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Purpose of resource:

Probe thinking around how we advise young people about STEM education and STEM jobs
Use discussion, reflection and action to encourage a greater number of learners from diverse backgrounds into STEM pathways and jobs.

Using the resource - OPTIONS:

Use as a full presentation
Chunk it for use in meetings
Work through at individual pace
Tailor it to suit

Background to this resource and how to use

Informed by conversations with

READ ME FIRST!

This resource was created By Education Scotland in conversation with Skills Development Scotland and two local authorities in the Forth Valley and West Lothian Region - Falkirk and Clackmannanshire. The aim of the resource is to probe thinking around how we advise young people about STEM education and STEM jobs and how we might unwittingly discourage learners from pursuing STEM. We hope that the opportunities for discussion, reflection will lead to action that helps to encourage a greater number of learners from diverse backgrounds into STEM pathways and jobs. We hope to raise awareness around 8 key messages that research and evidence show are significant when it comes to STEM education. They are not in any particular order. Connections with children's rights and the STEM nation award are also highlighted.

Each section contains information and an opportunity to pause and reflect. The sections are hyperlinked to allow easy of navigation.

It can be used as a whole presentation, or chunked to be used in a departmental meeting. It can also be worked through individually although we recommend collaborative professional discussion enhances the resource. The sections are not arranged in any particular order, but we recommend you start with context and practitioner role.

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Improving diversity in STEM pathways and jobs

Practitioner learning resource

Informed by conversations with

August 2023

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STEM jobs

STEM curriculum

Aspects explored

context

practitioner role

choosing STEM

(Approx 15 mins)

identifying and removing barriers

(Approx 15 mins)

gender stereotypes

pathways

Pause to reflect

Also look out for:

Opportunities to reflect on what you have heard in each section

(Approx 10 mins)

(Approx 15 mins)

(Approx 20 mins)

(Approx 15 mins)

Further resources

Connections

This resource explores eight key areas for improving diversity in STEM as shown by the coloured icons for example context, practitioner role, STEM curriculum and so on.

These key areas are bite size chunks that can be explored individually or together during for example a departmental meeting.

The key area icons are all hyperlinked to help you navigate your way through the resource. At the end of each aspect explored there is an invitation to reflect as shown by the pause button.

Similarly at the end of each section you can return to this home page using the blue house icon.

They are not arranged in any particular order, but we recommend you start with context and practitioner role.

We have also highlighted the connection to the STEM nation award, sustainable development goals and children's rights where relevant to help you make the connections.

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gender stereotypes

choosing STEM

STEM jobs

STEM curriculum

context

practitioner role

identifying and removing barriers

pathways

Leadership

in stem

STEM FAMILY and community LEARNING

EMPLOYABILITY AND STEM PARTNERSHIP working

STEM CURRiculum and learner pathways

EQUITY And EQUALITY IN STEM

https://bit.ly/3S1869C

Equitable access to STEM world of work

Data is used to analyse and promote equity

Working with a diverse range of families (including those hard to reach)

Sustained action rather than one off events

Contexts, images and role models are not limited by stereotypes

Actively removing barriers, equity not equality

Connections to this resource

(improving diversity in STEM)

On this slide you can see how the elements of the STEM nation award mapped against the 8 key messages from this resource.

The STEM Nation Award was developed by Education Scotland to celebrate, promote and build on effective practice in STEM education within and across sectors.

The structure aligns with the main aims of the STEM Education and Training Strategy.

There are 5 elements to the Award.

Celebrating effective Leadership in STEM at all levels including children and young people leading STEM learning.

A commitment to STEM family or Community learning, recognising practice which is helping to build the STEM capital of learners, their families or the community.

Celebrating sustained collaboration between settings and their STEM partner(s) to develop learners’ employability skills relating to STEM.

Recognising the work of settings in developing an inspiring STEM curriculum and associated learner pathways.

Celebrating the work settings are undertaking to address the issues of equity and equality in STEM.

For more information on the STEM nation award and to sign up:

https://bit.ly/3S1869C

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Relevant GTCS standards

Social Justice: Committing to social justice through fair, transparent, inclusive, and sustainable policies and practices in relation to protected characteristics, (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex, sexual orientation) and intersectionality.
Demonstrating a commitment to motivating, and including all learners, understanding the influence of gender, social, cultural, racial, ethnic, religious and economic backgrounds on experiences of learning, taking account of specific learning needs and seeking to reduce barriers to learning.
Integrity: Challenging assumptions, biases and professional practice, where appropriate

3.2.2 Critically and effectively engage learner participation

3.1.3 Critically and effectively use partnerships for learning and wellbeing

2.1.3 Have an enhanced and critically informed understanding of Curriculum Design

Standard for CLPL

Standard for middle leadership

2.1.3 Have an enhanced and critically informed understanding of Curriculum

2.2.2 Understand and demonstrate self-awareness and inspire and motivate others

3.1.2 Enable and sustain a coherent approach to the development and improvement of curriculum practices (including pedagogy and assessment) in line with agreed strategic and operational priorities

3.2.2 Encourage and facilitate learner participation in planning and deciding about their own learning and the wider decision-making within the learning community

3.2.4 Help promote and support partnership working with colleagues, parents/carers and families, other professionals and

agencies to support the rights and wellbeing of every learne

3.2.1 Critically and effectively organise and manage learning

2.1.4 Have an enhanced and critically informed understanding of Planning for Assessment, Teaching and Learning

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context

Goals of education: Articles 28, 29, 31

Leadership

in stem

(Approx 10 mins)

Sustainable Development Goal 1

No poverty

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“Education remains one of the most effective means we have to improve the life chances of all of our young people, and the right to and goals of education are enshrined in the United Nations Convention on the Rights of the Child (UNCRC).”

STEM can offer a route out of poverty

STEM can help to break the cycle of poverty

Why?

Social Justice

Poverty affects every aspect of a child's life - health, wellbeing, learning, participation, attainment and future outcomes

Goals of education: Articles 28, 29, 31

Policy
Economy

Policy landscape:

The Scottish Government through the STEM Education and Training Strategy want to encourage a 'STEM for All' way of thinking. In essence this means opening up STEM learning opportunities, pathways and jobs to all in Scotland. This coupled with the recent recommendations from the Hayward review and the Withers review highlight that equalities, climate change and parity of esteem in terms of pathways are important to young people.

Key to the Scottish economy in the future is STEM, and linked closely to this, green jobs. In order to provide our learners with the best chances in life, equipping them with STEM skills will be key to their success in our economy.

Education remains one of the most effective means we have to improve the life chances of all of our young people. Taken together with the goals of education from the UNCRC, the concept of social justice is what underpins education. We can further apply this concept when considering how we might remove barriers for all learners to be able to access and succeed at STEM.

One barrier that we are all aware of is poverty. Poverty affects every aspect of a child's life - health, wellbeing, learning, participation, attainment and future outcomes. STEM can provide a route out of poverty and help break the cycle of poverty.

If we are to promote social justice and a more equal and fairer Scotland for all then promoting diversity, equity and equality in STEM is key.

https://www.gov.scot/publications/scottish-attainment-challenge-framework-recovery-accelerating-progress/

https://www.gov.scot/publications/fairer-scotland-duty-assessment-scottish-attainment-challenge-2022-2023-2025-2026/

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context

Why?

Withers 2023

There is no ‘golden pathway’; no learning journey that is more worthy than another

All learners are different; some prefer to learn in a school environment, some enjoy college, and some excel in community-based learning.

Hayward 2023

All learners matter (2023)

Issues of climate change and global warming were at the heart of many of the discussions we heard.... clearly of major and pressing concern

Educating Our Future requires a Scottish education system that is proactive, flexible, integrated, and upholds the rights of all children and young people

Another significant WHY is the key messages coming from young people through the Hayward review, Withers report and the National discussion (all 2023).

For example, a quote from Withers review page 10 (1.26)

'This means a culture founded on a core principle: all learning that contributes to a positive destination has parity of esteem. This culture must pervade every

facet of our post-school learning system. There is no ‘golden pathway’; no

learning journey that is more worthy than another.'

In addition, a further quote from Withers review page 16 (2.13)

'Terms

like vocational are often used to apply to apprenticeships and college courses,

but not professional occupation-focused degree programmes like medicine or

law. The implication is that skills aren’t being delivered through ‘academic’

pathways, and that individuals will only arise work-ready from a more tailored,

vocational course or apprenticeship. Both these views are patently untrue but

culturally persist. This false dichotomy between university education and

vocational learning is inherently problematic.'

Withers review link: https://bit.ly/3pYR97W

The Hayward Review provides many proposals for the future of qualifications and assessment, but key to this is the following quote 'All learners are different; some prefer to learn in a school environment, some enjoy college, and some excel in community-based learning.'

Link to Hayward review:

https://bit.ly/3rB7ksm

and lastly, the National discussion: 'All learners matter' overwhelmingly learners called for a focus on equalities, rights and wellbeing. Climate change was of major and pressing concern and at the heart of many discussions. We also heard about the importance of

preparing children and young people in Scotland for a future where jobs, career

pathways, and life choices will be fluid and unpredictable (pages 21 and 23).

Link to national discussion: https://bit.ly/44ykXr0

We believe

STEM can be a project focus or form part of a personal pathway as suggested in the Hayward review as it offers a range of real life exciting contexts.

In light of this rapidly shifting landscape, we ask you to consider how are you preparing learners in BGE for for whatever comes from Withers, Hayward the National discussion and Muir report in terms of pathways, programmes, and opportunities.

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context

Why?

Uptake of STEM Highers by sex (up to 2022)

“Girls were significantly more likely than boys (40% vs 17%) to report that they didn’t think they were very good at STEM subjects”

Young People in Scotland Survey (2017): Scottish Government

SQA attainment statistics (1986-2022)

Here is the national uptake picture. You may wish to follow this up by examining your own uptake data.

Although this shows only one type of pathway - Highers, it illustrates the national context in terms of uptake of various STEM subjects by sex. And shockingly, this hasn't really changed since the 80's despite many interventions. We suspect it is because the issue is much broader and requires societal culture change than one off 'girls into' events. It might seem like an overwhelming issue but starting small with the things we can influence in schools is the best place to begin. We will come onto this later, but examining your own practice and biases can be a powerful starting point, followed by looking at school structures that might reinforce stereotypes.

Lastly, examining the reasons behind certain learners not picking STEM can provide great insight for interventions:

“Girls were significantly more likely than boys to (40% vs 17%) to report that they didn’t think they were very good at STEM subjects” (STEM and language choices in school:

Young People in Scotland Survey (2017): Scottish Government https://bit.ly/3Y7mGB5)

This illustrates confidence is a significant factor in whether or not certain learners choose STEM. This likely comes from the feeling 'STEM isn't for me' so we hope this resource will help provide some guidance as to how we might combat this perception.

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context

Why?

Insight, 2021-22 (post appeals)

Data taken from Insight, 2021-22 (post appeals):

Here are a selection of STEM subjects which show a particular sex difference in resulted entries. They also demonstrate the poverty related attainment gap with more entries from least deprived learners.

What these graphs also demonstrate is the intersection between SIMD - an indicator for poverty, and sex. This highlights that barriers can be more than just the sum of their parts and a girl living in SIMD 1 may be much less likely to choose certain STEM subjects than a girl in SIMD 10. Add in other protected characteristics such as ethnicity and this adds a further layer of disadvantage and reveals nuance. For example, applying the term BAME doesn't always provide amn accurate picture as overall BAME girls are more likely to be studying STEM than their white counterparts. However, Black Caribbean women and girls are underrepresented in STEM at every stage of the pipeline. In academia for example, there are a mere 26 black female professors in the UK, and on average female academics earn approximately 37% less than their male colleagues. Research has also found that black women who work in STEM have their competence challenged and experience microaggressions and bullying routinely.(Fawcett Society: https://www.fawcettsociety.org.uk/blog/the-future-of-stem-is-filled-with-women-who-look-like-me-shakeupstem#:~:text=Girls%20from%20a%20BAME%20background%20are%20more%20likely,more%20A-levels%20in%20science%20than%20their%20white%20counterparts.)

To have an equal society where everyone feels like STEM could be for them, we need to challenge this and address unconscious bias and microagressions.

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context

Why?

Insight, 2021-22 (post appeals)

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context

Why?

Are our young people ready with the skills to embrace the rapid rate of technological and digital change?

“It is important for children to know about artificial intelligence because it is the future and it is good to learn new things when they affect our lives.” - Member of Children’s Parliament (MCP), age 10, Glasgow

Are we as practitioners aware of the potential of AI as well as the risks associated with AI?

We've been hearing lot about Artificial Intelligence (AI), whether it be through our work, further afield or through our personal lives. We are all probably therefore aware of the great potential it offers. However this does not come without associated risks and it's important to consider AI in terms of children's rights as AI is already affecting significant parts of the lives of children and young people.

For example, algorithms provide recommendations to children on what videos to watch next, what news to read, what music to listen to and who to be friends with. In addition to these direct interactions between children and AI, children’s lives and well-being are also indirectly impacted by automated decision-making systems that determine issues as varied as welfare subsidies, quality of health care and education access, and their families’ housing applications.

Find out more about the crossover here: https://www.childrensparliament.org.uk/exploring-childrens-rights-and-ai/

https://www.unicef.org/globalinsight/media/2356/file/UNICEF-Global-Insight-policy-guidance-AI-children-2.0-2021.pdf

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context

Research shows that teachers, alongside parents/carers, are key influencers over young people’s option choices and learning pathways.

Jobs, qualifications, pathways and opportunities in STEM industries have changed over the last 20 years.

What's this about?

This resource can help practitioners explore these ideas and get support.

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Before anything take a moment...

To what extent do I connect with the why presented here?

What is my why behind my work with learners in STEM?

Further resources

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practitioner role

Article 12 -

I have the right to be listened to and taken seriously

Leadership

in stem

(Approx 15 mins)

Sustainable Development Goal 4

Quality Education

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practitioner role

practitioners

73% of parents and carers said they found speaking to teachers about their child’s learning and career options very or quite useful.

This is comparable with speaking to careers advisers

How useful was the following in informing you about the learning and career options available to your child?

Practitioner support

help young people see STEM

influence young people’s option choices

influence as curriculum-makers

provide opportunities to experience STEM

Scottish Government, 2018

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How might I use the opportunities within my grasp to promote STEM pathways for all?

practitioner role

Article 12 - I have the right to be listened to and taken seriously

If you are looking for direction on where to focus the curriculum here is what is reported in Ken Muir's report Putting Learners at the Centre.

"The current generation of learners see

climate change as one of the most significant

issues facing their futures and, as such, must

be recognised as a key driver influencing the

future of our education system." Ken Muir

There have been lots of reports gathering and sharing the views of young people since the OECD report in June 2020. These demonstrate how young people want for example equalities, climate change and real world challenge based learning to feature.

As subject specialists how are we shifting the focus of our BGE and senior phase experience to reflect this?

As teachers we are privileged having daily opportunities to influence the experience of young people in our schools through the learning, conversations and interactions that take place.

Through these daily occurrences, supported by longer term strategic planning, we can ensure equity of opportunity especially for those groups who are not well represented within STEM. Key to this will be learner voice (article 12 - i have the right to be listened to and taken seriously)

You might wish to use the 4 contexts of the curriculum to frame a discussion about where you are either as an individual, departmental team/faculty or as a whole school, and what opportunities there are to promote STEM within these areas.

- Curriculum areas/subjects

- Opportunities for personal achievement

- Ethos and life of school as a community

- Interdisciplinary learning

We suggest a

STOP, START, CONTINUE exercise might be worthwhile here

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How confident am I in advising young people about STEM opportunities and pathways?

On a scale of

How knowledgeable am I about STEM learning opportunities and pathways?

On a scale of

Pause to reflect

So what might this mean for my practice?

to

Further resources

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STEM curriculum

Article 29 - Education must develop every child’s personality, talents and abilities to the full.

STEM CURRiculum and learner pathways

(Approx 15 mins)

Sustainable Development Goals

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negotiating

creativity

emotional

intelligence

problem

solving

orientation

people

management

coordinating

with others

critical

thinking

judgement and

decision making

flexibility

STEM curriculum

improvements to life,

environment, health and wellbeing

- finding solutions to big challenges

National Parent Forum Scotland – STEM in a Nutshell

STEM skills for life

Science and STEM skills are in great demand in Scotland and around the globe with many employers reporting shortages and difficulties in recruiting and filling vacancies. In an increasingly technological world and digital workplace – STEM skills are now requirements for many jobs . These skills are also essential in helping us to function effectively in society as scientifically-literate citizens. Young people will need to develop skills to thrive in modern workplaces and to adapt to different jobs and the changing job-market. These are referred to as meta-skills, skills for the fourth industrial revolution, or Skills 4.0

It is therefore important to consider how learners can articulate that they have and use these skills, not just in STEM subjects but across the whole school. Highlighting these as transferrable skills for life is an important way to frame STEM to leaners.

Research shows that learners (girls in particular) connect to the more humanistic and values based elements of STEM such as the improvements to life, environment and health a wellbeing it can bring. The COVID-19 vaccine development being a prime example. (https://www.roseproject.no/network/countries/norway/eng/nor-Sjoberg-Schreiner-overview-2010.pdf)

It is also worth reflecting how these skills are embedded in the STEM curriculum and how the following elements of curriculum are supported:

- Four capacities

- Principles of curriculum design

- Four contexts of learning

-Curriculum entitlements (e.g. LfS, career education/skills for work)

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STEM curriculum

STEM provides essential skills for life

STEM helps us detect bias and make informed decisions about nutrition, the environment, lifestyles, health and more.

STEM subjects provide skills to help learners flourish and thrive in a globalised world

STEM is not just about STEM jobs

Article 29 - Education must develop every child’s personality, talents and abilities to the full.

STEM skills help us to make informed decisions about a wide range of issues from preventing disease, protecting our environment to improving our nutrition. They also help us determine bias in news stories and media.

Think about all the ways you use your skills of scientific literacy on a weekly basis!

Article 29 really links to what we are saying here - Education must develop every child’s

personality, talents and abilities to the

full. It must encourage the child’s respect

for human rights, as well as respect for their parents, their own and other

cultures, and the environment. STEM is providing those essential skills that allow talents and abilities to develop to the full.

By the time a child in Primary 5 leaves secondary in S6 – Scotland will need to have reduced its carbon emissions by 75% to meet its climate targets. This rapid transition to a Net Zero Nation will have profound impact on society and the way we live our lives. How are we preparing learners for this and fulfilling article 29's reference to respect for the environment?

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Whose perspectives will you include?
Whose story are you going to tell?
Think – what are the main messages my pupils will take away?

STEM for all - Creating an inclusive STEM curriculum

identifying and removing barriers

Article 12 -

I have the right to be listened to and taken seriously

We are certainly not suggesting to scrap the traditional topics we have always done. However we are suggesting that what is required is a mindshift in how we teach them.

It can be said that the curriculum is incomplete and inaccurate. Knowledge is shared from a monocultural, monolinguistic, narrow perspective of the world. The dominant perspective is often white, male, middle class, cishet, able-bodied, neurotypical, English-speaking, Christian. This is then seen as "normal" and everything else is considered "other."

As a result, all learners put in a lot of effort to fit into the narrow "norm." This often means spending a lot of time masking their diversity (e.g. pretending to be neurotypical, not speaking any other language than English, hiding their religion/home culture and food, changing their name and accent, pretending they don't experience or provide care, pretending they aren't experiencing poverty, etc.).

Every learner risks absorbing biases and prejudiced ideas that exist in a curriculum that lacks diversity (e.g. believing stereotypes about groups that don't share the same identities as them) and as a potential consequence, diverse learners also risk internalising stereotypes and negative messages about themselves that limit their potential and their aspirations (e.g. choosing career paths based on gender, race, social class, etc., believing they can't do well in X subject because of their diverse identity, etc.)

The three questions on the slide will hopefully prompt some reflection on current curriculum and who it is serving, which viewpoints are being highlighted/ reinforced and most importantly, what are the main messages learners are taking away? For example, does the curriculum reinforce the idea of science as lone white male genius? How can learner voice be harnessed to develop an inclusive curriculum as well as recognise Article 12 - i have the right to be listened to and taken seriously.

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STEM curriculum

As you reflect you might like to consider all learners and/or specific groups.

stick with STEM?

get ready for jobs that may not

exist yet?

see STEM in the world around us?

adapt and thrive in an increasingly globalised world?

take action to help us live

and work sustainably

build an equitable world?

How does my learning and teaching help learners...

Pause to reflect

Further resources

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STEM jobs

EMPLOYABILITY AND STEM PARTNERSHIP working

(Approx 20 mins)

Sustainable Development Goal 6:

Clean water and sanitation

Sustainable Development Goal 7: Affordable and clean energy

Sustainable Development Goal 9:

Industry, innovation and infrastructure

Sustainable Development Goal 11:

Sustainable cities and communities

Sustainable Development Goal 12:

Responsible consumption and production

Sustainable Development Goal 13:

Climate action

Sustainable Development Goal 3:

Good health and wellbeing

STEM jobs-

There will be an estimated 51,200 new STEM jobs created by 2028 –approximately the time it takes a learner to progress through secondary school.

When thinking of or discussing STEM jobs and skills it is important to consider the following three aspects:

- Core STEM jobs eg engineering, scientists, software developers, programmers, data analysts

- STEM-based jobs working for employers not necessarily associated with STEM eg a biodiversity officer or ecologist working for the local authority

- Non-STEM jobs in STEM sectors or industries eg admin support, receptionists, HR professionals, marketing and communication professionals working for technical, digital or engineering companies.

- STEM in all jobs eg hairdressers mixing hair dye chemicals, bakers making use of the chemistry of food

Approx time: 20 mins

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STEM jobs

CENSIS (Centre for Sensor and Imaging Systems )

BE-ST (Built Environment - Smarter Transformation)

DHI (Digital Health & Care Innovation Centre)

IBioIC (Industrial Biotechnology Innovation Centre)

SAIC (Sustainable Aquaculture Innovation Centre)

PMS-IC (Precision Medicine Scotland Innovation Centre)

The Data Lab

Ayrshire Growth Deal

Borderlands Inclusive Growth Deal

Moray Growth Deal

Argyll and Bute Growth Deal

Falkirk Growth Deal

Islands Growth Deal

7 Innovation Centres

6 City Deals

6 Regional Growth Deals

Regional Groups (dyw.scot)

21 DYW groups

STEM is woven through and across Scotland

Glasgow City Region

Aberdeen and Aberdeenshire

Inverness and Highlands

Edinburgh and South East Scotland

Stirling and Clackmannanshire

Tay Cities

https://www.innovationcentres.scot/

https://bit.ly/3EMXUPa

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STEM jobs

What do you want to do beyond school?

How will you get there?

from SEEMIS to national 16+ data hub

From 127K young people, just under 45K indicated a desire to enter an occupational area aligned to STEM

college

uni

volunteering

work

apprenticeship

STEM supply and demand

Source: 16+ data hub, Skills Development Scotland (2022)

Rich data is available about young people's post school pathways and destinations from Insight, SEEMIS and the 16+ data hub from Skills Development Scotland. Industry looks to this data to forecast supply and demand.

What is noticeable is that from a sample of 127k young people that just under 45k indicated a desire to enter a STEM related field. This matches the future employment forecast for 2031 in terms of the industries most in demand.

To what extent are young people's interests and anticipated job areas shaping the curriculum offer in your school or in your classroom?

https://www.skillsdevelopmentscotland.co.uk/what-we-do/skills-planning/regional-skills-assessments/

(Go to: matrix--> skills demand -->employment forecast --> select 2031)

Note: someone in your setting will have access to the post-16 data hub if this is something you would like to explore further for your learners.

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STEM jobs

Accountant
Anatomical pathology technician
Audiologist
Biomedical scientist
Cardiac physiologist
Clinical coder
Clinical technologist
Community pharmacist...

STEM roles exist in industries we may not normally associate with STEM

Decontamination sciences technician
Diagnostic radiographer
Dietician
Director of finance
Electrician
Information analyst
IT support officer
Medical laboratory assistant

There are over 350 different NHS careers. Many are STEM jobs or require STEM skills.

NHS has the highest number of predicted jobs in Scotland

Young people listed health and social care as STEM sector most interested in going into.

Opening doors into STEM - NHS as an example

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STEM jobs

Skills required:

Curiosity
Creativity
Communication
Leadership/ managerial
Science/engineering pathway/technical skills
Analysis/ problem solving

A remotely operated mobile device used on the surface of rivers, canals or lochs to monitor the quality of the water.

Engineer
Software/systems architect
Marketing
Business development
Project management
Communications officer
User experience
Design, development, implementation engineer
Web design

A piece of kit the size of a lego brick called ONCOSCREEN tests cancerous cells to work out which drugs work best for each patient

Weevil pheremones attract the insects, cameras monitor and count them using AI and sends an alert to foresters

Leggings analyse running movements in 3D to help runners improve their performance and reduce injury risks. This connects to a phone app

Opening doors into STEM - Smart technologies

What do we mean by 'internet of things'? (IoT)

IoT is a system of things using the internet or a private network to connect and communicate with each other. We say ‘things’ but really mean ‘devices’ that are connected via the internet to each other e.g. smart phone, smart watch

Aquabot

Pine Weevil camera trap

Improving chemotherapy

Smart leggings

Contact for more information:

Paul.Winstanley@censis.org.uk

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STEM jobs

VR/ immersive tech

Skills required:

Communication
Collaboration
Active learning
Organisational skills
Critical thinking, complex problem-solving & analysis
Creativity, originality, inventiveness and ideation
Project/ programme management skills

Software Developer
Project Manager
Designer
AI Specialist
Health Data Analyst
Cyber Security Specialist

Infection control app

Less invasive, more accurate alternative to a colonoscopy - patient swallows small capsule which contains a digital camera (it takes up to 400,000 images (32 per second!!)

Scotcap

Opening doors into STEM - Digital healthcare

Supports social care staff with up-to-date guidance on preventing infection and control in social care settings - helps make safe decisions quickly ‘on the go’ based on validated evidence

From Finland- a digital form of treatment for depression in the form of an action and strategy game. Still undergoing clinical trials it may be available in 2025 but is likely to become more common in healthcare

Meliora - digital theraputics

Augmented Reality (AR) uses two-way interactive video conferencing to enable surgeons to remotely assist and support surgeries. It can also help in drug delivery and education and training

AR surgery

Watch me first!!

On the screen you will see a link to a video outlining what health and digital care actually is - we suggest you start with this. This can also be useful resource to show learners to introduce this area.

Next are two examples of digital health and care being used now and in the future: augmented reality surgery which was first introduced a few years ago, and a digital therapeutics game under development.

Augmented Reality (AR) uses two-way interactive video conferencing to enable surgeons to remotely assist and support surgeries. AR can also help in drug delivery and to support education and training in health and care, allowing users to visualise and interact with 3D visualisations of all aspects of the anatomy.

A group of academics and gaming professionals from Finland have developed a digital form of treatment for depression in the form of an action and strategy game. The game (called ‘Meliora’) consists of a world ruled by an unknown evil force – the player's task is to save the world from darkness, with the visuals stem coming from the themes that depressed people often use to describe how they feel. Meliora is still undergoing clinical trials and will not actually be widely available until 2025, but this type of digital therapeutic - or digital intervention - is likely to become more commonly used in healthcare.

The next two examples are projects that have been directly supported by the innovation centre Digital Health and Care Innovation (DHI).

The first of these is Preventing and reducing the transmission of infectious diseases is essential to ensuring people stay healthy – especially if they are vulnerable or have underlying health conditions. DHI has supported the development of an app to support social care staff with up-to-date guidance on preventing infection and control in social care settings. The app has been designed to be user-friendly and is available both for mobile devices and on the web. The ‘Preventing Infection in Social Care Settings’ app is part of a suite of digital tools which enables health and social care staff support to make safe decisions quickly ‘on the go’ based on validated evidence.

and secondly, ScotCap. In 2022 it was reported that around 14,000 people across Scotland were waiting for a colonoscopy. ScotCap is a new procedure which is being used as an alternative to a colonoscopy. Basically, the patient swallows a capsule the size of a small antibiotic. The capsule contains a digital camera – when this is swallowed, it takes up to 400,000 images (32 per second), which can be reviewed and analysed remotely. It has many benefits, including:

• Highly accurate

• Cost effective

• Less invasive

• Reduces patient waiting times

Key skills and jobs in this sector are listed on the slide. Below are some some key qualifications:

Digital health

ICT, computing and relevant STEM

Health, medicine and social care

Design courses

Business, management and leadership

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STEM jobs

Skills include:

Teamwork & Collaboration
Planning
Problem Solving
Adaptability
Carbon Reduction
Budgeting

The energy sector covers oil & gas as well as renewables such as wind, wave, tidal, solar, & geothermal energy. All of which offer exciting STEM jobs.

Examples include:

Electrical, Chemical & Mechanical Engineering
Electrician, Wind Turbine & Automotive Technicians
Communications, IT & Software Engineering
Health, Safety, Sustainability & Environment
Welding & Fabrication
Construction
Project Management

200,000 jobs are forecast in the offshore energy industry by 2030, with highly transferable skills offering diverse and varied careers.

Scotland aims to reach net zero by 2045, To achieve this means changing how we fuel our homes & cars. Over ¼ of new cars sold are now electric.

The energy work force growth rate significantly exceeds national rates (SDS data 2012-2021).

For more energy career info see HERE

Opening doors into STEM - Energy related jobs

Energy mix

Net Zero

Transition

Jobs

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STEM jobs

Employment Growth

Regional example

Forth Valley Regional Skills Assessment November 2022

Some employers in the region

INEOS Aquaculture Council NHS Search Energy Newcross Healthcare Global Logistics Veolia Arnold Clark SSE Geosonic Drilling

Skythorn Risk Management Network Rail

Falkirk Growth Deal 11 projects

Innovative Industry
Creating Great Places

Stirling and Clackmannanshire City Deal

environmental projects
digital tourism
boosting skills
across the region

Forecast Employment Growth by Occupation (2024-2031), p35

Forecast total requirement by industry (2025-2032), Forth Valley p27

The slide shows information from the Skills Development Scotland Regional Skills Assessment (RSA). The RSA provides an evidence base to inform future investment in skills, built up from existing datasets and forecasts.

This slide has been included due to the initial pilot phase being focused in the Forth Valley region. To find information most relevant for your own region go to:

https://www.skillsdevelopmentscotland.co.uk/what-we-do/skills-planning/regional-skills-assessments/.

The slide shows a summary - growth deals for the areas and the nature of the projects included. It also shows predicted growth sectors and the types of occupation predicted to be in demand between 2024-31 in Forth Valley.

The following video may help with using RSA's:

https://bit.ly/3z9LxqJ

Teachers often teach in schools outwith their local areas and may not be familiar with local industry and businesses.

How many local businesses can you name?

What proportion are large or small and medium enterprises?

What are the main sectors/skills needs of local employers?

How do these compare with skills needs nationally?

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STEM jobs

Employment Growth

Regional example

Northern Alliance Regional Skills Assessment November 2022

Some employers in the region

Morayvia

Scotwind

Saxa Vord

West Coast aviation

Diageo

West Fraser

Life Scan

Digital health and innovation centre

White and McKay (circular economy)

Moray Growth deal

Early years
Digital health and innovation centre

Argyll and Bute Rural Growth deal

Dunoon STEM Hub
Islay low carbon economy
Marine aquaculture
Clyde engineering and innovation cluster
West coast Aviation - drone hub

Forecast total requirement by industry (2025-2032), pg 28

The total requirement by qualification level for the Highlands and Islands:

The slide shows information from the Skills Development Scotland Regional Skills Assessment (RSA). The RSA provides an evidence base to inform future investment in skills, built up from existing datasets and forecasts.

This slide has been included to illustrate another regional skills assessment. To find information most relevant for your own region go to:

https://www.skillsdevelopmentscotland.co.uk/what-we-do/skills-planning/regional-skills-assessments/.

The slide shows a summary - growth deals for the areas and the nature of the projects included. It also shows predicted growth sectors and the types of occupation predicted to be in demand between 2024-31 in Highlands and Islands

The following video may help with using RSA's:

https://bit.ly/3z9LxqJ

Teachers often teach in schools outwith their local areas and may not be familiar with local industry and businesses.

How many local businesses can you name?

What proportion are large or small and medium enterprises?

What are the main sectors/skills needs of local employers?

How do these compare with skills needs nationally?

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STEM jobs

What is still challenging or confusing for you? What questions do you have?

Pause to reflect

How are the ideas and information connected to what you know already?

What new ideas extend your thinking in different directions?

Connect

Extend

Challenge

Further resources

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choosing STEM

Article 29 - Education must develop every child’s personality, talents and abilities to the full.

Article 15 - (freedom of association) Every child has the right to meet with other children and to join groups and organisations

Article 3 - Adults must do what's best for me

STEM FAMILY and community LEARNING

(Approx 15 mins)

Sustainable Development Goal 1

No poverty

Sustainable Development Goal 10:

Reduced inequalities

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ELC

Primary +

BGE

STEM pathways and jobs

40%

17%

choosing STEM

STEM capital: how are you building STEM identity with your learners?

didn't choose STEM because they didn't think they were very good at it

Addressing gender stereotypes

Uncovering perceptions of STEM as 'difficult'

Building on ELC, using BGE to hook learners, increasing progression into STEM pathways

STEM capital with families and in communities

Effective advice on pathways and inclusive options processes

https://youtu.be/WE4ksRCEoyA

STEM capital is what STEM you know, how you think about STEM (your attitudes and dispositions), who you know (e.g. if your parents are very interested in STEM) and what sort of everyday engagement you have with STEM.

The Aspires Research Study shows that building STEM capital in all learners is crucial for encouraging more young people, from more diverse backgrounds, to pursue STEM careers. (See the Aspires 1 and Aspires 2 research findings at: https://bit.ly/2UJDIsU)

Traditionally, many interventions to encourage young people to take science and STEM careers happen in S3-S6. Supporting young people to make choices at this point in their school career is important. However, research shows that young people are often making choices about their future pathways at primary age. Even at this age, many can rule themselves out of pursuing science and STEM jobs thus limiting the fulfilment of article 29 from UNCRC (Education must develop every child’s

personality, talents and abilities to the

full) and prevents true freedom of association (article 15) It is therefore important to build on STEM learning from nursery and primary schools to hook learners into STEM. There should be a strong focus on engaging and inspiring young people and helping them understand the relevant of science and STEM to their lives and to their future aspirations. A part of this will be working to uncover limiting perceptions and address gender stereotypes. Girls were significantly more likely than boys (40% vs 17%) to report their reason for not choosing STEM was because they didn’t think they were very good at STEM subjects (IPSOS MORI 2017: https://bit.ly/3j6kVRF)

This will require a strong cluster approach to science and STEM which staff working collaboratively to jointly plan curriculum experiences. That approach is also likely to extend to families and improving STEM capital with families and in communities.

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choosing STEM

I'm not sure what to pick

Well...what do you feel you are good at?

Pay and job security....

Advising Young People

Article 3 - Adults must do what's best for me

The conversations which take place between learners, teachers and parents are central to the decisions that are made regarding a learner’s subject choices, learning pathways and career aspirations. On the face of it, advising children to do what they enjoy and are good at is sensible advice. However, this can have unintended consequences and can undermine efforts to encourage greater diversity in science and STEM careers.

Take gender as an example: At a National level, girls are on average attaining more highly than boys in science and STEM and most other subjects.

However, the PISA 2018 findings show that girls in Scotland are often lacking in self-confidence and self-belief: https://bit.ly/2W7wTSF

So, when parents or schools advise girls to do what they are good at, many may drop STEM subjects based on the fact they don't feel they are good at them, and, as a consequence, don't enjoy them.

Instead advising young people to consider their skills and research pay and job security via my world of work (myWOW) can help to mitigate some of this. It might also be worth familiarising ourselves with myWOW as it provides a huge amount of information on different careers and pathways. Other advice for learners could include:

- Talking to them about the transferrable skills that STEM skills provide and how sought after these are.

- Praise effort and process of a task.

- Ask learners what their perception of STEM is and try a present it as more diverse (i.e. moving away from STEM as difficult and solely for the lone white male stereotype)

- Emphasise that learners can pursue a wide variety of STEM pathways at various levels and that there are many STEM job available at technician level which do not require degree.

These can help to ensure the best interests of the child (article 3) are placed at the centre of these conversations.

For a more detailed guide see the IOP limitless guide:

https://www.iop.org/sites/default/files/2023-02/Gender-inclusive-careers-guidance.pdf

You might also find these videos useful to show learners:

https://youtu.be/00q5RNwa1ic

https://royalsociety.org/topics-policy/education-skills/teacher-resources-and-opportunities/resources-for-teachers/resources-why-science-is-for-me/

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So what?

What?

Now what?

What did I hear today?

How does it connect to my practice?

What am I going to do about it?

Pause to reflect

choosing STEM

Further resources

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gender stereotypes

Goals of education: Articles 29 and 31

Article 3 - Adults must do what's best for me

(Approx 20 mins)

EQUITY And EQUALITY IN STEM

Sustainable Development Goal 5:

Gender equality

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gender stereotypes

There’s not many boys in drama or HE. The ones who do are dead confident.

S3 Boy

Business is more of a boys’ thing, or that’s the way the teacher puts it. Like it’s always from a boy’s perspective.

S1 Girl

I like computing, I’ve always been able to do it and liked it but I wasn’t going to choose it as too many boys do it, until my parents convinced me.

S3 Girl

Even though our teachers say we can do anything we want, they tell you to ‘think about it’ if you make an unusual choice. They make you doubt yourself

S2 Girl

I like geography because we get a fair chance to answer questions. Sometimes you feel that the teachers think that boys know more than girls, and we don’t get that in geography.

S1 girl

Why challenge gender stereotypes?

Goals of education: Articles 29 and 31

research

• WHY challenge gender stereotypes?

• First and foremost - young people voice and experiences tell us its important for them to feel included in order to pursue STEM subjects.

These quotes were taken from a pilot project between Skills Development Scotland and Education Scotland in 2018. They show young people's perceptions about different subjects and allude to how teachers can influence and shape this. They highlight some of the ways in which we may unwittingly reinforce stereotypes: through interactions, experiences provided and the spaces we cerate. If we are truly going to recognise and realise children's rights then gender stereotyping can place a limitation on the fulfilment of article 29 ((Education must develop every child’s personality, talents and abilities to the

full) and 31 (every child has the right to relax, play and take part in a wide range of cultural and

artistic activities).

Further evidence of this can be found here: PAGE 6 https://syp.org.uk/wp-content/uploads/2022/09/Gender-Equality-in-Education-Report.pdf

Other reasons for challenging gender stereotypes include: Drawbacks of gender stereotyped careers on both men and women:

• Gender pay gap

• Undervaluing of jobs women commonly do

• Gender bias in everyday systems

• Fewer creative and inclusive solutions

Some improvements have happened but there is still a long way to go - challenging stereotypes also dismantles restrictive boxes for boys and pathways deemed as traditionally feminine.

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How to challenge stereotypes through practice

gender stereotypes

Monitoring interactions

https://bit.ly/2WHJNa5

'Spaces' audit (page 21)

https://bit.ly/3a5mABM

Selecting and developing resources checklist

https://bit.ly/3iAT7US

Are all areas of your space accessible to all, inclusive to all and challenging of stereotypes?
Do your spaces encourage use of a variety of skills?
Has the environment had any element of co-creation with the learners?

Notice which children get more time - are there gendered patterns?
What are the focuses of your interactions - behaviour/praise of work/praise of effort/ asking questions?
How is sexist language challenged?
Is the language I use inclusive of all?

Are all activities accessible by all?
How are groups organised ?
Do my resources and activity content challenge or reinforce gender stereotypes?
Is there a focus on equitable access to all skills to counter stereotypical self-selection?

Using interactions, experiences and spaces can be a useful way to frame how we can challenge stereotypes through practice.

Interactions:

There are really subtle ways that stereotypes can be reinforced - one of these is how we interact with learners.

Our unconscious bias might have an effect on the interactions we have with different gendered learners, the experience we provide or what we encourage different learners to do.

Some of our research shows us boys tend to get more teacher time but it may be well be different per setting.

Notice which children get more time - are there gendered patterns?

What are the focuses of your interactions - behaviour/praise of work/praise of effort/ asking questions?

Research by Carol Dweck revealed that girls and boys were getting criticized and praised for different things. It was observed that Girls get criticised for work content and praised for good behaviour and effort. On the other hand boys were more likely to be thought of as the disruptive ones and therefore criticised for behaviour, but praised for work content, ideas, the processes they went through to solve the problem, and their overall understanding.

Language is also significant in our interactions - How am I describing jobs (e.g. fireman vs firefighter) and skills? Which pronouns do I use? - it can be in terms of the jobs spoken about, the pronouns used. It can also be language in story books and the pronouns used here. What happens to the story when you flip the pronouns? The monitoring interactions tool offers a useful starting point for identifying any bias in interactions: https://bit.ly/2WHJNa5

Experiences:

How are groups organised ? how are groups organised - do they pick their own?> are children given opportunity to work with range of other young people with different backgrounds/skills etc.

Do my resources and activity content challenge or reinforce gender stereotypes?

Is there a focus on equitable access to all skills to counter stereotypical self-selection?

Skills - weaved through spaces - means that if child self-selects out of one area they are skill getting that experience and skill development.

A tool that might aid reflection on experiences is the 'selecting and developing resources to promote equality checklist' https://bit.ly/3iAT7US

Spaces:

• Are all areas of your space accessible to all, inclusive to all and challenging of stereotypes?

• Do your spaces encourage use of a variety of skills?

• Has the environment had any element of co-creation with the learners?

Despite being for a nursery, this audit provides some helpful prompt questions about the environment. 'Spaces' audit (page 21)https://bit.ly/3a5mABM

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gender stereotypes

Working with parents around gender stereotypes

Here's how we can work with parents and carers to highlight the importance of tackling gender stereotypes:

Explore what is understood by the term 'gender stereotypes' (try a menti activity)
Discuss why they are bad for everyone (FAQs discussion activity)
Prompt thinking around:
toys
language
books
around the home
clothes and shoes
attitudes
expectations and assumptions
similarities and differences

Parent and Carers Survey (2018, Scottish Government)

Taken from: Lifting Limits - Gender Equality guide for families

https://bit.ly/3vvUcnn

Article 3 - Adults must do what's best for me

In a Scottish Government survey (2018), respondents expressed very low levels of concern about their child being interested in a career that is commonly stereotyped – 83% said they would not be at all concerned. Less than 7% of parents/carers said they would strongly or gently discourage them. If we consider article 3 here - adults must do what's best for me, this may not be realised,.

In order to ensure stereotypes are challenged in advice provided by parents/carers, on the right hand side are some ideas for discussing stereotypes. These might seem fairly generic but since gender stereotypes are such a wide ranging societal issue, it is important to tackle and discuss at multiple levels. Children have fixed ideas about which gender does which job as early as P4 so it’s important to act early

Being aware of the bias used in language and images chosen when discussing STEM subjects or careers can have a huge impact.

The advice is taken from Taken from: Lifting Limits - Gender Equality guide for families

https://bit.ly/3vvUcnn where you can find further information.

Access the Parent and Carer Survey at: https://bit.ly/3mnv6n3

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What do we need to do in our setting to address gender stereotypes in order to promote diversity and equality in STEM pathways?

Process

Content

Action

What did the content mean to you?

What did the process of reflecting on gender stereotypes feel like?

Is there any action you might take now?

gender stereotypes

Pause to reflect

Further resources

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identifying and removing barriers

Article 12 -

I have the right to be listened to and taken seriously

EQUITY And EQUALITY IN STEM

(Approx 15 mins)

Sustainable Development Goal 1

No poverty

Sustainable Development Goal 10:

Reduced inequalities

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Sex

Protected characteristics

Pregnancy or maternity

Religion or belief

Marriage and civil partnerships

Disability

Race and ethnicity

Gender reassignment

Age

Sexual orientation

identifying and removing barriers

Learners who fall into minority characteristics for more than one of these* will likely face additional barriers (intersectionality)

*Those on the right plus

care experienced
young carer
poverty

STEM for all - removing barriers

“Identifications with ‘cleverness’ are not simply derived from academic attainment but are profoundly racialised, classed and gendered - cleverness is aligned with middle-class, white, masculinity.” (Archer et al., 2020)

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identifying and removing barriers

Plan

Do

Review

Promoting equity and equality needs sustained action and the right interventions to be successful. It requires:

STEM for all - sustained action

analysis of data.

use of representative focus groups

careful tracking and monitoring

learner voice

professional enquiry approaches

(can be effective to develop small tests of change)

To what extent does Article 12 UNCRC learner voice/learner participation feature in removing barriers and promoting diversity?

What steps can teachers and departments take to effect change and remove barriers e.g. decolonising the curriculum, celebrating and promoting diversity, positive learning environment for all, parental engagement?

What universal improvements can we make and what targeted approaches could we introduce to ensure equity?

Article 12 - I have the right to be listened to and taken seriously

Promoting equality needs sustained action and the right interventions to be successful. It requires careful tracking and monitoring, use of focus groups and pupil voice and analysis of data. For example, would males/females be typically over-represented in certain subjects? Would these learners typically be taking 5 Highers or intending to progress onto university?

Professional enquiry approaches can also be effective to develop small tests of change. For example, when looking at data: “ How aware am I of gaps in relation to different characteristics in the uptake of STEM subjects within my establishment?” or “How aware am I that of poverty-related gaps in learner destinations from my establishment?”

Considering the rights of the child should be at the centre of this too. It is important to consider how the rights of all children can be fulfilled. For example, even if there is not a minority ethnic learner in your class, how can you still ensure the curriculum is decolonised and anti-racist so as to develop learner attitudes that STEM is for minority ethnic individuals?

At a whole school level, you may also wish to consider what action is needed at school level to address more structural issues that present barriers to some learners e.g. timetabling, column choices, bullying? And how might teachers, DYW coordinators and those arranging work placements remove barriers and promote equality and diversity in STEM?

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To what extent is a STEM pathway a possibility/likely reality for learners with one or more protected characteristics?
What can be done to remove barriers and support progression in STEM pathways?

Pause to reflect

identifying and removing barriers

Further resources

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pathways

Article 3 - Adults must do what's best for me

STEM CURRiculum and learner pathways

(Approx 15 mins)

Sustainable Development Goal 4

Quality Education

Sustainable Development Goal 8:

Decent work and economic growth

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pathways

National 5

SCQF L5

Ask learners: which are open to you?
Consider: which pathways allow learners to develop relevant STEM skills and continue their STEM journey?

Modern Apprenticeship

SCQF L5

Higher

SCQF L6

Foundation Apprenticeship

SCQF L6

Advanced

Higher

SCQF L7

Modern Apprenticeship

SCQF L7

National 4

NPA's

Skills for work

SCQF L4

A range of exciting pathways

Article 3 - Adults must do what's best for me

There are a wide range of Skills for Work courses, awards, Foundation Apprenticeships, Modern Apprenticeships and Graduate Apprenticeships. Most of the apprenticeship frameworks are STEM-related. Research shows that boys tend to be directed towards work based learning pathways and girls towards more traditional academic routes. With this in mind, it is important to consider article 3 - adults must do what's best for me.

Do you know:

An Engineering Foundation Apprenticeship is equivalent to two B passes at Higher-level and can be taken at school.

All universities in Scotland now recognise Foundation Apprenticeships.

There were 5000 Foundation Apprenticeships and 30,000 Modern Apprentices available in 2020.

Graduate apprentices end up with the same degree as those going to university but get paid up to £19,000 per year and get four years industry experience at the same time!

You might wish to explore with learners which options they feel are open to them (both from their own sense of belonging/ambition and pressures felt from school/home).

You might also wish to consider which pathways allow learners to develop relevant STEM skills and continue their STEM journey?

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STEM for All

pathways

SCQF Level 7-10

7 e.g. HNC

8 e.g. HND

9 e.g. Technical Apprenticeship

10 e.g. Honours Degree

raising awareness of non-degree STEM pathways

Work

We need to challenge the assumption that you need a degree to gain access to STEM employment. Current labour market information shows that the majority of jobs available 2024/31 will require qualification levels of SCQF 7-10. As illustrated on the slide, SCQF level 7 is equivalent to an HNC, 8 to and HND, 9 a technical apprenticeship and 10 an honours degree. We can see therefore that the majority of jobs are not likely to require a degree. This is further reinforced by

SDS’s Skills Investment Plan for the Life and Chemical Sciences sector in Scotland (2018) which showed that the real need for the sector is for employees working at technician level. At UK level, there will be between 4,000 and 6,000 technician job opportunities per year over the next 10 years.

To address this skills gap, the sector is encouraging more work-based and college based pathways to promote more work based and technical routes into the sector including through Apprenticeships.

Access the Skills Investment Plan

For Scotland’s life and chemical science:

https://bit.ly/2UGI9Vi

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pathways

Q24: Which of the following would be your preferred route to a career for your child?

Parent and Carer |Survey (2018)

The Scottish Government Parent and Carer survey shows:

Many parents see university as the preferred career route for their child.
Parents are relatively unaware of apprenticeship and other pathway options.

There is a poverty related gap in destinations -what does this look like in your establishment?Why might this be the case?

Article 3 - Adults must do what's best for me

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pathways

What?

How?

When?

What pathways are available?

What are the names of pathways (e.g. core, alternative etc.)

What are pupil perceptions of being on a particular pathway

What is the culture around career vs. job?

What percentage of learners in your class/department go on to university?

Pupils going on to university often get support for UCAS applications, what equivalent support is given to learners pursuing other pathways?

How are different pathways spoken about?

Does school/ departmental culture reinforce traditional pathways as the norm/best option?

How much of career information advice and guidance support and resources are directed to young people pursuing university pathways versus other pathways e.g. college and work-based learning?

How do we ensure parity between different pathways?

When does the 'fun, real life stuff' happen? e.g. only in clubs or weaved into engaging curriculum?

When are learning pathways promoted? Are they an embedded part of the curriculum?

When are parents engaged about pathways?

You might wish to use these discussion points as a staff group

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Data

Society

Systems

What percentage of learners from your school go onto STEM careers pathways or jobs?

Do you track or have access to this data?

Of those learners who continue with STEM subjects across the senior phase, describe their characteristics.

To what extent are learners taking STEM subjects in the Senior Phase representative of the wider demographics within your school (e.g. SIMD, ethnicity, ASN)? What other subjects would they be taking?

What is the wider impact on society for trends happening in subject choice at school level?

What is the wider impact on tackling generational unemployment, child poverty, the attainment gap, gender pay gap, gender and race equality etc?

Do parents tend to encourage learners to pursue particular pathways?

Are there strong traditions around subject choices for certain groups of learners?

How do the pathways, curriculum design (inluding wider achievement) and culture within your school encourage all learners to continue with STEM learning pathways?

Do column choices, class setting or staffing affect learners’ subject choices?

Do parents tend to encourage learners to pursue particular pathways?

Are there strong traditions around subject choices for certain groups of learners?

You might wish to use these discussion prompts as a staff group

Deeper dive

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contact STEM team: STEM@educationscotland.gov.scot

contact Equalities team: IGBE@educationscotland.gov.scot

www.apprenticeships.scot

Further resources

https://www.myworldofwork.co.uk

For parents/carers

https://bit.ly/3zWeGIV

Industry page

https://bit.ly/3zWgfqh

Summary of STEM resources

http://bit.ly/NIHSTEM

Overview

https://bit.ly/2Fz5QEs

Introduction videos

https://bit.ly/3BBcA27

https://bit.ly/3SeDD9n

Meta skills toolkit

https://bit.ly/3SezfqR

Summary of Improving gender balance and equalities (IGBE) resources

http://bit.ly/NIHIGB

STEM for all -

evidence of impact

https://bit.ly/3gkEFiD

STEM online resource

stemnation.scot

Promoting race equality and anti-racist education

Anti-racist curriculum principles

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Science capital video

(Kings College London)

https://tinyurl.com/KCLvideo

Further resources

STEM in Nutshell Guide for parents

https://bit.ly/2N9QQDk

10 GREAT reasons poster https://bit.ly/3gonddr

100 jobs in STEM poster

https://bit.ly/3JlW0Fx

A scientist just like me

teaching materials

(Primary Science Teaching Trust)

https://bit.ly/3BwUL49

Scientific literacy video

(Neil deGrasse Tyson)

https://bit.ly/2WkzqZu

Science capital teaching approach

(University College London)

https://bit.ly/3B1PE8H

STEM equity compass

Intro video:

https://bit.ly/3SiddDa

Teacher edition

https://bit.ly/3vvlme8

IOP limitless - Gender inclusive careers guidance

http://bit.ly/43tF5cl

and video:

https://youtu.be/00q5RNwa1ic

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Examples of practice relating to this resource

Hear how Grangemouth High School used the resource

Hear about the STEM equity project from University of Highlands and Islands with 2 rural secondary schools

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How confident am I now in advising young people about STEM opportunities and pathways?

On a scale of

How knowledgeable am I now about STEM learning opportunities and pathways?

On a scale of

FINAL pause to reflect

So what might this mean for my practice and future professional learning?

to