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Evolution is a lie says the school. Good curriculum, says England’s School Inspectorate
Maranatha Christian School, featured in a BBC news report this week, teaches that the Earth is 6,000 years old, that this is a scientifically established fact, and that evolution has long since been scientifically disproven. Then why do some scientists still advocate it? Because they don’t want to admit the existence of a God to whom they would be morally responsible. It is these 
same benighted evolutionists who are responsible for the theory that the Sun is powered by nuclear fusion., whereas in reality it is powered by gravity, and shrinking at such a rate that it would have been large enough to engulf the young Earth if the Earth really were millions of years old. But of course we shouldn’t be contemplating any such silly idea, because God has told us different and that settles it. The waters above the firmament in Genesis 1 ended up feeding Noah’s flood, which was accompanied, as in Henry Morris’s “Creation Science,” by fierce volcanic activity. Obsidian cliffs (!) prove that Yellowstone was once under 
water. Geological strata match flood geology, but not the Old Earth geology favoured by “some” [sic] scientists. Fossils were caused by rapid burial under flood sediments. Random mutations could not have led to progressive evolution; proving this “fact” is a stated course objective. Evolution in any case defies the laws of thermodynamics, which are clearly referred to in the Bible. All this and more is in the ACE (Accelerated Christian Education) curriculum, and you can find out much more about it at Leaving Fundamentalism, the website of my friend Jonny Scaramanga who speaks of ACE education from bitter personal experience. Despite all this, the school was rated “Good” last October by Ofsted, the English Schools Inspectorate, as are numerous other schools using the same curriculum. Why? Because, among other things like having improved on earlier safety standards,
Teaching and the curriculum are of good quality. Work is highly individualised and is mostly well matched to pupils’ capabilities. … Pupils demonstrate high levels of independence when learning…
In reality, Jonny tells us, pupils in ACE schools sit in individual carrels as they work through identical rigidly defined modules, albeit at their own speed, and are evaluated on their ability to answer multiple choice questions restricted to the content of these modules, while the role of the teachers is largely restricted to answering questions based on the text. This may explain why several staff members at Maranatha, described as monitors or supervisors, appear from the school’s web site to have no academic training or teacher training at all, other than that provided by ACE. But I have omitted a very important part of the report:
Pupils’ spiritual development is promoted outstandingly well. Christian beliefs and values permeate all aspects of school life.
When I hear the words “Christian beliefs and values,” I always wonder what they mean. What beliefs and values, for instance, are shared by American Tea Party politicians, the Pope, liberal think-tanks like Ekklesia, Unitarians (sometimes described as believing that there is at most [1] one God), and the Free Presbyterian Church of Scotland which refuses to celebrate Christmas? Happily, in this case, the school tells us how it defines Christianity in the Statement of Faith on its web site:
The Bible is the supreme final authority in all matters of doctrine and conduct… the original creation of all things by God for His own pleasure in six literal days
(Appeal: when you come across such revealing statements of faith or other matters from educational establishments, first take a screen shot since they have a strange habit of disappearing when publicised, and then please send me a copy for my files.)
How, I wonder, does the Bible display its authority in everyday matters? First, from a biology module, on why cheating on the job or at school is wrong. Illustrated by a father-son dialogue:
“The Bible tells us that we should be ‘subject’ to those who are in authority over us because those who are in authority have been placed in that position by God. If I fail to obey my employer, I also fail to obey God.”
“ I see what you’re saying, Dad. God has placed the school personnel in authority over me. If I disobey them, I also disobey God.”
Then on matters of social policy. Here the Ace curriculum is quite explicit:
“In economics, politics, theology, and so forth, people take their personal position somewhere on the spectrum between the two extremes of the left and the right. They think, make decisions, and act based upon their position.
“Each man’s philosophy is rooted in his relationship with God. Therefore, where he settles on the spectrum depends on his relation to Biblical absolutes.”
So there you have it. Left Wing bad, Right Wing good, and the more Right Wing the better. That’s because the Left are godless and have no values. If this is not extremism, what is? And yet, the BBC tells us, of the nine ACE schools inspected by Ofsted since the start of 2013, eight of them were rated either good or outstanding. I can only wonder whether they would have come up with the same ratings if the values that “permeate all aspects of school life” had been based on any other faith or lack of faith, or if the Wisdom message had been that the Left, rather than the Right, had a monopoly of virtue. According to the BBC,
Ofsted said it had previously not been authorised to assess the schools’ curriculums – only the quality of their teaching and leadership – but that under a “new tougher inspection regime” for independent schools introduced in April schools were now “expected to teach a broad and balanced curriculum”.
Is this change going to help things? I doubt it. Ofsted may say they were not seeking to examine the curriculum at the time it last inspected Maranatha, but they did so anyway, describing it as “of good quality.” To be fair, the ACE curriculum only takes up a little more than half the school day, I have only focused on Maranatha because it happened to feature in the BBC story, and I have indirectly heard good things about Maranatha’s non-ACE activities. None of this, however, excuses it from espousing as its core activity a curriculum that presents creationist twaddle as real science, grants a monopoly of Christianity to a lunatic far-right fringe, and impugns the motives and credentials of generations of scholarly believers who seek to accommodate their understanding of Scripture to scientific reality, from John Ray in the 17th century through Darwin’s friend Asa Gray to Ken Miller, Francisco Ayala, and Francis Collins in our own day.
What of the BBC? They, after all, have a responsibility to a far wider audience, if a less individually powerful one, than Ofsted. In some ways, they come out of it rather well. They gave 
Jonny Scaramaga a good radio billing (BBC iPlayer here, 12/06/2014, 1:09:29 on; a planned TV billing was trumped by the breaking news from Iraq). And their news piece, to which this is a response, gives ample space to ACE’s critics. But how do they describe ACE’s teaching on evolution? As “particularly controversial.” No, it is not “particularly controversial”; it is flat out wrong. And ACE’s teaching of Young Earth creationism’s imaginative fiction as correct science doesn’t even get a mention, nor does its strange views on how religion relates to politics. But for a broadcaster, as for any journalist, time is limited, so I think we can forgive them. Not so UK’s NARIC, National Academic Recognition Information Centre. All EU states, and many others, have such centres which advise on the value of qualifications obtained in other countries, and other non-standard qualifications, so what they say matters. NARIC UK aroused alarm and dismay by recognizing ACE-based qualifications, and even after public questioning has continue to advise
that, despite the acknowledged differences in modes of learning, the ICCE [International Certificate of Christian Education, keyed to ACE] qualifications compared broadly to CIE [Cambridge Internal Examinations] O and A levels with regard to their learning outcomes and knowledge competencies. …
In particular, as part of this later study some issues were observed with the Biology programme, which were reported back to ICCE with recommendations on the redevelopment of certain aspects of the programme to ensure closer comparability with the academic level of A and O level qualifications. …
As a commissioned report to ICCE, UK NARIC are therefore not in a position to disclose any detailed content without the client’s consent. However, given the level of interest in the ICCE awards by universities and employers, and with permission from ICCE, an information section on the ICCE qualifications and the ACE curricula has been included in UK NARIC’s International Comparisons database, which may be accessed by registered users.
In other words, they won’t explain the reasons for this decision to the likes of you and me, because this is a study that ICCE paid for. Words fail me. 
What should now be done? Professor Alice Roberts has suggested that the teaching of creationism be banned in all schools. I see problems here; where in a court of law would you draw the line between teaching about creationism, as is surely appropriate when discussing the history of ideas, and teaching creationism as such? Besides, I have qualms about such close micromanagement of schools outside the public sector, given my opinion (as should be clear from this article) of the quality of management services that Government agencies and their like currently provide. But we can at least stop pretending that it has any merit, stop recognizing schools that practice it, stop accepting it as any kind of qualification, and stop funding all schools including preschools that provide it. Wouldn’t that damage pupils already in the system? Yes it would, but no more than leaving things as they are. I thank my BCSE colleagues, and Jonny Scaramanga, for useful discussions. [1] But even this condition seems to be relaxed nowadays, with the Unitarian Church admitting pagans. [2] For completeness, I should also mention that Christian Education Europe, who market ACE in the UK, have issued a statement to the BBC, in which they say
Our curriculum does point to God as the creator; this is a view we are entitled to hold as there is enough robust debate around the question of evolution/creation within the scientific community itself to make this a valid decision, based on personal choice.
Note the multiple confusions between the scientifically neutral idea of God as creator, the existence of robust debate among evolutionary scientists, and the specific claim of anti-scientific creationism. CEE go on to justify this claim by linking to the writings of one Jonathan Sarfati, a Ph.D. chemist who works with Creation Ministries International. The Sarfati material starts with a common misrepresentation of something written in 1929, so often repeated by creationists that I discussed here a few months ago, and goes downhill from there. For my fellow chemists: Sarfati has published on tetraphosphorus tetraselenide. I have published on tetrasulphur tetranitride. Obviously, our paths were meant to cross.
PhD Thesis of Sylvia Baker, founder of “Christian” (i.e. Creationist) Schools Trust
Events have made it important for this dissertation to be widely known, and its implications discussed. It is freely downloadable at http://go.warwick.ac.uk/wrap/3115
I am posting a summary of some of the more salient points. This is not so much a normal blogpost, as a simple information resource I had prepared for BCSE, and am now publishing in response to events; editing for tidiness can wait.
Note in particular Tables 7.1, 7.2 (pp 164, 167) regarding the beliefs of students taught by Christian Schools Trust, and the CST 2009 policy on teaching evolution in such a way that it will not be believed, pp 354 ff, attached at the end here. Material from the text is in black or red; insertions and comments in blue. Emphasis is added unless stated otherwise.
P31: In one of the very few available studies, Francis and Robbins (2005) have examined the relationship between spiritual health and attending an independent Christian school, particularly in relation to urban living, using the model of spiritual health developed by the Australian researcher John Fisher (Fisher, Francis and Johnson, 2000 ). They consider that there are significant ways in which young people in the new Christian schools enjoy a higher level of spiritual health compared with young people in non-denominational schools and that this will predispose them to become good citizens. Francis and Robbins conclude that:
The positive interpretation of these findings is that Christian schools bring to the urban environment communities committed to shaping purposive young lives capable of contributing to the common good on both local and global levels. Such communities are constructive rather than divisive of urban hope for the future. Urban planners may need to recognise and to value the distinctive contribution made to urban living by the relatively recent movement to develop independent Christian schools (Francis and Robbins, 2005, pp131-132).[No lack of ambition]
P126: 5.5 The target population
The current survey aimed to cover as many as possible of the teenagers to be found in Years 9, 10 and 11 of the new Christian schools, particularly from those schools belonging to the Christian Schools Trust (CST).
Pp126-7: 5.6 The respondents
In the event, 25 schools returned completed questionnaires, of which 22 were schools belonging to the Christian Schools Trust. A total of 695 thoroughly completed questionnaires were returned, of which 673 were from CST schools, leaving just 22 from the three schools unconnected to the Trust. The schools had been asked to indicate how many pupils they currently had registered in Years 9, 10 and 11 at the time that the questionnaire was administered. The Christian Schools Trust schools indicated that they had a total of 782 pupils of this age. The three other schools did not provide this information but given that they only returned 22 questionnaires between them, they were clearly very small schools. The figures indicate that the 673 pupils who completed questionnaires from schools belonging to the Christian Schools Trust amounted to 86% of their total. The responses should therefore provide a reliable picture of the beliefs, views, values and concerns of the young people who are emerging from this sector of the educational scene.
Pp 150 – 151: The schools may well constitute the only setting within the United Kingdom where science education is approached within a creationist framework. For this reason the next chapter will focus exclusively on this issue.
P 152: This survey therefore has the opportunity to make a distinct contribution to the controversial issue of whether or not schools should allow creationism and intelligent design to be taught alongside evolution in science lessons. The importance of the matter was brought into sharp focus by the forced resignation of the Revd Professor Michael Reiss (Baker, 2009b) and it remains a major potential source of criticism for the new Christian schools.
Baker, S. (2009b) Creationism in the Classroom: a controversy with serious consequences, Research in Education, in press. [Actually 83, 2010, 78-88; a mixture of Steve Fuller’s extensively quoted reality-free view of science, what reads as a forceful and justified criticism of hostility towards believers, rather than just towards belief, on the part of some influential members of the Royal Society, and the absurd suggestion that scientific hostility to creationism is enforced by an elite, and may not even represent the views of most scientists.]
P 153: the term …creationism … is often used pejoratively to mean an anti-science position, founded on ignorance and imported in recent years from the United States. However, various forms of creationism have a long history in the UK. The Creation Science Movement (formerly the Evolution Protest Movement) was founded in Britain in 1932 and claims to be the oldest creationist society in the world (www.csm.org.uk) while the Biblical Creation Society, again a British organisation, was founded by academic theologians and scientists in 1976 (www.biblicalcreation.org.uk). The recent publication The New Creationism (Garner, 2009) provides an overview of the current position taken by British creationism.
Ch 7, at amazing length: extreme criticism of the Theos/Comres survey
158, note how she describes this creationist pseudo-textbook, which BCSE has analysed in detail: The student textbook Explore Evolution describes the problem [of defining evolution] like this:…
Pp160-161: 7.1 Creation and Evolution
The teaching of creationism as an alternative to the theory of evolution constitutes one of the most controversial issues involving the new Christian schools. Walford (1995a, p20) investigated 53 of the schools in 1993 and found that the teaching of creation and evolution was one of their distinguishing features. This has been confirmed by a recent investigation involving the schools which took part in this survey, as described in Chapter 3. The Christian Schools Trust statement on the teaching of creationism and intelligent design (see Appendix 3) clarifies the approach that the majority of the schools are taking.
[Appendix 3 appended; weasel-worded, and probably best dealt with by talking about the outcomes discussed here. By their fruits shall ye know them.]
P 164: Table 7.1
Teenage pupils from new Christian schools: their beliefs about creation and evolution Disagree/ Not sure/ Agree % % %
The earth is billions of years old 45 42 27
I believe God made the world in six days of 24 hours 13 30 57
The earth is only a few thousand years old 34 37 39
I believe in evolution creating everything over millions of years 76 16 7
Scientists have discovered how the world was made 67 25 8
Everything in the world was made by natural forces, not designed 71 23 5
P 166: The schools themselves claim that, in addition to placing all of their educational practice within a Biblical creationist framework, when it comes to science education they teach creationism alongside evolution as a debate. The responses of the young people in this section go some way towards supporting this claim. A substantial majority of the young people reject the concept that living things owe their origins to a process of evolution. A smaller majority endorse the Bible‘s account of creation. However, over the question of the age of the Earth their responses are more varied and a sizeable minority indicate that they have yet to make up their minds. This indicates that questions dealing with the age of the Earth may need to be investigated more precisely and again suggests that the definitions of creationism used in this kind of research need to become yet more nuanced.
P 167: Table 7.2
Teenage pupils from new Christian schools: their beliefs about science and the Bible
Disagree Not sure Agree % % %
God created the world as described in the Bible 6 16 78
God created the Universe including living creatures out of nothing 6 20 74
God formed man out of the dust of the Earth 7 22 71
God made woman out of man‘s rib 8 20 72
There was once a world-wide flood as described in the Bible 4 16 81
The world was once perfect but has been affected by sin 5 15 81
I accept the idea that living things were made by a process of evolution 67 24 10
Science disproves the Biblical account of creation 47 34 19
You can‘t be a good scientist and believe in the Bible 68 24 8
P 168: According to the evangelical viewpoint held by those who are running the schools, the manner of the creation of the first man and woman is of essential importance to the gospel of Jesus Christ (Cameron, 1983, pp84-91), who is described in the New Testament as the “second” or “last” Adam (1 Corinthians 15:45). Seventy-one percent of the young people in the schools claim that they believe that God formed man out of the dust of the Earth and only 7% do not believe it. Similarly, 72% believe that God made woman from Adam‘s rib, with 8% taking the opposite view. 81% of the teenagers believe that there was once a world-wide flood as described in the Bible with a tiny minority of 4% denying this, leaving 16% who are not sure about it.
Theodicy is of central and critical importance to the creation/evolution debate and one item was included in this connection. Theodicy concerns the issue of God‘s goodness and justice in the face of the existence of suffering and evil. To the modern mind, this conundrum might appear to have nothing to do with the theory of evolution, but Cornelius Hunter has demonstrated that it is actually one of its defining concepts (Hunter, 2001). Hunter believes that Darwin was motivated towards evolution, not by direct evidence in favour of the theory but by problems with the notion of divine creation, because of how imperfect, even cruel, nature can be. “A good God would not have done it like this” is a common refrain when the subject is being debated. Creationists would argue that both suffering and death amongst animals and humans were not part of the original creation but instead are a result of “Adam‘s sin and the Edenic curse” (Tyler, 2003, p85). The great majority of the pupils, 81%, believe that the world was once perfect but has been affected by sin. Just 5% do not agree with this view and 15% have not yet decided one way or the other.
P 170: To summarise, the great majority of the young people in the new Christian schools accept a face-value reading of the early chapters of the Bible. They reject the theory of evolution and accept the existence of a supernatural designer. They hold traditional Christian views of Noah‘s flood and of the ―fallen‖ nature of the created order.
P 172: There is “science” connected with origins, much of which is historical in nature and therefore not open to what is normally regarded as the scientific method, and there is what might be summarised as “laboratory science”, where repeatable, verifiable outcomes are possible.
P 177: Table 8.1
Teenage pupils from new Christian schools: their personal well-being
Disagree Not sure Agree % % %
I feel my life has a sense of purpose 4 14 83
I find life really worth living 7 19 75
I feel I am not worth much as a person 68 18 14
I often feel depressed 54 21 26
I have sometimes considered taking my own life 71 10 19
P 179 Table 8.2
Urban Hope Survey Results: comparison by schools
| Source: Francis and Robbins, 2005 pp234-236 New Christian Schools % | Anglican Schools % | Roman Catholic Schools % | Non- Denom. Schools % | ||||
| I feel my lifehas a sense ofpurpose | 75 | 51 | 64 | 54 | |||
| I find life reallyworth living | 74 | 64 | 69 | 69 | |||
| I often feel depressed | 38 | 58 | 52 | 52 | |||
| I feel I am notworth much asa person | 12 | 17 | 13 | 14 | |||
| I haveconsideredtaking my ownlife | 15 | 30 | 26 | 28 | |||
[NB: New Christian School data for 2006, at height of boom; others from the depressed 1990s]
P 282: Table 11.29
Pupils compared by age: their views on education
Year 9 Year 11 Χ2 P< % %
Education is about learning facts 71 69 0.17 NS
Education is about passing exams 53 59 1.19 NS
Education is about learning how to live in a right way 68 70 0.09 NS
My schooling has helped me to know how to live in a right way 66 67 0.03 NS
Education is about understanding how to think about life 58 69 6.01 NS
Education is about understanding how other people think about life 44 61 14.16 .001
Education is about being prepared for life 80 84 0.97 NS
I want my children to go to a Christian school 70 52 15.35 .001 [Not directly relevant, but note the drop-off in wish to send one’s children to a Christian school after two more years of it. Particularly interesting in the light of the only other significant change]
P 296:Table 12.10 (Within the Christian schools)
Pupils compared by religion: their beliefs about creation and evolution
None Christian Χ2 P<
The earth is billions of years old 45 25 14.2 .001
I believe God made the world in six days of 24 hours 21 62 49.3 .001
The earth is only a few thousand years old 9 43 34.2 .001
I believe in evolution creating everything over millions of years 24 5 38.8 .001
Science disproves the Biblical account of creation 15 19 .07 NS
Table 12.11
Pupils compared by religion: their beliefs about science and the Bible
None Christian Χ2 P<
God created the world as described in the Bible 26 84 137.3 .001
God created the Universe including living creatures out of nothing 26 80 104.8 .001
God formed man out of the dust of the Earth 14 79 141.0 .001
God made woman out of man‘s rib 14 80 150.7 .001
There was once a world-wide flood as described in the Bible 24 87 172.3 .001
The world was once perfect but has been affected by sin 24 87 170.5 .001
I accept the idea that living things were made by a process of evolution 26 7 27.2 .001
Everything in the world was made by natural forces – it was not designed 19 4 32.6 .001
Scientists have discovered how the world was made 16 6 11.2 .001
You can‘t be a good scientist and believe in the Bible 10 7 0.8 NS
Appendix 3 [to thesis]: Statement concerning:
The place of the teaching of the Creation/Evolution debate and Intelligent Design in schools affiliated to the Christian Schools Trust [2009]
[Note that this is what Dr Baker is advocating]
The Christian Schools Trust is a network of independent schools, each of which is able to subscribe to an evangelical basis of faith. The Trust is not in a position to impose stipulations on to its member schools with regard to secondary matters, nor would it wish to do so. The creation/evolution debate, although held to be very important, is regarded by the Trust as a secondary matter, which recognises that there is a diversity of views on this issue amongst Christians who hold a high view of the authority of Scripture.
The Christian Schools Trust affirms a high view of God as the Creator and sustainer of the Universe and of all living things. It categorically rejects the notion that living things have come into being by a random and purposeless process in which God has played no part. It rejects the idea that living things came about by a process involving the death and destruction of mutated creatures and affirms the belief, held by many scientists both past and present, that nature provides abundant evidence of the hand of a Designer.
The following description of how the creation/evolution issue is being approached represents the position held by many of the schools although not necessarily by all.
Teaching at Primary Level
About 50% of CST schools consist only of primary departments. The majority of the rest cover both primary and secondary levels. Young children within the schools would learn from the start of their schooling that they are created beings, that they are very valuable to God and that they are made in His image. They would be taught that He is the Creator of all things, including all living things, and that He has designed this Earth to be their home. They would also learn that creation was originally good but that it is now flawed as a consequence of sin introduced into the human race by Adam and Eve. The picture presented would be one of decline from an original state that was perfect and highly ordered. The children would be introduced to the Lord Jesus Christ as the Son of God who came to save both them and all of creation from the devastating effects of rebellion against God. [NB: this means that Adam and Eve are being taught as historical fact and as fundamental to faith, the effects of rebellion against which can be devastating]
This traditional, orthodox, Christian viewpoint, based on teaching that resonates throughout the Bible and has been preserved for millennia in creeds and catechisms, would form the framework within which all subjects, not just those related to science, would be taught. It would not be confined to RE lessons, giving the impression that it would not matter if the opposite were taught in other subjects. The schools would aim to teach consistently within this view of reality. The theory of evolution would rarely be taught directly at primary level, except to answer children‘s questions should they arise or to deal with it in immediately relevant subjects such as when fossils or dinosaurs are under consideration. The creation/evolution debate might possibly be handled in more detail with older primary children if individual schools and teachers consider it to be appropriate.
Teaching at Secondary Level
The general framework of Christian theism described above applies as much to the teaching of the older children as it does to the younger. In addition, ideally,
by the time students reach Years 10 and 11 they will have been fully exposed to the creation/evolution debate. Evidence for and against the theory of evolution will have been evaluated and discussed and they will have been made aware that many, probably [!] most, of today‘s scientists support the theory. However, it will also have been pointed out that many well-qualified scientists oppose it or dissent from it in some way. The role taken in the development of modern science by Christians such as Kepler, Boyle, Newton, Linnaeus, Faraday and Mendel will have been emphasised and it will have been noted that some of these, including Isaac Newton and Carl Linnaeus, held essentially the same position as today‘s “Young-Earth” creationists.
Students will also have been made aware of the differing positions held by Christians on this issue and may have been given an overview of both “Young-Earth” and “Old-Earth” creationist viewpoints and the theistic evolution position. By this stage, it should have been made clear to the students that creationist scientists have no quarrel with Darwin‘s theory that limited change in populations might possibly occur by a process of natural selection. They should have had the opportunity to see that this is not what the debate is about, except that most of the supposed “overwhelming evidence” for evolution falls into this uncontentious and undisputed category. The students will have been told that the debate is about the much more contentious issue, for which creationists maintain there is no convincing evidence, that there is no limit to this process and that by it all living things have come into being in a random, purposeless, fashion involving the deaths of countless billions of mutated creatures. The creation/evolution controversy provides a stimulating, up-to-date and interesting context within which many important philosophical and scientific principles can be evaluated. Young people educated in this way do well at science both at GCSE level and beyond. Former pupils of CST schools who proceed to University are often surprised at the ignorance, on this topic, of their peers who have been educated in a secular setting which denies that the debate even exists.
Intelligent Design
The Christian Schools Trust is watching the increasing impact of the Intelligent Design Movement with interest. The fundamental premise of the movement, that biological systems show evidence of having been designed, is one that is to be predicted by those who believe in a Creator.
Primate's Progress 