Nearly a third of teachers believe that the theories of creationism and intelligent design should be given the same status as evolution in the classroom, according to a survey. However, 50 per cent disagreed.

Of the 1,200 questioned, 53 per cent thought that creationism should not be taught in science lessons, while 29 per cent thought it should. However, 88 per cent agreed that if pupils raised the issue in a science lesson, they should be allowed to discuss it.

Creationism is based on a literal interpretation of scripture as an explanation for the origins of life. Intelligent design is a more modern version which says that life is so complex it cannot be explained solely by evolution. National curriculum guidelines state that creationism has no place in science lessons. The Rev Professor Michael Reiss, a biologist and Royal Society director of education, provoked a furore last year by calling for creationism to be treated in science lessons as a legitimate “world-view”.

Professor Reiss, who estimates that around ten per cent of British schoolchildren come from families with creationist beliefs, later stepped down.

The poll, commissioned by the broadcaster Teachers' TV, found that 50 per cent of teachers agreed with Professor Reiss's view that excluding alternative explanations to evolution is counter-productive, and could alienate pupils from science.

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