Engaging with STEM careers

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Engaging with STEM careers

• What do we know?
• What works?

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What do we know?
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Trends in International Mathematics and Science
Study 2007

• 1999 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.

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Horizontal axis Human Development IndexVertical
axis Questions measure of positive attitudes
towards studying science
Svein Sjoberg, University of Oslo, Project ROSE
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National Curriculum Review
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. 

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TIMSS Framework 2011 (Science)
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
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A-levels 2008-2010
A-Levels 2008 to 2010
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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

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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

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• 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

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Careers Profession Task Force (2010)

• 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.

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What works?
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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

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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

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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

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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

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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

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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)

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• 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)

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