This list of examples will eventually comprise of all the examples of the misrepresentation of the KS4 Science Curriculum that I have come across on the internet. Note that the only people perpetuating this misrepresentation besides the Vardy Foundation - are creationists.

(1) The National Curriculum requires that Darwinian evolution is put across as the dominant scientific theory but also requires that pupils are taught "how scientific controversies can result from different ways of interpreting empirical data". Science should be taught with the critical appraisal of alternative theories. Such debate concerning opposing theories provides rigour in scientific method and contributes to the development of critical thinking by pupils. http://www.biblicalcreation.org.uk/educational_issues/bcs116.html

(2) We would be interested to know whether OfSTED inspections of schools which are obliged National Curriculum Program of Study in Science are expected to assess whether or not these very points, including controversies regarding the theory of evolution, are being adequately taught as required. - Peter Vardy
http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=3254&type=pdf
(To which Ofsted replied)

(3) The reality is that college is one of the few schools in the country to keep to the National Curriculum which requires the teaching of both sides of the creation vs. evolution debate. - Ian Brew (Creationist principal of Trinity Academy) http://www.transforminglives.org.uk/downloads/EmGTP.pdf

(4) Even though the national curriculum for science encourages students to recognise controversy (behold, citing Darwinism as their single example!), Darwin's own modern high priests fight tooth and nail to leave him untouched and unquestioned. We are not one-dimensional creationists

(5) The theory of Darwinian evolution has been presented as scientifically uncontroversial and the only credible explanation of origins. This is despite the National Curriculum which states:

Pupils should be taught…

how scientific controversies can arise from different ways of interpreting empirical evidence (for example, Darwin's theory of evolution) The National Curriculum for Key Stage 4 Science (Sc1: Scientific enquiry)

Few schools have taught this controversy. This is partly because many popular textbooks present Darwinism as the only scientific theory of origins and give little coverage to alternative theories, sometimes misrepresenting them. Truth in Science

(6) Emmanuel is allowed to teach creationism because of the national curriculum's guidelines which state that, although evolutionary theory should be taught as the dominant explanation for our origins, students should be made aware of "how scientific controversies can result from different ways of interpreting empirical data". Begotten, not created?

(7) NIGEL McQUOID: Well the national curriculum in science actually asks us to look at the whole controversy around the theory of evolution... BBC BREAKFAST WITH FROST INTERVIEW

(8) “They haven’t proved it yet, so it’s still a theory. The scientists are changing their minds on it all the time,” he said. “In science lessons, we teach what the national curriculum requires, which is that children are expected to examine conflicting theories. What we encourage is to have people thinking about creation.” David Vardy Sunday Herald

(9) Then it seemed right to mention the National Curriculum that requires the teaching of what it calls Scientific Enquiry. "I don't know how many people realize this but 'Pupils should be taught how scientific controversies can arise from different ways of interpreting empirical evidence (for example, Darwin's theory of evolution)'." So Emmanuel was simply keeping to the Law. "As I understand it from the headmaster, and I've discussed it with him, he believes that it's right that every position should be taught." David Holloway - Intelligent Design and the New Thought Police

(10) However, though much ground has been lost over the past 200 years or so, it is heartening to read in the latest revision of the National Curriculum that Scientific Enquiry should at Key Stage 4, include reference to the controversial character of the Darwinian Theory of Evolution and the limitations of scientific knowledge in certain inaccessible contexts. Steven Layfield - The Teaching of Science A Biblical Perspective

(11) 1. Pupils should be taught:

b. how scientific controversies can arise from different ways of interpreting empirical evidence [for example, Darwin's theory of evolution]
c. ways in which scientific work may be affected by the contexts in which it takes place [for example, social, historical, moral, spiritual], and how these contexts may affect whether or not ideas are accepted
d. to consider the power and limitations of science in addressing industrial, social and environmental questions, including the kinds of questions science can and cannot answer, uncertainties in scientific knowledge, and the ethical issues involved

This document can be viewed in full in www.nc.uk.net . Key Stage 4 Science. The bold type is not in the document but is added for emphasis.

Emmanuel College views these statements as indicating that the discussion of the scientific evidences in the Creation/Evolution debate, amongst other things, must form part of all pupils' education in England and Wales. - Press Release from Emmanuel College

In 2002, Emmanuel was at the centre of a controversy after it hosted a conference on creationism. Civil servants wrote to the school to ask it to set out its position on the teaching of creationism in science and other subjects.

Its response, dated March 14, 2002, has not previously been made public.

In it, Nigel McQuoid, the then principal, wrote that Emmanuel taught evolution in science in accordance with the national curriculum. He guaranteed to follow it both in its letter and in its spirit.

To back up his argument, he said the curriculum required the subject to be taught “in the context of scientific controversies based on differing viewpoints of empirical evidence”. Mr McQuoid wrote that, while there was consensus that Darwin was right about how selection brought about changes within species, there was a heated debate about the origins of life itself.

By definition scientific theories about the beginnings of life were not observable, he said, and the conditions that existed at the beginning of time could not be recreated. “It is in this context that some scientists are beginning to propound that some elements of Darwin’s theories and other Origin theories are seriously flawed.”

This statement was accepted by the Government. In April 2002, Estelle Morris, then education secretary, wrote to Mr McQuoid and said she hoped his statement would “settle the matter”.

However, Professor Jones, who wrote a bestselling book updating Darwin’s Origin of Species, described the statement as a “masterpiece of doublespeak”. He said: “To tell students there is an active debate within biology about the subject of evolution is simply false.

“The national curriculum says schools should promote the moral and spiritual development of their pupils. If you are promoting their spiritual development, you should not tell them lies.” - Creationist ‘lies’ Under Attack