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The ever-increasing amount of biological knowledge has resulted in compression of topics in the curriculum to a précis of current understanding. This gives the impression that biology is about a list of things we know. This misconception is extremely damaging, contributing to the idea that science is an impersonal process that generates facts, thus reducing pupil engagement.
The curriculum should instead focus on big concepts, tracing their origin and evolution, illustrating how evidence accumulates to support hypotheses. Understanding how current biological understanding was generated provides a solid foundation for students to assess critically and assimilate the plethora of easily available information.
