In partnership with the Society of Biology, Royal Society of Chemistry, and Institute of Physics

Route map

The following diagram provides a route map for development of STEM careers awareness for Teaching and Learning. This is based on the diagram on page 8 in STEM Subject Choice and Careers: Lessons Learned Part 1, and illustrates how change can be put in place from any starting point to improve practice in STEM careers awareness. It is suggested that a simple audit is utilised to identify where you currently are on the levels.

A. Teaching and learning to create greater pupil engagement and to promote STEM careers awareness, including cross-departmental work
Level 1
Level 2

No explicit or planned reference to STEM contexts and careers in curriculum planning. Individual teachers might make occasional reference to STEM careers if opportunities arise.

Some STEM teachers make use of work related contexts to achieve greater pupil engagement in STEM subjects.

The change explained: Teachers begin to use ‘images’ of specific STEM careers in their teaching, e.g. through the use of the project’s STEM Careers Curriculum resources (e.g. the KS3 science resources developed as part of the wikid science project). Greater understanding of the need to motivate pupils in STEM subjects, as this has an impact on attitudes and subject choice (e.g. at 14, Triple/Double/Single science, single/double mathematics: at 16+, towards STEM related post 16 courses).

Mechanisms to achieve change: Publication and promotion of resources (e.g. via upd8, futuremorph, mathscareers sites, and others). CPD programme includes session on how to use resources effectively. Likely to complement DfE policies on pupil engagement.

Resources available: STEM careers curriculum resources. Add examples from those we have mapped.  On-line support.

Level 2
Level 3

Some STEM teachers make use of work related contexts to achieve greater pupil engagement in STEM subjects.

Widespread use of work related contexts to support curriculum planning and delivery by teachers across the STEM subjects.

The change explained: Whilst individual teachers may be making more explicit reference to STEM careers, and work-related contexts, the shift up to the next level involves a more co-ordinated approach, with teachers across subjects (e.g. science, maths, D&T) using this approach, which is also planned into schemes of work.

Mechanisms to achieve change: Promotion of cross-curricular co-operation with CPD sessions to show how the materials including the TV programmes can help develop this co-operation.  Practical examples of areas where cross-curricular work can enhance the promotion of STEM careers.  Explicit examples of how to incorporate careers into teaching. Sessions for teachers from all STEM subjects with careers professionals.

Resources available: LEA and consultants.  Role models (SEAs) and the use of work experience.  Specifically designed CPD sessions with the emphasis on cross-curricular co-operation and working with careers professionals.  On-line support.

Level 3
Level 4

Widespread use of work related contexts to support curriculum planning and delivery by teachers across the STEM subjects.

Whole school approach to use of work related contexts to support curriculum planning and delivery across all the STEM subjects.

The change explained: Subject teachers working and planning together as part of a whole school effort to focus on STEM careers. Integration with other areas of careers education and IAG, e.g. work placements used as a source of curriculum activity.

Mechanisms to achieve change: Use of ASTs to promote whole school activity.  CPD sessions for, e.g. HoDs to help them develop in-school training for staff.  Whole school recognition of the importance of STEM careers promotion.  Recognition of school commitment, e.g. STEM School status (?).

Resources available: LEA and consultants.  Role models (SEAs) and the use of work experience.  Specifically designed CPD sessions for HoDs run at SLCs.  On-line support.


 

Page last updated on 02 May 2013