. ¹⁴ This involves spending active time in a forest observing our surroundings, using all of our senses.

The practice of 'mindfulness' (a way of directing non-judgemental awareness towards our thoughts, feelings, environment and body) has been found to reduce feelings of stress, and increase feelings of self-compassion and empathy, 15,16 and who doesn't want to be a little kinder to themselves?

"I find nature more calming than anything else. The beauty, the wonder of seeing plants and vegetables grow... it just puts things into perspective." Supporter on Instagram

Connecting with others

Having strong, healthy and supportive relationships with those around us is important for our well-being. 17,18 Nature has a link with these relationships as we often use green spaces to meet and socialise with others (e.g. playing sports, having a picnic, going for a group walk). In fact, natural spaces can provide a free or low-cost opportunity to get together, and this is another way to support good mental health. 9,19 So, what are you waiting for? Grab that picnic blanket or umbrella and arrange a meeting in the great outdoors.

"Nature definitely helps with my anxiety - walking in London parks, walking the family dogs when I visit my parents up north, or just sitting outside. I love going for a walk with someone, friend, partner, family member and talking. I find all of that helpful." Supporter on Facebook

Interacting with wildlife

Some studies suggest that being around animals and wildlife may be beneficial for overall well-being. They have found that activities involving observing and interacting with wildlife in their natural habitat, such as watching birds in a garden, can improve people's feelings of well-being, relaxation, and connection to nature. ²⁰⁻²³ The research in this area is still developing and there is still more to learn about the benefits of being around wildlife.

There is so much out there to observe - from watching the garden robin fluff up for winter to the squirrel searching for its nuts in the park, or even to the city pigeon cooing and sticking its chest out to attract a partner for spring.

Why not take a couple of minutes now to look out of your window or step outside and notice what is going on in the nature around you?

"I made sure my office have me sat with a view of the trees and squirrels." Supporter on Instagram

Creativity

Many people find nature inspires them to create, be it through painting, drawing, photography or writing. There is so much out there just waiting to be our source of creativity - from vibrant and fiery autumnal leaves to the crunch of frost underfoot on a cold winter morning.

There is also evidence that suggests taking part in creative activities like dance, music, art or expressive writing can help reduce stress and improve mood and well-being. 24,25 This gives us even more reason to combine creativity with our natural environment.

Why don't you go outside and capture your surroundings, trying your hand at a few creative sentences or a quick sketch? There is space in this guide for you to do just that.

"I love my creative space. I have it set out so I can go and art journal every morning to keep me well." Supporter on Instagram

Gardening, conservation and farming

There is good evidence that people who spend time gardening experience a wide range of positive results including improvements in mood, quality of life and feelings of community. ⁹

"I'm blessed to have a garden, and although it needs an Alan Titchmarsh makeover, just doing weeding, planting flowers or looking at it from my kitchen makes me feel better if I'm having a difficult day." Supporter on Twitter

"I live on a farm and go walking 5 miles a day with my dogs and wife, we have a love of all animals and nature living here, it keeps my mood enhanced and it is the best thing for my thoughts." Supporter on Facebook

Being part of something bigger

Do you care about the footprint you leave behind? Want to benefit your local natural environment or community? Or be a part of a global environmental movement?

"Nature helps me to understand we are part of something bigger." Supporter on Twitter

Well, research suggests that taking part in social action and making an impact in our local area not only benefits the community at large but also ourselves. Studies have found a link between taking part in social action or community engagement activities and increased empathy, self-confidence and self-esteem, as well as an increased sense of community. ²⁷⁻²⁹

How to use this guide

This guide contains imaginative and simple suggestions for seasonal activities to help you engage with nature in your area throughout the year. Each activity will have different components that research suggests can be helpful for supporting your well-being (such as staying active, connecting with others, or spending time in green spaces). If any of these activities feel like a stretch for you right now, even just noticing more of the nature around you is a good start and there are suggestions for what you might notice in each season as well.

This guide is available and open to anyone, but we think it may be most helpful for those of us living in urban areas, with busy lifestyles and who may be experiencing stress or other strains on well-being. But there are plenty of activities in this guide that you can tailor to your own lifestyle and needs whoever you are and wherever you live.

The guide moves through the seasons from spring to winter to encourage you to get into the habit of getting outdoors regularly and follow the cycles of nature, but you can start it anywhere, anytime. There's no need to follow any particular order - we encourage you to get creative!

The most important parts of this guide are the blank pages, which are spread throughout. This is space for you to write or to draw or do whatever you want as part of your reflection on where you are, what you notice around you and in the way you feel there. We hope this will help you find a connection with nature and make the most of the benefits for your well-being.

At the end of this guide, there are some suggested further sources of ideas and inspiration in books and online. There is also a list of organisations who provide advice and even planned activities you can join that are out in nature and designed to boost well-being.

We want to acknowledge that on some days you may struggle with your mental health and on those days, you may find engaging with this guide a little harder and the tasks that seem simple to others may become overwhelming to you. On those days be gentle and kind to yourself and pick the guide up again in your own time whenever you feel ready.
Now let's get started.

If this guide has whetted your appetite to try a few activities and you want to find information about what's going on near you, here are some good starting points. Descriptions are largely taken from the organisation websites.

This guide was produced by WWF-UK and the Mental Health Foundation in collaboration. Will Baldwin-Cantello conceived of the guide and co-authored with Victoria Zamperoni, Bethan Harvey, Jolie Goodman, Rachel Baird, Ross Fisher. Will Baldwin-Cantello and Antonis Kousoulis are accountable for the scientific integrity of this guide. Thanks go to many others at both organisations for making it possible. The team would like to acknowledge the Wildlife Trusts for advice and support, and all members of the Natural England convened Outdoors for All Working Group for their inspiration - many of whom are listed as places to go for more at the end of this guide. Among many others, the books listed in the suggested reading section of the guide were also a source of inspiration!

WWF-UK is a registered charity in England and Wales 1081247 and in Scotland SC039593 / wwf.org.uk

Mental Health Foundation is a registered charity in England 801130 and in Scotland SC039714 / mentalhealth.org.uk

1. Mental Health Foundation. Stress: Are we coping? Research Report. London, UK; 2018.

2. Gascon M, Mas MT, Martínez D, Dadvand P, Forns J, Plasència A, et al. Mental health benefits of long-term exposure to residential green and blue spaces: A systematic review. Int J Environ Res Public Health. 2015 Apr 1;12(4):4354-79.

3. Houlden V, Weich S, de Albuquerque JP, Jarvis S, Rees K. The relationship between greenspace and the mental wellbeing of adults: A systematic review. PLoS One. 2018 Sep 1;13(9).

4. James P, Banay RF, Hart JE, Laden F. A Review of the Health Benefits of Greenness. Curr Epidemiol Reports. 2015;2(3):218-218.

5. McMahan EA, Estes D. The effect of contact with natural environments on positive and negative affect: A meta-analysis. J Posit Psychol. 2015;10(6):507-19.

6. van den Berg M, Wendel-Vos W, van Poppel M, Kemper H, van Mechelen W, Maas J. Health benefits of green spaces in the living environment: A systematic review of epidemiological studies. Urban For Urban Green. 2015;14(4):806-16.

7. Twohig-Bennett C, Jones A. The health benefits of the great outdoors: A systematic review and meta-analysis of greenspace exposure and health outcomes. Environ Res. 2018 Oct 1;166:628-37.

8. Kondo MC, Fluehr JM, McKeon T, Branas CC. Urban green space and its impact on human health. Vol. 15, International Journal of Environmental Research and Public Health. 2018. p. 445.

9. Soga M, Gaston KJ, Yamaura Y. Gardening is beneficial for health: A meta analysis. Vol. 5, Preventive Medicine Reports. Elsevier Inc.; 2017. p. 92-9.

10. Richardson EA, Pearce J, Mitchell R, Kingham S. Role of physical activity in the relationship between urban green space and health. Public Health. 2013;127(4):318-24.

11. Rebar AL, Stanton R, Geard D, Short C, Duncan MJ, Vandelanotte C. A meta meta-analysis of the effect of physical activity on depression and anxiety in non-clinical adult populations. Health Psychol Rev. 2015;9(3):366-78.

12. Bowler DE, Buyung-Ali LM, Knight TM, Pullin AS. A systematic review of evidence for the added benefits to health of exposure to natural environments. BMC Public Health. 2010;10.

13. Barton J, Pretty J. What is the best dose of nature and green exercise for improving mental health? A multi-study analysis. Environ Sci Technol. 2010;44(10):3947-55.

14. Lee I, Choi H, Bang KS, Kim S, Song MK, Lee B. Effects of forest therapy on depressive symptoms among adults: A systematic review. Int J Environ Res Public Health. 2017 Mar 20;14(3).

15. Chiesa A, Serretti A. Mindfulness-Based Stress Reduction for Stress Management in Healthy People: A Review and Meta-Analysis. J Altern Complement Med. 2009 May 11;15(5):593-600.

1. Khoury B, Lecomte T, Fortin G, Masse M, Therien P, Bouchard V, et al. Mindfulness-based therapy: A comprehensive meta-analysis. Clin Psychol Rev. 2013;33(6):763-71.

2. Mushtaq R, Shoib S, Shah T, Mushtaq S. Relationship between loneliness, psychiatric disorders and physical health? A review on the psychological aspects of loneliness. J Clin Diagnostic Res. 2014;8(9):WE01-4.

3. Nyqvist F, Forsman AK, Giuntoli G, Cattan M. Social capital as a resource for mental well-being in older people: A systematic review. Aging Ment Heal. 2013 May 1;17(4):394-410.

4. Rakhshandehroo M, Mohdyusof MJ, Tahir OM, Yunos MYM. The Social Benefits of Urban Open Green Spaces: A Literature Review. Manag Res Pract. 2015;7(4):60-71.

5. Cox DTC, Gaston KJ. Urban bird feeding: Connecting people with nature. PLoS One. 2016 Jul 1;11(7).

6. Soulsbury CD, White PCL. Human-wildlife interactions in urban areas: A review of conflicts, benefits and opportunities. Vol. 42, Wildlife Research. CSIRO; 2015. p. 541-53.

7. Curtin S. Wildlife tourism: The intangible, psychological benefits of human wildlife encounters. Curr Issues Tour. 2009;12(5-6):451-74.

8. Curtin S, Kragh G. Wildlife Tourism: Reconnecting People with Nature. Hum Dimens Wildl. 2014 Nov 2;19(6):545-54.

9. Stuckey HL, Nobel J. The connection between art, healing, and public health: A review of current literature. Am J Public Health. 2010 Feb 1;100(2):254-63.

10. Baikie KA, Geerligs L, Wilhelm K. Expressive writing and positive writing for participants with mood disorders: An online randomized controlled trial. J Affect Disord. 2012;136(3):310-9.

11. Natural England. A review of nature-based interventions for mental health care. 2016.

12. Attree P, French Phd B, Phd BM, Phd SP, Whitehead M, Ffph P, et al. The experience of community engagement for individuals: a rapid review of evidence. 2010;19(3):250-60.

13. Kirkman E, Sanders M, Emanuel N, Larkin C. Evaluating Youth Social Action Does participating in social action boost the skills young people need to succeed in adult life? 2016.

14. Milton B, Attree P, French B, Povall S, Whitehead M, Popay J. The impact of community engagement on health and social outcomes: A systematic review. Community Dev J. 2012;47(3):316-34.

Thriving with Nature guide

# data[].attributes.attachment_link.description
Nature's the best way for me to relax and get back in touch with my inner self, who tends to be calmer in dealing with life! Walking in the woods or by the sea, simply listening to nature's soundtrack whilst watching my four-legged friend play, always helps put me in a better frame of mind.

# data[].attributes.body
Including Survey ideas

# data[].attributes.attachment_link.readable_text
Why Citizen Science?

Taking part in Citizen Science is a really useful way of helping the environment and expanding our scientific knowledge. Information gathered by Citizen Scientists is vital to scientists across Scotland in understanding how the environment is doing and where more action is needed. By getting involved you really can make a difference!

There are different surveys to take part in depending on how much time you have to spend, and many of them don't require any previous knowledge. Check out these great resources spanning a range of areas, habitats and species.

Surveys

Birds

BTO Garden BirdWatch. A weekly wildlife survey where participants contribute sightings of species they have seen in their gardens. Through this we are able to monitor the fortune of birds, mammals, reptiles, amphibians and invertebrates in gardens contributing to our understanding of urban wildlife.

If you are lucky enough to have birds nesting in your garden this spring, please take part in BTO's Nesting Neighbours.

RSPB Breakfast Birdwatch. The daily Breakfast Birdwatch takes place between 8-9am - helping people to share their wildlife encounters and provide ideas for things you can do for wildlife close to home. Include #BreakfastBirdwatch when sharing updates, photos, videos, questions and comments.

Swift Surveyors in Tayside. Sightings of flying swifts and knowledge of actual nest sites. This task can be undertaken from your own garden or front door - counting the number of swifts that fly over (and repeating the survey as often as you wish between May and August). Not sure of the difference between a swift, house marten or swallow? Download the survey form and ID chart.

Amphibians and Reptiles

Recordpool. The Record Pool collects data on reptiles and amphibians in the UK and makes them available, locally and nationally, for conservation purposes. The site welcomes garden records, as well as observations made whilst out exercising locally.

Garden Dragon Watch. Gardens can provide important habitats for reptiles and amphibians. The Amphibian and Reptile Conservation's survey of these recommends spending a few minutes carefully looking in your garden and then telling them about what you find by filling in a form on your device.

Invertebrates

Cellar Spider Survey. There are only three Cellar Spider species in Britain, of which two are mostly found in homes (and not just in cellars!), making them ideal for a national survey. They are relatively easy to tell apart and often easy to find. Download details of the survey.

RHS Cellar Slug Survey. Our survey asks members of the public to submit records of Yellow Cellar Slug and Green Cellar Slug in UK gardens, along with information about your garden so we can establish any links between habitat features and where these species occur.

Beewatch is a collaborative research project between Aberdeen University and the Bumblebee Conservation Trust. This online tool uses technology to assist participants in improving their bumblebee identification skills and provides computer-generated feedback. It also uses crowd sourcing by allowing competent users to help in identifying other users' bumblebee photographs.

The UK Pollinator Monitoring Scheme (FIT Count) aims to establish how insect pollinator populations are changing across Great Britain. Carry out a FIT Count (Flower-Insect Timed Count) by taking ten minutes to sit and collect data on the total number of insects that visit a particular flower, ideally chosen from our list of 14 target flowers in your garden during warm, dry weather any time from April to September.

Garden Butterfly Survey. Record the butterflies that visit your garden over the course of a year. Create a free account, submit your sightings and help Butterfly Conservation learn more about how butterflies are faring in UK gardens.

Garden Moth Scheme. Sign up and add to the national knowledge of moth populations.

The UK Ladybird Survey aims to encourage the recording of all species of ladybird found within the UK - including the invasive harlequin ladybird. On their great website, you will find lots of information to help you find and identify species, and online forms so that you can record your observations.

Bee-fly Watch 2020. Join in with Bee-fly Watch 2020. Bee-fly Watch is now into its fifth year. These distinctive furry flies are usually on the wing from March to June, often hovering over flowers and using their long 'nose' (proboscis) to feed on nectar. Once again we are asking people to look out for bee-flies and add your records.

Plants

BSBI activities to enjoy while under lockdown, including the Garden Wildflower Hunt. A citizen science project set up by the Botanical Society of Britain & Ireland with two aims: to help us find out more about the wild plants growing in our gardens, and to give people a way to improve their plant identification skills under lockdown.

BSBI's Plant Alert is a new project aimed at discovering which garden plants have the potential to become invasive and problematic in future.

Identify the mosses in your garden with the British Bryological Society.

The Urban Flora of Scotland is a long-term survey run by the Botanical Society of Scotland. Beginners and experts in plant identification are invited to record flowering plants, ferns, mosses, liverworts, lichens, fungi and algae in towns and cities with over 1,000 inhabitants. The survey uses iRecord to capture data, or you can simply use record sheets provided. This survey aims to fill data gaps, help us understand the history of settlements, monitor impacts of climate change, and possibly identify the arrival of new invasive species.

Mammals

Mammal Web. This citizen science project enlists members of the public to upload camera trap data they capture, to help with classifying the animals pictured in camera trap footage, or both. You don't need a camera trap to take part, and you can help to build up a picture of the state of our wild mammals in the UK and beyond. Quick-start guide.

People's Trust for Endangered Species (PTES) is calling for volunteers to take part in its annual Living with Mammals survey, which started on 30th March, asking for people in Scotland and northern England in particular, to help. Volunteers across the country are needed to record sightings of wild mammals (or the signs they leave behind, such as footprints or droppings) they see in their gardens, or from their balconies or windows, to help conservationists understand how their numbers are changing.

Marine

Social media is changing the way we learn about cetaceans in remote locations and making it much easier to submit your sightings. Sightings of whales and dolphins around our shores are very useful because data are currently extremely poor and we have to rely on infrequent surveys that can only provide a snapshot of what is really going on. So, if you are lucky enough to live by the sea you can keep a watch out and then report your sightings online to the Hebridean Whale and Dolphin Trust's Whaletrack sightings map or to the SeaWatch Foundation.

Miscellaneous

The Biological Records Centre maintains a list and links to the UK's many wildlife recording and monitoring schemes, and the National Biodiversity Network provides an online searchable database.

Nature's Calendar. What effect has recent weather had on wildlife? Does climate change affect timings in nature? Take part in the Nature's Calendar citizen science project and help scientists discover answers to these questions. Simply record the signs of spring that you can see from your window or garden.

Report non-native species to Scotland's Environment Web.

Citizen Science indoors

Zooniverse is a fantastic citizen science website where you can help researchers analyse data from real projects around the world. You might get involved with deciphering herbarium samples, watching nest box cameras or counting seabirds from photographs.

Seabird Watch is a citizen science project set up by Oxford University to find solutions to the present research gaps using cameras as a monitoring network for Arctic seabird conservation. We need your help counting birds, nests and eggs in our thousands of photos to turn them into data.

Penguin Watch is a citizen science project set up by Oxford University to find solutions to the present research gaps using cameras as a monitoring network for penguin conservation. We need your help counting penguins, chicks, nests and eggs in our thousands of photos to turn them into data.

Rainfall Rescue. Before 1961 there were actually thousands of rain gauges but the rainfall data has not been transferred from the original hand-written paper records to something digital so that it can be used in data sets. Aiming to fill in the gaps Zooniverse show you images of rainfall data and ask you to transcribe the values.

[email protected] is an online citizen science project. With the help of hundreds of volunteers, they digitise the information from the collections of wild plants held by museums and universities in the UK and beyond including the Royal Botanic Garden Edinburgh.

The Scottish Natural Heritage grassland project helps locate and protect Scotland's remaining fragments of meadow. Read more about grasslands in the interactive story map and click the button at the end to submit records of sites that you know about.

Rainfall Observers. SEPA is looking for volunteer rainfall observers to collect data daily at around 9:00 am and submit the information online. There are currently 134 rainfall observers across Scotland who play an important part in collecting this valuable data for SEPA.

Help Forest Research to build an Urban Tree Canopy Cover map for the UK. Tree cover can vary greatly, and many towns across the world have created canopy cover targets to encourage planting and improved care of trees. It is important for us to know where we do and don't have this resource. The Canopy Cover webmap makes it quick to assess any UK ward in three simple desk-based steps. Download the detailed User Guide on how you can help.

London Bird Records. Help recover 20th century bird observations collected by the London Natural History Society.

Citizen Science in your garden

Learn how to manage our gardens to benefit wildlife from The Wildlife Trusts so that whether it is large or small, a ledge or a yard, your garden can be part of a mosaic in a wider network of natural havens linking urban greenspaces with nature reserves and the wider countryside.

SNH Making Space for Nature activities to give nature a helping hand, including being a lazy gardener!

The Butterfly Conservation free downloadable gardening guide.

Creating garden ponds is one of the best ways to encourage nature near your home and is fully explained in this downloadable guide.

The Bumblebee Conservation Trust has produced six activity sheets contain interesting facts about bumblebees plus a fun activity at the end for children and adults to enjoy doing together, including building bee and insect 'homes'.

Naturehood is a citizen science project focused on taking action for wildlife in private gardens including guidance on how balconies and gardens can help to combat habitat loss.

Hoverfly Lagoons. Create small homemade hoverfly havens from discarded milk bottles and fallen leaves. Taking part requires no extra knowledge or experience, just a few minutes each month to count larvae and collect pupae, once the lagoon is set up.

Pop-up Pocket Garden is a great project from Keep Scotland Beautiful for children and young people aged 3 - 18 years to design and grow a small garden at home and take photos and share progress.

Bringing the Outdoors In! An Activity Resource Pack from TCV Scotland of nature activities that can be done indoors or in a garden.

HogWatch at Home. A simple guide to encourage hedgehogs and report sightings from TCV Scotland and the HogWatch project.

Recording apps, data and technology

BRC Apps - make casual records from a window or garden using apps from the Biological Records Centre.

iRecord Butterflies is completely free and is available for iOS and Android devices. It will guide you through the identification of any butterfly than you see in the UK. You can compare you own photo with those from the app's extensive image library, filter species by colour, pattern and size, and see distribution maps and identification tips for each butterfly species.

If you are confident in your identification then you can submit sightings to the NBN Atlas Scotland to help build up a complete picture of Scotland's wildlife.

Want to learn more before you get started?

Check out these great resources for discovering more about our wildlife without having to leave the house!

Virtual tours, online visits and webcams

Visit and explore the Natural History Museum on Google. Delve into the Museum from home with a virtual self-guided tour of the galleries, an interactive experience about Hope the blue whale and audio guides narrated by Sir David Attenborough.

Watch the Wild in Action with the webcams provided by Wildlife Trusts across the British Isles.

A number of UK nest webcams can be watched live from CJ Wildlife Live Webcams.

A selection of webcams at key sites across Scotland can be watched from VisitScotland wildlife webcams.

If you are stuck indoors then follow these RSPB links to hear refreshing bird song on Birdsong Radio and you can also find individual bird calls.

Listen to recordings of bird calls from around the world at www.xeno-canto.org - a website for sharing recordings of sounds of wild birds.

Learning

ChatterPack is a voluntary-run, special educational needs and disabilities hub which has created a fantastic list of hundreds of online resources including some great wildlife podcasts, museums around the world, NASA Live - watch the earth from space, underwater cameras, music, languages, and learning.

The John Muir Trust and Field Studies Council have compiled a " padlet " of resources to support the STEM agenda in Scotland focussing on learning about nature.

The Field Studies Council has produced guidance for the community of educators, parents, students, explorers, and scientists during school closures.

OpenLearn online course on Citizen Science and global biodiversity. OpenLearn works with other organisations by providing free courses and resources that support their mission of opening up educational opportunities to more people in more places.

Handy websites

Discover wildlife on your doorstep, this CEH blog highlights some activities.

The Outdoor Learning Directory, supported by Scotland's forestry, environment and heritage agencies, is a great source of information on everything to do with learning outdoors, including citizen science resources aimed at young people. The News page supports home schooling and signposts new resources.

The TCV Nature Activities and Citizen Science webpages have loads of Nature Activities to do at home.

The Countryside Jobs Service has collected ideas on CJS Citizen Science, Surveys and Fieldwork

What happens to the results?

The National Biodiversity Network (NBN) is a valuable resource with maps showing the results of thousands of sightings from across the UK. Many organisations and individuals who collate species records send them to the NBN which acts as a national repository.

# data[].attributes.attachment_link.description
Taking part in Citizen Science is a really useful way of helping the environment and expanding our scientific knowledge. Information gathered by Citizen Scientists is vital to scientists across Scotland in understanding how the environment is doing and where more action is needed. By getting involved you really can make a difference!

# data[].attributes.headline
Scottish Review of SDG's and Green recovery

# data[].attributes.subject
Scottish Review of SDG's and Green recovery

# data[].attributes.attachment_link.readable_text
This week, the Scottish Government published its landmark review of the progress Scotland has made in delivering the 17 UN Sustainable Development Goals (SDGs), which aim to end poverty, protect the planet and ensure prosperity for all.

The review was developed in partnership with SDG Network Scotland, a coalition of over 500 organisations and individuals including Learning for Sustainability Scotland, and provides the most detailed and honest analysis to date of any nation within the UK on progress towards the SDGs. Its contributors urge 'leaders and champions from all areas of Scottish society, including children and young people,' to make the choice to join them to drive the sustainable development agenda forward.

Scotland is making good progress but the report also highlights a number of gaps and challenges for the country that existed before the pandemic and suggests how we can move forward. Now in the context of the Covid-19 pandemic, the importance of a global approach to a green and just recovery is further heightened, and Scotland's role in this is crucial.

The report makes the case that the Scottish Government can do more to ensure all policy action complements and promotes sustainable development aspirations, not least through further work aligning Scotland's National Outcomes to the SDGs to ensure the country does not lose sight of where it needs to get to by 2030.

Rehema White, Chair of Learning for Sustainability Scotland said:
As a UN Centre, we are aware that global aspirations are usually pursued by local and national bodies. The UN SDGs are the responsibility of everyone. This review is an excellent example of how a network of individuals and organisations can work together with government to assess progress against the SDGs. This review is only the first step, but it is a significant one in considering how we can address inequalities, protect the environment and stimulate prosperity in Scotland.
Paul Bradley, Coordinator of the SDG network, said:
"The timing of the publication of this review could not be more important, as Scotland plans to build back better and aim for a sustainable future. Through this network organisations and individuals have come together in partnership with the Scottish Government to show their commitment to creating a fairer and healthier planet, and I would encourage more to join the coalition to continue this important work."

# data[].attributes.attachment_link.description
This week, the Scottish Government published its landmark review of the progress Scotland has made in delivering the 17 UN Sustainable Development Goals (SDGs), which aim to end poverty, protect the planet and ensure prosperity for all.

# data[].attributes.attachment_link.readable_text
Time is already running out to tackle the climate and ecological emergency. Unlike world leaders, young people are refusing to let it drop off their agenda.

Coordinated by charity Global Action Plan and a team of dedicated teachers, the Youth Climate Summit is a free, week-long virtual festival ( 9-13th November) of days of themed discussions and activities.

# data[].attributes.attachment_link.title
Transform Our World: Youth Climate Summit 2020

# data[].attributes.attachment_link.description
Our world leaders might not be meeting to discuss our climate and ecological crises this November, but thousands of young people will be. A virtual Youth Climate Summit will be taking place 9-13th November to show that climate change is not dropping down our agenda.

# data[].attributes.headline
Education Scotland Outdoor Learning Webinars

# data[].attributes.subject
Education Scotland Outdoor Learning Webinars

# data[].attributes.body
Students across Scotland from Scottish Youth Climate Strikes have used this time to initiate a Scottish branch of Teach The Future. The campaign is centred around 4 "asks".

# data[].attributes.attachment_link.description
During the months of lockdown we worked hard to get everything ready for the launch of our Scottish campaign. On the 6th of July 2020 we officially went live. As well as this, we wrote to John Swinney, Scotland's education minister, asking for a green recovery for education.

# data[].attributes.headline
Education Scotland Outdoor Learning and Learning for Sustainability Wakelet

# data[].attributes.subject
Education Scotland Outdoor Learning and Learning for Sustainability Wakelet

# data[].attributes.attachment_link.description
Welcome to the Outdoor Learning and Learning for Sustainability Wakelet from Education Scotland. This Wakelet is a collection of links to online resources to support outdoor learning and Learning for Sustainability These links could take you to the National Improvement Hub, Glow, Websites or YouTube.

# data[].attributes.body
All you need for running your own BioBlitz, recording and sharing your data.

# data[].attributes.attachment_link.title
BioBlitz Archive - Bristol Natural History Consortium

# data[].attributes.attachment_link.description
The Natural History Consortium is a charitable collaboration between these member organisations. Engaging people with the natural world through collaborative action. Reg Charity 1123432

# data[].attributes.attachment_link.readable_text
We have collaborated with EcoSapien to produce a series of short guidance films on variuos aspects of biological recording.
Sampling and survey techniques

All videos are hosted on our YouTube channel: https://www.youtube.com/c/FSCBiodiversityProjects

Moth trap designer and author of 'How to Build Your Own Moth Trap' Paul Palmer leads you through a series of films which will help you build your own moth trap. Find them here.

We have worked with freshwater biologist Ian Wallace to produce a series of films showing you what freshwater invertebrates actually look like in a sample tray! Our tips will help you use the way the creatures move and behave to inform identification, usually to group or family level. Find them here.

Using QGIS and the FSC TomBio Plugin for QGIS

We also have a series of films which help you use the free GIS programme QGIS for biological recording. These are all hosted on our YouTube Channel and are organised into a number of playlists listed below.
FSC Identikit
We have a range of videos to support the FSC Identikit - a tool for building web-based biological identification resources. Follow the link below to the YouTube playlist.

# data[].attributes.attachment_link.title
Short films from FSC biodiversity projects

# data[].attributes.attachment_link.description
Biological Recording GuidanceWe have collaborated with EcoSapien to produce a series of short guidance films on variuos aspects of biological recording.What is a biological record?Why are biological records important?How to submit a biological recordSampling and survey techniquesKick samplingMaking and using a Spi-potSampling springtails for the Shropshire AtlasNPMS habitat guidesAll videos are hosted on our YouTube channel: https://www.youtube.com/c/FSCBiodiversityProjectsBuild your own moth trapMoth trap designer and author of 'How to Build Your Own Moth Trap' Paul Palmer leads you through

# data[].attributes.body
National Improvement Hub

# data[].attributes.attachment_link.readable_text
How to use this learning and assessment resource to improve practice

The pedagogical principles underpinning engineering education emphasise innovation, invention, creativity, teamwork, enterprise, perseverance and responsibility and extend the skills, attributes and capabilities of learners through the application of:

high levels of scientific and mathematical understanding

solution-oriented approaches

a range of problem-solving techniques

systems approaches

modelling and simulations.

Learning through engineering develops young people's understanding of engineering as a career. Making the links between curriculum areas explicit to learners illustrates the interdisciplinary nature of STEM careers.

Improvement questions

How can we develop STEM skills, attributes and capabilities in learners, aged 3-18 years, in a progressive way?

How can we use the STEM learning contexts provided to make learning relevant and meaningful for learners?

How can we link learning in STEM to the Career Education Standard to help develop Scotland's young workforce?

Downloads

Zip file: Electric transport - all levels (7.47 MB)

Zip file: Water - all levels (7.6 MB)

Zip file: Energy-saving house - 2nd, 3rd, 4th levels (2.77 MB)

Zip file: Renewables - 3rd, 4th levels (4.19 MB)

Zip file: Bioengineering - 4th level (437 KB)

Zip file: Sound - Early, 1st, 2nd 4th levels (356 KB)

Zip file: Games - 2nd level (274 KB)

Zip file: Rescue vehicles - 2nd level (174 KB)

Zip file: Food security - 2nd level (6.42 MB)

Zip file: Queensferry Crossing - 2nd level (3.78 MB)

STEM videos

This playlist provides access to all the videos referenced in the downloadable materials.

Click on the three-line icon located at the top left of the video player below to access the seven videos available in this playlist.

STEM careers

You can use the 10 videos in this playlist to inspire learners to pursue careers in STEM.

Click on the three-line icon located at the top left of the video player below to access all 10 videos available in this playlist.

All the video clips are also available to view in Glow (log-in required).

# data[].attributes.attachment_link.description
The pedagogical principles underpinning engineering education emphasise innovation, invention, creativity, teamwork, enterprise, perseverance and responsibility and extend the skills, attributes and capabilities of learners through the application of: high levels of scientific and mathematical understanding solution-oriented approaches a range of problem-solving techniques systems approaches modelling and simulations.

# data[].attributes.attachment_link.readable_text
Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

# data[].attributes.attachment_link.description
Employability Skills are often based on knowledge, technical skills and attitude - skills which employers greatly value in their employees. This poster from STEM Learning highlights the 10 main skills that employers value. The accompanying guidance notes show you how to use the poster as part of a careers activity session with tips to get you started.

# data[].attributes.attachment_link.readable_text
Does studying STEM (science, technology, engineering and maths) at school, college or university mean you can only do STEM for the rest of your life? Can you only do that bit of STEM that you've been taught for the rest of your life? The answer to that is a huge, fat no!

I am an engineer that works in education. And I know a physicist who is a medical engineer, a chemist who is a clothes designer, a product designer who is Chinese translator, a biologist who work at the Department for Work and Pensions and a mathematician that is a stand-up comedian.

The variety of jobs and roles you can take on with STEM qualifications are numerous and to show you how varied life can be with a STEM starting block I'm going to tell you a bit about the people I met on my degree and where they are now, 20 years later. These are some of the stories from just one degree, at one time, in one small section of STEM.

Cars, beers and chicken coops

The group of girls I bonded with on day one of my course (and occasionally got in trouble with) are all currently working in engineering, and actually all for car companies as the lead in something.

Nicola now works for Ford in Australia, while Hannah, Lee and Caroline work in the Midlands. Caroline is currently a chief roof engineer, leading the team of engineers that design and create different tops for cars. She used to be the chief engineer for boot-closing mechanisms but got promoted!

Also on my course was James, a mature student (in years only). He came on to our course after doing an engineering apprenticeship at a beer manufacturer in Essex. After graduation he went to work for an international manufacturer within their engineering department but has subsequently been in charge of their sales team in SW England and now works in their marketing department. He's the link between the complex technicalities of their new products and how this is depicted to consumers in an easy-to-understand way.

Aled and Simon also studied engineering alongside the rest of us. Aled went to work at Dyson straight from university and had a good number of years in their engineering design team until he moved on to a design agency. Simon took a different route - he went on to do a Masters at the Royal College of Art where he met two other students and between them they set up Omlet, a company that started out designing cool-looking chicken coops for small back gardens, so people can have fresh eggs in the morning. It's now a company with a presence in nine countries and makes pens for all kinds of small animals.

Twenty years of talking

And then there's me. I have never worked in engineering or for an engineering company, I have spent my entire career in education doing jobs I never knew existed when I was at school, or even when I was at university.

I've pretty much spent the last 20 years talking! Talking in a variety of ways to help educators, engineers, scientists and industry communicate what people in STEM jobs do, what STEM companies do and why there are so many opportunities for people with an interest in these subjects. A place for everyone to find their niche and utilise their own personal skill sets effectively.

None of us would be able to do any of the above jobs without the skills we learnt from studying STEM subjects. I don't just mean the subject knowledge bits; I mean the essential, transferable skills that can be used by anyone in any role in any industry but that are developed, enhanced and perfected when studying STEM. Transferable skills called communication, problem-solving, teamwork and project management.

Solving problems all over the place

Studying STEM, no matter what type, you rarely work completely on your own - experiments, practicals, observations - you're with other people sharing ideas and learning from each other. The only way to make that work is through good communication. You have to be able to articulate what you're thinking and your ideas, but you also have to be able to critique someone else's ideas while still maintaining a good working relationship - that's hard!

Problem-solving is a vital skill that gets developed quickly if you study STEM subjects. And problem-solving skills are essential in everyday life, not just in your work.

Caroline uses her problem-solving skills to work out how best to include a sunroof in the car roof that won't leak, is secure and doesn't impact the safety of the car.

I've used problem-solving to help my friend get into her locked car at a service station halfway down the M1 with a hockey stick. No, not breaking the window - the hockey stick went through the sunroof, hooked the end over the window handle to slowly wind the window down.

You'll never work alone

As I said above, you rarely work alone in STEM, so team-working skills are some of the first you develop. How to use each other's strengths is essential when you're experimenting, designing, creating or solving problems. Learning from each other and sharing the workload.

It's not a joke when they say two heads are better than one; five heads are better than two. And especially if your team has a set of diverse backgrounds - you've got a group with so many different ideas and viewpoints that the only choice is to find the compromise, and that compromise is likely to be the best option for whatever you are working on.

And project management. It sounds huge. It is. It's a career in itself. But applying project management skills to what you do in STEM is standard operating procedure. Breaking your task down into achievable chunks to get it done in time and in the best way, allocating those tasks to the right people and working out your critical path (the set of tasks that will delay or fail you) are critical aspects of any job you will ever do.

So if you're told that studying STEM leaves you with very few options, or a set of very specific skills only relevant to a small set of jobs show them this blog and point out that if you study STEM, there isn't just one fixed path to follow, there are many options open to you.

In fact, I'd say STEM is actually better described as a superior pair of walking boots that means you can take any number of paths, trails or routes in front of you and even change to a different path if you feel like it.
Dr Kerry Jaine Baker is Strategic Initiatives Lead at STEM Learning

# data[].attributes.attachment_link.description
Does studying STEM (science, technology, engineering and maths) at school, college or university mean you can only do STEM for the rest of your life? Can you only do that bit of STEM that you've been taught for the rest of your life? The answer to that is a huge, fat no!

# data[].attributes.attachment_link.description
See the UK as it really is - 100 seconds, with each second representing a percentage of the different land uses of the UK. Can we make more space for nature?

# data[].attributes.body
Lesson plan

# data[].attributes.attachment_link.description
Our free resources are available to schools across Scotland and experiences gained through RHET can be harnessed by teachers in their programmes to help deliver Curriculum for Excellence for Scotland's young people.

# data[].attributes.attachment_link.readable_text
How to compost

The site and container

It is important that the site is not subjected to extremes of temperature and moisture, as the micro-organisms (bacteria and fungi) that convert the waste to compost work best in constant conditions. Position the bin in light shade or shade; it is often more convenient to use a shady area of the garden.

An earth base allows drainage and access to soil organisms, but if you have to compost on a hard surface, then add a spadeful of soil to the compost bin.

Bins retain some warmth and moisture and make better compost more quickly, but even an open heap (not enclosed in a bin) will compost eventually. Any of the compost bins on the market should produce compost as long as they exclude rain, retain some warmth, allow drainage and let in air.

Bins less than 1 cubic m (1.3 cubic yd) in size are much less effective than larger ones.

Getting the right balance of composting materials

Aim for between 25 and 50 percent soft green materials (e.g. grass clippings, annual weeds, vegetable kitchen waste, or manure) to feed the micro-organisms

The remainder should be woody brown material (e.g. prunings, wood chippings, paper, cardboard, straw or dead leaves)

The bacteria and micro-organisms that produce the compost function best when the balance of green and brown materials is correct.

Avoid letting any one material dominate the heap - especially grass clippings, as these can become a slimy, smelly mess on their own.

Kitchen waste and grass clippings are best mixed with brown woody material, as they tend to be wet and easily compacted, excluding air.

Some common composting materials

Green: Grass clippings; soft, leafy plants including annual weeds; fruit and vegetables, uncooked kitchen waste; selected pet waste/bedding

Brown: prunings and hedge trimmings (ideally shredded), woodchip, leaves, paper and card (torn up or shredded), straw, plant stems

Accelerators and activators: Products such as 'Garotta' are sometimes added where green waste is in short supply. They contain high levels of nitrogen (a nutrient found in green waste), but should not be necessary if green waste is plentiful. It is also possible to purchase activators containing carbon (a nutrient found in brown woody waste); these are aimed at composting grass clippings or other green waste where there is insufficient brown waste

Lime: People sometimes think you need to add lime to the compost heap, but there is no need to do so

Turning the heap

Turning the heap adds air; air is necessary for composting to occur. If the heap is too wet or becomes compacted, then the composting process is slower as less air is available.

Ideally, place a lot of composting materials on the heap in one go, and turn it periodically (perhaps every month) to introduce air. Failure to turn the heap is probably the main cause of poor results.

Many gardeners are unable to fill the heap in one go, as they accumulate waste gradually. Because of this, home-made compost is seldom as perfect as municipal compost, but it is still effective.

Remember to keep the heap moist in dry weather - turning will give you an opportunity to assess the moisture level.

When is the compost ready?

Garden compost can take between six months and two years to reach maturity. Mature compost will be dark brown, with a crumbly soil-like texture and a smell resembling damp woodland.

It is unlikely that all the material in the heap will be like this, but any remaining un-rotted material can be added to the next batch of composting materials.

# data[].attributes.attachment_link.description
It is important that the site is not subjected to extremes of temperature and moisture, as the micro-organisms (bacteria and fungi) that convert the waste to compost work best in constant conditions. Position the bin in light shade or shade; it is often more convenient to use a shady area of the garden.

# data[].attributes.attachment_link.title
RHS gardening for schools and children / RHS Gardening

# data[].attributes.attachment_link.description
Find out how we are supporting schools and children to learn gardening with the RHS Campaign for School Gardening and in the RHS gardens

# data[].attributes.attachment_link.description
Inside Mission:Explore Water you will find 51 water-related missions, covering Rain, Rivers & Flow, Harvesting & Using Water, Waste.

# data[].attributes.attachment_link.readable_text
Mission:Explore Food has been created to tantalise children's taste for adventure, and tests their understanding not only of where their food is from, but also of where it goes once they've finished eating.

Download - See below

You can also buy a hard copy version here.

# data[].attributes.attachment_link.description
Mission:Explore Food has been created to tantalise children's taste for adventure, and tests their understanding not only of where their food is from, but also of where it goes once they've finished eating. Download - See below You can also buy a hard copy version here .

# data[].attributes.attachment_link.description
This partnership project aims to get pupils in some of Scotland's most disadvantaged areas learning in their local greenspace frequently by 2020.

# data[].attributes.body
1.4 Race Against time / 1.3 Winners and Losers

# data[].attributes.attachment_link.readable_text
A nature expedition through dystopia

For decades Derek has been studying and depicting the migration of birds and has followed them from Africa to the Arctic through their migration routes across the Mediterranean and their home ranges in Europe. Birds are used as warning indicators of environmental change - the changes we now observe in their migration patterns reflect significant climate and habitat changes.

The flightways of birds have become the routes of flight for refugees.

Our responses to the issues of environmental change and the refugee crisis in the coming few decades will define who we are, the societies we create and how we live. These issues are extremely complex, but are linked. Studies by the Lamont-Doherty Earth Observatory and other institutions have indicated causal links between climate change, civil war and refugee disasters.

Derek's observations of wildlife and his choice of nature as a subject of study are influenced by the direct and elemental character of these creatures and focuses on questions of what our place is in the environment and what it means to be alive. Grievously, the experience of refugees and migrants is often to be reduced to the same brutal and immediate question of survival.

"A project that is sensitive, thoughtful, provocative and compassionate."

The project has entailed researching and creating a collection of work from studies in the Jungle camp in Calais and Scotland, in the Mediterranean, Sicily, Cyprus and Jordan where his paintings overlay depictions of refugees and migrants with studies of migrating birds. The paintings blend stories, song, tradition and acute, personal observation. Video documentaries of the project and the paintings can be viewed on Derek's You Tube channel by clicking this link.

Something quite extraordinary...Artists And Illustrators Magazine

Like walking through a personal experience...The Herald

Nature's dark underbelly... The Herald

"We Were Never So Cold." Watercolour, acrylic and collage inspired by studies of refugees and migrant birds in and around the Jungle camp in Calais. As November closed in the weather became colder and colder for the ill-provisioned refugees who were attempting to avoid registration in official camps. It was to prove the coldest winter for decades across some parts of Europe. Documentary of this painting on this You Tube Channel.

Derek traveled to Jordan where he visited and interviewed Syrian, Palestinian and Iraqi families who had settled there. He taught a series of art classes to children at a refugee school and accompanied a team of ecologists through the desert. The population of Jordan has doubled in recent years and over-extraction of water has led to reversion of oasis towns to desert. The effect has been measured immediately in a dramatic change in breeding bird populations and the consequences on migrating birds which now have to try and cross larger areas of arid ground.

"The Desert is Full of Promises". A watercolour study completed in Jordan. The horned larks manage to thrive in very dry desert. Migrating birds now struggle to cross desert areas where the oases have turned to desert. Water extraction has increased as the population doubled over the last few years because of the influx of refugees. " We saw a small group of Bedouin children who had found a bee-eater. I think it had come down to the roof of the abandoned blue, bus thinking it was water. The children got a saucer of water and some cardboard boxes to make a little shade for the bird. It rested, drank some water, and recuperated enough to fly off." There is an Arabic saying which is "Do good and throw it in the river and you will be rewarded in the desert." - a documentary is on You Tube here.

"For The Wayfarer That You Meet". Field study completed in the Jordanian desert. Derek traveled through the desert with Jordanian biologists and ecologists who were monitoring changes in bird populations and observing how these indicated desertification and ecological change. "The generosity of the Jordanian people was overwhelming - both at a personal level and nationally, in giving shelter to millions of refugees."

The painting incorporates

some of the story of the "The

Desert is Full Of Promises" with

sketches from a number of

picnic-stops in the desert to

drink tea and eat. The studies

refer to the courtesies and

hospitalities exchanged between

guests and hosts.

"The Gardens of The Desert"

Watercolour and collage. Inspired by visits to refugee camps, gardens and farms in the oasis villages of the desert in Jordan. "The hospitality of the Jordanian people was overwhelming. They were joyous, generous and welcoming in a way that continually impressed and surprised you."

"What We Lost In The Desert"

Watercolour and collage inspired by interviews with Syrian refugee families in Jordan. " I met, ate and drank tea with people who had fled from their homes - sometimes with resources and their possessions, but often with nothing at all. I spoke to teachers, taxi drivers and even men who had served in the Syrian army. The tales I heard were inspiring, harrowing and unimaginable but these accounts were so often interspersed with laughter, games, singing and dancing. These were tales of loss, of lives put on hold, but the sense of determination, achievement and hope was disarming and inspiring."

"Whispers From The Desert"

Mixed media and collage on paper

Watercolour and collage on paper.

Below. From left to right. "Refuge of Fences", Refuge of Thorns, "Compass Box". "I swapped my artist pencil case with a broken pencil/compasses box from a Syrian boy in Jordan. It became the material for the "Compass Box" assemblage depicting a whinchat that was hopping in the scrub beside the school."

Between study trips overseas, Derek visited refugee families and people working with refugee communities in Scotland to try and get an insight into their experiences here. This also led to a series of paintings referencing the Scottish social history of emigration and depopulation of the land. - a documentary is on You Tube here

"Beach Of The Nine Living". Shellfish are not generally eaten by the Highlanders. Perhaps because they have a social history as starvation food. There is a beach on Tiree with the name of this painting because a widow and her 8 children survived a winter there during a famine living only on shellfish and seaweed. The Highlands and Islands have a strong tradition of peoples' flight from starvation and eviction. "As a child, my wife was taught to sing the Gaelic song 'S Trusadh mi na Coilleagan (I will gather the cockles) which describes a clamour on the shore. Many evicted men were forced to the dangerous subsistence of fishing which took it's toll of deaths. This joyful song seemed to me to echo something darker and deeper."

Above are Derek's field studies done of the Syrian refugee community in Bute, which has the largest percentage refugee population in the UK. Clockwise. "Something Biblical", a recently arrived Syrian couple and their Scottish baby. "The Way Home", Children coming back from playing at the park and harbour. "Alloted Land", digging in the community allotments. "Mr Disarani's Shop", barber's shop in Rothesay.

"We Fly At Night". Watercolour. Inspired by a conversation with a man in Edinburgh who had fled Aleppo. One night he grabbed a rucksack and ran, leaving his parents and brother, and his home, forever. virtually nothing of the city remains. Aleppo stems from the word white and has the same root as the Gaelic name for Scotland, Alba.

Sketching and traveling in Bute

Derek traveled to Sicily. A well known stopping point for migrating birds, the island has become a transit route for people crossing from Libya. Boats are very often intercepted by the Italian Navy or coastguard and taken to processing centres where people are registered. Those from countries considered "safe" - often questionably so- are forcibly returned without appeal. Once registered, they cannot travel to other European countries. Consequently, anyone landing tries to go underground and travel further onward.

painted along her bow. Inside,

the wood was charred and the

heads of thousands of nails

-like nails in a coffin- were

"Nesting Sparrows, Graveyard of Boats."

A field study of the refugee boats at Pozallo. The Sicilian sparrows are a hybrid mix of migrant Spanish and resident Italian sparrows. These Spanish- looking ones were nesting in one of the abandoned refugee boats.

"Children Of The Clouds" Oil on collage and canvas. Video about this painting - follow link here.

The Migrations project was launched at the Lush 2018 Summit in London

Individual paintings from the collection have already been shown in the USA, London, Edinburgh and Italy.

The collection was exhibited and I delivered a series of talks at the Scottish Parliament in May 2018 at a reception sponsored by Christina McKelvie MSP, Convenor of the Human Rights Committee.

Talks and Presentations

Lush Summit, London February 2018

Glasgow University March 2018

Scottish Parliament, April 2018

OSME Blog 2018

Pittenweem Arts Festival August 2018

New Networks for Nature, Lincoln 2018

BTO Conference Swanwick December 2018

Glasgow University March 2019

Nature in Art May 2019

OSME Conference June 2019

Papers and Publications

Forced Migration Review, Oxford University Press Jun 2018 in assoc Glasgow University

Birdlife Magazine Jan 2019

Artists And Illustrators Magazine, March 2019

British Trust for Ornithology News, March 2019

Ornithological Society for The Middle East. June 2018

The Sound Approach podcast June 2018

Glasgow University, Naturally Speaking podcast/Linked Migrations June 2018

# data[].attributes.attachment_link.description
A nature expedition through dystopia For decades Derek has been studying and depicting the migration of birds and has followed them from Africa to the Arctic through their migration routes across the Mediterranean and their home ranges in Europe.

# data[].attributes.attachment_link.readable_text
Moth migration

Everyone is familiar with migratory birds flying into Britain, but did you know that moths migrate here too? Surprisingly for such flimsy looking insects, some of the moths commonly seen in our gardens may have travelled from places as far away as North Africa.

Although most of the moths found in Britain are resident here, passing through all the stages of their life-cycle within the UK, others come to our shores as migrants from continental Europe or further afield.

Some of the moths that arrive from other countries are species that already live here, so they are just adding to the resident population. However, most of the migrants that come to Britain and Ireland are species that do not live here permanently; they may breed here after their arrival, but their offspring do not survive our winter.

One spectacular migrant that is commonly seen every year is the wonderful Humming-bird Hawk-moth. It really does look like a little hummingbird as it hovers at flowers to feed on nectar. Amazingly, it comes to us all the way from the Mediterranean and even North Africa.

It arrives at any time from April to December, but numbers usually peak in August and September. Like all migrants, more are seen in hotter summers and when there are southerly winds. Some do breed here and it is possible that a few of the offspring now survive our milder winters.

Another very common migrant is the Silver Y, recognisable by the clear metallic Y shape on each forewing. This clever little moth has been tracked flying vertically upwards to hitch a lift on the faster high altitude winds! It is much smaller than the Humming-bird Hawk-moth, but newly arrived moths often behave in a similar way, hovering at flowers in the daytime to refuel after their journey.

The Silver Y breeds here in large numbers and the British-born offspring then add to the population, which can be very high by the end of the summer, but none (or very few) of these moths survive the winter.

Other notable migrants which are seen every year, although in small numbers, are the Death's-head Hawk-moth and the Convolvulus Hawk-moth, both with wing spans of about 12cm (five inches).

Some species, like the Crimson Specked, only occur in some years but may sometimes arrive in large numbers. Perhaps the most exotic looking migrant is the Oleander Hawk-moth, which only arrives in some years and even then in very low numbers.

Join the Big Butterfly Count and help us save butterflies with our free app and printable ID chart.

Download your FREE gardening guide and make your greenspace a haven for pollinators
Find out more

# data[].attributes.attachment_link.description
Everyone is familiar with migratory birds flying into Britain, but did you know that moths migrate here too? Surprisingly for such flimsy looking insects, some of the moths commonly seen in our gardens may have travelled from places as far away as North Africa.

# data[].attributes.attachment_link.description
See the UK as it really is - 100 seconds, with each second representing a percentage of the different land uses of the UK. Can we make more space for nature?

# data[].attributes.body
Stories

# data[].attributes.attachment_link.title
Information About Migratory Birds - The RSPB

# data[].attributes.attachment_link.description
Each bird arriving in the UK has its own tale to tell. Here are 10 of the best known migratory birds. Find out more

# data[].attributes.body
Lesson plan from the World's Largest lesson

# data[].attributes.body
Lesson plan from World's Largest Lesson

# data[].attributes.attachment_link.readable_text
Scotland's Year of Coasts and Waters 2020 is an opportunity to highlight the nature, history and culture of shorelines and waterways.

Coasts and Waters are places to feel good, be healthy, be curious, be inspired and be creative. They are places where we can think about, and act on, bigger picture matters too - such as biodiversity, sustainability, climate, and our place in the world. Celebrate their potential for learning and adventure, their value as a resource, and their aesthetic inspiration.

Join the conversation on social media #YCW2020. Visit Year of Coasts & Waters 2020 VisitScotland website.

Get Involved (free download) - information, resources, organisations and activities - ideas and links to help you get involved... Starting points for finding out and doing things - dive in!

We're involved! Coming soon - stories celebrating the many people, places, activities and links made with Scotland's Coasts and Waters during 2020.

Year of Coasts & Waters 2020 Collaboration - these resources and stories have been produced through a unique partnership of:

# data[].attributes.attachment_link.title
Year of Coasts and Waters 2020 - Get Involved

# data[].attributes.attachment_link.description
Scotland's Year of Coasts and Waters 2020 is an opportunity to highlight the nature, history and culture of shorelines and waterways. Coasts and Waters are places to feel good, be healthy, be curious, be inspired and be creative.

# data[].attributes.body
What is your ecological footprint?

# data[].attributes.attachment_link.title
How many planets does it take to sustain your lifestyle?

# data[].attributes.attachment_link.description
What is your Ecological Footprint? How many planets does it take to support your lifestyle? Take this free quiz to find out!

# data[].attributes.attachment_link.readable_text
How does nature ...
produce color?

Humanity faces many challenges. Nature holds
solutions. To discover them, all we have to do is
ask. Begin your search here, or explore featured
content below to learn from other species'
successful strategies and adaptations.

Youth Design Challenge Gallery

Working with groups made me feel like I made an impact on the world. Youth Design Challenge Participant

The 2023-2024 Youth Design Challenge is here! Once again, students around the world will learn to use biomimicry to address some of the biggest environmental challenges we face. Learn more and view winners' projects from 2018 to the present.

Whether it is tool use among chimpanzees or song practice among zebra finches, the process of perfecting the craft lies in diligent practice. Karuna Skariah Educator

Education isn't just about memorization, but practicing into mastery. Looking to other species, we see that long-term success is all about incorporating new knowledge into your very being.

When materials that comprise living systems are subjected to repeated loads, they can weaken over time. This is called fatigue and it can lead to cracks and eventually failure. However, fatigue doesn't occur just anywhere on a material; the cracks usually start in areas subjected to elevated local stresses. Therefore, living systems often employ shapes, materials, and/or smooth transitions to decrease the potential for fatigue. An example of using shape is found in brown algae, an intertidal seaweed. Rather than being bent by the constant flow forces of waves and currents, its shape causes it to be pulled. This reduces stress by roughly 800 times compared to another species that bends with the flow, ultimately reducing structural fatigue.

Featured Pages for October 2023

Enjoy a hand-picked selection of pages, including seasonally themed, recently updated, or newly added Biological Strategies, Innovations, and more.

# data[].attributes.attachment_link.title
Innovation Inspired by Nature - AskNature

# data[].attributes.body
Including Meet a Tree and Sound Maps

# data[].attributes.attachment_link.readable_text
In the early 19070's as Joseph Cornell studied to be an outdoor educator, he discovered how play energizes and enlivens people's experience of nature. When he led people on nature walks he wanted people to be totally engaged. He found that playful games would capture people's attention and make learning multidimensional and fun. No longer were participants passively observing the environment with just their intellect; with play, their whole being became involved. Because participants were utilizing all of the faculties of perception and knowing, both children and adults came alive, and nature came alive for them.

In 1979, Joseph published these activities in Sharing Nature with children, which pioneered and popularized internationally the use of nature activities. Parents and educators across the globe were wildly enthusiastic about these games, because, as National Audubon's Vice President of Education, Duryea Morton, wrote, " by using these activities children actually experience what it is like to be a part of the natural world."

​Because Sharing Nature activities are captivating and engage us directly with nature, players of all ages can happily enjoy the games together. After a family nature program in San Francisco, the parents of five-year-old Lily told the leader that their shy and hesitant daughter was uncomfortable with new situations. "When we encourage Lily to try new experiences, she usually hangs back. But while we were playing the Sharing Nature games, we were surprised and delighted to find Lily leading us."
​
The following activities are arranged by their Flow Learning™ stage. To help you easily find the best game for your group, each one has a Quick-Reference Box that tells you:

Concepts, skills, and qualities taught

When and where to play

Number of people needed

Suggested age range

Materials needed

# data[].attributes.attachment_link.description
In the early 19070's as Joseph Cornell studied to be an outdoor educator, he discovered how play energizes and enlivens people's experience of nature. When he led people on nature walks he wanted people to be totally engaged. He found that playful games would capture people's attention and make learning multidimensional and fun.

# data[].attributes.body
A unique set of activities that will inspire people to follow in the footsteps of John Muir.

# data[].attributes.attachment_link.description
Downloadable resources focused on activities inspired by John Muir’s adventures, and making connections with food and water

# data[].attributes.body
Nature connection through creativity

# data[].attributes.attachment_link.readable_text
With acrostic 'spells' by Robert Macfarlane and beautiful watercolour artwork by Jackie Morris, The Lost Words conjures back to glorious life some natural words fading from usage.

Published in October 2017, this beautifully illustrated book focuses on words that are moving to the margins of many children's lives and stories – bluebell, dandelion, otter, kingfisher, acorn – and presents them as both challenge and celebration.

An Explorer's Guide to The Lost Words

This free guide by Eva John accompanies The Lost Words. It’s for anyone with an interest in nature, words and images who wants to explore further some of the ideas and creatures conjured up by Robert Macfarlane and Jackie Morris in their enchanting 'spell book'. It's especially useful for teachers and educators.

pdf  |  issuu |  pdf (single page)

Download a free Lost Words poster

In action

Watch Riley Stemp’s #TeacherEffect story on The Lost Words as shared by the Department of Education. “I was just blown away… you feel that something that you were very inspired by, has inspired some beautiful writing as well.”

Read about how The Lost Words is inspiring new audiences in accessible and inclusive ways.

Watch Knoxland’s Primary 5 pupil's songs, raps and poems about venturing into their nearby woods with Tullochan to explore The Lost Words and dream of being wild animals.

The Lost Words for Schools Padlet is a moderated online board showcasing children's work, teaching ideas, and resources.

The Scottish Book Trust blog post shows how two primary school have used The Lost Words to help their reading journey while working towards a John Muir Award.

Read how our John Muir Award Scotland Education Manager Rebecca Logsdon used a 'Wild Day' in nature to help her rediscover her own ‘lost words’.

Share your own examples using #TheLostWords

Articles

To mark one year since The Lost Words was published, Penguin Books asked Rob Bushby to summarise the breadth and depth of responses generated. Read Rob's guest blog here.

‘Badger or Bulbasaur - have children lost touch with nature?’ Guardian article by Robert Macfarlane, 30 September 2017

‘Lost and found’ Rob Bushby explores how a new book by Robert Macfarlane and Jackie Morris has truly captured the public’s imagination, John Muir Trust Journal Spring 2018

Jackie Morris' blog. Numerous offerings from The Lost Words’ origins to stories of support for crowdfunders

The Lost Spells

This follow up pocket-sized book introduces a new set of natural spell-poems and artwork from Robert Macfarlane and Jackie Morris. Focused on relatively commonplace yet underappreciated animals, birds, tree and flowers – from barn owl and red fox, to grey seal and silver birch.

An ‘Explorer’s Guide’ of accompanying resources is available to download – with editions being released to follow the seasons. Find them here

Crowdfunder and campaign information

Advice and recommendations for creating your own campaign or crowdfunder based around The Lost Words.

Find out more

More literacy & nature resources

Download our Literacy & Nature Resource Guide and Training Guidance, and view case studies
Find out more

Get more inspiration to your inbox

Sign up for our emails for the latest conservation news and features, project updates and ideas and support for your Award activity

# data[].attributes.attachment_link.description
With acrostic ‘spells’ by Robert Macfarlane and beautiful watercolour artwork by Jackie Morris, The Lost Words conjures back to glorious life some natural words fading from usage

# data[].attributes.headline
Nature Connectedness and noticing nature: Key components of a good life

# data[].attributes.subject
Nature Connectedness and noticing nature: Key components of a good life

# data[].attributes.body
“...by not being tuned into nature, our lives are poorer for it in terms of happiness and meaning... tuning into nature—through simple acts like listening to the birds or enjoying the beauty of flowers—changes our actions to care more for nature.”

# data[].attributes.attachment_link.readable_text
Major environmental institutions around the globe are realising that the failing human-nature relationship with nature is a root cause of environmental issues. Yet, designing for human-nature connection is yet to become mainstream in practice. Although there have been successful interventions and frameworks such as the pathways to nature connectedness, more can be done to facilitate targeting the human-nature relationship in policy. First by establishing it as a target for change, then by drawing parallels between nature connectedness research and research on interpersonal relationships. This provides new routes to a closer human-nature relationship - and pro-environmental action. Our latest paper published in Sustainability reviews recent references to the human-nature relationship in policy documents and then draws on theories of interpersonal relationships to illustrate how they can inform efforts to repair the human-nature relationship for a more sustainable future.

Few would deny the existence of relationships between people, that some are close, others more distant. And that these interpersonal relationships motivate behaviour. Yet, many overlook the human-nature relationship, focussing instead on the tangible symptoms of that failing relationship: biodiversity loss and climate warming without considering the underlying problem. For current sustainability efforts to be successful there is also a need to reverse our growing disconnection from the rest of nature.
Human-nature Relationships in Policy
Thankfully, in recent times, major environmental institutions are recognising this and have been advocating for a profound shift in our relationship with nature. The UN Environmental Programme's report, "Making Peace with Nature," proposes that we must change our values and mindsets, moving away from material consumption and recognizing nature's integral role in a good life. The Kunming-Montreal Global Biodiversity Framework, adopted at COP15, acknowledges the exploitation of nature driven by societal values and behaviours as the root cause of biodiversity loss. It emphasizes living in harmony with nature and includes nature connection as a target.

The push for greater specificity in policy has seen references to "nature connectedness" research in various documents. Stockholm+50: Unlocking a Better Future underscores the need to redefine our relationship with nature, shifting from extraction to care. The EEA briefing, 'Exiting the Anthropocene? Exploring fundamental change in our relationship with nature,' delves into the deep interconnection between humans and ecosystems for a sustainable future.

Similarly, the Dasgupta Review commissioned by the UK Government delves into the spiritual and sacred aspects of the human-nature relationship. It highlights the distinction between mere contact with nature and true connectedness, emphasizing that the latter goes beyond personal well-being to motivate environmental behaviour.

While there has been progress in recognizing the importance of our connection to nature in policy, the challenge lies in operationalising it fully. One key area of concern is the lack of specificity in policy language. Many policies use ambiguous terms, leaving the emphasis on the human-nature relationship implicit or vague. To address this, the psychological construct of "nature connectedness" should be used more widely as a focal point for targeted and effective policy actions. While there is progress in acknowledging the benefits of nature connectedness for both human health and nature conservation, it is yet to become mainstream in practice.

Another issue lies in the sufficiency of policy aims. While some policies claim to address the human-nature relationship, they often focus on outcomes that fall short of genuinely influencing the relationship. Merely promoting access to nature, while essential, is not enough to increase nature connectedness - in the terms of interpersonal relationships, having access to the room doesn't mean you'll develop a close relationship with those inside.

To successfully target the human-nature relationship in policies, there must be explicit recognition that the human-nature relationship is a relationship and that it must be a clear and explicit target. Policy language must also be more precise. In the paper we argue that the human-nature relationship is as real as any interpersonal relationship and policymakers should draw from wider theories on interpersonal relationships to operationalize the human-nature relationship effectively; specifically, it can be easily operationalized as nature connectedness. By addressing these areas of weakness, environmental policy can play a more significant role in nurturing a harmonious and sustainable relationship with nature.
Interpersonal Relationships
Relationships play a fundamental role in shaping our lives, fulfilling our needs for self-expansion and belonging. By including others in our sense of self, we enhance our resources and well-being. These vital connections affect not only our psychological wellbeing and identity but also influence how we treat others and engage in pro-social behaviours. Close relationships, where we prioritize the interests of our partners and the relationship itself over self-interest, lead to greater willingness to sacrifice and accommodate during conflicts. Fostering stronger interpersonal bonds benefits both individuals and society, creating a more caring and supportive community.

The significance of interpersonal relationships in our lives has led to extensive research on factors influencing closeness and commitment. While spending time together is crucial, the quality of interaction plays a pivotal role in relationship development. Self-disclosure fosters intimacy, and engaging in novel activities strengthens closeness. Mutual influence, or interdependence, contributes to a lasting, committed relationship. Commitment stems from investing time and resources, fulfilling crucial needs, and lacking attractive alternatives.

In human-nature relationships, the importance of going beyond mere contact becomes evident. Discussions often revolve around facilitating contact with nature, but the principles of interpersonal relationships show that true connection requires more. Intimacy, excitement, and interdependence are vital ingredients for nurturing meaningful bonds. Emphasising these aspects can provide valuable insights for fostering a deeper and more committed relationship with nature.
Parallels between Interpersonal Relationships and Human-Nature Relationships
The concept of relationship closeness, where we include others in our sense of self, also extends to our relationship with nature, known as nature connectedness. This implies that our bond with nature can be seen as just another form of relationship. Interestingly, nature connectedness and interpersonal relationships share many parallels in their associations with important outcomes - a summary of key concepts and their parallels to human-nature relationships can be found in Table 1 of the paper.

Nature connectedness fulfils our need for relatedness and expands our sense of self. It is linked to well-being, behaviour, and prosocial actions. Furthermore, nature connectedness is deeply intertwined with our sense of identity, showcasing its similarities to interpersonal relationships.

Considering the similarities between nature connectedness and interpersonal relationships, it's reasonable to believe they might have similar determinants. Treating nature connectedness as a type of relationship can offer a fresh perspective on our disconnect with nature; if one recognizes that nature connectedness is a relationship, it becomes obvious that merely promoting contact with nature is necessary, but wholly insufficient to repair our relationship with nature. By applying principles from interpersonal relationships to nature connectedness, we can uncover new insights, identify areas for further research, and make meaningful implications for policy and practice.
Implications for Policy and Practice
The research suggests that human-nature relationships share some striking similarities with our close relationships with other people. Just as we seek emotional intimacy and a sense of interdependence with our loved ones, these elements also play a crucial role in fostering a deep bond with nature. But here's the thing-while we know that spending time in nature is beneficial, it's not just about mere contact. We may spend hours together in the workplace, but that doesn't guarantee a close relationship. Like in interpersonal relationships, the quality of our interaction with nature matters too.

Imagine walking barefoot through the grass, experiencing the joy of planting a tree and seeing it begin to grow, or visiting your favourite nature spot, like you would a long time friend. These acts of intimacy and meaningful interdependence with nature can have a profound impact on our nature connectedness. Similarly, the way we learn about nature is important. Environmental education should move beyond textbook knowledge and focus on exciting activities that create a personal connection with nature. Moreover, our cultural and societal norms heavily influence how we view and interact with nature. The history of Western society reveals a complex relationship with nature, often dominated by use and control. This societal relationship must be re-evaluated.

We should recognise that different types of relationships exist, and it's no different for our bond with nature. Some relationships are self-centric, driven by personal gain, while others are 'ecosystemic', emphasizing mutual concern and wellbeing. Encouraging ecosystemic relationships with nature is crucial for positive treatment of the environment.

Like any relationship, trust plays a pivotal role in our connection with nature. Trusting that nature will be benevolent and responsive is vital for forming a strong bond. However, trust in nature is often understudied, especially in childhood. It's essential to nurture this trust early on, and societal attitudes can influence how we perceive nature's reliability.

As we navigate the complexities of our modern lives, we must recognize the barriers that hinder our human-nature relationship. Stress, societal norms, and alternative ways to fulfil our needs can all interfere with fostering a deep and authentic connection with nature. It's vital to confront these obstacles and identify ways to overcome them.

In essence, understanding the similarities between interpersonal relationships and human-nature relationships can transform the way we approach our connection with nature. By building trust, promoting intimacy, and diversifying our interactions with nature, we can foster a more profound and lasting bond. A summary of specific policy recommendations can be found in Table 2 of the paper.
The Trusting and Reciprocal Relationship Challenge
Through the fascinating connection between human-nature relationships and interpersonal relationships, we encounter some thought-provoking challenges. While trust plays a vital role in both types of relationships, trust in nature may not adhere to the same principles as trust in people. Nature's behaviour can be less predictable, making it challenging to perceive its reliability and intrinsic benevolence. Many may even perceive nature as a nuisance or at times dangerous.

Additionally, interpersonal relationships involve reciprocity, with both parties contributing to the relationship's development. However, human-nature relationships are often perceived as one-sided, with nature being seen as inanimate and non-reciprocal. Bridging this gap requires recognising the concept of animacy, where nature is viewed as autonomous and communicative, and comprised by relational beings. Embracing this animistic philosophy may help foster a deeper sense of reciprocity in our connection with nature. This requires a larger cultural shift away from the Western worldview that perceives nature as a mere resource to be used and controlled. Embracing diverse worldviews and incorporating relational nature education could be essential steps toward nurturing a more meaningful and reciprocal relationship with nature.
Conclusion
This review reminds us of the profound impact relationships have on our lives, not just with other people but also with nature. Understanding the parallels between interpersonal relationships and nature connectedness sheds light on the importance of nurturing our bond with the natural world. This connection is essential, not only for our own well-being but also for the well-being of the planet.

To mend our broken relationship with nature, we need a cultural shift. Our modern world, driven by scientific and industrial revolutions, has disconnected us from nature, viewing it as a resource to be used and controlled. However, hope lies in recognising that past cultural shifts have occurred, and we can envision a more sustainable future where human-nature relationships are valued.

This vision must be supported by meaningful actions and policies. Environmental policy should acknowledge the tangible impact of relationships and guide urban planning to create spaces for shared care of nature. Cultural policy and incentives can foster exciting engagement with nature, while education and health policies can promote animistic thinking essential for healthy relationships with nature. Furthermore, legal frameworks can grant nature rights and personhood, legitimizing it as a valued member of our planetary community. By embracing a relationship-focused approach, we can pave the way for a sustainable future where humanity and nature thrive in harmony.

Lengieza ML, Aviste R, Richardson M. The Human-Nature Relationship as a Tangible Target for Pro-Environmental Behaviour-Guidance from Interpersonal Relationships. Sustainability. 2023; 15(16):12175. https://doi.org/10.3390/su151612175

# data[].attributes.attachment_link.description
Nature Connectedness Research Blog by Prof. Miles Richardson

# data[].attributes.body
Do something wild for 30 days of June.

# data[].attributes.attachment_link.description
Want to find out more about 30 Days Wild?

# data[].attributes.attachment_link.title
Word of Mouth - Communicating Climate Change - BBC Sounds

# data[].attributes.attachment_link.description
Catch up on your favourite BBC radio show from your favourite DJ right here, whenever you like. Listen without limits with BBC Sounds.

# data[].attributes.attachment_link.description
Scotland's Outdoor Learning Directory aims to provide a portal to services supporting outdoor learning which are provided by these Scottish organisations.

# data[].attributes.headline
Transform our World: Turning Anxiety into Action 

# data[].attributes.subject
Transform our World: Turning Anxiety into Action 

# data[].attributes.attachment_link.readable_text
We've seen historic scenes around the world with students taking to the streets to demand action in the face of the climate emergency. But what next? Having a crisis and not feeling empowered to act risks causing anxiety and overwhelm. If you don't know where to begin, you could freeze in your tracks and feel powerless.

We've been talking to teachers about climate anxiety - their students', their own, and how it is treated in the sector. Our campaign 'Turning Anxiety into Action' will help teachers feel ready and resilient in the face of one challenge that didn't come with the training.

# data[].attributes.attachment_link.title
Transform Our World: Turning Anxiety into Action

# data[].attributes.attachment_link.description
We've seen historic scenes around the world with students taking to the streets to demand action in the face of the climate emergency. But what next? Having a crisis and not feeling empowered to act risks causing anxiety and overwhelm. If you don't know where to begin, you could freeze in your tracks and feel powerless.

# data[].attributes.headline
The Sustainable Development Goals: A guide for teachers

# data[].attributes.subject
The Sustainable Development Goals: A guide for teachers

# data[].attributes.attachment_link.readable_text
You are here:

Engage your learners with the Sustainable Development Goals

If you made a list of goals to make our world a better place, what would be on it? Ending poverty? Tackling climate change and environmental degradation? Achieving gender equality? What would be your priorities and why?

The Sustainable Development Goals (SDGs) are a set of ambitious and urgent goals and targets aimed at changing our world for the better. Packed with practical advice, useful information, cross-curricular activity ideas and inspiring case studies; this guide aims to deepen teachers' understanding of education about and for the SDGs.

Discover the rich breadth of ways in which learners can engage with the SDGs.

# data[].attributes.attachment_link.keywords[]
education; active global citizenship; global citizenship education; sdgs; sustainable development goals; global goals

# data[].attributes.attachment_link.title
The Sustainable Development Goals: A guide for teachers | Oxfam Education

# data[].attributes.attachment_link.description
If you made a list of goals to make our world a better place, what would be on it? Ending poverty? Tackling climate change and environmental degradation? Achieving gender equality? What would be your priorities and why? The Sustainable Development

# data[].attributes.attachment_link.readable_text
The science that affects our world
The Earth's global temperature is warming, meaning that weather patterns and ecosystems are changing more quickly than animal species and human communities can adapt to.
Our new introductory climate change resources have been designed to introduce the topic of climate change to students aged 7 -11. Secondary school students, and primary school students with an existing knowledge of climate change, can further explore the affects climate change is having on our world through our series of engaging curriculum linked programmes and activities. Tell us how your school is helping to tackle climate change to claim your Climate Hero certificate.

# data[].attributes.attachment_link.description
Our climate change resources have been designed to introduce the topic of the affects climate change is having on our world

# data[].attributes.attachment_link.title
A Pollinator Portfolio: creating a buzz through the John Muir Award

# data[].attributes.attachment_link.description
See how John Muir Award participants from across the UK are supporting pollinators to thrive, through exciting conservation activity.

# data[].attributes.body
Join the movement and plan to teach the SDGs, sign the pledge. Encourage your collegues to sign up too.

# data[].attributes.attachment_link.description
To help reach our goal of actively supporting and enhancing the work of the United Nations' efforts within K-12 classrooms, our TeachSDGs organization contributes to the 2030 Agenda in the following...

# data[].attributes.attachment_link.readable_text
Award-winning director Damon Gameau (That Sugar Film) embarks on a journey to explore what the future could look like by the year 2040 if we simply embraced the best solutions already available to us to improve our planet and shifted them rapidly into the mainstream. Structured as a visual letter to his 4-year-old daughter, Damon blends traditional documentary with dramatised sequences and high-end visual effects to create a vision board of how these solutions could regenerate the world for future generations.

# data[].attributes.attachment_link.description
Award-winning director Damon Gameau embarks on a journey to explore what the future could look like by the year 2040 if we simply embraced the best solutions already available to us to improve our planet and shifted them rapidly into the mainstream.

# data[].attributes.headline
Help Us Connect More People With Nature Film

# data[].attributes.subject
Help Us Connect More People With Nature Film

# data[].attributes.attachment_link.readable_text
See how the John Muir Trust's engagement initiative - the John Muir Award - is inspiring people to connect with nature.

Experiencing wild places is often the first step to caring about them. Watch our 2-minute film to see how the John Muir Trust's engagement initiative - the John Muir Award - is inspiring people to connect with nature and please support us to do more.

Click here to watch the film (YouTube Film, opens in new window).

# data[].attributes.attachment_link.title
Help Us Connect More People With Nature Film

# data[].attributes.attachment_link.description
See how the John Muir Trust's engagement initiative - the John Muir Award - is inspiring people to connect with nature. Experiencing wild places is often the first step to caring about them. Watch our 2-minute film to see how the John Muir Trust's engagement initiative - the John Muir Award - is inspiring people to connect with nature and please support us to do more.

# data[].attributes.body
Welcome to the Resource Padlet. Please use this to find more information and add any useful resources you have throughout the course.

# data[].attributes.headline
How to talk to children about the climate crisis without painting it all black

# data[].attributes.subject
How to talk to children about the climate crisis without painting it all black

# data[].attributes.attachment_link.readable_text
Culture Film Features

The climate crisis is raging through children's literature like a forest fire, writes Nicola Skinner. But how do we talk about the damage done to the planet by humanity, without making children distrust that humanity?

Thursday 19 December 2019 08:11

I

used to be a literacy helper at a local primary school. Every Tuesday I'd wedge myself into a small plastic chair and listen to young children as they read aloud. But sharing a book was only part of the job. Other responsibilities included wiping noses and acting as a general first responder to any questions. Even if their questions weren't necessarily framed as such - they're not always, with young children - I was still expected to come up with an answer. It was a tough gig, but I enjoyed it, on the whole.

One summer, a boy suddenly stopped reading, and told me what he'd seen on the telly that morning. "There was a fire in a tall building," he said. "I watched it at breakfast." I realised he was referring to the Grenfell Tower tragedy, the desperate footage of which he must have seen before school. He looked at me expectantly. This, I knew, was my turn to speak.

But how? I felt like I was playing a loaded game of pass the parcel. What words could I wrap around this story before I handed it back to him? When it comes to disaster, what's the right way to talk about it to a child? There's a balance to be struck between protecting their innocence and honouring their right to know. And just as something in his book prompted that young boy to consider the world, so children's literature as a whole can help young readers process unsettling real events.

In itself, this challenge is not unique. We don't have to look far to find precedents of authors responding in real time to international horror. In the 1940s, Elinor Brent-Dyer responded to the Second World War by writing The Chalet School in Exile for her previously cosy boarding school series. The Snowman author Raymond Briggs' 1982 picture book When the Wind Blows tackled the imminent threat of nuclear attack, while more recently, Catherine Bruton's No Ballet Shoes in Syria and Onjali Q Rauf's The Boy at the Back of the Class put the international refugee crisis at the heart of their stories. This October, Kate Milner's picture book It's a No Money Day dealt with food poverty in today's Britain. Don't be misled by the classification - beneath their colourful covers, children's books can deal skilfully with very grown-up themes.

Books of the decade
Show all 40

1/40 Books of the decade

Of course, there's a strong argument that children's books should remain free from adult concerns. There must be stories children can escape to and play within. Fortunately, children's publishing is full of wonderful books, which meet this need perfectly. But books aren't written in a vacuum. The shock of any tragedy will shape the art produced within that time - and children's literature is not exempt from that. And occasionally, a tragedy will come along that is so vast, and on such a global scale, that the force of it will change every narrative eventually. And we're right in the middle of one. When it comes to children's books, the climate crisis looks set to lead from the front in 2020.

No sane person would deny we're facing the worst levels of environmental devastation yet, and that awareness has raged through children's literature like a forest fire. Florentyna Martin, children's buyer at Waterstones, has seen a huge rise in "eco kid lit".

"This year, it has dominated illustrated reference books and practical guides for children," she says, "with books like What a Waste by Jess French. One of the leading books of 2019 has been Greta Thunberg's collection of speeches, No One Is Too Small to Make a Difference, and next year I can see the climate crisis distilled into more fiction and picture books, like Clean Up by Dapo Adeola and Nathan Byron."

She points out that even household names will be tapping into the conversation, with Peppa Pig and the Mr Men series releasing eco titles.

In some cases, the climate crisis has created hybrid genres, the likes of which feel completely new within children's publishing; such as Jackie Morris and Robert Macfarlane's Lost Words, an illustrated picture book, ostensibly for children, yet which at times reads like an elegy. In it, there are "spell poems" written specifically to "summon back what has vanished" - in this case, once well-known words for wildlife that are slowly vanishing from most children's vocabularies (and therefore knowledge), such as kingfishers and otters. And perhaps most visibly, the climate crisis is shaping and redefining middle-grade fiction - that highly populated market for nine- to 12-year-olds. What's fascinating is how.

It isn't surprising that dystopia seems to be leading the way: faced with the bleakness of what's really happening, it seems perfectly reasonable. Visions of ecological apocalypses have really gathered momentum this year, with Sita Brahmachari's Where the River Runs Gold a notable example. In this novel, all bees have become extinct, and so pollination is done by hand, on sinister pollination farms, by unwitting children. And there are many more besides; Tom Huddleston's Floodworld, Bren MacDibble's The Dog Runner, Julia Green's The House of Light, and Nicola Penfold's forthcoming debut, Where the World Turns Wild, all contain unsettling versions of our planet in free fall.

The artistic merit of these critically acclaimed books is not in doubt, but when seen collectively, they do pose a question: when it comes to climate change, are we in danger of terrifying children? Is it possible to talk about the damage done to the planet by humanity, without making children distrust that humanity? Could we be fostering an innate misanthropy within children?

Read more

Scott Evans - primary school teacher, host of the hugely popular online Primary School Book Club, and longlist book judge for the Blue Peter Book Awards - agrees it's a complicated time. "There's so much dystopian eco-fiction out there, but it feels right," he tells me. "Children nowadays are exposed to extreme environmental content through the news, and the impression I get as a teacher is that my class actively want those types of books. They seem to have an intellectual approach to the climate crisis and in many ways those books accelerate their thought processes and inspire them to form their own decisions."

Dystopian fictions have long been used by writers as a way of challenging and inspiring humanity, and at their best, as Scott believes, they can encourage readers to attempt to reverse the dangers of their time. But is there a risk that too much too soon can have the opposite effect and desensitise the minds of impressionable children, or even lead them to believe that there is no other outcome for our planet? Could there be a slightly macabre appetite at play here? Might children's books, in response to the ever-worsening news, become a story-telling race to the worst-case scenario, because of the dark vicarious thrills it offers along the way? Or is that just a dystopian way of looking at dystopia?

Perhaps the answer lies in variety, and balance. The market contains enough diversity to keep the conversation hopeful. MG Leonard's Beetle Boy series, Lightning Mary by Anthea Simmons and The Closest Thing to Flying by Gill Lewis all have an emphasis on natural history, and doable activism. There are also some refreshing alternatives of the narrative voice: Emma Read's Milton the Mighty, for example, is told entirely from the perspective of a tiny house spider, who has to fight for survival in a world that wants to exterminate him. Books like this, which deftly and lightly engage young readers with ideas about local, grass-roots conservation, make essentially the same point about our natural world as Lost Words - love it or lose it - and work brilliantly side by side with stories with a darker, more world-wide theme.

It is worth being thoughtful, too, about where the critical gaze is directed. This idea of where to look within this canon is crucial. If climate change is always presented as a done-and-dusted irreversible disaster, the solution might feel out of reach. But books written with a clear-eyed scrutiny on the practices, corporations and consumer habits that have contributed to the mess we're in might at least provide this generation with the idea of accountability.

The 27 best opening lines in books
Show all 27

1/27 The 27 best opening lines in books

One thing's for sure, while children used to chase smugglers through sea coves, over the next few years the baddies in children's literature are bound to change into more recognisable ogres. And modern readers' sensibilities will be changed permanently by the narratives around us. Even a classic adventure story like Katherine Rundell's The Good Thieves, which doesn't have an explicitly environmental theme, can be read implicitly as having one, concerned as it is with children's legacies being stolen by rich villains. In the future, our perception of stories may eventually acquire a permanent eco filter.

Perhaps the climate crisis is forcing children's books to grow up too fast. Perhaps there will be books written with narratives we can't even imagine, as writers attempt to speak the unspeakable, adapt to events we cannot yet comprehend. But the alternative - of acknowledging nothing, of producing work that bears no resemblance to the changing world - feels far more frightening.

Besides, it's not all bad. Taken collectively, what all these books reveal, in their many tonal variations, is not just fear and grief but a wild, limitless hope. They can all be read as love letters to the world, and a rallying cry to not give up. Just the very fact that they are being written, and published, and read reveals, at least, that amongst all the uncertainty, people still believe the world is worth saving. And that might be the one plot twist that saves us all.

Nicola Skinner is a children's author

More about

1/2 How can we talk to children about the climate crisis?

How can we talk to children about the climate crisis?

The climate crisis is raging through children's literature like a forest fire, writes Nicola Skinner. But how do we talk about the damage done to the planet by humanity, without making children distrust that humanity?

How can we talk to children about the climate crisis?

Greta Thunberg wrote one of the leading books of 2019 (Getty)

Getty Images

Independent culture newsletter

The best in film, music, TV & radio straight to your inbox every week

Sign up
Already have an account? Log in here

# data[].attributes.attachment_link.title
How can we talk to children about the climate crisis without painting it all black?

# data[].attributes.attachment_link.description
Culture Film Features The climate crisis is raging through children's literature like a forest fire, writes Nicola Skinner. But how do we talk about the damage done to the planet by humanity, without making children distrust that humanity? Thursday 19 December 2019 08:11 I used to be a literacy helper at a local primary school.

# data[].attributes.headline
How Your School can Help the Environment 

# data[].attributes.subject
How Your School can Help the Environment 

# data[].attributes.body
Resources from the Woodland Trust

# data[].attributes.attachment_link.readable_text
Green Tree Schools Award

Join more than 12,000 schools taking action to help the environment. Your pupils can take part in fun, hands-on projects while improving your grounds. They'll earn certificates in recognition of their achievements and a special plaque to display in your school.

Learn more about the award

# data[].attributes.attachment_link.title
How Your School Can Help the Environment - Woodland Trust

# data[].attributes.attachment_link.description
Green Tree Schools Award Join more than 12,000 schools taking action to help the environment. Your pupils can take part in fun, hands-on projects while improving your grounds. They'll earn certificates in recognition of their achievements and a special plaque to display in your school. Learn more about the award

# data[].attributes.headline
Reconnecting with nature 'triggers' eco-actions

# data[].attributes.subject
Reconnecting with nature 'triggers' eco-actions

# data[].attributes.attachment_link.readable_text
People who have access to nature or urban green spaces are much more likely to behave in environmentally friendly ways, a study suggests.

Researchers used a representative sample of 24,000 people in England for their study of green behaviour.

The findings also showed that people who were not exposed to green spaces were less likely to adopt green behaviours, such as recycling.

The findings will appear in the journal Environment International.

The team of scientists from south-west England found that the link between access to green spaces and a greater level of green behaviour was true across the social board, whether it was older people, younger people, rich or poor, male or female.

"The message that we want to get out is that reconnecting with nature may promote sustainable behaviour," explained co-author Ian Alcock from the European Centre for Environment and Human Health at the University of Exeter.

Big picture

Dr Alcock explained that previous studies had highlighted a link that if people had more connections to nature, they were more likely to make more green choices.

"But the evidence came from small-scale experiments and from small-scale surveys," he told BBC News.

"What we wanted to do was to test that idea on a large scale, so we took a large nationally representative sample of the population of England.

People who took part in the study were asked a range of questions, such as whether they recycled, bought eco-friendly brands, bought local or seasonal produce etc.

"People who made more nature visits were more likely to engage in recycling and more likely to engage in green travel and were more likely to engage in environmental volunteering.

"The take-home message for policymakers is that we should encourage these active exposures to nature in order to encourage greater environmentalism.

"What this suggests to us, from a policy viewpoint, is that there should be efforts to increase contact through improving both social participation also through the physical infrastructure, through promises to improve access to natural spaces in urban settings.

# data[].attributes.attachment_link.title
Reconnecting with nature 'triggers' eco-actions

# data[].attributes.attachment_link.description
People who have access to nature or urban green spaces are much more likely to behave in environmentally friendly ways, a study suggests. Researchers used a representative sample of 24,000 people in England for their study of green behaviour.

# data[].attributes.body
Pathways to Nature Connection

# data[].attributes.body
Using tech to engage with nature

# data[].attributes.attachment_link.readable_text
The virtual reality experience must be viewed through an app on a mobile device. You can watch via the following apps: YouTube or Within. Download one of these apps from the Apple or Android app stores and search for the title of the film. For best results, use a headset, like Samsung Gear VR, Google Cardboard, or the Oculus Go.

# data[].attributes.attachment_link.description
This virtual reality/360 film takes you on an immersive journey with acoustic ecologist Gordon Hempton in the Hoh Rain Forest in Washington State, one of the quietest places in North America. For the past 35 years, acoustic ecologist Gordon Hempton has been documenting the sounds of the Hoh Rain Forest,...

# data[].attributes.body
Simple, collective and impactful actions people can take .  A clear link between the SDG's and sustainable lifestyles.

# data[].attributes.attachment_link.readable_text
People around the world are becoming increasingly familiar with the Sustainable Development Goals (SDGs), but how many of us really know what we can do to reach them?

The Good Life Goals represent an effort to answer this question and help a global audience to recognize the vital role of individual action in achieving the SDGs. The Good Life Goals lay out 85 ways anyone can contribute towards the huge, planet-changing objectives that sit at the heart of the SDG agenda.

Who is behind them?

The Goals have been shaped through a multi-stakeholder collaboration between Futerra, the 10 YFP Sustainable Lifestyles and Education program, co-led by the governments of Sweden and Japan represented by the Stockholm Environment Institute (SEI) and the Institute for Global Environmental Strategies (IGES), as well as UN Environment, UNESCO and WBCSD.

# data[].attributes.attachment_link.description
The Good Life Goals highlight the vital role of individual action in achieving the ambitions of the SDGs. They were created to be relevant, easily understood and accessible to individuals all around the world.

# data[].attributes.body
https://www.schoolstrike4climate.com/post/how-to-talk-about-climate-change

# data[].attributes.attachment_link.readable_text
The John Muir Award encourages people of all backgrounds to connect with, enjoy and care for wild places.

The Trust's John Muir Award is an environmental award scheme focused on wild places. It is inclusive, accessible and non-competitive, though should challenge each participant.  The Award encourages awareness and responsibility for the natural environment through a structured yet adaptable scheme, in a spirit of fun, adventure and exploration.

It's open to all who can understand and meet the Award Criteria. It is ideally suited for those participants working at the later stage of primary education and beyond. Adults are welcome to get involved too - on their own, in groups, or alongside younger participants. We have created a Family Award that welcomes involvement as a family unit and can include all ages and abilities.

The John Muir Award Team are here to support your Award activity. If you have questions about your John Muir Award please read our FAQs.

# data[].attributes.attachment_link.description
The John Muir Award encourages people of all backgrounds to connect with, enjoy and care for wild places. The Trust's John Muir Award is an environmental award scheme focused on wild places. It is inclusive, accessible and non-competitive, though should challenge each participant.  The Award encourages awareness and responsibility for the natural environment through a structured yet adaptable scheme, in a spirit of fun, adventure and exploration.

# data[].attributes.body
Outdoor Learning and Play

# data[].attributes.attachment_link.title
Outdoor Learning and Play Charity | Learning through Landscapes

# data[].attributes.attachment_link.description
Learning through Landscapes is the leading UK charity dedicated to outdoor learning and play for children across the world.

# data[].attributes.attachment_link.provider_name
Scottish Schools Education Research Centre

# data[].attributes.attachment_link.readable_text
The Young STEM Leader Working Group

In order to develop a robust, credible and appropriate framework for all levels of the YSL Programme, a working group made up of STEM Educators from all over Scotland has been formed.

The YSL Project Team at SSERC would like to thank the following staff who are making a much-valued contribution:

STEM Education Team, Education Scotland
Lynn Yeneka, Education Scotland
Hazel Gardener, Education Scotland
Mairi Thomson, Education Scotland
Maha Abishek, Aberdeen Science Centre
Angela Barclay, Monifeith High School
Steve Beattie, Hayshead Primary School
Catherine Brotherton, Edinburgh College
Caroline Craig, Lochgelly High School
Amy Dixon, Ratho Primary School
Paul Downie, Hyndland Secondary School
Duncan Harvie, Woodmill High School
Louise McGinlay, Dalmarnock Primary
Iona Minto, Peebles High School
Mhairi Taylor, Stewarton Academy
Karen Creighton, PT STEM D&G Council
Jodie Hendry, St, Andrew's RC Secondary High School
Iain Goodart, All Saints Secondary
Short Term STEM Communications Opportunity:
Full production of high-quality case study materials to convey and celebrate the wide context, early positive engagement and diverse participation relating to the Young STEM Leader programme.
Key Deliverables:

1. Attend designated YSL pilot centre(s) - liaise directly with YSL PM and pilot centre staff to coordinate the ideal time to attend

2. Collect video footage and photographs of YSLs, participants of YSL delivery and staff. Ensure permissions are granted - See YSL PM for this.

3. Collect "Vox Pop" style content and other engaging footage/views of all parties mentioned in part 1.

4. Collect interview material from all parties mentioned in part 1.

5. Collate all content and produce electronic case-study material for YSL and SSERC website.

6. Edit YSL Pilot website as appropriate.

7. Produce supporting literary pieces for use in publications, social media, reports and other relevant publications.

Case study material will be used to promote YSL programme on a national scale. The following points are vital to the successful outcome of the task:

Case study material will inspire and encourage non-participating centres to learn more and engage with programme.

Case study material will assist and promote confidence among reluctant staff/centres.

Case study material will be of an extremely high quality and will be used as exemplar materials at external events and training sessions.

Case study materials will be used to convey the engagement and success of YSL programme to high level officials in Scottish education.

Case study materials must demonstrate and celebrate the wide context of STEM being applied to the YSL programme and also celebrate the diverse range of young people taking part.

All QA of completed tasks to be carried out by Head of STEM Engagement & YSL Project Manager.

To apply contact helen.winton@sserc.scot before 5pm on 1/10/19 with a short statement of your suitability for the role.

Any clarification of tasks can be provided by Project Manager on request.

It is expected - by the client - that this task would be completed across six days.
Membership of the PVG Scheme is required. Why
The Young STEM Leader (YSL) Youth Steering Group (YSG) will be established to support the delivery and ongoing development of the YSL Programme across Scotland. The group will represent the voice of young people and provide essential feedback on the YSL Programme.

The types of activities the group might be involved in include:

Reviewing and commenting on delivery materials

Advising on training activities for young people

Supporting marketing and promotional activities including development of social media channels

Representing the YSL Programme nationally across a range of platforms

Who
The YSG will be made up of approximately 20 young people aged from 14 years across Scotland. Members of the working group do not necessarily need to be involved in the YSL Programme however participants of the YSL pilot are encouraged to apply as well as those who have supported the Young Scot Co-design activity.

If interested, individuals will be asked to complete a brief application form detailing their interest.
Where
The YSG will hold two formal meetings within the academic year and more regular online correspondence will take place. Meeting venues will be determined by where members are located, the expectation that SSERC or one of the project partners will host the meetings. Transport costs and catering will be covered by the YSL Project Team.

Online communication will take place via the digital platform Basecamp, ensuring that the group is as flexible and accessible as possible. Throughout the year the YSL Project Team will seek feedback from the YSG and this will be done digitally through the platform.

The YSG will also be represented at the YSL Partners Steering Group meetings and other relevant events such as the Scottish Learning Festival, launch and celebration events.

The YSL project will cover any reasonable travel expenses incurred while participating in the YSG.
What
Participating in the YSG will be an opportunity for young people to develop a wide range of skills and experiences by contributing to a new and exciting national educational programme.

Participants must be willing to commit to one academic year of participation and must contribute to discussions via the digital platform as well as participate in formal activities and meetings.

A Chair and Vice-chair of the YSG will be appointed to help the group complete on deliverables and serve as a direct link between the project team and the YSG.

# data[].attributes.attachment_link.description
In its Strategy for STEM Education and Training (2017), the Scottish Government has committed to 'establish a new Young Stem Leader Programme to stimulate and strengthen the development of peer mentoring and inspiration in STEM for young people by young people.' ​The YSL Programme aims

# data[].attributes.body
National Improvement Hub resources

# data[].attributes.body
21 May 2020

# data[].attributes.attachment_link.description
Outdoor Classroom Day is a day to celebrate and inspire learning and play outside the classroom, and we want YOU to get involved!

# data[].attributes.attachment_link.readable_text
Freshspace animations have been created with young women to encourage others to make the most of Scotland's outdoors for their health and wellbeing.

Scotland's outdoors are a great place to relax, socialise and keep active - from reading a book in a local park to exploring a canal path in your city. Young Scot and Scottish Natural Heritage have been working with young women to create the Freshspace animations. The animations have been designed to inspire and encourage other young women to get outside and enjoy all of the benefits that Scotland's green spaces offer for their health and wellbeing.

You can read the Freshspace Report about the project and how the animations were created with young women.
Head back to the ReRoute campaign page.

# data[].attributes.attachment_link.description
Freshspace animations have been created with young women to encourage others to make the most of Scotland's outdoors for their health and wellbeing. Scotland's outdoors are a great place to relax, socialise and keep active - from reading a book in a local park to exploring a canal path in your city.

# data[].attributes.attachment_link.readable_text
The problem - rising carbon dioxide in the atmosphere

The level of CO ₂ has been rising since the industrial revolution and is now at its highest for about 4 million years. The rate of the rise is even more striking - the fastest for 66m years - with scientists saying we are in "uncharted territory".

The causes - fossil fuel burning

Billions of tonnes of CO ₂ are sent into the atmosphere every year from coal, oil and gas burning. There is no sign of these emissions starting to fall rapidly, as is needed.

The causes - forest destruction

The felling of forests for timber, cattle, soy and palm oil is a big contributor to carbon emissions. It is also a major cause of the annihilation of wildlife on Earth.

The consequences - global temperature rise

The planet's average temperature started to climb steadily two centuries ago, but has rocketed since the second world war as consumption and population has risen. Global heating means there is more energy in the atmosphere, making extreme weather events more frequent and more intense.

The consequences - ice melting in Greenland

Greenland has lost almost 4 trillion tonnes of ice since 2002. Mountain ranges from the Himalayas to the Andes to the Alps are also losing ice rapidly as glaciers shrink. A third of the Himalayan and Hindu Kush ice is already doomed.

The consequences - rising sea levels

Sea levels are inexorably rising as ice on land melts and hotter oceans expand. Sea levels are slow to respond to global heating, so even if the temperature rise is restricted to 2C, one in five people in the world will eventually see their cities submerged, from New York to London to Shanghai.

The consequences - shrinking Arctic sea ice

As heating melts the sea ice, the darker water revealed absorbs more of the sun's heat, causing more heating - one example of the vicious circles in the climate system. Scientists think the changes in the Arctic may be responsible for worsened heatwaves and floods in Eurasia and North America.

The upside (I) - wind and solar energy is soaring

Huge cost drops have seen renewable energy become the cheapest energy in many places and the rollout is projected to continue. Analysts also expect coal use to fall. But much government action is still required to reach the scale needed, and solve difficult problems such as aviation and farming.

The upside (II) - electric vehicles

The global fleet of electric cars and vans is still small compared with those running on fossil fuels. But sales are growing very fast. Electric cars are cheaper to run, suggesting they will become mainstream.

The upside (III) - battery costs

Renewable energy is intermittent, depending on when the sun shines or wind blows. So storage is vital and the cost of batteries is plummeting. But other technologies, such as generating hydrogen, will also be needed.

# data[].attributes.attachment_link.title
The climate crisis explained in 10 charts

# data[].attributes.attachment_link.description
From the rise and rise of carbon dioxide in the atmosphere to possible solutions

# data[].attributes.attachment_link.readable_text
A range of STEM challenges that can be used in lessons, curriculum enrichment days, STEM clubs and for actitivies during National Science Week.

Most of the challenges also enable pupils to gain CREST Awards

A challenge based on a real life problem in Nepal. The challenge: to design and build a model system that can transport tomatoes.
Read more

In this STEM challenge pupils look at wind power then design and build a simple wind powered machine to lift a cup off the floor.
Read more

View more education resources here

Practical Action

The Robbins Building
25 Albert Street
Rugby, CV21 2SD
United Kingdom

Patron HRH The Prince of Wales

# data[].attributes.attachment_link.title
STEM Challenges and Awards - Practical Action

# data[].attributes.attachment_link.description
A challenge based on a real life problem in Nepal. The challenge: to design and build a model system that can transport tomatoes. Read more In this STEM challenge pupils look at wind power then design and build a simple wind powered machine to lift a cup off the floor.

# data[].attributes.body
Theme of Sustainability for 2020

# data[].attributes.body
A Wildlife Trust's study of the impact of nature on children's wellbeing Nov 7, 2019

# data[].attributes.headline
What does Climate Change Mean for Scotland?

# data[].attributes.subject
What does Climate Change Mean for Scotland?

# data[].attributes.attachment_link.readable_text
The Trust's new Engagement Officer, Ross Brannigan, writes on how climate change is affecting Scotland's landscapes and our outdoor pursuits

Scotland is a wild and beautiful place. For as long as I can remember, I have been walking, climbing, running through its beautiful landscapes, often without a trace of human interference. That grandeur and ancient energy is my inner peace.

That peace is being shaken, though. Our behaviours are changing the places I love.

Like Egypt, Scotland has its own Sphinx. Unlike Egypt, ours is a snow-patch. In the last 300 years, the Sphinx Snow Patch has disappeared just six times. In 2017, Iain Cameron, an expert in snow patches, said the patch is now in its death throes. After changeable weather right through the past 18 months, can we expect more weather variations in years to come?

This variability has dangerous consequences. The Scottish Avalanche Information Service ( SAIS), predicts such rapid snow to thaw fluctuations will result in an increased avalanche risk, putting in danger the lives of walkers and climbers.

Mark Diggins, co-ordinator at SAIS, predicts: "a more volatile weather pattern with extremes providing persistent snow pack weaknesses during cold phases. Perhaps there may be more erratic weather patterns within a winter but also from one winter to the next. This is challenging to forecast for and also for the public to gauge."

For walkers and climbers, being able to rely on the snow you are walking on is crucial in the winter. With deep fluctuations in temperature, this could mean snow has hardly any time to consolidate.

One such place that has some of the highest avalanche rates in Scotland is Ben Nevis, where three climbers died earlier this year in a deadly avalanche in Number 5 Gully. The biggest of Scotland's mountains, Ben Nevis (or The Ben) has a split personality.

Every year, 160,000 people will climb Ben Nevis. In summer, great pilgrimages take place up its main mountain path, sometimes taking washing machines and ironing boards to the summit (one man took a boiler to the top of The Ben and its sister peaks Scafell Pike and Snowdon). On the other side, though, lies a world of incredible ferocity and beauty.

Within the crannies of Nevis' north face, ski-mountaineers, rock climbers and runners can be found snaking their way up Tower Ridge, Castle Buttress and the ominously titled Don't Die of Ignorance climb, immersing themselves deep into the recesses among some of Scotland's retreating wildflowers.

Assisted by the John Muir Trust's Nevis Property Manager Alison Austin, The Nevis Landscape Partnership (NLP) produced a study showing how some of these rare and beautiful plants - like Iceland purslaine, snow pearlwort and Highland saxifrage - are retreating up and in to the mountain, seeking the consistent colder corners the Ben has to offer.

It isn't just on Ben Nevis. Further south on Ben Lawers, the snow pearlwort is at breaking point; while on Mull, Iceland purslaine has been severely hit by warmer weather. It is easy to dismiss these seemingly small changes to our natural environment, but I don't know any lover of the mountains who would ignore these signs.

The trouble is, with milder winter conditions, climbing in areas where mosses and flora lie can cause significant damage. At Glenridding Common, the British Mountaineering Council - with the Trust's support - (installed a thermometer) in the Red Tarn Face, because winter climbing on soft ground can damage the vegetation, instead of climbing when it is frozen.

"On top of ecosystem changes," said NLP's Iona Skyring, "one of our biggest concerns is the erosion of paths and the nearby parts of the land."

The John Muir Trust, in partnership with NLP, maintains the walkers path up Ben Nevis, as well as its conservation efforts across the 4300-acre mountain. For Iona, it is the milder climate and sudden weather changes that can affect not just the snow, but the traffic to the hills.

She said: "There is a definite effect from sudden weather changes on soil and paths. Long dry spells, like we had in June [2018], followed by wet weather means soils cannot absorb water, and it can cause damage to areas of already eroded land."

With potential extensions to the peak season due to milder winters, there will likely be increased traffic on the main path, which is something Iona and the NLP team are considering as part of the future management of the area.

"People should be aware of their impacts when enjoying the outdoors," she added. "If people are coming to enjoy this area, they need to give back and consider the sustainability of their activities."

If whole paths or rock features are eroded, it could result in landslips and changes in mountain terrain and topography, which leads me to one industry that is often overlooked in climate change discussions: cartography.

Harvey Maps has made maps for walkers and runners since 1977. Glacial melt has huge impacts on mapping, but here, it is rising seas which cause problems. The high tide lines on maps will have to be redrawn, meaning some paths affected by the tide could become more regularly submerged.

Nigel Williams, Harvey Maps ambassador, added: "Should sea levels rise then not only would those lines need to be recalculated and re-drawn, but every spot height on our maps would need to be changed. While contour lines would remain as they are, all the contour numbering on every map would have to be adjusted.

"Could Ben Vane become a Corbett? Will the Munro, Corbett, Donald and Marilyn tables all have to be re-written?"

Questions will only grow. Uncertainty is slowly becoming the norm for those close to the outdoors, and we have barely touched on wider bio and geodiversity questions.

What can we do? Many Trust members will be aware of or already make these steps, but when travelling to the hills, car share or take the train and cycle the rest of the way - it can open a whole new adventure.

We love to buy outdoor gear, but what could we reuse, repurpose or mend? When on the hill, stick to the main path where erosion is likely to occur. Take your litter and climbing gear home to stop it entering the rivers and harming wildlife.

Another thing you can do is support charities who are campaigning and working to protect (woodlands), peatlands and other wild places in Scotland in order that they can continue to tackle global issues at a local level.

The John Muir Trust manages property across the UK, seeking to inspire people to connect with the outdoors, while also striking a balance between tourism and the environment. The Trust recognises that, while we have to do a lot to protect our planet, restoring and rewilding can be hugely beneficial to protecting the places we love through carbon capture and (protecting path integrity).

Climate change will affect life in Scotland, for plants, animals and humans. How we ensure our outdoor pursuits are sustainable is critical to tackling the climate emergency.

# data[].attributes.attachment_link.title
Field Notes: What does climate change mean for Scotland?

# data[].attributes.attachment_link.description
The Trust's new Engagement Officer, Ross Brannigan, writes on how climate change is affecting Scotland's landscapes and our outdoor pursuits Scotland is a wild and beautiful place. For as long as I can remember, I have been walking, climbing, running through its beautiful landscapes, often without a trace of human interference.

# data[].attributes.attachment_link.readable_text
Open Your Camera and Start Seeking!

Found a mushroom, flower, or bug, and not sure what it is? Open up the Seek camera to see if it knows!

Drawing from millions of wildlife observations on iNaturalist, Seek shows you lists of commonly recorded insects, birds, plants, amphibians, and more in your area. Scan the environment with the Seek Camera to identify organisms using the tree of life. Add different species to your observations and learn all about them in the process! The more observations you make, the more badges you'll earn!

Kid-Safe and Fun for Families

No registration is involved, and no user data is collected.

Seek will ask permission to turn on location services, but your location is obscured to respect your privacy while still allowing species suggestions from your general area. Your precise location is never stored in the app or sent to iNaturalist.

Our image recognition technology is based on observations submitted to iNaturalist.org and partner sites, and identified by the iNaturalist community.

This is a great app for families who want to spend more time exploring nature together.

# data[].attributes.attachment_link.description
Found a mushroom, flower, or bug, and not sure what it is? Open up the Seek camera to see if it knows! Drawing from millions of wildlife observations on iNaturalist, Seek shows you lists of commonly recorded insects, birds, plants, amphibians, and more in your area.

# data[].attributes.attachment_link.readable_text
George Monbiot
Summary:
A recent estimate suggests that around one third of the greenhouse gas mitigation required between now and 2030 can be provided by carbon drawdown through Natural Climate Solutions. Natural Climate Solutions, roughly speaking, mean ecological restoration. Yet they have so far attracted only 2.5% of mitigation funding, and far too little political attention.

Given that they have major advantages over alternative negative emissions strategies and can also deliver wide ecological and social benefits, we call for a great increase in the attention and spending devoted to Natural Climate Solutions, as part of a massively enhanced global effort to prevent both climate breakdown and ecological collapse. Here is a summary of the science available:

It is too late to avert 1.5°C or more of global heating solely through reduction of emissions.

This means Negative Emission Strategies (NECs), or carbon capture, are required to hit agreed international goals.

The major NECs currently proposed are Bio-Energy with Carbon Capture and Storage (BECCS) or direct air capture. The consequences of deploying these at the scale required could cause humanitarian and/or ecological disaster, or may themselves push us past climate tipping points.

There is another significant solution - a cluster of possibilities involving the restoration and creation of carbon-storing environments such as forests, mangrove swamps, peat bog, salt marsh and seagrass beds. These are known as Natural Climate Solutions, and recent research shows that they could achieve up to 37% of carbon capture goals.

To achieve this, we do not need to change how highly-productive agricultural land is used - it can be done with lower-yield land without endangering food security. Beyond carbon capture, natural restoration and the creation of natural spaces also comes with a range of benefits for local communities.

Despite this potential, at the time of publishing these solutions receive only 2.5% of funding allocated for carbon capture.

We are therefore asking governments, the UN Convention on Biological Diversity (UNCBD) and the UN Framework Convention on Climate Change (UNFCCC) to give Natural Climate Solutions the attention and funding they deserve.

# data[].attributes.attachment_link.description
George Monbiot Summary: A recent estimate suggests that around one third of the greenhouse gas mitigation required between now and 2030 can be provided by carbon drawdown through Natural Climate Solutions. Natural Climate Solutions, roughly speaking, mean ecological restoration. Yet they have so far attracted only 2.5% of mitigation funding, and far too little political attention.

# data[].attributes.attachment_link.readable_text
MY NEXT ADVENTURE

What's the plan?

In June 2019, I set off to run the distance of 100 marathons (2,620 miles) through Britain - completely barefoot. The journey ends on November 17th in Wimbledon, SW London.

Starting in the Shetland Islands and ending five months later in London, I'll weave my way along rugged coastlines, through small villages, across moors, along beaches, over farmland and even pitter patter down the odd picturesque A-road too. I'll be passing through some of the country's biggest cities, and a fair ole wodge of suburbia as well - in the hope that runners (or wannabe runners) will throw on their trainers and join me for a mile or two.

# data[].attributes.attachment_link.description
MY NEXT ADVENTURE In June 2019, I set off to run the distance of 100 marathons (2,620 miles) through Britain - completely barefoot. The journey ends on November 17th in Wimbledon, SW London.

# data[].attributes.body
Highlights some of the most critical concerns affecting the UK landscape and its species, each accompanied by – ‘no-brainer’ solutions to the problems.

# data[].attributes.attachment_link.readable_text
THIS MANIFESTO . . .

Was conceived to publish a set of informed ideas from a parliament of strong, independent voices. Ideas which, if implemented today, would make a huge difference for wildlife tomorrow.

THIS MANIFESTO . . .

Presents a series of essays by 18 Ministers highlighting some of the most critical concerns affecting the UK landscape and its species, each accompanied by ten commandments - 'no-brainer' solutions to the problems.

THIS MANIFESTO . . .

Has been written to be accessible to everyone with an interest in the health of our countryside and a respect for the species that live there. It is not a dull, dry report - please read it yourselves! Don't just read what someone else says about it.

THIS MANIFESTO . . .

Has a sister in the form of a free-to-download, fully referenced document. What you read here is supported by rigorous research and science.

THIS MANIFESTO . . .

Is deliberately incomplete. It covers issues which specifically apply to wildlife and its conservation - somewhat artificial given that many wider environmental factors exert enormous pressures upon both. There are also obvious 'missing ministries' . . . it is presented as a first draft, in hope and expectation of response.

THIS MANIFESTO . . .

Is yours. It is freely open to future contributions - we urgently need more ideas, discussion and debate to move conservation in the UK forward and cease the war on wildlife. Please distribute and please contribute.

"Between 1970 and 2013, 56% of UK species declined . . . of the nearly 8,000 species assessed using modern criteria, 15% are threatened with extinction. . . . this suggests that we are among the most nature-depleted countries in the world."

"Of the 218 countries assessed for 'biodiversity intactness', the UK is ranked 189, a consequence of centuries of industrialisation, urbanisation and overexploitation of our natural resources".
State of Nature Report, 2016
It's horrifying. Depressing. Disastrous. And yet somehow we have grown to accept this as part of our lives - we've normalised the drastic destruction of our wildlife.

To our shame, we are careless with our language. We say that 'we've 97% of our flower rich meadows since the 1930s' or that 'we've 86% of the Corn Bunting population'. We speak of 'a of 97% of our Hedgehogs'. Loss , lost . . . as if this habitat and these species have mysteriously disappeared into the ether, as if they've accidentally vanished. But they haven't - they've been destroyed.

Our lazy, self-excusing terminology is representative of our chronic acceptance of such appalling catastrophes. We share these shocking statistics amongst ourselves like a vicious game of top trumps - to the extent that they have lost their meaning. We've forgotten that they are a death toll, that they are the dwindling voices of vanished millions, a tragic echo of a recent time of plentiful life.

It's time to wake up. We must rouse ourselves from this complacent stupor, because we are presiding over an ecological apocalypse and precipitating a mass extinction in our own backyard. But - vitally - it is not too late. There is hope we can hold to, and there is action we can take.

In July this year I conducted a UK Bioblitz and with the help of 785 recorders and 13 recording centres our team clocked up a notable 4828 different species. Lots of exciting plants, animals and fungi - but also lots of passionate, energetic, skilful, imaginative and creative conservationists. Some were in gardens, some in community wildlife areas, others on wildlife-friendly farms or big flashy nature reserves - all were making a difference in their own important and impressive ways. We have plenty of tools in the conservation box - we can rebuild, restore, reinstate or reintroduce. But we have one collective handicap - we are shying away from seeing the bigger picture. Too often we distract ourselves with projects which work, but which are too small to stop the rot. Another successful dormouse re-introduction is great, but it's not going to help redress the degradation of our landscape. We know the bigger issues we need to deal with, and we must summon the courage to face them and fight to fix them. Together.

So all you farmers, foresters, reserve wardens, teachers, students and children, all of you 'ologists', scientists, artists, writers and bloggers, you activists, volunteers, gardeners, can everyone please see that this is not your last chance to make a difference - it's ours. The UK's conservation community cannot be selfish. We must let bygones be bygones, all put our egos back in the box and forget about corporate strategies or 'our competitors'. We do not all have to agree about all the details - but we must agree on a shared agenda. We must stand shoulder-to-shoulder with all of those who care enough to take some action and be part of making a difference.
OUR wildlife needs US - and it needs YOU more than ever.
Download the manifesto

Download the PDF by clicking either image - front or back cover. The PDF will open in a new window. This may take a while to open as the files are large. Click the download symbol and save it to your computer. If the colour version doesn't download on your device you can try downloading from

A Peoples Manifesto for Wildlife
(illustrated)

A Peoples Manifesto for Wildlife
(unillustrated, expanded and fully referenced)

If you would like to make any suggestions to be considered for the next edition please write to:

A Peoples Manifesto for Wildlife

# data[].attributes.attachment_link.description
THIS MANIFESTO . . . Was conceived to publish a set of informed ideas from a parliament of strong, independent voices. Ideas which, if implemented today, would make a huge difference for wildlife tomorrow. THIS MANIFESTO . . .

# data[].attributes.attachment_link.readable_text
© National Biodiversity Network 2019. Registered in England and Wales 3963387. Registered charity 1082163.

We use cookies to provide you with a better service. Carry on browsing if you're happy with this, or find out how to manage cookies Ok

# data[].attributes.attachment_link.title
State of Nature 2019 Reports - National Biodiversity Network

# data[].attributes.attachment_link.description
© National Biodiversity Network 2019. Registered in England and Wales 3963387. Registered charity 1082163. We use cookies to provide you with a better service. Carry on browsing if you're happy with this, or find out how to manage cookies Ok

# data[].attributes.headline
John Muir Award Sustainability Resource Guide 

# data[].attributes.subject
John Muir Award Sustainability Resource Guide 