| Art and design | Design and material literacy; nature connectedness; imagination, creativity and design thinking. |
| Biology | Understanding of environmental interactions, processes and solutions to the climate and nature crises; the ability to make informed choices about the environment. |
| Business | Ability to design and transform enterprises to meet human needs within planetary boundaries; understand enterprises as powerful system-shapers, capable of fostering resilience, equity and sustainability. |
| Chemistry | Develop the ability to make decisions about their own lives and critically evaluate scientific developments; become equipped to make informed decisions and contribute to a more resilient future for all. |
| Citizenship | Understand evidence, explore sustainable solutions and consider multiple perspectives to see climate change in relation to key citizenship concepts such as democracy, law, economy, equity, diversity and human rights; appreciate how individuals, businesses, governments and communities can act ethically and collectively to create practices and policies for living together more sustainably. |
| Classics (classical civilisation, ancient history, Latin & Greek) | Understand how the environment has contributed to shaping key phases in human history; develop critical thinking and empathy, and reflect on the legacy and modern relevance of other cultures’ beliefs and practices. |
| Computing | Develop critical digital and media literacy in a world of growing data and media use and misuse; develop skills to research about the environment, nature and global inequality. |
| Dance | Develop physical and mental wellbeing, collaboration and resilience. |
| Design and technology | Develop the creative and critical thinking skills needed to design solutions that are not only innovative but also environmentally and socially responsible. |
| Drama | Develop healthy, humane, empathetic, creative and democratic people. |
| Economics | Possess a critical and ethical awareness of how economic decisions affect people and the planet; posess system thinking skills, question dominant assumptions, imagine and design regenerative economies rooted in care, justice and sufficiency. |
| English | Be able to analyse arguments, identify bias, and evaluate sources.Be able to communicate persuasively for sustainable actions and to understand the human dimensions of environmental challenges. |
| Geography | Possess the skills young people will need in order to adapt to and mitigate against a changing climate. |
| History | inspired with examples of human resilience and adaptability in the past; possess vital perspective when we envision a more sustainable future. |
| Languages | Appreciate environmental issues, culture and life across the world and the reasons for different ways of living and being. |
| Mathematics | Demonstrate knowledge and numerical skills; show understanding of probability, risk and uncertainty, statistics, rates of change, analysis of data and data communication. |
| Music | Strengthened community cohesion and sense of interdependence. |
| Personal, social, health and economic education | Identify values and attitudes that underpin sustainability and develop the resilience and agency to act on them through everyday behaviours. |
| Physical education | Understand the importance of physical and mental wellbeing in sustainable lifestyles and how personal health is interconnected with planetary health. |
| Physics | Understand how to use evidence, reasoning and logic to evaluate and develop arguments relating to potential solutions. |
| Psychology | Understand denial, disempowerment and social norms; understand why people fail to act with urgency, and why many experience climate-related mental health issues. |
| Religious education | Understand how traditions and beliefs hinder and inform sustainable living and environmental ethics. |