The STEM Programme

1. The STEM Programme John Holman National STEM Director, DCSF/ DIUS National Science Learning Centre University of York

2. Key Performance Indicators for Mathematics education What would be your three KPIs for the UK Mathematics education system? For example, a KPI might be �the percentage of students achieving level 6 in the Key Stage 3 mathematics tests�.

3. PISA 2006 Programme for International Student Assessment 30 countries from the Organisation for Economic Co-operation and Development (OECD) 27 partner countries 2006 study, results published December 2007

4. PISA 2006 Mathematics UK performance is at the OECD average 18 countries (including Japan) performed significantly higher than England 12 countries (including France and Germany) are not significantly different from England 26 countries (including USA) performed significantly worse than England

5. PISA 2006 Science UK performance is significantly above the OECD average 7 countries (including Japan) performed significantly higher than England 13 countries (including Germany) are not significantly different from England 36 countries (including France and USA) performed significantly worse than England

6. PISA 2006Science is valuable for mepercentage of students agreeing with positive statements about the personal value of science

7. PISA 2006 I would like a career in sciencepercentage of students agreeing with statements about the value of a career in science

8. Horizontal axis: Human Development IndexVertical axis: Scores on questions designed to measure positive attitudes towards studying science

9. What made you study Chemistry?

10. How important was each of these in influencing you?(1 = not important; 5 = very important) Course and textbooks Quality of school labs Your chemistry teacher Your parents The job prospects What your friends were choosing Your exam grades at GCSE Your exam grades at AS Level Average, 2007 3.46 3.33 4.18 2.28 4.18 1.36 3.35 3.78

11. What the government is doing already � through the 10 year Science and Innovation Investment Framework Curriculum and assessment Introducing a secondary school science and mathematics curriculum to meet the needs of future specialists and non-specialists Teachers Stepping up the recruitment and training of specialist teachers, especially in physics, chemistry and mathematics Providing better professional development for science and mathematics teachers Partnerships Through the STEM Programme, developing a framework to enable partners in government, industry, societies and foundations to work more effectively together to support STEM teaching

12. What the government is doing already � through the 10 year Science and Innovation Investment Framework Curriculum and assessment Introducing a secondary school science and mathematics curriculum to meet the needs of future specialists and non-specialists � including �GCSE double maths� and a more flexible Key Stage 3 Teachers Stepping up the recruitment and training of specialist teachers, especially in physics, chemistry and mathematics Providing better professional development for science and mathematics teachers Partnerships Through the STEM Programme, developing a framework to enable partners in government, industry, societies and foundations to work more effectively together to support STEM teaching

13. How the world�s best-performing school systems come out on top McKinsey, September 2007

14. How the world�s best-performing school systems come out on top McKinsey, September 2007 Three things matter most Getting the right people to become teachers Developing them into effective instructors Ensuring the system is able to deliver the best possible instruction for every child

15. How the world�s best-performing school systems come out on top McKinsey, September 2007 �Above all, the top performing systems demonstrate that the quality of an education system depends ultimately on the quality of its teachers�

16. What the government is doing already � through the 10 year Science and Innovation Investment Framework Curriculum and assessment Introducing a secondary school science and mathematics curriculum to meet the needs of future specialists and non-specialists � including access to �GCSE double maths� and a more flexible Key Stage 3 Teachers Stepping up the recruitment and training of specialist teachers, especially in physics, chemistry and mathematics Providing better professional development for science and mathematics teachers Partnerships Through the STEM Programme, developing a framework to enable partners in government, industry, societies and foundations to work more effectively together to support STEM teaching

17. What the government is doing already � through the 10 year Science and Innovation Investment Framework Curriculum and assessment Introducing a secondary school science and mathematics curriculum to meet the needs of future specialists and non-specialists � including access to �GCSE double maths� and a more flexible Key Stage 3 Teachers Stepping up the recruitment and training of specialist teachers, especially in physics, chemistry and mathematics Providing better professional development for science and mathematics teachers Partnerships Through the STEM Programme, developing a framework to enable partners in government, industry, societies and foundations to work more effectively together to support STEM teaching

18. The STEM Programme ReportDfES and DTI Published October 2006 The result of 2 years� work by Sir Alan Wilson and colleagues to map all the publicly-funded STEM initiatives Recommendations for: - better co-ordination of STEM activity at local, regional and national level - better co-ordination of public and non-public initiatives - better targeting spending of government spending To be implemented by the National STEM Director

19. STEM Programme Report made commitments for� Better linkage between science, technology, engineering and mathematics. Better co-ordination of STEM activity at local, regional and national level. Better co-ordination of public and non-public initiatives. Better targeting of Government spending.

20. Many stakeholders

21. The Children�s Plan 5.57 As part of our work to improve the effectiveness of support for STEM we are developing new arrangements to bring together the very large number of STEM support schemes into a coherent framework, aligned to national priorities and to improve the signposting of support available for schools and colleges.

22. The concept: Where we are moving from

23. The Concept: 200 or so initiatives sorted into 10 Action Programmes (�schemes�)

24. Recruitment of Teachers and Lecturers: AP1 Continuing professional development of teachers and lecturers: AP2, AP3, AP4 Enhancing and enriching the curriculum, both inside and outside the classroom, to motivate students towards STEM: AP5, AP6, AP7, AP8 Actions through the formal curriculum: AP9, AP10 Improving infrastructure and delivery mechanisms: AP11 Action Programmes

25. Recruitment of Teachers and Lecturers AP1 Improving the recruitment of teachers and lecturers in shortage subjects Action Programmes

26. Continuing professional development of teachers and lecturers AP2 Improving teaching and learning through CPD for mathematics teachers AP3 Improving teaching and learning through CPD for science teachers AP4 Improving teaching and learning by engaging teachers with engineering and technology Action Programmes

27. Enhancing and enriching the curriculum, both inside and outside the classroom, to motivate students towards STEM: AP5 Enhancing and enriching the science curriculum. AP6 Enhancing and enriching the teaching of engineering and technology across the curriculum AP7 Enhancing and enriching the teaching of mathematics. AP8 Improving the quality of advice and guidance for students (and their teachers and parents) about STEM careers, to inform subject choice. Action Programmes

28. Actions through the formal curriculum AP9 Widening access to the formal science and mathematics curriculum for all students, including access to triple science and second mathematics GCSE AP10 Improving the quality of practical work in science. Action Programmes

29. Improving infrastructure and delivery mechanisms AP11 Programme to build capacity of the national, regional and local infrastructure. Action Programmes

30. Example (1) AP2 Improving teaching and learning through CPD for mathematics teachers Lead Organisation: The National Centre for Excellence in the Teaching of Mathematics

31. Example (1) AP2 Improving teaching and learning through CPD for mathematics teachers How it will work: The National Centre for Excellence in the Teaching of Mathematics was set up to provide effective strategic leadership for mathematics-specific CPD and maintains interactive dialogue with key partners and stakeholders at national and regional levels, (including the National Strategies, QIA, TDA , LLUK, QCA, OFSTED, SSAT, local authorities and subject associations). The NCETM has in place an Advisory Committee comprising these key stakeholders. NCETM will review the terms of reference of this committee to take on the specific role of co-ordinating the planning of mathematics CPD, which will be rolled through the NCETM�s infrastructure

32. Example (2) AP5 Enhancing and enriching the mathematics curriculum. Proposed Lead Organisation: The Advisory Committee for Mathematics Education (ACME)

33. Example (2) AP5 Enhancing and enriching the mathematics curriculum How it is proposed to work: A directory of Enhancement and Enrichment initiatives will be produced under the strategic leadership of ACME. ACME will take the lead on determining the criteria for including initiatives, and will develop an overview to enable gaps to be filled and duplication to be avoided. The directory will be disseminated to both schools/ colleges and funders.

34. A challenge How can the many partners in schools, colleges, industry, foundations and academia work most effectively together to increase the popularity of STEM study?