Views
Who is STEM for anyway? T
oo often STEM opportunities are given to gifted and talented pupils in one or more of the STEM subjects. STEM clubs have requirements in terms of grades for pupils to attend. STEM university visits are arranged for higher ability pupils before they choose their GCSE’s, to encourage them to make appropriate choices. Extras support in Maths is offered to under achievers and those labelled ‘pupil premium’ ignoring the average pupil. So just who is STEM for anyway?
Going AWOL By Graham Cooper, Head of Product Strategy, Capita SIMS T
his year looks set to be one of the busiest yet as everyone adapts to the rigours of a new curriculum and a shake-up in assessment. Now that you have had your first taste of teaching a new curriculum, it is the ideal time to take a further look at how you are planning to go AWOL (assessment without levels, get it?).
For the last 20 years, schools across the country have monitored progress in terms of levels set by the government. Schools must decide which direction to take as levels have now disappeared.
One direction?
I know from the many conversations I have had with teachers, including a few of my former colleagues, that deciding which route to take will not be easy.
Kirsty Bertenshaw
In 2011, “The current and future UK science workforce” paper produced for The Science Council found that 5.8 million people were employed in the science sector, which equates to 20% of the UK workforce, ranging from construction and ICT to health and education. The report projects that there will be over 7 million people employed in science based employment by 2030.
However, this projection could face the issue of a lack of employees available. STEM qualifications have been in the news recently, warning of a shortfall of 80,000 workers in the STEM employment sector within the next two years. This information was provided by Semta - the sector skills council for science, engineering and manufacturing technologies. What is not clear from this is the type or qualification of the missing workers. We are not producing enough STEM graduates in the UK yet, although trends show an increase in uptake of STEM subjects at university. More awareness is being raised within education to provide better information to pupils when picking their options for A-levels and university. Just like average pupils being ignored pre-GCSE, it’s easy to forget to provide information on STEM careers to those not intending to apply for university.
The Russell Group of Universities produced a report in February2009 with the following statement:
”To support the UK’s ambition to move to a higher level of research and development (R&D) intensity, it is crucial to ensure that the UK has the right stock and flow of skilled scientists, technologists, engineers and mathematicians, as well as technicians and other R&D support staff, generated from within the UK and attracted from abroad. A highly skilled, diverse workforce will contribute to business productivity and innovation, enabling UK businesses to exploit fully new technologies and scientific discoveries, achieve world-class standards and compete globally.” This report recognises that not every STEM worker has to be a graduate, and the importance of skilled technicians is vital for UK based businesses to succeed.
Rolls Royce, BAE Systems and other manufacturers rely on a STEM qualified workforce to maintain their status as leading manufacturers in the UK and nationally. STEM careers not only include the designers and engineers that design the next jet engines or nuclear submarines, but also the technicians that install the fan blades and the electricians fitting the wiring. As such, RollsRoyce itself offers advanced or modern practical apprenticeships to pupils with four GCSE’s grades D and above and BAE systems minimum requirement is 5 GCSE’s grade D and above.
So who is STEM for anyway?
If STEM industry giants such as these recognise the STEM potential in average people, surely it’s time schools provide information and opportunities to everybody. Those average pupils in your classroom that want to come along to STEM club could be welding engines onto fuselages in the future. Those that love Biology but don’t achieve as well in Maths could be providing basic medical care to you when you are elderly. Ask any Science or Technology teacher – without the technicians, nothing works! So next time you get an email about a STEM opportunity, think carefully about just who STEM is for anyway.
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www.education-today.co.uk
To gauge where schools are up to in this process, Capita SIMS gathered the views of nearly 100 primary and secondary schools. Unsurprisingly, our preliminary results showed that no common pattern has yet emerged.
Although 21 per cent of schools have decided to introduce a new system of assessment, 23 per cent will be running their existing system in parallel with a new one.
Some have decided to bide their time. We found that 28 per cent of schools are planning to keep the existing system of levels – for now.
Uncertainty prevails
And despite the endless conversations that have taken place at staff meetings up and down the country, 28 per cent of the schools we questioned had still failed to make a final decision about how to proceed. Why? It appears that this uncertainty is fuelled primarily by concerns about how to measure progress and set valid targets.
Of course, the ability to know how much progress individuals and groups of students have made is of critical importance. But I do believe that as long as schools use their time wisely to establish benchmarks, they will have a clear starting point to measure against for the rest of this first year – and beyond.
You can set realistic targets by using your management information system (MIS) to capture attainment data right from the start of a student’s journey at your school to see whether they are meeting your expectations.
The assessment microscope
But as the secondary school readers amongst us will attest, we have also had to grapple with the introduction of new Progress 8 measures. The introduction of these new measures alongside the levels changes means that measurement and target setting now takes on a sharper focus for every secondary school.
Just over half of the secondary schools in our survey (56 per cent) had already made changes to their curriculum in response to Progress 8. For schools in a similar position, it’s important to remember that during this transition period, you will need to closely measure the impact on student progress.
If any of the changes introduced have had a negative impact on the progress of individual of group of students, it is possible to step in early and provide the additional support needed to ensure students do not fall further behind.
Judging schools on their students’ progress from the end of primary school through to GCSE means that no-one can over-estimate the importance of tracking progress every step of the way. Using tools such as your MIS means that this is no longer a time- consuming chore.
We are all united in our quest to ensure every student leaves secondary education with the skills required to fulfil their true potential. Together, let’s embrace change. It is a unique opportunity to ensure assessment is and will remain, our highest priority.
Twitter: @CapitaSIMS Website:
www.capita-sims.co.uk October 2014
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