NEWS


MPs criticise ‘exaggerated’ fears over health and safety


by Daniel White


Exaggerated fears over health and safety in science classes have become a “convenient excuse” to avoid doing practical work or leading field trips, MPs have said. A report by the Science and


Technology Select Committee also said that some teachers in biology, physics and chemistry do not have enough confidence to teach practi- cal experiments. However, science teachers hit


back this week, claiming that a lack of practical work is more likely due to inadequate technical support and a lack of resources. The Select Committee is a cross-


party group chaired by Labour MP Andrew Miller that scrutinises government policy, and this report looked at how important practi- cal experiments and field trips are to science education and whether health and safety red tape was hin- dering teachers. The review was initially set up because of a “perception” that


health and safety was preventing field trips and practicals from tak- ing place, but the MPs said that this was “misconceived”. The report, Practical experi-


ments in school science lessons and science field trips, says that there is no “credible evidence” that health and safety restricts field trips or sci- ence classes. It states: “On health and safety,


we found no credible evidence to support its oft-cited explanation for decline of practicals and work out- side the classroom. “While ‘health and safety’ may


be used as a convenient excuse for avoiding practicals and work out- side the classroom, we consider that there are more fundamental reasons why many students are receiving poor practical science experiences during their school education.” The report also says that teach-


ers are unsure of their ability to carry out a field trip or believe that the volume and nature of paper- work will outweigh any benefits. Elsewhere, the MPs found that the quality of practical experiments


Gove’s vision for teaching schools


The new breed of teaching schools will be “critical” to tackling underperforming and “coasting” schools, the education secretary has said. In a speech to the National


College for School Leadership, Michael Gove also said that teaching schools will have a key role in advising on – and devel- oping – good quality CPD. He said current provision was “a bit scattergun”. Mr Gove was speaking at an


event to mark the creation of the first 100 teaching schools. The accredited schools will take a leading role in the training and CPD for teachers, support staff and heads. They will also work to raise standards through school-to- school support. Mr Gove hopes to create 500 by 2014. In his speech, Mr Gove said


teaching schools will be central to the coalition government’s reforms. He warned that underperform- ing schools will not be allowed to “simply carry on as before”. He added: “It’s not only in our


most challenging schools that you can have a transformative effect. As the prime minister pointed out last week, there are far too many coasting schools in the country, with a level of performance we still term satisfactory but we all know isn’t good enough. “Teaching schools have the


capacity to form partnerships with these schools, providing them with advice and support. Many of these schools will themselves have the capacity to improve but they need encouragement, a guiding hand, and the setting of higher expectations. We’ll be say- ing more, shortly, about how we ensure progress is made. But your role will be critical.” Elsewhere, Mr Gove said he


will allow teaching schools to recruit trainees and work with an


accredited teaching training pro- vider to help them become quali- fied teachers. He explained: “Schools will be


expected to employ these trainees after graduation. So there will be an incentive on the part of the schools to recruit the very best – thus driving up the standard of prospective teachers further. “As a further incentive to


attract top graduates into the schools that most need them, train- ees who are recruited and selected by schools with a high proportion of pupils on free school meals will receive a larger bursary than other trainees.” Writing in SecEd this week,


Mr Munby said that a major part of the work for teaching schools will be to designate the first 1,000 Specialist Leaders of Education – outstanding leaders who will support their counter- parts in other schools in challeng- ing situations. It is hoped there will be 5,000 SLEs by 2015. In his article, Mr Munby says


that it will be crucial for teach- ing schools to be “absolutely collaborative and inclusive in their approach” when working with other schools. He writes: “If teaching schools are going to make the difference we believe they can make then leaders will need to assume the mantle not just of school leadership but of system leadership with confidence, with gravitas and with humility.” Mr Munby also warns that


teaching schools “look beyond organisational or personal interest, drawing on great professionalism wherever it may reside across the alliance”. He said any school that does not commit to that notion will face de-designation.


• To read Mr Munby’s article and for more from Mr Gove’s speech, turn to page 13.


in some forms. In fact, the difficulty associated with planning and doing practical work both in and out of school is more likely to be due to inadequate technical support, lack of resources and the high stakes assessment culture which inad- equately assesses practical work. “One of our recommendations


to the committee was that all trainee teachers should be expected to pre- pare and lead at least one fieldwork session themselves and take part in a trip. “This experience can have a


number of positive learning out- comes for the trainee, including aspects of behaviour management and, very importantly, the opportu- nity to relate classroom science to the real world.” Elsewhere this week, the


and fieldwork has been weakened because of poor teacher training and school facilities, a lack of lab tech- nicians and crowded timetables. Mr Miller said: “We heard evi-


dence that the pressures of manag- ing a busy curriculum, challenges in finding time for specialist CPD, or


time to get out of the classroom, are all factors contributing to a decline in the quality of practical science. “This is worrying. If the UK is to


be confident of producing the next generation of scientists, then schools – encouraged by the government – must overcome the perceived and


real barriers to providing high quality practicals, fieldwork and fieldtrips.” Annette Smith, chief execu-


tive of the Association for Science Education, told SecEd: “It would be easy to use this part of the report to imply that teachers shirk practical activity because of the need to fill


Countryside Alliance released a survey showing 92 per cent of par- ents want their child to experience lessons in the countryside. Read the full Select Committee


report at www.parliament.uk/busi ness/committees (click on Science and Technology Select Committee)


Welsh girls challenge stereotypes


A growing number of female students in Wales are breaking gender stereotypes when it comes to choosing a career. Some Welsh colleges have seen


rises of up to 20 per cent in applica- tions by female students for courses training mechanics, decorators and engineers. Among those taking on the


men are teenagers Jieying Luo and Jessica Jones. The pair are both students at


St David’s Catholic Sixth Form College in Cardiff, which is signed up to the Engineering Education Scheme Wales (EESW). The edu- cation charity links students with


local companies to work on real engineering projects. Alwyn Lloyd, St David’s assist-


ant principal for teaching and learning, said there was a growing number of teenage girls who are interested in careers in engineering. “The grimy and smelly outdat-


ed notion of engineering has been replaced by a modern clean and high-tech image which is attrac- tive to our science, technology and mathematics students,” he said. “Clearly the female engineers


our students are mentored by encourage girls to participate in the scheme and enter the industry themselves.”


Academy students start teaching course


A group of academies is hoping to develop its next generation of teachers directly from their 6th form cohort. The schools within the Cabot


Learning Foundation in Bristol have introduced a post-16 educa- tion programme called “Teachers for Tomorrow” aimed at students who have an interest in joining the profession and last week the first 21 signed up. The programme looks to devel-


op their skills by enabling them to spend half a day a week gain- ing an insight into the profession. Students will mentor a group of year 7s supporting their own work


in lessons, complete placements in nursery, primary or special schools, and help prepare resources to sup- port teachers in their school. The scheme will run alongside


the students’ A levels and they will use the free timetable slots to focus on the course. To get a place on the scheme,


students had to explain why they wanted to teach, provide examples of when they have been taught well, and what made it interesting, as well as explaining what skill and talent they can bring. David Carter, executive principal


of the Cabot Learning Federation, which comprises Bristol Brunel,


New recruits: Students from the Teachers for Tomorrow programme with Federation principal David Carter (right)


Bristol Metropolitan, Hans Price, King’s Oak and John Cabot acad- emies, said: “In England, there are 25,000 primary schools and 3,500 secondary schools and I share the vision of the government that we should be aiming to make educa-


tion in the UK world class.” He continued: “It is with this in mind that I think a successful federation such as ours should lead the way on this and start training the next generation of teachers while they are in the 6th form.”


Charity urges more support for autistic pupils


Four in every 10 autistic students do not feel teachers understand their condition, a study has shown. A survey by the National


Autistic Society (NAS) revealed that 43 per cent of young peo- ple feel that teachers do not know enough about the condition. It is thought that 88,000 autistic stu-


4


dents attend mainstream schools in England. The NAS is currently campaign-


ing for all schools to have access to specialist support from the NHS and local authorities for pupils with SEN. Alongside the statistics this


week, the NAS has also published simple strategies that mainstream


teachers should consider with autis- tic children. These include using visual aids to


help children’s understanding (such as timetables), using simple language, talking to non-autistic students about the condition, and ensuring sufferers have a “safe place” where they can go if they feel stressed.


Jane Vaughan, director of educa-


tion at the NAS, said: “Staff who understand autism can make a huge difference to a child’s time at school – and beyond. Teachers need to feel confident that they are equipped to support children with this condition.” For more information, visit


www.autism.co.uk SecEd • September 22 2011 Jessica, 17, who has been named


Wales Young Engineer of the Year, said: “Science and maths-based subjects are traditionally perceived as a male discipline and this outlook discourages females from taking these subjects.” She says schemes like the EESW


are helping change perceptions and are giving teenage girls the belief that they can be successful in a male environment. She added: “My dream job would be a career in the research and design of space equip- ment as I enjoy the theoretical con- cepts of physics, but also achieve a sense of fulfilment when engineer- ing a product beneficial to society.”


China-born Jieying, who has


gained a place on an engineering degree course at Jesus College, Cambridge, added: “Traditionally people think of engineers as men in hard hats working machinery. I hope I can be a good example for the scientific girls and show them that females can also achieve in science.” However, despite the ris-


ing figures reported in parts of Wales, the UK picture reveals that engineering remains a male- dominated area of study. Almost 90 per cent of applications to study engineering at university are made by boys.


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