Learning about biology: challenging the new Biology school curriculum in England
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This opinion piece explains recent changes to the biology curriculum in England and then, meant very much as a starting point for discussion, poses some suggestions as to how some of the problematic changes maybe addressed and challenged. Central to the arguments made are that the new mandatory curriculum is poorly designed in terms of the way content is sequenced, especially with regard that the place that learning about evolution takes, and that opportunities for learning through meaningful practical work and informal learning opportunities have become diminished. Suggestions are made for how biology educators may address these issues and become agencies for change.
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