Many governments and organisations are concerned that not enough young people are choosing to study STEM subjects after the age of 16. There is also widespread concern that the profile of those who do go on to study STEM subjects and pursue STEM careers is too narrow, with women, working-class and some minority ethnic groups remaining under-represented, especially in the physical sciences and engineering. The ASPIRES study sought to shed new light on our understanding of how young people’s aspirations develop over this 10-14 age period.

The standard recognises the journeys children and young people make as they learn about the world of work from the early years to the senior phase. It sets out what children and young people will learn and what parents/carers, teachers/practitioners, employers and Skills Development Scotland will do to support their learning. Implementation of the standard will improve the quality and consistency of learning about work and careers. It will improve young people’s ability to make informed decisions about future pathways.

COP26 and Learning for Sustainability Family Learning Resources for schools and ELC

Gender Stereotypes: an introduction for practitioners in schools and early learning centres.

More information can be found at: https://education.gov.scot/improvement/learning-resources/improving-gender-balance-3-18

Play Strategy for Scotland: Our Vision

The Scottish Government's vision for children and young people is clear: for Scotland to be the best place in the world to grow up.

Children’s play is crucial to Scotland’s wellbeing; socially, economically and environmentally. Our people are our greatest resource and the early years of life set the pattern for children’s future development. ‘The experiences children have in early life – and the environments in which they have them – shape their developing brain  architecture and strongly affect whether they grow up to be healthy, productive members of society’ (Harvard University, 2007). Play is an essential part of a happy, healthy childhood and ‘when children play their brains
do two things: they grow and the become organised and usable’ (Hughes, 2013). By investing in all our children and young people now we can strengthen their ability to achieve their full potential.

The strategy sets out the actions for the education and training system, the science engagement sector, and for Community Learning and Development (CLD) which will help address these issues over the next five years. Collaboration and strong partnership working by all those with an interest will be critical if we are able to deliver fully on our ambitions.

STEM Glasgow are looking for teachers, parents and professionals across the city to share their unique STEM journeys with Glasgow’s young people via our website and e-bulletin.

To share your STEM journey please fill out the biography below and return it along with a landscape photograph to: stem@glasgow.gov.uk

This self-evaluation and improvement framework can be used to stimulate dialogue and action towards a whole setting approach to STEM. It can serve as a helpful guide or route map for early learning and childcare (ELC) establishments, primary, additional support needs (ASN) and secondary schools looking to evaluate and improve their approach to STEM using the quality indicators within How good is our school? (Fourth edition) (HGIOS4?) and How good is our early learning and childcare? (HGIOELC?). The framework is also aligned with national priorities and policies including the STEM Education and Training Strategy for Scotland, Developing the Young Workforce and the Scottish Attainment Challenge.

A two page summary document of the STEM Self-Evaluation and Improvement Framework which can be used to evaluate individually and on a whole school basis in order to improve approaches to STEM teaching and learning.

The Science Capital Teaching Approach

Some students struggle to see science as being relevant to their lives and as something that is for them. This can make their engagement with science difficult. This pack will support teachers in helping students find more meaning and relevance in science and, as a result, engage more with the subject.

The ideas presented in this pack have been co-developed and trialled over four years by 43 science teachers in a diverse range of secondary schools in England with both key stage 3 and 4 classes.