Environmental Literacy, Scheme of Work, Level 2 Pathway, Secondary Learners (2026 Ready)

Environmental Literacy

Scheme of Work, Level 2 Pathway

2026 Ready, Secondary learners

Environmental Literacy

Scheme of Work, Level 2 Pathway

This scheme of work supports a Level 2 Environmental Literacy pathway for secondary pupils. It is designed to be rigorous, engaging, neuro affirming, and aligned to 2026 learner needs, with explicit emphasis on digital fluency, eco resilience, and practical green skills.

Guided Learning Hours

120 GLH

Units

6 mandatory

Assessment

Portfolio, moderated

Quality statement

The programme avoids fear based narratives and centres agency, solutions, local relevance, and skills for life and work. Eco resilience is taught explicitly through reflection, community action, and systems thinking.

For Secondary learners (2026 ready), UK English, portfolio assessment, digital fluency and green skills embedded.

Knowledge and understanding Digital fluency Practical green skills Eco resilience

Programme overview

Environmental literacy goes beyond awareness. A Level 2 environmentally literate learner can explain core environmental systems, evaluate environmental information critically, apply learning through real world action, and communicate ideas effectively. This programme supports learners to build knowledge, confidence, and agency, while developing employability linked green skills.

Target learners

  • KS4 learners, adaptable for KS3 extension and post 16 routes
  • Mainstream and alternative provision, inclusive for SEND
  • Project based and blended delivery compatible

Core aims

  • Understand how environmental systems function
  • Recognise human impact and shared responsibility
  • Develop practical green skills and digital fluency
  • Build eco resilience through solutions and community action

How learners evidence success

  • Portfolio of work across units
  • Practical evidence, audits, proposals, demonstrations
  • Digital outputs for real audiences
  • Synoptic action project with evaluation

Key safeguarding, wellbeing, and inclusion note

Eco anxiety and overwhelm are recognised as valid responses. The programme explicitly teaches eco resilience, supports regulation and pacing, and emphasises collective action and realistic solutions. Learners are not blamed for systemic problems, they are supported to build informed agency.

Qualification structure

The programme is organised into six mandatory units, totalling 120 guided learning hours. Each unit includes knowledge and understanding outcomes, plus explicit embedded outcomes for digital fluency, eco resilience, and practical green skills.

Unit Title GLH Core emphasis
1 Environmental Systems and Earth Science 20 Systems thinking, natural cycles, modelling
2 Human Impact and Climate Change 20 Evidence literacy, climate, fairness, communication
3 Resources, Consumption and Waste 20 Circular economy, audits, practical reduction methods
4 Biodiversity, Ecosystems and Nature Recovery 20 Ecosystem services, observation, restoration proposals
5 Sustainability, Ethics and the Green Economy 20 Ethics, careers, local priorities, sustainable development
6 Environmental Action Project (Synoptic) 20 Real world action, digital output, skills evidence, evaluation

Recommended delivery model

  • Two lessons per week over a term and a half, or one lesson per week across the year
  • Project based approach with regular portfolio capture
  • Optional enrichment: fieldwork, community partners, green careers visits

Assessment approach

  • Internally assessed portfolio, externally moderated where applicable
  • Multiple evidence types permitted, written, visual, audio, video, practical
  • Grades typically aligned to Pass, Merit, Distinction

2026 competency framework

These competencies are threaded through all units, evidenced in the portfolio, and assessed using the rubrics in the assessment section. They strengthen engagement, employability, and resilience.

Digital environmental fluency

Digital strand
  • Evaluate reliability and bias in environmental information online
  • Use digital tools to organise, analyse, and present environmental data
  • Create digital outputs for real audiences with ethical awareness
  • Understand digital environmental impacts, energy use, e waste, data centres

Eco resilience

Resilience strand
  • Recognise emotional responses to environmental challenges and name them safely
  • Use regulation strategies and solution focused thinking
  • Understand collective action as a resilience tool
  • Apply systems thinking to identify leverage points for change

Practical green skills

Skills strand
  • Carry out audits, measurements, and observations safely
  • Apply waste reduction, circular thinking, repair and reuse approaches
  • Support nature recovery via simple habitat and biodiversity actions
  • Plan realistic improvements for school or community sustainability

Evidence principle

Evidence should show what learners can do, not just what they can recall. Practical evidence and digital artefacts are valued equally alongside written work. Learners may evidence learning through multiple formats to ensure inclusion and authenticity.

Unit delivery plans

Each unit includes awarding body ready learning outcomes, suggested lesson sequence, engaging activities, evidence options, and embedded digital fluency, eco resilience, and practical green skills outcomes.

Tip: Expand each unit to view full detail

Unit 1, 20 GLH

Environmental Systems and Earth Science

Systems thinking, natural cycles, modelling, foundational literacy.

Digital Skills Resilience
Awarding body ready learning outcomes
  1. Describe the main environmental systems of the Earth and their key functions.
  2. Explain how natural cycles support life on Earth.
  3. Analyse the interdependence between environmental systems.
  4. Identify consequences of disruption to environmental balance.
  5. Use digital tools to present environmental systems accurately.
Core content
  • Atmosphere, hydrosphere, lithosphere, biosphere
  • Water cycle, carbon cycle, nutrient cycles
  • Energy flows and feedback loops
  • Interdependence and thresholds
Digital fluency embedded
  • Use a simulation to explore cycles and feedback
  • Create a digital systems map and annotated diagram
  • Simple data visualisation, charts, flows
Practical green skills embedded
  • Observation skills, environment walk and notes
  • Basic measurement, temperature, rainfall logs if available
  • Safe handling and responsible field behaviour
Eco resilience embedded
  • Systems thinking builds agency, not overwhelm
  • Reflection, what is within influence, what is beyond control
  • Group problem solving norms and safe discussion
Suggested lesson sequence (indicative)
Lesson Focus Engagement activity Portfolio capture
1 Earth systems overview Build a four system wall map Annotated diagram photo or digital
2 Water cycle Mini modelling, storyboarding the cycle Storyboard with explanation
3 Carbon cycle and energy Simulation and cause effect mapping Digital map with captions
4 Interdependence and thresholds Case study, what happens when balance is disrupted Short analysis, written or recorded
Assessment evidence options
  • Illustrated explainer, poster, digital canvas, or leaflet
  • Recorded explanation, audio or video
  • Short knowledge check responses
  • Systems map with captions and a brief interpretation
Differentiation and support
  • Provide sentence starters, vocabulary bank, and diagram templates
  • Offer choice of evidence format, written, visual, spoken
  • Chunk tasks into steps with checklist success criteria
  • Use paired or small group modelling before independent work

Unit 2, 20 GLH

Human Impact and Climate Change

Evidence literacy, greenhouse effect, impacts, fairness, communication.

Digital Skills Resilience
Awarding body ready learning outcomes
  1. Explain the main human activities contributing to climate change.
  2. Describe the greenhouse effect and its role in global warming.
  3. Analyse environmental and social impacts of climate change.
  4. Evaluate the reliability of climate related information sources.
  5. Communicate climate information using appropriate digital formats.
Core content
  • Climate vs weather
  • Fossil fuels, emissions, land use change
  • Impacts, heat, flooding, food security, health
  • Fairness, responsibility, and environmental justice
  • Misinformation, headlines vs evidence
Digital fluency embedded
  • Source evaluation checklist, credibility, bias, evidence types
  • Compare headlines to datasets, identify exaggeration or omission
  • Create an audience appropriate digital explainer
Practical green skills embedded
  • Carbon awareness, identify high impact behaviours and systems
  • Energy literacy, read labels, usage estimates, efficiency choices
  • Plan a realistic change for school or home context
Eco resilience embedded
  • Safe discussion norms, no blame culture
  • Solution focus, identify leverage points for change
  • Reflection, what supports hope and action
Suggested lesson sequence (indicative)
Lesson Focus Engagement activity Portfolio capture
1 What is climate change Myth vs fact sorting and discussion Exit ticket or audio reflection
2 Greenhouse effect Diagram build, explain to a partner Annotated diagram, photo or digital
3 Impacts and fairness Case study carousel, global and local Short analysis using prompts
4 Information reliability Source evaluation, headline vs dataset Completed evaluation checklist and summary
Assessment evidence options
  • Case study analysis, written or recorded
  • Digital explainer, slides, infographic, short video, poster
  • Source reliability evaluation with justification
  • Short assessment response using Level 2 command verbs
Differentiation and support
  • Provide curated sources at varying reading levels
  • Use structured templates, PEEL style paragraph supports
  • Offer speaking frames for debates and discussions
  • Allow alternative outputs, audio, storyboard, mind map

Unit 3, 20 GLH

Resources, Consumption and Waste

Circular economy, audits, product lifecycles, reduction methods.

Digital Skills Resilience
Awarding body ready learning outcomes
  1. Distinguish between renewable and non renewable resources.
  2. Explain the principles of the waste hierarchy and circular economy.
  3. Assess the environmental impact of consumption patterns.
  4. Apply practical methods to reduce waste in a given context.
  5. Record, analyse, and present resource data using digital tools.
Core content
  • Linear vs circular systems
  • Waste hierarchy, reduce, reuse, repair, recycle, recover
  • Plastic, food, textile, and e waste
  • Recycling myths and realities
  • Consumer choices vs systemic design
Digital fluency embedded
  • Spreadsheet basics, tallying, charts, simple interpretation
  • Digital lifecycle mapping tools
  • Design a QR linked survey to collect audit data
Practical green skills embedded
  • Conduct a waste audit safely and accurately
  • Sort and categorise waste streams
  • Propose and trial a waste reduction intervention
Eco resilience embedded
  • Shift from guilt to agency, focus on redesign and collective improvements
  • Problem solve barriers realistically, time, money, systems
  • Reflect on habits without shame, use iterative improvement
Suggested lesson sequence (indicative)
Lesson Focus Engagement activity Portfolio capture
1 Resources and systems Resource journey mapping Map and short explanation
2 Waste hierarchy Scenario sorting and decision making Completed decision table
3 Audit planning Design the audit, categories, methods Audit plan and risk check
4 Audit delivery and analysis Collect data, chart results Charts and short interpretation
Assessment evidence options
  • Audit report with charts and evaluation
  • Product lifecycle analysis, written, visual, or recorded
  • Waste reduction proposal with justified actions
  • Before and after evidence from a micro intervention
Differentiation and support
  • Use pre defined categories and colour coded sorting guides
  • Offer data entry templates, including simplified versions
  • Allow paired roles, recorder, photographer, presenter
  • Provide structured evaluation prompts, what worked, what to improve

Unit 4, 20 GLH

Biodiversity, Ecosystems and Nature Recovery

Ecosystem services, observation, conservation and restoration planning.

Digital Skills Resilience
Awarding body ready learning outcomes
  1. Describe biodiversity and its importance to ecosystems.
  2. Explain factors contributing to biodiversity loss.
  3. Analyse human impacts on ecosystems.
  4. Propose practical measures to support conservation or restoration.
  5. Use digital or visual tools to document environmental observations.
Core content
  • Habitats, niches, and food webs
  • Ecosystem services and natural capital
  • Drivers of loss, habitat change, pollution, invasive species, climate
  • Conservation, rewilding, nature recovery
Digital fluency embedded
  • Use mapping tools to examine habitats and green space
  • Citizen science logging and digital observation records
  • Photo evidence with captions and ethical data handling
Practical green skills embedded
  • Conduct a simple habitat assessment and identify improvements
  • Plan a pollinator friendly action, planting, shelter, water
  • Safe fieldwork routines and respectful nature engagement
Eco resilience embedded
  • Focus on recovery actions and local improvement
  • Identify what biodiversity supports wellbeing and community
  • Use nature connection as a regulation strategy where appropriate
Suggested lesson sequence (indicative)
Lesson Focus Engagement activity Portfolio capture
1 What is biodiversity Food web build and ecosystem services sorting Food web and explanation
2 Local habitat study Walk, observation notes, photography Observation log and images
3 Threats and impacts Cause impact mapping with local examples Completed map and short analysis
4 Nature recovery plan Design a practical proposal, pollinators, planting, signage Proposal and evaluation against criteria
Assessment evidence options
  • Local habitat assessment and improvement plan
  • Ecosystem services explanation, written, visual, or recorded
  • Conservation campaign outline, poster, or digital artefact
  • Before and after evidence of a small nature action where feasible
Differentiation and support
  • Provide observation prompts and photo checklists
  • Allow sensory considerate roles and indoor alternatives if needed
  • Use clear safety rules for outdoor learning
  • Offer structured proposal templates with visual examples

Unit 5, 20 GLH

Sustainability, Ethics and the Green Economy

Sustainable development, environmental justice, careers, and local priorities.

Digital Skills Resilience
Awarding body ready learning outcomes
  1. Explain the principles of sustainable development.
  2. Analyse ethical issues linked to environmental decision making.
  3. Describe the role of the green economy.
  4. Investigate progression routes into green careers.
  5. Present sustainability ideas using appropriate digital media.
Core content
  • Sustainable development and local priorities
  • Environmental justice and fairness
  • Green economy sectors, energy, retrofit, waste, nature
  • Individual action and system change
  • Green jobs and transferable skills
Digital fluency embedded
  • Research skills, reliable sources, and labour market data
  • Create a pitch deck or digital leaflet for a green idea
  • Digital ethics, AI, energy use, and data footprints
Practical green skills embedded
  • Apply decision frameworks to sustainability choices
  • Plan a feasible school or community improvement
  • Develop communication and stakeholder engagement skills
Eco resilience embedded
  • Ethical dilemmas handled with respect and psychological safety
  • Focus on realistic pathways and incremental impact
  • Build confidence through career aligned identity and purpose
Suggested lesson sequence (indicative)
Lesson Focus Engagement activity Portfolio capture
1 Sustainable development Local priorities mapping and SDG link Map and short evaluation
2 Ethical dilemmas Structured dilemma circles and decision tools Decision record and justification
3 Green economy and jobs Career research sprint and skills identification Career profile and reflection
4 Pitch your solution Create a digital pitch for a sustainability idea Pitch deck and evaluation
Assessment evidence options
  • Ethical analysis task with balanced argument
  • Green economy explainer, written, visual, or recorded
  • Career pathway profile and skill mapping
  • Digital pitch, leaflet, slides, or short video
Differentiation and support
  • Provide dilemma templates with sentence starters
  • Offer curated career links and simplified labour market summaries
  • Allow group pitches with defined roles
  • Use clear rubrics, exemplars, and success criteria

Unit 6, 20 GLH

Environmental Action Project (Synoptic)

Real world action, digital output, practical skills, evaluation, and resilience reflection.

Digital Skills Resilience
Awarding body ready learning outcomes
  1. Identify a real environmental issue relevant to a defined context.
  2. Research causes and impacts using credible sources.
  3. Plan and carry out an environmental action or intervention.
  4. Demonstrate practical green skills within the project.
  5. Produce a digital output for a defined audience.
  6. Reflect on learning, challenges, and eco resilience.
Project requirements
  • One digital output must be included.
  • One practical green skill must be evidenced.
  • One eco resilience reflection must be completed.
  • Evidence must be authentic, with clear learner contribution.
Digital output examples
  • Short explainer video or animation
  • Digital campaign pack, posts, posters, captions
  • Interactive guide, website page, or QR linked booklet
  • Data dashboard, charts, and interpretation summary
Practical skills examples
  • Waste audit and intervention
  • Energy efficiency proposal for a school space
  • Nature recovery micro project, planting, habitat supports
  • Repair and reuse workshop plan
Eco resilience evidence
  • Structured reflection log, what was challenging and how managed
  • Collective action reflection, support, roles, community impact
  • Systems reflection, what changed, what barriers remained, next steps
  • Wellbeing strategies used to stay motivated and grounded
Suggested project pathway (indicative)
Stage Focus Deliverable Quality check
1 Issue selection Problem statement and context Is it specific, local, and feasible
2 Research and evidence Source notes and credibility check Reliable sources and balanced view
3 Plan and design Action plan, roles, timeline Risks considered and mitigations included
4 Deliver action Evidence, photos, data, outputs Authentic contribution and clear impact
5 Evaluate and reflect Evaluation report and resilience reflection Honest learning, clear next steps
Assessment evidence options
  • Project portfolio pack, with labelled sections
  • Digital output files or links captured via screenshots
  • Practical evidence photos, logs, and teacher observation notes
  • Final presentation or exhibition, with Q and A summary
Differentiation and support
  • Offer project menu options plus learner choice
  • Use staged deadlines and check ins for executive function support
  • Provide role options within teams to match strengths
  • Allow alternative reflection format, audio, mind map, interview

Assessment model and rubrics

Assessment is portfolio based. Evidence can be written, visual, practical, or recorded. Alongside subject knowledge, learners are assessed on the embedded strands of digital fluency, eco resilience, and practical green skills.

Digital fluency rubric

Grade Descriptor
Pass Uses digital tools to access and present information with basic accuracy.
Merit Selects appropriate digital tools and evaluates information sources.
Distinction Critically analyses digital information and creates audience appropriate outputs.

Eco resilience rubric

Grade Descriptor
Pass Identifies emotional or practical responses to environmental issues.
Merit Explains strategies for managing challenges and uncertainty.
Distinction Evaluates personal and collective resilience approaches and learning impact.

Practical green skills rubric

Grade Descriptor
Pass Demonstrates basic practical environmental skills.
Merit Applies skills effectively in a defined context.
Distinction Adapts and evaluates skills to improve outcomes or impact.

Portfolio evidence checklist

Knowledge and understanding

  • Accurate explanations and use of key vocabulary
  • Evidence of analysis and evaluation at Level 2
  • Application to local or real world contexts

Digital evidence

  • Digital research notes with credibility check
  • Data visuals or digital artefacts
  • Audience appropriate communication output

Practical and resilience evidence

  • Practical evidence, audits, logs, photos
  • Evaluation, what worked, what to improve
  • Eco resilience reflection, strategies and learning

Teacher delivery guide

This guide supports consistent, inclusive delivery across settings. It includes scaffolding strategies, SEND notes, and eco resilience safeguards. The programme is designed to be accessible without dilution of Level 2 rigour.

Recommended lesson rhythm

  1. Clear learning intention and success criteria
  2. Retrieval warm up, vocabulary, quick recall, or image prompt
  3. Teacher modelling with worked example
  4. Guided practice in pairs or small groups
  5. Independent application and portfolio capture
  6. Low stakes reflection, exit ticket, or short recorded summary

Scaffolding toolkit

  • Chunk instructions into steps with checklists
  • Use exemplars and non exemplars to clarify quality
  • Provide vocabulary banks and sentence starters
  • Offer choice of evidence format, written, visual, audio, video
  • Use timed milestones for projects, with regular check ins

SEND inclusive adjustments

  • Reduce writing load, accept audio, visual, or structured templates
  • Allow supported research packs with accessible reading levels
  • Provide sensory considerate roles for fieldwork, photographer, mapper
  • Use predictable routines to support regulation and executive function
  • Offer flexible pacing while maintaining clear outcomes

Eco resilience safeguarding

  • Normalise feelings, avoid catastrophic framing
  • Use solution focused prompts and collective action examples
  • Offer opt in sharing for reflections, private is permitted
  • Use grounding breaks and pacing when discussing impacts
  • Signpost support routes where needed

Behaviour and engagement

  • Use authentic tasks with real audiences to increase motivation
  • Offer roles to match strengths, researcher, designer, presenter
  • Embed movement and practical tasks to support attention
  • Use clear boundaries and respectful debate protocols
  • Celebrate progress with portfolio milestones

Teacher observation and authentication

For practical tasks and group projects, use brief teacher observation notes to support authenticity. Encourage learners to label their evidence, explain their role, and record decision making steps. This supports moderation and fair assessment.

Green careers and progression

This programme supports progression into Level 3 routes, technical pathways, apprenticeships, and future green sector employment. Learners build a portfolio that can be used for interviews, applications, and community engagement.

Progression routes

  • Level 3 Environmental science, geography, biology, applied science
  • Construction and retrofit pathways
  • Land based and conservation routes
  • Business and sustainability, ESG, social value
  • Community leadership and volunteering

Green economy sectors

  • Renewable energy and utilities
  • Waste management and circular economy
  • Green construction, retrofit, insulation, heat pumps
  • Transport and low carbon logistics
  • Nature recovery, parks, and land management
  • Data and digital, environmental monitoring and modelling

Employability skills evidenced

  • Research and critical evaluation
  • Data handling and digital communication
  • Project planning and team roles
  • Practical audits and improvement proposals
  • Reflection, resilience, and iterative improvement

Suggested employer and community links

Where feasible, link Unit 6 to local employers and community partners, council climate teams, housing providers, waste services, parks teams, conservation charities, community hubs, and local SMEs. Live briefs strengthen motivation and provide strong inspection evidence.

Alignment with local authority priorities

This scheme aligns naturally with common UK local authority priorities, including climate action plans, net zero delivery, biodiversity net gain, social value approaches, health and wellbeing, youth voice, and place based education.

Typical local authority links

  • Net zero strategies and emissions reduction
  • Waste reduction, reuse, recycling improvements
  • Biodiversity and nature recovery planning
  • Flood resilience and climate adaptation
  • Transport and air quality initiatives
  • Social value and community engagement

How Unit 6 supports priorities

  • Local evidence gathering, audits, observations, surveys
  • Practical proposals for school sites and community spaces
  • Digital communication outputs for public audiences
  • Young people involved in solutions and participation
  • Clear evaluation, impact, and next steps

Inspection friendly evidence narrative

The portfolio provides strong evidence of curriculum intent, implementation, and impact. Learners build knowledge and skills over time, demonstrate practical competence, apply digital literacy responsibly, and reflect on resilience and wellbeing. Unit 6 provides synoptic evidence linking learning to real world outcomes.

Environmental Literacy, Scheme of Work, Level 2 Pathway, Secondary learners (2026 ready).