Vision for science and mathematics education Vision for science and mathematics education June 2014 The Royal Society Science Policy Centre report 01/14 Vision for science and mathematics education The Royal Society Science Policy Centre report 01/14 Issued: June 2014 DES3090 ISBN: 978-1-78252-081-8 © The Royal Society, 2014 The text of this work is licensed under Creative Commons Attribution-NonCommercial-ShareAlike CC BY-NC-SA. The license is available at: creativecommons.org/licenses/by-nc-sa/3.0/ Images are not covered by this license and requests to use them should be submitted to the below address. Requests to reproduce all or part of this document should be submitted to: The Royal Society Science Policy Centre 6 – 9 Carlton House Terrace London SW1Y 5AG T +44 20 7451 2500 E Contents Foreword 5 Summary 7 Part one. Education in changing times 15 1.1 The importance of education 16 1.2 The educational and economic importance of science and mathematics 17 1.3 The global focus on improving education 17 1.4 The need for improvement in science and mathematics education 18 1.5 About this report 20 1.6 Building a sound evidence base for policy and practice 22 Part two. Thinking scientifcally and mathematically 25 2.1 The importance of being able to think scientifcally and mathematically 26 2.2 Nurturing scientifc and mathematical thinking 27 2.3 Challenges to developing a scientifcally and mathematically informed society 30 Part three. Placing science and mathematics at the heart of education 33 3.1 New baccalaureate-style educational frameworks across the UK 34 3.2 Mathematics education to age 18 37 3.3 Science education to age 18 38 3.3.1 Computing 40 3.3.2 Design and technology 40 3.3.3 Post-16 science 41 3.4 Vocational education and training 42 3.4.1 Apprenticeships 45 3.5 Essentials of science and mathematics education 47 3.5.1 Practical work and problem-solving 47 3.5.2 Interdisciplinary learning 49 3.5.3 New technology to transform science and mathematics education 51 3.5.4 Informal learning and the role of parents 52 3.5.5 Prospective impact of neuroscience and psychological research on learning 55 3.5.6 Work experience and careers guidance 56 3.5.7 Valuing what works 68 3.5.8 How work experience and careers guidance should change 60 3.5.9 The importance of nurturing a positive STEM culture in schools and colleges 60 3.5.10 Leadership for science and mathematics education 62 VISION FOR SCIENCE AND MATHEMATICS EDUCATION 3 Part four. Quality, coherence and innovation 65 4.1 The value of National Curricula 66 4.2 Stability and innovation in the curriculum for the long term 66 4.3 The role of the STEM community 68 4.4 Subject committees for the sciences and mathematics 70 4.5 New independent curriculum and assessment bodies for England and Wales 71 4.6 Trusting teachers to assess achievement in science and mathematics 72 4.7 Assessing science and mathematics 75 4.8 The relationship between assessment and accountability 76 Part fve. Inspirational science and mathematics teaching 83 5.1 Recognising the professionalism of teachers 84 5.2 The supply of science and mathematics teachers 84 5.2.1 Primary science and mathematics teachers 85 5.2.2 Secondary science and mathematics teachers 85 5.3 The importance of subject specialism 85 5.4 Role of the STEM community in improving supply of science and mathematics teachers 87 5.4.1 Initial teacher education and teacher retention 89 5.4.2 Professional development 92 5.4.3 A new college of teaching 97 Part six. Achieving the Vision 99 Part seven. Appendices 101 Appendix 7.1 Membership: Vision for Science and Mathematics Education Committee 102 Appendix 7.2 Methodology of study 104 Appendix 7.3 The Vision Committee’s Terms of Reference 107 Appendix 7.4 Review Panel 108 Appendix 7.5 Acknowledgements 109 Appendix 7.6 Glossary 111 Appendix 7.7 Table: Students numbers in the UK 113 Appendix 7.8 Table: Education systems in the UK 114 Appendix 7.9 Assessment of practical science and mathematics 115 4 VISION FOR SCIENCE AND MATHEMATICS EDUCATION SUMMARY Foreword The ability of people to understand The report, a product of a major the world in which they live and programme of work over the past two work increasingly depends on their years, also outlines how the vision can understanding of scientifc ideas be achieved. The programme was and associated technologies and led by a committee with a wide span social questions. For most people of expertise, and it was distinguished such understanding will come mainly by its breadth of engagement with through education. This report sets out individuals and groups concerned with the Royal Society’s vision for science science, mathematics, teaching, and and mathematics education over the education systems. next 20 years. It is about how such education can enable people to make The report addresses questions of informed choices, empower them to importance and urgency. I hope you shape scientifc and technological will fnd it thought-provoking and developments, and equip them to compelling. work in an advanced economy. Such outcomes are necessary if the UK is to maintain its position as a world leader in science and engineering and achieve economic growth and to Paul Nurse secure the health and well-being of President of the Royal Society the nation. VISION FOR SCIENCE AND MATHEMATICS EDUCATION 5 SUMMARY 6 VISION FOR SCIENCE AND MATHEMATICS EDUCATION SUMMARY Science and mathematics education for 2030 Science and mathematics are at the There is excellent practice in primary heart of modern life. They are essential to and secondary schools across the UK’s understanding the world and provide the four nations. Our Vision for science and foundations for economic prosperity. mathematics education from 5–18 years of age ofers a way to build on these The UK is a world leader in science and foundations. engineering. To maintain and capitalise on this position, the UK needs to strengthen Firstly, in order to ensure young people have its science, technology, engineering and a broad and balanced education through mathematics (STEM) education. to age 18, baccalaureate-style frameworks should be introduced. Inspirational science Our Vision aims to raise the general level and mathematics curricula should be placed of mathematical and scientifc knowledge at the heart of these, and should emphasise and confdence in the population. Scientifc practical work and problem-solving. The new discovery and technological innovation can frameworks should incorporate subjects in the provide solutions to challenges such as arts, humanities and social sciences and place scarcity of food and water, energy supply and equal value on vocational learning. security and climate change, but they also raise social and ethical dilemmas. All citizens Secondly, education systems need to provide need the skills and knowledge to be able to stability for the curriculum and its assessment make informed decisions about how society in order to support excellent teaching and handles these issues. enable innovation. To achieve this, new, independent, expert bodies that draw on the In addition, our Vision seeks to link people’s wider STEM professional community need to learning and skills to the current and be created in England and Wales to determine future needs of the economy. Science curricula and assessment in STEM subjects. and technology open doors to jobs in Existing infrastructures in Northern Ireland and many sectors where the analytical and Scotland should be similarly supported. problem-solving skills acquired by studying mathematics and science are greatly prized. These skills are vital if the UK is to remain competitive internationally and to ensure that people are productively employed throughout their lives. Left Young person at the Royal Society Summer Science Exhibition, 2012. Exhibit: DNA is not your only destiny; epigenetics behind the scenes. VISION FOR SCIENCE AND MATHEMATICS EDUCATION 7 SUMMARY Thirdly, many more inspiring teachers will be Our Vision takes the long view but recognises needed. For this to happen, a sustained efort that there is both urgency and great is required to recognise their professionalism opportunity for Governments to act now. and raise their status. To keep up-to-date and There is a persistent dearth of young people maintain a passion for their subject, teachers taking science, technology, engineering and need time and resources to undertake mathematics qualifcations after the age of 16 subject-specifc professional development, across the UK. Employers report that the skills with this being linked to career progression. and numbers of students leaving education do not fully match their needs. And estimates In order to realise our Vision, we envisage a suggest that one million new science, signifcant role for the science, technology, engineering and technology professionals – engineering and mathematics professional including technicians – will be required in the community including: 1 UK by 2020. • p laying a leading role in the proposed This is an exciting and important time in independent expert curriculum and education as countries world-wide recognise assessment bodies; the importance of high-level skills and their impact on economic growth, well- • c hampioning more and better quality being and prosperity. Digital technologies, educational research; cross-disciplinary skills and the age of big data will all have a signifcant impact in the • s upporting excellence in teaching classroom and on teachers. Mathematics science and mathematics; and science must be placed at the heart of education systems. This will help to underpin • e mbracing teachers as an integral part the future prosperity of the UK, ensure of the community; and the UK maintains a globally competitive • p roviding regular opportunities for science and engineering base and support professional development. the development of a more informed and equitable society. 1 R oyal Academy of Engineering 2012 Jobs and growth: the importance of engineering skills in the economy. London: Royal Academy of Engineering. 8 VISION FOR SCIENCE AND MATHEMATICS EDUCATION SUMMARY Our Vision and recommendations OUR VISION OUR VISION All young people study Curricula and their assessment mathematics and science are stabilised and support up to the age of 18. excellent teaching and learning. Create new baccalaureate-style frameworks Use the expertise and independence of the that encompass vocational and academic STEM professional bodies, under strong learning across a broad range overarching bodies, to stabilise the curriculum of subjects to age 18. and assessment, providing quality and coherence in 5–18 science and mathematics RECOMMENDATIONS education. • D evelop rigorous new post-16 courses and qualifcations in mathematics, science, RECOMMENDATIONS engineering and technology to engage • E stablish new, independent, expert bodies students who are studying non-STEM in England and Wales, and enhance subjects at school or who are training in existing structures in Northern Ireland and the workplace, ensuring these meet the Scotland, to provide stability in curriculum changing needs of employers. and assessment and allow teachers space to innovate in their teaching. • I ncrease the amount of time and money invested in practical and problem- • C ommit to invest in these bodies long- solving work in science and mathematics term to enable STEM experts, including education for 5–18 year olds, through employers, to contribute their knowledge access to adequately resourced and experience. laboratories and well-trained teachers. • E xtend the age at which students leave formal education or training to 18 in Northern Ireland, Scotland and Wales. VISION FOR SCIENCE AND MATHEMATICS EDUCATION 9 SUMMARY OUR VISION OUR VISION Teachers have high professional Students understand the status and there is a strong supply signifcance of STEM through of science and mathematics better careers awareness and specialists. guidance. Widen access to science and mathematics Maintain investment in large-scale, national teaching and enhance their appeal programmes and events, delivered locally, to prospective entrants and returners which provide students with STEM role by expanding the STEM professional models and help teachers and families to community’s role in recognising develop better engagement with academia professionalism in teaching. and industry. RECOMMENDATIONS RECOMMENDATIONS • R equire all school and college teachers • B uild careers awareness from primary to work towards a suitable teaching school onwards by giving children qualifcation to ensure they are experts exposure to role models, such as in teaching as well as in their specialist professional scientists, engineers and subject. technologists. • R etain STEM technicians in schools and • M ake careers information, advice and colleges on permanent and well-paid guidance from early secondary onwards an contracts. essential part of the school/college week. • M ake subject-specifc professional • I ncrease parents’ understanding of how development a core requirement for STEM ofers many and varied employment teachers and technicians and link this to opportunities for all children, regardless of career progression. their social or economic status. • I nvest over the long term in national infrastructures which provide access to subject-specifc professional development for all STEM teachers and technicians. • E nsure that every primary school has, or has access to, at least one subject specialist teacher in both science and mathematics and that all post-primary science and mathematics lessons are taught by suitably qualifed subject specialists. • T rain and reward teachers to engage fully with digital technologies to improve students’ experience of, and attainment in, science and mathematics. 10 VISION FOR SCIENCE AND MATHEMATICS EDUCATION