Our purpose is to ensure the biology curriculum at all educational stages is as relevant as possible and prepares students for their next steps in life – whether they go on to study biology at university, use biology in a related career or use their biology knowledge as non-scientist citizens of the 21st century.
The Curriculum Committee's terms of reference are to:
- develop the Society's content criteria for biology qualifications
- consider and provide guidance and information on appropriate assessment models for biology qualifications
- advise on the Society's responses to external consultations on curriculum, qualification and assessment matters
- advise on the biology content of related science qualifications
- advise the Society's ETP Committee on any matters associated with the biology curriculum
Past Working Groups:
The Curriculum Committee received valuable input from supporting advisory and working groups. This included a primary working group composed of primary specialists to focus on ages 3-11 and a student curriculum committee to ensure student voice was heard.
In 2016 the committee conducted an investigation into the student experience of post 16 biology in schools and colleges by surveying undergraduate students. Our post 16 survey page has details about the survey and its findings.
In July 2016 the committee hosted its first event which focused on the transition from schools to higher education.
Members of the Biology Curriculum Committee
- Dr Jeremy Pritchard CSciTeach FRSB - Current Chair
- Berry Billingsley
- Dr Mike Cassidy CBiol FRSB
- Dr Nick Dixon
- Professor Stuart Ferguson
- Ann Fullick CBiol FRSB
- Dr Dawn Hawkins
- Dr Neil Ingram
- Dr Charles Lane MRSB
- Alistair Moore MRSB
- Joy Parvin
- Dr Jeremy Pritchard CSciTeach FRSB
- Rev Professor Michael Reiss CBiol FRSB
- Elena Segalini-Bower MRSB
Past Members of Curriculum Committee:
Professor Libby John FRSB (previous chair)
Beverly Ann Goodger MRSB
Dr Mark Kerrigan FRSB
Dr Jennifer Koenig
Professor Mariann Rand-Weaver FRSB
Lauren McLeod AMRSB
Helen Mitchell MRSB
Jeremy Pritchard is a senior lecturer in biology. His research at Birmingham University focuses on plants and aphids and he has previously researched plant interactions with their environment in the USA, New Zealand and Europe. Jeremy is also actively involved in diverse teaching, covering topics from field biology and ecology through plant biology to evolution.
Jeremy is involved in communicating science and evolution to schools and the public, and has developed resources to help educators and learners at all levels. He is director of education for the college of life and environmental sciences at the University of Birmingham and chairs the Royal Society of Biology Education Training and Policy (ETP) committee.
He speaks on outreach and public understanding of science policy issues nationally (e.g. ASE, BSF, Wellcome Trust Science Engagement) and has a strong interest in developing policy collaborations with other learned societies internationally, acting as consultant on a range of teaching and education issues.
Within the School of Biosciences Jeremy is an admissions tutor for biology and runs a range of schools liaison activities from years 5 – 13 and CPD for teachers, aiming to help public understanding of science and also facilitate progression across the secondary – tertiary boundary.
Berry Billingsley specialises in Science Education and leads the LASAR (Learning about Science and Religion) Research Centre at Canterbury Christ Church University.
Berry's interests include Epistemic Insight, young people's engagement in science, artificial intelligence, Big Questions bridging science, religion and the wider humanities and also the communication of science and technology news in the media. Berry's first career was with the BBC where she produced and presented television and radio programmes including BBC World Service's 'Science in Action', BBC TV's 'Tomorrow’s World' and BBC Education's 'Search out Science'.
Mike Cassidy is currently teaching at Durham University specialising in Science Education and Curriculum. Prior to this he taught both Biology and Education at Warwick university. Mike also supervises Masters and Doctoral students at Durham and the University of Northumbria. Previously Dr Cassidy has taught a variety of Life sciences (Biology, Applied Bioscience, Environmental Science and Psychology) in schools and in Further Education.
After completing his PhD in Zoology at Newcastle University, Mike’s research involved invertebrate animal behaviours and informal learning in Science centres in the UK. He is a Fellow of the Linnaean Society and an experienced university examiner (currently Chief External examiner at the University of Hull). He has contributed to several RSB publications and Advanced level Biology texts and is currently completing an undergraduate text book on Evolutionary Biology.
Dr Cassidy has acted as Science consultant for the former QCA (Qualification and Curriculum Authority) working on qualifications such as Science Diplomas, GNVQs, Science for the 21st Century and HND Bioscience; he has also worked with the Ogden Trust (attracting Physics undergraduates into teaching) and the Natural History Museum in London (evaluating their ‘Real World Science’ project).
He leads 11 other teachers who collectively deliver GCSE triple science, double science and environmental and land-based science, together with A level biology, chemistry and physics and BTEC applied science. Magdalen College School is regularly one of the highest achieving departments in the county.
Nick is passionate about improving biological education the world over and has taught in Mexico and most recently Uganda (with the Biochemical Society).
Stuart Ferguson is a professor of biochemistry at the University of Oxford and also a tutorial fellow at St Edmund Hall Oxford. In the latter position he has taught first, second and third year students in small groups for close on thirty years. He has been involved in admitting students to the University for the same time and thus is familiar with the A level syllabi and other equivalent qualifications used internationally. Interacting with first year students has enabled him to see how both understanding and content of the A level syllabi have changed over the years. He also once taught for a term at Oswestry School in Shropshire. His research, recognised by the Biochemical Society by the award of the Keilin Medal in 2001, has been concerned with the broad area of bioenergetics and he is the author, with David Nicholls, of Bioenergetics editions 2, 3 and 4.
Ann Fullick studied natural sciences at Cambridge and was a biology teacher and head of science for many years. She is a successful, internationally published author of more than 90 titles including many UK A Level and GCSE biology textbooks, and books for countries from Ethiopia to the Caribbean. She also produces online biology resources and learning apps. She has examining experience, has been closely involved in UK curriculum development, and is a Fellow of the Royal Society of Biology, where she is involved with the Education Training and Policy Committee, the Biology Education Research Group and the Curriculum Committee.
Dawn Hawkins is a Reader in the Department of Life Sciences at Anglia Ruskin University. In collaboration with colleagues and postgraduate students in the UK and Tanzania she has on-going projects looking at patterns of biodiversity in relation to natural and anthropogenic factors as well as the behaviour and management of elephants and baboons. However it is her experience teaching statistics to biologists in higher education that mainly brings her to this committee. This experience ranges from designing and leading a first year undergraduate introductory biostats module to 300 students to providing one-to-one support for undergraduates, postgraduates and colleagues. Her textbook Biomeasurement: A student guide to biological statistics is in its 3rd edition for Oxford University Press. She has also been involved in a series of HEA funded projects (NuMBerS, SUMS) designed to support the teaching of maths and statistics in higher and further education in collaboration with Dr Toby Carter and co-founded the BioMaths Education Network with Dr Jenny Koenig.
Neil Ingram is a senior lecturer in science education at the University of Bristol. He is the senior biologist on the initial teacher training course. He has a PhD in quantitative genetics from the University of Birmingham and teaches on a Master’s level Unit on Genes, Education and Society in the School of Education in the University of Bristol . He writes textbooks and is an examiner for A-level Biology. He is involved in the Epigenetics: Environment, Embodiment and Equality (E4) project, funded by the ESRC and BBSRC.
Charles Lane is a consultant plant pathologist and citizen scientist working at Fera Science Ltd, York. he is working on 'Inspiring the next generation of plant health scientists' on behalf of Defra and the Government Office of Science.
Charles has been involved with Science and Plants for Schools (SAPS) and the Gatsby plant sciences summer school for over 10 years and has been working with the University of York science education group developing resources for GCSE and A-level for communicable plant diseases.
Charles has over 25 years experience of working with government, ngos, industry and more recently citizens concerning tree health and plant biosecurity.He is a scientific advisor for Tree Health Citizen Science Projects such as OPAL, Observatree and the International Plant Sentinel Network. He has been working to develop the new plant health professionals register, and is a RSB senior plant health professional, Arboricultural Association technician and elected Young Mushroom Scientist of the Year in 1993!
Charles is a director of NYBEB involved Business Education Partnership Development in the North and Yorkshire and a member the local LEP Skills Panel.
Alistair Moore works in the Centre for Innovation and Research in Science Education (CIRSE), part of the University of York Science Education Group (UYSEG) and the University's Department of Education.
He has extensive experience in the development of assessments, science curricula and teaching support materials for students aged 11-16. He is currently working on research-informed curriculum development projects for Key Stage 3 and Key Stage 4 science, with emphases on embedded formative assessment and scientific literacy.
Previously, Alistair worked at the assessment organisation OCR, first as qualification leader for A level biology and human biology, and then as qualifications manager for GCSE Sciences. He studied biology at the University of Durham, followed by postgraduate research in immunology and biotechnology at the University of Cambridge.
Joy Parvin has been the director of the Centre for Industry Education for eight years, and before that was primary projects manager for twelve years. She has created or edited over 30 primary science resources including interactive websites for pupils and teachers; written research and evaluation reports and published papers on primary and transition-to-secondary projects; and given presentations at science education and industry conferences in the UK and abroad (including China, India, USA and various countries in Europe). Joy has developed and delivered a wide range of primary science CPD courses in the UK and overseas, varying in duration from twilight sessions to 9 day (year-long) courses and been responsible for the associated Masters accreditation. Joy oversees a team of primary and secondary specialists, and is responsible for the design and delivery of all CIEC projects, ranging from translating cutting edge science research in to primary and secondary science activities, to supporting teachers with understanding, leading and assessing science in primary schools, and making credible links with science industries and related careers. Key projects Joy has developed are Children Challenging Industry (funded by government, education and industry sources), the Primary Science Enhancement Programme (funded by the Gatsby Foundation) and Discussions in Primary Science, (funded by the AstraZeneca Science Teaching Trust).
Michael Reiss completed a PhD and postdoctoral work in animal behaviour and evolutionary biology at the University of Cambridge, he trained to be a teacher and taught in schools before starting an academic career in education.
Michael is a professor of science education at the Institute of Education, University College London. He specialises in education research and often consults on issues relating to science education. Areas of research interest in include bioethics and sex education.
Michael is vice president and honorary fellow of the British Science Association, visiting professor at the Universities of Leeds and York and the Royal Veterinary College, honorary fellow of the College of Teachers, Docent at the University of Helsinki, director of the Salters-Nuffield Advanced Biology Project and a fellow of the Academy of Social Sciences.
Michael has authored a number of books addressing the curriculum, approaches to teaching and learning in science, ethics and learning science outside the classroom.
Elena Segalini-Bower was previous head of biology, head of extended project qualifications and teaching and learning at Hereford Cathedral School, a co-educational independent day school, where she worked between 2008 and 2017, additionally teaching A Level Psychology. She has been a KS3 national science strategy lead teacher for Worcestershire and she has worked in both independent and state schools as a lead teacher focusing on implementing the most effective teaching and learning strategies. Elena has been a PGCE and NQT mentor throughout her teaching career.
Elena has a keen interest in Anthropology and has included this wonderful branch of biology in the KS3 schemes of work at her school. She was educated in Italy and spent two years completing a Masters on ethology (ants behaviour) as part of her natural sciences degree course at Parma University (Italy). During her PGCE course she completed a project on the active learning cycle comparing the use of visual, auditory and kinaesthetic activities to enhance learning to more traditional teaching techniques. Her article on the endoplasmic reticulum song homework featured in the School Science Review published by ASE.
Elena was one of the three finalists in the RSB teacher of the year award in July 2015.
Between September 2017 and 2019 she worked as an IB Biology teacher at the British School of Warsaw, where she enjoyed working with an international student body.
Elena is currently teaching Biology (A level, IB and IGCSE) at Ardingly College (West Sussex) where she is also a UCAS advisor, in charge of Medical Society.