Science Learning Centres and the UK STEM Programme Uniserve Science, UYSYD 22 July 2009 Bryan Berry Director Science Learning Centre South West Bristol, UK bryan.berry@at-bristol.org.uk +44 117 9157104 www.slcs.ac.uk
At-Bristol Science Discovery Centre www.at-bristol.org.uk
Professional development in science education To provide high quality, stimulating and relevant CPD At all levels from foundation (pre-primary) to post-16 For all involved in science education Teachers Technicians Learning support assistants
The Science Learning Centre Network Science Learning Centre North East: Durham University in partnership with Framwellgate School Science Learning Centre North West: Manchester Metropolitan University National Science Learning Centre: University of York (WRUC) Science Learning Centre Yorkshire and the Humber: Sheffield Hallam University (WRUC) Science Learning Centre East Midlands: The University of Leicester Science Learning Centre East of England: The University of Hertfordshire Science Learning Centre West Midlands: Keele University Science Learning Centre South West, At-Bristol Science Learning Centre London: The Institute of Education, University of London Science Learning Centre South East: The University of Southampton
Working in partnership across the region Partnerships between: Scientists Science educators Teachers LA Advisers/consultants Advanced Skills Teachers Centre team
Investigate energy
Core Programme Primary Core Themes Creative and Innovative Approaches to Teaching and Learning Creative cross-curricular science Leadership and Management Science Enquiry Scientific Play and Exploration in the Early Years Foundation Stage Supporting science teaching Secondary Core Themes Contemporary Science and How Science Works Science for non-specialists New initiatives in the science curriculum Practical work focus Developing ICT Teaching, learning and assessment Enriching and supporting learning Personalising learning in science Leadership
The web portal www.sciencelearningcentres.org.uk A one-stop guide to all the courses at the Science Learning Centres A diagnostic system to help science teachers find the CPD they need An electronic portfolio system to allow them to build a CPD portfolio A content repository
Wellcome-funded research: Teacher experience of and attitudes towards CPD Over 1/3 of sample, and 1/2 of all secondary science teachers claim no subject-related training in last 5 years Schools over-emphasised CPD related to generic issues at expense of CPD on subject knowledge and teaching skills Participation in CPD significantly higher at primary level and among senior managers Secondary Heads of Science emerged as group needing greater investment and confidence-building Most common barriers: additional work, lack of school funds, guilt if colleagues have to cover absence Source: http://www.wellcome.ac.uk/about-us/publications/reports/education/believers-seekersand-sceptics/index.htm
Cambridge Enquiry into Professional Development for Teachers: Major findings Subject-based CPD is one of the most highly regarded forms of professional development, as it allowed teachers to discuss teaching with their subject peers, giving them considerable mental stimulation Limited time for subject-based professional development means that many teachers are increasingly directed towards fairly instrumental, information-led training, such as briefings on examination syllabi Teachers frequently described feelings of guilt and professional negligence if they took a day away from the classroom to attend a course that failed to offer anything of use to their pupils. nearly all teachers described how they valued being able to meet and network with colleagues from different schools
Characteristics of CPD programmes at the Science Learning Centres Providing for teachers of science in primary schools and secondary schools and colleges, and for school science technicians and teaching assistant Emphasising contemporary science and the way scientists work innovative teaching approaches designed to make science more engaging Usually involving one-day sessions, but often in two parts with a period for school-based work in between. Increasingly, providing -Bespoke/outreach workshops to reflect the needs of school clusters -Online support and follow-up workshops to support curriculum change, developing learning communities
GCE A level* Sciences and Maths student uptake *For students aged 16-19
The Science Learning Centre Impact Tool
OECD PISA Study: International report: UK in proportion to population England, Scotland, Wales, Northern Ireland participated fully with separate samples More than 13,000 students in 439 schools in the UK 4935 students in 172 schools in England 89% of school sample in England Countries significantly above the UK in Science Finland 563 Hong Kong 542 Canada 534 Chinese Taipei 532 Estonia 531 Japan 531 New Zealand 530 Australia 527 Netherlands 525 United Kingdom 515 England 516 Scotland 515 Northern Ireland 508 Wales 505 OECD average 500
Future-oriented motivation Less positive 34% would like a career involving science (37%) 33% would like to study science after secondary school (31%) 19% would like to work on science projects as an adult (27%) 13% would like to do advanced science (21%) 25% expect to be in a science-related career at the age of 30 (25%) Enjoyment of science 69% enjoy acquiring new knowledge (67%) 67% want to learn about science (63%) BUT 55% have fun learning science (63%) 38% like reading about science (50%)
Science-related activities Activities done regularly or very often Watch TV programmes 13% (21%) Visit web sites 12% (13%) Read articles 8% (20%) Borrow or buy books 5% (8%) Listen to radio programmes 3% (7%) Attend a science club 3% (4%)
The STEM Programme ScienceTechnology Engineering Mathematics
The aims of the STEM programme: Improve attainment in STEM subjects, as measured by assessments in science and mathematics at ages 14, 16 and 18 Increase engagement in STEM subjects, as measured by numbers opting to study for qualifications at Level 3 and beyond in STEM subjects. References: STEM Programme Report Science and Technology Investment Framework
The world outside school The school curriculum
The world outside school S T E M The school curriculum
The world outside school S T E M The school curriculum S T E M
The world outside school S T E M The school curriculum S T E M
STEM programme Consulting widely and on track with plans for: Establishing links with partner organisations Establishing the STEM Community Portals Co-ordination of teachers CPD Co-ordination of enhancement and enrichment activity A clearer system for decisions on funding schemes Better guidance on STEM careers for students Simplifying the STEM landscape for teachers
The current situation: a large number of interventions with little co-ordination
Brigading the interventions together in 10 schemes within a common infrastructure simplifies the situation
The proposed infrastructure The network of national and regional Science Learning Centres SETNET recently changed to STEMNET, with its team of Science and Engineering Ambassadors The National Centre for Excellence in Teaching Mathematics (NCETM) The Science and Maths strands of the National Strategies The network of Specialist Schools with STEM specialisms The STEM Community Portals
Publicly funded STEM interventions in 2006/7
Priorities are supported by schemes P1.Improving recruitment of teachers of physics, chemistry and maths S1.Scheme to improve teaching and learning through CPD for maths teachers P2 Improving retention of teachers of physics, chemistry and maths S2.Scheme to improve teaching and learning through CPD for science teachers P3.Upgrading subject knowledge of non-specialists in maths, physics and chemistry S3.Scheme of CPD to engage teachers with engineering and technology P4.Improving attainment and engagement of students through subject focused CPD for teachers of STEM subjects. P5.Improving the quality and availability of careers advice and guidance for students considering STEM options P6.Supporting the effective introduction of new curricula in STEM subjects (a) GCSE Maths and Science (from 2006) (b) KS3 Maths and Science (from 2008) (c) A Levels in STEM subjects (from 2008) (d) specialist Diplomas in STEM subjects. P7.Widening access to the formal science and maths curriculum for all students, including access to triple science and second maths GCSE. P8.Enhancing the formal curriculum by enrichment activities designed to relate STEM teaching to higher education and the world of work. P9.Improving the quality of practical work in science. P10.Improving and co-ordinating the infrastructure for a system of STEM support organised on a national, regional and local basis. S4.Scheme for promoting STEM by enhancing and enriching the teaching of science, both inside and outside the classroom. S5.Scheme for promoting engineering and technology, both inside and outside the classroom S6.Scheme for promoting STEM by enhancing and enriching the teaching of mathematics, both inside and outside the classroom. S7.Improving the quality of advice and guidance for students (and their teachers and parents) about STEM careers, to inform subject choice S8.Scheme to widen access to the formal science and maths curriculum for all students, including access to triple science and second maths GCSE. S9.Scheme designed to improve the quality of practical work in science. S10Scheme to build capacity of the national, regional and local network
How will this make life easier for schools and colleges? There would be a smaller number of interventions to choose from, and these would be of known quality. Schools and colleges would be able to use the proposed STEM Community portals to search for and access the intervention most suited to their needs. They will have access to a definitive collection of STEM support resources through the proposed National STEM Resource Centre. Other actions in the STEM report will be co-ordinated with this one, including co-ordination of Enhancement and Enrichment activities and co-ordination of CPD opportunities.
STEM Directories www.stemdirectories.org.uk
Thank you for listening bryan.berry@at-bristol.org.uk +44 117 9157104 www.slcs.ac.uk