There is a vital distinction between what the national curriculum should prescribe as core scientific knowledge and the vast range of issues that can and should be discussed in schools that need not be listed in the national curriculum (Climate change could go from school syllabus, 13 June). My review will give teachers more time and freedom to explore issues that are relevant to their pupils and the modern world. So, we fully expect schools to tackle important issues like climate change as part of their own curriculum. This distinction between the national curriculum and the school curriculum will enable us to raise standards of scientific literacy, ensuring that an increasing range of issues – including climate change – is subject to lively, informed debate in schools. I am not saying certain issues do not need to be taught. But some things do not need to be taught in a prescriptive way, at a set time. Teachers do not need to be told how to do their jobs.
Tim Oates
Chair, national curriculum review panel