A consortium of marine scientists and educators supporting marine literacy in schools. Response to the reviewed National Curriculum Reform

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1 Date: 2 nd August 2013 Dear Secretary of State, Ocean Literacy UK A consortium of marine scientists and educators supporting marine literacy in schools Netil House, 1 Westgate Street, London, E8 3RL Response to the reviewed National Curriculum Reform In April, we produced and submitted a detailed response to your National Curriculum reform consultation and we thank you for your obvious consideration of our recommendations that have resulted in some welcome and positive changes to the proposed Geography Curriculum. We remain, however, concerned that the science curriculum has not received the attention that it deserves and that a number of what we see as fundamental flaws remain in the revised reform document. We believe that there exists a strong case for consideration of our proposals, not based upon the self-interest of a corner of the scientific community but based upon the very real potential for economic growth that is linked to our vision of marine literacy. This position is supported by both the UK Marine Science Strategy and the UK Marine Export strategy, both of which are fully supported by the coalition government. UK marine science and technology has not, in the past, achieved its full potential, despite the impressive research outputs of individual scientists and UK institutions the UK is recognised as a leading global player in many fields of marine science. We want to keep it that way. - UK marine science strategy, foreword The marine and maritime sectors are a vital part of our economy, contributing approximately 19 billion each year and employing 367,000 people. What we can do with this evolving strategy is build the foundations for the future of the British marine industry. - Business Minister Michael Fallon at launch of UK Marine Export Strategy Marine science and the marine industries have been identified by the government as areas of strength and future growth for the benefit of our international standing and our economy. 1

2 In the coming years, the marine sector will undergo major growth as the legislative requirements to regulate marine activities through the Marine Management Organisation, to enact protection through the Marine Conservation Zones programme and to enforce management through instruments such as the Water Strategy Framework, increase. Additionally, research, development and technology transfer that feed marine industries and develop the growth of that sector will place increasing demands on the marine sciences. The growth of the marine sector is dependent upon recruitment of a pool of talented and inspired young people from our education system who have a strong grounding in the sciences. We feel that the current wording of the science curriculum, with its inherent bias against marine in favour of terrestrial, compromises the academic rigour that is vital in a curriculum for growth and restricts the talent available to the marine sector. There is a strong imperative to ensure that all young people can be passionate and engaged in the science of the entire natural world to ensure that we are able to fill the marine socio-economic skills gap. To this end, we urge you to consider the following four key recommendations from our previous consultation response: That the treatment of "plants" from Key Stage 1- Key Stage 3 takes into consideration and explicitly includes the existence and importance of marine plants and algae. In association with this, ensuring that accuracy is reflected in the requirements of plants for "carbon dioxide" rather than "air" and "nutrients from their surroundings" rather than "nutrients from soil". That the treatment of "animals" from Key Stage 1- Key Stage 3 takes into consideration and explicitly includes a variety of marine animals. In association with this, accuracy is reflected in the requirements of animals including "oxygen" rather than "air". That tides remain absent from the national curriculum. We feel that is an absolutely essential piece of understanding of the natural world. We reiterate our suggestion that the influence of the moon, sun and earth's rotation on tides should be included in KS2 under "Earth and Space" That teachers, uncomfortable and unfamiliar with marine topics, should be offered more guidance that explicitly highlights a balance of marine and terrestrial features of the natural world. We feel that the current curriculum reform offers an opportunity to address the historical shortcomings that have maintained disengagement and misunderstanding of the importance and potential of our seas. These relatively simple changes should yield fundamental reappraisal of the way that our young people engage with the natural world. For the reasons stated above, we urge you to create a curriculum that does not cut off marine understanding from the outset and potentially prevent UK marine 2

3 science from achieving its potential and UK Marine industry from being able to recruit the a rich pool of talent that would allow it to thrive. Yours sincerely, Ocean Literacy UK co-ordinators ordinators Jamie Buchanan-Dunlop, Director, Digital Explorer Jo Royle, Ocean Advocate Paul Cox, Director of Conservation & Communication, National Marine Aquarium Ocean Literacy Advisory Board Professor Dan Laffoley, Chair, Communications Working Group, Non-Executive Member, Marine Science Coordination Committee Professor Alex David Rogers, Professor in Conservation Biology, University of Oxford Dr Simon Boxall, Lecturer at University of Southampton in Oceanography and Head of School Liaison and Outreach for the National Oceanography Centre Professor Stephen de Mora, CChem, FRSC, FSB, FRSA, Chief Executive, Plymouth Marine Laboratory Julie Fellows, Director of Marine specialism, Marine Academy, Plymouth Professor Callum Roberts, Professor of Marine Conservation Environment Department University of York Nicholas J P Owens, Director, SAHFOS (Sir Alister Hardy Foundation for Ocean Science) Paul Rose, Explorer and Presenter 3

4 Response contributors and supporters Dr Helen S. Findlay, Biological Oceanographer, Plymouth Marine Laboratory Dr Alun Morgan, Research Fellow, University of Exeter, Graduate School of Education Dr Phillip Williamson, NERC-funded Science Coordinator at University of East Anglia Angela Colling, Editor of Ocean Challenge Magazine for the Challenger Society Andrew Clark, Head of Science, Queen's College Junior School, Taunton Aniol Esteban, Head of Environmental Economics, nef (new economics foundation) Tony Juniper, Sustainability Advisor and well- known British Environmentalist Dr Ceri Lewis, Marine Biology Lecturer, University of Exeter Jessica Sweidan, Trustee, Synchronicity Earth Jon Parr, Head of Education, Marine Biology Association John Scottow, Educational Consultant Kimberley Gillingham, Science Coordinator, Pembridge School, London Professor Brendan J. Godley, Chair in Conservation Science, Centre for Ecology & Conservation, University of Exeter Sam Fanshawe, Chief Executive, Marine Conservation Society 4

5 Steve Chipperfield, Chairman of the Trustees, The Whirlwind Charitable Trust Professor William Sutherland, Miriam Rothschild Chair in Conservation Biology, University of Cambridge Martin J Attrill, Director - Marine Institute, Professor of Marine Ecology Clare Buckland MBS, Education and Scientific Officer, SAHFOS (Sir Alister Hardy Foundation for Ocean Science) Tim Cresswell, Science Educator, PhD Researcher, 1/3 of Channel 4's 3 Hungry Boys Dr Mark Brandon, Senior Lecturer in Environmental Science, The Open University René Olivieri Chair, Wildlife Trusts Dr Phil Trathan, Head of Conservation Biology, British Antarctic Survey 5