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Determined by opportunity not ability?

Determined by opportunity not ability?. Pat Morton, Jill Collins, Claire Nix. Starting Points. 42 % of firms struggle to find the STEM talent they require 64% of firms are taking some action to encourage young people to pursue STEM subjects .

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Determined by opportunity not ability?

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  1. Determined by opportunity not ability? Pat Morton, Jill Collins, Claire Nix

  2. Starting Points • 42% of firms struggle to find the STEM talent they require • 64% of firms are taking some action to encourage young people to pursue STEM subjects. • only around 20% of those taking A-Level Physics or studying undergraduate physics courses is female and 50% of state schools have no women studying A level Physics. • 18% entered for Triple Science with large regional differences in participation (11%-28%). • 39% of pupils did not achieve A-C in GCSE Maths. • Dyson report – 4% of young women want to be engineers, 14% scientists and 32% models.

  3. The STEM careers rap….. • http://www.nationalstemcentre.org.uk/elibrary/resource/5971/what-do-you-want-to-do

  4. Pass it on • http://www.youtube.com/watch?v=G7l6crlMOrw&feature=youtu.be

  5. An Introduction to Career Learning and Development 11-19 Career learning is not acquired simply through information and advice. Career learning is constructed through activity and in interaction with a variety of people (careers professional, employers, teachers, parents, peers). Individuals need ongoing experiences and discussion in order to construct this knowledge within a changing social and cultural context.

  6. Support through the key stages Key Stage 3 Key Stage 4 Post-16 • Balancing here and now perspective with greater thoughts about future – learning to defer gratification • Starting to feel more adult pressures and responsibilities • Identity being focussed on associations/clubs/belonging • Planning and action • Continuation of interests and hobbies from childhood • Childhood role models still important e.g. parents, teachers, other authority figures • Status and self esteem driven by being clever or ‘good at things’ • Need to inspire interest • Move out of childhood and into ‘teen’ realm • Aware and responsive to peer group influence • Retreating into more private realm away from influence or easy access of adults • Status and self esteem defined by popularity and peer acceptance • Bring possibilities to life, planning The nature and type, the timing and the extent to which they are tailored to meet needs influences the strength of the impact. 8

  7. Case Studies • Dorcan Academy – Swindon – LeeanneHunnex – raised profile of STEM, ran assemblies, created notice boards and wrote a whole school action plan • St Katherine - Will Pearson – setting up a resource bank, working with ambassadors, planning events to ensure impact on students, linking the curriculum to STEM contexts • Pat’s two?

  8. Key Principles – check these with Pat/Jill • Planned and progressive • Starts early (Evidence suggests that most young people’s Science aspirations and views of Science are formed during primary schools and solidified by 14) • Age appropriate • Broadens horizons • Planned and delivered with colleagues in school • Drawing on external partners

  9. http://www.stem-e-and-d-toolkit.co.uk/

  10. Some Key Resources • Tomorrow’s Engineers Bank

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