Yesterday the Curriculum and Assessment Review Panel published its interim report. The Royal Society of Biology has contributed formally to the call for evidence, and recently met with Professor Francis as part of the Science Education Policy Alliance (SEPA). The RSB welcomes the ambitions for a refreshed national curriculum set out by the Panel, all of which are in line with Evolving 5-19 Biology and our education policy priorities.

The RSB agrees with the Panel that there are challenges in specific subjects, and has taken time since the last review of the national curriculum in 2011 to gather evidence, develop policy positions, a framework, and a vision for future science education in England. The RSB welcomes the practical, evidence-led approach that the Panel has taken so far and agrees that the current system is not working well for everyone. The RSB highlighted several issues in its response to the call for evidence, including: tendency to prioritise SATs subjects at Key Stage 2; overburdened specifications resulting in a squeezed Key Stage 3; inequity of a dual pathway at GCSEs for the sciences; and the threat of T levels to broad applied science qualifications post-16.

The Panel has announced its intention to undertake a programme of work in different subject areas but has not yet provided detail of subject areas to be explored. The Royal Society of Biology calls for the sciences to be prioritised as a work stream for the panel, aiming to address the issues we have highlighted to ensure all students leave school with a positive experience and understanding of the sciences. The RSB and partners in SEPA are well prepared to contribute further evidence and are eager to do so. SEPA will be convening a series of roundtables to feed into the Panel’s processes.

The RSB’s priorities for a programme of work for the sciences include:

-     Comprehensive review of 5-19 curriculum and assessment for biology and the sciences, informed by the RSB’s recommendations and those of our partners science organisations

-     A better GCSE for Biology and the sciences

-     Less content, more time for depth and skills

-     Inclusive, accessible, and engaging curricula

While the Royal Society of Biology welcomes the Panel being conscious that substantial change in the system will have an impact on those working in education, it urges the Panel not to miss this opportunity to improve science education in England. The changes we propose to curriculum and qualifications for the sciences seek to improve teaching, learning and progression for all.

Lauren MᶜLeod, Head of Education Policy at the RSB, said: “We are grateful to Professor Francis and the Panel for taking on the ambitious task of curriculum and assessment review. This is an opportunity to make positive change in the education system to improve the teaching, learning, and assessment of biology and the sciences, and ensure that the science curriculum and qualifications pathways are inspiring, relevant, and manageable in Key Stages 1 to 4.

The RSB is keen to share with the panel our vision of an improved curriculum and qualifications for the sciences that will support progression and are useful for a variety of pathways post-16 including undergraduate degrees, technical, and vocational qualifications. A revised curriculum and new GCSE for the sciences should ensure meaningful understanding, skills, and knowledge developed in school science equipping all young people for daily life, work, and to meet the challenges of the future.”