VIEWS & OPINION Practicals in the science classroom must stay Comment by FIONA ROBERTS, a Senior Technician and Chair of the ASE technicians committee
Practical science is incredibly important. It is an extension of the student learning experience. And yet, as teachers battle with the volume of curriculum content, ever decreasing budgets and fewer science specialist teachers, practicals are unfortunately being seen as more of a luxury.
But there are solutions. By being creative in the prep room and working collaboratively with staff and your
technicians, effective practical science lessons can still be part of your timetable, whilst keeping your budget in check. Reduce. Small scale and microscale practical work has been one of our big success stories. For example, since introducing lower molarities and microscale practicals, our annual use of concentrated Hydrochloric acid has decreased from 9L per year to just 3L. Savings that can then be diverted to other equipment purchases. Microscale practicals also help teaching staff demonstrate under a visualiser in the same format students see in front of them, and as they generally work quickly too, time can be spent on discussion and consolidation of knowledge. Reuse. Reusing chemicals, where appropriate, not only saves money but illustrates to students how we can be mindful of the environment and our resources. For example, reclaimed Copper sulfate crystals, after the making salts practical, can be used to make solutions for use in electrolysis, temperature changes or displacement reaction practicals. Reclaiming by filtration and then reusing manganese dioxide catalyst from rates of reaction practicals is another great way, as is filtering and drying the excess Copper oxide from the making copper sulfate practical so it is ready to use for the next time.
Recycle. When doing my own weekly shop, I’m constantly looking for containers that could be useful for work once empty and washed! Beer bottle tops can be used as a crucible alternative for burning magnesium and they’re great for sugar cube flame tests too. Pringles tubs lids fit over a 250ml beaker - using a warm scalpel, make a slit across the middle - perfect for holding chromatography paper. Two holes made either side of the slit allow carbon electrodes to be held as well. Contact lens pots are great for holding small pieces of metals, filter paper discs and cut pieces of universal indicator paper. Reach out. Don’t be afraid to put a plea out in the staff room for these reusable items. Used tea bags are great to collect for any eco garden compost bins too. Asking others also starts conversations in the school and showcases practical work and resourcefulness. Local companies may provide items for free too - we have received woodchip for our ecogarden and hearts for dissection. Be resourceful. Have a go at making your own version of commercially available equipment. Mini spirit burners made from the tiny jam jars found in hotels, homemade quadrats with string and plastic piping, and painting boiling tubes black and white, wrapping some in foil creates a great alternative to the Leslie Cube. Iron filings in a sealed plastic wallet with a sheet of white paper work really well for magnet practicals too.
The importance of practicals is widely recognised. Findings from Pearson revealed that in a course of one week, 98% of science teachers observed students struggling to engage in their learning. And in 2023, The Royal Society’s Science Education Tracker reported that, for students in Years 7-9, practical work was a top motivator to learn science. By working together, looking at the resources and knowledge you have within your team (and don’t forget your technicians!), we can get children across the country excited about their science lessons again.
Understanding the options for schools in the Teachers’ Pension Scheme Comment by HANNAH ENGLISH, Head of DC Corporate Consulting at Hymans Robertson
Independent schools are facing financial challenges from a multitude of different angles. Could one solution be to tackle the rising pension costs? In April 2024, independent schools participating in the Teacher’s Pension Scheme (TPS) were faced with a more than 20% increase in pension contributions, from 23.6% to 28.6%. At the start of this year, school fees became subject to VAT, and in just a few weeks’ time, in April, some schools will have their charitable business rate removed.
At the same time, the hike in employer national insurance contributions (NIC) for all employers from April 2025 will add a further burden to a school’s ability to balance their books.
With an array of financial changes coming, it’s unsurprising that many schools are reviewing where to make any cost savings to help stabilise their finances.
Between August 2019 and the end of October 2024, 386 independent schools across England and Wales withdrew from the TPS, with others applying to become Phased Withdrawal schools. Many more are likely to take similar action in the coming months.
What are the options?
Some schools may be comfortable keeping their teachers in the TPS and managing rising costs through alternative measures. Meanwhile, other schools have already, or are actively considering, making changes to teachers’ pension arrangements. For those who wish to review alternative pension options, there are three key options: • Move all teachers to a DC scheme. This involves moving all your teachers from the TPS to a Defined Contribution (DC) scheme and putting new hires into the DC scheme too. A DC scheme has a fixed employer contribution rate, giving schools more control and certainty over pension costs. The ease with which it can be achieved is likely to
March 2025
depend on the strength of the business case you can make to support exiting the TPS, because you are likely to need teachers to agree to a change to their employment contract.
• Total reward. Under this option, teachers are given the choice of opting out of the TPS into a DC scheme, or staying in TPS, with a reduction in pay to fund the additional TPS costs beyond what could be offered in the DC scheme. This gives your teachers more choice and can be easier to implement. It does, however, create additional administration and complexity – making it hard to sustain if TPS costs keep rising. • Phased withdrawal. This option allows you to put your new hires into a DC scheme, while your existing teachers remain in the current TPS. The school gradually reduces its exposure to the TPS over time as current teachers leave and retire. If it becomes available it could be combined with the total reward option for existing teachers, to further accelerate the reduction in TPS exposure.
What do schools need to consider if they plan to make a change? It’s crucial to ensure that the plan to make the change and any accompanying consultation is fully thought through. It can take several months, so starting early is vital. Here are the key steps a school would need to allow for: • Consider the alternative pension options available and determine which option is appropriate. Create a business case for change.
• Think about future proofing scheme design. For example: contribution levels to offer in a DC arrangement; level death and ill health benefits; which provider to use to offer DC.
• Consult staff if needed on the proposed changes to their pension offering, and what this means for them.
• Review all feedback from the consultation and agree on the post- consultation outcome.
• Implement the change and go live
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