# data[].attributes.attachment_link.title
Apprenticeship Areas | East Durham College

# data[].attributes.attachment_link.description
EDC works with a range of local employers, offering apprenticeships in many different industries. This page lists all the types of apprenticeships we offer.

# data[].attributes.attachment_link.title
Keeping Safe Online | East Durham College

# data[].attributes.attachment_link.description
When working and interacting online, it’s important that you take steps to ensure your safety at all times. Here’s a helpful guide from EDC

# data[].attributes.attachment_link.title
Safeguarding Policy | East Durham College

# data[].attributes.attachment_link.description
EDC is committed to safeguarding and the welfare of all learners. The college recognises that a safe environment ensures the best outcomes for all learners.

# data[].attributes.attachment_link.title
How to Stay Secure Online During Your Education Journey

# data[].attributes.attachment_link.description
Tips for online security during your education journey, from creating strong passwords to identifying phishing scams. Keep your personal information safe.

# data[].attributes.attachment_link.title
Flexible Learning Courses | East Durham College

# data[].attributes.attachment_link.description
Learn new skills from the comfort of your own home or workplace with our range of completely FREE distance learning courses!

# data[].attributes.attachment_link.title
College-Wide Sustainability Initiatives | East Durham College

# data[].attributes.attachment_link.description
East Durham College is working hard to priorities a number of new initiatives to further enhance its sustainability credentials.

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on GOV.UK

We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

Apprenticeships combine practical training in a job with study.

As an apprentice you'll:

be an employee earning a wage and getting holiday pay

work alongside experienced staff

gain job-specific skills

get time for training and study related to your role (at least 20% of your normal working hours)

Apprenticeships take 1 to 5 years to complete depending on their level.

Levels of apprenticeship

Apprenticeships have equivalent educational levels.

Some apprenticeships may also give you an additional qualification, such as a diploma.

Who can start an apprenticeship

To start an apprenticeship, you'll need to be:

16 or over

living in England

not in full-time education

You can apply for an apprenticeship while you're still at school but you'll need to be 16 or over by the end of the summer holidays to start the apprenticeship.

If you have relevant experience

You could spend less time training or qualify earlier if you have relevant experience. This includes having:

qualifications, such as a National Vocational Qualification (NVQ) in a relevant subject

industry or sector experience

completed training, such as an IT course

You can agree this with your training provider and employer when you start your apprenticeship.

If you need more experience

If you feel you're not ready for an apprenticeship, a traineeship is a course designed to prepare you for one.

Apprenticeships in Scotland, Wales and Northern Ireland

Different organisations deal with:

# data[].attributes.attachment_link.description
Becoming an apprentice - what to expect, apprenticeship levels, pay and training, making an application, complaining about an apprenticeship.

# data[].attributes.attachment_link.authors[].name
Talkspace therapist Dr. Karmen Smith LCSW DD

# data[].attributes.attachment_link.title
Inclusive Work Environments: Fostering Belonging — Talkspace

# data[].attributes.attachment_link.description
Inclusive workplaces foster belonging and boost employee morale. Learn how to build a culture of inclusion that empowers your entire organization.

# data[].attributes.attachment_caption
There is always hope. The UK’s largest mental health support directory

# data[].attributes.attachment_link.description
Explains what mental wellbeing means, and gives tips to help you take care of your mental wellbeing.

# data[].attributes.attachment_link.readable_text
Evidence suggests there are 5 steps you can take to improve your mental health and wellbeing. Trying these things could help you feel more positive and able to get the most out of life.
1. Connect with other people

Good relationships are important for your mental wellbeing. They can:

help you to build a sense of belonging and self-worth

give you an opportunity to share positive experiences

provide emotional support and allow you to support others

There are lots of things you could try to help build stronger and closer relationships:

2. Be physically active

Being active is not only great for your physical health and fitness. Evidence also shows it can also improve your mental wellbeing by:

raising your self-esteem

helping you to set goals or challenges and achieve them

causing chemical changes in your brain which can help to positively change your mood

Read about exercise guidelines and workouts to help improve your fitness and wellbeing

3. Learn new skills

Research shows that learning new skills can also improve your mental wellbeing by:

boosting self-confidence and raising self-esteem

helping you to build a sense of purpose

helping you to connect with others

Even if you feel like you do not have enough time, or you may not need to learn new things, there are lots of different ways to bring learning into your life.

Some of the things you could try include:

4. Give to others

Research suggests that acts of giving and kindness can help improve your mental wellbeing by:

creating positive feelings and a sense of reward

giving you a feeling of purpose and self-worth

helping you connect with other people

It could be small acts of kindness towards other people, or larger ones like volunteering in your local community.

Some examples of the things you could try include:

saying thank you to someone for something they have done for you

asking friends, family or colleagues how they are and really listening to their answer

spending time with friends or relatives who need support or company

offering to help someone you know with DIY or a work project

volunteering in your community, such as helping at a school, hospital or care home

5. Pay attention to the present moment (mindfulness)

Paying more attention to the present moment can improve your mental wellbeing. This includes your thoughts and feelings, your body and the world around you.

Some people call this awareness "mindfulness". Mindfulness can help you enjoy life more and understand yourself better. It can positively change the way you feel about life and how you approach challenges.

Read more about mindfulness, including steps you can take to be more mindful in your everyday life.

Further information

# data[].attributes.attachment_link.description
Read about 5 steps you can take to improve your mental health and wellbeing.

# data[].attributes.attachment_link.description
We help the communities of the former district of Easington which is made up 20 distinct areas, most of which are former Pit villages that continue to be hugely affected by deprivation following the closure of the Pits.

# data[].attributes.attachment_link.readable_text
you are not able to speak to your local NHS urgent mental health helpline

you need help urgently for your mental health, but it's not an emergency

you're not sure what to do

111 will tell you the right place to get help if you need to see someone.

You may be able to speak to a nurse, or mental health nurse, over the phone.

A GP can advise you about helpful treatments and also help you access mental health services. You may be able to refer yourself to some services.

# data[].attributes.attachment_link.title
Where to get urgent help for mental health

# data[].attributes.attachment_link.description
You may need urgent help for mental health for many different reasons. Some people call it a crisis, an emergency or a breakdown. It's important to know that support is available, whatever you're going through.

# data[].attributes.attachment_link.title
Course Finder Function | East Durham College

# data[].attributes.attachment_link.description
The Course Finder section enables you to search all of East Durham colleges available courses by a number of different search criteria and filters.

# data[].attributes.attachment_link.provider_name
All my own work: exploring academic integrity

# data[].attributes.attachment_link.keywords[]
all my own work: exploring academic integrity

# data[].attributes.attachment_link.title
All my own work: exploring academic integrity

# data[].attributes.attachment_link.description
Are you currently studying? This free course, All my own work: exploring academic integrity, is designed to help you build confidence in producing your own work for academic purposes. You will ...

# data[].attributes.attachment_link.readable_text
It's easy to forget about school work when you're on the internet. From cat videos on YouTube to Reddit to TikTok, there are so many rabbit holes to go down! But the internet has also made studying much easier. There are thousands of websites out there designed specifically for learning new skills, managing everyday life, and study tools to help college students better prepare for their classes.

Here we'll shine the spotlight on 12 online study tools dedicated to being your new best study-buddy. Whether it's time management, digital flashcards, self-made quizzes, study games, or other educational tools, these sites and apps can help students of any age get ready for upcoming tests, all for the low, low price of absolutely free.

Study Tools for College Students

Visual learners, rejoice. What makes this site unique are the mind maps, a web of information that breaks down broad subjects into smaller topics. When you create a map, it allows you to see how things are connected. This helps with both memorization and understanding.

The site also has numerous other helpful features like flashcards, a note-taking platform, self-created quizzes, study planner, a collaboration tool, and a way to track how much you're learning. This versatile tool is also available across multiple platforms for studying on the go.

With this site, you provide the information and Quizlet provides the study tools. Users can create "sets" in any subject under the sun. Based on the set, the website will generate flashcards, quizzes, practice tests, matching games, and even auditory tools. Quizlet also has a free app for learning on the go and studying even offline.

The two games, Scatter and Space Race, allow you to learn the material and have fun doing it. In Scatter, users drag definitions or information to their related counterparts as quickly as they can, clearing the screen. In Space Race, definitions scroll across the screen and you type in the correct word or phrase associated with it before the definition reaches the end of the screen. With leader-boards and high-scores, you can compete to get the best times, adding the motivation of competition to your studying.

Studying can sometimes cover several different platforms, but with Evernote, all of your notes, information, and research can be together in one place. An invaluable organizational tool, this site can sync your info across computers and phones, share with other users, gather web-clips, and create all from one central platform.

Evernote can be used in a multitude of ways: keeping research paper information in order, organizing presentation notes, creating study guides off of in-class note-taking, not to mention everyday non-school related tasks, too.

Chegg is a great resource for studying, and did you know they offer flashcards to help you study? Accessible anywhere on mobile devices, you can take advantage of over 500 million flashcards on the site! And don't see what you need? Don't worry - you can make your own. They have sets on everything from accounting to religion and law to medicine.

Chegg is also a great resource for textbook explanations, exam prep, topic breakdowns, grammar assistance, and more.

Despite making you hungry for some spaghetti, this site is dedicated to increasing productivity. Inspired by the Pomodoro method of productivity-working for 25 minutes and then taking a 5-minute break-Marinara Timer allows you to customize your own personal timer (complete with entertaining alarm sounds like "alien bot ordering lunch" or "echoing into space") to study effectively.

Taking a small break while studying increases attention span, focus, and productivity. This site can help you reward yourself for your hard work by letting you know it's time to sit back scroll through your Twitter feed or watch a few funny videos. It then lets you know when it's time to get back to work.

Studying with flashcards has never been so easy. StudyStack allows users to create flashcard sets and use what others have already made. When a card is flipped, you can choose whether you got it right or wrong. Wrong cards then repeat until you've learned it, making it a great tool for memorization.

Once created, the site can turn the information into a number of tools and games perfect for studying. You can play hangman, unscramble, or a matching game before taking quizzes and practice tests.

When you keep track of assignments, tests, and events, planning time to study becomes a lot easier. Schooltraq is an online digital planner that keeps due dates in check. An alternative to the traditional paper agenda, this site ensures you never lose your schedule as it syncs up between your phone and computer.

The design is sleek and simple, allowing for clarity and low stress. When your ducks are all in a row, school life becomes more manageable. This site can go beyond helping you study for your next test since you can use it for your personal life as well.

Part of doing work in college is ensuring your grammar and spelling are correct. If your writing can do with a bit of assistance, Grammarly can help make sure that your studying and resulting work are correct. The browser add-on is easy to use, informative, and will help correct your writing, teaching you where your work can be improved.

Whether you're writing an email or collaborating on a project, this free tool can assist you with your approach to work. It clearly outlines what needs to be changed and tells you why it needs to be changed, so you learn from the experience.

How do you learn? If visual stimuli help you approach your study time better, then Hippocampus may be for you. Free, it contains information and multimedia content on a wide variety of subjects from economics to religion.

Visiting the website will give you access to 7,000 videos on all their available subjects. The website also shows you other collections or tools that can further your education.

Khan Academy is another amazing option for those who want to study and learn more outside the classroom. This free resource presents you with class options tailored to your education level and interests. You can find information on basic geometry, electrical engineering, organic chemistry, microeconomics, personal finance, and more.

Once you select your interests, Khan will set you up with courses to get you on your way to your goals. The program tracks your progress to help you stay on track!

Many of the sites on this list have upgraded packages or "pro" accounts for some cost. However, every single one has free tools ideal for any student. Give them a try and see which ones help you out the most.

Duolingo is a great resource if you need a bit of extra help practicing a foreign language! There is a free version which is perfect for getting started with a new language and is plenty for most students. Available on a browser and as an app, the program tracks your progress as you learn new words, practice pronunciation, and study vocabulary. You can also compete against your friends to see who can study and learn the most.

Udemy is an online platform with a wide variety of courses available in everything from drawing to Python. While the resource does have a lot of paid classes, there are also several free resources and courses available on the site! These classes can cover things like communication skills, time management, coding, animation, marketing, and personal development. These can be great assets in addition to your courses in college and help you get ahead in your class.

These are just some of the free study tools college students can use to help study and better prepare for their classes! And there's more, too. Check out our other article for an additional 10 free study resources you can take advantage of today right here.

Taking the initiative to learn on your own time and enhance your skills can pay off big time for college. It also looks amazing on college applications! If you're ready to start crafting your applications, it's time to start looking for the colleges that meet your goals. Our College Match tool allows you to identify the best schools out there for your wants and needs - and it's completely FREE! Start here today!

# data[].attributes.attachment_link.title
12 FREE Online Study Tools for College Students - College Raptor

# data[].attributes.attachment_link.description
Did you know there are some really great online tools that can help college students get their study on? Click here for free online tools!

# data[].attributes.attachment_link.title
Creating outstanding futures. | East Durham College

# data[].attributes.attachment_link.description
East Durham College is a top performing college in the north east of England offering further education vocational courses, A Levels and part time courses.

# data[].attributes.attachment_link.readable_text
It's important to make sure you know what to expect from an interview and to prepare as best as you can.

What to expect in an interview

Whether you're interviewing for a job, training or a qualification, the interview experience will be similar.

A potential employer may not be expecting you to have done the job before, but they'll be looking for relevant experience or strengths.

This is the same for interviews for qualifications or training. They'll be looking at your education, experience and interests.

Check the details of the interview

After you have been invited to an interview, make sure the date works for you. It's important you have enough time to prepare and can manage it around your other commitments.

Before your interview, make sure to find out if it's an in-person interview, a phone interview or a video interview.

If you have a disability you might need adjustments to make the interview accessible. You can get advice from Scope on how to ask for adjustments at an interview.

Prepare for the interview

Make sure you have time to prepare for your interview. This will help you to feel more confident.

To prepare for an interview, it's important to:

read the job description carefully and understand what skills and experience the employer is looking for

do some research on the company's website

look over your CV or application form and think about what the interviewer might ask you

prepare some examples from your past experience to refer to in the interview

Practise your answers

You'll usually have some time towards the end of the interview to ask some of your own questions.

These might be about the role or company. You could think of some questions when researching the company. It's important to write these down before the interview.

Get ready for an assessment centre or presentation

You might be asked to attend an assessment centre or do a presentation.

An assessment centre usually involves completing tasks and taking part in activities.

Remember the employer is looking to see how you:

work with other people

deal with problems

communicate and contribute

If you're being asked to present or take part in an assessment centre, make sure to read any instructions carefully.

Researching the employers website will also help you to get a feel for what the employer might be looking for.

On the day of the interview

It's normal to be a bit nervous on the day of an interview.

To feel prepared for an interview, you'll find it useful to:

give yourself plenty of time to arrive

turn off your phone so you're not distracted

check your computer and internet connection is working if your interview is online

be ready to start the interview 5 to 10 minutes before

know how to contact the interviewer in case you're running late or having technical issues

During the interview

Your interview will usually start with the interviewers introducing themselves and explaining what the role or training is.

You might be told about the structure of the interview and the types of questions they're going to ask.

Once the interview starts, you'll be asked a series of questions related to the role. Remember to answer questions using the STAR method.

Before answering a question you might want to:

ask the interviewer to repeat the question or explain further if you do not understand

write down the question or refer to your notes if you need to

think about your prepared examples and choose the best example to give

Make sure you're ready to ask your own questions that you prepared earlier.

At the end of the interview, you might want to ask when you'll hear back from them.

After the interview

You might want to follow up after the interview with an email or phone call unless you know when you'll hear back.

If you were successful and you're offered the role, congratulations!

Before accepting the role, you might want to:

ask for confirmation of the offer in writing

confirm a start date and let them know if you have a notice period

ask about work patterns or arrangements

let them know your salary expectations if you've not already discussed it

What to do if you do not get the role

It's normal to feel disappointed if you do not get the role after an interview. Remember that it's common to attend a few interviews before being offered a role.

It might be useful to reflect on some of the harder questions you were asked. This can help you improve for next time.

You can also ask the interviewer for feedback on how it went and where you could have done better.

You might find it useful to speak to a careers adviser about how to improve in interviews and secure a role.
Speak to a careers adviser

# data[].attributes.attachment_link.title
Interview advice | National Careers Service

# data[].attributes.attachment_link.description
It's important to make sure you know what to expect from an interview and to prepare as best as you can. Whether you're interviewing for a job, training or a qualification, the interview experience will be similar. A potential employer may not be expecting you to have done the job before, but they'll be looking for relevant experience or strengths.

# data[].attributes.headline
North East Regional Labour Market Statistics

# data[].attributes.subject
North East Regional Labour Market Statistics

# data[].attributes.attachment_link.readable_text
It's a short letter, usually 3 to 5 paragraphs long.

When to include a cover letter

You should always include a cover letter when you apply for a job using a CV.

You can write it as an email if you're applying online or print a copy to go with a paper application.

Research

When writing a cover letter, let the employer know you're keen by showing that you've researched the company. Learn more about what they do through:

their website

recent news articles

talking to people you know who work there

Send it to the right person

It's important to try to address your cover letter to someone by name. Check you have the details of the person you need to send it to.

You'll need their name and preferred title. For example, 'Dr', 'Mr', 'Mrs', 'Ms', and their job title. You should also make sure you have the right company name and address, including postcode.

If you do not know their name

If the job advert does not include a name you can check the company website. Try to find details of the head of the department, head of human resources or a recruitment manager.

If you still cannot find a name, you can start your letter with 'Dear Sir or Madam'.

Introduction

Introduce yourself and explain how you found the advertised job. You can mention the job title, and reference number if there is one.

If you're asking about any job openings and not applying to a vacancy, tell them what sort of job you're looking for. Let the employer see how keen you are to work for them.

Show you're right for the job

Highlight the skills and experience you have that match what the employer is looking for.

Convince them that you're enthusiastic about working for them. Let them know you share their work values, culture and style.

Give extra information

If you have gaps in your employment history, you could talk about the skills you gained while you were out of work.

If you've mentioned on your CV that you have a disability, you might want to talk more about this in your cover letter. Organisations like Disability UK can give you advice on how to do this. You do not have to mention your disability at this stage if you prefer not to.

You can get more help with specialist advice on finding work if you have a disability.

Ending your cover letter

Thank the employer for considering your application. Let them know that they can get more details from your CV, and tell them you're looking forward to hearing from them.

Let them know how they can best contact you. Make sure your contact details are correct on both your cover letter and CV.

Yours sincerely or yours faithfully

If you know the name of the person you're writing to, you should end the letter with 'Yours sincerely'.

If you've addressed the letter 'Dear Sir or Madam', you should end the letter with 'Yours faithfully'.

Tips for writing a cover letter

When writing your cover letter, remember to:

write a new one for every job you apply for and make sure it's tailored to the company and the specific role

use the same font and size as you do for your CV, so it looks consistent

make sure the company name and recruiter's details are correct

use the right language and tone: keep it professional and match the keywords used by the employer in their job advert

show you've done your research into the job and the company

highlight your most relevant skills and experience to stand out from other applicants

back up any statements you make with facts and use the STAR method

double check spelling and grammar before you send it

keep a copy of your cover letter as they may ask you about it in an interview

# data[].attributes.attachment_link.title
Cover letters | National Careers Service

# data[].attributes.attachment_link.description
It's a short letter, usually 3 to 5 paragraphs long. You should always include a cover letter when you apply for a job using a CV. You can write it as an email if you're applying online or print a copy to go with a paper application.

# data[].attributes.attachment_link.readable_text
Have you fallen for fake news before?

Don't worry most people have! With the increased use of artificial intelligence (AI), deepfakes and social media, it's becoming harder than ever to spot. In recent years, 'fake news' has become a popular term - even making its way into the dictionary, but do you know what it means and how it spreads?

How to spot fake news?

Take the quiz to find out!

Fake news has a big affect on social media with sites like Twitter introducing new features such as the 'added context' warning to help keep people informed. Always double check what you see and read before sharing.

Is fake news dangerous?

Not always, but fake news can have serious implications - for example during election campaigns where it can interfere with the democratic process.If trusted, fake news can lead to a change in people's behaviours and influence big decisions.

Are you a fact or fake expert?

Take the quiz and test your knowledge!

# data[].attributes.attachment_link.description
Don't worry most people have! With the increased use of artificial intelligence (AI), deepfakes and social media, it's becoming harder than ever to spot. In recent years, 'fake news' has become a popular term - even making its way into the dictionary, but do you know what it means and how it spreads?

# data[].attributes.attachment_link.readable_text
Skip to content

Watch the full video

Thinking of suicide?

Are you, or is a young person you know, not coping with life? For confidential suicide prevention advice contact HOPELINE247.

My whole way of thinking has changed. I feel positive about my future and the people around me. I'm now looking forward to the future and helping others just like me!

Thank you so much for the incredible support PAPYRUS and HOPELINE247 has given me. You helped me in that moment and it kept me alive.

I intend to continue to fundraise for and promote PAPYRUS. I am so proud and humbled to be involved with a wonderful charity, and to have received the support that I have.

Having been personally bereaved by suicide I understand the importance and need for our charity. I am surrounded by others who are as passionate as I am about saving lives.

* All feedback is provided by people who contact PAPYRUS. All feedback has full consent of the user and the user remains fully anonymous. Some feedback may have been adapted to keep the users anonymity.

Our latest news

Stay up to date with PAPYRUS; our news section is regularly updated with helpful advice and guidance, as well as information about our upcoming events and campaigns. If you have any questions or queries please get in touch.

Our upcoming events

Please see below some of our upcoming and exciting events including fundraisers and charity events we will be attending. For more information please get in touch.

# data[].attributes.attachment_link.title
Papyrus UK Suicide Prevention | Prevention of Young Suicide

# data[].attributes.attachment_link.description
PAPYRUS UK is a charity for the prevention of young suicide (under 35) in the UK | Call PAPYRUS HOPELINE247 on 0800 068 4141 Now

# data[].attributes.attachment_link.description
Get advice and practical tips to help with money worries.

# data[].attributes.attachment_link.description
With increasing concerns about the radicalisation of young people, there is a need to actively challenge extremist views and prevent young people being drawn into terrorism. Keeping children safe from harm includes keeping them safe from extreme ideologies and behaviours.

# data[].attributes.attachment_link.readable_text
Scope and purpose

This strategy applies to:

the Department for Education (DfE), its agencies and public bodies

the education and children's services systems in England - including:

early years

schools (and independent schools where applicable)

further education

higher education

children's social care

DfE has an important role to play in all aspects of sustainability. But the area in which we have the most work to do is reducing our environmental footprint, particularly in the drive to achieve net zero.

While the policies set out here are focussed on the environmental aspect of sustainability, this is done with consideration for how those policies will interact with the social and economic aspects of sustainability.

The UK government and the devolved governments (Northern Ireland, Scotland and Wales) are committed to climate action, and we will work together in our international action. The targets and strategic aims set out relate to England.

It brings together short, medium and longer-term actions that will enable us to make progress towards achieving our 4 strategic aims and overarching vision. It is a strategy to 2030.

Action will be reviewed and updated annually to respond to new opportunities, scientific updates, evidence and data.

This strategy has been informed by:

Foreword
Secretary of State for Education, the Rt Hon Nadhim Zahawi MP
Since spring of 2020, the British education system faced its most challenging period for generations: sustaining learning through a pandemic. The whole sector met this challenge with great resilience. Now, the UK must show the rest of the world how our education system can transition out of the pandemic and, in doing so, face the even greater environmental challenge ahead of us, by Building Back Greener.

We have promised to level up the country, to boost economic growth, encourage innovation, create good jobs and enhance educational attainment so all may share equally in our nation's success. To achieve this in a world influenced by the effects of climate change, we must level up within a context of sustainability, giving all children, young people and adults the knowledge and skills to thrive in the green economy and to help restore nature.

The challenge of climate change is formidable. For children and young people to meet it with determination, and not with despair, we must offer them not just truth, but also hope. Learners need to know the truth about climate change - through knowledge-rich education. They must also be given the hope that they can be agents of change, through hands-on activity and, as they progress, through guidance and programmes allowing them to pursue a green career pathway in their chosen field.

I would like to thank the large number of people that have worked with us in developing this strategy. The feedback from young people, educators, academics, leaders, governing bodies and experts has been invaluable in shaping this first step on our journey. By continuing to work together in the delivery of the strategy we will seek further opportunities to build on the action set out and update on shared progress annually.

I am confident that together we will support net zero through skills and decarbonisation; play a significant part in nature's recovery; build an education system resilient to climate change; and, provide the truth and hope that young people need to flourish in our changing world.

Context

The UK requires the education sector to play its role in positively responding to climate change and inspiring action on an international stage. This strategy sets out ambitious activity to respond to recommendations for education from the:

It supports the delivery of the government's 25 Year Environment Plan and Net Zero Strategy. It includes how we will meet legislative requirements and work in the context of:

the United Nations' 17 Sustainable Development Goals and UNESCO's 'Education for Sustainable Development (ESD) for 2030' which set out the key role of education in the successful achievement of the goals

the Paris Agreement and Glasgow Climate Pact, which are important steps towards keeping the goal of 1.5 degrees Celsius alive

Action for Climate Empowerment (ACE) which includes taking action to empower society to engage in education and training

the United Nations Convention on the Rights of a Child (UNCRC) ensures the needs and views of children are taken into account in the development of climate change policies

the UK Climate Change Act (2008) and National Adaptation Programme (NAP), which include action for education in adapting to climate change and require progress reporting against priority risks

UK government legislation to meet net zero by 2050 - the UK is the first country to set legally binding carbon budgets, placing a restriction on the total amount of greenhouse gases the UK can emit over a 5-year period. In the latest, Carbon Budget 6, the UK legislated to reduce emissions by 78% by 2035 compared to 1990 levels

the Environment Act (2021) reflects the need to tackle climate change through nature-based solutions - following the close of the targets consultation in May 2022, government will set statutory targets for air quality, biodiversity, water, resource efficiency and waste reduction, and a new target to reverse the decline in species abundance by the end of 2030, while the act also strengthens the biodiversity duty on public authorities, including the Department for Education

the cross-government 25 Year Environment Plan, which commits to encouraging children to be close to nature both in and out of school

The challenge and the opportunity

Children and young people are worried about climate change and want to know more about:

the impact it is having now

how it will impact their future lives

DfE and the education sector have a joint responsibility for preparing children and young people for the challenges and opportunities they will face - with the appropriate knowledge, skills and pastoral care.

Education

Through education we have the privilege to be able to engage directly with children and young people who:

Through their learned and lived experiences from early years to further and higher education, we will provide opportunities to develop a broad knowledge and understanding of the importance of nature, sustainability and the causes and impact of climate change and to translate this knowledge into positive action and solutions.

In the UK, there are more than 16 million children, young people and adults in education. The enthusiasm of youth can inspire the whole of society to work together at the start of this crucial decade for the planet.

Green skills and jobs

Green jobs will not be niche. We anticipate that sustainability and climate change will touch every career.

The UK government's Net Zero Strategy will support the transition to net zero and 190,000 jobs by the middle of the 2020s and up to 440,000 jobs in 2030. The increased investment and legislation for nature's recovery driven by the Environment Act will also create many green jobs in the nature sector. Our programmes will provide the opportunity for people of all ages to train, retrain or upskill to go into green careers.

Learning from and connecting with nature

The Economics of Biodiversity: The Dasgupta Review states that 'connection with nature declines in childhood to an overall low in the mid-teens. Creating an environment from an early age where we are able to connect to nature is essential for self-enforcement in protecting and valuing nature'.

We will increase opportunities for all children and young people to:

spend time in nature and learn more about it

become actively involved in the improvement of their local environment

We know that regular contact with green spaces can have a beneficial impact on children's physical and mental health. However, access to green space is not equal and we must do more to ensure that all children have opportunities to benefit from access to green space and build connections with nature.

Buildings

Climate adaptation and decarbonisation activity in nurseries, schools, colleges, universities and care buildings can provide powerful learning opportunities. Young people can:

Seeing sustainability brought to life in the buildings around them will allow children and young people to gain experiences which will enhance and contextualise their learning.

Leading by example: cutting energy bills and carbon emissions in the public and higher education sectors shows that schools and universities represent 36% of total UK public sector building emissions.

Costs are also significant and rising. Data sources and interpretation - schools financial benchmarking shows that in 2019 schools alone were spending around £630m per annum on energy and we expect today's figure to be far greater. To reduce energy usage and achieve legal targets for carbon emissions we need to:

get a better understanding of the scale of the problem across the sectors through standardised reporting

drive action based on evidence

Adapting existing buildings and designing new ones to respond to climate change and reduce emissions will undoubtedly be a significant challenge.

By developing and delivering evidence-based solutions for decarbonisation and climate resilience we will:

reduce energy demand

adapt to climate risks

drive innovation in construction

act as a catalyst for green jobs

deliver savings

We will also drive a wide range of additional benefits that will contribute to a vibrant and resilient education community, including:

International

Through learning from others and sharing our own expertise internationally, we will be more effective and innovative. Sustainability and climate change are global problems which require collective efforts and evidence-based solutions.

Vision and aims

Vision: the United Kingdom is the world-leading education sector in sustainability and climate change by 2030.

In England, we will achieve this through the following strategic aims:

1. Excellence in education and skills for a changing world: preparing all young people for a world impacted by climate change through learning and practical experience.

2. Net zero: reducing direct and indirect emissions from education and care buildings, driving innovation to meet legislative targets and providing opportunities for children and young people to engage practically in the transition to net zero.

3. Resilience to climate change: adapting our education and care buildings and system to prepare for the effects of climate change.

4. A better environment for future generations: enhancing biodiversity, improving air quality and increasing access to, and connection with, nature in and around education and care settings.

Guiding principles

Partnership and collaboration

Success depends on DfE and stakeholders from across the sectors working together.

We know there are many organisations working to improve sustainability and mitigate against climate change, so we will seek opportunities to:

work with others who share our objectives

extend and amplify existing good practice and initiatives

We will also facilitate partnership across the sectors to maximise the use of resources, expertise and ideas to achieve more effective outcomes.

Evidence and insight

Evidence will be at the heart of our activity. By 2023 we will develop and publish a framework to evaluate the impacts of the actions set out within the strategy.

We will also work with the sectors to develop reporting frameworks and processes to ensure strategic decisions can be taken at every level. While mandatory reporting is not currently set out within the strategy, this decision will be kept under regular review. The decision to mandate is subject to uptake and legislative reporting requirements in line with government's Net Zero Strategy.

We will work together to set science-based targets from 2025, ensuring we play our part in reducing public-sector emissions against a 2017 baseline by:

50% by the end of Carbon Budget 5 (2032)

75% by the end of Carbon Budget 6 (2037)

There are many opportunities to improve sustainability and impact climate change. Ensuring we learn before we leap, we will work across the sector to research, test and pilot with:

As our evidence base for what works grows, we will prioritise funding where it will have greatest impact.

Leadership and support

Sector representatives have called on DfE to provide greater leadership in sustainability. We will work across government and intervene where we add value (for example through sector-wide data gathering, reporting, funding and guidance). Wherever possible we will facilitate autonomy and foster innovation.

Sector leadership and institution-level accountability for sustainability will be key for success. We will continually seek opportunities to share best practice and provide support for those leading at a local level.

A whole system approach

Together we will make the greatest impact. We will adopt a systems-based approach and ensure our initiatives are delivered via action areas to deliver outcomes for the education system, rather than focussing on specific age or sectors.

By taking a holistic view of education (from formal and extracurricular learning opportunities, the physical buildings and surroundings, to the way in which they operate) we will positively improve the environment. At the same time we will influence and inspire, not only those that use the settings, but the communities around them.

Initiatives to drive the strategy

We have carried out work with sector representatives and experts to develop initiatives that bring together activity to drive the strategic aims:

National Education Nature Park

By considering the whole physical education estate as a virtual National Education Nature Park, we have a unique opportunity to:

The National Education Nature Park will:

This will help connect and amplify the excellent work already happening in this area through many national and local stakeholders and community groups.

As their work starts to have an impact, the young participants will upload their progress on the park's digital mapping services. They will be able to:

see how the park is 'growing', while increasing their knowledge of species

develop important skills, such as biodiversity mapping, data collection and analysis

The nature park's online hub will enable the sharing of best practice across the education estate. With time, it will go beyond biodiversity to show impact and climate resilience, including flood, overheating and air quality status of the estate.

A number of universities will support the launch of the National Education Nature Park by:

Climate Leaders Award

A Climate Leaders Award will complement classroom learning and allow us to celebrate and recognise education providers, children and young people for:

developing their connection with nature

making a real contribution to establishing a sustainable future for us all

The award will provide a structured route through existing awards in this area, such as the John Muir Award, Duke of Edinburgh's Award, Junior Forester Award and others.

Participation will enable children and young people to acquire credits towards the prestigious Climate Leaders Award. This will be recognised and valued as supporting progression to employment and further study.

In the Children's People and Nature Survey for England: Summer holidays 2021, more than 8 in 10 children and young people (85%) agreed that being in nature made them very happy. However, the same study showed that:

children spend less time outdoors as they get older

feelings of connection to nature decline with age

We want all young people to feel connected to their local environment and see improvements in biodiversity. In the design and implementation of the park and award we will take steps to drive participation among more disadvantaged children and young people. We will also ensure all children and young people, whether they live in an urban area or rural one, have opportunities to feel empowered through practical positive action.

The National Education Nature Park and Climate Leaders Award:

are being designed and developed with young people, sector representatives and stakeholder organisations

will build on the learning and experience of the Year of Green Action

They will feed in ideas for making the initiatives as inclusive, impactful, and engaging as possible and will also consider the best names for the programmes. The park and award will be launched in autumn 2022.

Sustainability leadership

Throughout the development of this strategy, we have received feedback from the sector that they have seen the greatest impact and success in developing and delivering a whole-setting approach to sustainability and climate change when there is co-ordination and leadership of activity at a local level - with the support of senior leadership teams and governors.

Through our engagement to date, we have been consistently told that to do this best, they need more support to:

We recognise the impact of the pandemic and the priority need for education catch up. We know that for every setting, the ability, or the way in which they are able to engage with sustainability and climate change may differ. While our end goal is for all settings to have a sustainability lead owning a climate action plan (to include curricular and extra-curricular activity, procurement, adaptation and decarbonisation plans), we are keen to:

develop a facilitative approach to sustainability leadership

test where support makes the most impact

The National Climate Education Action Plan has already brought together 16 organisations and universities with STEM Learning, aiming to encourage their staff to become Climate Ambassadors to support schools and further education institutions. We will work with them to test an approach that includes support in:

climate education

accessing public and private funding

engaging in the National Education Nature Park and Climate Leaders Award

reporting emissions

developing and delivering Climate Action Plans for individual settings

As part of this approach, we will include the provision of carbon literacy training for all sustainability leads in every nursery, school and college by 2025. We will encourage a joined-up approach to leadership which brings together children, young people and governors.

Action area 1: Climate education

We know that young people are eager to:

create a greener, sustainable world

tackle both the causes and impact of climate change

We will empower all young people to be global citizens, through a:

better understanding of climate change

greater connection to nature

Practical opportunities to participate in activities to increase climate resilience, reduce carbon impact and enhance biodiversity will enable children and young people to translate knowledge into positive action to improve their local communities, their country and the planet.

1. Learning about the natural environment

Building on a foundation of fundamental numeracy, literacy and broad academic knowledge, all children learn about:

From birth to 5 years old, the early years foundation stage (EYFS) framework ensures that all children develop an understanding of the world and the natural environment.

As they progress through primary and secondary school, children and young people continue to build on this knowledge through science, geography and citizenship programmes within the national curriculum. Existing GCSEs such as design and technology, food preparation and nutrition, and economics contain opportunities for students to be taught about the environmental and sustainability context of the processes and principles underlying these subjects.

By 2025 we will aim to introduce a natural history GCSE, giving young people a further opportunity to engage with and develop a deeper knowledge and understanding of the natural world. In studying this GCSE, young people will explore organisms and environments in more depth, gain knowledge and practical experience of fieldwork and develop a greater understanding of conservation.

An environmental science A level is already available for those that have a keen interest in the sustainability of our planet and wish to build on their scientific knowledge of the interconnection of human activities with natural systems.

From 2022, to assess the impact of our action, we will introduce an annual climate literacy survey to benchmark progress in improving the climate knowledge of school leavers.

For those that continue their studies in further and higher education, there are many excellent opportunities to gain a more in-depth knowledge into sustainability and climate change. Many further and higher education providers are already taking steps to embed the relevant teaching of sustainability and climate change across the full range of their courses.

We will continue to identify appropriate opportunities to align climate education with the Education for Sustainable Development (ESD for 2030) framework.

2. Support for teaching

World class teaching will ensure all children and young people get the best possible climate education. The schools white paper sets out how we will provide an excellent teacher for every child, by giving every teacher and school leader access to world class training and development opportunities, including the first-ever national professional qualification (NPQ) for early years professionals.

Through our engagement with the teachers and representative bodies, we have heard that more support in teaching about climate change and in navigating the many different resources available is also needed. Therefore, recognising the importance of building confidence as well as capability, we will provide additional support to teachers of all levels.

From 2022 we will:

include climate change and sustainability in science teachers' continuing professional development ( CPD) to ensure all young people receive high-quality teaching on the scientific facts about climate change and environmental degradation

include content on sustainability when DfE is tendering for new CPD, (where it is relevant to the subject area)

deliver pilots through the National Education Nature Park, which will test an approach for sharing university climate expertise and learning opportunities with colleges, schools and nurseries

share best practice, demonstrating how sustainability and climate change has been incorporated into teaching (and how it has enriched the broader curriculum, where it is relevant) in early years settings, schools, colleges and universities, so teachers and leaders can consider how best to integrate within their own settings

consider where further steps could be taken to support the teaching of sustainability in relevant subjects, for example, the circular economy in design and technology, sustainable chemistry in the sciences, and through the learning initiatives being taken forward in the Government Food Strategy

continue to work with higher education to identify opportunities to work together to further enhance best practice in teacher training and the teaching of sustainability within university courses

promote and share relevant teaching resources from other government departments, including the Department for Environment, Food and Rural Affairs ( DEFRA), the Waste and Resources Action Programme ( WRAP) and the Environment Agency

By 2023 we will:

develop a Primary Science Model Curriculum, to include an emphasis on nature to ensure all children understand the world around them

develop an occupational standard for further education teaching which explicitly requires all new teachers to integrate sustainability into their teaching, through modelling sustainable practices and promoting sustainable development principles in relation to their subject specialism

support the National Climate Education Action Plan in setting up an independent expert body (including members such as the Royal Meteorological Society, STEM Learning, Association of Science Teaching) for the validation and creation of climate education resources that support the delivery of the national curriculum

provide free access to high-quality curriculum resources through the National Education Nature Park online hub, so that teachers in all settings and subjects can confidently choose those that will support the teaching of sustainability and climate change

this will initially work in tandem while we build on the success of Oak National Academy's work in the pandemic and establish a new arms-length national curriculum body which will work with thousands of teachers to co-design, create and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons that are effectively sequenced to help teachers deliver an evidence-based, high-quality curriculum

provide the opportunity for all staff (teaching, leadership and support) to build their understanding of climate change and sustainability by receiving shared carbon literacy training through their sustainability leads within their setting (more information about sustainability leadership is set out in the Operations and Supply Chains Action Area)

3. Learning in the natural environment

Education settings provide a wealth of learning opportunities, practical activities and clubs which allow children and young people to bring their learning to life. Children and young people may:

take part in eco-clubs or vegetable growing

be exposed to sustainable food choices, recycling, adaptation projects or weather and energy monitoring

On top of the learning benefits, these activities can aid pastoral work in all educational settings. The physical and mental health benefits of time spent in nature can form part of targeted support to:

improve engagement and attainment, including as part of wider packages of support for pupils with SEND

give young people a sense of agency where anxiety stems from climate concerns

The National Education Nature Park and Climate Leaders Award will build on this excellent activity, ensuring all children and young people have opportunities to get practical experience and turn their knowledge into positive action. We will design these initiatives with inclusivity at their heart. We are committed to enabling those from disadvantaged backgrounds to access these opportunities.

Retrofitted educational buildings and new-build net-zero settings will also provide various learning opportunities through their design, how they work and their environmental impact. They will foster environmental knowledge that can be applied outside of the educational setting.

In 2022 we will:

explore opportunities to increase access to the outdoors in DfE's successful Holiday Activities and Food (HAF) programme

ensure that children attending the HAF programme participate in activities that improve their knowledge and awareness of affordable, healthy eating and sustainable practice - for example, through:

taking part in activities such as food preparation

cooking, discussing food and food sources

growing their own fruit and vegetables

build on our investment into the Children and Nature Programme, by engaging with DEFRA on further research into how outdoor learning can be delivered for the greatest impact, with a view to exploring opportunities to support education settings to deliver quality outdoor education

link up across government to identify new opportunities and strengthen action as part of the levelling up agenda - for example, with the Department for Levelling Up, Housing and Communities on climate education, and with the Department for Digital, Culture, Media and Sport (DCMS) on the National Youth Guarantee to increase access to out-of-school activities for all children

provide co-curricular opportunities for young people to experience and learn about nature through the National Education Nature Park, which will drive a greater knowledge and understanding of the importance of native species and develop young people's data and analytical skills

build on learning from the Children and Nature Programme, encouraging schools to join up with local delivery partners to develop effective school-specific options and build links with local communities

provide educational activities so that leaders, teachers, children and young people will learn about energy efficiency, the circular economy, climate resilience and green careers as part of educational building, maintenance and procurement projects, such as:

low-carbon boiler replacements

smart meter installation

energy monitoring pilots

sustainable drainage systems

Political impartiality

Teaching about climate change, and the scientific facts and evidence behind this, does not constitute teaching about a political issue and schools do not need to present misinformation or unsubstantiated claims to provide balance.

However, in climate education there is relevant political and scientific debate about the best ways that climate change can be addressed - there are different views and opinions, and different solutions. Debates on political and policy change need to be grounded in wider citizenship education on democracy and democratic values and topics should be handled in line with schools' legal duties on political impartiality

Action area 2: Green skills and careers

It is critical young people and adults have the green skills that will allow them to build careers and participate as Britain leads the world into the Green Industrial Revolution and strives for nature's recovery.

We will harness young people's passion and interest in climate change and sustainability to enable them to have the knowledge and skills (in STEM and other key subjects) required for green jobs. Through our education and skills system, we will seek to inspire young people to choose career paths that support the:

We will continue to support adults already in work to retrain and reskill in line with the needs of the green economy.

1. Net Zero Strategy

The government's Net Zero Strategy sets out in detail how our skills reforms will support more people into green jobs and help grow future talent pipelines. This includes:

aligning apprenticeships to net-zero objectives through the Institute for Apprenticeships and Technical Education's (IfATE) Green Apprenticeships Advisory Panel

continuing the roll-out of T-Levels to support young people into green careers

driving STEM provision through our growing network of Institutes of Technologies (IoTs)

expanding Skills Bootcamps so that adults are able to upskill and retrain in key green sectors

Through the Skills and Post-16 Education Bill, we are legislating to ensure employer leadership of Local Skills Improvement Plans (LSIPs) have regard to skills needed to help deliver on our net-zero target, adaptation to climate change, and other environmental goals.

Building on the work of the Green Jobs Taskforce through a Green Jobs Delivery Group, government will bring together representatives from industry, the skills sector and other key stakeholders to develop data-driven action to support the delivery of plans for green jobs and skills. This will ensure that we are offering young people and workers the opportunity to develop the skills needed to deliver the low-carbon transition.

Since the publication of the Net Zero Strategy we have:

set out investment of £3.8bn in further education and skills, to ensure people can access high-quality training and education that leads to good jobs, addresses skills gaps, boosts productivity and supports levelling up - this includes funding for programmes to support green skills crucial to the net-zero transition

committed to expanding Skills Bootcamps to provide more opportunities for adults to gain new skills, prioritising green skills in areas such as heat pumps, zero emission vehicles, and carbon capture

widened the eligibility criteria of our Free Courses for Jobs offer - from April 2022, any adult in England earning under the National Living Wage annually, or unemployed, will be able to access these qualifications for free, including qualifications linked to green sectors such as agriculture, building and construction, engineering, environmental conservation, horticulture and forestry and science

launched a pilot of our new General Further Education College Accountability Agreements that will ensure colleges strategically plan provision to meet skills needs at both local and national levels, including those in the green sector

established 8 LSIP trailblazers, where employer representative bodies have been working closely with providers and key local stakeholders to develop tailored plans to help shape technical skills provision to better meet local labour market needs, with multiple trailblazers considering the skills needed to support green growth in their local economy

started delivery of our £65 million Strategic Development Fund pilots to identify employers' skills needs, design provision, and build the capacity of local further education providers to deliver them so that, where local areas identify skills needs, providers can use this funding to, among other things:

purchase equipment

train their staff

bring in industry expertise to provide training

deliver new provision

2. Additional support for green jobs and skills

In addition to the extensive skills reforms set out in the Net Zero Strategy we will also increase the opportunities for young people and adults to engage in wider green skills and jobs needed to deliver the government's 25-Year Environment Plan.

We will support the further and higher education sectors as they deliver programmes teaching the skills of the future and nurturing future leaders.

We will continually seek to improve diversity in the take-up of STEM subjects at all levels, ensuring that everyone has the opportunity to pursue a rewarding career in a STEM occupation:

by September 2023, a T Level in agriculture, land management and production will be available - this will support the increased focus of the UK agriculture sector on more environmental and sustainable practices and provide a further opportunity and pathway for young people looking for careers in agriculture and horticulture

we will engage employers, professional, statutory and regulatory bodies (PSRBs), further and higher education sector representative groups and students in developing opportunities to forge further links between course content and the skills needed for green careers of all kinds

Green Skills Bootcamps are available in environmental areas such as agriculture technology, and Wave 3 Skills Bootcamps will seek to prioritise further green sectors, including those specific to the environment such as nature restoration, waste management and recycling, woodland management and arboriculture.

the Institute for Apprenticeships and Technical Education (IfATE) has convened a Green Apprenticeships Advisory Panel (GAAP) to:

work with employers to align apprenticeships to net-zero objectives

endorse existing apprenticeships which support green career pathways specific to the environmental sector, such as arborist, forest operative, agriculture or horticulture professional advisor and ecologist

map existing apprenticeship standards against green occupations

identify opportunities to create new standards in areas including agri-tech and renewable energy

investment of up to £75 million in a National Scholarship Scheme will support high achieving disadvantaged students to reach their full potential while studying in higher education, including degree courses or apprenticeships that can lead to green careers

our network of Institutes of Technology (IoTs) across England are utilising their state-of-the-art facilities to:

offer training in green skills, such as in the built environment and agri-tech sectors

support increased participation from under-represented groups, including women, helping to grow the pipeline of individuals with STEM skills needed for green jobs

invest £120 million in the second wave of IoTs, to be set up by 2022

by 2025, as part of the pathway towards the Lifelong Loan Entitlement, we will trial short-course provision at levels 4-6 to support in-work adults to upskill or retrain, enabling learners to build flexibly towards a full qualification in subjects crucial for net zero, including STEM and digital innovation

by 2023, we will co-host an International Green Skills Conference with the higher and further education sectors to exhibit the best of UK green skills and education opportunities at further and higher education levels

we will link the Climate Leaders Award to skills required by employers and explore how participation in the award can act as a progression route to further study

by 2030, significant numbers of young people will have graduated from the Climate Leaders Award with the skills needed to enter the green economy

by 2030, we anticipate that participation in the National Education Nature Park, and increased opportunities to connect with nature, will increase the number of young people that become data scientists, ecologists and biologists, which are needed for nature's recovery

our specifications for new buildings set out low-carbon, climate-resilient standards - such as the installation of heat pumps for energy efficiency - while, as one of the largest construction buyers in the nation, these specifications will drive the market and assist in driving the development of technical fitting skill

3. Support and guidance for green careers

We are actively supporting young people and adults to understand the training and careers opportunities available to them and we will support existing organisations in their endeavours to promote green careers. This includes:

supporting schools and colleges to embed best practice in the delivery of careers information, advice and guidance, so young people are aware of the full range of training and careers available to them and have access to a broad range of employers and workplaces, including those in the green sectors - this will be delivered through the national roll-out of Career Hubs, Career Leader training, and the Enterprise Adviser Network

as part of wider improvements to the National Careers Service we will ensure the provision of relevant and accessible information on green career pathways, which will bring together all the learning and careers routes available to aid the development of a single source of government-assured career information

our educational building maintenance and procurement projects will provide opportunities for students to gain careers guidance, while installation of low-carbon boiler replacements, smart meters and energy monitoring or sustainable drainage systems, will be accompanied with assembly information and interactive class exercises allowing students to see and learn about a wide range of green careers and skills in action

Action area 3: Education estate and digital infrastructure

A green, sustainable education estate that is resilient to the impacts of climate change will normalise and inspire young people to live sustainable lives, with impact felt widely in their families and communities. By improving the physical environment in and around education settings, we can impact positively on both the physical and mental wellbeing of children and young people. We will act on both the challenges and opportunities the vast education estate presents.

There is still a lot of evidence to gather on new technologies and innovative approaches to sustainable building design, retrofit, ICT, building management and the surrounding environment. Our focus until 2025 will be piloting - gathering evidence and sharing research to learn from our experience. This work will build on and align with existing guidance currently available to help public sector organisations achieve net zero, for example, the Modern Energy Partners tools. From 2025 onwards, we will accelerate change once we understand the best value for money approach. Our approach can be summarised as innovate, test and invest.

1. New builds and new blocks

All new school buildings delivered by DfE (not already contracted) will be net zero in operation. They will be designed for a 2oC rise in average global temperatures and future-proofed for a 4oC rise, to adapt to the risks of climate change, including increased flooding and higher indoor temperatures.

Secure children's homes delivered by DfE will also be built to our net-zero standard.

In November 2021 we published our delivery framework for employer's requirements for school projects Part A and Part B and made it freely available so that all new schools and colleges can meet the same low-carbon, climate-resilient standards as centrally delivered projects.

We have uplifted basic need grant-funding rates to help local authorities deliver school capital projects to these standards. When planning the use of basic need funding allocations, local authorities will consider environmental sustainability, carbon reduction and energy efficiency to develop solutions for projects that are in line with government targets and objectives, regardless of their chosen delivery route.

From now on bids into our Further Education Capital Transformation Programme will also be assessed to determine if the new works will be net zero in operation.

We know many higher education institutions are already demonstrating innovation in this space and are going beyond these standards. We will look to the higher education sector to inspire and drive greater ambition through their net-zero buildings and campuses.

So that our education building standards remain world-leading, we will:

continue targeted and specific monitoring of education buildings to better understand their use and energy consumption

continually improve our technical standards and building specifications

This will include the use and assessment of nature-based classroom design to maximise access to the outdoors and opportunities for outdoor learning, so our education buildings positively impact on physical and mental wellbeing.

Sustainable ICT solutions will be integrated into new-build schools as standard, via sustainable procurement, design, implementation and management.

The implementation of ultra-low carbon education buildings will be accelerated. By 2025 at least 4 schools and one college will have been built via the Gen Zero Platform that we demonstrated at COP26.

We will also accelerate our Gen Zero programme and other pilots so, over time, all centrally delivered new-build projects are built using ultra-low carbon solutions.

2. Existing estate

Improved collation and use of data on energy usage, water, heat and biodiversity will allow individual settings, and DfE, to make evidence-based decisions on where to act and invest to make the greatest impact. Smart meters and energy management systems can reduce bills and usage. They also provide learning opportunities for data analysis and understanding the impact of human behaviour. We will:

continue to work with the Department for Business, Energy and Industrial Strategy ( BEIS) and water companies to trial the delivery of smart meters in schools and encourage the uptake across other settings

in 2022, work with the education and children's services sectors and energy companies to explore sharing smart meter data to avoid additional reporting requirements, and this data would also be used by DfE to help advise settings how they can reduce their energy bills and improve their energy efficiency

during 2022 and 2023, work with BEIS and Energy Sparks to trial the delivery of Energy Management Systems in schools which will provide schools with real-time information about their energy usage, presented within a user-friendly online portal

by 2025, have supported education settings to put in place Climate Action Plans, facilitating the use of setting-level data to inform action - these will increase carbon literacy and inform government on the implementation of decarbonisation solutions and nature-based solutions to alleviate flood risk, protect against increased heat, and improve air quality

A strategic approach to piloting new building technology will also be launched in order to support the future retrofit of the education estate and act as catalyst to the construction sector for implementing new technology. Our building technology pilots will support action to adapt the existing estate to protect against the current and future effects of climate change. They will also provide evidence for the efficient decarbonisation of the estate to mitigate the causes of climate change.

We will continue to seek opportunities for research, including developing innovative approaches for the delivery and use of digital infrastructure. Where opportunities arise, this will be tested in schools by retrofitting ICT to deliver energy savings.

We will also exploit existing research -higher education is already driving world leading building technology - and innovative solutions will be shared across the wider education sector

In 2022:

we will work with BEIS to help education settings access the Public Sector Decarbonisation Scheme to support them in decarbonising their estates and, as part of that work, we are looking at how we can better align our application processes and funding windows

By 2023:

all bids for capital funding for further education and higher education will need to consider environmental impact, carbon reduction and adaptation measures, and align with the government's targets and objectives

we will share best practice and advice to help education settings in deciding where to invest money to reduce carbon emissions, improve sustainability and resilience, and share options and case studies for the retrofit of existing settings by building type

we will also develop the existing Good Estate Management for Schools guidance with updated tips and good practice on the sustainable management of the school estate, covering topics such as energy and water efficiency and addressing issues including ventilation and leaks

3. Resilience, adaptation, access to Nature and environment conditions

The 3 highest priority risk areas identified in the Climate Change Committee Independent Assessment of UK Climate Risk were:

To meet these challenges and those outlined in the Third Climate Change Risk Assessment (the statutory cycle set out in the Climate Change Act 2008, specifies the next key milestone in the statutory cycle as the third National Adaptation Programme ( NAP3) in 2023) we have a duty to demonstrate:

a clear set of objectives for adaptation

policies

programmes

investments with clear timelines

measurable metrics

progress indicators

We know that nearly half of schools (10,710) are at risk of flooding, which is expected to increase to at least 13,662 by the 2050s, or 16,394 in the worst-case scenario. While overheating in education buildings is a significant threat, we need to continue to work with other government departments to get a greater understanding of the risk.

A formal Memorandum of Understanding between DfE and the Environment Agency ( EA) will ensure that our response to risk aligns with the objectives and measures set out in the National Flood and Coastal Erosion Risk Management Strategy and is based on the latest environmental data, advice and intelligence.

We know there is hope if efforts are focused in the right way. The latest International Panel on Climate Change report outlines the power of nature against the worst effects of climate change. We will use the National Education Nature Park to champion the case for nature.

Through the National Education Nature Park we will provide opportunities and advice for education settings to initially improve their biodiversity and also, with time, their flood resilience and air quality. For example, we will work with EA and DEFRA to produce guidance for schools that explains how to improve their flood resilience and access free trees to improve shading and biodiversity of their grounds.

We will accelerate pilots to investigate:

We will also empower universities to lead the way in demonstrating models for resilient, biodiverse campuses. We will share best practice via the National Education Nature Park online hub.

By 2023, we will:

work with partners to explore how funding may support nurseries, schools, colleges and universities in driving on the ground innovation to link separate parts of the National Education Nature Park, improving the biodiversity, air quality, shading and flood resistance along the routes between settings

continue evaluating the UK's first 'Biophilic' primary school, which will provide evidence of the impact of a greater connection to nature within the built environment, on the health and wellbeing of children and young people

pilot the use of smart air and environmental quality monitors in schools to understand the practical implications, benefits and drawbacks of using smart monitoring devices with pilots providing a rich dataset on environmental performance, which can be used to help feed into school building design and understand where energy efficiencies can be achieved

support DEFRA's Clean Air Strategy which aims to diminish the highest concentration of exposure to fine particle matter (PM2.5) to help tackle air pollution and reduce emissions affecting education settings

provide guidance to all education settings for practical ways to reduce indoor and outdoor air pollution, encouraging schools and partners to expand anti-idling zones to reduce the impact of the school commute

support the Department for Transport in delivering initiatives to increase active and safe travel to school (such as Bikeability for children, their families and carers, Walk to School Outreach and School Streets), to improve wellbeing, reduce carbon emissions and improve air quality

support an EA pilot investigating offsetting carbon emissions from their flood scheme construction work by contributing to tree planting and greening on available, nearby school land

By 2030:

through the National Education Nature Park and cross-government collaboration, we will have significantly increased the biodiversity on the education estate and implemented 'Green Corridors' for access to education settings, improving climate resilience, physical and mental wellbeing, and protecting and enhancing wildlife and ecosystems along the routes between nurseries, schools, colleges and universities

we will have supported the Department for Transport to increase active travel to school, contributing to the Prime Minister's vision that half of all short journeys in towns and cities will be walked or cycled

we will have minimised barriers to nature in school building design programmes and education building standards, increasing opportunities to connect their users to nature

4. Heating solutions

The building energy efficiency survey indicates that approximately 60% of energy use in education settings is associated with high carbon intensity fuels such as natural gas, coal and oil. There is a need to reduce demand for heating and hot water use and to deliver through sustainable means.

We are launching 10 pilots to test our Energy Pods as a way of providing off-site manufactured, low-carbon, heating solutions on the existing school and college estate. The results of these pilots will inform our strategic approach to condition, safety and sustainability for the education estate and provide important research data for education and public sector net-zero projects.

In 2022 we will:

test the feasibility of replacing school boilers with ground or air source heat solutions, and use the learning to consider how this can be scaled up to accelerate decarbonisation between 2025 and 2035

continue to work with BEIS to help education settings access the Public Sector Decarbonisation Scheme to support them in replacing fossil fuel heating systems with low carbon heating

5. Water strategy

In partnership with EA, water companies and local authorities we will deliver our water strategy to improve:

We will work together to improve learning and awareness of risk and resilience and encourage all education settings to sign up to available weather and flood warnings. For schools at highest risk, we will share a flood risk plan template to set out emergency plans. In addition:

by 2023, the risk of school flood will be displayed alongside emissions and biodiversity on the National Education Nature Park

by 2026, we will have reduced the flood risk in over 800 schools through our Water Strategy initiatives

we will work with Ofwat and Market Operator Services Ltd to ensure their regulatory mechanisms and incentives enable and drive the water market to improve efficiency across the education estate and, should this prove successful, by 2030 we will have worked with water wholesalers and retailers to improve water efficiency at the 10,000 least water-efficient schools, significantly reducing usage and spend

we will align strategic action with the Environment Agency's National Flood and Coastal Erosion Risk Management Strategy to ensure education settings are ready for, and resilient to, flooding and coastal change

6. Reporting Frameworks, Reporting Processes and Targets

With increased legislation on net zero, environment and nature, it is inevitable that we are going to have to ensure consistent reporting on the activity of our sectors.

The government's Net Zero Strategy commits to legislate reporting of emissions if insufficient progress is made voluntarily. We will work with BEIS in the development of guidance on monitoring and reporting for the education sector and we will look to support and facilitate reporting.

We will work with energy providers to receive data from the school estate directly (unless individual schools choose to opt out), so that by 2024 all schools are reporting their emission via a standardised framework. The installation of smart meters will improve the accuracy of this data.

We have supported the Queen's Jubilee Challenge for the further and higher education sectors to accelerate a sector-led review. This review will enable all further and higher education settings to report their emissions via a standardised and comparable framework by 2024. From 2025 we will publish targets and institutional progress for the further and higher education sectors. We will also work with nurseries and schools to set standardised reporting frameworks and implement effective data-gathering mechanisms. With the campaign Let's Go Zero, we will set targets for schools between 2025 and 2035.

Action area 4: Operations and supply chains

We have a valuable opportunity to drive change by introducing children and young people to more sustainable practices, such as:

We can inspire and instil habits that they will take into their wider communities and adult lives. Sector representatives have also confirmed that they have had the greatest results in driving sustainability in their operational processes when action has been linked to learning.

Coordination and leadership are required to bring this type of change. We recognise how much is already being done across the sectors by enthusiastic individuals, governance boards and leadership teams. They are driving effective whole-setting approaches to the challenges of sustainability and climate change - not only in teaching and learning or the decarbonisation of the estate - but in the way settings are operated and regulated.

Within DfE we will also publish and monitor progress against a DfE Corporate Sustainability Strategy. This will demonstrate how we will embed sustainability across everything we do - from how we maintain and use our office estate to our decision-making and business processes. We will align action with this strategy, the Greening Government Commitments and our overall organisational strategy.

By 2023 we will:

start rolling-out carbon literacy training for at least one person in every locally maintained nursery, school, college and university to build their knowledge of climate change, access to public funds, engagement with the nature park and Climate Leaders Award, understand emissions reporting and how to develop a climate action plan so that they can share learning and training within their own setting as appropriate, for example with leaders, support staff, care takers, cooks and teachers

support the work of the National Climate Education Action Plan to bring together universities with STEM Learning to identify Climate Ambassadors to support schools and further education institutions in the delivery of their sustainability and climate change action plans

update Good Estate Management for Schools ( GEMS) guidance to include the latest sustainability and climate change advice, covering topics such as efficient waste and water management - we will signpost to other relevant third-party materials

encourage and support education settings to procure from companies that commit to achieving net zero by 2050 and have a plan in place, showing how they will meet this target

ensure sustainability is part of the assessment and validation criteria for including suppliers on procurement frameworks, to support sustainable purchasing of products and services, including energy, in schools

support schools to buy from procurement frameworks that offer sustainable goods and services

work with education settings and partners to share best practice for delivering and improving uptake of nutritionally balanced, affordable and sustainable meal choices

pilot a food curriculum and whole-school approach to food, promoting accountability and transparency of school food arrangements by encouraging schools to complete a statement on their school websites, which sets out their whole-school approach to food, with voluntary reporting initially, and the intention that this will become mandatory when schools can do this effectively

pilot new training for school governors on a whole-school approach to food as set out in the forthcoming Government Food Strategy (school governors have a responsibility to ensure compliance and should appropriately challenge the headteacher and the senior leadership team to ensure the school is meeting its obligations)

support schools to drive up their sustainable practices in line with the school food standards, particularly in relation to school food contracts and their food preparation and practice, with consideration of the ingredients they use and their environmental impact

encourage and support education settings to gather data and take action on food waste, and to share their evidence-based best practice for sustainable waste prevention and management

work with DEFRA and the Waste and Resources Action Programme ( WRAP) to share resources for schools and children that support food waste prevention

support education settings in aligning with DEFRA 's Resources and Waste Strategy to reduce all waste, moving away from single-use items and towards reusable alternatives where possible

continue to encourage all settings to drive initiatives that promote the circular economy - providing guidance to reduce reliance on single-use items in favour of alternatives, such as reusable nappies, as well as recycled materials, second-hand uniforms and other consumables, such as sustainable cutlery and cleaning products

continue to offer a range of free sustainable period products to learners in schools and colleges across England and use the success of this programme as a catalyst for similar initiatives

seek opportunities to rationalise deliveries to education settings, through minimum order values or changes to delivery models, and encourage settings to consider a rounded approach to providing food, including practical guidance on consolidating food deliveries and sourcing food locally where possible

By 2025:

all education settings will have nominated a sustainability lead and put in place a climate action plan

all services and products procured by DfE for schools through the 'get help buying for schools' programme will go through environmental procurement frameworks

we will review existing procurement frameworks and identify those where net-zero targets can be applied, highlighting these frameworks to education providers as sustainable and net zero-compliant buying frameworks

we will ensure there is a clear route to market and associated support for schools to buy goods and services that help them to generate their own energy or reduce their existing energy consumption, for example, solar panels and LED light bulbs

we will eradicate single-use plastics and encourage the use of reusable and recyclable materials in schools and encourage all other education settings to match this target

we will work with DEFRA to provide guidance to education settings for meeting the requirements of the Environment Act 2021 - this will require settings to arrange for the collection of a core set of materials for recycling, including glass, paper and card, plastic, metal and food waste, increasing the amount of material recycled and diverted from landfill

we will develop a sustainable assessment model in partnership with the Standards and Testing Agency, considering the environmental impact of digital testing and the trade-offs with existing testing methods

we will continue to support DEFRA with implementing the Resource and Waste Strategy, to eliminate unnecessary plastics in education settings

By 2030:

education settings will be supporting a circular economy through their participation in the Climate Leaders Award and National Education Nature Park - for example, by using food waste to produce compost that can then be used directly or in the local community

Action area 5: International

We set out our vision for the United Kingdom education sector to be world leading in sustainability and climate change by 2030. In achieving this vision, we want to both inspire and respond to international action and make a difference to children and young people all over the world. There is no time to lose: extreme weather events are increasing in severity and frequency, and Safe Schools: The Hidden Crisis shows that it is disrupting the education of nearly 40 million children a year worldwide. Children in the UK say they are worried about how climate change is affecting children and families in developing countries.

The UK Foreign Policy Integrated Review positions climate change as the UK's number one international priority. Education is one of our nation's greatest strengths. We will take positive international action to enhance climate change and sustainability learning in and outside of the classroom and, in particular, through DfE 's key bilateral relationships.

In doing so we will work across government with the:

Foreign, Commonwealth and Development Office (FCDO)

Department for Business and Trade (DBT)

Cabinet Office

Department for Energy Security and Net Zero

British Council

Together we will provide young people and adults everywhere with the knowledge and skills needed to:

Our action will align with and support the UK Government's International Education Strategy and supplement the great work the UK already does overseas, led by the FCDO, through education partnerships with around 20 poorer countries as leading donor to the Global Partnership for Education ( GPE) and Education Cannot Wait Fund, to support countries to respond to weather related disasters and make education systems more resilient.

The international action set out below represents the whole of the UK. Scotland, Wales, Northern Ireland and England each bring unique offers to an international strategy, and we will work closely with the governments of each nation to champion them effectively.

At COP26 we put education on a global stage, bringing education and environment ministers together to pledge action on climate education. We will continue to encourage other countries to make pledges. We will also track progress on our international commitments to complement and promote the Glasgow Works Programme on Action for Climate Empowerment ( ACE) negotiations agreed by countries at COP26 through our work and partnerships.

This work programme positions education as integral to the achievement of long-term climate goals, and calls for an approach which is grounded in principles of collaboration, flexibility and inclusivity.

Champion education and learning on the global stage

We will promote education as a key tool for tackling climate change through:

We will elevate the voices of youth in these discussions, as well as the rich experiences of other countries and stakeholders.

We will work across government and convene international partners to build a coalition for action for sustainable education. We will:

work closely with youth partners and multilateral institutions, such as UNESCO, UNEP and OECD, and in the G7 and G20 to exchange good practice through global discussions on climate education, learning and sustainable development

showcase our Sustainability and Climate Change Strategy and activities, sharing our strategy as a model for others to learn from

build an international evidence base on the support and solutions needed for a range of contexts

share our latest lessons, challenges, insights and evidence from the delivery of all action areas of our strategy

learn from others, including those working at local, national, regional and international levels

Trade and exports

We will provide expertise, services, trade and exports overseas to support others in achieving their net-zero targets, increasing resilience and adaptation, and improving climate education. We will work with FCDO, DBT and the UK international trade network to:

identify appropriate export opportunities for our climate learning programmes, including the National Education Nature Park and Climate Leaders Award, sharing our expertise on flood resilience and flood risk assessments, and export innovative sustainable products such as the Gen Zero Platform and Biophilic Primary School

continue work with the further and higher education sectors to ensure prestigious green-skills learning, training and research opportunities are developed to attract overseas students

International initiatives

We will identify opportunities to broaden our actions to share innovation and provide opportunities for young people from across the world to connect and learn, ensuring we align with the UK government's Child Safeguarding Due Diligence guidance. We will:

Leadership, engagement and next steps

Leadership

In recognition of the importance of this agenda to the Department for Education, the Secretary of State for Education will also be Climate Change Minister for the Department for Education. The Secretary of State for Education will also oversee the Climate Leaders Award.

The Secretary of State for Education will be supported in his role of Climate Change Minister for the department by:

Baroness Barran - net zero of DfE-delivered buildings, procurement and supply chains (this also includes the biodiversity of the education estate)

Minister Donelan and Minister Burghart - green skills, green jobs and net zero in further education and higher education

Minister Walker - climate education

Minister Quince - physical and mental wellbeing

DfE will nominate a non-executive director for climate change. They will champion climate issues on departmental boards and provide further leadership and expertise to support the department with its unique climate mission.

Engagement

From November 2021 to March 2022, sector representatives and young people reflecting a diverse range of voices, backgrounds and experiences brought together feedback on this strategy from those they represent.

We will continue to engage formally through a quarterly youth panel and user group as we develop and deliver the strategy, to ensure it meets the needs of those it serves.

Next Steps

Each year we will publish progress against the strategy and set out new action.
The following actions will support this:

Vision: the United Kingdom is the world-leading education sector in sustainability and climate change by 2030.

Strategic aims

# data[].attributes.attachment_link.title
Sustainability and climate change: a strategy for the education and children's services systems

# data[].attributes.attachment_link.description
This strategy applies to: the Department for Education (DfE), its agencies and public bodies the education and children's services systems in England - including: early years schools (and independent schools where applicable) further education higher education children's social care DfE has an important role to play in all aspects of sustainability.

# data[].attributes.attachment_link.title
The Role of Further Education and Skills in a Sustainable Future | FE News

# data[].attributes.attachment_link.description
| The Role of Further Education and Skills in a Sustainable Future

# data[].attributes.attachment_link.readable_text
Within County Durham, the Safe Durham Partnership prioritises work to prevent people becoming terrorists or supporting terrorism.

Becoming radicalised can happen to anyone anywhere for numerous reasons, for example it might be triggered by a traumatic event, or a skewed ideology. It has a strong link to safeguarding because vulnerable adults and children can be susceptible to radicalisation and recruitment into terrorist organisations. No matter the reason, there may be warning signs that can help identify those people that may be at risk. If we can refer these individuals early enough into suitable interventions and support, we may be able to prevent devastating life changing incidents from occurring.

# data[].attributes.attachment_link.title
Prevent Strategy: Countering Terrorism, Radicalisation and Violent Extremism

# data[].attributes.attachment_link.description
Within County Durham, the Safe Durham Partnership prioritises work to prevent people becoming terrorists or supporting terrorism. Becoming radicalised can happen to anyone anywhere for numerous reasons, for example it might be triggered by a traumatic event, or a skewed ideology.

# data[].attributes.attachment_link.readable_text
Why you need a CV

A CV is your first chance to promote yourself. A good CV might get you a job interview.

You usually need a CV to apply for a job or to give to an employer you'd like to work for.

Tips for writing your CV

Employers get lots of CVs to look at and have to decide quickly who they're going to interview.

When you write your CV, remember to:

use a clear font like Arial, Times New Roman or Calibri in size 11 or bigger

always use the same style throughout

use headings and bullet points to make it easier to read

be clear and to the point

get someone else to read it to double check your spelling and grammar

Information you need for your CV

Start with the job advert for the role you're applying for so you can look at the job description, essential criteria and the company details.

If the job you're applying for does not have a job description, you can look at our job profiles to see what skills you'll need and the typical things you'll do in that job.

You should write your CV to match the job and company you're applying for to improve your chances of getting an interview.

Sections for your CV

Your CV should include a section for your contact details, an introduction, your education history, your work history and references.

Contact details

You need to let employers know how to contact you if they want to offer you an interview.

You should include your name, phone number, email address and a link to your work network profile, if you have one, such as LinkedIn.

You should not include your age, your date of birth, whether you're married or your nationality.

Introduction

This is a few short lines that sum up who you are and what you hope to do. It should go just under your name and contact details.

Make your introduction sound like you're the right person for the job.

Education history

You can add this after the introduction if you're early in your career or do not have much work experience.

If you have a lot of work experience, you might want to change the order and show off your work history and experience first.

Whatever order you choose, you'll need to include the:

names of your qualifications

name of the school, college or university where you studied

dates you attended

Work history

You should include details of any work placements, volunteering and paid jobs you've had. List the most recent experience first.

You should include:

the employer name

the job title

the dates you worked there

what you did, usually 2 to 3 lines using the STAR method

Gaps in your work history

It's normal to have some gaps between jobs and work experience when life events happen.

You can read our advice on how to explain gaps in your work history.

Short work history

If you're applying for your first job, you can focus on skills you've learned through projects, work experience or volunteering.

You can also include your interests and hobbies that show some of the skills you have. For example, if you're a captain of a sports team, this demonstrates leadership and organisation skills.

References

You might want to include a section about references if there is someone who has agreed to give you one. This could be your current or previous employer, a teacher or someone respected in your community.

However you should not put someone else's contact details on your CV. Instead, you can say that 'references are available on request'.

Speak to an adviser if you need help

It's ok to feel overwhelmed or confused about how to write a CV, especially if you do not have a lot of work experience.

A careers adviser can help you work out what your CV should say and get you on the path to your dream career.
Speak to a careers adviser

# data[].attributes.attachment_link.description
A CV is your first chance to promote yourself. A good CV might get you a job interview. You usually need a CV to apply for a job or to give to an employer you'd like to work for. Employers get lots of CVs to look at and have to decide quickly who they're going to interview.

# data[].attributes.attachment_link.title
Free Online Timetable Maker - Create a Timetable | Canva

# data[].attributes.attachment_link.description
Make your own timetable to visualize your weekly schedule or study routine with Canva’s free online timetable maker.

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on GOV.UK

We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

Access training courses on the Prevent duty, the threat from terrorism and extremism in the UK and how to support people susceptible to radicalisation.

Prevent is one part of the government's overall counter-terrorism strategy, CONTEST. The aim of Prevent is to:

tackle the ideological causes of terrorism

intervene early to support people susceptible to radicalisation

enable those who have already engaged in terrorism to disengage and rehabilitate

This training is for people working in sectors covered by the Prevent duty, such as:

education

health

local authorities

police

criminal justice agencies (prisons, probation and youth justice)

Other sectors that are not covered by the Prevent duty may also complete this training.

Prevent duty courses

In these training courses, you will learn about:

the Prevent duty

different forms of extremism and terrorism

the risk around radicalisation and your supportive role

making a Prevent referral that is both informed and made with good intention

the interventions and support available

If you experience any issues with the service or our site, refer to our help section.

This service is also available in Welsh (Cymraeg).

If you have started a course and would like to complete it, use your reference number to resume your course

# data[].attributes.attachment_link.description
Access training courses on the Prevent duty, the threat from terrorism and extremism in the UK and how to support people susceptible to radicalisation.

# data[].attributes.attachment_link.description
Interested in an apprenticeship? Find out what you need to know, from entry requirements to salary and get inspiration from other apprentices. From UCAS.

# data[].attributes.attachment_link.description
The government has created a new website Amazing Apprenticeships with lots of useful information and help in finding apprenticeships. See what apprenticeship vacancies are coming up soon with big international companies like Google.

# data[].attributes.attachment_link.title
What are apprenticeships? Everything you need to know and how you can apply

# data[].attributes.attachment_link.description
Apprenticeships are a great way to start a new career or learn new skills relevant to your job. They are brilliant options for people at every age to train in a huge range of sectors – from health and science to cybersecurity, marketing, and construction.

# data[].attributes.attachment_link.description
Everything you need to know about how apprenticeships can fire up your career or organisation.

# data[].attributes.attachment_caption
The internet, relationships & you - Info & Advice

# data[].attributes.attachment_link.description
Information and advice for young people aged 11 to 18 about sex, relationships and the internet from CEOP Education at the National Crime Agency.

# data[].attributes.attachment_link.readable_text
Relationships, including the one you have with yourself, are vital to our mental wellbeing. People with healthy, positive and supportive relationships are more likely to be happier and healthier.

Creating and maintaining good connections with others can also help to combat loneliness and improve mental health issues, such as stress and anxiety.

Learn more about how to build and maintain healthy relationships, and deal with issues including stress and anxiety in relationships.

# data[].attributes.attachment_link.title
Maintaining healthy relationships and mental wellbeing

# data[].attributes.attachment_link.description
Get relationship advice including on managing anxiety in relationships, dealing with a breakup and conflict. Find out how to build resilience in relationships.

# data[].attributes.attachment_link.readable_text
This article will cover the following areas:

That all types of relationships bring RESPONSIBILITIES.

Ways in which relationships can stay HEALTHY.

The causes and effects of UNHEALTHY relationships.

Try to remember these three key terms to help with revision:
RESPONSIBILITIES - HEALTHY - UNHEALTHY

When talking about relationships, this can mean with family and friends and, in particular, girlfriends, boyfriends and sexual partners.

The principles of maintaining good relationships are the same no matter who the relationship is with, but the attitude towards sexual partners is the one which has the most significance and lasting impact.

What are the responsibilities within relationships?

The responsibility to communicate

It is important to understand what each partner wants from a relationship.

Talking about this can be difficult, especially if they are not used to expressing their feelings.

The responsibility to understand

Sexual relationships can be complicated.

So many emotions, insecurities and hopes are bound up in them.

Even beginning to understand requires a lot of patience, openness and sincerity.

The responsibility to put your partner first

People in relationships usually work together to achieve common aims and goals.

Even when their goals are not shared, they still try to accommodate each other's ambitions.

Sometimes, when ideas, beliefs or desires are not the same it is important to accept that compromise may be necessary.

What are the factors that contribute to a healthy relationship?

A healthy relationship - whether romantic, friendship-based, or family-related - is built on mutual respect, trust and open communication.

It allows both individuals to feel valued, safe and supported while maintaining their independence and personal growth.

Mutual respect

Trust and honesty

Open and clear communication

Support and encouragement

Healthy boundaries

Equality and fairness

Conflict resolution without harm

Feeling safe and comfortable

Commitment and loyalty

Both individuals are dedicated to maintaining and improving the relationship

Effort is made to work through challenges rather than walking away at the first sign of difficulty

In romantic relationships, commitment includes faithfulness and prioritising each other's well-being

In friendships and family relationships, loyalty means being dependable and supportive

A healthy relationship is based on mutual respect, trust, support and open communication.

It allows both individuals to feel valued and safe while maintaining their independence.

Recognising these features can help people build stronger, more fulfilling relationships and avoid unhealthy ones.

Video Transcript Video Transcript

Narrator:

In the movies it's easy. Pretty girl, meets handsome boy, they flirt, fight, forgive, fall desperately in love, and finally live happily ever after.

Well mummy that's lovely. It's the perfect Hollywood happy ending.

Two beautiful people whose lives will be filled with nothing but walks at sunset, romantic dinners, fireside cuddles, and it's just not like that, though, is it?

Sure everyone loves a bit of romance sometimes, but in real life, a healthy relationship is about more than just a pretty face, a gorgeous body, and a good snog.

That's cheeky.

Not only do looks fade, but when it comes to living with someone and sharing your lives together, you will need to deal with the realities of life.

Now we all know the people in relationships argue from time to time, perfectly natural.

He can't work out why his habits drive her a bit mad. She can't believe he doesn't understand how important her friends are to her - standard.

But if they stop communicating and try to understand each other, things could go very quickly downhill.

The relationship that promised romance, love, and thrills at the start can become a daily battle of wills over phone bills, football matches, shopping trips, in-laws, household chores. And the really important things like toilet seats.

The truth is, there are many factors that contribute to the development and maintenance of a healthy, happy relationship, such as commitment.

You need to be faithful to your partner and share stuff with them.

Remember, you're a team.

Trust.

You need to be open and honest with your partner. No spoofing, no pretending, and no hiding things.

Respect.

You need to value your partner and respect their attitudes and beliefs, even if they're different to yours.

Responsibility.

When you've done something wrong, admit it. You may need to change your behaviour to please your partner or put your partner before your friends.

If you get this right, you will stop all the day-to-day stuff getting in the way of having a really good relationship and get back to that romantic evening you were planning.

More on Relationships and sexuality

Find out more by working through a topic

# data[].attributes.attachment_link.title
The basic principles of maintaining good relationships are the same no matter who the relationship is with. - BBC Bitesize

# data[].attributes.attachment_link.description
All healthy relationships require respect, trust, communication, support, and an understanding gender identity.

# data[].attributes.attachment_link.title
Supporting children and young people - Cruse Bereavement Support

# data[].attributes.attachment_link.description
Get help with supporting children and young people after a death. Find resources and learn how to refer children to our services.

# data[].attributes.attachment_link.title
Wellbeing for life - Your Wellbeing Services

# data[].attributes.attachment_link.description
Offering advice and training to support behaviour change and improve health, wellbeing and learning opportunities.

# data[].attributes.attachment_link.description
Kooth is your online mental wellbeing community. Access free, safe and anonymous

# data[].attributes.attachment_link.title
YoungMinds | Mental Health Charity For Children And Young People

# data[].attributes.attachment_link.description
YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

# data[].attributes.attachment_link.title
What are British values in Safeguard and Prevent

# data[].attributes.attachment_link.description
Identify the British values in Safeguard and Prevent