STEM Strategy 2019-2020

1. STEM Strategy 2019-2020

2. Haringey STEM Strategy

3. Why do we need a STEM Strategy? …to empower future generations through science, technology, engineering and mathematics to grow a dynamic, innovative economy. • DfE Strategy Document But also to allow our young people to thrive in a rapidly changing landscape

4. Why do we need a STEM Strategy? “I believe that the importance of scientific engagement across society has never been greater. And it should be startlingly obvious that we need to continue efforts to ensure we have a strong future supply of scientists, engineers and technologists. We need to unlock the talents of all people in the country – and that includes being able to use science and technology to help them live their lives more richly. I believe we need a society that is excited by science; values its importance to our social and economic wellbeing; feels confident in its use; and supports a representative well-qualified scientific workforce”. Ian Pearson MP We must unlock the talents of all people in the country – including being able to use science and technology to help them live their lives more richly A vision for Science and Society A consultation on developing a new strategy for the UK July 2008

5. Why do we need a STEM Strategy? • Science improves the quality of daily life, underpins prosperity and increases our readiness to face the challenges of the future – both in the UK and globally. There has never been a time when the UK population has been a bigger consumer of the products and benefits of science and technology. Our future economic prosperity and our ability to become an Innovation Nation depends on the successful exploitation of science and technology. • We also doubt if there has ever been a time when the potential for science to contribute to good policy making and sound government has been greater. Science will help us to address the main challenges we face as a nation and as a planet: • Tackling and adapting to climate change • global security and international terrorism • rising populations and the consequent pressure on food, water and other natural resources • the impact of human diseases suchas pandemic influenza and animal diseases such as foot and mouth and blue tongue. • To ensure we make the right decisions, now and in the future, we believe there is a pressing need to: • strengthen the level of high quality engagement with the public on all majorscience issues; and • Increase the number of people who choose to study scientific subjects and work in research and scientific careers. A vision for Science and Society A consultation on developing a new strategy for the UK July 2008

6. The Challenge Valerie Hannon HEP conference June 2019

7. The Challenge Valerie Hannon

8. Outcomes in ScienceHaringey Data 2018

9. KS2 • KS2 Science (teacher assessment) • The same percentage of pupils in Haringey reach the Expected Standard in Science compared with national. • Most pupil groups are in line or above their national equivalent • Girls (slightly) ahead of boys • White British well ahead of Black Caribbean, Turkish and ‘Other white’ groups

10. KS4 – Double Award

11. KS4 – Three Separate Sciences

12. KS4 Physics

13. KS5

14. KS5

15. Gender Stereotyping (National)

16. Gender Gap in the Engineering Pipeline GCSE A Level Engineering & Engineering Physics Physics Technology Jobs Undergraduates Engineering Apprentices 49% 22% 19% 13% 7% % Female Source: The Institute of Engineering and Technology

17. Meeting the Challenge in Haringey Our vision is to provide students in Haringey with a STEM education experience of the highest quality; this provision should underpin high levels of student engagement, enjoyment, and excellent performance in STEM disciplines • Haringey’s STEM strategy is intended to build our schools’ capacity to deliver excellent STEM learning, and to close equity gaps in participation and attainment in STEM. It also aims to inspire young people and adults to study STEM subjects, and to provide better connection between STEM education and training and the needs of the labour market in London and the wider UK. • We aim to expand and improve STEM learning in schools by promoting: • STEM Teaching and Learning • STEM Creativeness • STEM Pathways • STEM Leaders

18. STEM Teaching and Learning

19. Improving Teaching and Learning • The ‘Report of the STEM Review’ cites a need to improve the quality of teaching and learning at each key stage. The findings suggest: • Children develop negative attitudes to science in primary school and many primary teachers lacking the knowledge, skills and confidence to deliver a science and technology programme which develops progressively the children’s skills and knowledge; • There is a disjoin between Key Stage 2 and 3 meaning that pupils often repeat work which they mastered in primary school; and • Learners perceive a high level of difficulty of these subjects at Key Stage 4

20. STEM Teaching and Learning • We will… support the delivery of the highest standards of teaching and learning by: • Linking the STEM project to the HEP Curriculum initiative with Christine Counsell • supporting STEM teachers’ professional learning for primary teachers, secondary specialists and school science technicians • further enhancing the roles of Technology and Engineering in the offer to pupils • signposting excellent resources, activities and conferences via the HEP website • Sourcing inspirational training for new and aspiring heads of Science • Providing high quality CPD through the Alexandra Park Science Hub • Reducing the disconnect between KS2 and KS3 by promoting the STEM Learning PolarExpedition Transition Project

21. STEM Teaching and Learning • Enhanced CPD offer • Stronger links with Alexandra Park School to provide free training for HEP schoolsBoth Primary and Secondary offer available • Network meetings hosted at HEP training centre • Primary Physics Professional Learning (3PL) to be hosted at HEP training centre • Primary and Secondary STEM CPD available via HEP and Alexandra Park School

22. “Polar Explorers” Transition Project • STEM Learning Transition Project • Resources available for pupils aged 5 – 19 • Haringey-wide project to be launched in autumn term 2019 • Links to year 5 competition – Climate Change • Links to Geography, Science, Literature, Creative writing • Builds confidence as Scientific Enquirers • Enables Curriculum ‘Intent’ to be evidenced across KS2 to KS3 • Engages and Enthuses learners as Scientists

23. STEM Creativeness

24. STEM Creativeness • In order to inspire, attract and raise the aspirations of children, young people and adults in regard to STEM subjects and skills • We will… • develop the role of the STEM ambassador, strengthening local links to ambassadors • promote an exciting range of STEM enrichment opportunities led by the STEM Hub schools • promote the recognition and rewarding STEM project work by promoting the CREST award scheme • promote opportunities for children to take part in creative inter-school and NLC STEM competitions

25. Developing the role of the STEM Ambassadors STEM Creativeness • Develop the role of local Ambassadors in all Key Stages • Make it easier for Haringey schools to access a local Ambassador • Involve local Ambassadors in competitions and events • Link Ambassadors to specific career paths

26. Why CREST awards? The Challenge STEM/CREST solution Valerie Hannon

27. CREST Awards

28. Why CREST awards? Meeting the needs of disadvantaged pupils: The research shows the benefits of CREST are even more significant for disadvantaged students: CREST Silver students eligible for free school meals saw a bigger increase in their best science GCSE score (two thirds of a grade) than non-FSM students achieving Silver CREST. Students who were eligible for free school meals and took part in a CREST Silver Award were even more likely (38%) to take a STEM subject at AS Level than the non FSM students achieving a Silver CREST Award. Students who have taken a CREST Silver Award achieved half a grade higher on their best science GCSE result and were more likely to continue with STEM education, compared to a matched control group.

29. STEM Pathways

30. STEM Pathways Linking to London Businesses As the ‘Report of the STEM Review’ notes, business (in terms of private sector employers) must consider the role it needs to play, especially in growing demand. In many ways, it is the kingpin governing the success, or otherwise, of any STEM strategy. Employers have a crucial role to play in terms of improving the attractiveness of the STEM sector and in highlighting the opportunities that exist locally, particularly in the private sector. The report notes: “If the private sector here does not take steps to improve remuneration for STEM employment, it will be difficult to present a credible promotion of the benefits of STEM careers within the private sector, to parents and pupils alike”.

31. STEM Pathways - Actions • Ensure that schools are able to provide sound guidance and information on qualifications, career choices and options that support STEM • We will… • promote STEM careers and opportunities • Support schools to achieve the Gatsby Benchmarks in careers • Ensure that across Haringey there is a sufficiently wide offer to meets the needs of all learners post-16 • Promote vocational pathways in STEM such as apprenticeships • Work with the London Enterprise Adviser Network (LEAN) to enhance contact with STEM employers • Hold a conference in the Autumn Term – Challenging Stereotypes in Science and Engineering

32. Stem Pathways • “Challenging Stereotypes inScience and Engineering” Exhibition • Aim: to raise awareness of the multiple roles available in the science and technology sectors • Workshops and Guest Speakers • Hosted by a Secondary School? • Years 9/10/11? Year 6?

33. Stem Pathways “People Like Me” Research Initiative Understanding gender differences in post-16 education choicesAn opportunity for HEP schools to participate in a research project to encourage more girls to take STEM A levels The research is aimed at identifying factors that drive girls away from taking maths and/or physics post-16, even when they do very well in these subjects. Year 11 female pupils of participating schools the chance to receive one of two programmes aimed at encouraging them to study STEM subjects post-16. The first programme is a career event led by a female professional working in a STEM field, designed to provide information about STEM careers. The second programme is a £200 scholarship awarded to female pupils who obtain grades 7-9 in their maths, physics or computer science GCSEs and who continue to study at least one of these subjects at A-level. At this stage, we cannot guarantee that your school will be selected to receive either of these programmes in the academic year 2019-20. Schools that do not receive either of the two programmes in the upcoming academic year will have the chance to receive one of them in the following academic year.

34. STEM Leaders

35. STEM Leaders • We will… promote STEM leadership at all levels to drive the strategy forward within Haringey. • Each school will identify a STEM lead working alongside a STEM governor who will support and challenge the impact of initiatives. • Within the NLCs, STEM champions will be identified from both primary and secondary schools to lead initiatives • A STEM steering group will identify strategies to improve the delivery of STEM subjects within the borough by seeking out and disseminating best practice • Building on the success of the STEM Hub Schools a network of primary STEM coordinators and Secondary Heads of Department will promote seamless progression through the Key Stages

36. Progress so far • STEM strategy group membership expanded with greater representation from schools and NLCs. ½ termly meetings held. • Free trial of Job Explorer Database software arranged for all secondary schools to access STEM related career paths • LEAN (London Enterprise Adviser Network) link established to provide all Haringey Secondary Schools with access to STEM employers • Year 5 STEM competition held • Speaker from CREST at STEM meeting to promote awareness of CREST awards – STEM strategy group adopted this as their preferred method of rewarding success in STEM subjects. • Joint CPD offer agreed between HEP and Alexandra Park School STEM Hub • Website input agreed (led by Highgate School) for better sharing of resources