Girls and boys do equally well at GCSE-level physics and science/additional science (previously double-award science). However, the percentage of A-level physics students who are girls has stayed at around 20% for the past 20 years or more. Source: It’s Different for Girls: The Influence of Schools, Institute of Physics Report October 2012
49% of maintained co-ed schools sent no girls on to take A-level physics in 2011. The figure for all secondary schools is 46%. Girls were almost two and a half times more likely to go on to do A-level physics if they came from a girls’ school rather than a co-ed school (for all types of maintained schools in England).
Twice the percentage of girls who went on to do A-level physics came from schools with a sixth form, compared to schools that only teach up to age 16 (for co-ed maintained schools in England). For maintained schools in England, the positive effect of single-sex education on girls’ choice of physics post-16 is not replicated in the other sciences.
Pervades what is taught and how it is taught ◦ Evident in learners interactions with curriculum, classroom and teachers. Gender constructions of subject and occupation not only from the school but wider social, cultural and physiological matrix: ◦ Family, peers, higher education, the labour market.... Even biology, genetics and neuroscience
MORE interventions that build girls’ confidence, self-efficacy and esteem, sense of entitlement and ownership in STEM... ◦ & their enjoyment and sense of fulfilment That connect social with scientific lives That focus on experiential learning ◦ Learner-led, role-play That build positive identities through co- operation with role models, parents, peers
Promoting female talent in science, engineering and technology from classroom to boardroom WISE helps organisations to inspire women and girls to pursue science, technology, engineering and mathematics (STEM) as pathways to exciting and fulfilling careers. Mission is to push the presence of female employees from 13% to 30% by 2020, boosting the talent pool to drive economic growth http://www.wisecampaign.org.uk/ http://www.wisecampaign.org.uk/
Helping to identify and access Enhancement and Enrichment activities Providing STEM ambassadors ◦ Free resource to schools: to enthuse and inspire students within schools about STEM Providing links with local businesses Supporting STEM clubs
Development and delivery of education and public engagement projects Supporting and enhancing science and technology education through the development of educational resources and (CPD) materials for use by teachers through the medium of Welsh and English Professional event management, Facilitation of meetings, discussion events and consultations for external clients http://www.see-science.co.uk/ http://www.see-science.co.uk/
The National STEM Centre houses the UK’s largest collection of STEM teaching and learning resources, in order to provide teachers of STEM subjects with the ability to access a wide range of high-quality support materials. They work with business, industry, charitable organisations, professional bodies and others with an interest in STEM education to facilitate closer collaboration and more effective support for schools and colleges, and promotion of STEM careers awareness. http://www.nationalstemcentre.org.uk/
The British Science Association's range of science, technology, engineering and maths (STEM) enrichment activities aim to inspire and engage 5-19 year olds. This aim is achieved through their nationally recognised CREST Award schemes (CREST Star 5-11 / CREST Awards 12-19), the National Science + Engineering Competition, support for STEM Clubs and collaborative events such as the Big Bang: UK Young Scientists' and Engineers' Fair and the British Science Festival. http://www.britishscienceassociation.org/crest-awards
Technocamps :free workshops to young people on programming, robotics, game design, app development and much more…… It is about getting young people (11-19 years) in Wales excited about Computer Science and STEM and challenging them to think about the world around them in a different way http://www.technocamps.com/
Vision for science and mathematics education "The Vision Project aims to set out a vision for how the UK can develop an inspiring and high performing science and mathematics education system over the next 15—20 years.." Dealing with, teaching professionals, curriculum and assessment, educational institutions and advances in science and technology http://royalsociety.org/education/policy/vision/
Support for teachers Including the nationwide teacher network, the Stimulating Physics Network and information on the talkphysics.org community Support for teacherstalkphysics.org Resources for the classroom To support the teaching of physics to 11-18 year-olds Resources for the classroom Extra-curricular resources and activities Events, grants and resources to support physics activity outside of lessons Extra-curricular resources and activities Professional development for teachers Includes university-based Physics Update residential courses to support your continuing professional development as a physics teacher Professional development for teachers Careers resources for students A series of resources to help you promote physics careers and qualifications to school or college students Careers resources for students
The RSC is the largest non-government supporter of chemistry education in the UK. Activities encompass formal and informal education Key areas: schools and colleges, higher education and continuing professional development. ◦ http://www.rsc.org/education/
◦ Committed to supporting and encouraging the study of biology at all levels. ◦ They support and recognise excellence in biology teaching. ◦ Championing of a biology curriculum that challenges students and encourages their passion for biology. ◦ The support of young scientists in their studies throughout higher education.
The Centre for Alternative Technology (Machynlleth) The National Botanic Garden of Wales (Carmarthen) Techniquest (Cardiff) Techniquest Glyndwyr (Wrexham) Wales Institute for Mathematical and Computational Sciences (Swansea)
The Targeted Initiative on Science and Mathematics Education (TISME) ◦ http://tisme-scienceandmaths.org http://tisme-scienceandmaths.org The Association for Science Education ◦ www.ase.org.uk www.ase.org.uk
This guide is aimed at all students considering A-level and equivalent options. It includes advice on the best subject combinations for a wide range of university courses and recommends studying at least two of the following A-levels: Maths/further mathsLanguages PhysicsEnglish ChemistryHistory BiologyGeography
STEM graduates earn more than graduates of other subjects(5%) 75,000 people are employed in science related jobs in Wales The 275 firms operating in the Life Science sector represents an investment of over£600m (30% increase since 2005)
Julie.Williams-CSAW@wales.gsi.gov.uk “…Wales’ future lies in a knowledge economy [relying on] scientific, technological and engineering know-how…” Rhodri Morgan & Carwyn Jones Science Policy for Wales produced in 2006 FM Rhodri Morgan Science for Wales
Julie.Williams-CSAW@wales.gsi.gov.uk …defined the role of the Chief Scientific Adviser for Wales (CSAW) “…to provide scientific advice to the First Minister and the Welsh Government, to promote science, technology, engineering and mathematics and the role of science within the wider knowledge economy…”
Sêr Cymru £50M Research Chairs National Research Networks TRLTRL 123456789 Basic IdeaConcept Developed Experimental Proof of Concept Technology Validated in Labs Technology Validated in Relevant Environment Technology Capability in Relevant Environment. Technology Prototype Demonstration in Operational Environment. Actual Technology Completed and Qualified Through Test and Demonstration. Actual Technology Qualified Through Successful Mission Operations Academic Expertise for Business (A4B) £70M Welsh SBRI Innovation Catalyst Programme (£3M) TSB KTP SMARTCymru £29.5M Finance Wales Life Science Hub Life Science Investment Fund £50M
National Waterfront Museum ◦ www.museumwales.ac.uk/en/swansea www.museumwales.ac.uk/en/swansea Techniquest ◦ www.techniquest.org www.techniquest.org
Pupils need to have the opportunity to understand the differences between the sciences at Key Stage 3 and 4, so that choices post-16 can be made on an accurate understanding of the different identities of the sciences. The triple science award at GCSE is one way of achieving this aim.
Embed careers information into the teaching of the sciences and technology from primary school onwards and ensure that pupils and parents have access to accurate information about the demand for science, technology, engineering and mathematics (STEM) skills and qualifications and the commercial value of such qualifications.
Not just what goes on outside of schools but in schools. Improve learners’ educational experiences of STEM: ◦ Their opportunity to encounter the breadth of STEM ◦ Their opportunity to imagine a career in STEM
Gendered inequality: naturalised and made invisible ◦ Too widespread, ingrained and accepted Female learners: an uncritical acceptance of their ineligibility across STEM ◦ Loss of sense of entitlement in STEM ◦ Inhibiting girl’s future imaginaries
Reveal the ubiquity of gender inequity ◦ Explode gendered preconceptions ◦ Promote the role and importance of women in STEM