STEMtech Educator Issue 2 by STEMtech Educator

STEMtech

Educator

Issue 2, March 2015

STEMtech | Educator - Issue 2, March 2015

The 2nd Annual STEMtech Conference & Showcase QEII Centre, London 29th April 2015 9am - 5pm

£99

+VAT

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Schools, colleges, other educational organisations and small charities can access: 

A full conference programme

 Choice

of high quality seminars with a guaranteed place

 Opportunity to network and visit a range

of relevant exhibitors

 Attentive

and supportive delegate team who will help you get the most out of your day



Full refreshments and lunch

Commercial organisations ticket price £179 +VAT was £295 +VAT Book online at: www.stemtechconference.com or call 0330 72 600 70

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Welcome to the second issue of STEMtech Educator, which includes a preview of the Second Annual STEMtech Conference, taking place in London’s QEII Centre in April. We are pleased to be able to introduce here many of the speakers who will be joining us, and we’re delighted that two of them have contributed articles to this issue. Tina Lucas Founder and CEO, STEMtech

Girl power!

Physics undergraduate Jasmin Evans campaigns passionately for STEM, in particular for getting other girls involved.

The STEM skills app Getting up and running with classroom robotics is now even easier, thanks to the new LEGO app.

STEMtech 2015: Conference preview A look ahead at some of the speakers joining us for this year’s conference.

Making maths go further Why is Further Mathematics so important? And what is being done to support schools which offer it?

STEM goes supersonic The Bloodhound Project isn’t just about shattering the world land speed record: it’s about creating an engineering adventure that will inspire, prepare and motivate the next generation of engineers and technologists.

Firm foundations What could be more inspiring for students than hearing from real life STEM entrepreneurs? Find out how to bring motivation-boosting speakers into the classroom.

Editor Helen Culwick Helen@aspire-education.org

Engineering the future Designer Stephen Mortimer

STEMtech | Educator - Issue 2, March 2015

Women in Engineering project leader Rebecca Broadbent shares her experience and what sparked her love of engineering.

Open road to success We look under the bonnet of an innovative scheme to help keep young people motivated to learn.

Status symbols How Chartered Science Teacher status can help you grow as a Science Teacher.

Hand on STEM

What better way to get students fired up with enthusiasm for STEM subjects than with a supersonic car?

loodhound SSC is a supersonic car (SSC) currently in development that aims to set a new world land speed record of 1,000mph. Powered by a jet and a rocket, the car is approximately 14m in length, weighs over 7 tonnes and produces more than 135,000 horsepower - more than 6 times the power of all F1 cars on a starting grid put together. The Bloodhound SSC mission is to confront and overcome the impossible using science, technology, engineering and mathematics, and to motivate the next generation to deal with global 21st century challenges. Bloodhound SSC aims to set a new world land speed record of 1000mph in South Africa in 2016. It is currently under construction at a facility in Bristol. Far from the secretive nature you’d normally associate with the design and construction of potentially the world’s fastest land vehicle, the project staff have made all of their information public. The project has been sponsored by Delcam for more than a year. Delcam is one of the world’s leading suppliers of advanced CADCAM solutions for the manufacturing industry and a wholly-owned, independently operated subsidiary of Autodesk, Inc. As well as providing funding and work in kind for the project, the company has formed an active team of five Bloodhound ambassadors. They have been involved with activities with local schools promoting the project and STEM subjects as a whole. The Bloodhound project gives the ambassadors an interesting and exciting topic to use to engage the students, one that can introduce them to the challenges they may face in a career in the STEM fields.

The mission…should you choose to accept The Bloodhound SSC team’s mission is not simply about building a car capable of achieving the design speed of 1050mph. The more important aim is to complete an engineering adventure that will inspire, prepare and motivate the next generation of engineers and technologists, similar to the way in which the space race encouraged young engineers in the 1960s. Bloodhound is a UK-based engineering project that has been specifically targeted at encouraging young students to take up the STEM subjects, so helping to provide the skilled workforce needed for the country’s future prosperity. It’s a bold statement to say you are going to inspire and prepare people for unspecified future challenges. Bloodhound has followed up on this aim by developing a series of practical activities designed to mimic genuine problems faced by the team during the design process, including lessons in frame design, thrust, drag and control systems. All the information about the solutions used by the team, demonstrating how Science, Technology, Engineering and Maths can be applied to achieve the apparently impossible, are also available on the project’s website. The Bloodhound team has made the information about the project not just accessible but easily understandable for students of all ages. Bloodhound ambassadors To compliment these web-based activities, the Bloodhound team has joined forces with the existing network of STEM ambassadors to help pass on their knowledge and passion for the STEM subjects. The combined group comprises a large number of Bloodhound ambassadors spread throughout the country with a range of skills and subjects, all

STEMtech | Educator

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Four of Delcam’s Bloodhound Ambassadors with the cockpit and fuselage of the Bloodhound SSC.

connected to the STEM network. The ambassadors have been trained, not only to assist with the prepared material but also to be able to deliver comprehensive introductions to the Bloodhound project. There are a number of statistics and facts that have been presented in different ways using excellent analogies to aid the understanding of school children and to help them comprehend the scale of the problems faced by the team. The project provides an excellent example of how the development of new technology allows people to achieve objectives previously considered impossible for a long time. Richard Pedley, who recently joined Delcam on a full-time basis after completing a year on a student placement, is one of the company’s Bloodhound ambassadors. He has given talks at a number of local schools already. “The basic structure of my presentation covers examples of British engineering, the history of the land speed record and Richard Noble’s [holder of the land speed record between 1983 and 1997] involvement, then goes on to talk about the project itself,” explained Richard. “I describe some of the problems faced by the team and the solutions used to overcome them. The end of the talk then focuses on where the project is now, how to find out more information etc.” “The bits that really grab the attention of the children are the comparisons, for example that the car will be travelling faster than a bullet from a .357 Magnum and the air at that speed has a similar consistency to custard,” said Richard. “They are always surprised that the first land speed record was set at 39mph, slower

STEMtech | Educator

he bits that really grab the attention of the children are the comparisons, for example that the car will be travelling faster than a bullet from a .357 Magnum and the air at that speed has a similar consistency to custard

than the speed of a modern-day Olympic cyclist.” After the talk, the ambassadors are able to advise on the resources available and how best to continue if the staff and students are interested in taking part in a range of activities available through. There are a number of resources and exercises designed for children at each key stage that have been developed to give a hands-on introduction to scientific principles and challenges facing the Bloodhound team. The ambassadors are available to assist with these activities. Get involved Schools that are interested can arrange the introductory talk by contacting the Bloodhound education team via the website. The opportunity will be advertised to Bloodhound’s existing ambassador network. The introduction will usually consist of a presentation lasting around half an hour briefly covering the history of British engineering and of the land-speed record, before going on to talk about the Bloodhound project and the problems faced by the team. This information will be presented using interesting analogies and simple comparisons designed to aid the understanding of the students and to engage them with the project, although actual content will depend on the individual ambassador.

Spotlight: Maths

Why is Further Mathematics so important? And what is being done to support schools which offer it? STEMtech Educator finds out from Claire Baldwin, Central Co-ordinator at the Further Maths Support Programmes (FMSP) What is Further Mathematics? Further Mathematics is an AS/A level subject, taken by students in addition to an AS/A level in Mathematics, often in preparation for study of a STEM discipline at University. It offers the opportunity to study Mathematics in more depth and breadth, covering topics such as matrices and complex numbers, which are beneficial in transition to degree courses in Mathematics, Physics and Engineering. It provides students with the opportunity to distinguish themselves as able mathematicians in their University applications and offers intellectual challenge and the opportunity to explore some sophisticated areas of mathematics. How many students are currently choosing Further Maths? Further Maths has grown in popularity at both AS level and A level over the last decade. Since 2004, AS Further Mathematics entries in the UK have risen from 3,980 to 24,402, a rise of 613%, and entries at A level have increased from 5,720 to 14,584, a rise of 255%. This extraordinary growth has established Further Mathematics as a popular qualification, with more entries in 2014 than other subjects such as Law, PE, Languages and Computing / ICT. What is the Further Mathematics Support Programme? The Further Mathematics Support Programme (FMSP) is a government-funded initiative that has been credited with playing a significant role in increasing the proportion of schools and colleges which now offer Further Mathematics from under 40% in 2004/5 to around two-thirds in 2013/14.

The FMSP provides support through three main strands: l Support for students l Support for schools/colleges and teachers l Advice and guidance about Higher Education. Registration with the FMSP allows access to online resources relevant to the units being taken by students on their Further Mathematics course, and ensures regular updates from Area Co-ordinators about Continuous Professional Development (CPD) and student enrichment opportunities in the local area. What is the next step for students with A level Further Mathematics? The number of students entering university undergraduate courses with A level Further Mathematics is growing, both in STEM and non-STEM disciplines. Recent data from UCAS shows that the proportion of students with A levels progressing to undergraduate mathematics degrees who had studied A level Further Mathematics increased from 35.6% in 2005/6 to 59.6% in 2013/14. The equivalent statistics for some other STEM subjects were: l Physics – increase from 15.7% to 36.1% l General Engineering – increase from 8.8% to 25.9% l Electronic and Electrical Engineering – increase from 10.8% to 22.6% l Chemical, Process and Energy Engineering – increase from 8.7% to 19.9% Universities can help to stimulate demand for well-qualified mathematicians through the entry requirements outlined in prospectuses and other promotional materials. Recent research concluded: “There should be clear signalling to the pre-university sector about the nature and extent of mathematical and statistical knowledge and skills needed in undergraduate degree programmes. As part of this signalling, university tutors should consider recommending the benefits of continuing with mathematical / statistical study beyond the age of 16.”

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What is the future for Further Mathematics qualifications? There are four main current priorities:

Increasing participation for AS and A level Mathematics and Further Mathematics, especially for girls. It is important that all students have the same opportunity to study AS or A level Further Mathematics. Data published by the Department for Education (DfE) in July 2014 illustrated some variation in participation rates. Nationally, 3.8% of A level students took Further Mathematics, with regional rates varying from 3.1% to 4.8%. There were also notable gender variations in participation, with 6.4% of boys but only 1.8% of girls taking A level Further Mathematics. A number of national initiatives aim to address this gender imbalance, including the YourLife campaign and further advice and guidance is available in the FMSPâ&#x20AC;&#x2122;s Girlsâ&#x20AC;&#x2122; Participation in A level Mathematics and Further Mathematics Briefing Document.

Securing provision in schools and colleges where Further Mathematics numbers are low, through FMSP support, tuition and access to resources. Due to the developments in academies and free schools, a number of new sixth forms are being created. It is important that Further Mathematics is offered from the outset and embedded as a key part of the curriculum alongside A level Mathematics. The FMSP offers support and guidance to any school or college that does not currently offer A level Further Mathematics.

STEMtech | Educator - Issue 2, March 2015

Promotion by schools, HE and employers of the importance of good mathematics qualifications, in particular Further Mathematics for STEM careers. The FMSP provides a wide range of advice and guidance about applying to STEM degrees. Currently under development are sets of exemplar materials which characterise typical subject matter that would be covered in the first year of an undergraduate degree programme.

Ensuring a smooth transition to the new A levels in Mathematics and Further Mathematics, due for first teaching in 2017. The FMSP will continue to support schools and teachers and work with students to convince them of the usefulness and fascination of A level Mathematics and Further Mathematics and continued study of the subject.

Claire Baldwin will be leading a seminar on Girls and Further Maths at STEMtech2015

Professional development

How Chartership can help you grow as a Science Teacher.

ichelle Pope has been a science teacher for just over six years. She’s employed as a biology teacher, but like many science teachers she is also available to cover another subject, Chemistry, as needed. “It’s more about understanding the nature and methods of science, then you can pick up other concepts outside of your specialism.” In January 2013 Michelle was awarded Chartered Science Teacher status (CSciTeach) through the Association for Science Education (ASE), of which she is a member. “It’s an excellent way of recognising your achievements as a teacher of science,” she says. “Especially if you are committed to continuing professional development, which I am. Teaching science is not simply about having scientific knowledge and pedagogic knowledge, it’s about how you bring them together.” The Chartered Science Teacher professional register has been around for a few years now. Originally offered by the ASE, who are licenced by the Science Council to do so, it is now also available for members of the Society of Biology and the Royal Society of Chemistry. The award is unique in recognising the professional standards of science teaching independent of discipline, which is almost a requirement in schools

where many teachers are expected to cover subjects beyond their own scientific discipline. Once registered, there is an annual commitment to continuing professional development, which Michelle says is what drew her to consider registration. “Every year you sit down and go through your CPD profile. You ask yourself: what impact have I had on my students and colleagues? As teachers you don’t want to be doing the same thing year after year, CSciTeach promotes improvement in a busy professional job. Becoming chartered has driven me to try new things, I’m now far more proactive about seeking out opportunities to share skills and ideas I’m developing.” Ian Galloway, who has been in teaching for over forty years, was invited to speak at an educational conference in Jordan on the strength of his professional status. “Being a Chartered Science Teacher has helped me in my post-teaching role.” He runs a small consultancy firm, Copernican Revolutions, to help revolutionise the teaching of Physics. “A number of organisations view CSciTeach with appreciation, it has given me credibility.” Ian, who was chair of the ASE around the time CSciTeach was introduced, believes that chartership is an important thing for recognising the profession and improving the status of science teachers. “My

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son trained to be an engineer and during his graduate and post-graduate years chartered status was built into his education. He’s now in a new job where achieving chartered status is a requirement. I would like to see this happening in future – an expectation that professional science teachers aim for chartered status, which shows others that you have reached the highest level of practice in your field of expertise.” The process of applying is straightforward. You fill in a form detailing your work and educational experience, and giving real-life examples of how you have met certain competencies. “You need to take a bit of time to think about what you’ve done over last few years and the impact,” advises Michelle. “But as a practising teacher it shouldn’t’ be too challenging to meet the criteria. The ASE are fantastic as the registrar is happy to receive your application and give feedback or further support if needed, including linking up with a mentor who already has CSciTeach. In recent times the ASE online community (eg. #ASEchat on Twitter) has become more active and helpful as well.”

STEMtech | Educator - Issue 2, March 2015

Ian adds, “When you’re applying have people in mind to support your application. If you’re unsure what to write, you could contact your supporter for their input into your application, how might you fill in the competencies. This is your chance to celebrate your own experience and success!” Chartered Science Teacher status is slowly gaining recognition among the teaching community. As more people gain professional status, the more its profile will grow, which can only be a good thing for recognising high standards in the teaching of science. “Becoming a Chartered Science Teacher would benefit anyone who is reflective about their teaching practice and committed to its improvement,” Michelle states and Ian agrees. “Commitment to continuing professional development makes you a better teacher, there’s no doubt about it in my mind.” If you’re a member of the ASE, the Royal Society of Chemistry or the Society of Biology, contact them to find out more about becoming a Chartered Science Teacher.

Case study

Alarming exclusion rates prompted Children’s Services in East Anglia to take action. Inspired by a similar scheme in the area, they set up Open Road, a well-equipped motor vehicle workshop in which people, young and old, have the opportunity to develop experience in motor vehicle maintenance, team building and life skills.

n March 2009 the 10 high schools in West Norfolk were accounting for over 40% of the county’s exclusions. Something needed to be done and fast.

David Lennard Jones, who was the Area Director of Children’s Services for West Norfolk at that time, had seen a scheme in operation in Norwich that used the attraction of motor vehicles to engage with young people who were in danger of exclusion or were already excluded and it seemed to be making an impact. Could a similar scheme work in West Norfolk? David Lennard Jones believed it would and with initial support and funding from the West Norfolk Partnership and the Borough Council a decision was taken to start Open Road West Norfolk. It was agreed that the scheme needed to be open and ready to deliver for the September 2009 school year so speed was essential. A clear, concise action plan was prepared and the execution of the

plan started in March 2009. The plan identified a number of key points including basic needs such as premises, equipment, staff, syllabus, funding, accreditation, legal issues, buy-in from local schools and putting an organisational structure in place. “It all seems so easy now, but looking back and with just six months to achieve the plan a focused approach was needed” says Terry Smith, the Project Manager appointed to get the scheme off the ground. Since opening in September 2009, Open Road West Norfolk has become a solid platform on which young people in West Norfolk, male or female, who for whatever reason need a little or maybe a lot of encouragement and guidance to find their way onto a career path that will sustain and reward them for the future, a profession to be proud of. Through the attraction of motor vehicles, Open Road is the catalyst that captures the attention and interest of the area’s young people; it generates the desire to achieve more as an individual, and to help others by developing team player skills. Open Road drives a culture of hard work, a place where application, positive attitude and teamwork will be acknowledged and appropriately rewarded, ultimately leading to professionally recognised qualifications.

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A modern, well-equipped state of the art automotive workshop and training facility, Open Road is a place where students, instructors and staff enjoy attending, a place where they want to be rather than have to be. A safe place of learning while at the same time being fun, exciting and having an image that delivers an element of street credibility and a feeling of pride for those that are lucky enough to be involved. Working with High Schools and Colleges and other key agencies in the region, teams of students attend Open Road one or more days per week and through structured hands on training programs attain professionally recognised IMI (Institute of the Motor Industry) qualifications. Alan Waldron is Headteacher at Include Schools Norfolk, which has been established for six years and provides young people the opportunities to gain an education or vocational qualification when they are no longer in mainstream school. Alan says: “The success rate for all of our learners has been fantastic since working in partnership with Open Road. Students have gained Level 1 Awards,

Certificates and Diplomas but most importantly better social skills and their confidence has grown as they feel part of something and feel proud they are working towards a qualification that most of their own age group would not have an opportunity to participate in. Most recently 6 learners achieved their Certificates and have gone on to access Level 2 courses at Main stream colleges and one young man even gained an apprenticeship at a local company.” General Lord Richard Dannatt, former head of the British Army, visited Open Road Norfolk in 2011 and commented on the importance of the project as a route to success, saying, “It is so important that young people are given every opportunity to get a fair start in life. Learning practical skills is one really good way to achieve this.” So what’s next? Open Road West Norfolk recently celebrated its fifth birthday. In the five years that it has been in operation it has welcomed well over 300 young people into the workshop. In addition to the term time activities for young people Open Road also offers holiday Go-kart construction projects to motivate young people and encourage them to engage with learning in a practical way. In 2015 there is an invitation to unemployed adults to engage with the project and receive support in job seeking skills while building experience of the workplace. Demand is growing and the Trustees plan that the next five years will see the charity continue to develop and the work with young people and adults.

The 10 high schools in West Norfolk were accounting for over 40% of the county’s exclusions

STEMtech | Educator - Issue 2, March 2015

Spotlight: Engineering

Rebecca Broadbent shares with STEMtech Educator some great ways to bring engineering to life in the classroom.

magine a world without engineers. This isn’t easy as engineers have a great impact on our lives, from the clothes we wear to how we travel, how we communicate, eat and how illnesses are treated. Take a moment to look around you and think about all of the things that engineers have helped realise. When you do this you begin to understand the importance of engineering. However, many people have very little comprehension of what it means to be an engineer. What is engineering? Could you sum up engineering in three words? This is a question I ask people frequently. I ask students, teachers, even engineers and the results are very interesting. I admit that this is a hard question to answer but give it a go. We

can’t begin to help the next generation make informed decisions about engineering if we don’t have a clear idea of what engineers do. Imagining the world without engineers is hard to do but so is trying to capture and express what an engineer is. Theodore von Kármán once said that, “Engineers create the world that has never been”. This is true as engineers are creative, inventive and work to advance society. As engineers we create, we innovate, we invent, we problem-solve, we test, we plan, we model and we work together to help people. My inspiration for becoming an engineer was the Talyllyn Railway, where I was struck by what amazing machines steam

engines are and how they had transformed people’s lives. It was here that I realised just how great an impact you can have on people by being an engineer. Engineering is a broad field and although this makes it tricky to sum up in a few lines, it also makes it a very attractive career. You can follow your interests be they steam railways, live music or flood defences there are engineering careers encompassing all areas of life. Engineering in the classroom From my experience engineering is already happening in your classroom, all we need to do is be aware of it and highlight it. Anything that applies science, technology and maths to solve a problem is fundamental

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Rebecca is a freelance STEM communicator and education consultant. She has a MEng(Hons) in Mechanical Engineering from the University of Nottingham and is a part-time PhD student in the Engineering Education Group at Aston University.

engineering. Bringing engineers into the classroom is a fantastic way to make links between what students are already doing and the world of engineering. STEM Ambassadors are volunteers who work in STEM fields and visit schools to talk to students or run hands-on activities and the Women’s Engineering Society has a register of female engineers who volunteer to speak at schools. A careers talk from a practicing engineer is a fantastic way to open the doors to a world of opportunities which come from pursuing STEM subjects at school and beyond. Bring engineering to life with hands-on activities, engineering is after all a practical profession and there are many organisations who will run engineering workshops and

STEMtech | Educator - Issue 2, March 2015

challenges for your students. The STEM Directory has a good list of engineering education providers who offer a range of opportunities from a school visit from a rocket to a full day of engineering challenges for your staff and students. Have a go at creating your own engineering challenge Engineering is a great way to encourage students to develop their team working, communication and presentation skills as much as it is about their science and maths skills. Can your class work as a team to build a shelter out of paper tubes? How tall can you build a spaghetti and marshmallow tower? Can your students work as a team to design, build and test a bridge and then present their ideas and findings?

Rebecca will be leading a seminar at STEMtech 2015: ‘Magnificent Women - The work that women did in engineering during WW1’.

So let’s get hands-on, let’s get engineering into the students vocabulary. Don’t be afraid of engineering, embrace the engineering spirit of curiosity, of finding something out and answering questions no one yet knows the answers to. Let’s do some engineering: build a bridge out of chocolate, insulate a cardboard box house, design a new gadget or create a circuit to communicate information. You’re probably already doing it and you just don’t realise it. After all engineering is everything.

Inspiration & Motivation

ollaboration between business, educators, parents and the government has never been more important.

Founders4Schools is a free service which brings successful STEM entrepreneurs into schools to inspire students with reallife entrepreneurial applications of STEM subjects. Founder and Executive Chairman, Sherry Coutu CBE tells STEMtech Educator what motivated her to set up the charity and how students benefit.

In November last year the government published my Scale-up report to address economic growth for the UK. When asked to write it I thought it would be about finance which Iâ&#x20AC;&#x2122;m strong in, or tech, which I know a bit about, but I ended up writing a report about education and skills, and that was an unexpected outcome. What happens in terms of the economic growth is absolutely tied to the skills that we are imparting in schools today. In writing the report I read 148 other research reports and interviewed 300 policy makers and practitioners in 20 other countries. The key points I learnt are that: l The pace of change in our economies is extraordinarily fast l 100% of the net new jobs were created by companies that are less than 5 years old. l Companies like Tripadvisor are creating all the net new jobs today l 40% UK GDP today is controlled by companies that are less than 15 years old. This has implications on how we teach our children and how we learn. It means that we need to equip our children with skills that are relevant to the economy. Lord Young describes in his

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‘Enterprise for All’ report published in June 2014, how it is ‘difficult to exaggerate the importance of enterprise in all its forms in a modern economy,’ and the need to ‘enable many more entrepreneurs to emerge from the general body of students’. The other thing I found interesting was that 1% of the companies in this country are responsible for 36% of the jobs. That is 8,923 companies in UK responsible for these jobs. They are everywhere, not just London. In Manchester for example, (in early Dec 2014) 233 companies were scaling up but they had a number of job vacancies. What prevents them from growing is access to people with the right skills. They would be able to accept customer orders if they could hire people with the right experience. Being an entrepreneur, I tried to think about how we could solve this. I learnt through role models, by being told I could do things that I didn’t imagine I could do. In 2011 we ran an experiment by placing 4 business founders into a school for a one 1-hour session to describe to the students what they did and describe their entrepreneurial journey. We measured the impact and what we discovered was profound.

It was clear that we need to bring to life what may seem like an academic subject. That is why I created Founders4Schools, a free service that enables teachers to choose and invite local business founders into their classroom. Via the F4S website, a teacher can book an event in just a few minutes. Typically, each event usually consists of 3 speakers, a minimum of 25 students and lasts one hour. Some of our teachers who use the service book a programme of events across the academic year to tie in to particular subject areas or topical themes such as science week or careers week. Many of the business founders are relevant to STEM subjects, they may have STEM qualifications and/ or work in STEM sectors so it’s an ideal way to bring teaching to life in the classroom in these subject areas. Business founders need to hire people and to get students at school age excited about contributing to the economy and we hope that you will open your doors to local business founders in your area. It was my teachers who started my entrepreneurial journey and if we can do this collectively the impact we can have will be absolutely profound.

l 54% of students claimed they wanted to study STEM. l 87% wanted to get involved in a project or business afterwards.

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Viewpoint: Women in STEM

The figures for women’s participation in STEM, whether it’s in study or careers, are still too low. What can be done to change this, wonders Jasmin Evans, a Physics undergraduate and passionate advocate of girls in STEM.

t the age of 14, when choosing my options, I was accidentally put into a triple science award class instead of the double I had chosen. This turned out to be one of the happiest mistakes that had ever been made by a secondary school admin system. I started my classes in Chemistry and Physics with some trepidation; I knew this was going to be difficult and I wasn’t sure if my ability was quite up to the required standard to get decent grades at the other side. GCSE science was where I learnt the value of hard work, and was inspired by the greatest teacher I have ever met. My physics teacher had a way of bringing every concept we were learning alive. From parachuting hamster problems for terminal velocity understanding, to watching documentaries, YouTube videos, his idol Brian Cox, and playing with Slinkys, everything was fascinating, stimulating and made us all want to make him proud when in our exams. After the first three topics of the physics module, my heart was set on carrying on physics, in particular astrophysics or space science, to the next level, all thanks to the inspirational teaching. Children, and in particular young adults, look for role models and inspiration at a time when they are making decisions that could potentially affect the rest of their lives. When they go into school every day, they are exposed to new and exciting

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subjects, some which they will warm to more than others. Perceived hard subjects are those which are the most challenging and stimulating…but lose the most students. Enthusiasm is infectious and is the key to keeping students reassured and interested.

Positive role models are hugely influential, and a little out-of-the-box thinking can go a long way. From the first woman in space Valentina Tereshkova, to Grace Hopper, a pioneer in computer science, to groups such as STEMettes which organise hackathons and panel events - girls having opportunities to meet those with the power to inspire can have lifechanging impact. It seems to be drilled into girls from a young age that Biology is the only science subject they can do, maybe Chemistry but of course not Engineering or Physics. Gender stereotyping at any age is so harmful to the outlook of not just girls but boys too as they progress through education.

My own STEM journey took an unexpected turn at A level, when no amount of work could get me into my chosen university. So, instead I took a foundation year at the University of Central Lancashire, in which I covered the maths and physics basics and not so basics, required to start a degree. The pass rate was increased from 40% to 60% for this year to progress on to the first year of BSc(Hons) Physics. An extra year to get a Enthusiasm is proper grounding on infectious and is the subject I want to the key to keeping study and work with for students reassured the rest of my life was interested” more than worth it.

“

Women in STEM, or the sad lack thereof, is a huge issue that needs to be addressed. However, I don’t believe in diversity for diversity’s sake, as young women need to be inspired and engaged in what they are learning. At A level I was the only girl in my physics class and currently in my degree, I am one of two. Although we are treated as equal it is clear these figures could be vastly improved. I fully believe that when given the confidence, opportunities to let their curiosity roam and find things out for themselves, people learn the most. Only 13% of roles in the STEM industry are occupied by women. In the 21st century this is a pretty depressing figure. So we have to ask, what can be done to make a change?

This summer I ran a campaign through the State of Ambition: Summer of STEM scheme, with the aim to inspire and encourage more girls into STEM. After completing a task a day for 21 and days, writing about different issues, making animated videos on subjects such as problem solving, my campaign has now gathered over 24 000 supporters. More and more women in the industry left messages of support and words of advice for young women starting out on their STEM journeys and I hope that campaigns like this can break down some of the barriers young girls face when taking that first step in the wild and wonderful world of science. My message to all STEM educators is: You are the change makers, influencers, ambassadors and the cool teachers who let us watch a rocket launch in class. Keep fighting the good fight, you have a huge impact on your students. And thank you.

”

Jasmin is 19 years old and a first year physics student at the University of Central Lancashire. She studied GCSEs at St Michael’s RC School in Billingham, and A levels at Newcastle College. Jasmin was recently a finalist at the Institute of Physics Early Career Physics Communicator awards. This year she was selected as one of only five women from a national mentoring scheme to attend the world’s largest gathering of women technologists, held in the USA.

STEMtech | Educator - Issue 2, March 2015

STEMtech 2015

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The Second Annual STEMtech Conference will be hearing from some exciting speakers representing a range of dynamic, STEM-focussed organisations. The 2015 programme starts with the Keynote Speech, followed by main session speakers, four streams of seminars and â&#x20AC;&#x2DC;The Big Debateâ&#x20AC;&#x2122; panel discussion.

STEMtech | Educator - Issue 2, March 2015

Session 1 The future of STEM education - The critical challenge of closing the skills gap Session One takes place after the opening Keynote Speech in the main conference hall at the QEII centre and we will be hearing from some inspiring and motivating speakers talking about the future of STEM education and its role in training the workforce of the future.

The changing landscape of education - developing hands on skills, creativity and problem solving René Lydiksen MD, Lego Education René Lydiksen has served a variety of leadership roles over the past 15 years in global premium brands such as Grey Global Group and PricewaterhouseCoopers and also has in depth experience from political environments such as the Danish Ministry of Environment. As an entrepreneur he has cofounded two companies and for several years he has been Chair of several other organisations. His achievements as a business leader have led to numerous key notes in influential places including Parliament, Downing Street, BBC and Google as well as publishing papers on leadership and strategic business development. “At LEGO Education we believe we require more progressive, creative approaches in the classroom – delivering inspirational lessons and approaching STEM and other subjects in enjoyable and engaging ways.”

The importance of developing Technical literacy Mike Brown Director of Academic Programmes, Siemens Mike’s career in engineering has seen him work on many cuttingedge projects including the Learjet45 and the Airbus A380. He has been instrumental in the conception, development, and implementation of a global education programme, working closely with government departments, teachers, and associations in various countries. Mike has driven and managed the growth of academic programmes, including work in the United Arab Emirates escalating the importance of STEM education. Mike joined Siemens PLM in February 2011 as Director of Academic Programmes with global responsibility for the creation, development, implementation and management of the Siemens PLM Academic Programme. “The UK economy needs a strong and modern STEM workforce and education is where the focus needs to be.”

Further speakers will be announced on the STEMtech conference website.

STEMtech | Educator - Issue 2, March 2015

STEMtech 2015

The Session 2 & 3 seminar programme comprises twenty different sessions in four streams. Delegates select two streams to attend, giving time also to attend the STEMtech Showcase. The seminars are presented by a range of academic and inspirational speakers. Girls and Further Maths

Claire Baldwin Further Maths Support Programme (FMSP) Claire has taught mathematics across the 11-18 age range, working both as a teacher and subject leader. She was Course Leader for PGCE Secondary Mathematics in a Higher Education Institution for four years, and has also worked on a wide range of subject specific projects for Ofqual. Since joining the FMSP in April 2014, Claire has worked on a range of projects to increase participation in A level Mathematics and Further Mathematics by girls and she also works to increase the focus of Universities in encouraging Mathematics through their entry requirements. Claire is the FMSP Central Coordinator with specific responsibility for HE liaison and gender issues in mathematics. “Events such as the STEMtech conference provide a fantastic opportunity for the sharing of those ideas which are successfully driving forward advancements in STEM education”.

Making STEM a priority for political parties

Ed Long Team Science Ed Long is the campaign organiser for Team Science, a campaign seeking to raise the profile of STEM policy in the Liberal Democrat party and to elect six Liberal Democrat candidates with science and engineering backgrounds in May 2015. From January 2014 he has had the role of chair of the Association of Liberal Democrat Engineers and Scientists (Aldes). He holds a PhD in biological modelling from University College London

and currently works as Head of Research at Arachnys, a young financial intelligence technology company based in Islington.

Delivering System and organisation-wide change

Gill Collinson Head, National STEM centre Gill leads the team at the National STEM Centre at York, ensuring it retains and further develops its position as a leading source of STEM resources and support to schools and colleges across the UK. A key priority is to ensure innovation continues to drive the development of the National STEM Centre and, where appropriate, provide ‘cutting edge’ support reflecting the changing needs of the sector and the evolving education landscape. Gill has several years’ experience in STEM education and employment, and as a Chartered Engineer she has worked in both the engineering and manufacturing industries in the UK. She also worked for One North East (the North East Regional Development Agency), leading work to develop the Skills and Employment Strategy for the North East region. “With our future economic prosperity dependent upon a highly skilled and educated workforce, we welcome the strong collaboration between the National STEM Centre and STEMtech to focus efforts on delivering a sustained process of engagement in STEM education and training in the UK.”

Magnificent Women - The work that women did in engineering during WW1

Rebecca Broadbent Women’s Engineering Society Rebecca Broadbent became interested in engineering aged 12 when she began volunteering on a preserved steam railway in Wales. After gaining a Master’s degree in Mechanical Engineering she worked as an engineering research student at the Institute of Sound and Vibration Research, where she became involved with Outreach. Since then she has worked with many schools, charities, festivals and organisations to promote engineering. In 2014 Rebecca took on the role of Project Manager for the Women’s Engineering Society’s Magnificent Women and Their Flying Machines outreach activity and has helped organise and deliver this fantastic programme promoting engineering to girls in the UK. “Improving discussions around STEM and engaging students with STEM subjects in a meaningful way is incredibly important if we are to enable the future generations to make informed decisions about their own future.”

STEMtech | Educator - Issue 2, March 2015

The STEM Centre: Gazelle STEM Centre Case Study / Upskilling the Workforce

Angela McLean Assistant Principal North Herts College Angela has over 20 years’ experience in the Further Education sector, having taught on and managed a large range of programmes and subjects including Science, Mathematics and ICT. Her industrial experience prior to this was working as a research scientist for Smith and Nephew Research, a multinational healthcare company. As an Assistant principal at North Hertfordshire College, Angela is totally committed to lifelong learning, and is passionate about providing an outstanding experience that enables all learners to reach their full potential. Most recently, Angela has spent considerable time on developing a focused STEM agenda at the college and has been fully involved in the successful implementation, development and management of its Gazelle STEM Centre.

Also: l Candance Gilbert Redcar and Cleveland College, STEM Project Manager: NE14-16 Engineering Expressway programme l David Lakin UK International Project Manager, Engineering in Motion (F1) l Debbie Forster Managing Director, Apps for Good l Paul McKnight Head of Operations UK & Ireland, VEX l Mike Westlake Head of Education UK & Ireland, Autodesk l Martin Wesley Director, Sphere Science l Professor Peter Main, Director of Education and Science, Institute of Physics

The future of STEM Learning and Teaching After the Session 4 Keynote, we are joined by an impressive panel of experts to discuss what the future holds for STEM education. Ian Parry VP, Liverpool Life Sciences UTC The Liverpool Life Sciences UTC opened in September 2013 specialising in Sciences and Healthcare. The UTC provides outstanding academic and vocational education by working closely with local employers to create the next generation of scientists, healthcare practitioners, engineers and entrepreneurs. It was awarded NEF STEM Assured Status in October 2014. Ian is passionate about ‘brokering’ rather than just ‘raising’ aspirations through effective partnerships with the commercial and public sector.

Also on the panel:

Richard Green Chief Executive, Design and Technology Association Richard became Chief Executive of the Design and Technology Association in 2004. He originally trained at Goldsmiths as a D&T teacher and taught in Kent before becoming a head of department in a large London comprehensive school. This was followed by work as a local authority adviser and inspector working with primary, special and secondary schools. He has written and contributed to a wide range of design and technology publications, been involved in research, acted as a consultant on educational TV programmes, and initiated projects linking design and technology in schools to business and industry.

l Cherry Ridgeway ASCL (Association of School & College Lecturers) l Ian Nichol, Careers Academies/Career Ready l Lindsay McCurdy, CEO, Apprenticeships 4 England

A journey of Discovery: Signal Failure? Dr Deirdre Hughes OBE Commissioner, UK Commission for Employment and Skills

Tickets for STEMtech 2015 can be booked online at: www.stemtechconference.com

STEMtech | Educator - Issue 2, March 2015

The STEM skills app

or 35 years, LEGO Education has provided curriculumbased resources for teachers and pupils worldwide. Their approach is founded on the belief that a ‘hands-on, minds-on’ approach helps students actively take ownership of the learning process and develop 21st-century skills such as creative thinking and problem solving through real-life, engaging experiences. What is LEGO MINDSTORMS? LEGO launched its MINDSTORMS robotics platform in 2013, to introduce a younger generation to the excitement of building and programming robots while adding new flexibility for its devoted following of robotics enthusiasts. The kit gives children a first taste at building robots that talk, walk, think - and do just about anything else their imaginations can invent. The EV3 platform is described as a ‘full teaching package’ designed to stimulate students’ interest in areas including computer science, technology, engineering and maths.

STEMtech conference partner LEGO Education has launched a tablet-based app to support the LEGO MINDSTORMS robotics system, making it even easier to get up and running with robotics in the classroom.

Now LEGO Education has launched a companion programming app for Mindstorms, with the aim of providing an easy way for classrooms to get up and running with EV3 within a 45-minute classroom period. (Yes, you did read that correctly – 45 minutes). The app will be available to download from the LEGO Education website and the itunes store from March 2015. For pupils, the combination of the physical EV3 robot and the app can be just the hook-in they need, as well as opening up the possibility of expanding the EV3 experience to the more extensive computerbased edition of the EV3 software. The intuitiveness and mobility of tablets makes the whole experience simpler and more flexible, and makes it faster to access manageable curriculumrelevant programming content. The app comes with a range of supporting materials including nine robotics lesson plans that link to local curriculum standards and suggest possible assessment areas. There are also quick-start videos, step-by-step tutorials, building instructions, a user guide and teacher introduction pages.

The software platform for LEGO MINDSTORMS Education EV3 is based on software that’s used by scientists to solve some of the world’s greatest engineering challenges. This ‘LabVIEW’ software means children get a fun, handson experiences that helps them develop skills that can be used not just in school but also later on in industry. Pupils can hone their skills with tools that real-world scientists and engineers use.

Have you used LEGO MINDSTORMS in the classroom? STEMtech

Educator would love to hear from you, especially if you would like to feature in the next issue. Email the editor: Helen@aspire-education.org

Currently, the app is compatible with iOS-based tablets and will be available in English in March 2015 via the Apple iTunes app store and LEGO Education downloads. Full programming capabilities and integration with the three LEGO MINDSTORMS Education EV3 curriculum packs are only available with the computer version of the LEGO MINDSTORMS Education EV3 Software.

STEMtech | Educator - Issue 2, March 2015

STEM goes Supersonic Bloodhound project website www.bloodhoundssc.com Making Maths go further Joint Council for Qualifications (JCQ) A level Results www.jcq.org.uk/examination-results/a-levels The Further Mathematics Support Programme (FMSP)website www.furthermaths.org.uk Register your school / college with the FMSP at www.furthermaths.org.uk/register YourLife campaign http://yourlife.org.uk/ FMSP Girls’ Participation in A level Mathematics and Further Mathematics Briefing Document: www.furthermaths.org.uk/docs/1Girls%20 in%20mathematics%20briefing%20 document%20v7.pdf Advice and guidance about A level Further Mathematics for schools and colleges opening a new sixth form college www.furthermaths.org.uk/offering_fm FMSP Universities and Careers pages www.furthermaths.org.uk/universities including exemplar resources for the first year of an undergraduate mathematics degree www.furthermaths.org.uk/maths-preparation CPD and student enrichment opportunities in FMSP regions, www.furthermaths.org.uk/regions Claire Baldwin, FMSP Central Coordinator (HE Liaison and Gender) clairebaldwin@furthermaths.org.uk

Firm foundations Sherry’s Scale up report www.scaleupreport.org Lord Young’s Enterprise for All report http://ow.ly/HghlT Open road to success www.openroadtraining.co.uk T: 01553 776600 E: office@openroadtraining.co.uk Engineering the future The Women’s Engineering Society www.wes.org.uk Tomorrow’s Engineers www.tomorrowsengineers.org.uk The Institution of Engineering and Technology http://faraday.theiet.org Student Bridge www.studentbridge.co.uk/engineering.php Stemnet www.stemnet.org.uk/ambassadors WES www.wes.org.uk/register STEM Directories www.stemdirectories.org.uk Girl Power Jamsin’s blog http://rocketsandrobotsblog.blogspot.co.uk Stemettes www.stemettes.org

Are you passionate about STEM education? If you would like to contribute to STEMtech Educator please get in touch.

STEMtech | Educator - Issue 2, March 2015

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