Science lessons could be made less ‘Western’ under the Government’s overhaul of the school curriculum.

An independent review of what is taught in schools was launched by Education Secretary Bridget Phillipson shortly after Labour’s general election victory in July.

It is seeking to ‘refresh’ what pupils learn after Ms Phillipson complained the current curriculum is ‘outdated’.

The terms of reference for the overhaul says it must reflect ‘the issues and diversities of our society’, with a committee currently considering proposals.

In response to the Department for Education’s call for evidence, top science bodies stressed the importance of teaching ‘non-Western’ contributions to science.

The Royal Society of Biology, Royal Society of Chemistry, and Institute of Physics also said pupils should learn why some cultures were ‘less able to claim credit and ownership for ideas’.

Together with the Association for Science Education, they convened a group to make recommendations that have now been submitted to Labour’s review.

But their evidence has been branded ‘a ludicrous proposal from the wokerati’, while Labour has been accused of ‘education vandalism’ with their curriculum overhaul.

Highlighting the work of the Primary Curriculum Advisory Group, the Royal Society of Biology’s own submission stated: ‘It is essential that all children feel included in the sciences by valuing their experiences and through the thoughtful use of contexts, imagery and narratives.

‘This is partly achieved by ensuring that they build a repertoire of shared experiences; partly through techniques within the classroom; and partly through the narratives attached to the sciences.

‘Specifically, the curriculum should offer children a chance to learn about historic Western and non-Western contributions to the sciences, as well as cutting-edge contemporary research from diverse teams of scientists.

‘Teachers should be encouraged to frame historic examples of scientific discoveries in the context that some individuals, groups, cultures and nations were disadvantaged in their ability to participate in or to resource research and less able to claim credit and ownership for ideas that had been developed by them.’

The Royal Society of Biology also said it had sought expertise on ‘decolonising the curriculum’ and for a ‘no more heroes’ approach to teaching science in schools.

This would mean ‘avoiding prescriptive lists of historic figures in biology’ and instead ‘exploring opportunities for local, recogniseable, diverse historic and contemporary figures through which discovery and exploration of biological concepts can be explored’.

It added that students should be encouraged to ‘see a wide range of biologists in action’.

The Institute for Physics suggested that ‘ideas should be framed in the context of the times in which discoveries were made and accredited within Western science’.

Its submission to the curriculum review added: ‘They can explain how many of those discoveries drew on earlier work in other parts of the world.

‘And how, during the period of growth of Western science, different groups, cultures and nations were more or less able to participate in research, resource scientific activity, or claim credit and ownership for ideas.’

The Royal Statistical Society called for the greater use of ‘real-world data’ –  such as on gender inequalities or migration – in the teaching of maths and statistics.

‘The curriculum should be focused on solving problems using data rather than answering questions about data,’ its submission added.

Teaching unions are also among groups to have submitted evidence to the curriculum review.

The Association of School and College Leaders said the current curriculum ‘prioritises a somewhat monocultural worldview, especially with regards to literature and history’.

Ms Phillipson has hailed the review as an ‘important step in this Government’s mission to break down barriers to opportunity, deliver better life chances and enable more young people to get on’.

The review is being chaired by Professor Becky Francis, who has spearheaded research into educational inequalities.

Tory MP Laura Trott, the shadow education secretary, said: ‘Labour’s curriculum changes will drive down educational standards.

‘Instead of continuing with a rich, knowledge-based curriculum which has led to our children being the best readers and mathematicians in the Western world, they are tearing it all up.

‘Pure education vandalism once again.’

Reform UK deputy leader Richard Tice hit out at ‘a ludicrous proposal from the wokerati’.

He added: ‘We need more historic British heroes and achievements to be taught to our children, not less.’