Laura Manning TIPS Syngenta placement

Why I wanted to be a part of TIPS: To broaden student aspirations in STEM careers, particularly offering alternatives to medicine To bring real world examples to my lessons to show how knowledge and skills are used in practice To show how important links are between different disciplines in order to reach solutions

Summary of my placement Broad range of experiences – Wide range of different working environments – Practical in the labs Problem solving Routine Robots and other machines – Desk based Met several different scientists – Different areas of expertise – Different pathways into the position Appreciation for the company – Working environment – Progression through different roles and movement between departments – The product development pathway

Aims 1.To prepare and display materials on STEM careers for all students to access 2.To make links to specific parts of the GCSE and A level curriculum and embed examples into the SOL for all teachers to use in their lessons 3.Use the interdisciplinary nature of the company/product development as an example for the Grand Challenges and Big Ideas 4.Plan a site visit for a group of A level students

Aim 1: Careers Find a suitable display board (likely in the science open learning space) and convert to a STEM careers display ‘What’s it like to be a scientist?’ Use examples of real positions at Syngenta and employee profiles to show what the job is like Show how students can enter science careers with different levels of qualifications and how this will influence the role they have Contact PSHE team and input into planned careers guidance Presence at Big Bang event in school on 18 th March/National STEM week

Requires: – Time to produce display resources – High quality printed resources and photographs – Assistance of technician to put up display – Profiles of scientists working at Syngenta Minimal cost (£10-20) Time estimate 4-8 hours Barriers to success: – Students need to be aware of display – potential for talking about it in assembly/PSHE session – Students need to spend time viewing the display – Need to know where to find out more information – Fit into National STEM week/Big Bang day schedule

Aim 2: Enrich SOL Identify key points in the GCSE and A level specification where the theory explicitly matches what I observed in practice at Syngenta Identify opportunities to use these to meet the needs of the most able learners Create resources ranging from annotated photos, to powerpoint slides, to worksheets and activities which will be shared with all other teachers of that specification Make use of currently existing resources shared on the Syngenta website Ensure all teachers have the appropriate knowledge and confidence to deliver the resources well

Requires: – Time to produce the resources – Training time with the department to share resources and go through any activities Minimal to no cost Time estimate hours to develop resources plus 1 hour for training meeting Barriers to success: – Changes to specification – Teachers lacking confidence or awareness of resources – Ensuring resources are pitched at an appropriate level so that students enjoy using them and receive the intended benefits

Aim 3: Interdisciplinary Focus at the school is on the connected curriculum – the product development pathway at Syngenta is an excellent example of this Use as a case study for the Grand Challenges work at KS4 Produce a display on the product development pathway for KS3 Potential to develop as an exit point activity

Requires: – Presentation and/or handout given to all KS4 students modelling how different disciplines interact to find solutions – Poster designed and displayed – Exit point activity designed Costs involved potentially up to £50 Time estimate varies, potentially 2-4 hours for a presentation and handout, 2-3 hours for a poster, up to 10 hours for an exit point Barriers to success: – Timetabling a talk to all KS4 – Negotiating a relevant Big Idea exit point between departments – Time available to plan exit point

Aim 4: Site visit A level students would be inspired and motivated to see the labs and equipment used at Syngenta Influence their UCAS applications Revise/introduce key theory and skills required by their specification Timing either early July or mid/late September would be best

Requires: – Planning a meaningful day in coordination with different departments at Syngenta – Organising transport to and from the site – Introductory and follow up work to be done Transport costs are significant – approx £800 for a coach for the day. Time required would be around 4 hours planning, time on site about 6 hours Barriers to success: – Fitting the visit into the school calendar – Covering lessons for teachers while on the trip – Ensuring key departments at Syngenta are able to host visitors on a specific date

Make careers display before 18 th March 2016 Write case study, hand out and design poster on the product development pathway for presentation to KS4 before 23 rd March 2016 Contact PSHE team for information on planned careers sessions and how to contribute to these before 25 th March 2016 Find date in calendar for visit either early July or mid September and start planning trip by 27 th May 2016 Write SOL for GCSE units Bio2 (by 1 st March) and Bio3 (by 18 th July). Write SOL for new GCSE year 1 by 18 th July 2016 Write SOL for A level module 5 (photosynthesis, respiration, energy transfer and nutrient cycles) before 13 th June Review modules 1-4 before 18 th July Write SOL for modules 6-8 before 18 th July Consider suitable exit point and plan resources needed by September Next steps

Thanks to Jim Morton at Syngenta for coordinating the TIPS programme at Syngenta and providing me with a very stimulating and interesting week Alice Miller at UCL Academy for supporting my participation in the TIPS All the scientists at Syngenta who kindly hosted me during my placement