Putting the CAR into practice: climate-literate, disciplinary key stage 3 geography

Rackley, Kit Marie ORCID: https://orcid.org/0000-0002-9846-8298 and Batchelder, Meryl (2026) Putting the CAR into practice: climate-literate, disciplinary key stage 3 geography. Teaching Geography, 51 (3). pp. 102-104. ISSN 0305-8018

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Abstract

In England, the Curriculum and Assessment Review (CAR) and the Government’s response provide a clear direction for key stage 3 (KS3) geography. Together, they emphasise stronger disciplinary geography, earlier and more coherent climate and sustainability education, clearer expectations for inclusive fieldwork, and recognition of achievement across the full three years of KS3. The Geographical Association has welcomed this direction while cautioning against curriculum overload. Geography teachers therefore face a practical challenge: how to teach about climate change and sustainability without overwhelming students or staff, while remaining disciplined rather than reactive. This article argues that the answer lies in making disciplinary geography explicit at KS3 and shows how this can be enacted through a small number of high-impact changes that align securely with the CAR.

Item Type:	Article
Uncontrolled Keywords:	climate,climate education,disciplinary knowledge,sdg 13 - climate action,das not required, no data associated with output,2026 ,/dk/atira/pure/sustainabledevelopmentgoals/climate_action
Faculty \ School:	Faculty of Science > Tyndall Centre for Climate Change Research University of East Anglia Research Groups/Centres > Faculty of Science > Research Centres > Tyndall Centre for Climate Change Research
Related URLs:	https://portal.geography.org.uk/journal/...
Depositing User:	LivePure Connector
Date Deposited:	21 Oct 2026 10:38
Last Modified:	25 Oct 2026 06:42
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104829
DOI:

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