Beyond 2010: STEM beyond the classroom ASE Outdoor Science Working Group National Science Learning Centre, Heslington July 7, 2010

Inspirational outdoor science for all ASE Outdoor Science Working Group National Science Learning Centre, Heslington July 7, 2010

Association for Science Education Birmingham University British Ecological Society Field Studies Council Keele University King’s College London Science and Plants for Schools Southampton University Funded by the Nuffield Foundation

January 2010: Launch the seminar series at the ASE Annual Conference, Nottingham March – June 2010: Hold the series of five themed seminars July – September 2010: Write the summary report November 2010: Launch the Beyond 2010: STEM beyond the classroom report

1.Initial teacher education (Birmingham) 2.Learning in informal contexts (Bristol) 3.Assessment and examinations (Cambridge) 4.CPD (York) 5.Policy (London) The seminars will examine opportunities for cross- curricular work involving STEM subjects and other aspects of the curriculum, particularly in the light of the new GCSE criteria.

1.What have been the successes and failures and resulting impacts, of recent ‘outdoor learning’ initiatives on teaching and learning, particularly in STEM subjects? 2.How do we identify and build on existing good practice in terms of learning science outside the classroom? 3.What changes in curriculum, assessment, pedagogy, training and supporting resources are needed to enable teachers of STEM subjects to use the 'outdoor classroom' more effectively? 4.What can we learn from research, in the UK and elsewhere, about effective teaching beyond the classroom and how can we implement transferable solutions into mainstream STEM education?

Where scientific investigation is at the heart of students’ science work, and teachers are planning effective experiences of how science works, there are higher levels of engagement and enjoyment leading to higher standards.

Fieldwork skills are highly developed and frequently utilised Practical work is not confined to following instructions but uses a variety of contexts in which pupils are making decisions about investigations and ways of researching issues such as the origins and outcomes of acid rain in the area. Ofsted’s draft subject specific guidance for ‘outstanding’ achievement