Course Information at a Glance
Course length: Approximately four hours
Course format: Online and self-paced
Coursework: There is no coursework, written assignment or formal assessment
Who is it for? Teachers, teaching assistants, SENDCos, Eco Coordinators, pastoral staff, nurture teams, Early Years practitioners, school leaders, behaviour leads and outdoor learning practitioners
Age range: EYFS, KS1, KS2 and adaptable for older learners
Experience required: No previous specialist outdoor learning experience is required
How do you complete the course? Work through a combination of short reading sections, videos, audio content, practical examples and reflective prompts
Can I complete it at my own pace? Yes. Your progress is saved, allowing you to pause and return whenever it suits you
What will I receive? Access to the online training and eligibility for a Muddy Puddle Teacher® certificate of completion
How do I access it? The course is accessed online through your Muddy Puddle Teacher® account
Is it included in my membership? This specialist course is included as part of the Gold & Ultimate Memberships
Course Bio
Biodiversity: A Whole-School Plan is a practical, interactive online course designed to help schools develop a clear and achievable approach to improving biodiversity across their grounds, curriculum and wider school community.
The course takes approximately four hours to complete and can be worked through flexibly at your own pace.
Throughout the course, you will complete a combination of tasks to read, watch and listen to. You will be encouraged to reflect on your current provision, explore your school grounds, consider the wildlife and habitats already present and begin creating a realistic whole-school biodiversity plan.
This is not a course that asks schools to transform everything overnight. It helps you understand what biodiversity means within a school setting, identify manageable priorities and create purposeful actions that staff and children can take together.
The course is highly interactive, with practical reflection tasks, planning activities, videos, audio content and opportunities to apply what you learn directly to your own school or setting.
It is suitable for teachers, teaching assistants, senior leaders, sustainability leads, science leads, geography leads, outdoor learning coordinators, Early Years practitioners and anyone responsible for improving nature, sustainability or outdoor learning within a school. Fancy some free CPD? On the Muddy Puddle Teacher podcast, join in the conversation with Ed Moore about how we can be more achievable in schools. Listen Now: Go Green with Teacher Ed.
Is it included in my membership? This specialist course is included as part of the Gold & Ultimate Memberships
Start the Biodiversity: A Whole-School Plan Course
What Is a Whole-School Biodiversity Plan?
A whole-school biodiversity plan is a clear strategy for protecting, improving and celebrating the range of living things found within and around a school.
Biodiversity includes plants, insects, birds, mammals, fungi and the habitats that support them.
Within a school, a biodiversity plan might consider how the grounds are managed, which plants are grown, how children learn about local wildlife, how habitats are protected and how staff, pupils and families can contribute.
A good plan is not simply a list of environmental activities.
It should connect biodiversity to the school’s curriculum, values, outdoor provision and long-term development.
It should also be realistic.
Schools do not need large fields, woodlands or expensive wildlife areas to make a difference. A playground, courtyard, fence line, small garden, unused corner or group of containers can all contribute to biodiversity when they are planned thoughtfully.
Schools that are new to developing outdoor provision may find it helpful to begin with our Beginner’s Guide to Outdoor Learning and our Complete Guide to Outdoor Learning in Primary Schools.
Why Does Biodiversity Matter in Primary Schools?
Schools have an important role in helping children understand the natural world.
For many children, the school grounds are one of the places where they regularly notice plants, insects, seasonal changes and wildlife.
A whole-school approach to biodiversity can help children develop curiosity, responsibility and a stronger connection with the environment.
It can also create meaningful opportunities for science, geography, maths, English, art, design and technology, PSHE and outdoor learning.
Children might observe changes over time, gather data, identify species, compare habitats, write persuasive texts, create maps or investigate how different parts of the grounds support wildlife.
Biodiversity work can also contribute to wellbeing. Time spent noticing and caring for the natural world can provide calmer, slower and more purposeful experiences within a busy school day.
However, biodiversity should not become an isolated topic taught once a year.
The strongest approach is one that becomes visible across the school, through the curriculum, grounds, routines and decisions made by adults and children.
Explore our Outdoor Learning Hub, Outdoor Science Resources and Outdoor Geography Hub for further ideas.
Who Is the Biodiversity Course For?
This course is for schools and practitioners who want to make biodiversity a meaningful part of their curriculum and school development.
It is particularly useful for science leaders, geography leaders, sustainability coordinators, outdoor learning leads, headteachers, deputy headteachers, teachers, teaching assistants, Eco-Committee leads, Early Years practitioners and school staff responsible for grounds or environmental development.
The course can be used by one individual who is preparing to lead biodiversity across the school, or by a wider staff team who want to work through the content together.
It is suitable for mainstream primary schools, nurseries, special schools, alternative provisions and other educational settings.
Schools do not need to already have strong outdoor provision.
The course begins by helping you understand what you currently have and where you could realistically begin.
Schools with established gardens, wildlife areas or outdoor-learning provision can also use the training to evaluate their current approach and create stronger progression, leadership and whole-school involvement.
What Will You Learn?
The course will help you understand what biodiversity looks like in a school context and how it can become part of a wider whole-school plan.
You will explore how to assess your current grounds, identify habitats, consider barriers, involve children in decision-making and create a plan that is manageable for staff.
The course also considers how biodiversity can be connected to curriculum learning rather than treated as an additional project.
You will begin thinking about the role of school leaders, teachers, pupils, families and the wider community.
You will also consider how changes can be maintained over time.
A biodiversity project can lose momentum when it depends on one enthusiastic adult. A whole-school plan gives the work greater structure, shared responsibility and a clearer purpose.
The aim is for you to finish the course with practical next steps, rather than a collection of ideas that never move beyond discussion.
How Does the Course Work?
The Biodiversity: A Whole-School Plan course takes approximately four hours to complete.
You can work through the training in one session or divide it into smaller sections.
The course includes tasks to read, watch and listen to, allowing you to engage with the content in different ways.
You will also complete reflection and planning activities connected to your own setting.
You may be asked to examine an area of your school grounds, consider how it is currently used, identify opportunities and think about the people who need to be involved.
The course is designed to be interactive rather than passive.
You will not simply watch a series of videos. You will be encouraged to pause, reflect, investigate and begin making decisions for your own school.
This makes the training particularly suitable for subject leaders and coordinators who need to turn professional development into practical school improvement.
What Could a School Biodiversity Plan Include?
Every school’s plan will look different because every school has different grounds, children, staff and priorities.
A biodiversity plan might consider habitat development, planting, curriculum links, wildlife monitoring, pupil leadership, staff training, family involvement and long-term maintenance.
The most successful plans are usually focused and achievable.
Schools can be tempted to include too many projects at once. This can make the work difficult to maintain and create extra pressure for staff.
Instead, the course helps you identify priorities and build gradually.
For example, a school may begin by improving one underused area and involving children in monitoring how it changes.
Another school may focus first on understanding which species already use the grounds before deciding what needs to be added.
The important starting point is to observe, assess and plan rather than immediately purchasing resources.
Is it included in my membership? This specialist course is included as part of the Gold & Ultimate Memberships
Two Simple Biodiversity Ideas to Begin With
Carry Out a School Grounds Biodiversity Walk
Take a small group of children or staff around the school grounds and notice what is already there.
Look for plants, trees, insects, birds, moss, fungi, sheltered areas, sunny areas and places where water gathers.
Notice which areas appear rich in life and which areas are more limited.
The purpose is not to identify every species.
It is to begin understanding the school grounds as a collection of habitats rather than simply as a playground or field.
This information can then help shape your whole-school biodiversity plan.
Start exploring some of our sustainability resources with this Eco-Friendly Assembly Video.
Choose One Area to Improve
Select one manageable part of the school grounds.
This could be an unused border, a group of pots, a fence line, a corner of the playground or a small patch of grass.
Consider what would make the area more supportive of wildlife.
The change might involve increasing the variety of planting, allowing an area to grow differently, adding shelter or reducing unnecessary disturbance.
Begin with one area, observe what happens and use the learning to guide future development.
How Can Biodiversity Support the Curriculum?
Biodiversity provides a real and meaningful context for curriculum learning.
In science, children can study plants, habitats, food chains, classification, seasonal change and living things.
In geography, they can investigate land use, environmental change, mapping and the characteristics of their local area.
In maths, pupils can collect, organise and interpret data.
In English, they can create reports, persuasive letters, explanations, poetry and information texts.
In art, children can observe shape, colour, texture and pattern.
In design and technology, they can explore structures, materials and purposeful design.
The strongest curriculum links begin with a clear learning objective.
Children should not be taken outside simply because biodiversity is an engaging topic. The outdoor experience should help them understand, apply or communicate the intended learning more effectively.
Can Schools with Limited Outdoor Space Improve Biodiversity?
Yes.
A school does not need extensive green space to develop a meaningful biodiversity plan.
Urban schools, schools with concrete playgrounds and settings with small courtyards can all take action.
Containers, walls, fences, roofs, window areas and carefully selected corners can contribute.
The course helps schools focus on what is possible within their own space rather than comparing themselves with schools that have fields or woodland.
A small, well-planned area can provide valuable opportunities for observation and learning.
The aim is not to make the school grounds look wild or decorative.
The aim is to make informed choices that support a greater variety of living things and provide children with opportunities to understand those changes.
WE offer lots of ideas to help the conversation about being more sustainable become fun for children. Try some of our Eco Art Ideas.
How Can Children Be Involved?
Children should be active participants in the school’s biodiversity work.
They can help observe the grounds, gather information, identify priorities, monitor changes and share ideas with the wider school community.
Older pupils might collect data, lead surveys or present findings.
Younger children can notice, talk, draw, photograph and care for particular spaces.
Children’s involvement should be meaningful.
They should understand why changes are being made and what the school hopes to achieve.
A whole-school plan can also create opportunities for pupil leadership through Eco-Committees, school councils, science ambassadors or outdoor-learning teams.
When children are involved in decision-making, biodiversity becomes part of school culture rather than something adults create for them.
How Can Staff Build a Sustainable Approach?
Sustainability is not only about environmental choices.
It is also about creating a plan that staff can realistically maintain.
A biodiversity area that requires constant watering, replacing or adult organisation may become difficult to manage.
The course encourages schools to consider staff workload, seasonal changes, responsibility and long-term care.
It is important to decide who will lead the plan, how progress will be reviewed and how knowledge will be shared if staff members leave.
Biodiversity should not depend entirely on one teacher.
Leadership support, shared planning and clear responsibilities can make the approach more secure.
Schools interested in developing a wider strategy can explore our Outdoor Learning Training Hub and Whole-School Outdoor Learning Development Programme.
Start Your Biodiversity Whole-School Plan
The Biodiversity: A Whole-School Plan course gives schools a clear starting point.
It will help you move from general enthusiasm about nature to a practical strategy that reflects your grounds, curriculum, pupils and priorities.
You will work through approximately four hours of interactive content, including tasks to read, watch and listen to.
You will reflect on your current provision, explore what biodiversity means for your school and begin creating realistic actions.
You do not need to complete everything immediately.
The purpose is to develop a plan that can grow over time.
Start the Biodiversity: A Whole-School Plan Course
Continue Your Outdoor Learning Development
The Biodiversity course can form part of a wider approach to outdoor learning, sustainability and curriculum development.
The Muddy Puddle Teacher® provides online courses, school training, downloadable resources and practical support for Early Years, KS1, KS2 and SEND settings.
Ultimate members can access the full online training library, alongside outdoor-learning resources and professional-development courses.
Is it included in my membership? This specialist course is included as part of the Gold & Ultimate Memberships
You can also access ready-to-use outdoor learning resources through our membership library.
For regular ideas, teacher guidance, new resources and professional-development support, join our free publication.
Sign Up for the Free Muddy Puddle Teacher Magazine
Frequently Asked Questions
How long does the Biodiversity: A Whole-School Plan course take?
The course takes approximately four hours to complete. You can complete it in one session or work through it in shorter sections at your own pace.
Is the biodiversity course interactive?
Yes. The course includes tasks to read, watch and listen to, alongside practical reflection and planning activities. You will be encouraged to apply the course directly to your own school or setting.
Do we need a large natural area?
No. The course can support schools with fields, gardens, courtyards, playgrounds or small concrete spaces. The focus is on making thoughtful use of the space you already have.
Who should complete the course?
The course is suitable for teachers, teaching assistants, science leads, geography leads, sustainability coordinators, outdoor-learning leads, school leaders and Early Years practitioners.
Will the course help us create a real school plan?
Yes. The course is designed to help you assess your current position, identify priorities and begin developing a practical whole-school biodiversity plan that can be implemented over time.
Author
Written by Sarah Seaman PGCE MA
Founder of The Muddy Puddle Teacher®
Teacher for over 19 years
Bloomsbury author
Trainer of thousands of teachers across the UK
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