Ruth Carter, Cambridge OCR Stakeholder Relationships Manager

Over the past few weeks, I’ve spoken with many teachers, academics, campaigners and nature-focused organisations about the proposed Natural History qualification, now in consultation with the Department for Education (DfE) until 4 September 2026. 

Whether it’s conversations during London Climate Action Week, at conferences or individual meetings, one thing is clear – people are really excited about the opportunities the qualification could create and the next steps towards first teach. 

Cambridge OCR has played a leading role in the campaign for a Natural History GCSE, after it was instigated by environmental campaigner Mary Colwell. We held our own public consultation back in 2020 which helped shape the purpose, aims and themes of the qualification and we sent a proposal to the DfE, emphasising the need for a new Natural History GCSE to help connect young people to the natural world around them. 

In our Striking the Balance report published in 2024, during the Curriculum and Assessment Review call for evidence, we called for a curriculum reform that would create more space for subjects and learning experiences that engage young people, such as Natural History with a strong emphasis on fieldwork.

Place: connecting young people to the nature around them

In our 2020 Natural History consultation, 96% of respondents agreed or strongly agreed that outdoor study should be an important part of the GCSE, with 93% of young people expecting there to be an outside element. We’ve always had in mind young people living in urban areas and schools without outdoor space, and we’ve advocated to make sure that this qualification works for all students “on their doorstep”. 

It’s key that a fieldwork element is accessible, inclusive and rooted in place. Our hope is that the Natural History GCSE will enable young people, wherever they live, to develop a local connection to nature, a sense of belonging and lasting curiosity about the world around them. 

“The natural world is for everyone. Nature is not a luxury, but something that must be accessible to all. 

“This GCSE is a chance to empower young people to understand and appreciate nature, with deep knowledge and skills, whether they live in the countryside, a town or a city.

“We hope to see a Natural History GCSE that gives young people of all backgrounds access to the benefits of nature, not to mention highly transferable skills for a green economy and future jobs.”

Myles McGinley, Managing Director of Cambridge OCR.

Purpose: young people want learning that feels relevant to their futures

The message from our Striking the Balance report (featuring responses from over 1,200 students) was clear: young people want learning that feels relevant. 

For the Natural History GCSE, this means giving students meaningful opportunities with real-life contexts to study the natural world in depth, to enable them to understand their relationship with nature, and to develop the knowledge and future-ready skills to respond to the biodiversity and climate emergencies. 

“In a time where we face climate and ecological crises, and rising eco-anxiety in young people, a Natural History GCSE will give my generation the knowledge and practical skills they need to value and protect the environment around them. I am hopeful and optimistic it will give many of them the confidence to make a difference for the natural world for decades to come.” 

Kabir Kaul BEM, conservationist, wildlife writer and student.

Hope: building confidence, curiosity and agency through nature

The most encouraging theme emerging from these recent events and conversations is hope; there is genuine optimism for the future and the part the GCSE Natural History can play. Our hope is for the GCSE to enable young people to have an honest understanding of environmental challenges, with a positive learning journey that supports and equips them to develop future-ready skills alongside confidence and agency. 

Looking back on these conversations, what has struck me most is how often people mention these themes of place, purpose and hope – three core elements to sit at the heart of the Natural History GCSE. Each time I’ve come away feeling excited and energised by the collective enthusiasm to help young people connect with the nature on their doorstep, to enable them to engage with learning that feels relevant to them, to support them to gain confidence and to believe that their actions can help shape a more nature-positive future. 

Rooted in place, connected to purpose and shaped by hope.

Stay connected

Read more about the Natural History GCSE and ways to keep informed on our dedicated page, which includes a link to the DfE subject content consultation. Please have your say.

If you have any questions about our qualifications, you can email us at  support@ocr.org.uk or call us on 01223 553998.  Keep up to date with the latest updates on our GCSE in Natural History and other news by signing up our for email newsletter.

If you are considering teaching any of our qualifications, use our form to let us know, and we’ll support you at every step.

About the author

Ruth Carter is Stakeholder Relationships Manager in the Policy Team at Cambridge OCR. Ruth has a wide-ranging experience in education, curriculum, assessment and qualifications. She engages with organisations, professional bodies and key stakeholders to ensure that Cambridge OCR products are representative and have the appropriate levels of recognition and support. Her current work involves liaising with stakeholders to gain insight for Cambridge OCR’s proposed GCSE in Natural History.