1. Polar Explorer Programme Year 1 Impact: Initial findings

2. Capturing impact
We use numerous ways to capture impact from the programme, including:
Action Plans
Impact Surveys
Teacher Self-Assessment Tool
Pupil Attitudes Tool
Community Groups
Multiple different ways to capture impact are embedded into the programme and are supported by Polar Ambassadors and Schools
These tools show how the PEP has impacted pupils, teachers and schools throughout the year.

3. Impact on Teachers: Programme
Positive impacts seen throughout the programme:
95% state an increase in confidence teaching STEM subjects
98% show increased enthusiasm and motivation for teaching
98% agree that the programme has raised the profile/priority of STEM subjects
96% that the programme met school development priorities in STEM subjects
Impacts on teachers and schools have been largely positive.
Responses from the impact survey show increases in:
Teacher confidence
Teacher enthusiasm and motivation
Profile/Priority of STEM in school
And the PEP met school development priorities.

4. Impact on Teachers: Programme
Teacher self-assessment tool shows that teachers improved in:
Teaching and learning in science
Contextual teaching in subjects including science, numeracy and literacy
Responses from the teacher self-assessment tool show significantly positive improvements.
Teachers show higher levels of agreement in the post-programme survey to statements regarding:
Teaching and Learning in science
Contextual teaching in science, numeracy, literacy, D&T, geography and computing
Repeated measures t-test: t(107)=9.36, p<0.01

5. Case Study: Impact on Teachers
Farnham Primary School hosted an engineering day for Y5, an assembly for parents, and a number of classroom activities with their Polar Ambassador.
Teachers involved in the programme showed increases in:
Confidence and enjoyment when teaching
Cross-curricular teaching ability
Practical teaching ability
Knowledge of STEM careers
Knowledge of where to access STEM teaching resources
As well as the programme-wide impacts, teachers at Farnham Primary also showed:
Increased:
Confidence and enjoyment when teaching STEM (including extra-curricular activities)
Cross-curricular teaching ability
Practical (hands-on) teaching ability
Knowledge of STEM careers (and ability to embed these into teaching)
Knowledge of where to find STEM teaching resources
Pupils learning about engineering with their Polar Ambassador

6. Impact on Pupils: Programme
Positive impacts seen throughout the programme:
90% of teachers stated an increase in pupil attainment in STEM subjects
All teachers surveyed agreed that pupils’ enjoyment and engagement in STEM subject lessons has increased
And, confidence in learning science and scientific enquiry skills
87% stated an increase in pupils’ STEM career aspirations
Impacts on pupils have been largely positive.
Responses from the impact survey show increases in:
Pupil attainment in STEM
Enjoyment and engagement in STEM
Confidence learning science and scientific enquiry skills
STEM career aspirations

7. Impact on Pupils: Programme
Pupils themselves state:
Increased enjoyment and subject knowledge in science lessons
Increased knowledge and awareness of environmental issues
Increased aspirations and knowledge of STEM careers (particularly for girls)
Decreased stereotypical thinking about STEM careers
Emerging evidence from the Pupil Attitudes Survey shows that pupils themselves:
State their enjoyment and subject knowledge has increased
Have increased knowledge and awareness of environmental issues
Have increased aspirations and knowledge of STEM careers (larger increases for girls!)
Think less stereotypically about STEM careers (i.e. STEM careers are for men and women)

8. Case Study: Impact on Pupils
St Mary’s Primary School held a whole school event, including an assembly from a STEM Ambassador. 170 pupils at the school took part in Polar Explorer activities.
Pupils at St Mary’s showed increased:
Awareness of how science helps us live with and adapt to climate change
Knowledge of the Polar Research Vessel
Enjoyment and engagement in extra-curricular STEM activities
Appreciation of the importance of STEM skills
“[PEP] provided a really useful way of incorporating many aspects of the science curriculum in a cross-curricular way”
- School STEM Leader
As well as the programme-wide impacts. Pupils at St Mary’s showed additional impacts.
Data from the Impact Survey shows that St Mary’s met their aims, with increases in pupils’:
Awareness of how science helps us live with and adapt to climate change
Knowledge of the Polar Research Vessel
Enjoyment and engagement in extra-curricular STEM activities
Appreciation of the importance of STEM skills

9. Summary and Next Steps
Polar Explorer Programme has been successful in positively impacting pupils, teachers and schools.
Next Steps
More in-depth analysis of the data
Ensure similar success in Year 2 and 3 of the programme
How can we sustain the successful impacts shown here?
Summary:
The impact of the PEP has been very positive for pupils, teachers and schools.
Next Steps:
Data is still being returned for Year 1 schools – further in-depth analysis will be undertaken
STEM Learning and Polar Ambassadors should continue to work on ensuring the positive impacts into years 2 and 3 of the programme
Discussion point: How can we sustain the successful impacts shown here?