A Necessary Evil: Why the new Natural History GCSE is both hopeful and heartbreaking

In a time of ecological crisis and growing concern around children's disconnection from nature, this new qualification speaks volumes about the society we have created.

After years of championing from campaigners and conservationists, the UK is set to introduce a new GCSE in Natural History. The qualification (the first of its kind), aims to equip the next generation with the skills and awareness needed to observe, understand and protect the natural world. It is a timely intervention, arriving amid an ecological crisis, growing concern over children’s disconnection from nature, and the urgent need to embed environmental literacy into mainstream education.

There is growing concern over children’s disconnection from nature - Photo by Juliane Liebermann on Unsplash

The idea was first spearheaded more than a decade ago by environmentalist and author Mary Colwell, whose petition at the time sparked a campaign that garnered cross-party support, and backing from high profile figures such as Sir David Attenborough. At its core was a simple question: How can we expect the next generation to care about the natural world if they no longer have the knowledge, experience, or connection to it?

Developed by exam board OCR, the GCSE is expected to enter classrooms in the next few years. Unlike existing science or geography qualifications, Natural History will focus on ecosystems, biodiversity, conservation, and our relationship with the living world. Students will learn to identify species, understand ecosystems, explore conservation challenges, and engage with the ethical questions surrounding our treatment of the planet. Crucially, it will also involve hands-on learning and outdoor fieldwork, encouraging students to observe, record, and reflect on the world around them.

Beyond biology, the subject will include aspects of history, literature, and philosophy, examining how humans have related to and interacted with nature over time. It’s aim is to nurture critical thinking and creativity, while also offering a pathway into careers in conservation, ecology, and environmental science.

Perhaps more than anything, it seeks to reignite curiosity and care in young people, which are essential qualities if we are to protect what remains of our natural world. That kind of emotional and intellectual engagement could not be more urgent right now.

As much as this qualification represents progress though, it also underscores a painful truth - we are now so disconnected from nature we need a formal qualification to reintroduce it…

Reflecting on my own childhood, I was lucky. Growing up in the 1980s and 1990s, I had no mobile phone, barely any screen time, and endless access to the outdoors. I spent much of my time building dens and climbing trees in the woods, camping and walking in the hills, sploshing about in rockpools, and roaming freely with friends until the streetlights came on. Nature wasn’t a lesson or a concept, it was a part of everyday life, and it quietly shaped how I saw the world.

I spent much of my childhood outdoors, something many children today don’t have the same opportunity to experience - Photo by Annie Spratt on Unsplash

That kind of freedom is rare these days, as many children are growing up without the same opportunities to immerse themselves in the natural world. The rise of technology, coupled with concerns about safety, reduced access to green spaces, and an increase in urban living, have all contributed to a shift where time outdoors is no longer the norm.

The next generation is increasingly fluent in algorithms, yet disconnected from the rhythms of nature, more familiar with emojis than our native species, and more likely to explore digital worlds than their own back garden. Their understanding of nature often comes second-hand, filtered through YouTube videos, documentaries or classroom lessons, rather than through first-hand discovery.

While it’s encouraging we are finally providing an opportunity for children to engage meaningfully with the natural world through the curriculum, it is hard not to feel a sense of grief. The fact that a qualification in Natural History is perceived as radical, is really an admission of loss. That something which once formed a fundamental part of our daily lives and understanding must now be structured, examined, and justified through assessment, speaks volumes about the society we’ve created.

The introduction of this GCSE could be considered a necessary evil, forced into existence because our instinctive connection with nature has faded. Yet, it also offers a glimmer of hope in a time of crisis. It has the potential to spark real change, reigniting curiosity, responsibility, and care for the world around us. If the next generation is to protect what remains, they must first reconnect with the natural world.

Ultimately, we will protect what we love, but we only love what we truly understand.

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