Background
“We have an obligation to current and future generations of young people to provide a stimulating and challenging education in science and mathematics. We tend to take for granted the benefits to society that have resulted from innovations in science, engineering and technology. The future health of human society and of our planet is critically dependent upon the scientists and engineers of present and future generations, and on a scientifically-literate society that is able to apply knowledge in the best ways. For this reason, I am delighted to be working to strengthen science and mathematics education for young people. We will consult widely in our work in order to be able to provide the best possible recommendations.”
Sir Mark Walport, Director, The Wellcome Trust
Stretch and challenge for the more capable
All young people must be given the opportunity to excel. The Science and Learning Expert Group will explore how to build on the existing DIUS-DCSF STEM programme to extend availability and take-up of opportunities for stretch and challenge of the most able learners. The group will consider how to enhance the coherence, reach and impact of the programme and planned developments to improve the quality, take-up and achievement in science learning.
Universities and business have a key role to play in making this a reality and the group will work with the scientific community to find ways for them to further support and enrich teaching and learning. Lasting partnerships are needed to sustain these opportunities.
The group will also explore how to increase the numbers of young people taking science A levels from the range of existing progression routes, including core and additional as well as triple science at GCSE. It will also consider how the four qualifications routes for 14-19 (GCSE/A level; Diplomas; Apprenticeships; Foundation Learning Tier) will support appropriate learning and assessment opportunities for all on the knowledge, skills and understanding needed to support appropriate progression from each route into further learning, higher education and careers in science-related fields.
Partnerships
It is clear that partnerships between the scientific and education sectors are vital for the success of science learning in the UK. Whilst the majority of science learning takes place in traditional classroom lessons, an increasing amount of additional activity happens outside these formal lessons. There is a high premium placed on every young person having the opportunity to see science in action. Many schools already benefit from strong links with universities and business which help to strengthen school science teaching. The Expert Group will consider how the Higher Education sector should engage better with developments in school science curricula, qualifications and teaching to enhance the learning experience and encourage smoother progression into Higher Education Science, Technology, Engineering and Maths (STEM) courses.
These partnerships must be real and enduring. To encourage universities and business to work with local schools (whether by contributing to class materials, hosting visits to science facilities or running science clubs), the Expert Group will identify the barriers and explore the opportunities for increased interaction. These partnerships are a key way of making the science curriculum come alive and provide valuable personal development opportunities for the scientists and teachers involved. In considering the opportunities in this area, the group will identify barriers to the effectiveness of schemes such as STEM Ambassadors and Researchers in Residence which bring an element of real science into classroom learning.
Professional Development and Teaching Standards
Historically, the number of specialist science teachers in mainstream schools with sufficient in-depth subject knowledge to teach single subject science and to stretch and challenge the brightest students has been limited. This in turn has restricted the number and diversity of students who continue to study science at university. The economic downturn presents an opportunity to attract new people with science and maths qualifications into the teaching professio
