{"id":247564,"date":"2026-06-12T13:42:30","date_gmt":"2026-06-12T12:42:30","guid":{"rendered":"https:\/\/schoolsweek.co.uk\/?p=247564"},"modified":"2026-06-12T20:46:09","modified_gmt":"2026-06-12T19:46:09","slug":"gcse-natural-history-what-schools-need-to-know","status":"publish","type":"post","link":"https:\/\/schoolsweek.co.uk\/gcse-natural-history-what-schools-need-to-know\/","title":{"rendered":"GCSE natural history: what schools need to know"},"content":{"rendered":"

Pupils will learn how to identify plants, animals and fungi, as well as learn about climate change and habitats, under subject content proposals for the new natural history GCSE.<\/p>\n

Schools are also being encouraged to use their own grounds for fieldwork \u2013 which will be a compulsory part of the qualification.<\/p>\n

Teachers, parents and pupils have been invited to have their say on the proposed subject content<\/a>, with the Department for Education launching their consultation earlier today.<\/p>\n

The consultation<\/a> will run for 12 weeks until 4 September.<\/p>\n

The qualification<\/a> is set to be taught in schools at the same time as the revised GCSEs following the curriculum and assessment review, which is expected to be in 2028.<\/p>\n

Here\u2019s what schools need to know about the current proposals…<\/p>\n

1. Minimum 20 hours of fieldwork<\/strong><\/h2>\n

Schools must deliver at least 20 hours of fieldwork as part of the GCSE, so pupils can \u201cobserve, engage and relate with the natural world\u201d.<\/p>\n

They will also have to demonstrate practical research skills, such as documenting and recording field evidence, using classification systems, and analysing data<\/p>\n

Schools can choose where they do the fieldwork, and whether it covers one habitat or multiple different ones.<\/p>\n

The proposal adds that \u201cwhile schools may consider locations in their local areas and further afield, we also encourage schools to consider using school grounds as a location for fieldwork study\u201d.<\/p>\n

The equality impact assessment notes teachers can plan \u201cinclusive and engaging fieldwork to align with accessibility requirements for their students\u201d.<\/p>\n

Exam boards must require evidence of the fieldwork being carried out, with schools expected to produce a written statement with the dates and location where the fieldwork took place.<\/p>\n

Pupils will then be assessed on their fieldwork skills indirectly during exams.<\/p>\n

2. Identifying plants, animals and fungi <\/strong><\/h2>\n

Pupils will have to learn about the main groupings and characteristics of each of the different wildlife groupings \u2013 including vertebrates, invertebrates, flowering and non-flowering plants, lichens and fungi.<\/p>\n

They will also be expected to identify wildlife and species typically found in each habitat using a taxonomic key.<\/p>\n

3. Learning about UK habitats <\/strong><\/h2>\n

Pupils will be expected to identify the main UK habitats – whether its urban, freshwater, woodland, grassland, farmland or a marine habit – and what their key features are.<\/p>\n

This could range from coastal cliffs, wildflower meadows, ancient woodlands, lakes, arable fields, gardens and parks.<\/p>\n

They will also have to study at least four examples of wildlife typically found in each habitat and understand the role they play, such as predator or prey.<\/p>\n

Pupils will have to understand how habitats form and change naturally, as well as how wildlife adapts to seasonal changes, such as weather patterns, food supply and temperature.<\/p>\n

4. Extinctions, fossils and climate change<\/strong><\/h2>\n

Pupils will also be expected to learn how the natural landscape has changed from prehistoric times to the modern day.<\/p>\n

This includes using fossil and pollen records to understand what wildlife and habitats looked like over long periods of time \u2013 and how they can provide evidence for evolution.<\/p>\n

The content also looks at the causes and effects of species becoming extinct and understanding that it can be caused both by natural phenomenon and human activity.<\/p>\n

5. How humans have changed the natural world\u2026<\/strong><\/h2>\n

Pupils will be required to know the effect of human activities on wildlife and habitats.<\/p>\n

This includes understanding the effect of urbanisation and urban planning, gardening practices, farming practices like the use of pesticides and grazing, fishing practices and deforestation.<\/p>\n

They will also be expected to know how “indicator species” and biodiversity can give insight into how different practices have affected the local habitat.<\/p>\n

6. \u2026 and how humans can protect it <\/strong><\/h2>\n

The content also looks at how habitats can be managed to preserve wildlife. This must include species and habitat reintroduction, the effect of introducing non-native specifies and methods of controlling invasive species.<\/p>\n

Pupils will also learn about other activities that support the natural world, such as creating wildlife-friendly gardens, bug hotels, and reducing mowing roadside verges.<\/p>\n

It also looks at approaches to conservation, such as natural reserves, national parks and zoos, as well as how museum collections can be used to understand species and habitats.<\/p>\n

7. Use of maths and statistical skills <\/strong><\/h2>\n

Pupils will be expected to use numerical, statistical and graphical skills.<\/p>\n

This includes collecting data with an understanding of appropriate sample sizes and control groups, drawing conclusions from numerical data, creating and interpreting different types of graphs.<\/p>\n

It also includes calculating percentage changes, understanding different averages, identifying trends, and being able to identify problems that can affect data collection.<\/p>\n

What\u2019s the verdict so far?<\/strong><\/h2>\n

Pepe Di\u2019Iasio, general secretary of the Association of School and College Leaders, said that the new GCSE<\/a> \u201creflects the strong interest and concern of young people\u201d.<\/p>\n

But he added that schools will need enough teachers, as well as time within the curriculum, which \u201care commodities that are in extremely short supply\u201d.<\/p>\n

\u201cNevertheless, we are keen to work with the government, Ofqual, and the exam boards on making this a reality.\u201d<\/p>\n

Sarah Hannafin, head of policy for school leaders\u2019 union NAHT, said the new GCSE \u201ccreates an opportunity to consider a more balanced approach to assessment which will meet the needs of a wider range of students\u201d.<\/p>\n

\u201cIt should include non-exam assessment and limit exam time to only what is really needed to award a reliable grade.\u201d<\/p>\n

Ofqual will launch a separate consultation on how the qualification will be assessed later this year, alongside the first phase of reformed GCSE subjects.<\/p>\n

Education secretary Bridget Phillipson said the new GCSE \u201cwill help students build a strong understanding of the natural world, alongside the knowledge, skills and hands-on experience to access careers in some of the UK\u2019s fastest growing sectors.<\/p>\n

\u201cWith extensive fieldwork built in, the\u00a0GCSE\u00a0will also get young people out and about exploring local parks, rivers and more \u2013 a critical part of childhood as more and more of our worlds are taken up by screens.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Schools can use their own grounds for 20 hours of fieldwork, government proposes<\/p>\n","protected":false},"author":316072,"featured_media":247563,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[4],"tags":[349],"post-theme":[2961],"class_list":["post-247564","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-curriculum","post-theme-curriculum"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t