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.
The numeracy and mathematics benchmarks have been developed to provide clarity on the national standards expected within each curriculum area at each level. Their purpose is to make clear what learners need to know and be able to do to progress through the levels, and to support consistency in teachers’ and other practitioners’ professional judgements.
A copy of the numeracy and mathematics experiences and outcomes from CfE
Glasgow City Council is offering grants to educational establishments to support food growing in the school and the wider community. Taking an active role in growing food, and understanding what fruit and vegetables need to grow is a great way to engage young people in health and well-being and learning for sustainability.
A limited number of grants are available at £250, £500 and £1000.
The deadline for the first batch of grants is the 2nd of November 2018. Completed applications should be sent to: Mark.Irwin@Glasgow.gov.uk
These grants are available to Glasgow City Council education establishments only.
The science benchmarks have been developed to provide clarity on the national standards expected within each curriculum area at each level. Their purpose is to make clear what learners need to know and be able to do to progress through the levels, and to support consistency in teachers’ and other practitioners’ professional judgements.
A copy of the science experiences and outcomes from CfE.
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.
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.
A copy of the technologies experiences and outcomes from CfE.