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Determined by opportunity not ability?Pat Morton, Jill Collins, Claire Nix
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Starting Points
• 42% of firms struggle to find the STEM talent they require
• 64% of firms are taking some action to encourage young people to pursue STEM subjects.
• only around 20% of those taking A-Level Physics or studying undergraduate physics courses is female and 50% of state schools have no women studying A level Physics.
• 18% entered for Triple Science with large regional differences in participation (11%-28%).
• 39% of pupils did not achieve A-C in GCSE Maths.
• Dyson report – 4% of young women want to be engineers, 14% scientists and 32% models.
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The STEM careers rap…..
• http://www.nationalstemcentre.org.uk/elibrary/resource/5971/what-do-you-want-to-do
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Pass it on
• http://www.youtube.com/watch?v=G7l6crlMOrw&feature=youtu.be
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An Introduction to Career Learning and Development 11-19
Career learning is not acquired simply through information and advice. Career learning is constructed through activity and in interaction with a variety of people (careers professional, employers, teachers, parents, peers). Individuals need ongoing experiences and discussion in order to construct this knowledge within a changing social and cultural context.
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8
• Continuation of interests and hobbies from childhood
• Childhood role models still important e.g. parents, teachers, other authority figures
• Status and self esteem driven by being clever or ‘good at things’
• Need to inspire interest
Key Stage 3
• Balancing here and now perspective with greater thoughts about future – learning to defer gratification
• Starting to feel more adult pressures and responsibilities
• Identity being focussed on associations/clubs/belonging
• Planning and action
Post-16
Support through the key stages
• Move out of childhood and into ‘teen’ realm
• Aware and responsive to peer group influence
• Retreating into more private realm away from influence or easy access of adults
• Status and self esteem defined by popularity and peer acceptance
• Bring possibilities to life, planning
Key Stage 4
The nature and type, the timing and the extent to which they are tailored to meet needs influences the strength of the impact.
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Case Studies• Dorcan Academy – Swindon
– Leeanne Hunnex – raised profile of STEM, ran assemblies, created notice boards and wrote a whole school action plan
• St Katherine - Will Pearson – setting up a resource bank, working with ambassadors, planning events to ensure impact on students, linking the curriculum to STEM contexts
• Pat’s two?
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Key Principles – check these with Pat/Jill
• Planned and progressive• Starts early (Evidence
suggests that most young people’s Science aspirations and views of Science are formed during primary schools and solidified by 14)
• Age appropriate
• Broadens horizons• Planned and delivered
with colleagues in school
• Drawing on external partners
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http://www.stem-e-and-d-toolkit.co.uk/
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Some Key Resources
• Tomorrow’s Engineers Bank