Transcript Slide 1
Engaging with STEM careers What do we know? What works? What do we know? Trends in International Mathematics and Science Study 2007 • 1999 to 2007: Proportion of 15 year-olds in England with a high positive attitude has dropped from 76% to 55% in science, and from 65% to 40% in maths • ‘Pupils are doing well in science (and maths) but with relatively low levels of enjoyment.’ Horizontal axis: Human Development Index Vertical axis: Questions measure of positive attitudes towards studying science Svein Sjoberg, University of Oslo, Project ROSE National Curriculum Review National Curriculum Review • Major review of the curriculum for ages 5-16: – to embody rigour and high standards and create coherence in what is taught in schools; – to ensure all children have the opportunity to acquire a core of essential knowledge in the key subject disciplines; – beyond that core, to allow teachers the freedom to use their professionalism and expertise to help all children realise their potential. TIMSS Framework 2011 (Science) TIMSS Framework 2011 (Science) Knowing (35%) Applying (35%) Reasoning (30%) Recall Compare, contrast, classify Analyze Define Describe Illustrate with examples Use models Relate Interpret Information Demonstrate knowledge of scientific instruments Find solutions Explain Integrate/synthesize Hypothesise/predict Design Draw conclusions Generalise Evaluate Justify Biology Chemistry Physics GCSE Entries (end KS4 pupils) 120,000 100,000 80,000 60,000 40,000 2005 2006 2007 2008 2009 2010 A-levels 2008-2010 A-Levels 2008 to 2010 Wellcome Monitor 2010 • 1179 adults and 374 young people (age 14-18) • In respondents homes, 45 minutes, random stratified sampling approach • YP interested and engaged with school science • Quality of teaching and opportunity to conduct practical activities are shown to be crucial to enjoyment of and motivation to learn science • Challenges assumption that interest in science decreases between 1y and 2y phases (limited data) CIAG: Well-informed, regular and from an early age • 13 year olds were asked whether they expected to enter a science based career by the age of 30 • Those who said they expected to enter such a career turned out to be 3.4 times more likely to earn a physical science or engineering degree than those who did not expect such a career. Tai et al, Science May 2006 Careers Profession Task Force (2010) • Recommendation Seven: The Task Force recommends that initial training and CPD should include a focus on labour market information (LMI), information and communications technology (ICT), and science, technology, engineering and mathematics (STEM), all of which are crucial to all members of the careers profession in delivering high-quality career guidance; and that, through CPD, there should be opportunities for further development of ‘specialisms’, leading towards the concept of an Advanced Careers Practitioner. What works? Timeline project • • • • • A research approach to embedding STEM 28 pilot schools across English regions Mentor support for pilot schools School self-review and action planning for STEM Pupil attitude surveys (before and after) Funded through the STEM Programme (2008-2011) Centre for Education and Industry (CEI) at the University of Warwick International Centre for Guidance Studies (iCeGS) at the University of Derby Isinglass Consultancy What is a ‘timeline’? A planned series of activities and experiences, delivered across a specified age range, which can show a link between STEM subjects and the knowledge, skills and attitudes relevant for work, life and careers Self-review findings - opportunities • Most schools find they do more STEM ‘career-relevant’ activities than they previously recognised • Some schools have appointed a STEM co-ordinator • Some schools have set up ‘STEM groups’, including careers staff • Use of enhancement and enrichment activities is widespread - rich in opportunities for STEM careers • Schools are keen to develop more work with external partners Findings - challenges • Separation of STEM subjects in the curriculum • Nobody ‘owns’ STEM – need for leadership commitment (school SLT supporting subject leaders) • Most schools have no strategy for teaching about engineering • Careers IAG disconnected from STEM curriculum • STEM teachers not equipped to support learning about careers - lack of CPD in this area Output - strategic planning tools • Support for creating an environment in which teaching and learning about STEM and STEM careers can flourish (What needs to be in place?) • Providing a planning process that will engage key staff, and help build a picture of how STEM and STEM careers fits into the life and work of the school (a timeline) • First phase secondary; working with LSIS Post-16 STEM Programme for FE Exemplar strategies • Introduction of specific targets for numbers of physics and chemistry teachers in initial teacher education • National network of Teaching Schools • Funding for science and mathematics teacher professional development provision • Development of an ‘Ebacc’ – to encourage delivery of a broad range of academic qualifications to age 16 • Basic indicator of school performance – English, mathematics and science (from 2011) • Funding for some enhancement & enrichment activity (e.g. STEM Ambassadors programme) • Recommendations of the Wolf Review (e.g. regulation and post-16 funding models) • Increasing emphasis on apprenticeships • Implementation of recommendations from Careers Profession Task Force (2010) (e.g. a thematic review of CEIAG services for young people)