Engaging with STEM careers What do we know? What works?

What do we know?

Trends in International Mathematics and Science Study 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 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. National Curriculum Review

TIMSS Framework 2011 (Science) Knowing (35%)Applying (35%)Reasoning (30%) Recall Define Describe Illustrate with examples Demonstrate knowledge of 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 A-Levels 2008 to 2010

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

Science and Maths: See where they can take you (DCSF 2009/10) Students Y9-11 – waverers and non-rejectors of STEM subjects All predicted B or above in these subjects Discussion groups for parents and teachers (separate) Manchester and London, rural to suburban

The STEM subjects are felt to be challenging options: Difficult to learn and master Teaching styles can be off putting Less opportunity for adolescent self expression, self exploration and freedom However, they are also subjects with many merits – most significantly: They allow students to learn more about themselves, the world and the way it works They can open doors for the future STEM subjects are very different: Not all experienced similarly by all students Indeed, many of the individual subjects themselves can be experienced erratically depending on their different subject areas Life-stage also dictates level and type of engagement with STEM subjects

Recommendation 3: The Careers Profession Alliance should develop common professional standards and a common code of ethics for careers professionals, and that all organisations represented in the Alliance should expect their members to adhere to these standards. Recommendation 7: 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. Recommendation 11: Any organisation that is making arrangements for the provision of career guidance to young people should ensure that the provider meets a relevant, nationally approved quality standard, and that Government should support the establishment of such a standard. Careers Profession Task Force (2010)

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 ( ) 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)