The recent curriculum review in Zimbabwe could not have come at a favourable time than the current one. The curriculum review process should instil confidence in stakeholders, designers and implementers to fill in the inherent procedural gaps that made it impossible for children to have a holistic and comprehensive understanding of climate change. This does not mean to deconstruct the essence of geography and environmental sciences but to give climate change a much broader view and strategically place children at the heart of sustainable development in Zimbabwe. Peter Makwanya For a long time, climate change has not been viewed as interdisciplinary in nature, including making use of the local lenses to interrogate climate issues. For this reason, climate change remains problematic, technical and only for the media to articulate, thereby leaving out the children, the important stakeholders in this regard. A climate friendly and child-centred approach driven by local worldview would improve awareness, knowledge and understanding of it. Making children relate climate change to the unfolding local situations, scenarios and impacts is the holistic nature of climate change. Mainstreaming climate change into a broad network of subjects at primary and secondary levels is not disempowering science but rather making it diverse. Zimbabwe as a country does not require omniscient narrators to lecture its citizens about climate change. The country is still part of the global community but it should retain its local flavour. Although integration and collaboration is required to accelerate public awareness, education and knowledge of the climate discourse, the local perspectives are sufficiently empowering. The role of NGOs is instrumental in facilitating the required transformation but not to lecture, recreate or deconstruct the essential elements of the local worldview. Language should not be used to scare away children from articulating climate change issues because they have their own culture, knowledge and experiences, they should tell their own stories, sing their own songs, dramatise their own games and role-play events unfolding in their own backgrounds. Children would use these to create and make meanings from their environment. The lack of the multimedia approaches and worldview in articulating climate change issues leave the children exposed and disempowered. It should always start from the schools where teachers are sufficiently oriented to articulate climate change issues from informed and holistic points of view. This would make children bridge the gap between theoretical learning and practice to achieve climate information literacy and resilience. Children require a gradual process to learn climate change issues by participating in simple but empowering climate problem-solving actions for solutions relevant to their experiences. One major militating gap is that teachers are not yet sufficiently grounded in the climate change discourse yet children are already classified as being at the heart of climate knowledge and u