Science lessons could be made less ‘Western’ under the Government’s overhaul of the school curriculum.
An independent review of what is taught in schools was launched by Education Secretary Bridget Phillipson shortly after Labour’s general election victory in July.
It is seeking to ‘refresh’ what pupils learn after Ms Phillipson complained the current curriculum is ‘outdated’.
The terms of reference for the overhaul says it must reflect ‘the issues and diversities of our society’, with a committee currently considering proposals.
In response to the Department for Education’s call for evidence, top science bodies stressed the importance of teaching ‘non-Western’ contributions to science.
The Royal Society of Biology, Royal Society of Chemistry, and Institute of Physics also said pupils should learn why some cultures were ‘less able to claim credit and ownership for ideas’.
Together with the Association for Science Education, they convened a group to make recommendations that have now been submitted to Labour’s review.
But their evidence has been branded ‘a ludicrous proposal from the wokerati’, while Labour has been accused of ‘education vandalism’ with their curriculum overhaul.
Highlighting the work of the Primary Curriculum Advisory Group, the Royal Society of Biology’s own submission stated: ‘It is essential that all children feel included in the sciences by valuing their experiences and through the thoughtful use of contexts, imagery and narratives.
‘This is partly achieved by ensuring that they build a repertoire of shared experiences; partly through techniques within the classroom; and partly through the narratives attached to the sciences.
‘Specifically, the curriculum should offer children a chance to learn about historic Western and non-Western contributions to the sciences, as well as cutting-edge contemporary research from diverse teams of scientists.
‘Teachers should be encouraged to frame historic examples of scientific discoveries in the context that some individuals, groups, cultures and nations were disadvantaged in their ability to participate in or to resource research and less able to claim credit and ownership for ideas that had been developed by them.’
The Royal Society of Biology also said it had sought expertise on ‘decolonising the curriculum’ and for a ‘no more heroes’ approach to teaching science in schools.
This would mean ‘avoiding prescriptive lists of historic figures in biology’ and instead ‘exploring opportunities for local, recogniseable, diverse historic and contemporary figures through which discovery and exploration of biological concepts can be explored’.
