Engaging with STEM careers
What do we know?
What works?
What do we know?
Trends in International Mathematicsand Science Study 2007
•1999 to 2007: Proportion of 15 year-olds in Englandwith 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 withrelatively low levels of enjoyment.’
Horizontal axis: Human Development IndexVertical axis: Questions measure of positive attitudes towards studying science
Svein Sjoberg, University of Oslo, Project ROSE
National Curriculum Review
•Major review of the curriculum for ages 5-16:
–to embody rigour and high standards and createcoherence in what is taught in schools;
–to ensure all children have the opportunity to acquire acore of essential knowledge in the key subject disciplines;
–beyond that core, to allow teachers the freedom to usetheir professionalism and expertise to help all childrenrealise their potential.
National Curriculum Review
TIMSS Framework 2011 (Science)
Knowing (35%)
Applying (35%)
Reasoning (30%)
Recall
Define
Describe
Illustrate with examples
Demonstrate knowledgeof scientific instruments
Compare, contrast,classify
Use models
Relate
Interpret Information
Find solutions
Explain
Analyze
Integrate/synthesize
Hypothesise/predict
Design
Draw conclusions
Generalise
Evaluate
Justify
TIMSS Framework 2011 (Science)
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 stratifiedsampling approach
•YP interested and engaged with school science
•Quality of teaching and opportunity to conductpractical activities are shown to be crucial toenjoyment of and motivation to learn science
•Challenges assumption that interest in sciencedecreases between 1y and 2y phases (limited data)
CIAG: Well-informed, regular andfrom an early age
•13 year olds were asked whether they expected toenter a science based career by the age of 30
• Those who said they expected to enter such a careerturned out to be 3.4 times more likely to earn aphysical science or engineering degree than thosewho did not expect such a career.
Tai et al, Science May 2006
Careers Profession Task Force (2010)
•Recommendation Seven: The Task Force recommends thatinitial training and CPD should include a focus on labourmarket information (LMI), information and communicationstechnology (ICT), and science, technology, engineering andmathematics (STEM), all of which are crucial to all members ofthe careers profession in delivering high-quality careerguidance; and that, through CPD, there should beopportunities for further development of ‘specialisms’, leadingtowards 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, whichcan show a link between STEM subjects andthe knowledge, skills and attitudes relevantfor 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’, includingcareers staff
•Use of enhancement and enrichment activities iswidespread - rich in opportunities for STEM careers
•Schools are keen to develop more work with externalpartners
Findings - challenges
•Separation of STEM subjects in the curriculum
•Nobody ‘owns’ STEM – need for leadershipcommitment (school SLT supporting subjectleaders)
•Most schools have no strategy for teaching aboutengineering
•Careers IAG disconnected from STEM curriculum
•STEM teachers not equipped to support learningabout careers - lack of CPD in this area
Output - strategic planning tools
•Support for creating an environment in whichteaching and learning about STEM and STEMcareers can flourish (What needs to be in place?)
•Providing a planning process that will engage keystaff, and help build a picture of how STEM andSTEM careers fits into the life and work of theschool (a timeline)
•First phase secondary; working with LSIS Post-16STEM Programme for FE
Exemplar strategies
•Introduction of specific targets for numbersof physics and chemistry teachers in initialteacher education
•National network of Teaching Schools
•Funding for science and mathematicsteacher professional development provision
•Development of an ‘Ebacc’ – to encouragedelivery of a broad range of academicqualifications to age 16
•Basic indicator of school performance –English, mathematics and science (from2011)
•Funding for some enhancement &enrichment activity (e.g. STEMAmbassadors programme)
•Recommendations of the WolfReview (e.g. regulation and post-16funding models)
•Increasing emphasis onapprenticeships
•Implementation of recommendationsfrom Careers Profession Task Force(2010) (e.g. a thematic review ofCEIAG services for young people)
