Professor Julie Williams
Chief Scientific Adviser for Wales
Schools are sites where students spend a great deal
of time not only learning, but also navigating
gendered identities
Girls and boys do equally well at GCSE-level
physics and science/additional science
(previously double-award science).
However, the percentage of A-level physics
students who are girls has stayed at around
20% for the past 20 years or more.
Source: It’s Different for Girls: The Influence of Schools,
Institute of Physics Report October 2012


49% of maintained co-ed schools sent no
girls on to take A-level physics in 2011. The
figure for all secondary schools is 46%.
Girls were almost two and a half times more
likely to go on to do A-level physics if they
came from a girls’ school rather than a co-ed
school (for all types of maintained schools in
England).


Twice the percentage of girls who went on to
do A-level physics came from schools with a
sixth form, compared to schools that only
teach up to age 16 (for co-ed maintained
schools in England).
For maintained schools in England, the
positive effect of single-sex education on
girls’ choice of physics post-16 is not
replicated in the other sciences.

Pervades what is taught and how it is taught
◦ Evident in learners interactions with curriculum,
classroom and teachers.

Gender constructions of subject and
occupation not only from the school but
wider social, cultural and physiological
matrix:
◦ Family, peers, higher education, the labour market
. . . . Even biology, genetics and neuroscience

MORE interventions that build girls’
confidence, self-efficacy and esteem, sense
of entitlement and ownership in STEM . . .
◦ & their enjoyment and sense of fulfilment


That connect social with scientific lives
That focus on experiential learning
◦ Learner-led, role-play

That build positive identities through cooperation with role models, parents, peers




Promoting female talent in science, engineering and
technology from classroom to boardroom
WISE helps organisations to inspire women and girls
to pursue science, technology, engineering and
mathematics (STEM) as pathways to exciting and
fulfilling careers.
Mission is to push the presence of female employees
from 13% to 30% by 2020, boosting the talent pool to
drive economic growth
http://www.wisecampaign.org.uk/


Helping to identify and access Enhancement
and Enrichment activities
Providing STEM ambassadors
◦ Free resource to schools: to enthuse and inspire
students within schools about STEM


Providing links with local businesses
Supporting STEM clubs




Development and delivery of education and public
engagement projects
Supporting and enhancing science and technology
education through the development of educational
resources and (CPD) materials for use by teachers
through the medium of Welsh and English
Professional event management, Facilitation of
meetings, discussion events and consultations for
external clients
http://www.see-science.co.uk/



The National STEM Centre houses the UK’s largest collection
of STEM teaching and learning resources, in order to provide
teachers of STEM subjects with the ability to access a wide
range of high-quality support materials.
They work with business, industry, charitable organisations,
professional bodies and others with an interest in STEM
education to facilitate closer collaboration and more effective
support for schools and colleges, and promotion of STEM
careers awareness.
http://www.nationalstemcentre.org.uk/
The British Science Association's range of science, technology,
engineering and maths (STEM) enrichment activities aim to inspire
and engage 5-19 year olds.
This aim is achieved through their nationally recognised CREST
Award schemes (CREST Star 5-11 / CREST Awards 12-19), the
National Science + Engineering Competition, support for STEM
Clubs and collaborative events such as the Big Bang: UK Young
Scientists' and Engineers' Fair and the British Science Festival.
http://www.britishscienceassociation.org/crest-awards



Technocamps :free workshops to young people on
programming, robotics, game design, app
development and much more……
It is about getting young people (11-19 years) in
Wales excited about Computer Science and STEM and
challenging them to think about the world around
them in a different way
http://www.technocamps.com/




Vision for science and
mathematics education
"The Vision Project aims to set out a vision for how
the UK can develop an inspiring and high performing
science and mathematics education system over the
next 15—20 years.."
Dealing with, teaching professionals, curriculum and
assessment, educational institutions and advances in
science and technology
http://royalsociety.org/education/policy/vision/

Support for teachers
Including the nationwide teacher network, the Stimulating Physics Network
and information on the talkphysics.org community

Resources for the classroom
To support the teaching of physics to 11-18 year-olds

Extra-curricular resources and activities
Events, grants and resources to support physics activity outside of lessons


Professional development for teachers
Includes university-based Physics Update residential courses to support your
continuing professional development as a physics teacher
Careers resources for students
A series of resources to help you promote physics careers and qualifications
to school or college students
• The RSC is the largest non-government supporter of
chemistry education in the UK.
• Activities encompass formal and informal education
• Key areas: schools and colleges, higher education and
continuing professional development.
◦
http://www.rsc.org/education/
◦ Committed to supporting and encouraging the
study of biology at all levels.
◦ They support and recognise excellence in biology
teaching.
◦ Championing of a biology curriculum that
challenges students and encourages their passion
for biology.
◦ The support of young scientists in their studies
throughout higher education.





The Centre for Alternative Technology (Machynlleth)
The National Botanic Garden of Wales (Carmarthen)
Techniquest (Cardiff)
Techniquest Glyndwyr (Wrexham)
Wales Institute for Mathematical and Computational
Sciences (Swansea)

The Targeted Initiative on Science and
Mathematics Education (TISME)
◦ http://tisme-scienceandmaths.org

The Association for Science Education
◦ www.ase.org.uk
This guide is aimed at all students considering
A-level and equivalent options.
It includes advice on the best subject combinations
for a wide range of university courses and
recommends studying at least two of the following
A-levels:
Maths/further maths
Physics
Chemistry
Biology
Languages
English
History
Geography



STEM graduates earn more than graduates of
other subjects(5%)
75,000 people are employed in science
related jobs in Wales
The 275 firms operating in the Life Science
sector represents an investment of
over£600m (30% increase since 2005)
Julie.Williams-CSAW@wales.gsi.gov.uk
Science for Wales
Science Policy for Wales
• produced in 2006
• FM Rhodri Morgan
“…Wales’ future lies in a
knowledge economy [relying on]
scientific,
technological
and
engineering know-how…”
Rhodri Morgan & Carwyn Jones
Julie.Williams-CSAW@wales.gsi.gov.uk
Science for Wales
…defined the role of the
Chief Scientific Adviser for Wales (CSAW)
“…to provide scientific advice to the First
Minister and the Welsh Government, to promote
science,
technology,
engineering
and
mathematics and the role of science within the
wider knowledge economy…”
TSB KTP
Academic Expertise for Business (A4B) £70M
SMARTCymru £29.5M
Welsh SBRI
Innovation Catalyst Programme (£3M)
Life Science Investment Fund £50M
Life Science Hub
Finance Wales
T
R
L
1
2
3
4
5
6
7
8
9
Basic Idea
Concept
Developed
Experimental
Proof
of
Concept
Technology
Validated
in Labs
Technology
Validated
in
Relevant
Environment
Technology
Capability
in
Relevant
Environment.
Technology
Prototype
Demonstration
in
Operational
Environment.
Actual
Technology
Completed
and
Qualified
Through
Test
and
Demonstration.
Actual
Technology
Qualified
Through
Successful
Mission
Operations
Sêr Cymru £50M
Research Chairs
National Research Networks

National Waterfront Museum
◦ www.museumwales.ac.uk/en/swansea

Techniquest
◦ www.techniquest.org
Pupils need to have the opportunity to
understand the differences between the
sciences at Key Stage 3 and 4, so that choices
post-16 can be made on an accurate
understanding of the different identities of the
sciences. The triple science award at GCSE is
one way of achieving this aim.
Embed careers information into the teaching of
the sciences and technology from primary
school onwards and ensure that pupils and
parents have access to accurate information
about the demand for science, technology,
engineering and mathematics (STEM) skills and
qualifications and the commercial value of such
qualifications.


Not just what goes on outside of schools but
in schools.
Improve learners’ educational experiences of
STEM:
◦ Their opportunity to encounter the breadth of STEM
◦ Their opportunity to imagine a career in STEM

Gendered inequality: naturalised and made
invisible
◦ Too widespread, ingrained and accepted

Female learners: an uncritical acceptance of
their ineligibility across STEM
◦ Loss of sense of entitlement in STEM
◦ Inhibiting girl’s future imaginaries

Reveal the ubiquity of gender inequity
◦ Explode gendered preconceptions
◦ Promote the role and importance of women in STEM