Welcome to the National STEM Centre

Tools and support for being a STEM school

Lydia Showan

•What is STEM and why bother?•STEM Knowledge Networks•The Timeline Project•The STEM Manager Tools

40 percent plus formal curriculum

mathematicssciencesdesign &

technologyICT & computing

STEM?

In 2008 UK engineering business turnover was £799 billion per year.

The UK is the world’s sixth largest manufacturer, generating £150 billion for the economy, 55% of all exports, and employing three million people.

With 1% of the world’s population we generate 10% of scientific output.

The economic argument

STEM skills are in short supply

Around 58 per cent of net new jobs predicted to appear in the economy between 2007 and 2017 will require employees with STEM skills, equal to 29 per cent of total new and replacement jobs

UK Commission for Employment and Skills 2010

66% of employers report difficulties recruiting STEM skilled staff, with particular concern at graduate and post graduate level.

CBI Education and Skills survey 2009, 350 employers

CBI: SET for Growth August 2010

CBI Education and Skills Survey 2010, 694 employers

STEM cohesion

‘There is a need for greater co-ordination andjoining-up of the many providers of professional development and enhancement activities to achieve more coherent delivery, but without sacrificing diversity of choice.’

The ‘British Library’ of STEM

‘Much of the learned society, national academy and professional institution contributions are relevant, directly or indirectly, to professional development and enhancement activities. It is recommended that as much of this material as possible should be available in one place, subject to quality assurance and copyright restrictions.’

National STEM Centre Established

Gatsby Charitable Foundation - 2008 to 2013

Physical library refurbished Website launched July 2010

Strategic embedding of STEM

1 Through the curriculum

2 Through CPD for teachers and lecturers

3 Through enhancement and enrichment opportunities

4 Through access to well-informed careers information, advice, and guidance

STEM Knowledge Networks

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

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

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

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

STEM Manager and Planner

Diamond Nine activity

The cards contain the objectives from the STEM Manager.

Spend 10 minutes considering how you might use this activity at school? Who would you involve?

Select 2 or 3 objectives that are particularly relevant to your setting – you will investigate these later in the session and feedback your findings to the group.

www.nationalstemcentre.org.uk