> Prof. Averil MacDonald is a regular visitor to Hardenhuish, presenting on various topics.

2. Rationale for Hardenhuish • > Prof. Averil MacDonald is a regular visitor to Hardenhuish, presenting on various topics. • > A conversation about the research from WISE regarding a significant finding that showed "The concerns of mothers: To see their daughters happy and successful, which leads them to recommend jobs they are already familiar with – excluding many STEM sectors." https://www.wisecampaign.org.uk/uploads/wise/files/6pp_NFPLM_SUMMARY_v31.pdf. • > Led to an evening presentation using the resources from WISE.

3. Rationale for Hardenhuish Background information I looked at included the pattern of progression from GCSE to A-level in STEM subjects at Hardenhuish. • Over the last 4 years, STEM subjects have seen boys dominate in Maths and Physics, there has been some level of parity in Chemistry from years 12 to 13 and then girls dominate in Biology and DT Product Design. • There is an apparent decline in the uptake of STEM subjects across the 6th form • Maths and Psychology continue to be dominant A-level choices.

4. Mother & Daughter Evening event Feedback collection form . 1. …parents after the event: • How do you think that tonight’s event has changed your perception of the benefits of STEM (Science, Technology, Engineering, Maths) -related subjects and careers? • Do you think that tonight’s event has changed your daughter’s view of her future, education or career pathways? • What is the main message that you and your daughter are taking away this evening? • How could we have improved tonight’s event? 2. …pupils after the event: • What year group are you in? • Were you considering a career or future education course (e.g. A-levels) in a STEM (Science, Technology, Engineering, Maths) related area before this evening? • Would you consider a career or further education that is STEM related after the evening?

5. Evening Event findings • 41% suggested a positive impact - indicating that STEM qualifications were more likely to feature in future option choices. • 52% suggested no impact - they were already looking at STEM qualifications, the comments suggested for that more information was gained and reinforcement or confirmation of their choice was achieved. • 7% suggested they were not inclined towards STEM - one liked the arts and would not be swayed, the other an apathetic maybe. Main messages heard included: • That a science qualification does not mean you need to do a science role. • Developed and extended ideas – e.g. wanted to consider teaching, now aware of further options. • You will be good at something if you enjoy it.

6. The pupils feedback form was used to collect preconception information. This included their regard for Science lessons on a scale of 1-10. Liking Science showed a correlation with carrying on into later levels of education, but with surprising resilience.

7. Year 8 Event findings • 24% suggested a positive impact - indicating that STEM qualifications were more likely to feature in future option choices. • 38% suggested no impact - they were already looking at STEM qualifications, the comments suggested for that more information was gained and reinforcement or confirmation of their choice was achieved. • 20% suggested they were not inclined towards STEM - however there was a little confusion as one wanted to do Maths at A-Level, another wanted to be either a doctor or musician and several stated no STEM interest in the future and wanted to do some sort of Design & Technology qualification post 16. The responses among the Year 8 girls have sufficient confusion within them, to suggest that there is a lack of clarity and little time has been dedicated to considering their futures. This, I would suggest, is likely to be down to their age (12-13 years old); a thought further reinforced by the narrow scope of job roles / careers they seem to have considered.

10.          • Quiz...   • For each of your chosen adjectives, tick all the empty boxes on the same row. • Count up the number of ticks in each column and write each total in the box at the bottom. • Circle your top three, four or five totals and note each letter that corresponds to your personality types. • Look at the People Like Me Job Roles Analysis sheet to see where people like you are happy and successful in their work and see if these ideas appeal to you.                        11

11. Presentation information • From the resources available to download the pupils then listened to the impact that science qualifications can have. • This includes • Job roles they may not have even heard of or considered. • Salary and some rudimentary cost of living information. • The benefits of following a Science qualification and combining with other qualifications eg languages. • Final review mirroring the questions asked earlier to provide a baseline or comparison.

12. Reflections • These sessions can be run by trained ambassadors • more information on the website. • Closer to option choice points would probably be more useful as Y8 I felt were a little young. • Inclusion of parents was a huge positive however the target audience not all encompassed.