1. Professional Development in STEM Education Making a Difference https://www.sciencelearningcentres.org.uk/

2. Forces Julia throws the beach ball up into the air. It is still on the way UP. Draw in any forces acting on the ball Fully label each force you have drawn

3. Certainty Meter

4. Independent research by Leeds University Teachers’ understanding improves dramatically after an intensive course In physics and in chemistry

5. Improvement in pupils’ achievements In classes taught by non- specialists following the ‘science for non-specialists’ courses, pupils’ understanding showed significant improvement. And understanding was consistently better than pupils taught by other teachers.

6. The national network of 10 Science Learning Centres provides high-quality subject specific professional development programmes for teachers of science, including technicians and teaching assistants, in all phases of education. We work with science educators to build the capacity of schools and colleges to innovate and bring about change and improvement..

7. North East University of Durham National Centre University of York Yorkshire and Humber Sheffield Hallam University East Midlands University of Leicester East of England University of Hertfordshire London Institute of Education South East University of Southampton North West Manchester Metropolitan University West Midlands Keele University South West At-Bristol

8. The Network programme Underpinned by the following principles Pedagogical content knowledge Contemporary science Innovation and creativity Leadership

9. Flexible Delivery Whole days Extended twilights In school Weekend /holidays E-CPD Action Research Extended Residential

11. Satellite Venues view on multimap

12. Securing Impact  Intended Learning Outcomes  Action planning  Impact evaluation

13. Nature of impact Both external studies and internal evaluation show impact on: participants’ knowledge and skills participants’ teaching and leadership colleagues and the wider school pupils Impact is significant and long-lasting

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18. STEM Programmes STEM careers STEM subjects working together Collaborative Learning in Science and D & T CPD for D &T teachers

19. Key Facts 2009-10 98% of all secondary schools and colleges in England have used the network of Science Learning Centres since they launched in 2004 43% of all secondary schools and colleges in England have used the National Science Learning Centre since it opened in 2005 68% of all secondary schools and colleges in England used the network in 2009 - 10

20. Tim Stirrup Director for Communications Supporting teaching & learning through subject-specific professional development

21. Headteacher 1 To raise attainment levels, engage pupils so that they love maths and have enthusiasm for the subject. To get rid of the ‘maths is too hard’ attitude. To change the way maths teachers teach so that they rely less on the text book. To use ICT effectively – e.g. Bowland. To work more with teachers in assessing pupils’ progress. To develop programmes to help teachers engage pupils.

22. Headteacher 2 In five years we will be looking for a different sort of maths teacher because of the importance of technology. The personalisation agenda is key, as is virtual and mobile learning A changing society necessitates awareness around language, narrowing the learning gap and educating families. A dynamic curriculum will mean changing what we teach, including internationalism and creativity. Dynamic working practices will highlight collaboration, networking, new models of CPD and coaching and training.

23. Headteacher 3 We learn best when we learn from each other. We need to recognise different pockets of need in different area – local solutions to local problems. We need to emphasis the pedagogy behind CPD resources. We must address the engagement issue – how do we motivate in the maths department? Why are you teaching maths? How do we reach disengaged teachers? If we allow them to be more creative they’ll get the enjoyment back. We have to look at how we bring maths into real life situations.

24. Subject knowledge Self evaluation tools Department workshops

25. Subject and Strategic Leadership Excellence in Mathematics Leadership Recruiting and retaining teachers of mathematics

26. The ‘reflective practitioner’ Personal learning Opportunities to reflect

27. Evaluating impact Teachers as researchers: Ongoing, reflective professional development

28. Tim Stirrup Director for Communications Supporting teaching & learning through subject-specific professional development