Table Of ContentVision
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
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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
